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Literaturliste von Prof. Dr. Günter Daniel Rey

letzte Aktualisierung: 13.03.2024

Meusel, F., Scheller, N., Rey, G. D. & Schneider, S. (2024). The influence of content-relevant background color as a retrieval cue on learning with multimedia. Education and Information Technologies, 1-22.

Beege, M., Schroeder, N. L., Heidig, S., Rey, G. D. & Schneider, S. (2023). The instructor presence effect and its moderators in instructional video: A series of meta-analyses. Educational Research Review, 41, No. 100564.

Krieglstein, F., Beege, M., Rey, G. D., Sanchez-Stockhammer, C. & Schneider, S. (2023). Development and validation of a theory-based questionnaire to measure different types of cognitive load. Educational Psychology Review, 35(1), No. 9.

Krieglstein, F., Meusel, F., Rothenstein, E., Scheller, N., Wesenberg, L. & Rey, G. D. (2023). How to insert visual information into a whiteboard animation with a human hand? Effects of different insertion styles on learning. Smart Learning Environments, 10(1), No. 39.

Krieglstein, F., Schneider, S., Gröninger, J., Beege, M., Nebel, S., Wesenberg, L., Suren, M. & Rey, G. D. (2023). Exploring the effects of content-related segmentations and metacognitive prompts on learning with whiteboard animations. Computers & Education, 194, No. 104702.

Schneider, S., Krieglstein, F., Beege, M. & Rey, G. D. (2023). Successful learning with whiteboard animations - A question of their procedural character or narrative embedding? Heliyon, 9(2), No. e13229.

Beege, M., Nebel, S., Schneider, S. & Rey, G. D. (2022). The effect of microlevel and macrolevel signaling on learning with 360 degrees videos. Applied Cognitive Psychology, 37(1), 232-246.

Krieglstein, F., Beege, M., Rey, G. D., Ginns, P., Krell, M. & Schneider, S. (2022). A systematic meta-analysis of the reliability and validity of subjective cognitive load questionnaires in experimental multimedia learning research. Educational Psychology Review, 34(4), 2485-2541.

Krieglstein, F., Schneider, S., Beege, M. & Rey, G. D. (2022). How the design and complexity of concept maps influence cognitive learning processes. Educational Technology Research and Development, 70, 99-118.

Schneider, S., Beege, M., Nebel, S., Schnaubert, L. & Rey, G. D. (2022). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review, 34, 1-38.

Schneider, S., Krieglstein, F., Beege, M. & Rey, G. D. (2022). The impact of video lecturers' nonverbal communication on learning - An experiment on gestures and facial expressions of pedagogical agents. Computers & Education, 176, No. 104350.

Schneider, S., Nebel, S., Meyer, S. & Rey, G. D. (2022). The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials. Journal of Educational Psychology, 114(3), 443-461.

Skulmowski, A., Nebel, S., Remmele, M. & Rey, G. D. (2022). Is a preference for realism really naive after all? A cognitive model of learning with realistic visualizations. Educational Psychology Review, 34(2), 649-675.

Wesenberg, L., Krieglstein, F., Jansen, S., Rey, G. D., Beege, M. & Schneider, S. (2022). The influence of the order and congruency of correct and erroneous worked examples on learning and (meta-)cognitive load. Frontiers in Psychology, 13, 1032003.

Beege, M., Krieglstein, F., Schneider, S., Nebel, S. & Rey, G. D. (2021). Is There a (Dis-)Fluency Effect in Learning With Handwritten Instructional Texts? Evidence From Three Studies. Frontiers in Education, 6, No. 678798.

Beege, M., Nebel, S., Schneider, S. & Rey, G. D. (2021). The effect of signaling in dependence on the extraneous cognitive load in learning environments. Cognitive Processing, 22(2), 209-225.

Beege, M., Schneider, S., Nebel, S., Zimm, J., Windisch, S. & Rey, G. D. (2021). Learning programming from erroneous worked-examples. Which type of error is beneficial for learning? Learning and Instruction, 75, No. 101497.

Mikheeva, M., Schneider, S., Beege, M. & Rey, G. D. (2021). The influence of affective decorative pictures on learning statistics online. Human Behavior and Emerging Technologies, 3(3), 401-412.

