Alexander Eitel

2.3k citations

56 papers · 1.5k indexed · h-index 21

Impact in

Experimental and Cognitive Psychology top 1%
- Visual and Cognitive Learning Processes
Developmental and Educational Psychology top 1%
- Innovative Teaching and Learning Methods
- Educational Strategies and Epistemologies
- Reading and Literacy Development

Papers in ⓘ

Experimental and Cognitive Psychology 45
- Visual and Cognitive Learning Processes 42
- Creativity in Education and Neuroscience 5
Developmental and Educational Psychology 36
- Educational Strategies and Epistemologies 21
- Innovative Teaching and Learning Methods 18
- Reading and Literacy Development 4
- Educational Games and Gamification 4

Co-authors: Katharina Scheiter (23 shared papers)Alexander Renkl (18 shared papers)Tim Kühl (5 shared papers)Juliane Richter (2 shared papers)Anne Schüler (8 shared papers)Tino Endres (8 shared papers)Marlit Annalena Lindner (5 shared papers)Olaf Köller (3 shared papers)
Journals: Learning and Instruction (11 papers)Applied Cognitive Psychology (8 papers)Instructional Science (5 papers)Journal of Computer Assisted Learning (5 papers)Educational Psychology Review (3 papers)
Partner nations: Germany Sweden United States

In The Last Decade

Alexander Eitel

51 papers receiving 1.4k citations

Peers

Countries citing papers authored by Alexander Eitel

Since Specialization

Citations

This map shows the geographic impact of Alexander Eitel's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Alexander Eitel with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Alexander Eitel more than expected).

Fields of papers citing papers by Alexander Eitel

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Alexander Eitel. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Alexander Eitel. The network helps show where Alexander Eitel may publish in the future.

Co-authors

The 25 scholars most cited alongside Alexander Eitel, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.

Border = papers with Alexander Eitel Line = papers co-authored together Alexander Eitel links everyone, so they are left out of the graph.

All Works

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20 of 20 papers shown

Showing the 20 most-cited of 56 papers — load more, or switch the sort, to bring in the rest.

#	Work
1	Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis Educational Research Review ·Juliane Richter, Katharina Scheiter, Alexander Eitel	2015	161
2	How a picture facilitates the process of learning from text: Evidence for scaffolding Learning and Instruction ·Alexander Eitel, Katharina Scheiter, Anne Schüler, Marcus Nyström, Kenneth Holmqvist	2013	115
3	Signals foster multimedia learning by supporting integration of highlighted text and diagram elements Learning and Instruction ·Katharina Scheiter, Alexander Eitel	2014	110
4	Picture or Text First? Explaining Sequence Effects when Learning with Pictures and Text Educational Psychology Review ·Alexander Eitel, Katharina Scheiter	2014	72
5	Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing Learning and Instruction ·Steffen P. Schmidgall, Alexander Eitel, Katharina Scheiter	2018	62
6	Do drawing tasks improve monitoring and control during learning from text? Learning and Instruction ·Katrin Schleinschok, Alexander Eitel, Katharina Scheiter	2017	62
7	Disfluency Meets Cognitive Load in Multimedia Learning: Does Harder‐to‐Read Mean Better‐to‐Understand? Applied Cognitive Psychology ·Alexander Eitel, Tim Kühl, Katharina Scheiter, Peter Gerjets	2014	62
8	Identifying processes underlying the multimedia effect in testing: An eye-movement analysis Learning and Instruction ·Marlit Annalena Lindner, Alexander Eitel, Benjamin Strobel, Olaf Köller	2016	56
9	How Inspecting a Picture Affects Processing of Text in Multimedia Learning Applied Cognitive Psychology ·Alexander Eitel, Katharina Scheiter, Anne Schüler	2013	56
10	How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands Learning and Instruction ·Alexander Eitel	2015	54
11	Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance Applied Cognitive Psychology ·Alexander Eitel, Lisa Bender, Alexander Renkl	2018	53
12	Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details Educational Psychology Review ·Alexander Eitel, Tino Endres, Alexander Renkl	2020	51
13	When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence Journal of Computer Assisted Learning ·Tino Endres, Steffen Weyreter, Alexander Renkl, Alexander Eitel	2020	46
14	Signaling text–picture relations in multimedia learning: The influence of prior knowledge. Journal of Educational Psychology ·Juliane Richter, Katharina Scheiter, Alexander Eitel	2017	44
15	Effects of disfluency on cognitive and metacognitive processes and outcomes Metacognition and Learning ·Tim Kühl, Alexander Eitel	2016	43
16	An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition Learning and Instruction ·Marlit Annalena Lindner, Alexander Eitel, Julia Barenthien, Olaf Köller	2018	43
17	Effects of disfluency and test expectancy on learning with text Metacognition and Learning ·Alexander Eitel, Tim Kühl	2015	42
18	Tracking the Decision‐Making Process in Multiple‐Choice Assessment: Evidence from Eye Movements Applied Cognitive Psychology ·Marlit Annalena Lindner, Alexander Eitel, Gun‐Brit Thoma, Inger Marie Dalehefte, Jan Marten Ihme, Olaf Köller	2014	40
19	The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia Computers in Human Behavior ·Tim Kühl, Alexander Eitel, Gregor Damnik, Hermann Körndle	2014	33
20	Combining Retrieval Practice and Generative Learning in Educational Contexts Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie ·Julian Roelle, Judith Schweppe, Tino Endres, Andreas Lachner, Claudia von Aufschnaiter, Alexander Renkl, Alexander Eitel, Detlev Leutner, Ralf Rummer, Katharina Scheiter, Andreas Vorholzer	2022	24

About Alexander Eitel

Alexander Eitel is a scholar working on Experimental and Cognitive Psychology, Developmental and Educational Psychology, Education, Cognitive Neuroscience and Artificial Intelligence, having authored 56 papers that have together received 1.5k indexed citations. Recurring topics across this work include Visual and Cognitive Learning Processes (42 papers), Educational Strategies and Epistemologies (21 papers), Innovative Teaching and Learning Methods (18 papers), Creativity in Education and Neuroscience (5 papers), Memory Processes and Influences (5 papers), Reading and Literacy Development (4 papers), Educational Games and Gamification (4 papers) and Communication in Education and Healthcare (4 papers). The work is most often cited by research in Experimental and Cognitive Psychology (989 citations), Developmental and Educational Psychology (768 citations), Human-Computer Interaction (165 citations), Education (473 citations) and Computer Science Applications (66 citations). Alexander Eitel has collaborated with scholars based in Germany, Sweden and United States. Frequent co-authors include Katharina Scheiter, Alexander Renkl, Tim Kühl, Juliane Richter, Anne Schüler, Tino Endres, Marlit Annalena Lindner, Olaf Köller, Marcus Nyström and Kenneth Holmqvist. Their work appears in journals such as Learning and Instruction, Applied Cognitive Psychology, Instructional Science, Journal of Computer Assisted Learning and Educational Psychology Review.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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