Dr. Gabriele Cierniak
Cierniak, Gabriele
Schleichstraße 6
72076 Tübingen
Room 6.422
Tel.: +49 7071 979-348
Fax.: +49 7071 979-124
 
 

Scientist

Dr. Gabriele Cierniak

Member of the Knowledge Exchange Lab

Gabriele Cierniak has been a research assisstant at the Knowledge Media Research Center since 2008. She is interested in applied research on learning processes at school and in fundamental research on cognitive processes.
Since 2010 she has been investigating how digital tools can be used to enhance collaborative and self-guided learning at school in an interdisciplinary team at the EU-Project „NEXT-TELL“. She has been studying Gestalttherapy also since 2010. From 2010 to 2012 she worked on the project „Adaptive Instructional Environments Based on Brain Computer Interfaces Methodology“ within the ScienceCampus Tuebingen, and investigated how to use EEG-data for developing learning environments.
Before joining the KMRC, she was a scholarship holder at the DFG virtual Ph.D. program „Knowledge Acquisition and Knowledge Exchange with New Media“. During her Ph.D. she investigated cognitive load and visual attention in multimedia learning with a focus on spatial text-picture contiguity and learners' prior knowledge.
She studied Psychology at the University of Koblenz-Landau and did a research internship at the Max-Planck Institute for Human Development in Berlin (Prof. Stern) as well as an internship at the Neurology and Stroke Unit, Emergency Hospital in Berlin (PD. Dr. Metzler).

Research interests

Multimedia and collaborative learning, classroom orchestration, awareness and reflection, cognitive load, use of eye-tracking and EEG parameters

Publications

Articles in refereed Journals Proceedings Chapters in Edited Books Conference Contributions Organisation of Conferences Web Documents

Articles in refereed Journals

  • 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. request document
     
  • 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. request document
     

Proceedings

  • Walter, C., Cierniak, G., Gerjets, P., Rosenstiel, W., & Bogdan, M. (2011). Classifying mental states with machine learning algorithms using alpha activity decline. ESANN 2011. Proceedings of the 19th European Symposium on Artificial Neural Networks, Computational Intelligence and Machine Learning. Bruges, Belgium: ESANN.  http://www.i6doc.com/en/livre/?GCOI=28001100817300.
     
  • 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.
     

Chapters in Edited Books

  • Ayres, P., & Cierniak, G. (2011). Split-attention effect on learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 7, pp. 3172-3175). New York: Springer.
     

Conference Contributions

  • Biel, C., Cierniak, G., Hesse, F.W., & Schrader, J. (2013, Juni). Selbstbestimmtes Lernen im Klassenzimmer des 21. Jahrhunderts. Junges Forum Medien und Hochschulentwicklung. Potsdam. [Talk]
     
  • Biel, C., Cierniak, G., & Hesse, F.W. (2012, September). Selbstbestimmtes Lernen im Klassenzimmer des 21. Jahrhunderts. 2. Leibniz-Doktorandenforum der Sektion A, Römisch-Germanisches Zentralmuseum. Mainz. [Poster]
     
  • Cierniak, G., Imhof, B., Hesse, F., Wasson, B., & Hansen, C., (2012, July). Teachers' views of the role of formative assessment and teacher-led research. 14th International Conference of the Learning Sciences (ICLS). Sydney, Australien. [Talk]
     
  • Scharinger, C., Cierniak, G., Walter, C., Zander, T., & Gerjets, P. (2012, September). Same, same, but different: EEG correlates of n-back and span working memory tasks. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Poster]
     
  • Scharinger, C., Cierniak, G., Walter, C., Zander, T., & Gerjets, P. (2012, May). Measuring cognitivelLoad by means of EEG-data - how detailed is the picture we can get? Meeting of the EARLI SIG 22 Neuroscience and Education. London, Great Britain. [Poster]
     
  • Walter, C., Cierniak, G., Rosenstiel, W., Bogdan, M., Zander, T., & Gerjets, P. (2012, September). Using passive brain-computer interfaces for cognitive workload assessment. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Talk]
     
  • Cierniak, G., Clark, W., Imhof, B., Hansen, C., Jewitt, C., Reimann, P., & Luckin, R. (2011, September). Der Lehrer von Morgen: Forscher und Entwickler pädagogischen Fortschritts. 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung der DGfE. Klagenfurt, Österreich. [Vortrag]
     
  • Cierniak, G., Gerjets, P., Walter, C., Bogdan, M., & Rosenstiel, W. (2011, August). Detecting cognitive load levels by means of brain-computer-interface methodology. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
     
  • Imhof, B., Cierniak, G., Moe, E., Hesse, F., Wasson, B., & Reimann, P. (2011, September). Technologiegestützte Beurteilungsmethoden in der Schule von Morgen. 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung der DGfE. Klagenfurt, Österreich. [Vortrag]
     
  • Walter, C., Cierniak, G., Bogdan, M., Rosenstiel, W., & Gerjets, P. (2010, November). Load-adaptive tutor systems based on brain-computer interfaces. The 4th International Cognitive Load Theory Conference. Hong Kong and Macau, China. [Poster]
     
  • 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. [Symposium Organisation]
     
  • 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. [Talk]
     
  • 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. [Poster]
     
  • 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. [Poster]
     
  • 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. [Talk]
     
  • 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. [Talk]
     
  • 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. [Talk]
     
  • 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. [Talk]
     
  • Cierniak, G., Scheiter, K., & Gerjets, P. (2007, September). Split-Attention Effekt: Kognitive Überlastung oder mentale Anstrengung? 11. Fachtagung Pädagogische Psychologie. HU, Berlin. [Poster]
     
  • 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. [Talk]
     
  • Scheiter, K., Cierniak, G., & Gerjets, P. (2007, August). Is it a Tuna or a Mackerel? Learning to Categorize Fishes. 12th EARLI Conference. Budapest, Hungary. [Poster]
     
  • Scheiter, K., Cierniak, G., & Gerjets, P. (2007, August). Is it a Tuna or a Mackerel? Learning to Categorize Fishes. 12th EARLI Conference. Budapest, Hungary. [Talk]
     
  • 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. [Talk]
     

Organisation of Conferences

  • Cierniak, G. (2008). Mitorganisatorin der 12th Conference of Junior Researchers of EARLI. Leuven, Belgien, 08.-11.07.2008.
     

Web Documents