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• Multimedia Learning Interventions
• Conceptual Change
• Refutation Texts
• +3 more

Anna-Sophia Dersch is a Researcher at the Professorship for Teaching and Learning with Media, part of the Faculty of Educational Psychology at Justus-Liebig-Universität Gießen. She teaches courses including Educational Psychology for B.Sc. Psychology students, Basic Concepts of Psychology for student teachers, and Scientific Writing for student teachers in German as a foreign language. Her research focuses on multimedia learning interventions, conceptual change, gender stereotypes in education, and adaptive learning technologies. She has been recognized with the Oral Presentation Award at the SIG 15 Conference (2024) and the Junior Researcher Award from DGPs (2022). Her work addresses teacher misconceptions about multimedia learning and math-gender stereotypes, emphasizing personalized refutation strategies and intercultural educational practices. Dr. Dersch collaborates internationally, including at the University of São Tomé and Príncipe, and actively engages in science communication through teacher trainings and workshops. She also serves as the local Equal Opportunities Officer for the Department of Psychology.

• Multimedia Learning
• Cognitive Science
• Educational Psychology
• +3 more

PD Dr. Anne Schüler is a Researcher and Deputy Head of the Multiple Representations Lab at the Leibniz Institute for Knowledge Media (IWM) in Tübingen, Germany. She holds a PhD (summa cum laude) and habilitation in Psychology from Eberhard Karls University of Tübingen, with a focus on cognitive foundations of multimedia learning. Her work explores how multimedia principles enhance learning, particularly addressing validation processes, cross-modal integration, and the correction of misconceptions through instructional strategies like refutation videos. She has been an Equal Opportunities Officer at IWM since 2018. Her research spans cognitive psychology, educational technology, and instructional design, with a strong emphasis on empirical studies using eye-tracking and EEG. Key projects include investigating reactivation mechanisms during multimedia processing, the impact of digital distractions, and the design of adaptive multimedia systems. Her findings contribute to improving multimedia learning environments in education and professional contexts. Publications highlight themes such as text-picture integration dynamics, boundary conditions of multimedia effects, and the role of visual cues in comprehension. She has collaborated extensively with institutions like the University of Tübingen and international researchers, advancing theoretical frameworks for multimedia learning through experimental studies and data-driven insights.

• Ancient philosophy
• Transcendental philosophy
• German idealism
• +7 more

Andreas Eckl is an extraordinary professor (apl. Prof.) at the University of Frankfurt, specializing in philosophy with historical and systematic research domains. His academic trajectory includes a State Examination in Mathematics and Sports (1985), Dr. phil. from the University of Bonn (1994), habilitation (2003), and subsequent appointments as Associate Professor at Bonn (2009) and Frankfurt (2010). He contributes to the Research Center for the Historical-Critical Edition of Kant's 'Critique of Judgment' at the Berlin-Brandenburg Academy of Sciences. His research encompasses: Historical philosophy : Ancient philosophy (Plato), transcendental philosophy (Kant), German idealism (Hegel), 20th-century critical idealism (Cohen, Natorp, Cassirer, Hönigswald), and pragmatism (Peirce) Systematic philosophy : Philosophy of language, logic, philosophy of law, aesthetics, and semiotics Publications demonstrate sustained engagement with Platonic dialectics, Kantian lexicography, and aesthetic theory, with recent works analyzing logical structures in ancient texts and editing volumes on political philosophy. No awards, students, or grants are documented.

Alexander EitelView profile

Professor

• Multimedia Learning
• Educational Technology
• Cognitive Science
• +5 more

Prof. Alexander Eitel is a Professor in the Department of Educational Psychology at Justus-Liebig-Universität Gießen. His research focuses on multimedia learning, seductive details, video-based learning, and teacher education. He leads projects funded by the DFG and Robert-Bosch Stiftung, exploring topics like self-regulated learning and emotional design effects. His work emphasizes the cognitive and instructional factors influencing learning outcomes, particularly in digital environments. Collaborations include researchers from Freiburg, Erfurt, and Tübingen. Key research interests include: (1) How multimedia elements affect learning retention and cognitive load; (2) The impact of seductive details on instructional effectiveness; (3) Applications of eyetracking for understanding learning processes. Current projects investigate boundary conditions of seductive details and adaptive refutation strategies for teacher misconceptions. Publications span journals like Journal of Computer Assisted Learning and Applied Cognitive Psychology , addressing topics from testing effects to instructional signal design. His team includes postdoctoral researchers like Dr. Marie-Christin Krebs and M.Sc. Anna-Sophia Dersch, focusing on teacher training and educational technology innovation.

Roman AbelView profile

Researcher

• Educational Psychology
• Desirable Difficulties in Learning
• Interleaving Effect
• +4 more

Dr. Roman Abel is a Postdoctoral Researcher at the Department of Educational Psychology, Ruhr University Bochum. He is part of the Institute of Educational Science within the Faculty of Philosophy and Educational Research. His academic career includes a Dr. phil. in Psychology from the University of Kassel (2021), an M.Sc. in Educational Psychology from the University of Hildesheim (2014), and dual B.A. degrees in Educational Science and Educational Psychology from Novgorod University and the University of Hildesheim (2009). Abel’s research focuses on desirable difficulties in learning , including the interleaving effect , generation effect , retrieval practice , and multilingual vocabulary acquisition . His work emphasizes cognitive processes during learning with expository texts and the optimization of instructional strategies. His recent publications explore synergies between generative learning and retrieval practice, metastrategic decision-making in interleaving strategies, and cognitive processes in mushroom foraging as a naturalistic learning context. His research also addresses bilingual vocabulary development and socio-economic factors influencing educational outcomes. Abel’s work bridges theoretical cognitive science with practical educational applications, aiming to improve learning efficiency through evidence-based interventions.

• Medieval philosophy
• Cross-cultural transmission of philosophical texts
• Religious polemic during the Middle Ages
• +2 more

Alexander Fidora is an ICREA Research Professor at the Universitat Autònoma de Barcelona (UAB), Spain, affiliated with the Department of Ancient and Medieval Studies since 2008. His academic trajectory includes prior roles as an ICREA Researcher at UAB (2006-2008) and a Research Assistant at Goethe University Frankfurt (2003). His research explores: Medieval philosophical traditions and cross-cultural text transmission Religious polemics in interfaith contexts (Christian-Jewish-Islamic) Critical editions of Latin manuscripts and medieval Catalan literature Epistemology of prognostic sciences and divination practices Professor Fidora has received substantial recognition, including: Two European Research Council (ERC) grants: 'Latin into Hebrew' (2008) and 'The Latin Talmud' (2014) Samuel Toledano Prize (2012) and Premi Internacional Catalònia (2011) Leadership positions: Vice-President of the Société Internationale pour l’Étude de la Philosophie Médiévale and former President of the Spanish Society of Medieval Philosophy His publications emphasize medieval metaphysics, text translation methodologies, and religious debates, with recent works analyzing manuscripts from the 12th-14th centuries. He directs collaborative research initiatives but does not oversee a formal laboratory.