Leibniz-Institut für Wissensmedien, Tübingen
Peter Gerjets investigates information search and information exploration in non-linear environments as well as intuitive and multimodal interaction designs and the processing of example-
based information. His research is based on theories of multiple-documents comprehension, working-memory load, hypermedia learning, educational neuroscience, and embodied cognition. Insights from this research have been used for designing web-search interfaces, table-top applications for museums and exhibitions, and novel interaction designs supporting information exploration on multi-touch devices. For his basic and applied research Peter Gerjets has received substantial funding from a variety of funding bodies including
DFG, BMBF, and the Leibniz Gemeinschaft. He has published more than 60 papers in peer-reviewed, high-ranking international journals as well as more than 80 contributions to conference proceedings and edited books. For his work on hypermedia-based learning and problem solving he was honored with the Young Scientist Award of the German Cognitive Science Society (1999). He has ample experience in interdisciplinary teams in the context of research projects on science education, discovery learning with tablet computers, table-top applications for museums and exhibitions, and brain-computer interfaces.
Five most relevant publications:
Gerjets, P., Walter, C., Rosenstiel, W., Bogdan, M., & Zander, T.O. (in press). Cognitive state monitoring and the design of adaptive instruction in digital environments: Lessons learned from cognitive workload assessment using a passive brain-computer interface approach. Frontiers in Neuroscience.
Gerjets, P., Kammerer, Y., & Werner, B. (2011). Measuring spontaneous and instructed evaluation processes during Web search: Integrating concurrent thinking-aloud protocols and eye-tracking data. Learning and Instruction, 21, 220-231.
Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25, 360-370.
Jarodzka, H., Baslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P. & Eika, B. (2012). Conveying clinical reasoning based on visual observation via eye-movement modeling examples. Instructional Science, 40, 813-827.
Keller, T., Gerjets, P., Scheiter, K., & Garsoffky, B. (2006). Information visualizations as tools for knowledge acquisition: The impact of dimensionality and color coding. Computers in Human Behavior, 22, 43-65.