Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie (DE)

Links und Funktionen



Veröffentlichungen in Fachzeitschriften/ Publications in journals

In Druck / in press

  • Bichler, S., Schwaighofer, M., Stadler, M., Bühner, M., Greiff, S., & Fischer, F. (in press). How working memory capacity and shifting matter for learning with worked examples - a replication study. Journal of Educational Psychologyhttp://dx.doi.org/10.1037/edu0000433 [online]
  • Ghanem, C., Kollar, I., Pankofer, D., Eckl, M., & Fischer, F. (in press). Does probation officers’ reasoning change in the light of scientific evidence? Analysing the quality of evidence utilisation in social work. Journal of Evidence-Based Social Work. https://doi.org/10.1080/26408066.2019.1618774
  • González Bravo, L., Fernández Sagredo, M., Torres Martínez, P., Barrios Penna, C., Fonseca Molina, J., Stanciu, I. D., & Nistor, N. (in press). Psychometric analysis of a measure of acceptance of new technologies (UTAUT), applied to the use of haptic virtual simulators in dental students. European Journal of Dental Education. https://doi.org/10.1111/eje.12559
  • Gonzáles Bravo, L., Nistor, N., & Castro Ramírez, B. (in press). Narrating in grey: An application to educational management information systems and accountability. Information Development. https://doi.org/10.1177/0266666919894725
  • Herborn, K., Stadler, M., Mustafić, M., & Greiff, S. (in press). The assessment of collaborative problem solving in PISA 2015: Can computer agents replace humans?. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2018.07.035


  • Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: a meta-analysis. Review of Educational Research. Advance online publication. https://doi.org/10.3102/0034654320933544
  • Csanadi, A., Kollar, I., & Fischer, F. (2020). Pre-service teachers' evidence-based reasoning during pedagogical problem-solving: better together? European Journal of Psychology of Education, 1-22. https://doi.org/10.1007/s10212-020-00467-4
  • Fischer, F., Stegmann, K. & Tippelt, R. (2020). Digitale Medien und schulisches Lernen: Forschungs- und Gestaltungsaufgaben für Bildungsforschung und Pädagogik. Einleitung in den Thementeil. Zeitschrift für Pädagogik, 66(2), 155-158.
  • Kiesewetter, J., Sailer, M., Jung, V. M., Schönberger, R., Bauer, E., Zottmann, J. M., ... & Fischer, M. R. (2020). Learning clinical reasoning: how virtual patient case format and prior knowledge interact. BMC Medical Education, 20(1), 1-10. https://doi.org/10.1186/s12909-020-1987-y
  • Nistor, N., Dascălu, M., & Trăușan-Matu, S. (2020). Joining informal learning in online knowledge communities and formal learning in higher education: Instructional design and evaluation of a blended-learning seminar with learning analytics support. International Journal of Interaction Design & Architecture(s), 43, 110-127. [online]
  • Nistor, N., Dascălu, M., Tarnai, C., & Trăușan-Matu, S. (2020). Predicting newcomer integration in online learning communities: Automated dialog assessment in blogger communities. Computers in Human Behavior, 105. https://dx.doi.org/10.1016/j.chb.2019.106202
  • Osterhaus, C., Putnick, D. L., Kristen-Antonow, S., Kloo, D., Bornstein, M. H., & Sodian, B. (2020). Theory of Mind and diverse intelligences in 4-year-olds: Modeling associations of false beliefs with children’s numerate-spatial, verbal, and social intelligence. British Journal of Developmental Psychology. https://doi.org/10.1111/bjdp.12336
  • Osterhaus, C., Koerber, S., & Sodian, B. (2020). The Science-P Reasoning Inventory (SPR-I): Measuring emerging scientific-reasoning skills in primary school. International Journal of Science Education. https://doi.org/10.1080/09500693.2020.1748251
  • Radkowitsch, A., Vogel, F., & Fischer, F. (2020). Good for Learning, bad for Motivation? A Meta-Analysis on the Effects of Computer-Supported Collaboration Scripts. International Journal of Computer-Supported Collaborative Learning, 15(1), 5-47. https://doi.org/10.1007/s11412-020-09316-4
  • Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32, 77-112. https://doi.org/10.1007/s10648-019-09498-w
  • Sailer, M. & Sailer, M. (2020). Gamification of in‐class activities in flipped classroom lectures. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12948
  • Stegmann, K. (2020). Effekte digitalen Lernens auf den Wissens- und Kompetenzerwerb in der Schule: Eine Integration metaanalytischer Befunde. Zeitschrift für Pädagogik, 66(2), 174-190.
  • Tolks, D., Lampert, C., Dadaczynski, K., Maslon, E., Paulus, P., & Sailer, M. (2020). Game-based approaches to prevention and health promotion: serious games and gamification. Bundesgesundheitsblatt-Gesundheitsforschung-Gesundheitsschutz, 63, 698-707. https://doi.org/10.1007/s00103-020-03156-1


