Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie (DE)
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In Druck / in press

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2024

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Berner, V. D., Niklas, F., Chatzaki, M. A., & Seitz-Stein, K. (2024). Play-integrated fostering of basic mathematical skills: findings of two experiments. Educational Psychology, 44(2), 247–264. https://doi.org/10.1080/01443410.2024.2329638
  • Heine, J. H., & Heene, M. (2024). Measurement and mind: Unveiling the self-delusion of metrification in psychology. Measurement: Interdisciplinary Research and Perspectives. https://doi.org/10.1080/15366367.2024.2329958
  • Hofer, S. I., Heine, J.-H., Besharati, S., Yip, J. C., Reinhold, F., & Brummelman, E. (2024). Self-perceptions as mechanisms of achievement inequality: Evidence across 70 countries. npj Science of Learning, 9(1), Article 2. https://doi.org/10.1038/s41539-023-00211-9
  • Sailer, M., Maier, R., Berger, S., Kastorff, T., & Stegmann, K. (2024). Learning activities in technology-enhanced learning: A systematic review of meta-analyses and second-order meta-analysis in higher education. Learning and Individual Differences, 112, Article 102446. https://doi.org/10.1016/j.lindif.2024.102446 [Review/Meta-analysis]
  • Schiele, T., Mues, A., Wirth, A., Christner, N., Paulus, M., Birtwistle, E., & Niklas, F. (2024). Bridging the gap: A longitudinal study on the relation between preschool children’s moral self-concept, normative stances, and sharing behaviour. Social and Emotional Learning: Research, Practice, and Policy, 3, Article 100027. https://doi.org/10.1016/j.sel.2024.100027
  • Stadler, M., Pickal, A., Brandl, L., & Krieger, F. (2024). VOTAT in action-exploring epistemic activities in knowledge-Lean problem-solving processes. Zeitschrift für Psychologie, 232(2), 109–119. https://doi.org/10.1027/2151-2604/a000559
  • Ufer, S., Kaiser, A., Niklas, F., & Gabler, L. (2024). I have three more than you, you have three less than me? Levels of flexibility in dealing with additive situations. Frontiers in Education, 9, Article 1340322. https://doi.org/10.3389/feduc.2024.1340322
  • Valcárcel Jiménez, M., Yumus, M., Schiele, T., Mues, A., & Niklas, F. (2024). Preschool emergent literacy skills as predictors of reading and spelling in grade 2 and the role of migration background in germany. Journal of Experimental Child Psychology, 244, Article 105927. https://doi.org/10.1016/j.jecp.2024.105927
  • Vejvoda, J., Stadler, M., Schultz-Pernice, F., Glas, J., Fischer, F. & Sailer, M. (2024). Messung instrumenteller und kritisch-reflexiver Medienkompetenzen sowie medienbezogener Lehrkompetenzen von (angehenden) Lehrkräften. Entwicklung einer szenarienbasierten Kurzskala. MedienPädagogik, 57, 103-126. https://doi.org/10.21240/mpaed/57/2024.03.28.X

Monographien/ Books

  • Mues, A., Wirth, A., Schiele, T., & Niklas, F. (2024). Digitale Medien kompetent in Kitas einsetzen - Eine Übersicht verschiedener Möglichkeiten und Ressourcen. Springer.
  • Niklas, F. & Lehrl, S. (2024). Die Familie als Lernumwelt – Definition, Konzeption und Zusammenhänge mit der kindlichen Kompetenzentwicklung. W. Kohlhammer.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Niklas, F., Wirth, A., Mues, A., & Birtwistle, E. (2024). Children’s early spelling development in the context of the Home Literacy Environment. In Y. Ye, T. Inoue, U. Maurer, & C. McBride (Eds.), Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling: Theory, Research, and Practice (pp. 366–378). Routledge.
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2023

