Our reseach is primarly interested in understanding (a) professional?vision and visual expertise, (b) teacher?professionalism and student?heterogeneity, and (c) effective digital learning environments.
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First, our research on visual expertise focuses on the professional?vision of teachers in schools, on the development of pre-service?teachers' professional vision, and on the modeling of attention-based?and knowledge-based processing of visual information in teacher?education and teacher professional learning.

Second, our research on teacher professionalism is based on a broad?understanding of student heterogeneity and examines implicit and?explicit teacher attitudes as antecedents of teacher competence when?dealing with?heterogeneity, diversity, and inclusion in schools.

Third, our research on digital learning examines the?design of effective?digital learning?in K-12, higer education, and lifelong?learning contexts, particulary with regard to cognitive and motivational?correates in webinars, flipped classrooms, and blended learning?scenarios.
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Our methods include quantitative, qualitative, and mixed?method-approaches for collecting and analyzing data. Quantitative?methods are typically associated with eye tracking-experiments, surveys,?and meta-analyses. Qualitative methods are typically associated with?interviews, observations, and narrative reviews. Mixed method-design?integrate these approaches in a programmatic research agenda,?acknowleding cognitive and sociocultural perspectives as equally valid?avenues when attempting to gain access to the processes, practices, and?outcomes of learning and instruction.