Katharina Scheiter

Prof. Dr.

University of Potsdam

Germany

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About

Prof. Dr. Katharina Scheiter is a faculty member at the University of Potsdam in Germany. Her research areas include cognitive load theory, conceptual learning, and instructional strategies, as illustrated by her recent publications on non-interactive teaching and the use of technology in education. Her work critically examines the impact of teaching methods on learners’ experiences and outcomes, contributing to the field’s understanding of effective learning practices.

Articles (24)

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Collaborators (14)

Ronny Scherer

Full professor of educational assessment and measurement

University of Oslo

NORWAY

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Hendrik Fleischer

Leibniz University Hannover

GERMANY

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Leonie Sibley

Assistant Professor of Instructional Research with a Focus on Digital Learning Environments

Zurich University of Teacher Education

SWITZERLAND

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Dirk Richter

Full professor

University of Potsdam

GERMANY

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Andreas Lachner

GERMANY

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Charlott Rubach

Assistant Professor

University of Rostock

GERMANY

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Stefan Stürmer

Full Professor

FernUniversität in Hagen

GERMANY

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Shaaron Ainsworth

Professor of Learning Sciences

University of Nottingham

UNITED KINGDOM

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Sascha Schanze

Leibniz University Hannover

GERMANY

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Jochen Kuhn

Chair of Physics Education/Full Professor

Ludwig-Maximilians-Universität München

GERMANY

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Rebecca Lazarides

Professor

University of Potsdam

GERMANY

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Vincent Hoogerheide

Assistant Professor

Utrecht University

NETHERLANDS

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Eric Richter

University of Potsdam

GERMANY

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Heike Russ

University of Tübingen

GERMANY

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Katharina Scheiter

Research Interests

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About

Articles (24)

High scaffolding of an unfamiliar strategy improves conceptual learning but reduces enjoyment compared to low scaffolding and strategy freedom

Problem-Solving Strategies in Stoichiometry Across Two Intelligent Tutoring Systems: A Cross-National Study

Enhancing preservice teachers’ noticing via adaptive feedback in a virtual reality classroom

Combining non-interactive teaching and drawing fosters conceptual knowledge but not monitoring accuracy from guided inquiry in science learning.

Does distributing non-interactive teaching contribute to learning? Students' academic self-concept and work ethic matter

When Does Learning by Non-interactive Teaching Work? A Large-Scale Analysis of Learner Characteristics in a Classroom Setting

Commentary: How can We Come to Terms when Discussing the Role of Effort from the Perspective of Cognitive Load Theory and Theories of Self-regulated Learning?

Paper-pencil vs. e-exams: Revisiting the screen inferiority effect during high-stakes testing at university

Lehrkräftefortbildungen im Kontext digitaler Medien: Welche Bedeutung haben digitalbezogene Fortbildungsthemen für selbsteingeschätzte digitale Kompetenzen und selbstberichtetes digital gestütztes Unterrichtshandeln?

Stichwort: Professionalisierung von Lehrkräften für die digitale Transformation

Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration

Optimising learning from interactive visualisations with drawing prompts

Promotion focus, but not prevention focus of teachers and students matters when shifting towards technology-based instruction in schools

Body in motion, attention in focus: A virtual reality study on teachers' movement patterns and noticing

Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers’ digital competence-related beliefs in empowering learners

How to foster STEM learning during Covid-19 remote schooling: Combining virtual and video experiments

High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?

Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective

Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?

How to support learning with multimedia instruction: Implementation intentions help even when load is high

When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education

Can Monitoring Prompts Help to Reduce a Confidence Bias When Learning With Multimedia?

Effects of tablet‐based drawing and paper‐based methods on medical students' learning of gross anatomy

Development and Validation of a Test to Assess Teachers' Knowledge About How to Operate Technology

Collaborators (14)

Ronny Scherer

Hendrik Fleischer

Leonie Sibley

Dirk Richter

Andreas Lachner

Charlott Rubach

Stefan Stürmer

Shaaron Ainsworth

Sascha Schanze

Jochen Kuhn

Rebecca Lazarides

Vincent Hoogerheide

Eric Richter

Heike Russ

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