World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
50
Citations
9059
World Ranking
5464
National Ranking
255

Computer Science

D-Index
46
Citations
8075
World Ranking
6877
National Ranking
332

Peter Gerjets publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Peter Gerjets sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 169 publications — 58th percentile

58% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Peter Gerjets D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Peter Gerjets sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 50 D-Index — 54th percentile

54% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Peter Gerjets is affiliated with the University of Tübingen in Germany. Their research spans the fields of psychology and computer science, with a significant focus on cognitive neuroscience, developmental and educational psychology, experimental and cognitive psychology, human-computer interaction, and artificial intelligence.

Their academic contributions include works published in journals such as Computers in Human Behavior, Scientific Reports, Frontiers in Psychology, Computers & Education, and IEEE Transactions on Affective Computing.

Frequent topics in their research include visual and cognitive learning processes, gaze tracking and assistive technology, EEG and brain-computer interfaces, educational strategies and epistemologies, virtual reality applications and impacts, educational games and gamification, and online learning and analytics.

Key recent publications include:

  • "ChatGPT in education: global reactions to AI innovations," 2023, Scientific Reports
  • "Toward neuroadaptive support technologies for improving digital reading: a passive BCI-based assessment of mental workload imposed by text difficulty and presentation speed during reading," 2020, User Modeling and User-Adapted Interaction
  • "Using eye-tracking and EEG to study the mental processing demands during learning of text-picture combinations," 2020, International Journal of Psychophysiology
  • "Measuring Cognitive Load Using In-Game Metrics of a Serious Simulation Game," 2021, Frontiers in Psychology
  • "Cross-Task and Cross-Participant Classification of Cognitive Load in an Emergency Simulation Game," 2021, IEEE Transactions on Affective Computing

Peter Gerjets has collaborated extensively with colleagues including Ulrich Trautwein, Enkelejda Kasneci, Birgit Brucker, Babette Bühler, and Efe Bozkir.

They have contributed to book publications, such as "HCI International 2021 - Posters," published by Springer Science+Business Media in 2021.

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

  • 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

  • Attentive or Not? Toward a Machine Learning Approach to Assessing Students’ Visible Engagement in Classroom Instruction

    Patricia Goldberg;Ömer Sümer;Kathleen Stürmer;Wolfgang Wagner

  • Measuring spontaneous and instructed evaluation processes during Web search: Integrating concurrent thinking-aloud protocols and eye-tracking data

    Peter Gerjets;Yvonne Kammerer;Benita Werner

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

    Halszka Jarodzka;Thomas Balslev;Kenneth Holmqvist;Marcus Nyström

  • The effects of realism in learning with dynamic visualizations

    Katharina Scheiter;Peter Gerjets;Thomas Huk;Birgit Imhof

  • Comparison of the Working Memory Load in N-Back and Working Memory Span Tasks by Means of EEG Frequency Band Power and P300 Amplitude.

    Christian Scharinger;Alexander Soutschek;Torsten Schubert;Peter Gerjets

  • 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

  • The role of Internet-specific epistemic beliefs in laypersons' source evaluations and decisions during Web search on a medical issue

    Yvonne Kammerer;Ivar Bråten;Peter Gerjets;Helge I. Strømsø

  • When are powerful learning environments effective? The role of learner activities and of students’ conceptions of educational technology

    Peter H. Gerjets;Friedrich W. Hesse

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

    Tanja Keller;Peter Gerjets;Katharina Scheiter;Bärbel Garsoffky

  • Cognitive state monitoring and the design of adaptive instruction in digital environments: lessons learned from cognitive workload assessment using a passive brain-computer interface approach.

    Peter Gerjets;Carina Walter;Wolfgang Rosenstiel;Martin Bogdan;Martin Bogdan

  • Effects of search interface and Internet-specific epistemic beliefs on source evaluations during Web search for medical information: an eye-tracking study

    Yvonne Kammerer;Peter Gerjets

Frequent Co-Authors

Katharina Scheiter
Katharina Scheiter University of Potsdam
Wolfgang Rosenstiel
Wolfgang Rosenstiel University of Tübingen
Kenneth Holmqvist
Kenneth Holmqvist University of Regensburg
Ulrich Trautwein
Ulrich Trautwein University of Tübingen
Richard Catrambone
Richard Catrambone Georgia Institute of Technology
Tamara van Gog
Tamara van Gog Utrecht University
Ingo Zettler
Ingo Zettler University of Copenhagen
Enkelejda Kasneci
Enkelejda Kasneci Technical University of Munich
Ann-Christine Ehlis
Ann-Christine Ehlis University of Tübingen
Friedrich W. Hesse
Friedrich W. Hesse Leibniz Institute for Neurobiology

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