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Daniel Bodemer

[Person] [Project]

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Dr. Daniel Bodemer, Dipl. Psych.

Short Vita

1971:

Born in Freiburg (Germany).

1993-1999:

Study of Psychology at the University of Freiburg (Germany).

1999:

Graduation in Psychology. Thesis: "Direkte und rechnervermittelte, kooperative Konstruktion von Begriffsnetzen" [Collaborative computer-mediated and face-to-face construction of concept-maps].

1999 - 2001:

Research fellow at the Department of Psychology at the University of Freiburg.

1999 - 2002:

Member of the virtual Ph.D. program VGK "Knowledge Acquisition and Knowledge Exchange with New Media" of the Deutsche Forschungsgemeinschaft DFG.

2001/2002:

Member of the German-USA Early Career Research Exchange: Research on Learning Technologies and Technology-Supported Education. Sponsored by the Deutsche Forschungsgemeinschaft (DFG) and the National Science Foundation (NSF).

2001 - 2004:

Research fellow at the Knowledge Media Research Center in Tübingen.

Since 2004:

Research fellow at the Psychological Institute of the University of Tübingen.

Contact

Phone: ++49 (0) 7071 / 979 314
FAX: ++49 (0) 7071 / 979 100
email: d.bodemer@iwm-kmrc.de
WWW: My homepage

Universität Tübingen
Lehrstuhl für Angewandte Kognitionspsychologie
und Medienpsychologie
Konrad-Adenauer-Str. 40
D-72072 Tübingen (Germany)

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Ph.D. Project

Topic: Encouraging the Active Integration of Information During Learning with Multiple and Interactive Representations

Supervisor: Prof. Dr. R. Ploetzner (Freiburg)

Start / End of the Ph.D. project: May 1999 - Oct 2003

Summary

Computer-based learning environments commonly comprise various linguistic as well as static and dynamic pictorial representations, frequently combined with the possibility to modify them interactively. While multiple and interactive external representations have the potential to improve learning in specific ways, they also place specific demands on learners. For instance, learners have to process and relate different representations, to control and evaluate their interactions with these representations, and to construct a coherent mental representation. In many cases, learners are not able to meet these demands and suffer from cognitive overload. Taking advantage of cognitive load theory, we try to improve learning with multiple and interactive representations by reducing extraneous cognitive load and by increasing germane cognitive load which is supposed to be related to learning processes. To accomplish this, we encourage learners to actively integrate different representations and to interact with them in a structured and reflective way. We implemented these measures into the statistics learning environment VISUALSTAT and evaluated them experimentally. An analysis of variance revealed (1) that the active integration of different representations improved learning significantly, and (2) that the structured interaction with different representations increased verbal comprehension.

Bodemer, D. & Ploetzner, R. (in press). Encouraging the Active Integration of Information During Learning with Multiple and Interactive Representations. In: Niegemann, H., Brünken, R. & Leutner, D. (Eds.) (in press). Instructional Design for Multimedia Learning. Proceedings of the EARLI SIG 6 Biannual Workshop 2002 in Erfurt. Münster: Waxmann.

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Last update: 17 Nov 2004, Erik Ründal
URL: www.vgk.de/projects/bodemer/index.html