Department of Instructional Psychology

Welcome to the Department of Instructional Psychology

The acquisition of knowledge and skills is one of the fundamental challenges facing all of us in life, and providing the necessary support for these learning processes is a major challenge for society as a whole.

Instructional psychology describes and explains learning processes at the individual level, thus identifying potential means of enhancing both self-regulated learning and more institutionalised learning in schools, initial and continuing vocational and professional training, and other kinds of training programmes.

The Department of Instructional Psychology unites expertise in the fields of psychology and educational science. Teaching and research within the Department focuses on the cognitive psychological principles of learning and instruction, and on their application in evaluation and training programmes. Particular emphasis is placed on learning with new media.

News

Latest Publication

  • Fleischer, J., Leutner, D., Brand, M., Fischer, H., Lang, M., Schmiemann, P. & Sumfleth, E. (2019, online first). Vorhersage des Studienabbruchs in naturwissenschaftlich-technischen Studiengängen und in der Erziehungswissenschaft. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-019-00909-w.
  • Koc-Januchta, M., Höffler, T., Eckhardt, M. & Leutner, D. (2019, online first). Does modality play a role? Visual‐verbal cognitive style and multimedia learning. Journal of Computer Assisted Learning, 35, 747-757. DOI: 10.1111/jcal.12381.
  • Zehner, F., Weis, M., Vogel, F., Leutner, D. & Reis, K. (2019). Kollaboratives Problemlösen in PISA 2015: Deutschland im Fokus. Zeitschrift für Erziehungswissenschaft, 22, 617-646. DOI 10.1007/s11618-019-00874-4.
  • Kunina-Habenicht, O., Maurer, C., Schulze-Stocker, F., Wolf, K., Hein, N., Leutner, D., Seidel, T, Kunter, M. (2019). Zur curricularen Validität des BilWiss 2.0-Tests zur Erfassung des bildungswissenschaftlichen Wissens von (angehenden) Lehrkräften. Zeitschrift für Pädagogik, 65, 542-556.
  • Hellenbrand, J., Mayer, R. E., Opfermann, M., Schmeck, A. & Leutner, D. (2019). How Generative Drawing Affects the Learning Process: An Eye‐Tracking Analysis. Applied Cognitive Psychology. https://doi.org/10.1002/acp.3559
  • Waldeyer, J., Fleischer, J., Wirth, J., & Leutner, D. (2019). Entwicklung und erste Validierung eines Situational-Judgement-Instruments zur Erfassung von Kompetenzen im Bereich des Ressourcenmanagements (ReMI). Diagnostica, 65, 108-118. doi:10.1026/0012-1924/a000217