Günter Daniel Rey

4.3k total citations · 1 hit paper
105 papers, 2.9k citations indexed

About

Günter Daniel Rey is a scholar working on Experimental and Cognitive Psychology, Developmental and Educational Psychology and Education. According to data from OpenAlex, Günter Daniel Rey has authored 105 papers receiving a total of 2.9k indexed citations (citations by other indexed papers that have themselves been cited), including 70 papers in Experimental and Cognitive Psychology, 50 papers in Developmental and Educational Psychology and 28 papers in Education. Recurrent topics in Günter Daniel Rey's work include Visual and Cognitive Learning Processes (61 papers), Innovative Teaching and Learning Methods (27 papers) and Intelligent Tutoring Systems and Adaptive Learning (14 papers). Günter Daniel Rey is often cited by papers focused on Visual and Cognitive Learning Processes (61 papers), Innovative Teaching and Learning Methods (27 papers) and Intelligent Tutoring Systems and Adaptive Learning (14 papers). Günter Daniel Rey collaborates with scholars based in Germany, Switzerland and Netherlands. Günter Daniel Rey's co-authors include Sascha Schneider, Steve Nebel, Alexander Skulmowski, Maik Beege, Felix Krieglstein, Maria Wirzberger, Lenka Schnaubert, Guido Brunnett, Andreas Fischer and Stephan Diehl and has published in prestigious journals such as SHILAP Revista de lepidopterología, Scientific Reports and Journal of Educational Psychology.

In The Last Decade

Günter Daniel Rey

97 papers receiving 2.7k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

2021 126 citations Sascha Schneider, Maik Beege et al. Educational Psychology Review profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Günter Daniel Rey Germany	30	1.3k	1.1k	882	534	429	105	2.9k
Tina Seufert Germany	26	1.3k 1.0×	1.1k 0.9×	816 0.9×	392 0.7×	459 1.1×	58	2.7k
Logan Fiorella United States	27	1.3k 1.0×	1.3k 1.2×	1.2k 1.4×	386 0.7×	305 0.7×	58	2.9k
Roland Brünken Germany	29	2.0k 1.6×	1.4k 1.2×	1.1k 1.3×	728 1.4×	503 1.2×	81	3.7k
Björn B. de Koning Netherlands	24	1.2k 0.9×	1.0k 0.9×	858 1.0×	336 0.6×	304 0.7×	79	2.3k
Huib K. Tabbers Netherlands	19	2.1k 1.6×	1.5k 1.3×	960 1.1×	487 0.9×	488 1.1×	38	3.6k
Mireille Bétrancourt Switzerland	19	1.2k 0.9×	850 0.7×	671 0.8×	300 0.6×	287 0.7×	60	2.7k
Juhani E. Tuovinen Australia	16	1.6k 1.3×	1.3k 1.2×	896 1.0×	395 0.7×	274 0.6×	33	3.1k
Wolfgang Schnotz Germany	31	2.2k 1.7×	2.0k 1.7×	1.9k 2.2×	354 0.7×	282 0.7×	104	4.1k
Sascha Schneider Germany	24	765 0.6×	709 0.6×	556 0.6×	327 0.6×	229 0.5×	68	1.7k
Paul Ayres Australia	35	2.8k 2.2×	2.3k 2.0×	1.6k 1.8×	634 1.2×	409 1.0×	70	4.8k

Countries citing papers authored by Günter Daniel Rey

Since Specialization

Citations

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

Fields of papers citing papers by Günter Daniel Rey

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Günter Daniel Rey. 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 Günter Daniel Rey. The network helps show where Günter Daniel Rey may publish in the future.

Co-authorship network of co-authors of Günter Daniel Rey

This figure shows the co-authorship network connecting the top 25 collaborators of Günter Daniel Rey. A scholar is included among the top collaborators of Günter Daniel Rey 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 Günter Daniel Rey. Günter Daniel Rey is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Krieglstein, Felix, et al.. (2025). How a first impression biases cognitive load assessments: Anchoring effects in problem-solving tasks of varying element interactivity. Memory & Cognition. 54(2). 501–514.

