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Prof. Dr. Claudia Schrader

Professur am Institut für Bildungsforschung in der School of Education

Arbeitsbereich Lehren und Lernen mit digitalen Medien

 

E-Mailcschrader{at}uni-wuppertal.de
Telefon+49 (0)202 439-1264
BüroFZ 01.26
Lise-Meitner-Str. 27-31
42119 Wuppertal

 

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Beruflicher Werdegang

 

Ab 03/2021W2-Professur Lehren und Lernen mit digitalen Medien
School of Education, Universität Wuppertal, Deutschland
04/2019–09/2019Vertretungsprofessur Pädagogische Psychologie
Institut für Pädagogische Psychologie, Pädagogische Hochschule Weingarten, Deutschland
10/2013–10/2020Juniorprofessur Serious Games – Kompetenzförderung durch adaptive Systeme
Institut für Psychologie und Pädagogik, Universität Ulm, Deutschland
02/2013–09/2013

Adjunct Assistant Professor of Online Lecture “Training and Learning with Multimedia“
University of Maryland, USA

02/2013–09/2013Vertretungsprofessur Forschungsbasiertes Lernen
Projekt Forschungsbasiertes Lernen im Focus, Universität Oldenburg, Deutschland
06/2006–09/2012

Wissenschaftliche Mitarbeiterin
Institut für Bildungswissenschaft und Medienforschung, FernUniversität in Hagen, Deutschland

 

 Bildung und Qualifikation

 

10/2016Habilitations- äquivalente Evaluation der Juniorprofessur
03/2012Promotion zum Dr. phil
Titel der Dissertation: Educational computer games and learning: Three empirical studies of games’ impact on virtual presence, cognitive load and learning outcomes
Institut für Bildungswissenschaft und Medienforschung, FernUniversität in Hagen, Deutschland
Gesamturteil: summa cum laude
12/2005Magistra Artium
Medienwissenschaften, Pädagogische Psychologie, Kulturgeschichte
Friedrich-Schiller Universität Jena, Deutschland
06/1999Abitur
Albert-Schweitzer-Gymnasium, Erfurt, Deutschland

 

Internationale Erfahrungen und Stipendien

 

10/2019–09/2020DFG Research Fellowship
Forschungsaufenthalt bei Prof. Dr. Slava Kalyuga, Educational Psychology, University of New South Wales, Sydney, Australia
08/2016–10/2016Baden-Württemberg Förderung für Frauen in der Wissenschaft: Reise Stipendium
Forschungsaufenthalt bei Prof. Dr. Jan Plass, Digital Media and Learning Science Group, New York University, USA

 

Auszeichnungen

 

2018Carl-Zeiss Stiftungspreis für Kooperation Wissenschaft-Wirtschaft
2018Nomination für bestes Serious Game 2018
Deutscher Computerspielpreis
2016Preis für beste Forschungsidee zur Verknüpfung von Pädagogisch-Psychologischer Forschung, Medizin und Ingenieurswissenschaften
Universität Ulm
2015Best Paper Award for Work in Progress
International Conference on Intelligent Environments, Prague, Czech Republic
2012Auszeichnung für herausragende Promotion
FernUniversität in Hagen, Deutschland

 

Akademische Tätigkeiten

 

Mitgliedschaften/ SprecherStellvertretende Fachgruppensprecherin der Fachgruppe Medienpsychologie der Deutschen Gesellschaft für Psychologie (DGPs), 2017-2021

Mitglied European Association for Research on Learning and Instruction (EARLI), SIG 6 Instructional Design, SIG 7 Learning and Instruction with Computers
Gutachter JournalsLearning and Instruction
Psychology Learning and Teaching Journal
Transaction on Learning Technologies
Educational Technology Research & Development
The International Review of Research in Open and Distributed Learning
Gutachter Conference PapersAERA Conference 2019
EARLI SIG 6/7 Conference 2016 
Media Psychology Conference 2015
Organisation/
Durchführung
Integrating Motivational-Affective Variables into a Cognitive Perspective on Learning with Different Media,
Symposium EARLI 2013, München, Deutschland

Using Social Media for Teaching and Learning,
Training für Lehrkräfte der Bauhaus-Universität Weimar, Deutschland, 2013

 

 

Publikationen (Auswahl)

Fachbereich Pädagogische Psychologie und Medienpsychologie:

Schrader, C. & Kalyuga, S. (sub.). Expertise reversal effect in a pen-tablet based digital learning environment: The role of learning-centred emotions in the interplay between learner expertise and task complexity. Manuscript submitted for publication.

