**Publications:** Schnaubert, L., & Schneider, S. (2022). Analysing the relationship between mental load or mental effort and metacomprehension under different conditions of multimedia design. *Frontiers in Education, 6*, Article 648319. [https://doi.org/10.3389/feduc.2021.648319][1] **Talks:** Schnaubert, L., Aziz, R., & Schneider, S. (2022, September). The relationship between cognitive load and metacognition in multimedia learning. In S. Schneider (Organiser), *Current findings on learning with multimedia.* Symposium to be conducted at the 17th Conference of the Swiss Psychological Society, 04. – 06.09.2022, Zurich, Switzerland. Schnaubert, L., Schneider, S., & Baars, M. (2021, May). *Multimedia effects and metacognitive monitoring – how do they relate?* Paper presented at the online EARLI SIG 16 (Metacognition) Meeting, 11. – 27.05.2021 (virtual). Schneider, S., & Schnaubert, L. (2021, May). *Instructional design combined with cognitive and metacognitive processing.* Paper presented at the online EARLI SIG 16 (Metacognition) Meeting, 11. – 27.05.2021 (virtual). [Schnaubert, L., Schneider, S., & Baars, M. (2020, September). *Multimedia effects and metacognitive monitoring – how do they relate?* Paper accepted to be presented at the 9th SIG 16 Conference on Metacognition: Motivation and Emotion meets Metacognition and Self-regulated Learning, 06. – 08.09.2020, Dresden, Germany. (postponed due to COVID-19)] [1]: https://doi.org/10.3389/feduc.2021.648319