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Ángeles, S. L., Bach, K. M., & Orellana, M. E. F. (2023). Connecting mind, heart, culture and activity in an undergraduate service-learning course. Mind, Culture, and Activity, 30(2), 152–168. https://doi.org/10.1080/10749039.2023.2251954
  • Artmann, B., Scheibenzuber, C. & Nistor, N. (2023). Elementary school students’ information literacy: Instructional design and evaluation of a pilot training focused on misinformation. Journal of Media Literacy Education, 15(2), 31–43. https://doi.org/10.23860/JMLE-2023-15-2-3 [online]
  • Babari, P., Hielscher, M., Edelsbrunner, P. A., Conti, M., Döbeli Honegger, B., & Marinus, E. (2023). A literature review of children's and youth's conceptions of the Internet. International Journal of Child-Computer Interaction, 37(3), Article 100595. https://doi.org/10.1016/j.ijcci.2023.100595 [Review]
  • Bauer, E., Greisel, M., Kuznetsov, I., Berndt, M., Kollar, I., Dresel, M., Fischer, M. R., & Fischer, F. (2023). Using natural language processing to support peer‐feedback in the age of artificial intelligence: a cross‐disciplinary framework and a research agenda. British Journal of Educational Technology, 54(5), 1222–1245. https://doi.org/10.1111/bjet.13336
  • Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., Gurevych, I., & Fischer, F. (2023). Facilitating justification, disconfirmation, and transparency in diagnostic argumentation: Effects of automatic adaptive feedback in teacher education. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000363
  • Chernikova, O., Holzberger, D., Heitzmann, N., Stadler, M., Seidel, T., & Fischer, F. (2023). Where salience goes beyond authenticity: A meta-analysis on simulation-based learning in higher education. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000357 [Meta-analysis]
  • Dumas, D., & Edelsbrunner, P. A. (2023). How to make recommendations for educational practice from correlational data using structural equation models. Educational Psychology Review, 35, Article 48. https://doi.org/10.1007/s10648-023-09770-0
  • Edelsbrunner, P. A., Flaig, M., & Schneider, M. (2023). A simulation study on latent transition analysis for examining profiles and trajectories in education: Recommendations for fit statistics. Journal of Research on Educational Effectiveness, 16(2), 350–275. https://doi.org/10.1080/19345747.2022.2118197
  • Edelsbrunner, P. A., & Hofer, S. I. (2023). Unraveling the relation between representational competence and conceptual knowledge across four samples from two different countries. Frontiers in Education, 8, Article 1046492. https://doi.org/10.3389/feduc.2023.1046492.
  • Edelsbrunner, P. A., Malone, S., Hofer, S. ., Küchemann, S., Kuhn, J., Schmid, R., Altmeyer, K., Brünken, R., & Lichtenberger, A. (2023). The relation of representational competence and conceptual knowledge in female and male undergraduates. International Journal of STEM Education, 10, Article 44. https://doi.org/10.1186/s40594-023-00435-6
  • Fendt, M., Nistor, N., Scheibenzuber, C., & Artmann, B. (2023). Sourcing against misinformation: Effects of a scalable lateral reading training based on cognitive apprenticeship. Computers in Human Behavior, Article 107820. https://doi.org/10.1016/j.chb.2023.107820 [Preprint]
  • Fink, M. C., Heitzmann, N., Reitmeier, V., Siebeck, M., Fischer, F., & Fischer, M. R. (2023). Diagnosing virtual patients: The interplay between knowledge and diagnostic activities. Advances in Health Sciences Education, 28(1), Article 101007. https://doi.org/10.1007/s10459-023-10211-4
  • Grimm, H., Edelsbrunner, P. A., & Moeller, K. (2023). Accommodating heterogeneity: Interactions of instructional scaffolding with student preconditions in the learning of hypothesis-based reasoning. Instructional Science, 51(1), 103–133. https://doi.org/10.1007/s11251-022-09601-9
  • Hanfstingl, B., Uher, J., Edelsbrunner, P. A., Dettweiler, U., & Gnambs, T. (2023). Editorial: From “modern” to “postmodern” psychology: Future-oriented reflections and solutions. Frontiers in Psychology, 14, Article 1091721. https://doi.org/10.3389/fpsyg.2023.1091721
  • Hofer, S. I., Reinhold, F., & Koch, M. (2023). Students home alone—profiles of internal and external conditions associated with mathematics learning from home. European Journal of Psychology of Education, 38(1), 333–366. https://doi.org/10.1007/s10212-021-00590-w
  • Hofer, S. I. & Schultz-Pernice, F. (2023). Schule in einer Kultur der Digitalität: Was sind die Ziele und auf welchen Wegen gelangen wir dorthin? PLAN BD, Magazin des Forum Bildung Digitalisierung. https://magazin.forumbd.de/rahmenbedingungen/schule-in-einer-kultur-der-digitalitaet-was-sind-die-ziele-und-auf-welchen-wegen-gelangen-wir-dorthin/ 
  • Jong, T. d., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2023). Let's talk evidence – The case for combining inquiry-based and direct instruction. Educational Research Review, 39, Article 100536. https://doi.org/10.1016/j.edurev.2023.100536
  • Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., Weller, J., Kuhn, J., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274
  • Kastorff, T., Sailer, M., Vejvoda, J., Schultz-Pernice, F., Hartmann, V., Hertl, A., Berger, S., & Stegmann, K. (2022). Context-specificity to reduce bias in self-assessments: Comparing teachers’ scenario-based self-assessment and objective assessment of technological knowledge. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2022.2062498
  • Levickis, P., Murray, L., Niklas, F., Lee-Pang, L., Vogt, M., Page, J., Eadie, P., & Lehrl, S. (2023). Exploring environmental factors associated with child wellbeing during COVID-19 in Australia and Germany. Education Sciences, 13, Article 641. https://doi.org/10.3390/educsci13070641 
  • Machts, N., Chernikova, O., Jansen, T., Weidenbusch, M., Fischer, F., & Möller, J. (2023). Categorization of simulated diagnostic situations and the salience of diagnostic information. Zeitschrift für Pädagogische Psychologie: Conceptual framework. https://doi.org/10.1024/1010-0652/a000364
  • Niklas, F., Ogrissek, L., Lehrl, S., Grolig, L., & Berner, V.-D. (2023). Mathematikspiele in der Familie: Erfassung des Anregungsgehalts mathematischer Lernumwelten mit dem mathematischen Titelrekognitionstest für das Kindergartenalter (TRT-Mathe-K). Diagnostica, 69(3), 133–143. https://doi.org/10.1026/0012-1924/a000310 
  • Peteranderl, S., Edelsbrunner, P. A., Deiglmayr, A. Schumacher, R., & Stern, E. (2023). What skills related to the control-of-variables strategy need to be taught, and who gains most? Differential effects of a training intervention. Journal of Educational Psychology, 115(6), 813–835. https://doi.org/10.1037/edu0000799
  • Richters, C., Stadler, M., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., & Fischer, F. (2023). Who is on the right track? Behavior-based prediction of diagnostic success in a collaborative diagnostic reasoning simulation. Large-Scale Assessments in Education, 11, Article 3. https://doi.org/10.1186/s40536-023-00151-1
  • Ruf, V., Horrer, A., Berndt, M., Hofer, S. I., Fischer, F., Fischer, M. R., ... & Küchemann, S. (2023). A literature review comparing experts’ and non-experts’ visual processing of graphs during problem-solving and learning. Education Sciences, 13(2), 216. https://doi.org/10.3390/educsci13020216
  • Scheibenzuber, C., Neagu, L. M., Ruseti, S., Artmann, B., Bartsch, C., Kubik, M., Dascalu, M., Trausan-Matu, S., & Nistor, N. (2023). Dialog in the echo chamber: Fake news framing predicts emotion, argumentation and dialogic social knowledge building in subsequent online discussions. Computers in Human Behavior, 140, Article 107587. https://doi.org/10.1016/j.chb.2022.107587
  • Schmiedeler, S., Reichhardt, A., Schneider, L., & Niklas, F. (2023). Trait mindfulness, self-efficacy, and coping strategies during COVID-19. Anxiety, Stress, & Coping, 36(6), 674–689. http://doi.org/10.1080/10615806.2022.2159947 
  • Schmidt, K., Edelsbrunner, P. A., Rosman, T., Cramer, C., & Merk, S. (2023). Teachers' perception and interpretation of inferential statistics and effect sizes in press releases. Teaching and Teacher Education, 130(8), Article 104134. https://doi.org/10.1016/j.tate.2023.104134
  • Stadler, M., Brandl, L., & Greiff, S. (2023). 20 years of interactive tasks in large-scale assessments: Process data as a way towards sustainable change? Journal of Computer Assisted Learning, 39, 1852–1859. https://doi.org/10.1111/jcal.12847
  • Timothy, V., Fischer, F., Watzka, B., Girwidz, R., & Stadler, M. (2023). Applying cognitive load theory in teacher education: An experimental validation of the scale by Leppink et al. Psychological Test Adaptation and Development, 4, 246-256. https://doi.org/10.1027/2698-1866/a000052 [PDF]
  • Valcárcel Jiménez, M., Wirth, A., Birtwistle, E., & Niklas, F. (2023). The home literacy environment and television exposure as mediators between migration background and preschool children’s linguistic abilities. Reading & Writing. https://doi.org/10.1007/s11145-023-10458-8
  • Vejvoda, J., Stadler, M., Schultz-Pernice, F., Fischer, F. & Sailer, M. (2023). Getting ready for teaching with digital technologies: Scenario-based self-assessment in teacher education and professional development. Unterrichtswissenschaft, 51, 511-532. https://doi.org/10.1007/s42010-023-00186-x.
  • Wirth, A., Stadler, M., Birtwistle, E., & Niklas, F. (2022). New directions in the conceptualization and operationalization of the home learning environment. Journal of Educational Psychology, 115(1), 160–172. https://doi.org/10.1037/edu0000749
  • Zhou, Q., Li, B., Scheibenzuber, C., & Li, H. (2023). Fake news land? Exploring the impact of social media affordances on user behavioral responses: A mixed-methods research. Computers in Human Behavior, 148, Article 107889. https://doi.org/https://doi.org/10.1016/j.chb.2023.107889

