72072 Tübingen
Tel.: +49 7071 979-348
Fax.: +49 7071 979-126
Wissenschaftliche Mitarbeiterin
Dipl.-Psych. Gabriele Cierniak
Mitglied der Arbeitsgruppe Wissenserwerb mit Hypermedia
Gabriele Cierniak studierte Psychologie an der Universität Koblenz-Landau (Diplom 2005), wo sie zwischenzeitlich als studentische Hilfskraft in der Arbeitseinheit „Allgemeine und Pädagogische Psychologie“ (Prof. Schnotz) tätig war. Im Frühjahr 2003 absolvierte sie ein Forschungspraktikum bei Prof. E. Stern am Max-Planck-Institut für Bildungsforschung in Berlin.
Vor ihrer Tätigkeit als wissenschaftliche Mitarbeiterin am Institut für Wissensmedien war sie Promotionsstipendiatin im Virtuellen Graduierten-Kolleg "Wissenserwerb und Wissensaustausch mit Neuen Medien" der DFG an der Eberhard-Karls Universität in Tübingen. Seit Januar 2010 arbeitet sie im Projekt „Nutzung physiologischer Daten zur Online-Klassifikation kognitiver Belastungskomponenten in adaptiven Multimediaumgebungen“, welches im Rahmen des WissenschaftsCampus Tübingen gefördert wird.
In ihrer Dissertation beschäftigt sie sich mit kognitiver Belastung und visueller Aufmerksamkeit beim multimedialen Lernen mit den Schwerpunkten räumliche Text-Bild-Kontiguität sowie Vorwissensunterschieden bei Lernenden.
Forschungsschwerpunkte
Instruktionsdesign und kognitive Belastung, Lernen mit multiplen Informationsrepräsentationen, Nutzung von Blickbewegungs- und EEG-Parametern
Projekte
Publikationen
Articles in refereed Journals
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Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25 (2), 315-324.
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Gerjets, P., Scheiter, K., & Cierniak, G. (2009). The scientific value of Cognitive Load Theory: A research agenda based on the Structuralist View of Theories. Educational Psychology Review, 21, 43-54.
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Proceedings
- Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Expertise reversal in multimedia learning: Subjective load ratings and viewing behavior as cognitive process indicators. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 1906-1911). Austin, TX: Cognitive Science Society.
- Scheiter, K., Cierniak, G., & Gemballa, S. (2008). Which one is which? Learning to classify fish based on either realistic or schematic pictures and verbal cueing. In A. Maes, & S. Ainsworth (Eds.), Proceedings EARLI Special Interest Group Text and Graphics: Exploiting the opportunities - Learning with textual, graphical, and multimodal representations (pp. 119-122). Tilburg, NL: Tilburg University.
Conference Presentations and Talks
- Cierniak, G., & Ayres, P. (2009, August). Organization: Improving cognitive load measures and broadening their applications. Symposium at the 13th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Amsterdam, The Netherlands.
- Cierniak, G., Ayres, P., Scheiter, K., & Gerjets, P. (2009, August). Expertise reversal effect: Do cognitive load measures support the extraneous load assumption? 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands.
- Cierniak, G., Scheiter, K., & Gerjets, P. (2008, March). How does cognitive load mediate the split-attention effect? 92nd Annual Meeting of the American Educational Research Association (AERA). New York, NY, USA.
- Gerjets, P., Cierniak, G., & Scheiter, K. (2008, October). The scientific value of cognitive load theory: A research agenda based on the structuralist view of theories. Workshop “Cognitive Load Theory and its Application to Instructional Design”, University of Macau. Macao, China.
- Scheiter, K., Cierniak, G., & Gemballa, S. (2008, August). Which one is which? Learning to classify fish based on either realistic or schematic pictures and verbal cueing. Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Tilburg, Niederlande.
- Cierniak, G., Scheiter, K., & Gerjets, P. (2007, November). Viewing Behavior of Beginners and Advanced Learners during Learning with Integrated or Split-Source Format. Eye Tracking and Multimedia Workshop. University of Burgundy, Dijon, France.
- Cierniak, G., Scheiter, K., & Gerjets, P. (2007, August). Eye Movements of Different Knowledgeable Learners during Learning with Split-Source or Integrated Format. 12th Earli Conference. Budapest, Hungary.
- Scheiter, K., Cierniak, G., & Gerjets, P. (2007, August). Is it a Tuna or a Mackerel? Learning to Categorize Fishes. 12th EARLI Conference. Budapest, Hungary.
- Cierniak, G., Scheiter, K., & Gerjets, P. (2007, March). Subjective and objective load measures: Subjective load ratings vs. Dual-task methodology. Cognitive Load Theory Conference. UNSW, Sydney, Australia.
Poster Presentations
- Cierniak, G., Scheiter, K., & Gerjets, P. (2009, July). Expertise reversal in multimedia learning: Subjective load ratings and viewing behavior as cognitive process indicators? 31st Annual Conference of the Cognitive Science Society. Amsterdam, The Netherlands.
- Cierniak, G., Scheiter, K., & Gerjets, P. (2009, July). Which type of cognitive load underlies the interaction of prior knowledge and instructional format in multimedia learning? 19th Annual Meeting of the Society for Text and Discourse. Rotterdam, The Netherlands.
- Cierniak, G., Scheiter, K., & Gerjets, P. (2007, September). Split-Attention Effekt: Kognitive Überlastung oder mentale Anstrengung? 11. Fachtagung Pädagogische Psychologie. HU, Berlin.
- Scheiter, K., Cierniak, G., & Gerjets, P. (2007, August). Is it a Tuna or a Mackerel? Learning to Categorize Fishes. 12th EARLI Conference. Budapest, Hungary.