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The British Journal of Educational Psychology|April 6, 2021
The intention was good: How promoting strategy use does not improve multimedia learning for secondary studentsEmely Hoch, Katharina Scheiter, Kim Stalbovs, et al.British Journal of Psychology (London, England : 1953)|December 12, 2022
How to support learning with multimedia instruction: Implementation intentions help even when load is highEmely Hoch, Katharina Scheiter, Kim StalbovsFrontiers in Psychology|February 11, 2020
Implementation Intentions Related to Self-Regulatory Processes Do Not Enhance Learning in a Multimedia EnvironmentEmely Hoch, Katharina Scheiter, Anne SchülerScientific Reports|September 25, 2024
Promotion focus, but not prevention focus of teachers and students matters when shifting towards technology-based instruction in schoolsEmely Hoch, Katharina Scheiter, Kai SassenbergMemory (Hove, England)|June 28, 2012
Verbal descriptions of spatial information can interfere with picture processingAnne Schüler, Katharina Scheiter, Peter GerjetsFrontiers in Psychology|April 12, 2014
Distraction during learning with hypermedia: difficult tasks help to keep task goals on trackKatharina Scheiter, Peter Gerjets, Elke HeiseComputers & Education|March 28, 2023
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?Tim Fütterer, Emely Hoch, Andreas Lachner, et al.Zeitschrift Fur Erziehungswissenschaft : Zfe|April 7, 2021
[Concerns of teachers during school closings: analyzing communication in the twitter-lehrerzimmer regarding opportunities and challenges of digital teaching]Tim Fütterer, Emely Hoch, Kathleen Stürmer, et al.Zeitschrift Fur Erziehungswissenschaft : Zfe|October 5, 2021
[Technology-enhanced learning and teaching: an overview]Katharina ScheiterPerceptual and Motor Skills|February 16, 2013
The time course of information extraction from instructional diagramsAlexander Eitel, Katharina Scheiter, Anne SchülerPageof 6