COVID‐19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis von Skulmowski, Alexander, Rey, Günter Daniel

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Decorative pictures and emotional design in multimedia learning von Schneider, Sascha, Nebel, Steve, Rey, Günter Daniel

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The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE) von Schneider, Sascha, Beege, Maik, Nebel, Steve, Schnaubert, Lenka, Rey, Günter Daniel

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A meta-analysis of how signaling affects learning with media von Schneider, Sascha, Beege, Maik, Nebel, Steve, Rey, Günter Daniel

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A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research von Krieglstein, Felix, Beege, Maik, Rey, Günter Daniel, Ginns, Paul, Krell, Moritz, Schneider, Sascha

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Seductive details and attention distraction – An eye tracker experiment von Rey, Günter Daniel

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Realistic details in visualizations require color cues to foster retention von Skulmowski, Alexander, Rey, Günter Daniel

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Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load von Krieglstein, Felix, Beege, Maik, Rey, Günter Daniel, Sanchez-Stockhammer, Christina, Schneider, Sascha

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The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media von Schneider, Sascha, Nebel, Steve, Beege, Maik, Rey, Günter Daniel

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Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research von Nebel, Steve, Schneider, Sascha, Rey, Günter Daniel

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From duels to classroom competition: Social competition and learning in educational videogames within different group sizes von Nebel, Steve, Schneider, Sascha, Rey, Günter Daniel

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Anthropomorphism in Decorative Pictures: Benefit or Harm for Learning? von Schneider, Sascha, Nebel, Steve, Beege, Maik, Rey, Günter Daniel

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The moderating role of arousal on the seductive detail effect in a multimedia learning setting von Schneider, Sascha, Wirzberger, Maria, Rey, Günter Daniel

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Does the effect of enthusiasm in a pedagogical Agent's voice depend on mental load in the Learner's working memory? von Beege, Maik, Schneider, Sascha, Nebel, Steve, Rey, Günter Daniel

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Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task von Skulmowski, Alexander, Pradel, Simon, Kühnert, Tom, Brunnett, Guido, Rey, Günter Daniel

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A Meta-analysis of the Segmenting Effect von Rey, Günter Daniel, Beege, Maik, Nebel, Steve, Wirzberger, Maria, Schmitt, Tobias H., Schneider, Sascha

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Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations von Skulmowski, Alexander, Nebel, Steve, Remmele, Martin, Rey, Günter Daniel

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The influence of seductive details in learning environments with low and high extrinsic motivation von Wesenberg, Lukas, Jansen, Sebastian, Krieglstein, Felix, Schneider, Sascha, Rey, Günter Daniel

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Teaching with worked examples – Why the selection of problems for exemplification is critical von Wesenberg, Lukas, Krieglstein, Felix, Jansen, Sebastian, Rey, Günter Daniel, Schneider, Sascha

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The More Human, the Higher the Performance? Examining the Effects of Anthropomorphism on Learning With Media von Schneider, Sascha, Häßler, Alexandra, Habermeyer, Tanja, Beege, Maik, Rey, Günter Daniel

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