Marvin Rost

Variations in Repeated Measures of Cognitive Load and Interest During Complex Learning Tasks - Educational Psychology Review Systematic analyses of repeated measures of cognitive load during realistic, complex learning tasks are still lacking. Previous findings are based on simulations and the use of a set of multiple short problem-solving tasks. For the present study, lower secondary level pupils (N = 360) worked on three worked examples on the topic of acids in their chemistry lessons. Cognitive load (invested mental effort and perceived task difficulty), interest, and self-assessed understanding were measured at seven points during the completion of each example. The study examines differences between repeated measures of cognitive load and interest and the relationship between the variables. The results show that the values of the repeated measures differ significantly and are poorly represented by the mean value across the measurement points. In addition, the pairwise relationship between the variables (invested effort, perceived task difficulty, interest, and self-assessed understanding) is not constant at different measurement points. Further analyses also show that different intervention conditions during the learning phase and prior knowledge are additional influencing factors.

An #OpenAccess study in 'Educational Psychology Review' finds cognitive load and interest shift throughout complex learning tasks—showing repeated measures offer richer insight into how students learn. @mrost.bsky.social bit.ly/4rQMdvS #PsychSciSky #EduSky

Befristung: vorherrschend. Strategie: keine. Reform: keine. - Ernüchternder Befund des neuen European Commission
#EURYDICE Reports „Academic Staff in Europe 2025“ für das deutsche Wissenschaftssystem.

#IchBinHanna @gew.de

👉 eurydice.eacea.ec.europa.eu/publications...

Well... sh** 😳

Variations in Repeated Measures of Cognitive Load and Interest During Complex Learning Tasks - Educational Psychology Review Systematic analyses of repeated measures of cognitive load during realistic, complex learning tasks are still lacking. Previous findings are based on simulations and the use of a set of multiple short...

Finally, I contributed to the analyses for a very prestigious publication where we looked at 360 HS students, 21 measurements over chemistry problem solving tasks, and a longitudinal Bayesian analysis. Message: good instructions are important in learning tasks (surprise!).
doi.org/10.1007/s106...

Exploring cognitive load dynamics with an AI-based voice assistant in high school chemistry experiments Laboratory courses in chemistry education inherently involve cognitive and sensorimotor tasks that demand substantial cognitive resources. Using a Directed Acyclical Graph (DAG) approach coupled with ...

Using a crude and expandable causal modeling approach, as proposed by @rmcelreath.bsky.social, I analyzed the relationship between high school students' prior knowledge and their cognitive load trajectories during chemical experiments. (pls be kind 🥺)
doi.org/10.1515/cti-...

Using Computational Grounded Theory to Analyze Pre-service Chemistry Teachers’ Reflective Practice Regarding Technology Integration in Classrooms Within a Service-Learning–Oriented Seminar - Journal o... Integrating digital technologies in science education requires innovative methods to bridge theoretical knowledge and practical classroom application. This study examines a seminar at an Austrian univ...

I let a machine help me to understand university students' learning diaries under the paradigm of Computational Grounded Theory (@lauraknelson.bsky.social ). It found patterns that I had not seen from my human point of view.
doi.org/10.1007/s109...

Phew, what a successful year since I started as a postdoc in #chemistryeducation @tum.de ! Here are three of my publications from the last 12 months in chronological order. No. 3 is 🔥! 🤓

#easystats was a complete gamechanger for me!

Scientific fraud has become an ‘industry,’ alarming analysis finds Sophisticated global networks are infiltrating journals to publish fake papers

A consequence of publish or perish pressures; some people will be unscrupulous. And I suspect that AI will only make this worse. www.science.org/content/arti...

Der #CallforPapers für die kommende #GEBF26 ist online!
Wir freuen uns über zahlreiche Beiträge aus allen Bereichen der #Empirischen #Bildungsforschung. Einreichungen sind vom 15.7. bis 15.9. 2026 möglich. Den Call for Papers und alle relevanten Infos gibt's hier: www.gebf2026.de @gebf.bsky.social

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NICHT im Fachraum essen Podcast · NICHT im Fachraum essen Team · Unser Podcast „Nicht im Fachraum essen!“ beschäftigt sich mit naturwissenschaftsdidaktischer Forschung, den daraus resultierenden Ergebnissen für das Lehren un...

Wer sich als #ichbinhannah schon #einkuscheln möchte: Was beforschen MINT-Didaktiker*innen? Reinhören in "NICHT im Fachraum essen", eine Initiative von und mit Early Career Researchers! Gefördert durch die Stiftung der Gesellschaft für Didaktik der Chemie und Physik.
open.spotify.com/show/03vJYRl...

This very moment, I am procrastinating from thinking through DAGs for a time series in my current research project. Your post is such a helpful resource. Thank you so much! *flies back to desk*

Wie frustrierend... Aber kein unbekanntes Muster, oder? Diese Art der Diskussion gibt es in meinem Umfeld häufig wenn es um generative Textsysteme geht. Ich wünschte diese Gespräche würden eher dazu führen, vertieft über Lernen/Schule/Lehrkraft-Sein an sich nachzudenken statt über Oberflächen.

Beim Terrorangiff auf #Israel wurden auch Mitglieder meiner Fachgesellschaft ermordet. Es gab es keine Stellungnahme dazu, dann eine schlechte. Zusammen mit Kollegen habe ich einen offenen Brief verfasst: joshuamrosenberg.com/post/2023/10...

It's ridiculous. For ~ 1.5-3k they should effin' take our plain text files + figs and handicraft the articles themselves.

First post! 🫡 Who else is interested in (science) education research? 👉👈