Juniorprof. Dr. Maik Beege

Abteilung Lehren und Lernen

Adresse/Raum
Heinrich-von-Stephan-Straße 5a, 79100 Freiburg im Breisgau, Raum 115
 
Telefon +49 761 682-933
E-Mail maik.beege(at)ph-freiburg.de
Sprechstunde Montag 15:00 bis 16:00 Uhr, bitte vorher per Mail anmelden
seit 10/2021 Tenure-Track Professor "Digitale Medien in der Bildung"


04/2015 - 09/2021 Wissenschaftlicher Mitarbeiter an der Professur "Psychologie digitaler Lernmedien"

01/2019 Promotion: Parasocial Learning – The Impacts of Social Entities in Learning with Educational Videos (Promotionsfach Psychologie, summa cum laude)


03/2015 Master of Science in Psychologie an der TU Chemnitz

Masterarbeitsthema: Über die Ursachen des Rückwegeffekts


09/2012 Bachelor of Science in Psychologie an der TU Chemnitz

Bachelorarbeitsthema: "Wir sind unser eigener Chef" - geteilte Führung in Teams

06/2012 Pädagogische Zusatzausbildung im Rahmen des Projektes "Get Started"

Soziale Effekte beim multimedialen Lernen:

In diesem Forschungsschwerpunkt wird die lernfördernde Wirkung sozialer Entitäten auf affektive, motivationale, kognitive Prozesse und die Lernleistung empirisch untersucht. Zentral ist die Fragestellung, inwiefern durch die Umsetzung von Gestaltungsprinzipien die parasoziale Interaktion und lernrelevante Prozesse gefördert werden können. Beispielsweise können Aussehen, Präsentation, Bewegungen, Stimme oder wahrgenommene Sympathie von Darstellern in einem Lernvideo, von pädagogischen Agenten und Computerspielcharakteren manipuliert werden, um Lernprozesse gezielt zu beeinflussen.

Disfluency:

Der Disfluency Effekt definiert, dass eine schlecht designte Lernumgebung (z.B. eine unleserliche Schrift) das Lernen aufgrund metakognitiver Prozesse fördern kann, obwohl nach CLT eigentlich ECL induziert wird und sich die Lernleistung verschlechtern sollte. Der Forschungsschwerpunkt der Professur befasst sich mit der Frage, unter welchem Bedingungen Disfluency das Lernen fördern kann und unter welchen Bedingungen die negativen Effekte von Disfluency zum Tragen kommen. Dabei werden beispielsweise die Element-Interaktivität des Materials, der Grad an Disfluency und das eingesetzte Lernmedium als Einflussfaktoren untersucht.

Lernen aus Fehlern:

Fehler müssen nichts schlechtes sein, denn aus Fehlern lernt man. Dies gilt auch für Fehler, welche man beobachtet. Dieser Forschungsschwerpunkt untersucht inwiefern Fehler, welche explizit in Lernmaterialien integriert werden, das Lernen fördern können. Dabei werden verschiedene Fehlerkomplexitäten, die Fähigkeit, Fehler zu erkennen und berichtigen, das Vorwissen der Lernenden und Feedbackprozesse untersucht.

weitere Themen:

Emotional Design in Instruktionsvideos; Räumliche Nähe von Informationen in Text-Bild Kombinationen; Signalisierungen und die Bedingungen in denen sie besonders lernförderlich sind; Optimierung von Onlinelernumgebungen und videobasierter Onlinelehre

Fachartikel (peer-reviewed):

Beege, M.*, Nebel, S.*, Schneider, S., & Rey, G. D. (submitted). Signaling in 360-degree videos. A pre-registered study on the effect of navigational signals and signaling of key concepts on learning. British Journal of Educational Psychology (pre-registered report).(*shared first-authorship)

Krieglstein, F.*, Schneider, S.*, Beege, M., & Rey, G. D. (submitted). How the design and complexity of concept maps influence cognitive learning processes. Educational Technology Research and Development. (*shared first-authorship)

Schneider, S., Krieglstein, F., Beege, M., & Rey, G. D. (2022). The impact of video lecturers' nonverbal communication on learning – an experiment on gestures and facial expressions of pedagogical agents. Computers & Education, 176, 104350.

Beege, M., Krieglstein, F., Schneider, S., Nebel, S., & Rey, G. D. Is there a (dis-) fluency effect in learning with handwritten instructional texts? Evidence from three studies. In Frontiers in Education (p. 518). Frontiers.


Fachartikel (peer-reviewed):

Beege, M., Schneider, S., Nebel, S., Zimm, J., Windisch, S., & Rey, G. D. (2021). Learning Programming from Erroneous Worked-Examples. Which Type of Errors is Beneficial for Learning? Learning and Instruction, 75, 101497.

Beege, M., Nebel, S., Schneider, S., & Rey, G. D. (2021). The effect of signaling in dependence on the extraneous cognitive load in learning environments. Cognitive Processing, 22, 209-225.

Mikheeva, M., Schneider, S., Beege, M., & Rey, G. D. (2021). The influence of affective decorative pictures on learning statistics online. Human Behavior and Emerging Technologies, 3, 401-412.

