Learning from Category-Avoiding Instructional Examples Reduces Cognitive Load and Fosters Cognitive Skill Acquisition. - Peter Gerjets; Katharina Scheiter; Richard Catrambone (ICLS, 2004)

The Impact of Example Comparisons on Schema Acquisition: Do Learners Really Need Multiple Examples? - Katharina Scheiter; Peter Gerjets; Julia Schuh (ICLS, 2004)

Information visualizations for knowledge acquisition: The impact of dimensionality and color coding. - Tanja Keller; Peter Gerjets; Katharina Scheiter; Bärbel Garsoffky (Comput. Hum. Behav., 2006)

Making the abstract concrete: Visualizing mathematical solution procedures. - Katharina Scheiter; Peter Gerjets; Richard Catrambone (Comput. Hum. Behav., 2006)

Looking my way through the menu: the impact of menu design and multimodal input on gaze-based menu selection. - Yvonne Kammerer; Katharina Scheiter; Wolfgang Beinhauer (ETRA, 2008)

In the eyes of experts: teaching dynamic features in biology by modeling experts' eye movement strategies to novices. - Halszka Jarodzka; Katharina Scheiter; Peter Gerjets; Sven Gemballa (ICLS (1), 2008)

Supporting the use of multiple representations in multimedia learning environments. - Maria Opfermann; Jan van der Meij; Shaaron Ainsworth; Tina Seufert; Markus Vogel; Roland Brünken; Jan L. Plass; Bruce D. Homer; Yan Wang; Minchi Kim; Catherine Milne; Trace Jordan; et al. (ICLS (3), 2008)

Enhancing students' knowledge of biodiversity in a situated mobile learning scenario: using static and dynamic visualizations in field trips. - Vanessa D. I. Pfeiffer; Sven Gemballa; Barbara Bizer; Halszka Jarodzka; Birgit Imhof; Katharina Scheiter; Peter Gerjets (ICLS (2), 2008)

The modality effect in multimedia learning: theoretical and empirical limitations. - Anne Schüler; Katharina Scheiter; Peter Gerjets; Ralf Rummer (ICLS (2), 2008)

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 (Comput. Hum. Behav., 2009)

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; Tessa H. S. Eysink (Comput. Hum. Behav., 2009)

Attention guidance during example study via the model's eye movements. - Tamara van Gog; Halszka Jarodzka; Katharina Scheiter; Peter Gerjets; Fred Paas (Comput. Hum. Behav., 2009)

Getting a Clue: Gist Extraction from Scenes and Causal Systems. - Alexander Eitel; Katharina Scheiter; Anne Schüler (Diagrams, 2010)

The Effects of Signals on Learning from Text and Diagrams: How Looking at Diagrams Earlier and More Frequently Improves Understanding. - Katharina Scheiter; Alexander Eitel (Diagrams, 2010)

Can Text Content Influence the Effectiveness of Diagrams? - Anne Schüler; Katharina Scheiter; Peter Gerjets (Diagrams, 2010)

Individual and Collaborative Learning from Text and Pictures: A Task Analysis. - Krista DeLeeuw; Katharina Scheiter; Friedrich W. Hesse (CogSci, 2011)

How Brief Initial Inspection of a Picture May Foster Comprehension of Text. - Alexander Eitel; Katharina Scheiter; Anne Schüler (CogSci, 2011)

Is enriching static-simultaneous visualizations with motion-indicating arrows helpful for learning about locomotion patterns? - Birgit Imhof; Katharina Scheiter; Jörg Edelmann; Julian von Ulardt; Peter Gerjets (CogSci, 2011)

Learning about locomotion patterns from visualizations: Effects of presentation format and realism. - Birgit Imhof; Katharina Scheiter; Peter Gerjets (Comput. Educ., 2011)

Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations? - Tim Kühl; Katharina Scheiter; Peter Gerjets; Sven Gemballa (Comput. Educ., 2011)

The influence of text modality on learning with static and dynamic visualizations. - Tim Kühl; Katharina Scheiter; Peter Gerjets; Jörg Edelmann (Comput. Hum. Behav., 2011)

The role of spatial descriptions in learning from multimedia. - Florian Schmidt-Weigand; Katharina Scheiter (Comput. Hum. Behav., 2011)

Examining learning from text and pictures for different task types: Does the multimedia effect differ for conceptual, causal, and procedural tasks? - Erlijn van Genuchten; Katharina Scheiter; Anne Schüler (Comput. Hum. Behav., 2012)

Do pictures facilitate mental imagery during text processing? - Anne Schüler; Katharina Scheiter (CogSci, 2013)

Learning about locomotion patterns: Effective use of multiple pictures and motion-indicating arrows. - Birgit Imhof; Katharina Scheiter; Jörg Edelmann; Peter Gerjets (Comput. Educ., 2013)

Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation. - Anne Schüler; Katharina Scheiter; Peter Gerjets (Comput. Hum. Behav., 2013)

Simultaneous and Sequential Presentation of Realistic and Schematic Instructional Dynamic Visualizations. - Michelle L. Nugteren; Huib K. Tabbers; Katharina Scheiter; Fred Paas (Handbook of Human Centric Visualization, 2014)

How to Learn About Art in a Museum Setting Using Multitouch Technology: Providing Affordances for Collaboration and Comparison. - Katharina Scheiter; Katrin Schleinschok; Daniel Bodemer (ICCE, 2014)

Learning with dynamic and static visualizations: Realistic details only benefit learners with high visuospatial abilities. - Birgit Brucker; Katharina Scheiter; Peter Gerjets (Comput. Hum. Behav., 2014)

Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures. - Katharina Scheiter; Anne Schüler; Peter Gerjets; Thomas Huk; Friedrich W. Hesse (Comput. Hum. Behav., 2014)

Towards grounding computational linguistic approaches to readability: Modeling reader-text interaction for easy and difficult texts. - Sowmya Vajjala; Detmar Meurers; Alexander Eitel; Katharina Scheiter (CL4LC@COLING 2016, 2016)

Using eye movements to model the sequence of text-picture processing for multimedia comprehension. - Lucia Mason; Katharina Scheiter; Maria Caterina Tornatora (J. Comput. Assist. Learn., 2017)

Why Sketching May Aid Learning From Science Texts: Contrasting Sketching With Written Explanations. - Katharina Scheiter; Katrin Schleinschok; Shaaron Ainsworth (Top. Cogn. Sci., 2017)

Scanpath comparison in medical image reading skills of dental students: distinguishing stages of expertise development. - Nora Castner; Enkelejda Kasneci; Thomas C. Kübler; Katharina Scheiter; Juliane Richter; Thérése Eder; Fabian Hüttig; Constanze Keutel (ETRA, 2018)

Drawing for Learning from Dynamic Visualizations in Science. - Mike Stieff; Katharina Scheiter; Shaaron Ainsworth; Claudia Bohrmann-Linde; Max Schall (ICLS, 2018)

Overlooking: the nature of gaze behavior and anomaly detection in expert dentists. - Nora Castner; Solveig Klepper; Lena Kopnarski; Fabian Hüttig; Constanze Keutel; Katharina Scheiter; Juliane Richter; Thérése Eder; Enkelejda Kasneci (MCPMD@ICMI, 2018)

Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions. - Gertjan Rop; Anne Schüler; Peter P. J. L. Verkoeijen; Katharina Scheiter; Tamara van Gog (J. Comput. Assist. Learn., 2018)

Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support. - Katharina Scheiter; Carina Schubert; Anne Schüler; Holger Schmidt; Gottfried Zimmermann; Benjamin Wassermann; Marie-Christin Krebs; Thérése Eder (Comput. Educ., 2019)

Deep semantic gaze embedding and scanpath comparison for expertise classification during OPT viewing. - Nora Castner; Thomas C. Kübler; Katharina Scheiter; Juliane Richter; Thérése Eder; Fabian Hüttig; Constanze Keutel; Enkelejda Kasneci (ETRA, 2020)

"Now move like that fish": Can enactment help learners come to understand dynamic motion presented in photographs and videos? - Katharina Scheiter; Birgit Brucker; Shaaron Ainsworth (Comput. Educ., 2020)

Variability of teachers' technology integration in the classroom: A matter of utility! - Iris Backfisch; Andreas Lachner; Kathleen Stürmer; Katharina Scheiter (Comput. Educ., 2021)

For whom do tablets make a difference? Examining student profiles and perceptions of instruction with tablets. - Molly Hammer; Richard Göllner; Katharina Scheiter; Benjamin Fauth; Kathleen Stürmer (Comput. Educ., 2021)

New technology, new role of parents: How parents' beliefs and behavior affect students' digital media self-efficacy. - Molly Hammer; Katharina Scheiter; Kathleen Stürmer (Comput. Hum. Behav., 2021)

Do school students' academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations? - Leonie Jacob; Andreas Lachner; Katharina Scheiter (Comput. Educ., 2022)

I see something you do not: Eye movement modelling examples do not improve anomaly detection in interpreting medical images. - Thésése F. Eder; Katharina Scheiter; Juliane Richter; Constanze Keutel; Fabian Hüttig (J. Comput. Assist. Learn., 2022)

Self-concept but not prior knowledge moderates effects of different implementations of computer-assisted inquiry learning activities on students' learning. - Juliane Richter; Andreas Lachner; Leonie Jacob; Friederike Bilgenroth; Katharina Scheiter (J. Comput. Assist. Learn., 2022)

Student diversity and e-exam acceptance in higher education. - Laura Froehlich; Kai Sassenberg; Kathrin Jonkmann; Katharina Scheiter; Stefan Stürmer (J. Comput. Assist. Learn., 2023)

When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education. - Salome Flegr; Jochen Kuhn; Katharina Scheiter (Comput. Educ., 2023)

Will, skills, or conscientiousness: What predicts teachers' intentions to participate in technology-related professional development? - Tim Fütterer; Ronny Scherer; Katharina Scheiter; Kathleen Stürmer; Andreas Lachner (Comput. Educ., 2023)

Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers' digital competence-related beliefs in empowering learners. - Isabell Runge; Rebecca Lazarides; Charlott Rubach; Dirk Richter; Katharina Scheiter (Comput. Educ., 2023)

High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter? - Tim Fütterer; Emely Hoch; Andreas Lachner; Katharina Scheiter; Kathleen Stürmer (Comput. Educ., 2023)

Body in motion, attention in focus: A virtual reality study on teachers' movement patterns and noticing. - Yizhen Huang; Eric Richter; Thilo Kleickmann; Katharina Scheiter; Dirk Richter (Comput. Educ., 2023)

Feasibility of adaptive teaching with technology: Which implementation conditions matter? - Leonie Sibley; Andreas Lachner; Christine Plicht; Armin Fabian; Iris Backfisch; Katharina Scheiter; Thorsten Bohl (Comput. Educ., 2024)

High scaffolding of an unfamiliar strategy improves conceptual learning but reduces enjoyment compared to low scaffolding and strategy freedom. - Conrad Borchers; Hendrik Fleischer; Sascha Schanze; Katharina Scheiter; Vincent Aleven (Comput. Educ., 2025)