Monographien/ Books

  • Scheibenzuber, C. (2023). Media literacy education against fake news. Doctoral thesis. Ludwig-Maximilians-Universität München, Faculty of Psychology and Educational Sciencs. https://doi.org/10.5282/edoc.32407

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Artmann, B., Scheibenzuber, C., Fendt, M., & Nistor, N. (2023). Lateral reading against misinformation: The cognitive processing level mediates the intervention effect on the news credibility assessment performance. In O. Viberg, I. Jivet, P. J. Muñoz-Merino, M. Perifanou, & T. Papathoma (Eds.), Responsive and sustainable educational futures 18th European Conference on Technology Enhanced Learning, EC-TEL 2023, Aveiro, Portugal, September 4–8, 2023 (pp. 531–535), Proceedings. Springer. https://doi.org/10.1007/978-3-031-42682-7_37 
  • Esterl, N., Berger, S., & Nistor, N. (2023). Digitally supported learning processes in schools: Teachers’ implicit theories on learning activities with technology. In O. Viberg, I. Jivet, P. J. Muñoz-Merino, M. Perifanou, & T. Papathoma (Eds.), Responsive and sustainable educational futures 18th European Conference on Technology Enhanced Learning, EC-TEL 2023, Aveiro, Portugal, September 4–8, 2023 (pp. 548–553), Proceedings. Springer. https://doi.org/10.1007/978-3-031-42682-7_37 
  • Hillmayr, D., Reinhold, F., Ziernwald, L., Hofer, S. I., & Reiss, K. (2023). Zum Zusammenhang zwischen Leistungs- und Motivationseffekten beim Einsatz digitaler Tools im mathematisch-naturwissenschaftlichen Unterricht der Sekundarstufe. Eine Forschungssynthese. In K. Scheiter & I. Gogolin (Hrsg.), Bildung für eine digitale Zukunft. Springer VS. https://doi.org/10.1007/978-3-658-37895-0_5
  • Kopp, B., & Lueg, A. (2023). A qualitative interview study on the development of students’ social-emotional skills during COVID19. In L. Gomez Chova, A. López Martínez & I. Candel Torres (Eds.), Proceedings of the 15th Annual International Conference on Education and New Learning Technologies (pp. 1977-1980) (EDULEARN). IATED. https://doi.org/10.21125/edulearn.2023.0599
  • Richters, C., Stadler, M., Brandl, L., Schmidmaier, R., Fischer, M. R., & Fischer, F. (2023). Reflection on collaborative action: Fostering collaborative diagnostic reasoning in an agent-based medical simulation. In C. Damșa, M. Borge, E. Koh, & M. Worsley. (Eds.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023 (pp. 209–212). International Society of the Learning Sciences. https://doi.org/10.22318/cscl2023.596913
  • Vogel, F., Weinberger, A., Hong, D., Wang, T., Glazewski, K., Hmelo-Silver, C. E., Uttamchandani, S., Mott, B., Lester, J., Oshima, J., Oshima, R., Yamashita, S., Lu, J., Brandl, L., Richters, C., Stadler, M., Fischer, F., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., Rejon, M. A., & Noroozi, O. (2023). Transactivity and knowledge co-construction in collaborative problem solving. In C. Damșa, M. Borge, E. Koh, & M. Worsley (Eds.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023 (pp. 337–346). International Society of the Learning Sciences. https://doi.org/10.22318/cscl2023.646214
  • Wirth, A., Lohr, A., Sailer, M., & Niklas, F. (2023). Digitales Niemandsland? Eine Bestandsaufnahme der digitalen Bildung an deutschen Kindertageseinrichtungen. In K. Scheiter & I. Gogolin (Hrsg.), Bildung für eine digitale Zukunft (Edition ZfE, S. 27–55). Springer VS.