Mikheeva, M., Schneider, S. & Rey, G. D. (2021). Does the position and emotional valence of decorative pictures (in multimedia learning) in^Dfluence learning performance? Journal of Articles in Support of the Null Hypothesis, 18(1), 21-32.

Schneider, S., Krieglstein, F., Beege, M. & Rey, G. D. (2021). How organization highlighting through signaling, spatial contiguity and segmenting can influence learning with concept maps. Computers and Education Open, 2, No. 100040.

Skulmowski, A. & Rey, G. D. (2021). Realism as a retrieval cue: Evidence for concreteness-specific effects of realistic, schematic, and verbal components of visualizations on learning and testing. Human Behavior and Emerging Technologies, 3(2), 283-295.

Skulmowski, A. & Rey, G. D. (2021). Visualizing pathogens: Disfluent shapes of pathogens increase their perceived complexity and danger while realism and disfluency boost the credibility of visualizations. Human Behavior and Emerging Technologies, 3(2), 316-323.

Wirzberger, M., Bornemeier, J., Kampel, S., Goretti Alvarez Serrano, M., Ullmann, L. & Rey, G. D. (2021). Umwelt trifft App: Verbindung virtueller und realer Welten in der Bildung für nachhaltige Entwicklung - Kurzbericht. Umweltpsychologie, 25(1), 123-132.

Beege, M., Ninaus, M., Schneider, S., Nebel, S., Schlemmel, J., Weidenmüller, J., Moeller, K. & Rey, G. D. (2020). Investigating the effects of beat and deictic gestures of a lecturer in educational videos. Computers & Education, 156, No. 103955.

Beege, M., Schneider, S., Nebel, S. & Rey, G. D. (2020). Does the effect of enthusiasm in a pedagogical agent's voice depend on mental load in the learner's working memory? Computers in Human Behavior, 112, No. 106483.

Nebel, S., Beege, M., Schneider, S. & Rey, G. D. (2020). A review of photogrammetry and photorealistic 3d models in education from a psychological perspective. Frontiers in Education, 5, No. 144.

Nebel, S., Beege, M., Schneider, S. & Rey, G. D. (2020). Competitive Agents and Adaptive Difficulty Within Educational Video Games. Frontiers in Education, 5, No. 129.

Rey, G. D. (2020). Methoden der Entwicklungspsychologie. Datenerhebung und Datenauswertung (3., überarb. Aufl.). Norderstedt: Books on Demand.

Schneider, S., Nebel, S., Beege, M. & Rey, G. D. (2020). The retrieval-enhancing effects of decorative pictures as memory cues in multimedia learning videos and subsequent performance tests. Journal of Educational Psychology, 112(6), 1111-1127.

Skulmowski, A. & Rey, G. D. (2020). COVID-19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis. Human Behavior and Emerging Technologies, 2(3), 212-216.

Skulmowski, A. & Rey, G. D. (2020). Subjective cognitive load surveys lead to divergent results for interactive learning media. Human Behavior and Emerging Technologies, 2(2), 149-157.

Skulmowski, A. & Rey, G. D. (2020). The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load. Human Behavior and Emerging Technologies, 2(3), 251-258.

Wirzberger, M., Borst, J. P., Krems, J. F. & Rey, G. D. (2020). Memory-related cognitive load effects in an interrupted learning task: A model-based explanation. Trends in Neuroscience and Education, 20, No. 100139.

Beege, M., Nebel, S., Schneider, S. & Rey, G. D. (2019). Social entities in educational videos: Combining the effects of addressing and professionalism. Computers in Human Behavior, 93, 40-52.

Beege, M., Wirzberger, M., Nebel, S., Schneider, S., Schmidt, N. & Rey, G. D. (2019). Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the Effects of Spatial Proximity Between Related and Unrelated Representations. Frontiers in Education, 4, No. 86.

Mikheeva, M., Schneider, S., Beege, M. & Rey, G. D. (2019). Boundary conditions of the politeness effect in online mathematical learning. Computers in Human Behavior, 92, 419-427.