  • Chernikova, O., Heitzmann, N., Fink, M., Timothy, V., Seidel, T., & Fischer, F. (2019). Facilitating diagnostic competences in higher education - A meta-analysis in medical and teacher education. Educational Psychology Review, 1-40. doi:10.1007/s10648-019-09492-2 [online]
  • Himi, S. A., Bühner, M., Schwaighofer, M., Klapetek, A., & Hilbert, S. (2019). Multitasking behavior and its related constructs: Executive functions, working memory capacity, relational integration, and divided attention. Cognition, 189, 275-298. doi:10.1016/j.cognition.2019.04.010
  • Knöchelmann, N., Krueger, S., Flack, A., & Osterhaus, C. (2019). Adults’ ability to interpret covariation data presented in bar graphs depends on the context of the problem. Frontline Learning Research, 7(4), 58–65. doi:10.14786/flr.v7i4.471
  • Koerber, S., & Osterhaus, C. (2019). Individual differences in early scientific thinking: Assessment, cognitive influences, and their relevance for science learning. Journal of Cognition and Development, 20, 510–533. doi: 10.1080/15248372.2019.1620232
  • Koerber, S., & Osterhaus, C. (2019). Some but not all aspects of (advanced) Theory of Mind predict loneliness. British Journal of Developmental Psychology. doi:10.1111/bjdp.12302
  • Lenz, H., Opitz, A., Huber, D., Jacobs, F., Paik, W. G., Roche, J., & Fischer, M. R. (2019). Language matters: Development of an objective structured language test for foreign physicians – results of a pilot study in Germany. GMS Journal for Medical Education, 36(1), 1–16. doi:10.3205/zma001210
  • Niepel, C., Stadler, M., & Greiff, S. (2019). Seeing is believing. Gender diversity in science, technology, engineering, and mathematics predicts students’ mathematics self-concept across 23 countries. Journal of Educational Psychology. https://doi.org/10.1037/edu0000340
  • Nistor, N., Stanciu, D., Lerche, T., & Kiel, E. (2019). “I am fine with any technology, as long as it doesn’t make trouble, so that I can concentrate on my study”: A case study of university students’ attitude strength related to educational technology acceptance. British Journal of Educational Technology, 50(5), 2557-2571. doi:10.1111/bjet.12832
  • Osterhaus, C., Magee, J., Saffran, A., & Alibali, M. W. (2019). Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context. Quarterly Journal of Experimental Psychology, 72, 994–1004. doi:10.1177/1747021818775909
  • Stadler, M., Fischer, F., & Greiff, D. (2019). Taking a closer look: An exploratory analysis of successful and unsuccessful strategy use in complex problems. Frontiers in Psychology, 10. doi:10.3389/fpsyg.2019.00777
  • Stadler, M., Niepel, C., & Greiff, S. (2019). Differentiating between static and complex problems: A theoretical framework and its empirical validation. Intelligence, 72, 1-12. doi:10.1016/j.intell.2018.11.003
  • Tolks, D., Sailer, M., Dadaczynski, K., Lampert, C., Huberty, J., Paulus, P., & Horstmann, D. (2019). ONYA—The wellbeing game: How to use gamification to promote wellbeing. Information, 10(2), 58. doi:10.3390/info10020058


  • Berndt, M., Strijbos, J. W., & Fischer, F. (2018). Effects of written peer-feedback content and sender’s competence on perceptions, performance, and mindful cognitive processing. European Journal of Psychology of Education, 33(1), 31-49. doi:10.1007/s10212-017-0343-z
  • Csanadi, A., Eagan, B., Kollar, I., Shaffer, D. W., & Fischer, F. (2018). When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research. International Journal of Computer Supported Collaborative Learning, 13, 419-438. doi:10.1007/s11412-018-9292-z
  • Förtsch, C., Sommerhoff, D., Fischer, F., Fischer, M. R., Girwidz, R., Obersteiner, … & Neuhaus, B. J. (2018). Systematizing professional knowledge of medical doctors and teachers: development of an interdisciplinary framework in the context of diagnostic competences. Education Sciences, 8, 207. doi:10.3390/educsci8040207
  • Heitzmann, N., Fischer, F., & Fischer, M. R. (2018). Worked examples with errors: when self-explanation prompts hinder learning of teachers' diagnostic competences on problem-based learning. Instructional Science, 46(2), 245-271. doi:10.1007/s11251-017-9432-2 [online]
  • Nistor, N., Dascălu, M., Serafin, Y., & Trăușan-Matu, S. (2018). Automated dialog analysis to predict blogger community response to newcomer inquiries. Computers in Human Behavior, 89, 349-354. doi:10.1016/j.chb.2018.08.034
  • Nistor, N., & Hernández-García, A. (2018). What types of data are used in learning analytics? An overview of six cases. Computers in Human Behavior, 89, 335-338. doi:10.1016/j.chb.2018.07.038
  • Osterhaus, C., Magee, J., Saffran, A., & Alibali, M. W. (2018). Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context. Quarterly Journal of Experimental Psychology. doi:1747021818775909
  • Sommerhoff, D., Szameitat, A., Vogel, F., Chernikova, O., Loderer, K., & Fischer, F. (2018). What do we teach when we teach the learning sciences? A document analysis of 75 graduate programs. Journal of the Learning Sciences. doi:10.1080/10508406.2018.1440353 [online]
  • Stadler, M., Becker, N., Schult, J., Niepel, C., Spinath, F., Sparfeldt, J., & Greiff, S. (2018). The logic of success: The relation between complex problem solving skills and university achievement. Higher Education, 76(1), 1-15. doi:10.1007/s10734-017-0189-y
  • Zottmann, J. M., Dieckmann, P., Taraszow, T., Rall, M., & Fischer, F. (2018). Just watching is not enough: Fostering simulation-based learning with collaboration scripts. GMS Journal for Medical Education, 35(3). doi:10.3205/zma001181 [online]


