World's Best Scientists 2026 revealed!
Katharina Scheiter

Katharina Scheiter

D-Index & Metrics

Computer Science

D-Index
53
Citations
9695
World Ranking
4886
National Ranking
220

Psychology

D-Index
56
Citations
10725
World Ranking
4244
National Ranking
194

Overview

Katharina Scheiter is affiliated with the University of Potsdam in Germany. Their research intersects the fields of Psychology and Social Sciences, with a particular focus on Education and Developmental and Educational Psychology. The scientist's work encompasses Experimental and Cognitive Psychology, Sociology and Political Science, and Information Systems as subfields of study.

The main subjects of their research include:

  • Visual and Cognitive Learning Processes
  • Innovative Teaching and Learning Methods
  • Educational Strategies and Epistemologies
  • Education Methods and Technologies
  • Sociology and Education Studies
  • Science Education and Pedagogy
  • Radiology practices and education

Frequent coauthors collaborating with this scientist include:

  • Andreas Lachner (28 collaborations)
  • Juliane Richter (13 collaborations)
  • Kathleen Stürmer (12 collaborations)
  • Emely Hoch (10 collaborations)
  • Constanze Keutel (10 collaborations)

Their publication venues predominantly encompass journals focusing on education and psychology. Regular outlets for their research consist of:

  • Computers & Education (11 publications)
  • Zeitschrift für Erziehungswissenschaft (7 publications)
  • Educational Psychology Review (6 publications)
  • Learning and Instruction (5 publications)
  • PLoS ONE (5 publications)

Representative recent papers authored or co-authored by the scientist include:

  • "Variability of teachers' technology integration in the classroom: A matter of utility!" (2021) published in Computers & Education
  • "Let's talk evidence - The case for combining inquiry-based and direct instruction" (2023) published in Educational Research Review
  • "New technology, new role of parents: How parents' beliefs and behavior affect students' digital media self-efficacy" (2020) published in Computers in Human Behavior
  • "Learning by Drawing Visual Representations: Potential, Purposes, and Practical Implications" (2021) published in Current Directions in Psychological Science
  • "Lernen und Lehren mit digitalen Medien: Eine Standortbestimmung" (2021) published in Zeitschrift für Erziehungswissenschaft

Katharina Scheiter has also contributed to book publications, including a title published by Edition ZfE:

  • "Bildung für eine digitale Zukunft" (2023)

Best Publications

  • Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?

    Gabriele Cierniak;Katharina Scheiter;Peter Gerjets

  • Eye tracking as a tool to study and enhance multimedia learning

    Tamara van Gog;Katharina Scheiter

  • In the eyes of the beholder: How experts and novices interpret dynamic stimuli

    Halszka Jarodzka;Katharina Scheiter;Peter Gerjets;Tamara van Gog

  • Learner Control in Hypermedia Environments

    Katharina Scheiter;Peter Gerjets

  • Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures

    Peter Gerjets;Katharina Scheiter;Richard Catrambone

  • Goal Configurations and Processing Strategies as Moderators Between Instructional Design and Cognitive Load: Evidence From Hypertext-Based Instruction

    Peter Gerjets;Katharina Scheiter

  • Learning to see: Guiding students' attention via a Model's eye movements fosters learning

    Halszka Jarodzka;Tamara van Gog;Michael Dorr;Katharina Scheiter

  • Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? *

    Peter Gerjets;Katharina Scheiter;Richard Catrambone

  • Attention guidance during example study via the model's eye movements

    Tamara van Gog;Halszka Jarodzka;Katharina Scheiter;Peter Gerjets

  • Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis

    Juliane Richter;Juliane Richter;Katharina Scheiter;Katharina Scheiter;Alexander Eitel

  • How a picture facilitates the process of learning from text: Evidence for scaffolding

    Alexander Eitel;Katharina Scheiter;Anne Schüler;Marcus Nyström

  • Conveying clinical reasoning based on visual observation via eye-movement modelling examples

    Halszka Jarodzka;Thomas Balslev;Kenneth Holmqvist;Marcus Nyström

  • Studying Visual Displays: How to Instructionally Support Learning

    Alexander Renkl;Katharina Scheiter

  • The effects of realism in learning with dynamic visualizations

    Katharina Scheiter;Peter Gerjets;Thomas Huk;Birgit Imhof

  • Signals foster multimedia learning by supporting integration of highlighted text and diagram elements

    Katharina Scheiter;Alexander Eitel

  • Variability of Teachers’ Technology Integration in the Classroom: A Matter of Utility!

    Iris Backfisch;Iris Backfisch;Andreas Lachner;Andreas Lachner;Kathleen Stürmer;Katharina Scheiter;Katharina Scheiter

  • Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior

    Peter Gerjets;Katharina Scheiter;Maria Opfermann;Friedrich W. Hesse

  • The Scientific Value of Cognitive Load Theory: A Research Agenda Based on the Structuralist View of Theories

    Peter Gerjets;Katharina Scheiter;Gabriele Cierniak

  • Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans

    Iris Backfisch;Iris Backfisch;Andreas Lachner;Andreas Lachner;Christoff Hische;Frank Loose

  • Information visualizations for knowledge acquisition: The impact of dimensionality and color coding

    Tanja Keller;Peter Gerjets;Katharina Scheiter;Bärbel Garsoffky

Frequent Co-Authors

Peter Gerjets
Peter Gerjets University of Tübingen
Tamara van Gog
Tamara van Gog Utrecht University
Kenneth Holmqvist
Kenneth Holmqvist University of Regensburg
Enkelejda Kasneci
Enkelejda Kasneci Technical University of Munich
Richard Catrambone
Richard Catrambone Georgia Institute of Technology
Friedrich W. Hesse
Friedrich W. Hesse Leibniz Institute for Neurobiology
Fred Paas
Fred Paas Erasmus University Rotterdam
Kai Sassenberg
Kai Sassenberg Leibniz Institute for Neurobiology
Alexander Renkl
Alexander Renkl University of Freiburg
Ronny Scherer
Ronny Scherer University of Oslo

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