Nebel, S., Pietschmann, D., Schneider, S., Koban, K., Beege, M., Skulmowski, A., Ohler, P. & Rey, G. D. (Eds.). (2019). Proceedings of the Media Psychology Division. 11th Conference of the Media Psychology Division 2019, German Psychological Society. Chemnitz: Universitätsverlag Chemnitz.

Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T. H. & Schneider, S. (2019). A meta-analysis of the segmenting effect. Educational Psychology Review, 31(2), 389-419.

Schneider, S., Häßler, A., Habermeyer, T., Beege, M. & Rey, G. D. (2019). The more human, the higher the performance? Examining the effects of anthropomorphism on learning with media. Journal of Educational Psychology, 111(1), 57-72.

Schneider, S., Wirzberger, M. & Rey, G. D. (2019). The moderating role of arousal on the seductive detail effect in a multimedia learning setting. Applied Cognitive Psychology, 33(1), 71-84.

Wirzberger, M., Schmidt, R., Georgi, M., Hardt, W., Brunnett, G. & Rey, G. D. (2019). Effects of system response delays on elderly humans' cognitive performance in a virtual training scenario. Scientific Reports, 9, No. 8291.

Beege, M., Schneider, S., Nebel, S., Häßler, A. & Rey, G. D. (2018). Mood-affect congruency. Exploring the relation between learners' mood and the affective charge of educational videos. Computers & Education, 123, 85-96.

Rey, G. D. & Wender, K. F. (2018). Neuronale Netze. Eine Einführung in die Grundlagen, Anwendungen und Datenauswertung (3., überarb. Aufl.). Bern: Hogrefe.

Schneider, S., Beege, M., Nebel, S. & Rey, G. D. (2018). A meta-analysis of how signaling affects learning with media. Educational Research Review, 23, 1-24.

Schneider, S., Beege, M., Nebel, S. & Rey, G. D. (2018). Soziale Prozesse beim Lernen mit digital präsentierten Lernmaterialien. Psychologie in Erziehung und Unterricht, 65(4), 257-274.

Schneider, S., Dyrna, J., Meier, L., Beege, M. & Rey, G. D. (2018). How affective charge and text-picture connectedness moderate the impact of decorative pictures on multimedia learning. Journal of Educational Psychology, 110(2), 233-249.

Schneider, S., Nebel, S., Beege, M. & Rey, G. D. (2018). Anthropomorphism in decorative pictures: Benefit or harm for learning? Journal of Educational Psychology, 110(2), 218-232.

Schneider, S., Nebel, S., Beege, M. & Rey, G. D. (2018). The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media. Learning and Instruction, 58, 161-172.

Skulmowski, A. & Rey, G. D. (2018). Adjusting sample sizes for different categories of embodied cognition research. Frontiers in Psychology, 9, No. 2384.

Skulmowski, A. & Rey, G. D. (2018). Embodied learning: introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implications, 3, No. 6.

Skulmowski, A. & Rey, G. D. (2018). Realistic details in visualizations require color cues to foster retention. Computers & Education, 122, 23-31.

Wirzberger, M., Herms, R., Bijarsari, S. E., Eibl, M. & Rey, G. D. (2018). Schema-related cognitive load influences performance, speech, and physiology in a dual-task setting: A continuous multimeasure approach. Cognitive Research: Principles and Implications, 3, No. 46.

Beege, M., Schneider, S., Nebel, S., Mittangk, J. & Rey, G. D. (2017). Ageism - Age coherence within learning material fosters learning. Computers in Human Behavior, 75, 510-519.

Beege, M., Schneider, S., Nebel, S. & Rey, G. D. (2017). Look into my eyes! Exploring the effect of addressing in educational videos. Learning and Instruction, 49, 113-120.

Nieding, G., Ohler, P., Diergarten, A. K., Möckel, T., Rey, G. D. & Schneider, W. (2017). The development of media sign literacy - A longitudinal study with 4-year-old children. Media Psychology, 20(3), 401-427.

Skulmowski, A. & Rey, G. D. (2017). Bodily effort enhances learning and metacognition: Investigating the relation between physical effort and cognition using dual-process models of embodiment. Advances in Cognitive Psychology, 13(1), 3-10.

Skulmowski, A. & Rey, G. D. (2017). Measuring cognitive load in embodied learning settings. Frontiers in Psychology (Online Journal), 8, No. 1191.