  • Ghanem, C., Spensberger, F., & Kollar, I. (2017). Die Diffusion von Evidenzbasierter Praxis. Eine Literaturanalyse der EBP-Netzwerke in den Vereinigten Staaten und in deutschsprachigen Ländern, Neue Praxis, 12, 438-456.
  • Heitzmann, N., Fischer, M. R., & Fischer, F. (2017). Towards more systematic and better theorised research on simulations. Medical Education, 51(2), 129–131. doi:10.1111/medu.13239
  • Jucks, R., Fischer F., & Scheiter, K. (2017). More research needed: Strukturelle und individuelle Rahmenbedingungen für die Wissenschaft als Beruf(ung). Kommentare zu Rentzsch, Hartzer & Wolter (2017). Psychologische Rundschau, 68(4), 279-281.
  • Kiesewetter, J., Fischer, F., & Fischer, M. (2017). Collaborative clinical reasoning – A systematic review of empirical studies. Journal of Continuing Education in the Health Professions, 37(2), 123-128. doi:10.1097/CEH.0000000000000158
  • Koerber, S., Osterhaus, C., & Sodian, B. (2017). Diagrams support revision of prior belief in primary school children. Frontline Learning Research, 5(1), 76-84. doi:10.14786/flr.v5il.265
  • Murillo Montes de Oca, A., Bahmanyar, R., Nistor, N., & Datcu, M. (2017). Earth observation image semantic bias: A collaborative user annotation approach. IEEE Journal of Selected Topics in Applied Earth Observations and Remote Sensing, 10(6), 2462-2477. doi:10.1109/JSTARS.2017.2697003
  • Nistor, N. & Stanciu, D. (2017). “Being sexy” and the labor market: Self-objectification in job search
    related social networks. Computers in Human Behavior, 69, 43-53. doi:10.1016/j.chb.2016.12.005
  • Opitz, A., Heene, M., & Fischer, F. (2017). Measuring scientific reasoning - a review of test instruments. Educational Research and Evaluation, 23(3-4), 78-101. doi:10.1080/13803611.2017.1338586
  • Osterhaus, C., Koerber, S., & Sodian, B. (2017). Scientific thinking in elementary school: Children’s social cognition and their epistemological understanding promote experimentation skills. Developmental Psychology, 53(3), 450-462. doi:10.1037/dev0000260
  • Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computes in Human Behavior, 69, 371-380. doi:10.1016/j.chb.2016.12.033
  • Schultz-Pernice, F., von Kotzebue, L., Franke, U., Ascherl, C., Hirner, C., Neuhaus, B.J., … Fischer, F. (2017). Kernkompetenzen von Lehrkräften für das Unterrichten in einer digitalisierten Welt. merz – medien + erziehung, Zeitschrift für Medienpädagogik, 4, 65-74. [online]
  • Schwaighofer, M., Bühner, M., & Fischer, F. (2017). Executive functions in the context of complex learning: Malleable moderators? Frontline Learning Research, 5(1), 58-75. doi:10.14786/flr.v5i1.268 [Online]
  • Schwaighofer, M., Vogel, F., Kollar, I., Ufer, S., Strohmaier, A., Terwedow, I., Ottinger, S., Reiss, K., & Fischer, F. (2017). How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters. International Journal of Computer-Supported Collaborative Leaning, 12(3), 281-305. doi:10.1007/s11412-017-9260-z
  • Stavarache, L. L., Balint, M., Dascalu, M., Trausan-Matu, S., & Nistor, N. (2017). BlogCrawl: Customized Crawling of Online Communities. University Politehnica of Bucharest Scientific Bulletin Series C-Electrical Engineering and Computer Science, 79(2), 3–14.
  • Wang, X., Kollar, I., & Stegmann, K. (2017). Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 12(2), 153-172. doi:10.1007/s11412-017-9254-x
  • Wecker, C., Vogel, F., & Hetmanek, A. (2017). Visionär und imposant – aber auch belastbar? Eine Kritik der Methodik von Hatties „Visible Learning“. Zeitschrift für Erziehungswissenschaft, 20(1), 21-40. doi:10.1007/s11618-016-0696-0


  • Engelmann, K., Neuhaus, B. J., & Fischer, F. (2016). Fostering scientific reasoning in education - meta-analytic evidence from intervention studies. Educational Research and Evaluation. doi:10.1080/13803611.2016.1240089 [Online]
  • Epstein, N., Pfeiffer, M., Eberle, J., von Kotzebue, L., Martius, T., Lachmann, D., ... & Herzig, S. (2016). Nachwuchsmangel in der medizinischen Forschung. Wie kann der ärztliche Forschernachwuchs besser gefördert werden?. Beiträge zur Hochschulforschung, 38(1-2), 162.
  • Fries, S., Fischer, F., & Jucks, R. (2016). Grundlagen für die Anwendung? Zum Verhältnis von Allgemeiner und Pädagogischer Psychologie. Psychologische Rundschau, 67(3), 196-198.
  • Ghanem, C., Kollar, I., Fischer, F., Lawson, T. R., & Pankofer, S. (2016). How do social work novices and experts solve professional problems? A micro-analysis of epistemic activities and the use of evidence. European Journal of Social Work, 1-17. doi:10.1080/13691457.2016.1255931
  • Kiesewetter, J., Fischer, F., & Fischer, M. R. (2016). Collaboration expertise in medicine - No evidence for cross-domain application from a memory retrieval study. PLoS ONE, 11(2). doi:10.1371/journal.pone.0148754
  • Kiesewetter, J., Gutmann, J., Drossard, S., Gurrea Salas, D., Prodinger, W., Mc Dermott, F., ... Kiesewetter, I. (2016). Der Lernzielkatalog Patientensicherheit für das Medizinstudium – Ein Positionspapier des Ausschusses für Patientensicherheit und Fehlermanagement der Gesellschaft für Medizinische Ausbildung. GMS Journal for Medical Education, 33(1). doi:10.3205/zma001009 [online]
  • Mitchell, I., Nistor, N., Baltes, B., & Brown, M. (2016). Effect of vocabulary test preparation on low-income black middle school students’ reading scores. Journal of Educational Research and Practice, 6(1), 105-118. doi:10.5590/JERAP.2016. 06.1.08 [online]
  • Nistor, N. (2016). Newcomer integration in knowledge communities: development of the Strat-I-Com questionnaire for MMORPG-based communities. Smart Learning Environments, 3(3). doi:10.1186/s40561-016-0027-1 [online]
  • Osterhaus, C., Koerber, S., & Sodian, B. (2016). Scaling of advanced theory-of-mind tasks. Child Development, 87, 1971–1991. doi:10.1111/cdev.12566
  • Schwaighofer, M., Bühner, M., & Fischer, F. (2016). Executive functions as moderators of the worked example effect: When shifting is more important than working memory capacity. Journal of Educational Psychology, 108(7), 982–1000.
  • Steinberger, F., Moeller, A., & Schroeter, R. (2016). The antecedents, experience, and coping strategies of driver boredom in young adult males. Journal of Safety Research, 59, 69-82. doi:10.1016/j.jsr.2016.10.007
  • Stegmann, K., Kollar, I., Weinberger, A., & Fischer, F. (2016). Appropriation from a script theory of guidance perspective: a response to Pierre Tchounikine. International Journal of Computer-Supported Collaborative Learning, 11(3), 371-379.
  • Vogel, F., Kollar, I., Ufer, S., Reichersdorfer, E., Reiss, K., & Fischer, F. (2016). Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity. Instructional Science, 44(5), 477-500.
  • Vogel, F., Wecker, C., Kollar, I., & Fischer, F. (2016). Socio-cognitive scaffolding with computer-supported collaboration scripts: A meta-analysis. Educational Psychology Review, 1-35. doi:10.1007/s10648-016-9361-7
  • Wecker, C., Hetmanek, A., & Fischer, F. (2016). Zwei Fliegen mit einer Klappe? Fachwissen und fächerübergreifende Kompetenzen gemeinsam fördern. Unterrichtswissenschaft, 3, 226-238. doi:10.3262/UW1603226
  • Wecker, C., Ufer, S., & Mahl, C. (2016). Vom Vormachen zum Selbermachen: Fading von Lösungsschritten bei der Demonstration von Strategien im Mathematikunterricht. Unterrichtswissenschaft, 4, 442-457. doi:10.3262/UW1604442