Krieglstein, Felix, et al.. (2024). The Distorting Influence of Primacy Effects on Reporting Cognitive Load in Learning Materials of Varying Complexity. Educational Psychology Review. 37(1).

Nebel, Steve, Maik Beege, Sascha Schneider, & Günter Daniel Rey. (2024). The learning adversary - An experimental investigation of adaptive pedagogical agents as opponents in educational videogames. Learning and Individual Differences. 110. 102425–102425. 1 indexed citations

Rey, Günter Daniel, et al.. (2024). The influence of content-relevant background color as a retrieval cue on learning with multimedia. Education and Information Technologies. 3 indexed citations

Krieglstein, Felix, et al.. (2024). Exploring fonts as retrieval cues in text-based learning. Acta Psychologica. 251. 104606–104606. 1 indexed citations

Rey, Günter Daniel, et al.. (2024). BeeLife: a mobile application to foster environmental awareness in classroom settings. Frontiers in Computer Science. 5.

Krieglstein, Felix, et al.. (2023). How to insert visual information into a whiteboard animation with a human hand? Effects of different insertion styles on learning. Smart Learning Environments. 10(1). 5 indexed citations

Krieglstein, Felix, Maik Beege, Günter Daniel Rey, Christina Sanchez‐Stockhammer, & Sascha Schneider. (2023). Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load. Educational Psychology Review. 35(1). 53 indexed citations

Skulmowski, Alexander, et al.. (2021). Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations. Educational Psychology Review. 34(2). 649–675. 27 indexed citations

10.

Skulmowski, Alexander & Günter Daniel Rey. (2020). Visualizing pathogens: Disfluent shapes of pathogens increase their perceived complexity and danger while realism and disfluency boost the credibility of visualizations. Human Behavior and Emerging Technologies. 3(2). 316–323. 7 indexed citations

11.

Skulmowski, Alexander & Günter Daniel Rey. (2020). COVID ‐19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis. Human Behavior and Emerging Technologies. 2(3). 212–216. 133 indexed citations

12.

Skulmowski, Alexander & Günter Daniel Rey. (2020). Realism as a retrieval cue: Evidence for concreteness‐specific effects of realistic, schematic, and verbal components of visualizations on learning and testing. Human Behavior and Emerging Technologies. 3(2). 283–295. 23 indexed citations

13.

Skulmowski, Alexander & Günter Daniel Rey. (2020). The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load. Human Behavior and Emerging Technologies. 2(3). 251–258. 30 indexed citations

14.

Skulmowski, Alexander & Günter Daniel Rey. (2020). Subjective cognitive load surveys lead to divergent results for interactive learning media. Human Behavior and Emerging Technologies. 2(2). 149–157. 32 indexed citations

15.

Schneider, Sascha, Steve Nebel, Maik Beege, & Günter Daniel Rey. (2018). The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media. Learning and Instruction. 58. 161–172. 85 indexed citations

16.

Wirzberger, Maria, Günter Daniel Rey, & Josef F. Krems. (2017). Modeling cognitive load effects in an interrupted learning task: An ACT-R approach.. Cognitive Science. 2 indexed citations

17.

Schneider, Sascha, Maik Beege, Steve Nebel, & Günter Daniel Rey. (2017). A meta-analysis of how signaling affects learning with media. Educational Research Review. 23. 1–24. 162 indexed citations

18.

Nebel, Steve, Sascha Schneider, & Günter Daniel Rey. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research.. Educational Technology & Society. 19(2). 355–366. 110 indexed citations

19.

Rey, Günter Daniel. (2011). Seductive details in multimedia messages. Journal of educational multimedia and hypermedia. 20(3). 283–314. 12 indexed citations

20.

Rey, Günter Daniel. (2010). Multimedia Learning: Are We Still Asking the Wrong Questions?.. Journal of educational multimedia and hypermedia. 19(1). 103–120. 7 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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