Klaus Stiller

Prof. Dr. Klaus Stiller is a researcher and lecturer at the Institute of Educational Science within the Faculty of Humanities at the University of Regensburg, Germany. He has been affiliated with the Chair of Pedagogy I since 2013, following previous positions at the University of Regensburg's Chair of Psychology IV (1996-2013) and the Dortmund Technical University's Chair of Educational Psychology (2007-2010). His academic career spans over 25 years in educational science and psychology, with a focus on instructional design, technology-enhanced learning, and educational research methodology.

Dr. Stiller completed his academic journey at the University of Regensburg, where he earned his diploma in psychology from the Department of Experimental Psychology. He continued his studies at the same institution, completing his Ph.D. (Dr. phil.) research on pictures and texts in multimedia learning environments, followed by his Habilitation (postdoctoral qualification) on modes of text presentation and access to text in computerized learning environments.

Dr. Stiller's research primarily focuses on the intersection of educational psychology and technology. His work explores how learners interact with various forms of instructional media, particularly examining cognitive, motivational, and affective processes in multimedia learning environments. He investigates how illustrations, text design, and interactive elements impact learning outcomes, with special attention to distance education contexts and game-based learning approaches. His research integrates theoretical frameworks like Cognitive Load Theory and the Cognitive Theory of Multimedia Learning with practical applications in educational settings.

His scholarly contributions reveal consistent engagement with critical issues in educational technology, particularly examining learner characteristics that influence success in online and distance education. A significant thread throughout his work involves understanding how to reduce dropout rates in online training while enhancing learning outcomes through thoughtful instructional design. His recent publications show an increasing focus on the integration of social and emotional dimensions into multimedia learning theory, moving beyond purely cognitive approaches to create more holistic models of learning.

Dr. Stiller serves on the editorial board of the Journal of Computer Assisted Learning (JCAL), a high-impact international journal with a Web of Science impact factor of 5.1. He has conducted over 170 verified peer reviews for prominent journals including JCAL (51 reviews), Sustainability (21), Instructional Science (20), Education Sciences (9), BMC Medical Education (8), and Educational Research Review (8), demonstrating his significant contribution to scholarly discourse in educational technology.

Throughout his career, Dr. Stiller has mentored numerous students through various teaching roles across multiple academic programs. His teaching portfolio spans bachelor's and master's programs in Educational Science, teacher training programs, and specialized courses in media education. He has developed innovative approaches to instruction, integrating traditional methods with modern e-learning techniques to enhance educational experiences. His collaborative work extends to research partnerships with colleagues including Prof. Dr. Mike Altieri, Prof. Dr. Leo Riedl, Prof. Dr. Silke Schworm, and Stefanie Stiller.

Dr. Stiller leads research activities focused on distance education and online learning environments, examining persistent challenges such as high dropout rates while exploring innovative solutions through learning analytics and data mining approaches. His work on game-based learning investigates how educational games can effectively support cognitive, motivational, and social learning processes. The integration of technology acceptance models into educational contexts represents another key dimension of his research program, helping to understand factors that influence successful implementation of e-learning solutions.