  • Wershofen, B., Heitzmann, N., Beltermann, E., & Fischer, M. R. (2016). Fostering interprofessional communication through case discussions and simulated ward rounds in nursing and medical education: A pilot project. GMS journal for medical education, 33(2). doi:10.3205/zma001027


  • Bahmanyar, R. & Murillo Montes de Oca, A. (2015). Evaluating the Sensory Gap for Earth Observation Images Using Human Perception and an LDA-Based Computational Model. Image Processing (ICIP), 2015 IEEE  International Conference on, pp. 566-570. doi:10.1109/ICIP.2015.7350862
  • Bahmanyar, R., Murillo Montes de Oca, A. & Datcu, M. (2015). The Semantic Gap: An Exploration of User and Computer Perspectives in Earth Observation Images. IEEE Geoscience and Remote Sensing Letters (GRSL), 12(10), 2046–2050. doi: 10.1109/LGRS.2015.2444666
  • Eberle, J., Stegmann, K., & Fischer, F. (2015). Moving Beyond Case Studies: Applying Social Network Analysis to Study Learning as Participation in Communities of Practice. In Learning: Research and Practice, 1(2), 100-112. doi: 10.1080/23735082.2015.1028712
  • Henry, D., Baltes, B., & Nistor, N. (2015). Social mobility through mathematics proficiency for English language learners. Journal of Social Change, 7(1), 94-102. doi:10.5590/JOSC.2015.07.1.08
  • Heitzmann, N., Fischer, F., Kühne-Eversmann, L., & Fischer, M. R. (2015). Enhancing diagnostic competence with self-explanation prompts and adaptable feedback. Medical Education, 49(10), 993–1003. doi:10.1111/medu.12778
  • Hetmanek, A., Wecker, C., Gräsel, C., Kiesewetter, J., Trempler, K. Fischer, M. R., & Fischer, F. (2015). Wozu nutzen Lehrkräfte welche Ressourcen? Eine Interviewstudie zur Schnittstelle zwischen bildungswissenschaftlicher Forschung und professionellem Handeln im Bildungsbereich. Unterrichtswissenschaft, 43(3), 194-210. doi:09201503193
  • Koerber, S., Mayer, D., Osterhaus, C., Schwippert, K., & Sodian, B. (2015). The development of scientific thinking in elementary school: A comprehensive inventory. Child Development, 86, 327–336. doi:10.1111/cdev.12298
  • Koerber, S., Osterhaus, C., & Sodian, B. (2015). Testing primary-school children’s understanding of the nature of science. British Journal of Developmental Psychology, 33, 57–72. doi:10.1111/bjdp.12067
  • Nistor, N., Daxecker, I., Stanciu, D., & Diekamp, O. (2015). Sense of community in academic communities of practice: predictors and effects. Higher Education, 69(2), 257-273. doi:10.1007/s10734-014-9773-6
  • Nistor, N. & Schworm, S. (2015). Generative online learning communities: The effect of peer participation perception on the acceptance and use of conceptual artefacts. [Hiroshima University] Journal of Learning Science, 8, 151-158.
  • Nistor, N., Trăușan-Matu, Ș., Dascălu, M., Chiru, C., Duttweiler, H., Baltes, B., & Smeaton, G. (2015). Finding open-ended learning environments on the Internet: Automated dialogue assessment in academic virtual communities of practice. Computers in Human Behavior, 47(1), 119-127. doi:10.1016/j.chb.2014.07.029
  • Osterhaus, C., Koerber, S., & Sodian, B. (2015). Children’s understanding of experimental contrast and experimental control: An inventory for primary school. Frontline Learning Research, 3(4), 56–94. doi:10.14786/flr.v3i4.220
  • Schwaighofer, M., Fischer, F., & Bühner, M. (2015). Does Working Memory Training Transfer? A Meta-Analysis Including Training Conditions as Moderators. Educational Psychologist, 50(2), 138–166. [Online]
  • Trempler, K., Hetmanek, A., Wecker, C., Kiesewetter, J., Wermelt, M., Fischer, M. R., Fischer, F., & Gräsel, C. (2015). Nutzung von Evidenz im Bildungsbereich: Validierung eines Instruments zur Erfassung von Kompetenzen der Informationsauswahl und Bewertung von Studien. Zeitschrift für Pädagogik, Beiheft 61, 144-166.