Wirzberger, M., Bijarsari, S. E. & Rey, G. D. (2017). Embedded interruptions and task complexity influence schema-related cognitive load progression in an abstract learning task. Acta Psychologica, 179, 30-41.

Nebel, S., Beege, M., Schneider, S. & Rey, G. D. (2016). The higher the score, the higher the learning outcome? Heterogeneous impacts of leaderboards and choice within educational videogames. Computers in Human Behavior, 65, 391-401.

Nebel, S., Schneider, S. & Rey, G. D. (2016). From duels to classroom competition: Social competition and learning in educational videogames within different group sizes. Computers in Human Behavior, 55, 384-398.

Rey, G., Piguet, C., Vuilleumier, P., Favre, S., Aubry, J.- .- M., Benders, A. & Eickhoff, S. B. (2016). Resting-state functional connectivity of emotion regulation networks in euthymic and non-euthymic bipolar disorder patients. European Psychiatry, 56-63.

Schneider, S., Nebel, S. & Rey, G. D. (2016). Decorative pictures and emotional design in multimedia learning. Learning and Instruction, 44, 65-73.

Skulmowski, A., Augustin, Y., Pradel, S., Nebel, S., Schneider, S. & Rey, G. D. (2016). The negative impact of saturation on Website trustworthiness and appeal: A temporal model of aesthetic Website perception. Computers in Human Behavior, 61, 386-393.

Wirzberger, M., Beege, M., Schneider, S., Nebel, S. & Rey, G. D. (2016). One for all?! Simultaneous examination of load-inducing factors for advancing media-related instructional research. Computers & Education, 100, 18-31.

Schneider, S., Nebel, S., Pradel, S. & Rey, G. D. (2015). Introducing the familiarity mechanism: A unified explanatory approach for the personalization effect and the examination of youth slang in multimedia learning. Computers in Human Behavior, 43, 129-138.

Schneider, S., Nebel, S., Pradel, S. & Rey, G. D. (2015). Mind your Ps and Qs! How polite instructions affect learning with multimedia. Computers in Human Behavior, 51, 546-555.

Rey, G. D. (2014). Seductive details and attention distraction - An eye tracker experiment. Computers in Human Behavior, 32, 133-144.

Beck, F., Moseler, O., Diehl, S. & Rey, G. D. (2013). In situ understanding of performance bottlenecks through visually augmented code. In Proceedings of the 21st IEEE International Conference on Program Comprehension (ICPC) (pp. 63-72). San Francisco, USA: IEEE.

Rey, G. D. & Steib, N. (2013). The personalization principle in multimedia learning: The influence of dialect. In U. Ansorge, E. Kirchler, C. Lamm & H. Leder (Eds.), Abstracts of the 55th Conference of Experimental Psychologists (pp. 226). Lengerich: Pabst.

Rey, G. D. & Fischer, A. (2013). The expertise reversal effect concerning instructional explanations. Instructional Science, 41(2), 407-429.

Rey, G. D. & Steib, N. (2013). The personalization effect in multimedia learning: The influence of dialect. Computers in Human Behavior, 29(5), 2022-2028.

Wirzberger, M. & Rey, G. D. (2013). Attention impairment in multimedia learning: Does initial task attention act as moderator? In F. Schwab, A. Carolus, M. Brill & C. Hennighausen (Eds.), Media Psychology: Media Research: Yesterday, Today, and Tomorrow. Proceedings of the 8th Conference of the Media Psychology Division of the German Psychological Society (pp. 11). Würzburg: Universität.

Wirzberger, M. & Rey, G. D. (2013). Inducing impaired attention within the seductive detail effect: Do already distracted learners suffer more? In U. Ansorge, E. Kirchler, C. Lamm & H. Leder (Eds.), Abstracts of the 55th Conference of Experimental Psychologists (pp. 314). Lengerich: Pabst.

Endler, A., Rey, G. D. & Butz, M. V. (2012). Towards motivation-based adaptation of difficulty in e-learning programs. Australasian Journal of Educational Technology, 28(7), 1119-1135.

