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Alexander Eitel

justus liebig university giessen

24H指数
81论文数
2.3K被引数
收录论文 19
发表时间
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Advocating the FoRe-Squares Model of Technology-Augmented Instruction: a Reply to Mayer (2025)倡导技术增强型教学的FoRe-Squares模型：对Mayer（2025）的回应
errEducational Psychology Review
IF8.8
err2026-05-04
err0
errOAAI
errAlexander Eitel; Anna Kienitz; Marie-Christin Krebs; Claudia Schöne
err分享
err收藏
Seductive Details Behind Hyperlinks-Harmful or Helpful for Learning?超链接背后的诱人细节——对学习是有害还是有益？
errJournal of Computer Assisted Learning
IF4.6
err2026-04-01
err0
errOAAI
errBender, Lisa; Renkl, Alexander; Scheiter, Katharina; Richter, Juliane; Eitel, Alexander
err分享
err收藏
Should we Tell Teachers That They Are (In)Correct? How Personalized Refutation Text Promotes or Hampers Conceptual Change我们应该告诉老师他们是正确的吗？个性化的反驳文本如何促进或阻碍概念的改变
errEducational Psychology Review
IF8.8
err2026-02-03
err0
errOAAI
errAnna-Sophia Dersch; Ian Thacker; Alexander Eitel
err分享
err收藏
Teachers’ awareness of math-gender stereotype-reinforcing behaviors in the classroom: a video experiment教师对课堂中强化数学性别刻板印象行为的意识：一项视频实验
errSocial Psychology of Education
IF3.2
err2025-11-05
err0
errOAAI
errAnna-Sophia Dersch; Anke Heyder; Alexander Eitel
err分享
err收藏
Introducing the FoRe-Squares Model: Focus Support and Reward as Key Predictors of Effective Technology-Augmented Instruction介绍FoRe-Squares模型：聚焦支持与奖励作为有效技术增强型教学的关键预测因子
errEducational Psychology Review
IF8.8
err2025-07-05
err0
errOAAI
errAlexander Eitel; Marie-Christin Krebs; Claudia Schöne
err分享
err收藏
Sustaining focus when It's hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives在最具挑战性的时候保持专注：情感设计强化持续学习，尤其是在存在吸引人的替代方案的环境中
errCOMPUTERS & EDUCATION
IF10.5
err2025-04-29
err0
PREAI
errEndres, Tino; Voessing, Charlotte; Renninger, K. Ann; Eitel, Alexander; Renkl, Alexander
err分享
err收藏
Level one: Teaching practice - Does playing a digital teaching simulation game foster novice student teachers' perception and use of theoretical knowledge?一级：教学实践——玩数字教学模拟游戏是否有助于新手师范生对理论知识的感知与运用？
errCOMPUTERS & EDUCATION
IF10.5
err2025-02-01
err0
errOAAI
errKienitz, Anna; Krebs, Marie-Christin; Eitel, Alexander
err分享
err收藏
Digital re-attributional feedback in high school mathematics education and its effect on motivation and achievement
errcomputer assisted language learning
IF4.6
err2023-10-20
err5
errOAAI
errWhalen, Katharina Alexandra; Renkl, Alexander; Eitel, Alexander; Glogger-Frey, Inga
err分享
err收藏
Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning
errcomputer assisted language learning
IF4.6
err2022-04-10
err8
errOAAI
errDersch, Anna-Sophia; Renkl, Alexander; Eitel, Alexander
err分享
err收藏
Seductive details do their damage also in longer learning sessions - When the details are perceived as relevant诱人的细节在较长的学习会话中也会造成损害-当细节被认为是相关的时
errcomputer assisted language learning
IF4.6
err2021-06-04
err12
errOAAI
errBender, Lisa; Renkl, Alexander; Eitel, Alexander
err分享
err收藏
Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details
errEDUCATIONAL PSYCHOLOGY REVIEW
IF8.8
err2020-08-03
err41
PREAI
errEitel, Alexander; Endres, Tino; Renkl, Alexander
err分享
err收藏
Adjunct aids and signals support online learning from multiple representations
errcomputer assisted language learning
IF4.6
err2020-07-28
err3
errOAAI
errKollmer, Julia; Hosp, Theresa; Glogger-Frey, Inga; Renkl, Alexander; Eitel, Alexander
err分享
err收藏
When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence
errcomputer assisted language learning
IF4.6
err2020-02-20
err44
errOAAI
errEndres, Tino; Weyreter, Steffen; Renkl, Alexander; Eitel, Alexander
err分享
err收藏
Signaling Text-Picture Relations in Multimedia Learning: The Influence of Prior Knowledge
errJOURNAL OF EDUCATIONAL PSYCHOLOGY
IF6.4
err2018-05-01
err49
PREAI
errRichter, Juliane; Scheiter, Katharina; Eitel, Alexander
err分享
err收藏
Effects of disfluency on cognitive and metacognitive processes and outcomes
errMETACOGNITION AND LEARNING
IF4.8
err2016-03-10
err40
errOAAI
errKuehl, Tim; Eitel, Alexander
err分享
err收藏
Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis多媒体学习中的文本-图片关系信号: 综合元分析
errEDUCATIONAL RESEARCH REVIEW
IF10.6
err2016-02-01
err164
PREAI
errRichter, Juliane; Scheiter, Katharina; Eitel, Alexander
err分享
err收藏
Effects of disfluency and test expectancy on learning with text
errMETACOGNITION AND LEARNING
IF4.8
err2015-11-14
err45
PREAI
errEitel, Alexander; Kuehl, Tim
err分享
err收藏
The impact of disfluency, pacing, and students' need for cognition on learning with multimedia
errCOMPUTERS IN HUMAN BEHAVIOR
IF8.9
err2014-06-01
err38
PREAI
errKuehl, Tim; Eitel, Alexander; Damnik, Gregor; Koerndle, Hermann
err分享
err收藏
Picture or Text First? Explaining Sequence Effects when Learning with Pictures and Text
errEDUCATIONAL PSYCHOLOGY REVIEW
IF8.8
err2014-04-09
err67
PREAI
errEitel, Alexander; Scheiter, Katharina
err分享
err收藏

研究方向

暂时未获取到该数据
合作学者
合作期刊
A
Alexander Renkl
H 指数: 66 · 论文数: 389
K
Katharina Scheiter
H 指数: 56 · 论文数: 320
K
K. Ann Renninger
H 指数: 41 · 论文数: 164
A
Anke Heyder
H 指数: 19 · 论文数: 47
T
Tim Kühl
H 指数: 17 · 论文数: 37
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