Tübingen Center for Digital Education

Pauline Frick

Pauline Frick ist seit Januar 2025 wissenschaftliche Mitarbeiterin des Tübingen Center for Digital Education (TüCeDE) und übernimmt hier stellvertretend die Koordination des Arbeitsbereichs Innovative Bildungstechnologien. Sie erforscht, wie zukunftsweisende Bildungstechnologie im Unterricht eingesetzt werden können. Dabei interessiert sie sich für lehr- und lernpsychologische Fragestellungen mit einem Fokus auf die ablaufenden kognitiven Prozesse. 

 

 

seit 01/2025
Wissenschaftliche Mitarbeiterin am Tübingen Center for Digital Education (TüCeDe)

Stellvertretende Koordination des Arbeitsbereichs Innovative Bildungstechnologien

seit 01/2021
Wissenschaftliche Mitarbeiterin und Doktorandin am Leibniz-Institut für Wissensmedien

 Arbeitsgruppe Multiple Repräsentationen 

06/2020 ‐ 11/2020
Praktikum im Bereich Wissensmanagement und E‐Learning

BASF SE, Ludwigshafen

10/2018-12/2019
Studentische Hilfskraft

Universität Trier, Abteilung für Hochbegabtenforschung und -förderung

10/2017 ‐ 03/2020
Master Psychologie

Universität Trier

12/2015-02/2018
Studentische Hilfskraft

Universität Koblenz-Landau, Abteilung für Kognitive Psychologie und Abteilung für Diagnostik, Differentielle Psychologie, Methodik und Evaluation

10/2014‐08/2017
Bachelor Psychologie

Universität Koblenz-Landau

Veröffentlichungen

Artikel in referierten Zeitschriften

Frick, P., Kendeou, P., & Schüler, A. (2024). Knowledge revision processes during reading: How pictures influence the activation of outdated information. Memory & Cognition. https://dx.doi.org/10.3758/s13421-024-01586-9  Data

Schüler, A., & Frick, P. (2024). Do passive cross-modal validation processes occur when processing multimedia materials? Learning and Instruction, 93, Article 101956. https://dx.doi.org/10.1016/j.learninstruc.2024.101956 Data

Frick, P., & Schüler, A. (2023). Extending the theoretical foundations of multimedia learning: Activation, integration, and validation occur when processing illustrated texts. Learning and Instruction, 87, Article 101800. https://dx.doi.org/10.1016/j.learninstruc.2023.101800 Data

Konferenzbeiträge

Frick, P., Hoch, E., & Schüler, A. (2024, June 27-28). Cross-modal activation, integration, and validation processes when reading illustrated texts: An eye-tracking study. Visual Language (VisLang) Conference 2024. Tilburg University, Netherlands. [Talk]

Frick, P., & Schüler, A. (2024, June 17-19). How pictures influence the automatic validation process and the awareness of inconsistencies. 34th Annual Meeting of the Society for Text & Discourse (ST&D). Chicago, IL. [Talk]

Frick, P., & Schüler, A. (2024, March 17-20). Synthesizing text comprehension and multimedia learning research: text-picture combinations are activated, integrated and validated automatically. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Regensburg. [Talk]

Johnson, V., Frick, P., & Kendeou, P. (2024, November 21-24). The joint effects of source credibility and graph presence on communicating climate science. Psychonomic Society 65th Annual Meeting. New York, NY, USA. [Poster]

Schüler, A., & Frick, P. (2024, September 4-6). Cross-modal validation processes occur during processing multimedia materials. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics. Valencia, Spain. [Talk]

Frick, P., Kendeou, P., & Schüler, A. (2023, September 18-20). When learning requires revision – how pictures influence knowledge revision processes. 19. Tagung der Fachgruppe Pädagogische Psychologie. Kiel. [Talk]

Frick, P., Kendeou, P., & Schüler, A. (2023, June 28-30). The influence of pictures on knowledge revision processes during reading. 33rd Annual Meeting of the Society for Text & Discourse (ST&D). University of Oslo, Norway. [Talk]

Frick, P., Kendeou, P., & Schüler, A. (2023, August 22-26). Knowledge revision during reading – do pictures reduce the activation of outdated information? 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]

Frick, P., & Schüler, A. (2023, January 8-13). The cognitive processes when reading and learning with illustrated texts. Winter School Eye Tracking - Experimental Design, Implementation, and Analysis. ETH Zürich, Monte Verita, Switzerland. [Poster]

Schüler, A., & Frick, P. (2023, August 22-26). Reading research meets multimedia: text-picture combinations are validated automatically. 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]

Frick, P., & Schüler, A. (2022, March 20-23). Text-picture combinations are integrated and validated automatically. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]

Frick, P., & Schüler, A. (2022, August 29-31). Not just texts – reactivation, integration, and validation processes also apply to illustrated texts. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Kiel. [Talk]

Frick, P., & Schüler, A. (2022, July 19-21). Does the RI-Val model also apply to illustrated texts? 32nd Annual Meeting of the Society for Text & Discourse (ST&D). Georgia State University. Atlanta, GA, USA. [Talk]

Frick, P., & Schüler, A. (2021, September 14-16). Reaktivierungs- und Validierungsprozesse beim Lernen mit Text und Bild. 18. Tagung der Fachgruppe Pädagogische Psychologie (PaePsy) 2021. Pädagogische Hochschule Heidelberg. [Runder Tisch]