Schneider, S., Krieglstein, F., Beege, M., & Rey, G. D. (2021). How organization highlighting through signaling, spatial contiguity and segmenting can influence learning with concept maps – Evidence from two experiments. Computers in Education Open, 100040.

Schneider, S., Beege, M., Nebel, S., Schnaubert, L., Rey, G. D. (2021). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review, 1-38.

Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2020). Does the Effect of Enthusiasm in a Pedagogical Agent’s Voice depend on Mental Load in the Learner’s Working Memory?. Computers in Human Behavior, 112, 106483.

Beege, M., Schneider, S., Nebel, S., Schlemmel, J., Weidenmüller, J., Ninaus, M, Möller, K, & Rey, G. D. (2020). Investigating the effects of rhythmic and signaling gestures of a lecturer in educational videos. Computers & Education, 156, 103955.

Nebel, S., Beege, M., Schneider, S., & Rey, G. D. (2020). A Review of Photogrammetry and Photorealistic 3D Models in Education From a Psychological Perspective. In Frontiers in Education (Vol. 5, p. 144). Frontiers.

Nebel, S., Beege, M., Schneider, S., & Rey, G. D. (2020, July). Competitive Agents and Adaptive Difficulty Within Educational Video Games. In Frontiers in Education (Vol. 5, p. 129). Frontiers.

Schneider, S., Nebel, S., Beege, M. & Rey, G. D. (2020). The retrieval-enhancing effects of decorative pictures as memory cues in multimedia learning videos and subsequent performance tests. Journal of Educational Psychology, 112, 1111–1127.

Beege, M., Nebel, S., Schneider, S., Wirzberger, M., Schmidt, N., & Rey, G. D. (2019). Spatial Continuity Effect vs. Spatial Contiguity Failure. Revising the effects of spatial proximity between related and unrelated representations. In Frontiers in Education (Vol. 4, p. 86). Frontiers.

Beege, M., Nebel, S., Schneider, S., & Rey, G. D. (2019). Social entities in educational videos: Combining the effects of addressing and professionalism. Computers in Human Behavior, 93, 40-52.

Mikheeva, M., Schneider, S., Beege, M. & Rey, G. D. (2019). Boundary conditions of the politeness effect in online mathematical learning. Computers in Human Behavior, 92, 419-427.

Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T. H. & Schneider, S. (2019). A meta-analysis of the segmenting effect. Educational Psychology Review, 31, 389-419.

Schneider, S., Häßler, A., Habermeyer, T., Beege, M., & Rey, G. D. (2019). The more human, the higher the performance? Examining the effects of anthropomorphism on learning with media. Journal of Educational Psychology, 111, 57-72.

Beege, M., Schneider, S., Nebel, S., Häßler, A., & Rey, G. D. (2018). Mood-Affect Congruency. Exploring the relation between secondary school learners’ mood and the emotional charge of educational videos. Computers & Education. 123, 85-96.

Schneider, S.*, Beege, M.*, Nebel, S., & Rey, G. D. (2018). A meta-analysis of how signaling affects learning with media. Educational Research Review, 23, 1-24.  *Authors are contributed equally (*shared first-authorship)

Schneider, S., Beege, M., Nebel, S., & Rey, G. D. (2018). Theoretischer Beitrag: Soziale Prozesse beim Lernen mit digital präsentierten Lernmaterialien. Psychologie in Erziehung und Unterricht. Retrieved from reinhardt-journals.de/index.php/peu/article/view/3264 [16.08.2018].

Schneider, S., Dyrna, J., Meier, L., Beege, M. & Rey, G. D. (2018). How affective charge and text-picture connectedness moderate the impact of decorative pictures on multimedia learning. Journal of Educational Psychology, 110, 233-249.

Schneider, S., Nebel, S., Beege, M. & Rey, G. D. (2018). Anthropomorphism in decorative illustrations: Benefit or harm for learning? Journal of Educational Psychology, 110, 218-232.

Schneider, S., Nebel, S., Beege, M., & Rey, G. D. (2018). The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media. Learning and Instruction, 58, 161-172.

Beege, M., Schneider, S., Nebel, S., Mittangk, J., & Rey, G. D. (2017). Ageism - Age coherence with learning material fosters learning. Computers in Human Behavior, 75, 510-519.

Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2017). Look into my eyes! Exploring the effect of addressing in educational videos. Learning and Instruction, 49, 113-120.

Nebel, S., Schneider, S., Beege, M., & Rey, G. D. (2017). Leaderboards within educational videogames: The impact of difficulty, effort and gameplay. Computers & Education, 113, 28-41.

Nebel, S., M., Schneider, Beege, S., Rey, G. D. (2017). You cannot do this alone! Increasing task interdependence in cooperative educational videogames to encourage collaboration. Educational Technology Research and Development, 65, 993-1014.

Nebel, S., Beege, M., Schneider, S. & Rey, G. D. (2016). The higher the score, the higher the learning outcome? Heterogeneous impacts of leaderboards and choice within educational videogames. Computers in Human Behavior, 65, 391-401.

Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016). One for all?! Simultaneous examination of load-inducing factors for advancing media-related instructional research. Computers & Education, 100, 18-31. 


Buchbeiträge (peer-reviewed):

Beege, M., Mikheeva M. & Rey G. (2018). Designelemente in Lehr-/Lernvideos zur Förderung mathematischer und statistischer Behaltens- und Verständnisleistung. In Fachgruppe Didaktik der Mathematik der Universität Paderborn (Hrsg.) Beiträge zum Mathematikunterricht 2018 (S. 237 - 240). Münster: WTM-Verlag.

Nebel, S., Pietschmann, D., Schneider, S., Koban, K., Beege, M., Skulmowski, A., Ohler, P., & Rey, G. D., (2019). Proceedings of the Media Psychology Division. 11th Conference of the Media Psychology Division 2019. Chemnitz. University Press.

Nebel, S., Beege, M., Schneider, S. & Rey, G. D. (2016). Worauf zielen wir ab? Die Herausforderung der Zielsetzung im digitalen Lernspiel. Ein Beitrag aus der Perspektive der Instruktionspsychologie [What are we aiming for? The Challenge of Goal-Setting in Educational Video Games. A Contribution Using the Perspective of Instructional Psychology]. In T. Junge, C. Schumacher & D. Clausen (Eds.), Digitale Spiele im Diskurs. Level 2: Anwendung von digitalen Spielen (z.B. Gamification). Retrieved from www.medien-im-diskurs.de


Konferenzbeiträge (nur Erstautorenschaften):

Beege, M., Schneider, S., Nebel, S, Krieglstein, F., Rey, G. D. (2021). Learning from Erroneous Worked-Examples. The Influence of Type of Error and Prior Knowledge. Presentation at the 13th ICLTC, Kingston.

Beege, M., Schneider, S., Nebel, S., Krieglstein, F., Rey, G. D. (2021). Including Errors in Worked Examples: Risks and Potentials. Presentation at the 19th Biennial EARLI Conference, Gothenburg.

Beege, M., Schneider, S., Nebel, S., Rey, G. D. (2019). How can we improve learning from texts? Combining effects of signaling and disfluency on learning. Presentation at the 18th Biennial EARLI Conference, Aachen.

Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2019). The Moderating Effect of Mental Load on the Effect of Enthusiasm of Pedagogical Agents on Learning. Presentation at the Conference of the Pedagogical Psychology Division (PAEPSY), Leipzig.

Beege, M., Nebel, S., Schneider, S., & Rey, G. D. (2018). Gestaltung sozialer Entitäten in Lehr-Lernvideos. Presentation at the 51th Conference of the German Psychological Society, Frankfurt am Main.

Beege, M., Mikheeva, M., & Rey, G. D. (2018). Designing educational videos in order to foster mathematical and statistical retention and transfer performance. Presentation at the GDMV Conference, Paderborn.

Beege, M., Schneider, S., Nebel, S., Rey, G. D. (2017). The influence of age coherence between pedagogical agents and verbal information on learning and cognitive load. Presentation at the 59th Conference of Experimental Psychologists (TeaP), Dresden.

Beege, M., Schneider, S., Nebel, S., Rey, G. D. (2017). A Meta-Analytic Review of Signaling Effects on Cognition and Learning. Presentation at the 17th Biennial EARLI Conference, Tampere.

Beege, M., Nebel, S., Schneider, S., & Rey, G. D. (2017). Addressing and Professionalism: Social Influences in Learning with Educational Videos. Vortrag wird gehalten auf der 16. Fachgruppentagung für Entwicklungspsychologie und pädagogische Psychologie (PAEPSY), Münster.

Beege, M., Schneider, S., Nebel, S., Wirzberger, M., Rey, G. D. (2016). Look into my eyes! Exploring the effect of addressing in multimedia learning. Presentation at the 58th Conference of Experimental Psychologists (TeaP), Heidelberg.

Beege, M., Nebel, S., Schneider, S., Wirzberger, M., Schmidt, N., & Rey, G. D. (2016). Bedingt räumliche Nähe bessere Lernergebnisse? Die Rolle der Distanz und Integration beim Lernen mit multiplen Informationsquellen. Presentation at the 50th Conference of the German Psychological Society, Leipzig.


Poster (peer-reviewed):

Beege, M.*, Nebel, S.*, & Rey, G. D. (2019). Hands on: Let's explore persuasive games! Special Poster Session at the Conference of the Media Psychology Division, Chemnitz. (*shared first-authorship)

Mikheeva, M., Schneider, S., Beege, M., & Rey, G. D. (2018). Der Einfluss einer fingierten Adaptation auf das Online-Lernen im Bereich Mathematik. Poster session at the 51th Conference of the German Psychological Society, Frankfurt am Main.

Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016, May). Separating cognitive load facets in a working memory updating task: An experimental approach. Poster session at the International Meeting of the Psychonomic Society, Granada.

Wirzberger, M., Beege, M., Schneider, S., Nebel, S., & Rey, G. D. (2016, June). CLT meets WMU: Simultaneous experimental manipulation of load factors in a basal working memory task. Poster session at the 9th International Cognitive Load Theory Conference, Bochum.