   
Schrader, C. & Kalyuga, S. (sub.). The relations between task difficulty, learning-centred emotions, use of cognitive resources and learning outcomes in a pen-tablet-based digital environment for learning writing skills. Manuscript submitted for publication.
    
Schrader, C., Plass, J., & Kalyuga, S. (accepted). Invited book chapter on motivation and affect in multimedia learning. Chapter accepted for publication in R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (3th edition, Chapter 9).

Schrader, C. (accepted). Invited book chapter on serious games and game-based learning. Chapter accepted for publication in I. Jung & O. Zawacki-Richter (Eds.), Handbook of Open, Distance and Digital Education. Springer.

Schrader, C., Seufert, T., & Zander, S. (2021). Learning from instructional videos: learner gender does matter; speaker gender does not. Frontiers in Psychology, 12.

Schrader, C. & Grassinger, R. (2021). Tell me that I can do it better. The effect of attributional feedback from a learning technology on achievement emotions and performance and the moderating role of individual adaptive reactions to errors. Computers & Education, 161. doi: 10.1016/j.compedu.2020.104028
    
Riemer, V., Schrader, C., & Pollatos, O. (2021). Prävention von Ballsportunfällen an Schulen mittels eines „serious game “: Konzeptvorstellung und begleitende Evaluation. Prävention und Gesundheitsförderung, 1-8.
    
Schrader, C. (2021). Adaptivität multimedialer Lernumgebungen. Pädagogische Psychologie der Enzyklopädie Erziehungswissenschaft online (EEO).
    
Schrader, C. & Riemer, V. (2020). Playing to learn or to win? The role of learners’ competition preference on self-monitoring and learning performance when learning with a serious game. Journal of Interactive Learning Environments, 2020, 1-13.
    
Schrader, C. & Kalyuga, S. (2020). Linking students’ emotions to engagement and performance when learning to write Japanese letters with a pen-based tablet: An investigation based on individual pen pressure parameters. International Journal of Human-Computer Studies, 135(2020). doi: 10.1016/j.ijhcs.2019.102374
    
Riemer, V. & Schrader, C. (2019). Mental Model Development in Multimedia Learning: Interrelated Effects of Emotions and Self-monitoring. Frontiers in Psychology, 10(899). doi: 10.3389/fpsyg.2019.00899
    
Schrader, C. (2019). Creating Avatars for Technology Usage: The Context Matters. Computers in Human Behavior, 93, 219-225. doi: 10.1016/j.chb.2018.12.002
    
Schrader, C., Reichelt, M., & Zander, S. (2018). The Effect of Personalization Principle on Multimedia Learning: The Role of Students’ Individual Interest as Predictor. Educational Technology Research and Development, 6(66), 1387-1397. doi: 10.1007/s11423-018-9588-8
    
Schrader, C. & Nett, U. (2018). The perception of control as a predictor of emotional trends during gameplay. Learning & Instruction, 54, 62-72. doi: 10.1016/j.learninstruc.2017.08.002
    
Schrader, C., Weber, J., & Wiepcke, C. (2018). Vermittlung von Kompetenzen zur Berufswahl in der ökonomischen Bildung: Eine empirische Studie zum Kompetenzerwerb als lernabhängige Veränderung mentaler Modelle beim Lernen mit der Online Simulation MeisterPower. Zeitschrift für ökonomische Bildung, 2018.
    
Riemer, V., Frommel, J., Layher, G., Neumann, H., & Schrader, C. (2017). Identifying Features of Bodily Expression as Indicators of Emotional Experience during Multimedia Learning. Frontiers in Psychology, 8.
    