Forschungs-Praxis-Transfer/ Dissemination

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2022

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Bauer, E., Heitzmann, N., & Fischer, F. (2022). Simulation-based learning in higher education and professional training: Approximations of practice through representational scaffolding. Studies in Educational Evaluation, 75, Article 101213. https://doi.org/10.1016/j.stueduc.2022.101213
  • Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., & Fischer, F. (2022). Diagnostic argumentation in teacher education: Making the case for justification, disconfirmation, and transparency. Frontiers in Education, 7, Article 977631. https://doi.org/10.3389/feduc.2022.977631
  • Berner, V. D., Segerer, R., Oesterlen, E., Seitz-Stein, K., & Niklas, F. (2022). “Good” or “well calculated”? Effects of feedback on performance and self-concept of 5- to 7-year-old children in math. Educational Psychology, 42(3), 296–315. https://doi.org/10.1080/01443410.2021.2001790
  • Berndt, M., Strijbos, J. W., & Fischer, F. (2022). Impact of sender and peer-feedback characteristics on performance, cognitive load, and mindful cognitive processing. Studies in Educational Evaluation, 75, Article 101197. https://doi.org/10.1016/j.stueduc.2022.101197
  • Bichler, S., Stadler, M., Bühner, M., Greiff, S., & Fischer, F. (2022). Learning to solve ill-defined statistics problems: does self-explanation quality mediate the worked example effect? Instructional Science, 50, 335–359 (2022). https://doi.org/10.1007/s11251-022-09579-4
  • Birtwistle, E., Schoedel, R., Bemmann, F., Wirth, A., Sürig, C., Stachl, C., Bühner, M., & Niklas, F. (2022). Mobile sensing in psychological and educational research: Examples from two application fields. International Journal of Testing, 22(3–4), 264–288. https://doi.org/10.1080/15305058.2022.2036160
  • Engelmann, K., Hetmanek, A., Neuhaus, B. J., & Fischer, F. (2022). Testing an intervention of different learning activities to support students’ critical appraisal of scientific literature. Frontiers in Education, 7, Article 977788. https://doi.org/10.3389/feduc.2022.977788
  • Esterl, N., Berger, S., & Nistor, N. (2022). Digitaler Unterricht an Schulen vor und während des Corona-Lockdowns. Erfahrungen von Lehrkräften bei der Wahl ihrer Lehrstrategien. Ludwigsburger Beiträge zur Medienpädagogik, 22. https://www.medienpaed-ludwigsburg.de/article/view/434/460
  • Fischer, F., Bauer, E., Seidel, T., Schmidmaier, R., Radkowitsch, A., Neuhaus, B. J., Hofer, S. I., Sommerhoff, D., Ufer, S., Kuhn, J., Küchemann, S., Sailer, M., Koenen, J., Gartmeier, M., Berberat, P., Frenzel, A., Heitzmann, N., Holzberger, D., Pfeffer, J., Lewalter, D., Niklas, F., Schmidt-Hertha, B., Gollwitzer, M., Vorholzer, A., Chernikova, O., Schons, C., Pickal, A. J., Bannert, M., Michaeli, T., Stadler, M., & Fischer, M. R. (2022). Representational scaffolding in digital simulations – learning professional practices in higher education. Information and Learning Sciences, 123(11/12), 645–665. https://doi.org/10.1108/ILS-06-2022-0076
  • González Bravo, L., Nistor, N., Castro Ramírez, B., Gutiérrez Soto, I., Varas Contreras, M., Núñez Vives, M., & Maldonado Robles, P. (2022). Higher education managers’ perspectives on quality management and technology acceptance: A tale of elders, mediators, and working bees in times of Covid-19. Computers in Human Behavior, 131, Article 107236. https://doi.org/10.1016/j.chb.2022.107236
  • Hofer, S. I., Reinhold, F., Hulaj, D., Koch, M., & Heine, J. H. (2022). What matters for boys does not necessarily matter for girls: Gender-specific relations between perceived self-determination, engagement, and performance in school mathematics. Education Sciences, 12(11), Article 775. https://doi.org/10.3390/educsci12110775 [Open Material]
  • Heitzmann, N., Stadler, M., Richters, C., Radkowitsch, A., Schmidmaier, R., Weidenbusch, M., & Fischer, M. R. (2022). Learners’ adjustment strategies following impasses in simulations — Effects of prior knowledge. Learning and Instruction, Article 101632. https://doi.org/10.1016/j.learninstruc.2022.101632
  • Kastorff, T., Sailer, M., Vejvoda, J., Schultz-Pernice, F., Hartmann, V., Hertl, A., Berger, S., & Stegmann, K. (2022). Context-specificity to reduce bias in self-assessments: Comparing teachers’ scenario-based self-assessment and objective assessment of technological knowledge. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2022.2062498
  • Kiesewetter, J., Hege, I., Sailer, M., Bauer, E., Schulz, C., Platz, M., & Adler, M. (2022). A usability study for implementing remote collaboration in a virtual patient platform. JMIR Medical Education, 8(3), Article e24306. https://doi.org/10.2196/24306
  • Kopp, B., Clerc, A. & Mandl, H. (2022). Blended Learning Fortbildung für Forschendes Lernen im MINT-Unterricht. Herausforderung Lehrer*innebildung Zeitschrift zur Konzeption, Gestaltung und Diskussion, 5(1), 468–485. https://doi.org/10.11576/hlz-5386
  • Lesperance, K., Hofer, S. I., Retelsdorf, J., & Holzberger, D. (2022). Reducing gender differences in student motivational‐affective factors: A meta‐analysis of school‐based interventions. British Journal of Educational Psychology, 92(4), 1502–1536. https://doi.org/10.1111/bjep.12512 [Preregistered Study, Open Data, Open Material, Meta-analysis]
  • Mharapara, T. L., Cooper-Thomas, H. D., Stadler, M., & Hutchison, A. (2022). Comparing models of follower outcomes: destructive and constructive leader behavior. Leadership & Organization Development Journal, 43(7), 1140–1155. https://doi.org/10.1108/LODJ-10-2021-0488
  • Mharapara, T. L., Staniland, N., Stadler, M., Clemons, J. H., & Dixon, L. (2022). Drivers of job satisfaction in midwifery – a work design approach. Women and Birth, 35(4), e348–e355. https://doi.org/10.1016/j.wombi.2021.07.004
  • Mues, A., Wirth, A., Birtwistle, E., Niklas, F. (2022). Associations between children´s numeracy competencies, mothers’ and fathers’ mathematical beliefs, and numeracy activities at home. Frontiers in Psychology, 13, Article 835433. https://doi.org/10.3389/fpsyg.2022.835433
  • Ninaus, M. & Sailer, M. (2022). Closing the loop – The human role in artificial intelligence for education. Frontiers in Psychology, 13, Article 956798. https://doi.org/10.3389/fpsyg.2022.956798 
  • Ninaus, M. & Sailer, M. (2022). Zwischen Mensch und Maschine: Künstliche Intelligenz zur Förderung von Lernprozessen. Lernen und Lernstörungen, 11(4), 213–224. https://doi.org/10.1024/2235-0977/a000386 
  • Nicolay, B., Krieger, F., Stadler, M., Vainikainen, M.-P., Lindner, M. A., Hansen, A., & Greiff, S. (2022). Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis. Metacognition and Learning, 17(3), 837–854. https://doi.org/10.1007/s11409-022-09324-9
  • Niedermeier, S., Sailer, M., Remböck, L., & Stadler, M. (2022). Ich packe meinen Koffer: Unterlagen und Performanz bei Open-Book-Klausuren. Zeitschrift für Hochschulentwicklung, 17(1), 157–177. https://doi.org/10.3217/zfhe-17-01/10 
  • Niklas, F., Birtwistle, E., Wirth, A., Schiele, T. & Mues, A. (2022). App-based learning for kindergarten children at home (Learning4Kids): Study protocol for cohort 2 and the school assessments. BMC Pediatrics, 22, Article 705. https://doi.org/10.1186/s12887-022-03737-w
  • Page, J., Murray, L., Niklas, F., Eadie, P., Cock, M., Scull, J., & Sparling, J. (2022). Parent mastery of conversational reading at playgroup in two remote northern territory communities. Early Childhood Education Journal, 50, 233–247. https://doi.org/10.1007/s10643-020-01148-z [Longitudinal Study]
  • Sailer, M., Bauer, E., Hofmann, R., Kiesewetter, J., Glas, J., Gurevych, I., & Fischer, F. (2022). Adaptive feedback from artificial neural networks facilitates pre-service teachers’ diagnostic reasoning in simulation-based learning. Learning and Instruction, 83, Article 101620. https://doi.org/10.1016/j.learninstruc.2022.101620
  • Sailer, M., Stadler, M., Botes, E., Fischer, F., & Greiff, S. (2022). Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises. European Journal of Psychology of Education, 37, 279–292. https://doi.org/10.1007/s10212-021-00529-1
  • Schons, C., Obersteiner, A., Reinhold, F., Fischer, F., & Reiss, K. (2022). Developing a simulation to foster prospective mathematics teachers’ diagnostic competencies: The effects of scaffolding. Journal für Mathematik-Didaktik. https://doi.org/10.1007/s13138-022-00210-0
  • Stegmann, K., Kastorff, T., Poluektova, I., Berger, S., Kosiol, T., Reith, S., Förtsch, C., Rutkowski, A., Mohr, M., Lindermayer, C., Aufleger, M., Traub, D., Haldenwang, V., Ufer, S., Neuhaus, B., Bannert,, M., Oechslein, K., Lindner, M., Nerdel, C., Fischer, F., & Gräsel, C. (2022). Digitaler Wandel des Schulunterrichts durch professionelle Lerngemeinschaften. Der Einsatz von Multiplikatoren zur Etablierung von Lerngemeinschaften. MedienPädagogik, 49, 251–271. https://doi.org/10.21240/mpaed/49/2022.07.01.X
  • Timothy, V., Watzka, B., Stadler, M., Girwidz, R., & Fischer, F. (2022). Fostering preservice teachers’ diagnostic competence in identifying students’ misconceptions in physics. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-022-10311-4
  • Vogel, F., Kollar, I., Fischer, F., Reiss, K., & Ufer, S. (2022). Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples. International Journal of Computer-Supported Collaborative Learning, 17, 39–64. https://doi.org/10.1007/s11412-022-09363-z
  • Wirth, A., Ehmig, S., & Niklas, F. (2022). The role of the home literacy environment for children's linguistic and socioemotional competencies development in the early years. Social Development, 31(2), 372–387. https://doi.org/10.1111/sode.12550 [Longitudinal Study]