Munk, C., Rey, G.D., Diergarten, K., Nieding, G., Schneider, W. & Ohler, P. (2012). CognitiveProcessing of film cuts among 4- to 8-y-old children. European Psychologist, 17, 257-265.

Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216-237.

Rey, G. D. (2012). Ein Eyetracker-Experiment zum Seductive detail Effekt. In R. Riemann (Hrsg.), 48. Kongress der Deutschen Gesellschaft für Psychologie (S. 363-364). Lengerich: Pabst.

Rey, G. D. (2012). How seductive are decorative elements in learning material? Journal of Educational Multimedia and Hypermedia, 21(3), 257-283.

Rey, G. D. (2012). Methoden der Entwicklungspsychologie. Datenerhebung und Datenauswertung. Norderstedt bei Hamburg: BoD Books on Demand.

Rey, G. D. (2012). Seductive details and attention distraction - An eyetracker experiment. In A. Bröder, E. Erdfelder, B. E. Hilbig, T. Meiser, R. F. Pohl & D. Stahlberg (Eds.), Beiträge zur 54. Tagung experimentell arbeitender Psychologen (pp. 216). Lengerich: Pabst.

Buchwald, F. & Rey, G. D. (2011). Vorwissen und Expertise: Experimentelle, quasi-experimentelle und statistische Forschungsansätze. In K. Bittrich, S. Blankenberger & J. Lukas (Hrsg.), Beiträge zur 53. Tagung experimentell arbeitender Psychologen (S. 32). Lengerich: Pabst.

Endler, A., Butz, M. V. & Rey, G. D. (2011). Extracting adaptation strategies for e-learning programs with XCS. ACM, 743-746.

Ohler, P., Nieding, G., Schneider, W., Rey, G. D. & Völkel, S. (2011). Vorschulische Medienkompetenz als Prädiktor von Schulleistungen Ende der ersten Klasse. Erfurt

Rey, G. D. (2011). Seductive details in a PowerPoint presentation. In Ö. Oda, M. Schreier & Y. Thies-Brandner (Eds.), Media Psychology focus theme: Cognitive and emotional involvement during media reception. Proceedings of the 7th Conference of the Media Psychology Division of the German Psychological Society (pp. 26-27). Lengerich: Pabst Science Publishers.

Rey, G. D. & Buchwald, F. (2011). Der Expertise-Umkehr-Effekt: Kognitive und motivationale Erklärungen. Erfurt

Rey, G. D. & Diehl, S. (2011). Präsentationsgeschwindigkeit, Beschriftungen und Tooltips in interaktiven Animationen. In K. Bittrich, S. Blankenberger & J. Lukas (Hrsg.), Beiträge zur 53. Tagung experimentell arbeitender Psychologen (S. 141). Lengerich: Pabst.

Rey, G. D., Munk, C., Diergarten, K., Nieding, G., Schneider, W. & Ohler, P. (2011). Die kognitive Verarbeitung von Filmschnitten von vier- bis achtjährigen Kindern - Ein Eyetracker-Experiment. Erfurt

Rey, G. D. (2011). Interactive elements for dynamically linked multiple representations in computer simulations. Applied Cognitive Psychology, 25(1), 12-19.

Rey, G. D. (2011). Pädagogisch relevante Gestaltungsempfehlungen für elektronische und multimediale Lernumgebungen. In M. Plechaty, H. Plischke & K. Andert (Hrsg.), Ältere Menschen und die Nutzung Neuer Medien: Regionale Symposien zum demographischen Wandel unserer Gesellschaft und der Nutzung neuer Medien (S. 85-95). Bad Tölz: Peter-Schilffarth-Edition.

Rey, G. D. (2011). Reset button and instructional advice in computer simulations. European Psychologist, 16(1), 58-67.

Rey, G. D. (2011). Seductive details in multimedia messages. Journal of Educational Multimedia and Hypermedia, 20(3), 283-314.

Rey, G. D. (2011). Time advice and learning questions in computer simulations. Australasian Journal of Educational Technology, 27(3), 397-410.

Rey, G. D. & Buchwald, F. (2011). The expertise reversal effect: Cognitive load and motivational explanations. Journal of Experimental Psychology - Applied, 17(1), 33-48.

