| Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis J Richter, K Scheiter, A Eitel Educational Research Review 17, 19-36, 2016 | 291 | 2016 |
| How a picture facilitates the process of learning from text: Evidence for scaffolding A Eitel, K Scheiter, A Schüler, M Nyström, K Holmqvist Learning and Instruction 28, 48-63, 2013 | 218 | 2013 |
| Signals foster multimedia learning by supporting integration of highlighted text and diagram elements K Scheiter, A Eitel Learning and Instruction 36, 11-26, 2015 | 191 | 2015 |
| Picture or text first? Explaining sequence effects when learning with pictures and text A Eitel, K Scheiter Educational psychology review 27, 153-180, 2015 | 159 | 2015 |
| Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing SP Schmidgall, A Eitel, K Scheiter Learning and Instruction 60, 138-153, 2019 | 116 | 2019 |
| How inspecting a picture affects processing of text in multimedia learning A Eitel, K Scheiter, A Schueler Applied Cognitive Psychology 27 (4), 451-461, 2013 | 111 | 2013 |
| Do drawing tasks improve monitoring and control during learning from text? K Schleinschok, A Eitel, K Scheiter Learning and Instruction 51, 10-25, 2017 | 99 | 2017 |
| Disfluency meets cognitive load in multimedia learning: Does harder‐to‐read mean better‐to‐understand? A Eitel, T Kühl, K Scheiter, P Gerjets Applied Cognitive Psychology 28 (4), 488-501, 2014 | 99 | 2014 |
| How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands A Eitel Learning and Instruction 41, 70-84, 2016 | 90 | 2016 |
| Identifying processes underlying the multimedia effect in testing: An eye-movement analysis MA Lindner, A Eitel, B Strobel, O Köller Learning and instruction 47, 91-102, 2017 | 88 | 2017 |
| Self-management as a bridge between cognitive load and self-regulated learning: The illustrative case of seductive details A Eitel, T Endres, A Renkl Educational Psychology Review 32 (4), 1073-1087, 2020 | 81 | 2020 |
| An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition MA Lindner, A Eitel, J Barenthien, O Köller Learning and Instruction 71, 101100, 2021 | 79 | 2021 |
| Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance A Eitel, L Bender, A Renkl Applied Cognitive Psychology 33 (1), 20-30, 2019 | 79 | 2019 |
| Effects of disfluency on cognitive and metacognitive processes and outcomes T Kühl, A Eitel Metacognition and Learning 11, 1-13, 2016 | 76 | 2016 |
| The use of eye tracking as a research and instructional tool in multimedia learning K Scheiter, A Eitel Eye-tracking technology applications in educational research, 143-164, 2017 | 75 | 2017 |
| Signaling text–picture relations in multimedia learning: The influence of prior knowledge. J Richter, K Scheiter, A Eitel Journal of Educational Psychology 110 (4), 544, 2018 | 74 | 2018 |
| When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence T Endres, S Weyreter, A Renkl, A Eitel Journal of Computer Assisted Learning 36 (4), 514-525, 2020 | 67 | 2020 |
| Effects of disfluency and test expectancy on learning with text A Eitel, T Kühl Metacognition and Learning 11, 107-121, 2016 | 67 | 2016 |
| Tracking the decision‐making process in multiple‐choice assessment: Evidence from eye movements MA Lindner, A Eitel, GB Thoma, IM Dalehefte, JM Ihme, O Köller Applied Cognitive Psychology 28 (5), 738-752, 2014 | 67 | 2014 |
| The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia T Kühl, A Eitel, G Damnik, H Koerndle Computers in Human Behavior 35, 189-198, 2014 | 59 | 2014 |
