Dr. Lisa Bender
Professional Experience
since 10/2025
04/2022 – 09/2025
Research Associate University of Freiburg – Developmental Psychology – Head: Dr. Sophie Nolden
Research Associate University of Freiburg – Educational Psychology and Developmental Psychology – Head: Prof. Dr. Alexander Renkl
05/2021 – 12/2021
Psychologist SLK Pediatric Hospital Heilbronn – Diagnostics and counselling for developmental and behavioural disorders in children and adolescents
02/2018 – 04/2021
Research Associate University of Freiburg – Educational Psychology and Developmental Psychology – Head: Prof. Dr. Alexander Renkl
11/2017 – 03/2020
Learning Therapist PTE Freiburg – Therapy and counselling for learning and attention disorders
Education and Degrees
07/2022
Ph. D. University of Freiburg – Examiners: Prof. Dr. Alexander Eitel, Prof. Dr. Alexander Renkl, Prof. Dr. Andrea Kiesel
02/2020
Basic Certification in Learning Therapy PTE-Partnersysteme – Basic modules: AD(H)D, diagnostics, introduction to learning therapy/learning coaching, parental work; Advanced modules: Reading/spelling difficulties and reading instruction, dyscalculia
09/2017
M. Sc. Psychology – University of Ulm
03/2014
B. Sc. Psychology – University of Ulm
- Cognitive, motivational and volitional processes during learning with multiple representations
- Effects of “attractive” design elements in instructional contexts (e.g., seductive details, instructional humor)
- Professional knowledge and competence of teachers with regard to specific learning disabilities and heterogeneity
- Promoting parental competence on the subject of specific learning disabilities
2025
- Endres, T., Bender, L., Weissgerber, S., Sepp, S., Zhang, S., David, L., Trypke, M., Lieck, D., Bohm, J., Castro-Alonso, J. C., & Paas, F. (2025). Language effects on mental effort and load – A first step towards translingual research. Educational Psychology Review, 37(5). https://doi.org/10.1007/s10648-024-09978-8
2024
- Bender, L., Hotz, L., & Renkl, A. (2024). Lehrkräftewissen zur Rechenstörung in der Grundschule (und darüber hinaus). Seminar, 30(4), 54-69. https://doi.org/10.3278/sem2404w005
2021
- Bender, L., Renkl, A., & Eitel, A. (2021). Seductive Details do their damage also in longer learning sessions – When the details are perceived as relevant. Journal of Computer Assisted Learning, 37(5), 1248-1262. https://doi.org/10.1111/jcal.12560
- Bender, L., Renkl., A., & Eitel, A. (2021). When and how seductive details harm learning. A study using cued retrospective reporting. Applied Cognitive Psychology. https://doi.org/10.1002/acp.3822
2020
- Eitel, A., Bender, L., & Renkl, A. (2020). Effects of informed use: A proposed extension of the self-management effect. In S. Tindall-Ford, S. Agostinho, & J. Sweller (Eds.), Advances in cognitive load theory: Rethinking teaching (pp. 168-179). Abingdon, UK: Routeledge.
2019
- Eitel, A., Bender, L., & Renkl, A. (2019). Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance. Applied Cognitive Psychology, 33(1), 20-30. https://doi.org/10.1002/acp.3479
- Bender, L., Renkl., A., Endres, T., Kok, E., & Eitel, A. (2025, August). How Does Thematic Proximity Influence the Evaluation and Processing of Seductive Details? [Paper Session]. 21th Biennal Conference European Association for Research on Learning and Instruction (EARLI), Graz, Austria.
- Bender, L. & Renkl, A (2024, September). An investigation and intervention on teachers’ knowledge about dyscalculia [Paper Session]. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 15 Meeting, Valencia, Spain.
- Bender, L., Renkl, A., Endres, T. (2024, September). Laughing their heads off: When teacher humor acts as a seductive detail [Paper Session]. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 2 Meeting, Valencia, Spain.
- Bender, L., Renkl., A., Brosemer, K., Endres, T., & Eitel, A. (2023, August). Seductive Details im Lernmaterial: Welche Rolle spielt ihre thematische Nähe zum Lerninhalt für den Lernerfolg? [Paper Session]. Tagung der Fachgruppe Pädagogische Psychologie (PAEPS), Kiel.
- Bender, L., Renkl., A., Brosemer, K., Endres, T., & Eitel, A. (2023, August). Keep Some Distance: Are Seductive Details Only Harmful When Closely Related to the Learning Content? [Paper Session]. 20th Biennal Conference European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.
- Bender, L., Renkl., A., Richter, J., Scheiter, K., & Eitel, A. (2020, September). Seductive details: Also harmful when hidden behind hyperlinks? [Paper Session]. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 2 Meeting (online conference), Prague, Czech Republik.
- Bender, L., Renkl., A., & Eitel, A. (2020, August). What students think when learning with seductive details – A study using cued retrospective reporting. [Paper Session]. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 6 & 7 Meeting (online conference), Tübingen, Germany.
- Bender, L., Renkl., A., & Eitel, A. (2020, April). Does the seductive details effect generalize to depleting study situations? [Poster Session]. Annual Meeting of the American Educational Research Association (AERA 2020), San Francisco, CA http://tinyurl.com/wxo9ypr. (Conference Cancelled).
- Bender, L., Renkl A., & Eitel, A. (2019, September). Verführen Seductive Details dazu, länger zu lernen? [Poster Session]. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY 2019), Leipzig.
- Bender, L., Renkl, A., & Eitel, A. (2019, August). Boundary conditions of the seductive details effect: When the perceived relevance is crucial [Paper Session]. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany
Applied Cognitive Psychology
Journal of Computer Assisted Learning
Learning and Individual Differences
Frontiers in Psychology
Learning and Instruction