Rey, G. D. & Wender, K. F. (2011). Neuronale Netze. Eine Einführung in die Grundlagen, Anwendungen und Datenauswertung (2., vollst. überarb. u. erw. Aufl.). Bern: Huber.

Ohler, P., Rey, G. D., Nieding, G., Diergarten, K., Munk, C., Möckl, T. & Schneider, W. (2010). Medienkompetenz als Prädiktor bildungsrelevanter Fertigkeiten - Eine Längsschnittstudie mit 4-Jährigen. In F. Petermann & U. Koglin (Hrsg.), 47. Kongress der Deutschen Gesellschaft für Psychologie (S. 70). Lengerich: Pabst.

Rey, G. D. (2010). Empirische Befundlage, methodische Kritik und Auftretensvoraussetzungen des seductive detail Effektes - Ein Überblicksreferat. In C. Frings, A. Mecklinger, D. Wentura & H. Zimmer (Hrsg.), 52. Tagung experimentell arbeitender PsychologInnen in Saarbrücken (S. 194). Lengerich: Pabst.

Rey, G. D. (2010). Lernen mit Multimedia. Empirische Befundlage und Erklärungsansätze zum Expertise-Umkehr-Effekt - Ein Überblicksreferat. In F. Petermann & U. Koglin (Hrsg.), 47. Kongress der Deutschen Gesellschaft für Psychologie (S. 68). Lengerich: Pabst.

Rey, G. D. (2010). Multimedia learning: Are we still asking the wrong questions? Journal of Educational Multimedia and Hypermedia, 19(1), 103-120.

Rey, G. D. (2010). Signaling and reading direction in a simple computer simulation. In T. Seufert, G. Corbalan, J. Zumbach & B. Ligorio (Ed.), Program book of the EARLI SIG 6/7 Conference (pp. 104-106). Ulm

Rey, G. D. (2010). Instructional advice, time advice and learning questions in computer simulations. Australasian Journal of Educational Technology, 26(5), 675-689.

Rey, G. D. (2010). Reading direction and signaling in a simple computer simulation. Computers in Human Behavior, 26(5), 1176-1182.

Rey, G. D. & Beck, F. (2010). E-Learning-Webseite als facettenreiches Werkzeug in Forschung und Lehre. e-learning and education (eleed), 6, 6-11.

Rey, G. D., Berens, K., Dietz, E., Hesser, M., Schäfer, S. & Schirmer, A. (2010). Konzeptuelle Replikationsstudie zu Experimenten zur Außersinnlichen Wahrnehmung. Zeitschrift für Anomalistik, 10(1-2), 58-115.

Rey, G. D. & Diehl, S. (2010). Controlling presentation speed, labels, and tooltips in interactive animations. Journal of Media Psychology, 22(4), 160-170.

Rey, G. D. & Nieding, G. (2010). Arbeitsgedächtnis und Cognitive Load - Formen, Messmethoden und Anwendungen. In H.-P. Trolldenier, W. Lenhard & P. Marx (Hrsg.), Brennpunkte der Gedächtnisforschung. Entwicklungs- und pädagogisch-psychologische Perspektiven (S. 67-85). Göttingen: Hogrefe.

Rey, G. D. (2009). Interactive seductive details in computer simulations. In G. Rijlaarsdam (Ed.), Fostering Communities of Learners. 13th Biennial Conference for Research on Learning and Instruction (EARLI) (pp. 115). Amsterdam: Alphense.

Rey, G. D. (2009). Lernen mit Multimedia - Interaktive Elemente für dynamisch verlinkte, multiple Repräsentationen in Computersimulationen. In A. B. Eder, K. Rothermund, S. R. Schweinberger, M. C. Steffens & H. Wiese (Hrsg.), 51. Tagung experimentell arbeitender PsychologInnen in Jena (S. 109). Lengerich: Pabst.

Rey, G. D. (2009). Lernen mit Multimedia - Stellen wir immer noch die falschen Fragen?

Rey, G. D. (2009). E-Learning. Theorien, Gestaltungsempfehlungen und Forschung. Bern: Huber.

Rey, G. D. (2009). Interactive multiple representations. In N. C. Krämer, S. Sobieraj & A. M. von der Pütten (Eds.), Media psychology. Focus theme: New media and interactive systems. Proceedings of the 6th Conference of the Media Psychology division of the German Psychological Society. 09.-11. September 2009 (pp. 64-65). Lengerich: Pabst.