  • Allgaier, A.-K., Krick, K., Opitz, A., Saravo, B., Romanos, M., & Schulte-Körne, G. (2014). Improving early detection of childhood depression in mental health care: The Children׳ s Depression Screener (child-S). Psychiatry Research, 217(3), 248–252. doi:10.1016/j.psychres.2014.03.037
  • Eberle, J., Stegmann, K., & Fischer, F. (2014). Legitimate peripheral participation in communities of practice. Participation support structures for newcomers in faculty student councils. Journal of the Learning Sciences, 23(2), 216-244.
  • Fischer, F., Kollar, I., Ufer, S., Sodian, B., Hussmann, H., Pekrun, R., Neuhaus, B., Dorner, B., Pankofer, S., Fischer, M., Strijbos, J.-W., Heene, M., & Eberle, J. (2014). Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education. Frontline Learning Research, 2(3), 28-45. doi:10.14786/flr.v2i2.96 [Online]
  • Goeze, A., Zottmann, J. M., Vogel, F., Fischer, F., & Schrader, J. (2014). Getting immersed in teacher and student perspectives? Facilitating analytical competence using video cases in teacher education. Instructional Science, 42(1), 91-114. [Online]
  • Jacobs, F., Stegmann, K., & Siebeck, M. (2014). Promoting medical competencies through international exchange programs: benefits on communication and effective doctor-patient relationships. BMC Medical Education, 14(1), 43. doi:10.1186/1472-6920-14-43
  • Kollar, I., Pilz, F., & Fischer, F. (2014). Why it is hard to make use of new learning spaces: a script perspective. Technology, Pedagogy and Education, 23(1), 7-18.
  • Kollar, I., Ufer, S., Reichersdorfer, E., Vogel, F., Fischer, F., & Reiss, K. (2014). Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement. Learning and Instruction, 32, 22-36.
  • Murillo Montes de Oca, A. & Nistor, N. (2014). Non-significant intention–behavior effects in educational technology acceptance: A case of competing cognitive scripts?. Computers in Human Behavior, 34, 333-338. doi:10.1016/j.chb.2014.01.026
  • Murillo Montes de Oca, A., Nistor, N., Dascalu, M. & Trausan-Matu, S. (2014). Designing Smart Knowledge Building Communities. Interaction Design and Architecture(s) Journal, 22, 9-21. [Online]
  • Nistor, N., Lerche, T., Weinberger, A., Ceobanu, C., & Heymann, J. O. (2014). Towards the integration of culture in the Unified Theory of Acceptance and Use of Technology. British Journal of Educational Technology, 45(1), 36-55. [Open access LMU] [Online]
  • Schworm, S., & Bolzer, M. (2014). Learning with video-based examples - Are you sure you do not need help?. Journal of Computer Assisted Learning, 30(6), 546-558. doi:10.1111/jcal.12063
  • Wecker, C., & Fischer, F. (2014). Where is the evidence? A meta-analysis on the role of argumentation for the acquisition of domain-specific knowledge in computer-supported collaborative learning. Computers & Education, 75, 218-228.
  • Wecker, C., Rachel, A., Heran-Dörr, E., Waltner, C., Wiesner, H., & Fischer, F. (2014). Förderung von Theoriewissen durch die Präsentation theoretischer Ideen beim Forschenden Lernen - Effekte bei Mädchen und Jungen. Psychologie in Erziehung und Unterricht, 61(1), 15-27. [Online]


  • Fischer, F., Kollar, I., Stegmann, K. & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56-66.
  • Kollar, I., & Fischer, F. (2013). Orchestration is nothing without conducting – but arranging ties the two together! A response to Dillenbourg (2011). Computers & Education, 69, 507-509.
  • Nistor, N. (2013). Stability of attitudes and participation in online university courses: Gender and location effects. Computers and Education, 68(1), 2822-2292.
  • Nistor, N., Göğüş, A., & Lerche, T. (2013). Educational technology acceptance across national and professional cultures: A European study. Educational Technology Research and Development, 61(4), 733-749. [Online]
  • Wecker, C. (2013). How to support prescriptive statements by empirical research: Some missing parts. Educational Psychology Review, 25(1), 1-18. [Online]
  • Wecker, C., Rachel, A., Heran-Dörr, E., Waltner, C., Wiesner, H., & Fischer, F. (2013). Presenting theoretical ideas prior to inquiry activities fosters theory-level knowledge. Journal of Research in Science Teaching, 50(10), 1180-1206. [Online]
  • Weinberger, A., Marttunen, M., Laurinen, L., & Stegmann, K. (2013). Inducing socio-cognitive conflict in Finnish and German groups of online learners by CSCL script. International Journal of Computer-Supported Collaborative Learning, 8(3), 333-349.
  • Zottmann, J., Stegmann, K., Strijbos, J.-W., Vogel, F., Wecker, C., & Fischer, F. (2013). Computer-supported collaborative learning with digital video cases in teacher education: The impact of teaching experience on knowledge convergence. Computers in Human Behavior, 29(5), 2100-2108.


