Anne Schüler

1.3k total citations
45 papers, 878 citations indexed

About

Anne Schüler is a scholar working on Experimental and Cognitive Psychology, Developmental and Educational Psychology and Human-Computer Interaction. According to data from OpenAlex, Anne Schüler has authored 45 papers receiving a total of 878 indexed citations (citations by other indexed papers that have themselves been cited), including 38 papers in Experimental and Cognitive Psychology, 23 papers in Developmental and Educational Psychology and 7 papers in Human-Computer Interaction. Recurrent topics in Anne Schüler's work include Visual and Cognitive Learning Processes (37 papers), Educational Strategies and Epistemologies (13 papers) and Innovative Teaching and Learning Methods (9 papers). Anne Schüler is often cited by papers focused on Visual and Cognitive Learning Processes (37 papers), Educational Strategies and Epistemologies (13 papers) and Innovative Teaching and Learning Methods (9 papers). Anne Schüler collaborates with scholars based in Germany, Netherlands and Italy. Anne Schüler's co-authors include Katharina Scheiter, Peter Gerjets, Alexander Eitel, Kenneth Holmqvist, Marcus Nyström, M. Krebs, Christian Scharinger, Florian Schmidt‐Weigand, Ralf Rummer and Friedrich W. Hesse and has published in prestigious journals such as Computers in Human Behavior, Journal of Cognitive Neuroscience and Computers & Education.

In The Last Decade

Anne Schüler

42 papers receiving 815 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Anne Schüler Germany 18 587 403 220 137 109 45 878
Wayne Leahy Australia 11 648 1.1× 469 1.2× 312 1.4× 77 0.6× 108 1.0× 11 962
Patrik Pluchino Italy 17 441 0.8× 314 0.8× 142 0.6× 181 1.3× 197 1.8× 32 992
Maria Caterina Tornatora Italy 14 534 0.9× 553 1.4× 341 1.6× 159 1.2× 43 0.4× 15 954
Steffi Heidig Germany 6 362 0.6× 302 0.7× 246 1.1× 127 0.9× 77 0.7× 9 765
Sharon Tindall‐Ford Australia 14 583 1.0× 472 1.2× 466 2.1× 74 0.5× 98 0.9× 39 1.1k
Sarah Kriz United States 10 399 0.7× 388 1.0× 216 1.0× 105 0.8× 141 1.3× 18 834
Lijia Lin China 15 343 0.6× 380 0.9× 314 1.4× 114 0.8× 41 0.4× 42 818
Babette Park Germany 15 715 1.2× 516 1.3× 327 1.5× 162 1.2× 112 1.0× 18 1.2k
Tim Kühl Germany 16 375 0.6× 274 0.7× 166 0.8× 63 0.5× 87 0.8× 30 613
Christian Kürschner Germany 6 339 0.6× 270 0.7× 168 0.8× 59 0.4× 63 0.6× 9 623

Countries citing papers authored by Anne Schüler

Since Specialization
Citations

This map shows the geographic impact of Anne Schüler'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 Anne Schüler with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Anne Schüler more than expected).

Fields of papers citing papers by Anne Schüler

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Anne Schüler. 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 Anne Schüler. The network helps show where Anne Schüler may publish in the future.

Co-authorship network of co-authors of Anne Schüler

This figure shows the co-authorship network connecting the top 25 collaborators of Anne Schüler. A scholar is included among the top collaborators of Anne Schüler based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Anne Schüler. Anne Schüler is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Schüler, Anne, et al.. (2024). Do passive cross-modal validation processes occur when processing multimedia materials?. Learning and Instruction. 93. 101956–101956.
2.
Masón, Lucia, et al.. (2024). Effects of Digital Reading With On‐Screen Distractions: An Eye‐Tracking Study. Journal of Computer Assisted Learning. 41(1). 2 indexed citations
3.
Kendeou, Panayiota, et al.. (2024). Knowledge revision processes during reading: How pictures influence the activation of outdated information. Memory & Cognition. 53(2). 547–567.
4.
Schüler, Anne, et al.. (2023). Extending the theoretical foundations of multimedia learning: Activation, integration, and validation occur when processing illustrated texts. Learning and Instruction. 87. 101800–101800. 6 indexed citations
5.
6.
Krebs, M., Anne Schüler, & Katharina Scheiter. (2021). Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?. Instructional Science. 49(5). 607–635. 8 indexed citations
7.
Schüler, Anne & Martin Merkt. (2020). Investigating text‐picture integration in videos with the multimedia contradiction paradigm. Journal of Computer Assisted Learning. 37(3). 718–734. 5 indexed citations
8.
Scheiter, Katharina, et al.. (2020). Implementation Intentions Related to Self-Regulatory Processes Do Not Enhance Learning in a Multimedia Environment. Frontiers in Psychology. 11. 46–46. 9 indexed citations
9.
Scharinger, Christian, Anne Schüler, & Peter Gerjets. (2020). Using eye-tracking and EEG to study the mental processing demands during learning of text-picture combinations. International Journal of Psychophysiology. 158. 201–214. 29 indexed citations
10.
Schüler, Anne, et al.. (2019). Does text–picture integration also occur with longer text segments?. Applied Cognitive Psychology. 33(6). 1137–1146. 4 indexed citations
11.
Schüler, Anne, et al.. (2018). Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration. The Journal of Experimental Education. 87(1). 116–127. 1 indexed citations
12.
Schüler, Anne, Francesca Pazzaglia, & Katharina Scheiter. (2018). Specifying the boundary conditions of the multimedia effect: The influence of content and its distribution between text and pictures. British Journal of Psychology. 110(1). 126–150. 13 indexed citations
13.
Schüler, Anne. (2017). The integration of information in a digital, multi-modal learning environment. Learning and Instruction. 59. 76–87. 21 indexed citations
14.
Scheiter, Katharina, Alexander Eitel, & Anne Schüler. (2016). Lernen mit Texten und Bildern: Die frühzeitige wechselseitige Beeinflussung kognitiver Prozesse bei der Konstruktion eines integrierten mentalen Modells. Psychologische Rundschau. 67(2). 87–93. 1 indexed citations
15.
Scheiter, Katharina, Alexander Eitel, & Anne Schüler. (2016). Lernen mit Texten und Bildern. Psychologische Rundschau. 67(2). 87–93. 1 indexed citations
16.
Schüler, Anne, et al.. (2015). Text–Picture Integration: How Delayed Testing Moderates Recognition of Pictorial Information in Multimedia Learning. Applied Cognitive Psychology. 29(5). 702–712. 19 indexed citations
17.
Schüler, Anne, Katharina Scheiter, & Peter Gerjets. (2013). Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation. Computers in Human Behavior. 29(4). 1590–1601. 55 indexed citations
18.
Schüler, Anne, Katharina Scheiter, & Peter Gerjets. (2012). Verbal descriptions of spatial information can interfere with picture processing. Memory. 20(7). 682–699. 8 indexed citations
19.
Eitel, Alexander, Katharina Scheiter, & Anne Schüler. (2011). How Brief Initial Inspection of a Picture May Foster Comprehension of Text. Cognitive Science. 33(33).
20.
Eitel, Alexander, Katharina Scheiter, & Anne Schüler. (2010). What can Information Extraction from Scenes and Causal Systems Tell us about Learning from Text and Pictures. eScholarship (California Digital Library). 32(32). 2 indexed citations

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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