Feith, P., Rey, G. D. & Bergmann, R. (2008). Lernen mit Multimedia - Zusammenhang zwischen subjektiven Bewertungen von multimedialen Lernumgebungen und darin erzielten Lernleistungen. In P. Khader, K. Jost, H. Lachnit & F. Rösler (Hrsg.), Beiträge zur 50. Tagung experimentell arbeitender Psychologen (S. 234). Lengerich: Pabst.

Mecklenbräuker, S., Carstengerdes, N., Rey, G. D., Wehr, T. & Wippich, W. (2008). Zur Relevanz der Kognitiven Psychologie. In G. D. Rey & T. Wehr (Hrsg.), Kognitive Psychologie. Ausgewählte Grundlagen- und Anwendungsbeispiele. Festschrift für Prof. Dr. Karl F. Wender (S. 141-152). Lengerich: Pabst.

Rey, G. D. (2008). Lernen mit Multimedia - Leserichtungseffekt und Einfluss zugehöriger Signalisierungen auf die Lernleistung in interaktiven Animationen. In P. Khader, K. Jost, H. Lachnit & F. Rösler (Hrsg.), Beiträge zur 50. Tagung experimentell arbeitender Psychologen (S. 185). Lengerich: Pabst.

Rey, G. D. (2008). Multimedia learning - influence of a reset button and interactive seductive details on retention and comprehension in interactive animations. International Journal of Psychology, 43, 581.

Rey, G. D. (2008). Der Leserichtungseffekt in interaktiven Animationen. Eine empirische Untersuchung zum Einfluss der Leserichtung auf die Lernleistungen in dynamischen, interaktiven Visualisierungen. Saarbrücken: VDM Verlag Dr. Müller.

Rey, G. D. (2008). Gestaltungsempfehlungen für multimediale Lernumgebungen. Zur Gestaltung dynamischer, interaktiver Visualisierungen. Saarbrücken: VDM Verlag Dr. Müller.

Rey, G. D. (2008). Zusammenhänge zwischen Evaluationen von und Lernleistungen in multimedialen Lernumgebungen. In G. D. Rey & T. Wehr (Hrsg.), Kognitive Psychologie. Ausgewählte Grundlagen- und Anwendungsbeispiele. Festschrift für Prof. Dr. Karl F. Wender (S. 181-192). Lengerich: Pabst.

Rey, G. D. & Wehr, T. (Hrsg.). (2008). Kognitive Psychologie. Ausgewählte Grundlagen- und Anwendungsbeispiele. Festschrift für Prof. Dr. Karl F. Wender. Lengerich: Pabst.

Rey, G. D. & Wender, K. F. (2008). Neuronale Netze. Eine Einführung in die Grundlagen, Anwendungen und Datenauswertung. Bern: Huber.

Weiermüller, C. & Rey, G. D. (2008). Der Einfluss des Interaktivitätsgrades von Animationen auf die Lernleistungen in multimedialen Lernumgebungen. In G. D. Rey & T. Wehr (Hrsg.), Kognitive Psychologie. Ausgewählte Grundlagen- und Anwendungsbeispiele. Festschrift für Prof. Dr. Karl F. Wender (S. 227-241). Lengerich: Pabst.

Rey, G. D. (2007). Lernen mit Multimedia: Einfluss eines Reset-Buttons und interaktiver seductive details auf die Lernleistung in interaktiven Animationen. In K. F. Wender, S. Mecklenbräuker, G. D. Rey & T. Wehr (Hrsg.), Beiträge zur 49. Tagung experimentell arbeitender Psychologen (S. 232). Lengerich: Pabst.

Rey, G. D. (2007). Lernen mit Multimedia. Die Gestaltung interaktiver Animationen. Dissertation, Universität, Fachbereich I - Psychologie, Trier.

Wender, K. F., Mecklenbräuker, S., Rey, G. D. & Wehr, T. (Hrsg.). (2007). Beiträge zur 49. Tagung experimentell arbeitender Psychologen. 26. bis 28. März in Trier. Lengerich: Pabst.



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