Dr. Annett Schmeck
she/her
Chancellor
Executive Board
Chancellor
Contact
Telephone
+49 2821 80673 102
Email
Location
Kleve Campus
Marie-Curie-Straße 1, 47533 Kleve
Contact in Executive Board
Location
Kleve Campus
Marie-Curie-Straße 1, 47533 Kleve
Profile
- Opfermann, M., Schmeck, A., & Fischer, H. E. (2021). Multiple Representations and Learning Physics. In Physics Education (pp. 175–199). Springer International Publishing. https://doi.org/10.1007/978-3-030-87391-2_7.
- Opfermann, M., Höffler, T. N., & Schmeck, A. (2020). Lernen mit Medien: ein Überblick. In Handbuch Bildungstechnologie (pp. 17–30). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-54368-9_2.
- 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, 33(6), 1147–1164. https://doi.org/10.1002/acp.3559.
- Hellenbrand, J., Opfermann, M., Schmeck, A., & Leutner, D. (2018). Summarizing or Generative Drawing-Which Learning Strategy Has More (Meta-)Cognitive Potential? An Eye-Tracking Study. https://doi.org/10.13140/rg.2.2.10605.69603.
- Opfermann, M., Schmeck, A., & Fischer, H. E. (2017). Multiple Representations in Physics and Science Education – Why Should We Use Them? In Multiple Representations in Physics Education (pp. 1–22). Springer International Publishing. https://doi.org/10.1007/978-3-319-58914-5_1.
- Hellenbrand, J., Opfermann, M., Schmeck, A., & Leutner, D. (2016). Using eye tracking to identify underlying processes of generative drawing as a self-regulated learning strategy. https://doi.org/10.13140/rg.2.2.23100.85124.
- Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, 1–12. https://doi.org/10.1016/j.tate.2015.01.013.
- Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569–583. https://doi.org/10.1037/a0035504.
- Leutner, D., & Schmeck, A. (2014). The Generative Drawing Principle in Multimedia Learning. In R. E. Mayer (editor), The Cambridge Handbook of Multimedia Learning (2 ed., pp. 433–448). Cambridge University Press. https://doi.org/10.1017/cbo9781139547369.022.
- Schmeck, A., Mayer, R. E., Opfermann, M., Pfeiffer, V., & Leutner, D. (2014). Drawing pictures during learning from scientific text: testing the generative drawing effect and the prognostic drawing effect. Contemporary Educational Psychology, 39(4), 275–286. https://doi.org/10.1016/j.cedpsych.2014.07.003.
- Schmeck, A., Opfermann, M., van Gog, T., Paas, F., & Leutner, D. (2014). Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings. Instructional Science, 43(1), 93–114. https://doi.org/10.1007/s11251-014-9328-3.
- Höffler, T. N., Schmeck, A., & Opfermann, M. (2013). Static and Dynamic Visual Representations: Individual Differences in Processing. In Learning Through Visual Displays (pp. 133–163). Emerald Publishing Limited. https://doi.org/10.1108/978-1-62396-235-720251010.
- Opfermann, M., Scheiter, K., Gerjets, P., & Schmeck, A. (2013). Hypermedia and Self-Regulation: An Interplay in Both Directions. In International Handbook of Metacognition and Learning Technologies (pp. 129–141). Springer New York. https://doi.org/10.1007/978-1-4419-5546-3_9.
- Kunina-Habenicht, O., Lohse-Bossenz, H., Kunter, M., Dicke, T., Förster, D., Gößling, J., Schulze-Stocker, F., Schmeck, A., Baumert, J., Leutner, D., & Terhart, E. (2012). Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung?: Ergebnisse einer Delphi-Studie. Zeitschrift für Erziehungswissenschaft, 15(4), 649–682. https://doi.org/10.1007/s11618-012-0324-6.