Media Psychology / Educational Psychology (Selected Examples)

Diekmann, C. & Schrader, C. (submitted). Learning in Immersive Virtual Reality: The Role of Competition. Journal of Computer Assisted Learning.

Schrader, C., Diekmann, C., Kunz, M., Albrecht, A., Hansen, C., & Schott, D. (2026). Applying the signaling principle in immersive virtual reality for medical education: Effects of color coding on virtual presence, learning-centered emotions, cognitive load, and learning outcomes. Computers & Education: X Reality, 9, 100172. https://doi.org/10.1016/j.cexr.2026.100172

Schrader, C., & Zander, S. (2026). Digitale Medien und die Förderung sozial-emotionaler Kompetenzen. In R. Markowetz, T. Hennemann, D. Hövel, & G. Casale (Hrsg.), Handbuch Förderschwerpunkt emotional-soziale Entwicklung (S. 1045–1048). Beltz.

Schrader, C., Diekmann, C., Schulz, P., Mack, N., Bohrmann-Linde, C., & Zeller, D. (2024). Hands-on training: Effects on virtual presence, learning-centered emotions, cognitive load and learning outcome when learning with virtual reality. Computers in Human Behavior Reports, 16, 100487. https://doi.org/10.1016/j.chbr.2024.100487

Schrader, C., & Kalyuga, S. (2023). Expertise reversal effect in a pen-tablet-based learning environment: The role of learning-centered emotions in the interplay between learner expertise and task complexity. British Journal of Educational Psychology, 93(S2), 270–286. https://doi.org/10.1111/bjep.12547

Schrader, C. (2023). Serious games and game-based learning. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of open, distance and digital education (pp. 1255–1268). Springer. https://doi.org/10.1007/978-981-19-2080-6_74

Schrader, C., Kalyuga, S., & Plass, J. L. (2021). Motivation and affect in multimedia learning. In R. E. Mayer & L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (pp. 121–131). Cambridge University Press. https://doi.org/10.1017/9781108894333.012

Schrader, C., & Grassinger, R. (2021). Tell me that I can do it better: The effect of attributional feedback from a learning technology on achievement emotions and performance and the moderating role of individual adaptive reactions to errors. Computers & Education, 161, 104028. https://doi.org/10.1016/j.compedu.2020.104028

Schrader, C. (2021). Adaptivität multimedialer Lernumgebungen. Enzyklopädie Erziehungswissenschaft Online (EEO): Pädagogische Psychologie.

Riemer, V., & Schrader, C. (2022). Playing to learn or to win? The role of students’ competition preference on self-monitoring and learning outcome when learning with a serious game. Interactive Learning Environments, 30(10), 1838–1850. https://doi.org/10.1080/10494820.2020.1752741

Schrader, C., & Kalyuga, S. (2020). Linking students’ emotions to engagement and writing performance when learning Japanese letters with a pen-based tablet: An investigation based on individual pen pressure parameters. International Journal of Human-Computer Studies, 135, 102374. https://doi.org/10.1016/j.ijhcs.2019.102374

Schrader, C. (2019). Creating avatars for technology usage: Context matters. Computers in Human Behavior, 93, 219–225. https://doi.org/10.1016/j.chb.2018.12.002

Schrader, C., Reichelt, M., & Zander, S. (2018). The effect of the personalization principle on multimedia learning: The role of student individual interests as a predictor. Educational Technology Research and Development, 66(6), 1387–1397. https://doi.org/10.1007/s11423-018-9588-8

Schrader, C., & Nett, U. E. (2018). The perception of control as a predictor of emotional trends during gameplay. Learning and Instruction, 54, 62–72. https://doi.org/10.1016/j.learninstruc.2017.08.002

Riemer, V., & Schrader, C. (2016). Effects of self-monitoring and player engagement on the development of mental models through serious games: Inferences from in-game behavior. Computers in Human Behavior, 64, 264–273. https://doi.org/10.1016/j.chb.2016.06.057

Riemer, V., & Schrader, C. (2015). Learning with quizzes, simulations, and adventures: Students’ attitudes, perceptions and intentions to learn with different types of serious games. Computers & Education, 88, 160–168. https://doi.org/10.1016/j.compedu.2015.05.003