Monographien/ Books

Herausgeberschaften/ Editorial activities

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Bauer, E., Sailer, M., Kiesewetter, J., Schulz, C., Gurevych, I., Fischer, M.R., & Fischer, F. (2022). Learning to diagnose students’ behavioral, developmental and learning disorders in a simulation-based learning environment for pre-service teachers. In F. Fischer & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 97–107). Springer. https://doi.org/10.1007/978-3-030-89147-3_8
  • Chernikova, O., Heitzmann, N., Opitz, A., Seidel, T., & Fischer, F. (2022). A theoretical framework for fostering diagnostic competences with simulations in higher education. In F. Fischer & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 5–16). Springer. https://doi.org/10.1007/978-3-030-89147-3_2
  • Esterl, N., Berger, S., & Nistor, N. (2022). Digital media in schools during the Covid-19 lockdown: Teachers’ experiences with choosing teaching strategies. In I. Hilliger, P. J. Muñoz-Merino, T. De Laet, A. Ortega-Arranz, T. Farrell (Eds.), Educating for a new future: Making sense of technology-enhanced learning adoption. 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Toulouse, France, September 12–16, 2022, Proceedings. LNCS, vol. 13450 (pp. 507–513). Springer.
  • Fink, M.C., Reitmeier, V., Siebeck, M., Fischer, F., & Fischer, M.R. (2022). Live and video simulations of medical history-taking: Theoretical background, design, development, and validation of a learning environment. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 109–122). Springer. https://doi.org/10.1007/978-3-030-89147-3_9
  • Fischer, F., Chernikova, O., & Opitz, A. (2022). Learning to diagnose with simulations: Introduction. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations – Examples from teacher education and medical education (pp. 1–4). Springer. https://doi.org/10.1007/978-3-030-89147-3_1
  • Hofer, S. I. (2022). Wie gestaltet sich die Lehre im digitalen Raum in Zukunft? Lernen und Lehren in Zeiten der Pandemie – und darüber hinaus. In Münchner Universitätsgesellschaft (Ed.), 100 Jahre MUG (pp. 23-25). LG
  • Kopp, B., Clerc, A., & Mandl, H. (2022). A blended learning in-service teacher training for supporting inquiry-based learning in elementary schools. In L. Gomez Chova, A. López Martínez, I. Candel Torres (Eds.), Proceedings of the 14h Annual International Conference on Education and New Learning Technologies (pp. 1962–1970). IATED. https://doi.org/10.21125/edulearn.2022.0514
  • Mues, A., & Stolarova, M. (2022). Vom Staunen zum Forschenden Lernen und zurück: Zugänge zu den Naturwissenschaften in der frühkindlichen Bildung. In M. Obermaier, P. Isele & J. Höke (Hrsg.), Forschendes Lernen in Arbeitsfeldern der Kindheitspädagogik: Grundlagen – Ansätze – Praxen (pp. 195–216). Brill | Schöningh. https://doi.org/10.30965/9783657726059_003
  • Opitz, A., Fischer, M.R., Seidel, T., Fischer, F. (2022). Conclusions and outlook: Toward more systematic research on the use of simulations in higher education. In F. Fischer & A. Opitz (Eds.), Learning to diagnose with simulations (pp. 143–149). Springer. https://doi.org/10.1007/978-3-030-89147-3_11
  • Radkowitsch, A., Sailer, M., Fischer, M.R., Schmidmaier, R., & Fischer, F. (2022). Diagnosing collaboratively: A theoretical model and a simulation-based learning environment. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations – Examples from teacher education and medical education (pp. 123–141). Springer. https://doi.org/10.1007/978-3-030-89147-3_10
  • Schultz-Pernice, F. (2022). 'Widerstand' und 'Verdrängung': Beziehungsprobleme von Literaturdidaktik und Literaturwissenschaft, ihre Voraussetzungen und Ansätze zu ihrer produktiven Bearbeitung. In S. Bernhardt & T. Hardtke (Eds.), Literatur – Medien – Didaktik: Vol. 1. Interpretation – Literaturdidaktische Perspektiven (pp. 53–70). Frank & Timme.
  • Wildgans-Lang, A., Scheuerer, S., Obersteiner, A., Fischer, F., & Reiss, K. (2022). Learning to diagnose primary students’ mathematical competence levels and misconceptions in document-based Simulations. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 17–31). Springer. https://doi.org/10.1007/978-3-030-89147-3_3

Forschungs-Praxis-Transfer/ Dissemination

  • Hofer, S. I. (2022). Wie gestaltet sich die Lehre im digitalen Raum in Zukunft? Lernen und Lehren in Zeiten der Pandemie – und darüber hinaus. In Münchner Universitätsgesellschaft (Ed.), 100 Jahre MUG (pp. 23-25). LG
  • Schultz-Pernice, F., Becker, S., Berger, S., Ploch, N., Radkowitsch, A., Vejvoda, J., & Fischer, F. (2022). Digitales Lehren und Lernen an der Hochschule: Erkenntnisse aus der empirischen Lehr–Lernforschung: Teil 2: Betreuung, Begleitung und Unterstützung digital gestützten Lernens - Herausforderungen und Chancen für innovative Hochschullehre. Lehrerbildung@LMU, 2(1), 36–52.
  • Vejvoda, J., Schultz-Pernice, F., Graf, M., Lohr, A., Heitzmann, N., Fischer, F., & Sailer, M. (2022). Kurs halten, Fahrt aufnehmen. Bayerns Schulen auf dem Weg ins digitale Zeitalter. SchulVerwaltung Bayern, 45(1), 7–10.
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2021

