Charlotte Vössing

My research interests focus on the cognitive and affective learning mechanisms underlying the emotional design of learning materials, such as videos and texts.

In particular, I am interested in how these mechanisms relate to:

• The development of interest in learners
  • The influence of pre-existing interest on learning processes
• The integration and adaptation of narratives to better align with learners’ needs and aims
• The self-regulation demands placed on learners
  • for example, in the presence of seductive details

I am currently working in the new research project “KeBNE” (Kommunikation evidenzbasierter Bildung für nachhaltige Entwicklung in Schulen). The project is being conducted in collaboration with ReCCE and our ICCE partner and is funded by the Kultusministerium and the Stiftung Naturschutzfond.

The goal of the project is to develop and evaluate adaptive, narrative educational videos. These videos aim to provide teachers with empirically grounded insights into effective education for sustainable development in an engaging way. They will be used in teacher training programs and made available for self-study. The project duration is three years.

2024

• Endres, T., Vössing, C., Renninger, K. A., Eitel, A., & Renkl, A. (2025). Sustaining Focus When it’s Hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives. Computer & Education, 233, 105313, https://doi.org/10.1016/j.compedu.2025.105313.
• Endres, T., Eitel, A., Renninger, K. A., Vössing, C., & Renkl, A. (2024). Why narrative frames matter for instructional videos: A value-evoking narrative frame is essential to foster sustained learning with emotional design videos. Learning and Instruction, 94, 101962. https://doi.org/10.1016/j.learninstruc.2024.101962

• Vössing, C.; Renkl, A. & Endres, T. (2025, May 22^nd). Teaching (Un)Interested Learners: How Existing Interest Shapes the Effect of Emotional Design [Poster Presentation]. DSI Community-Conference 2025, Zürich, Switzerland. Awarded “Best Poster Presentation”
• Vössing, C.; Endres, T. & Renkl, A (2024, September 04-06). Beyond Positive Design – Emotional Design for Aversive Learning Contents? [Contribution in the Symposium “The Emotional Design Canvas – Illuminating the Impact of Visual and Affective Approaches to Motivate Learners”]. SIG2 2024, Valencia, Spain.
• Vössing, C.; Renkl, A. & Endres, T. (2024, August 21-23). Look Like Me, Act Like Me – Key Requirements of Model Observer Similarity in Emotional Design [Contribution in the Symposium “The elements of emotional design under the microscope of multimedia learning”]. SIG 6 & 7 2024, Tübingen, Germany. Shortlistet for the Jure-Award: “Best Paper in a Symposium”
• Vössing, C.; Endres, T.; Eitel, A., & Renkl, A (2023, August 22-26). Can Emotional Design be an Aid to Overcome the Challenges of High Self-Control Demand Learning Situations? [Contribution in the Symposium “Emotional design and the necessary but not sufficient influence of triggering motivation”]. EARLI 2023, Thessaloniki, Greece.
• Vössing, C.; Endres, T.; Eitel, A., & Renkl, A (2022, August 29-31). Sustained attention and emotional-design: What is the role of one’s willingness to self-control? [Paper presentation].SI G2 2022, Kiel, Germany