  • Gögüs, A., Nistor, N. & Lerche, T. (2012). Educational technology acceptance from cross-cultural perspective: A validation of the Unified Theory of Acceptance and Use of Technology in the context of Turkish national culture. Turkish Online Journal of Educational Technology, 11(4), 394–408.
  • Mu, J., Stegmann, K., Mayfield, E., Rosé, C. & Fischer, F. (2012). The ACODEA framework: Developing segmentation and classification schemes for fully automatic analysis of online discussions. International Journal of Computer-Supported Collaborative Learning, 7(2), 285–305.
  • Nistor, N. (2012). Online conceptual artefacts and their acceptance among adult users. Bulletin of the Graduate School of Education, Hiroshima University, 61(1), 1-9.
  • Nistor, N., Baltes, B. & Schustek, M. (2012). Knowledge sharing and educational technology acceptance in online academic communities of practice. Campus-Wide Information Systems, 29(2), 108-116.
  • Nistor, N. & Fischer, F. (2012). Communities of practice in academia: Testing a quantitative model. Learning, Culture and Social Interaction, 1(2), 114-126. [Open access LMU] [Online]
  • Nistor, N., Schworm, S. & Werner, M. (2012). Online help-seeking in communities of practice: Modeling the acceptance of conceptual artifacts. Computers & Education, 59(2), 774-784. [Open access LMU] [Online]
  • Nistor, N., Wagner, M. & Heymann, J. O. (2012). Prädiktoren und Moderatoren der Akzeptanz von Bildungstechnologien. Die Unified Theory of Acceptance and Use of Technology auf dem Prüfstand. Empirische Pädagogik, 26(3), 343-370.
  • Nistor, N. & Weinberger, A. (2012). Editorial zum Themenheft „Akzeptanz von Bildungstechnologien: Theoretische Modelle und empirische Befunde". Zeitschrift für Empirische Pädagogik, 26(3), 339–342.
  • Stegmann, K., Pilz, F., Siebeck, M., & Fischer, F. (2012). Vicarious learning during simulations: Is it more effective than hands-on training?. Medical Education, 46(10), 1001-1008.
  • Stegmann, K., Wecker, C., Weinberger, A. & Fischer, F. (2012). Collaborative argumentation and cognitive elaboration in a computer-supported collaborative learning environment. Instructional Science, 40(2), 297-323.
  • Wecker, C. (2012). Slide presentations as speech suppressors: When and why learners miss oral information. Computers & Education, 59(2), 260-273.
  • Wecker, C., Stegmann, K., & Fischer, F. (2012). Lern- und Kooperationsprozesse: Warum sind sie interessant und wie können sie analysiert werden?. REPORT: Zeitschrift für Weiterbildungsforschung, 35(3), 30-41.
  • Zottmann, J., Goeze, A., Frank, C., Zentner, U., Fischer, F., & Schrader, J. (2011). Fostering the analytical competency of pre-service teachers in a computer-supported case-based learning environment - a matter of perspective?. Interactive Learning Environments, 20(6), 513-532. [Online]


  • Baltes, B. & Nistor, N. (2011). Virtual mentoring in communities of practice in an online university: Technology acceptance, technology use and perceptions of the learning process. International Journal of Arts and Sciences, 4(16), 337-346.
  • Fischer, F., Müller, H., Tippelt R. & The Munich Center of the Learning Sciences (2011). Multidisciplinary cooperation in education: the Munich Center of the Learning Sciences. European Educational Research Journal, 10(1), 153-159. [Online]
  • Fischer, F., Stegmann, K., Wecker, C., & Kollar, I. (2011). Online-Diskussionen in der Hochschullehre: Kooperationsskripts können das fachliche Argumentieren verbessern. Zeitschrift für Pädagogik, 57(3), 326–337.
  • Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2011). Webbasiertes Forschendes Lernen im naturwissenschaftlichen Unterricht. Psychologie in Erziehung und Unterricht, 58(4), 280–292.
  • Mäkitalo-Siegl, K., & Fischer, F. (2011). Stretching the limits in help-seeking research: Theoretical, methodological, and technological advances. Learning and Instruction, 21(2), 243-246. [Open access LMU] [Online]
  • Mäkitalo-Siegl, K., Kohnle, C., & Fischer, F. (2011). Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes. Learning and Instruction, 21(2), 257-266. [Open access LMU] [Online]
  • Pozzi, F., Hofmann, L., Persico, D., Stegmann, K., & Fischer, F. (2011). Structuring CSCL through collaborative techniques and scripts. International Journal of Online Pedagogy and Course Design, 1(4), 39–49.
  • Siebeck, M., Schwald, B., Frey, C., Röding, S., Stegmann, K. & Fischer, F. (2011). Teaching the rectal exam with simulations - reduction of inhibition and acquisition of knowledge. Medical Education, 45, 1025-1031.
  • Stavros, D., Egerter, T., Hanisch, F. & Fischer, F. (2011). Peer review-based scripted collaboration to support domain-specific and domain general knowledge acquisition in computer science. Computer Science Education, 21(1), 29-56. [Online]
  • Stegmann, K., Weinberger, A. & Fischer, F. (2011). Aktives Lernen durch Argumentieren. Unterrichtswissenschaft, 39(3), 231-244.
  • Wecker, C. & Fischer, F. (2011). From guided to self-regulated performance of domain-general skills: The role of peer monitoring during the fading of instructional scripts. Learning and Instruction, 21(6), 746-756. [Open access LMU] [Online]