Schrader, C., & Bastiaens, T. J. (2012). The influence of virtual presence: Effects on experienced cognitive load and learning outcomes in educational computer games. Computers in Human Behavior, 28(2), 648–658. https://doi.org/10.1016/j.chb.2011.11.011

Collaborations with Subject-Specific Didactics (Selected Examples)

Zeller, D., Bohrmann-Linde, C., Mack, N., & Schrader, C. (2025). VR-Lernsettings zum Thema Verbrennungsreaktionen: Ein interdisziplinäres Lehrprojekt zur Produktion von VR-Räumen durch Lehramtsstudierende. In J. Huwer, T. Wilke, & A. Banerji (Hrsg.), Progress in digitalisation in chemistry education 2024: Digitales Lehren und Lernen an Hochschule und Schule im Fach Chemie (S. 79–85). Waxmann.

Zeller, D., Ramella, A., Mack, N., Schrader, C., & Bohrmann-Linde, C. (2025). Virtual Reality im Unterricht – Potentiale und Herausforderungen beim Einsatz von VR im Chemieunterricht. MNU-Journal, 04/2025, 284–289.

Zeller, D., Frohne, T., Bohrmann-Linde, C., Mack, N., & Schrader, C. (2025). VR-Lernsetting zu Verbrennungen: Erkundung der Teilchenebene in 3D. In H. van Vorst (Hrsg.), Entdecken, lehren und forschen im Schülerlabor: Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Bochum 2024 (Bd. 45, S. 573–576).

Zeller, D., Bohrmann-Linde, C., Mack, N., & Schrader, C. (2025). Produktion eigener VR-Lernsettings im Projekt FoPro-VR: Ein interdisziplinärer Lehransatz für die Lehramtsausbildung. In L. Mrohs, J. Franz, D. Herrmann, K. Lindner, & T. Staake (Hrsg.), Digitales Lehren und Lernen an der Hochschule: Strategien – Bedingungen – Umsetzung (S. 191–204). transcript. https://doi.org/10.14361/9783839471203-018

Zeller, D., Bohrmann-Linde, C., Diekmann, C., Mack, N., & Schrader, C. (2024). Die Teilchenebene in 3D erkunden – Potenziale und Herausforderungen von Virtual Reality im Unterricht. Unterricht Chemie, 202/203, 80–85.

Collaborations with Computer Science (Selected Examples)

Schott, D., Kunz, M., Schrader, C., Ringler, E., Schwadtke, A., Mandel, J., Müller, P., Kleinbeck, C., Roth, D., Albrecht, A., Braun-Dullaeus, R. C., & Hansen, C. (2026). The influence of environmental fidelity on virtual presence, intrinsic motivation, cognitive load and learning outcomes in medical VR. IEEE Transactions on Visualization and Computer Graphics, 32(5), 4302–4311. https://doi.org/10.1109/TVCG.2026.3680702

Frommel, J., Schrader, C., & Weber, M. (2018). Towards emotion-based adaptive games: Emotion recognition via input and performance features. In CHI PLAY 2018 – Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play (pp. 187–199). Association for Computing Machinery. https://doi.org/10.1145/3242671.3242672

Schrader, C., Brich, J., Frommel, J., Riemer, V., & Rogers, K. (2017). Rising to the challenge: An emotion-driven approach toward adaptive serious games. In M. Ma & A. Oikonomou (Eds.), Serious games and edutainment applications: Volume II (pp. 3–28). Springer. https://doi.org/10.1007/978-3-319-51645-5_1

Brich, J., Rogers, K., Frommel, J., Weidhaas, M., Brückner, A., Mirabile, S., Dorn, T., Riemer, V., Schrader, C., & Weber, M. (2017). LiverDefense: How to employ a tower defense game as a customisable research tool. The Visual Computer, 33(4), 429–442. https://doi.org/10.1007/s00371-016-1314-0

Brich, J., Frommel, J., Rogers, K., Brückner, A., Weidhaas, M., Dorn, T., Mirabile, S., Riemer, V., Schrader, C., & Weber, M. (2015). LiverDefense: An educational tower defense game as an evaluation platform. In M. Ma, M. F. Oliveira, J. B. Hauge, S. Göbel, J. Wiemeyer, & V. Wendel (Eds.), Serious games: 1st Joint International Conference, JCSG 2015, proceedings (pp. 186–190). Springer. https://doi.org/10.1007/978-3-319-19126-3_17