Jun. Prof. Dr. Alexander Skulmowski

Als Juniorprofessor für Digitale Bildung vereine ich Perspektiven der Kognitionswissenschaft und Psychologie um die Lernförderlichkeit neuester digitaler Bildungsformen zu erforschen. Mein Fokus liegt hierbei auf perzeptuell reichhaltigen Lernformen wie z.B. dem Lernen in der virtuellen Realität, interaktiven Lernmedien und realistischen Visualisierungen.

• Seit 01/2022: Mitglied der Sprechergruppe "Bildungsprozesse in der digitalen Welt"
• Seit 01/2022: Mitglied der Ethikkommission
• Seit 10/2020: Stellvertretende Leitung des Instituts für Informatik und digitale Bildung

Innovationen in der digitalen Bildung versprechen multimedial gestützte, interaktive und responsive Lernumgebungen, mit deren Hilfe Lernprozesse effektiver, effizienter und motivierender werden sollen. Durch experimentelle Studien werden an der Juniorprofessur Digitale Bildung zukunftsweisende Entwicklungen aus dem Bereich des digitalen Lernens hinsichtlich ihrer Lernförderlichkeit untersucht. Aus diesen Erkenntnissen sollen verallgemeinerbare Gestaltungsprinzipien u.a. für Virtual Reality, fotorealistische 3D-Visualisierungen und interaktive Lernumgebungen abgeleitet werden, um eine Brücke zwischen der Grundlagenforschung und der Praxis zu bauen.

Hinweise zu Abschlussarbeiten

• Realistische Visualisierungen und 3D-Modelle
• Augmented Reality und räumliche Gestaltung
• Interaktivität & Embodied Learning
• Cognitive Load und Messmethoden
• Cognitive Load Alignment
• Guidance-Reversal-Effekte
• Ethik der digitalen Bildung
• Lernen mit Künstlicher Intelligenz: Placebo-Effekte

Forschungs- und Nachwuchskolleg AQUA-d (MWK): Fördervolumen 2,4 Millionen Euro. Mitarbeitende: Patricia Engel-Hermann, M. A.

Kooperatives Promotionskolleg Wissensmedien (MWK): Fördervolumen 870.000 Euro. Stipendiat:innen: Theresa Dechamps, M.Sc., Marcel Alexander Niesik, M.Sc.

DiAs - Digital Assessment – Digitales, kompetenzorientiertes Prüfen an der Pädagogischen Hochschule Karlsruhe (Stiftung Innovation in der Hochschullehre): Fördervolumen 1,4 Millionen Euro, Laufzeit 2021–2024. Teilprojektleitung

InDiKo - Nachhaltige Integration von fachdidaktischen digitalen Lehr-Lern-Konzepten an der PH Karlsruhe (BMBF): Entwicklungsfeld 1: Medienbildung und Digitale Bildung

Skulmowski, A. (2023, 30. März). Can there be an optimum of realism in learning tasks?. Eingeladener Vortrag auf dem „International Workshop on Perceptual and Cognitive Processes of Learning from 3D“, Leibniz-Institut für Wissensmedien (IWM) in Tübingen, 30.03.–31.03.2023.

Skulmowski, A. (2022). Digitale Bildung: Von der Notlösung zur Chance. Dialog - Bildungsjournal der Pädagogischen Hochschule Karlsruhe, 9, 5–8.

SWR2 Wissen: Wie wir künftig lernen – Selber denken, einordnen, verstehen (Interview)

Artikel (Peer-Review)

Skulmowski, A. (2024). Placebo or assistant? Generative AI between externalization and anthropomorphization. Educational Psychology Review, 36, 58. https://doi.org/10.1007/s10648-024-09894-x

Skulmowski, A. (2024). Are realistic details important for learning with visualizations or can depth cues provide sufficient guidance?. Cognitive Processing, 1-11. https://doi.org/10.1007/s10339-024-01183-3

Skulmowski, A. (2024). Learning by doing or doing without learning? The potentials and challenges of activity-based learning. Educational Psychology Review, 36, 28. https://doi.org/10.1007/s10648-024-09869-y

Skulmowski, A. (2023). The cognitive architecture of digital externalization. Educational Psychology Review, 35, 101. https://doi.org/10.1007/s10648-023-09818-1

Skulmowski, A. (2023). Learners emphasize their intrinsic load if asked about it first: Communicative aspects of cognitive load measurement. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12369

Skulmowski, A. (2023). Do concreteness fading and guidance fading aid learning from perceptually rich visualizations? Changes in style lead to more cognitive load and interfere with learning. Current Research in Behavioral Sciences, 4, 100112. https://doi.org/10.1016/j.crbeha.2023.100112

Skulmowski, A. (2023). Ethical issues of educational virtual reality. Computers & Education: X Reality, 2, 100023. https://doi.org/10.1016/j.cexr.2023.100023

Skulmowski, A. (2023). Shape distinctness and segmentation benefit learning from realistic visualizations, while dimensionality and perspective play a minor role. Computers & Education: X Reality, 2, 100015. https://doi.org/10.1016/j.cexr.2023.100015

Skulmowski, A. (2023). Realistic details impact learners independently of split-attention effects. Cognitive Processing, 24, 187–198. https://doi.org/10.1007/s10339-022-01123-z

Skulmowski, A. (2023). Guidelines for choosing cognitive load measures in perceptually rich environments. Mind, Brain, and Education, 17, 20–28. https://doi.org/10.1111/mbe.12342

Skulmowski, A. (2022). Is there an optimum of realism in computer-generated instructional visualizations?. Education and Information Technologies, 27, 10309–10326. https://doi.org/10.1007/s10639-022-11043-2