  • Heckner, M., Schworm, S., & Wolff, C. (2010). Combining design patterns and elements of social computing for the design of user centered online help systems. Journal of Educational Technology Systems, 38(1), 3-20.
  • Kollar, I. & Fischer, F. (2010). Peer assessment as collaborative learning: a cognitive perspective. Learning & Instruction, 20, 344-348. [Open access LMU] [Online]
  • Mekota, A., Fischer, F., Kahlert, J., & Mäkitalo-Siegl, K. (2010). Kooperation zwischen Generationen. 2AgePro - Generationswechsel an den Schulen. Pädagogische Führung - Zeitschrift für Schulleitung und Schulberatung, 6(21), 221 - 224.
  • Nistor, N., Dehne, A. & Drews, F. T. (2010). Mass customization of teaching and learning in organizations - Design principles and prototype evaluation. Studies in Continuing Education, 32(3), 251-267. [Open access LMU] [Online]
  • Nistor, N. & Heymann, J. O. (2010). Reconsidering the role of attitude in the TAM: An answer to Teo (2009a). British Journal of Educational Technology, 41(6), E142–E145. [Online]
  • Nistor, N., & Neubauer, K. (2010). From participation to dropout: Quantitative participation patterns in online university courses. Computers & Education, 55(2), 663-672. [Open access LMU] [Online]
  • Nistor, N., Wagner, M., Istvanffy, E., & Dragotă, M. (2010). The unified theory of acceptance and use of technology: Verifying the model from a European perspective. International Journal of Knowledge and Learning, 6(2-3), 185-199. [Online]
  • Wecker, C., Stegmann, K., Bernstein, F., Huber, M. J., Kalus, G., Rathmeyer, S., Kollar, I., & Fischer, F. (2010). S-COL: A Copernican turn for the development of flexibly reusable collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 5(3), 321–343. [Open access LMU] [Online]
  • Weinberger, A., Stegmann, K., & Fischer, F. (2010). Learning to argue online: Scripted groups surpass individuals (unscripted groups do not). Computers in Human Behavior, 26, 506-515. [Open access LMU] [Online]


  • Heckner, M. & Schworm, S. (2009). The Tagblog – Exploring forms of user contribution on the Web 2.0 for encouraging students to actively engage with learning content. International Journal of Web Based Communities, 5(4), 528-542. [Online]
  • Heckner, M., Schworm, S., & Wolff, C. (2009). Combining design patterns and elements of social computing for the design of user centered online help systems. Journal of Educational Technology Systems, 38(1), 3-20.
  • Kopp, V., Stark, R., Heitzmann, N., & Fischer, M. R. (2009). Self-regulated learning with case-based worked examples: effects of errors. Evaluation & Research in Education, 22(2), 107-119.
  • Renkl, A., Hilbert, T., & Schworm, S. (2009). Example-based learning in heuristic domains: A cognitive load theory account. Educational Psychology Review, 21(1), 67-78. [Online]


  • Hilbert, T. S., Renkl, A., Schworm, S., Kessler, S., & Reiss, K. (2008). Learning to teach with worked-out examples: A computer-based learning environment for teachers. Journal of Computer-Assisted Learning, 24, 316/332. [Online]
  • Kollar, I., & Fischer, F. (2008). Was ist eigentlich aus der neuen Lernkultur geworden? Ein Blick auf Instruktionsansätze mit Potenzial zur Veränderung kulturell geteilter Lehr- und Lernskripts. Zeitschrift für Pädagogik, 54(1), 49-62.
  • Mäkitalo-Siegl, K. (2008). From multiple perspectives to shared understanding: A small group in an online learning environment. Scandinavian Journal of Educational Research, 52(1), 77-95. [Open access LMU] [Online]
  • Nistor, N., Lerche, T., & Lehmann, R. (2008). Die lernprozessorientierte Adaptivität der Lernumgebungen. Zeitschrift für E-Learning, Lernkultur und Bildungstechnologie, 3(3), 7-17.
  • Rosé, C. P., Wang, Y. C., Arguello, J., Stegmann, K., Weinberger, A., & Fischer, F. (2008). Analyzing collaborative learning processes automatically: Exploiting the advances of computational linguistics in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 3, 237-271. [Open access LMU] [Online]


  • Bauer, K., & Fischer, F. (2007). The educational research-practice interface revisted: A scripting perspective. Educational Research and Evaluation, 13(3), 221-236. [Open access LMU] [Online]
  • Clark, D. B., Sampson, V., Weinberger, A., & Erkens, G. (2007). Analytic frameworks for assessing dialogic argumentation in online learning environments. Educational Psychology Review, 19(3), 343-374. [Open access LMU] [Online]
  • Dillenbourg, P., Häkkinen, P., Hämäläinen, R., Kobbe, L., Weinberger, A., Fischer, F., et al. (2007). Structurer l'apprentissage collaboratif au moyen d'environnements informatiques. Revue Education et Formation, 286, 45-50.
  • Dillenbourg, P., & Fischer, F. (2007). Basics of computer-supported collaborative learning. Zeitschrift für Berufs- und Wirtschaftspädagogik - Beihefte, 21, 111-130.
  • Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., Häkkinen, P., et al. (2007). Specifying computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(2-3), 211-224. [Open access LMU] [Online]
  • Kollar, I., Fischer, F., & Slotta, J. D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning & Instruction, 17(6), 708-721. [Open access LMU] [Online]
  • Stegmann, K., Weinberger, A., & Fischer, F. (2007). Facilitating argumentative knowledge construction with computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(4), 421-447. [Open access LMU] [Online]
  • Strijbos, J.-W., & Fischer, F. (2007). Methodological challenges for collaborative learning research. Learning and Instruction, 17(4), 389-393. [Open access LMU] [Online]
  • Wecker, C., Kohnle, C., & Fischer, F. (2007). Computer literacy and inquiry learning: when geeks learn less. Journal of Computer Assisted Learning, 23(2), 133-144.
  • Weinberger, A., Clark, D. B., Häkkinen, P., Tamura, Y., & Fischer, F. (2007). Argumentative knowledge construction in online learning environments in and across different cultures: A collaboration script perspective. Research in Comparative and International Education, 2(1), 68-79. [Online]
  • Weinberger, A., Stegmann, K., & Fischer, F. (2007). Knowledge convergence in collaborative learning: Concepts and assessment. Learning and Instruction, 17(4), 416-426. [Open access LMU] [Online]


