Research

We investigate learning processes with regard to real-world applications. The learning materials are semantically rich, they come from different domains and make different demands on learning processes. Moreover, aptitudes of learners play an important role. Therefore, learning is manifold. Our research topics and questions reflect the diversity of learning. Here are some examples.

How can digital media support learning effectively? How can visualizations be designed such that they are most beneficial?
Can gaze patterns revealed by eye tracking techniques contribute useful information to the diagnostics of spatial ability?
Do navigation assistance systems have a negative effect on our spatial orientation skills?
How will long-term memory change through domain-specific training and practice? What are the consequences for short-term learning and performance in the domain?

Please see below for more information.

Spatial learning, orientation and navigation

Today, we don’t read maps anymore but rely on navigation assistance for guidance. Are we losing our sense of direction and our wayfinding skills? Based on (human) mental representation of space, our research aims at orientation-supportive navigation assistance (e.g., through enhanced visualizations) and on the identification and improvement of visual-spatial skills that we need to deal with navigation assistance reflectively.

Digitally supported learning: Self-regulated learning in higher education

At the beginning of their studies, students are not well prepared to deepen their knowledge and to learn large amounts of learning material in self-regulated ways. We provide digital tutoring in a real study context that supports cognitive elaboration and retrieval practice. We analyze actual usage and learning success with learning protocol data. However, if digital tutoring implements central aspects of effective learning strategies – and thus relieves students of initiating and performing those strategies themselves -, then the question arises as to how strategies for self-regulated learning can be acquired by students, preferably in the context of digital tutoring.

Digitally supported learning: Learning with multimedia

Multimedia learning – e.g. in the form of explanatory videos with texts, images and animations – is popular today. But is it also well designed and conducive to learning? We examine this question based on theories of human cognition and memory, as well as of dedicated theories on multimedia learning. In our research, we often focus on the processing of visualizations. We also investigate the influence of differences between learners (e.g. in spatial abilities, emotional mood, prior knowledge, anxiety in relation to learning content...) in interaction with learning conditions. We use eye-tracking methodology for the analyses of gaze patterns (indicating information processing) and pupillometry (indicating cognitive load)

A picture containing mechanical game, dice.

Diagnosis of spatial thinking with eye tracking methodology

The ability to think spatially is an important intelligence factor that is related to educational success in STEM disciplines. Spatial abilities have also been found to be related to learning with visualizations (e.g. in multimedia learning materials). Analyses of eye movements can enhance the diagnostics of spatial thinking ability because gaze patterns can indicate solution strategies. However, stimulus materials in conventional tests of spatial abilities is not suitable for eye movement analyses. For this reason, a new test with ‘Rubik's cube tasks’ was developed, validated and utilized for the investigation of gaze patterns.

Reading musical notation; practice strategies for music

Playing a musical instrument requires a complex interplay of perception, memory and motor skills. Practicing a piece of music (notated in musical notation) is a cognitively demanding task. We are investigating how musical notation is processed with increasing expertise, how this processing influences practicing and how music reading and practice could be improved based on psychological models of memory functioning.