Schrader, C., Brich, J., Frommel, J., Riemer, J., & Rogers, K. (2017). Rising to the Challenge: An Emotion-Driven Approach Towards Adaptivity. In M. Ma, A. Oikonomou, & L. Jain (Eds.), Serious Games and Edutainment Applications (pp. 3-28), Springer International Publishing. doi: 10.1007/978-3-319-51645-5_1
    
Riemer, V. & Schrader, C. (2016). Effects of self-monitoring and player engagement on the development of mental models through serious games: Inferences from in-game behavior. Computers in Human Behavior, 64, 264-273. doi: 10.1016/j.chb.2016.06.057
    
Riemer, V. & Schrader, C. (2015). Learning with quizzes, simulations, and adventure games: Students’ attitudes, perceptions and intentions to learn with different types of games. Computers & Education, 88, 160–168. doi:10.1016/j.compedu.2015.05.003
    
Fissler, P., Kolassa, I.-T. & Schrader, C. (2015). Educational games for brain health: revealing their unexplored potential through a neurocognitive approach. Frontiers on Psychology, 2015. doi: 10.3389/fpsyg.2015.01056  
    
Schrader, C. (2014). The relation between virtual presence and learning outcomes in serious games. The mediating effect of motivation. Interaction Design and Architecture(s), Special Issue on Games for Learning, 19, 47-62.
    
Schrader, C. & Bastiaens, Th. J. (2012). Relations between the tendency to invest in virtual presence, actual virtual presence and learning outcomes in educational computer games. International Journal of Human-Computer Interaction, 28(12), 775-783.
    
Schrader, C. & Bastiaens, Th. J. (2012). The influence of virtual presence: Effects on experienced cognitive load and learning outcomes in educational computer games. Journal of Computers in Human Behavior, 28, 648-658.
    
Schrader, C. & Bastiaens, Th. J. (2012).  Educational computer games and learning: The relationship between design, cognitive load, emotions and outcomes. Journal of Interactive Learning Research 23(3), 251-271.
    
Schrader, C. & Bastiaens, Th. J. (2012). Learning in educational computer games for novices: The impact of implementation and delivery of support devices on virtual presence, cognitive load and learning outcomes. International Review of Research in Open and Distance Learning, 13 (3), 206-227.
    
Schrader, C. (2010). Computerbasierte Lernspiele - Stand der Forschung. In S. Ganguin & B. Hoffmann (Eds.), Digitale Spielkultur (pp. 179-190). München: Schriftenreihe zur Medienpädagogik.
    
Czerwionka, T., Klebl, M., & Schrader, C. (2009). Lecturing tomorrow: Virtual classrooms, user centred requirements and evaluative methods. In M. Ebner & M. Schiefner (Eds.), Looking toward the future of technology enhanced education: Ubiquitous learning and the digital native (pp. 223-243). Idea Group Inc (ICI): Hershey, Pennsylvania, USA
    
Fachbereich Medieninformatik:

Frommel, J., Schrader, C. & Weber, M. (2018). Towards Emotion-based Adaptivity: Emotion Recognition Via Input and Performance Features.  In Proceedings of CHI Play ’18: The Annual Symposium on Computer-Human Interaction in Play.
    
Brich, J., Frommel, J., Rogers, K., Brückner, A., Weidhaas, M., Dorn, T., Mirabile, S., Riemer, V., Schrader, C. & Weber, M. (2016). LiverDefense: How to employ a tower defense game as a customisable research tool. Visual Computer, 33(4), 429-442. doi: 10.1007/s00371-016-1314-0
    
Brich, J., Frommel, J., Rogers, K., Brückner, A., Weidhaas, M., Dorn, T., Mirabile, S., Riemer, V., Schrader, C. & Weber, M. (2015). LiverDefense: An educational tower defense game as an evaluation platform. In S. Göbel, M. Ma, J. Baalsrud Hauge, M. Fradinho Oliveira, J. Wiemeyer, & V. Wendel (Eds.), Serious Games (pp. 186-190). Springer. doi:10.1007/978-3-319-19126-3