  • Ertl, B., Fischer, F., & Mandl, H. (2006). Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments. Computers & Education, 47(3), 298-315. [Open access LMU] [Online]
  • Kollar, I., & Fischer, F. (2006). Supporting self-regulated learners for a while and what computers can contribute. Journal of Educational Computing Research, 35(4), 425-435. [Online]
  • Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts - a conceptual analysis. Educational Psychology Review, 18(2), 159-185. [Open access LMU] [Online]
  • Schworm, S., & Renkl, A. (2006). Computer-supported example-based learning: When instructional explanations reduce self-explanations. Computers and Education, 46(4), 426-445. [Online]
  • Weinberger, A., & Fischer, F. (2006). A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. Computers & Education, 46(1), 71-95. [Open access LMU] [Online]
  • Zottmann, J., Dieckmann, P., Rall, M., Fischer, F., & Taraszow, T. (2006). Fostering simulation-based learning in medical education with collaboration scripts. Simulation in Healthcare, 1(3), 193.


  • Fischer, F., & Mandl, H. (2005). Knowledge convergence in computer-supported collaborative learning: The role of external representation tools. Journal of the Learning Sciences, 14(3), 405-441. [Open access LMU] [Online]
  • Fischer, F., Waibel, M., & Wecker, C. (2005). Nutzenorientierte Forschung im Bildungsbereich: Argumente einer internationalen Diskussion. Zeitschrift für Erziehungswissenschaft, 8(3), 427-442.
  • Mäkitalo, K., Weinberger, A., Häkkinen, P., & Fischer, F. (2005). Online collaborative learning: Will collaboration scripts reduce uncertainty?. Educational Technology, 45(5), 25-29.
  • Mäkitalo, K., Weinberger, A., Häkkinen, P., Järvelä, S., & Fischer, F. (2005). Epistemic cooperation scripts in online learning environments: Fostering learning by reducing uncertainty in discourse?. Computers in Human Behavior, 21(4), 603-622. [Open access LMU] [Online]
  • Schworm, S., Hilbert, T. S., & Renkl, A. (2005). Die Erstellung beispielbasierter Lehrmaterialien: Ein Experiment zu einer computer-basierten Lernumgebung für Lehrende. Unterrichtswissenschaft, 33, 160-183.
  • Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and social scripts in computer-supported collaborative learning. Instructional Science, 33(1), 1-30. [Open access LMU] [Online]


  • Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help-seeking and help design in interactive learning environments. Review of Educational Research, 73(3), 277-320. [Online]
  • Clark, D., & Fischer, F. (2003). Learning through online collaborative discourse. International Journal of Educational Policy, Research & Practice, 4(1), 11-15.
  • Clark, D., Weinberger, A., Jucks, I., Spitulnik, M., & Wallace, R. (2003). Designing effective science inquiry in text-based computer supported collaborative learning environments. International Journal of Educational Policy, Research & Practice, 4(1), 55-82.
  • Fischer, F., Bouillion, L., Mandl, H., & Gomez, L. (2003). Bridging theory and practice in learning environment research: Scientific principles in Pasteur's Quadrant. International Journal of Educational Policy, Research & Practice, 4(1), 147-170.
  • Fischer, F., Tröndle, P., & Mandl, H. (2003). Using the internet to improve university education – problem-oriented web-based learning and the MUNICS environment. Interactive Learning Environments, 11(3), 193-214. [Open access LMU] [Online]
  • Janetzko, D., & Fischer, F. (2003). Analyzing sequential data in computer-supported collaborative learning. Journal of Educational Computing Research, 28(4), 341-354. [Online]
  • Weinberger, A., Fischer, F., & Mandl, H. (2003). Gemeinsame Wissenskonstruktion in computervermittelter Kommunikation: Wirkungen von Kooperationsskripts auf den Erwerb anwendungsorientierten Wissens. Zeitschrift für Psychologie, 211(2), 86-97.
  • Weinberger, A., & Mandl, H. (2003). Computer-mediated knowledge communication. Studies in Communication Science, 81-105.


  • Fischer, F. (2002). Gemeinsame Wissenskonstruktion – Theoretische und methodologische Aspekte. Psychologische Rundschau, 53(3), 119-134. [Online]
  • Fischer, F., Bruhn, J., Gräsel, C., & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12, 213-232. [Open access LMU] [Online]
  • Mäkitalo, K., Häkkinen, P., Leinonen, P., & Järvelä, S. (2002). Mechanisms of common ground in case-based web discussions in teacher education. Internet and Higher Education, 5(3), 247-265. [Open access LMU] [Online]
  • Schworm, S., & Renkl, A. (2002). Lernen effektive Lösungsbeispiele zu erstellen: Ein Experiment zu einer computer-basierten Lernumgebung für Lehrende. Unterrichtswissenschaft, 30, 7-26.


  • Gräsel, C., & Fischer, F. (2000). Information and communication technologies at schools: A trigger for better teaching and learning?. International Journal of Educational Policy, Research, and Practice, 1(3), 327-336.


  • Fischer, F., Bruhn, J., Gräsel, C., & Mandl, H. (2000). Kooperatives Lernen mit Videokonferenzen: Gemeinsame Wissenskonstruktion und individueller Lernerfolg. Kognitionswissenschaft, 9(1), 5-16.
  • Gräsel, C., & Fischer, F. (2000). Information and communication technologies at schools: A trigger for better teaching and learning?. International Journal of Educational Policy, Research, and Practice, 1(3), 327-336.
  • Gräsel, C., Fischer, F., & Mandl, H. (2000). The use of additional information in problem-oriented learning environments. Learning Environments Research, 3, 287-325. [Online]