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Berndt, M., Schmidt, F. M., Sailer, M., Fischer, F., Fischer, M. R., & Zottmann, J. M. (2021). Investigating statistical literacy and scientific reasoning & argumentation in medical–, social sciences–, and economics students. Learning and Individual Differences, 86, Article 101963. https://doi.org/10.1016/j.lindif.2020.101963
  • Brandl, L., Richters, C., Radkowitsch, A., Obersteiner, A., Fischer, M.-R., Schmidmaier, R., Fischer, F., & Stadler, M. (2021). Simulation–based learning of complex skills: Predicting performance with theoretically derived process features. Psychological Test and Assessment Modeling, 63(4), 542–560. [online]
  • Eberle, J., & Hobrecht, J. (2021). The lonely struggle with autonomy: A case study of first–year university students’ experiences during emergency online teaching. Computers in Human Behavior, 121, Article 106804. https://doi.org/10.1016/j.chb.2021.106804
  • Eberle, J., Stegmann, K., Barrat, A., Fischer, F., & Lund, K. (2021). Initiating scientific collaborations across career levels and disciplines – a network analysis on behavioral data. International Journal of Computer-Supported Collaborative Learning, 16, 151–184. https://doi.org/10.1007/s11412-021-09345-7
  • Fink, M. C., Heitzmann, N., Siebeck, M., Fischer, F., & Fischer, M. R. (2021). Learning to diagnose accurately through virtual patients: Do reflection phases have an added benefit? BMC Medical Education, 21(1), 1–11. https://doi.org/10.1186/s12909-021-02937-9
  • Fink, M.C., Radkowitsch, A., Bauer, E., Sailer, M., Kiesewetter, J., Schmidmaier, R., Siebeck, M., Fischer, F., & Fischer, M.R. (2021). Simulation research and design: a dual–level framework for multi-project research programs. Education Technology Research and Development, 69(2), 809–841. https://doi.org/10.1007/s11423-020-09876-0
  • Fink, M. C., Reitmeier, V., Stadler, M., Siebeck, M., Fischer, F., & Fischer, M. R. (2021). Assessment of diagnostic competences with standardized patients versus virtual patients: Experimental study in the context of history taking. Journal of Medical Internet Research, 23(3), Article e21196. https://doi.org/10.2196/21196
  • Fischer, F. (2021). Some reasons why evidence from educational research is not particularly popular among (pre-service) teachers: A discussion. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000311
  • Fischer, F. (2021). Some reasons why evidence from educational research is not particularly popular among (pre-service) teachers: A discussion. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000311
  • Gokce, A., Zinchenko, A., Annac, E., Conci, M., & Geyer, T. (2021). Affective modulation of working memory maintenance: The role of positive and negative emotions. Advances in Cognitive Psychology, 17(2), 107–116. https://doi.org/10.5709/acp-0321-7
  • Heitzmann, N., Opitz, A., Stadler, M., Sommerhoff, D., Fink, M. C., Obersteiner, A., Schmidmaier, R., Neuhaus, B. J., Ufer, S., Seidel, T., Fischer, M. R., & Fischer, F. (2021). Cross-disciplinary research on learning and instruction – coming to terms. Frontiers in Psychology, 11, Article 562658. https://doi.org/10.3389/fpsyg.2021.562658
  • Hofer, S., Nistor, N., & Scheibenzuber, C. (2021). Online teaching and learning in higher education: Lessons learned in crisis situations. Computers in Human Behavior, 121, Article 106789. https://doi.org/10.1016/j.chb.2021.106789
  • Hornburg, C. B., Borriello, G. A., Kung, M., Lin, J., Litkowski, E., Cosso, J., Ellis, A., King, Y., Zippert, E., Cabrera, N. J., Davis-Kean, P., Eason, S. H., Hart, S. A., Iruka, I. U., LeFevre, J. A., Simms, V., Susperreguy, M. I., Cahoon, A., Chan, W., Cheung, S. K., Coppola, M., De Smedt, B., Elliott, L., Estévez-Pérez, N., Gallagher-Mitchell, T., Gardner-Neblett, N., Gilmore, C., Leyva, D., Maloney, E.A., Manolitsis, G., Melzi, G., Mutaf-Yıldız, B., Nelson, G., Niklas, F., Pan, Y., Ramani, G.B., Skwarchuk, S.L., Sonnenschein, S., Purpura, D. J. (2021). Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective. Journal of Numerical Cognition, 7(2), 195–220. https://doi.org/10.5964/jnc.6143
  • Kumpf, U., Stadler, M., Plewnia, C., Bajbouj, M., Langguth, B., Zwanzger, P., Normann, C., Keeser, D., Schellhorn, K., Egert-Schwender, S., Berkes, S., Palm, U., Hasan, A., & Padberg, F. (2021). Transcranial direct current stimulation (tDCS) for major depression – interim analysis of cloud supervised technical data from the DepressionDC trial. Brain Stimulation, 14(5), 1234–1237. https://doi.org/10.1016/j.brs.2021.08.005
  • Krieger, F., Stadler, M., Bühner, M., Fischer, F., & Greiff, S. (2021). Assessing complex problem-solving skills in under 20 minutes. Psychological Test Adaptation and Development, 2, 80–92. https://doi.org/10.1027/2698-1866/a000009
  • Lehrl, S., Linberg, A., Niklas, F., & Kuger, S. (2021). The home learning environment in the digital age—Associations between self-reported “analog” and “digital” home learning environment and children’s socio-emotional and academic outcomes. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.592513 [Large Scale Assessment, Longitudinal Study]
