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Portrait von Juliane Richter

Prof. Dr. Juliane Richter

Professorin | Medien- und Wirtschaftspsychologie
+49 711 8923-3164 richterj@hdm-stuttgart.de I201, Nobelstraße 8 (Nobelstraße 8)
Lehrgebiet
Medien- und Wirtschaftspsychologie
Forschungsgebiet
Medien- und Wirtschaftspsychologie, insbesondere Konsumenten- und Nutzerforschung

Lebenslauf (Kurz)

Juliane Richter is Professor of Media and Business Psychology at Hochschule der Medien Stuttgart, where she specializes in consumer and user research.
She holds a Ph.D. in Psychology from Eberhard Karls Universität Tübingen and has an academic background in Human Factors (M.Sc.) and Business Informatics (B.Sc.). Prior to joining Hochschule der Medien, she was Professor of Market and Advertising Psychology at Macromedia University, where she designed and led the Psychology program. Her current research focuses on how artificial intelligence influences user perception, trust, and interaction in advertising, education, and service contexts such as automotive retail. She has received international recognition for her work, including the Jason Albrecht Outstanding Young Scientist Award. Juliane Richter is a member of the German Psychological Society (DGPs).

Lebenslauf

 

Academic Qualifications

  • Professor of Media and Business Psychology, specializing in Consumer and User Research, Hochschule der Medien, Stuttgart (since 10/2023)
  • Professor of Market and Advertising Psychology, Hochschule Macromedia, University of Applied Sciences, Stuttgart (03/2020 – 09/2023)
  • Ph.D. in Psychology, Eberhard Karls Universität / Leibniz-Institut für Wissensmedien, Tübingen (06/2013 – 01/2017)
  • M.Sc. in Human Factors, Technische Universität Berlin (10/2010 – 09/2012)
  • B.Sc. in Business Informatics, Fachhochschule für Wirtschaft Berlin (09/2005 – 09/2008)

 

Professional Experience

  • Programme Director Bachelor of Psychology programme, Hochschule Macromedia, Stuttgart (02/2021 – 08/2021 and 09/2022 – 09/2023)
  • Parental Leave (08/2021 – 08/2022)
  • Parental Leave (06/2019 – 02/2020)
  • Scientific Coordinator, Tübingen Digital Teaching Lab (TüDiLab) & Postdoctoral Researcher, Multiple Representations Lab, Leibniz-Institut für Wissensmedien, Tübingen (01/2017 – 07/2020)
  • Doctoral Researcher, Multiple Representations Lab, Leibniz-Institut für Wissensmedien, Tübingen (06/2013 – 12/2016)
  • Research Associate, Human-Computer Interaction Department, Eberhard Karls Universität, Tübingen (10/2012 – 07/2013)
  • Usability Consultant & Executive Assistant, UCB Usability Consulting Berlin GmbH, Berlin (11/2010 – 03/2012)
  • User Experience Consultant & IT Specialist, IBM Deutschland GmbH, Berlin, Hamburg (09/2008 – 09/2010)

 

Committee Work & Curriculum Development

  • Member of the Study Commission, Media and Business Psychology programme, Hochschule der Medien, Stuttgart (since 10/2023)
  • Member of the Working Group 'Revision of the Teaching Mission Statement', Hochschule der Medien, Stuttgart (05/2024 – 05/2025)
  • Chair and member of Appointment Committees, Hochschule Macromedia, Stuttgart (various years)
  • Coordination of the ‘Psychology Practice Lecture Series’ for Students with selected speakers from professional psychology practice, in collaboration with Prof. Dr. Katharina Klinge, Hochschule Macromedia, Stuttgart (09/2022 – 09/2023)
  • Member of the Evaluation Commission, Hochschule Macromedia, Stuttgart (09/2022 – 09/2023)
  • Head of the Study Programme Development Commission, Bachelor of Science in Psychology, Hochschule Macromedia, Stuttgart (03/2020 – 01/2021)
  • Member of the Didactics Commission, Hochschule Macromedia, Stuttgart (03/2020 – 08/2021)
  • Deputy Speaker of the SAW Postdoc Network ‘Cognitive Conflicts During Media Use’, Leibniz-Institut für Wissensmedien, Tübingen (01/2018 – 05/2019)
  • Mentor PhD Programme at the Leibniz-Institut für Wissensmedien, Tübingen (01/2015 – 07/2015)
  • PhD Representative, Leibniz-Institut für Wissensmedien, Tübingen (11/2013 – 11/2014)
  • Student Representative, Human Factors programme, Technische Universität Berlin (10/2010 – 09/2012)

 

Awards

  • Jason Albrecht Outstanding Young Scientist Award of the Society for Text and Discourse (2016)
  • Junior Researcher Award ‘Best Paper Presentation’ of the European Association for Research on Learning and Instruction (EARLI) SIG 2 Text and Graphics Comprehension (2016)