Skulmowski, A. (2022). Realistic visualizations can aid transfer performance: Do distinctive shapes and descriptive labels contribute towards learning?. Journal of Computer Assisted Learning, 38, 681–691. https://doi.org/10.1111/jcal.12640

Skulmowski, A. (2022). When color coding backfires: A guidance reversal effect when learning with realistic visualizations. Education and Information Technologies, 27, 4621–4636. https://doi.org/10.1007/s10639-021-10796-6

Skulmowski, A., Nebel, S., Remmele, M., & Rey, G. D. (2022). Is a preference for realism really naive after all? A cognitive model of learning with realistic visualizations. Educational Psychology Review, 34, 649–675. https://doi.org/10.1007/s10648-021-09638-1

Skulmowski, A., & Xu, K. M. (2022). Understanding cognitive load in digital and online learning: A new perspective on extraneous cognitive load. Educational Psychology Review, 34, 171–196. https://doi.org/10.1007/s10648-021-09624-7

Skulmowski, A., & Standl, B. (2021). COVID-19 information fatigue? A case study of a German university website during two waves of the pandemic. Human Behavior and Emerging Technologies, 3, 350–356.

Skulmowski, A., & Rey, G. D. (2021). 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, 316–323.

Skulmowski, A., & Rey, G. D. (2021). 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, 283–295.

Skulmowski, A., & Rey, G. D. (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, 212–216.

Skulmowski, A., & Rey, G. D. (2020). The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load. Human Behavior and Emerging Technologies, 2, 251–258.

Skulmowski, A., & Rey, G. D. (2020). Subjective cognitive load surveys lead to divergent results for interactive learning media. Human Behavior and Emerging Technologies, 2, 149–157.

Skulmowski, A., & Rey, G. D. (2018). Embodied learning: Introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implications, 3:6.

Skulmowski, A., & Rey, G. D. (2018). Realistic details in visualizations require color cues to foster retention. Computers & Education, 122, 23–31.

Skulmowski, A., & Rey, G. D. (2018). Adjusting sample sizes for different categories of embodied cognition research. Frontiers in Psychology, 9:2384.

Skulmowski, A., & Rey, G. D. (2017). Measuring cognitive load in embodied learning settings. Frontiers in Psychology, 8:1191.

Skulmowski, A., & Rey, G. D. (2017). Bodily effort enhances learning and metacognition: Investigating the relation between physical effort and cognition using dual-process models of embodiment. Advances in Cognitive Psychology, 13, 3–10.

Skulmowski, A., Augustin, Y., Pradel, S., Nebel, S., Schneider, S., & Rey, G. D. (2016). The negative impact of saturation on website trustworthiness and appeal: A temporal model of aesthetic website perception. Computers in Human Behavior, 61, 386–393.

Skulmowski, A., Pradel, S., Kühnert, T., Brunnett, G., & Rey, G. D. (2016). Embodied learning using a tangible user interface: The effects of haptic perception and selective pointing on a spatial learning task. Computers & Education, 92-93, 64–75.

Skulmowski, A., Bunge, A., Cohen, B. R., Kreilkamp, B. A. K., & Troxler, N. (2015). Investigating conceptions of intentional action by analyzing participant generated scenarios. Frontiers in Psychology, 6:1630.

Skulmowski, A., Bunge, A., Kaspar, K., & Pipa, G. (2014). Forced-choice decision-making in modified trolley dilemma situations: a virtual reality and eye tracking study. Frontiers in Behavioral Neuroscience, 8:426.

• Seit 10/2020: Stellvertretende Leitung des Instituts für Informatik und digitale Bildung
• Seit 10/2020: Juniorprofessor für Digitale Bildung an der PHKA
• 09/2019: Promotion zum Dr. rer. nat. im Fach Psychologie (summa cum laude) an der TU Chemnitz
• 01/2014 – 09/2020: Wissenschaftlicher Mitarbeiter, Professur Psychologie digitaler Lernmedien, TU Chemnitz
• 10/2011 – 09/2013: Masterstudium der Cognitive Science (M.Sc., Abschluss mit Auszeichnung) an der Universität Osnabrück
• 10/2008 – 09/2011: Bachelorstudium der Philosophie und Psychologie an der Rheinischen Friedrich-Wilhelms-Universität Bonn

Aktuelle Mitgliedschaften in Herausgebergremien

• Seit 2024: Editorial Board Member, Learning and Instruction
• Seit 2022: Editorial Board Member, Journal of Computer Assisted Learning
• Seit 2021: Editorial Board Member, Educational Psychology Review

Reviewer-Tätigkeiten

Drittmittelgeber:

• Fonds zur Förderung der wissenschaftlichen Forschung (FWF)
• German-Israeli Foundation for Scientific Research & Development (GIF)

Zeitschriften:

AI and Ethics; Behavior Research Methods; British Journal of Educational Psychology; Cognitive Processing; Cognitive Research: Principles and Implications; Computers & Education; Computers and Education Open; Computers and Education: Artificial Intelligence; Computers & Education: X Reality; Computers in Human Behavior; Education and Information Technologies; Educational Psychology Review; Ergonomics; Evolutionary Psychology; Frontiers in Education; Frontiers in Psychology; Human Behavior and Emerging Technologies; IEEE Transactions on Education; IEEE Transactions on Human-Machine Systems; Improving Schools; Instructional Science; International Journal of Human-Computer Interaction; International Journal of Human-Computer Studies; Journal of Computer Assisted Learning; Journal of Educational Computing Research; Journal of Educational Psychology; Journal of Experimental Child Psychology; Learning and Instruction; Learning and Motivation; Mind, Brain, and Education; New Ideas in Psychology; PLOS ONE; PsyCh Journal; Psychiatry Research; Royal Society Open Science; Teaching and Teacher Education; Technology, Knowledge and Learning; Technology, Mind, and Behavior