  • Lohr, A., Stadler, M., Schultz-Pernice, F., Chernikova, O., Sailer, M., Fischer, F., & Sailer, M. (2021). On powerpointers, clickerers, and digital pros: Investigating the initiation of digital learning activities by teachers in higher education. Computers in Human Behavior, 119, Article 106715. https://doi.org/10.1016/j.chb.2021.106715
  • Mues, A., Birtwistle, E., Wirth, A., & Niklas, F. (2021). Parental (STEM) occupations, the home numeracy environment, and kindergarten children’s numerical competencies. Education Sciences, 11(12), 819. https://doi.org/10.3390/educsci11120819 [Large Scale Assessment, Longitudinal Study]
  • Nicolay, B., Krieger, F., Stadler, M., Gobert, J., & Greiff, S. (2021). Lost in transition – Learning analytics on the transfer from knowledge acquisition to knowledge application in complex problem solving. Computers in Human Behavior, 115, Article 106594. https://doi.org/10.1016/j.chb.2020.106594
  • Opitz, A., Heene, M., & Fischer, F. (2021). Using differential item functioning to analyze the domain generality of a common scientific reasoning test. European Journal of Psychological Assessment, Article 000662. https://doi.org/10.1027/1015-5759/a000662
  • Page, J. Murray, L., Cock, M., Eadie, P., Nossar, V., Niklas, F., Scull, J., & Sparling, J. (2021). Aboriginal children’s health, playgroup participation, and early learning outcomes in remote Northern Territory communities. Health Education Journal, 80(5), 596–610. https://doi.org/10.1177/0017896921994162 [Longitudinal Study]
  • Radkowitsch, A., Sailer, M., Schmidmaier, R., Fischer, M. R., & Fischer, F. (2021). Learning to diagnose collaboratively–effects of adaptive collaboration scripts in agent-based medical simulations. Learning and Instruction, 75, Article 101487. https://doi.org/10.1016/j.learninstruc.2021.101487
  • Sailer, M., Murböck, J., & Fischer, F. (2021). Digital learning in schools: What does it take beyond digital technology? Teaching and Teacher Education, 103, Article 103346. https://doi.org/10.1016/j.tate.2021.103346
  • Sailer, M., Schultz-Pernice, F., & Fischer, F. (2021). Contextual facilitators for learning activities involving technology in higher education: The C♭-model. Computers in Human Behavior, 121, Article 106794. https://doi.org/10.1016/j.chb.2021.106794
  • Sailer, M. & Sailer, M. (2021). Gamification of in‐class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75–90. https://doi.org/10.1111/bjet.12948
  • Sailer, M., Stadler, M., Schultz-Pernice, F., Franke, U., Schöffmann, C., Paniotova, V., Husagic, L., & Fischer, F. (2021). Technology-related teaching skills and attitudes: Validation of a scenario-based self-assessment instrument for teachers. Computers in Human Behavior, 115, Article 106625. https://doi.org/10.1016/j.chb.2020.106625
  • Scheibenzuber, C., Hofer, S., & Nistor, N. (2021). Designing for fake news literacy training: A problem–based undergraduate online–course. Computers in Human Behavior, 121, Article 106796. https://doi.org/10.1016/j.chb.2021.106796
  • Segerer, R., Niklas, F., Suggate, S., & Schneider, W. (2021). Young minority home–language students’ biased reading self-concept and its consequences for reading development. Reading Research Quarterly, 56(1), 71–94. https://doi.org/10.1002/rrq.300 [Large Scale Assessment, Longitudinal Study]
  • Seufert, S., Guggemos, J., & Sailer, M. (2021). Technology-related knowledge, skills, and attitudes of pre– and in–service teachers: The current situation and emerging trends. Computers in Human Behavior, 115, Article 106552. https://doi.org/10.1016/j.chb.2020.106552
  • Stadler, M., Graesser, A., & Fischer, F. (2021). Transdisciplinary research on learning and teaching: Chances and challenges. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.696219
  • Stadler, M., Iliescu, D., & Greiff, S. (2021). Validly authentic: Some recommendations to researchers using simulations in psychological assessment. European Journal of Psychological Assessment, 37(6), 419–422. https://doi.org/10.1027/1015-5759/a000686
  • Stadler, M., Kemper, C. J., & Greiff, S. (2021). Assessing subjective university success with the Subjective Academic Achievement Scale (SAAS). The European Educational Researcher, 4(1), 283–290. https://doi.org/10.31757/euer.431
  • Stadler, M., Kolb, N., & Sailer, M (2021). The right amount of pressure: Implementing time pressure in online exams. Distance Education, 42(1), 1–12. https://doi.org/10.1080/01587919.2021.1911629
  • Stadler, M., Sailer, M., & Fischer, F. (2021). Knowledge as a formative construct: A good alpha is not always better. New Ideas in Psychology, 60, Article 100832. https://doi.org/10.1016/j.newideapsych.2020.100832
  • Strohmaier, A. R., Reinhold, F., Hofer, S., Berkowitz, M., Vogel-Heuser, B., & Reiss, K. (2021). Different complex word problems require different combinations of cognitive skills. Educational Studies in Mathematics, 109, 89–114. https://doi.org/10.1007/s10649-021-10079-4
  • Vogel, F., Kollar, I., Ufer, S., Strohmaier, A., Reiss, K., & Fischer, F. (2021). Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen? Innovations in Education and Teaching International, 58(5), 512–521. https://doi.org/10.1080/14703297.2021.1961098