 

Memberships

  • Member of Deutsche Gesellschaft für Psychologie (German Psychological Society) (since 2018)
  • Member of the EARLI Emerging Field Group ‘Unifying Cognitive Load and Self-Regulated Learning Research: Monitoring and Regulation of Effort (MRE)’ (05/2018 – 07/2020)
  • Member of the excellence Postdoc Network ‘Cognitive Conflicts During Media Use’, Leibniz-Institut für Wissensmedien, Tübingen (funded by the Excellence Initiative of the German Federal and State Governments) (01/2018 – 07/2020)
  • Member of the LEAD Graduate School and Research Network, Eberhard Karls Universität, Tübingen (funded by the Excellence Initiative of the German Federal and State Governments) (08/2013 – 07/2020)

Publikationen

Selected Publications. A full list of publications is available upon request.

Journal Articles

  • Richter, J., Lachner, A., Jacob, L., Bilgenroth, F., & Scheiter, K. (2022). Self-concept but not prior knowledge moderates effects of different implementations of computer‐assisted inquiry learning activities on students' learning. Journal of Computer Assisted Learning, 38, 1141–1159. https://doi.org/10.1111/jcal.12673
  • Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). Do video modeling and metacognitive prompts improve self-regulated scientific inquiry? Educational Psychology Review, 34(2), 1025–1061. https://doi.org/10.1007/s10648-021-09652-3
  • Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality. Journal of the Learning Sciences, 31(2), 237–277. https://doi.org/10.1080/10508406.2021.1966633
  • Richter, J., Scheiter, K., Eder, T. F., Huettig, F., & Keutel, C. (2020). How massed practice improves visual expertise in reading panoramic radiographs in dental students: An eye tracking study. PLoS ONE, 15, e0243060. https://doi.org/10.1371/journal.pone.0243060
  • Richter, J., & Scheiter, K. (2019). Studying the expertise reversal of the multimedia signaling effect at a process level: Evidence from eye tracking. Instructional Science, 47, 627–658. https://doi.org/10.1007/s11251-019-09492-3
  • Richter, J., Scheiter, K., & Eitel, A. (2018). Signaling text-picture relations in multimedia learning: The influence of prior knowledge. Journal of Educational Psychology, 110, 544–560. https://doi.org/10.1037/edu0000220
  • Richter, J., Scheiter, K., & Eitel, A. (2016). Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis. Educational Research Review, 17, 19–36. https://doi.org/10.1016/j.edurev.2015.12.003

Book Chapters

  • Scheiter, K., Richter, J., & Renkl, A. (2018). Multimediales Lernen: Lehren und Lernen mit Texten und Bildern. In H. Niegemann & A. Weinberger (Hrsg.), Lernen mit Bildungstechnologien. Springer.

Magazine Contributions

  • Richter, J., Lachner, A., & Scheiter, K. (2019). Lernen mit Simulationen im naturwissenschaftlichen Unterricht – forschungsbasierte Entwicklung und Erprobung von digitalisierten Unterrichtskonzepten. Schulmanagement, 50(4), 25–27.

Conference Contributions

  • Omarchevska, Y., Schuetze, B., Richter, J., Schanze, S., Ulrich, N., & Scheiter, K. (2025, January). From passive to metacognitive: The role of mode of engagement for lasting learning with technology. 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Mannheim, Germany. [Talk]
  • Schuetze, B., Omarchevska, Y., Richter, J., & Scheiter, K. (2024, November). From passive to metacognitive: The effect of mode of engagement on chemistry learning outcomes. 65th Annual Meeting of the Psychonomic Society, New York City, USA. [Talk]
  • Richter, J., Abt, O., Clauser, N., & Patzelt, H. (2024, September). Exploring students’ trust in generative AI: Impact of verbal anthropomorphism and contextual relevance. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics, Valencia, Spain. [Talk]
  • Omarchevska, Y., Schuetze, B., Richter, J., & Scheiter, K. (2024, August). From Passive to Metacognitive: The effect of mode of engagement on chemistry learning outcomes. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7, Tübingen, Germany. [Talk]

Projekte

  • 2023/2024: In AI We Trust? Students’ expectations and attitudes regarding the use of generative AI (Research project HdM Fakultät 2, Studiengang Digital- und Medienwirtschaft)
  • 2021: Memory making with Prof. Dr. Thomas Döbler (Daimler AG Stuttgart)
  • 2018/2019: Influence of signaling on numerical-linguistic conflicts in basic numerical processing with Dr. Julia Bahnmüller in collaboration with Silke Göbel, University of York (SAW Postdoc Network "Cognitive Conflicts During Media Use" at the Leibniz-Institut für Wissensmedien)