Monographien/ Books

  • Lohr, A., Sailer, M., Schultz-Pernice, F., Vejvoda, J., Murböck, J., Heitzmann, N., Giap, S., & Fischer, F. (2021). Digitale Bildung an bayerischen Schulen vor und während der Corona-Pandemie. vbw. [online]

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., & Fischer, F. (2021). Pre-service teachers’ argumentations in the context of assessment. In E. de Vries, Y. Hod & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021 (pp. 669-672). International Society of the Learning Sciences. https://doi.org/10.22318/icls2021.669
  • Berkowitz, M., Stern, E., Hofer, S. I., & Deiglmayr, A. (2020). Girls, boys and schools: On gender (in)equalities in education. In F. M. Cheung & D. F. Halpern (Eds.), Cambridge Handbook of the International Psychology of Women. Cambridge University Press.
  • Heitzmann, N., Stadler, M., Radkowitsch, A., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2021). Learners’ adjustment strategies following impasses in medical simulations – effects of prior knowledge. In E. de Vries, Y. Hod & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021 (pp. 987-988). International Society of the Learning Sciences. https://doi.org/10.22318/icls2021.987
  • Kaiser, M., Lerche, T., & Nistor, N. (2021). Designing online teaching for equitable distribution of student engagement in collaborative small groups: The effects of group Building and reciprocal feedback. In C. E. Hmelo-Silver, B. De Wever, & J. Oshima (Eds.), Reflecting the past and embracing the future. Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning – CSCL 2021 (pp. 217-220). International Society of the Learning Sciences.
  • Kimmerle J., Fischer F., & Cress U. (2021) Argumentation and Knowledge Construction. In U. Cress, C. Rosé, A. F. Wise & J. Oshima (Eds), International handbook of computer-supported collaborative learning. Computer-supported collaborative learning series (19th ed., pp. 183–198). Springer. https://doi.org/10.1007/978-3-030-65291-3_10
  • Scheibenzuber, C., Fendt, M., & Nistor, N. (2021). Harnessing student creativity to design fake news literacy training: An overview of twelve graduate student projects. In T. De Laet, R. Klemke, C. Alario-Hoyos, I. Hilliger, & A. Ortega-Arranz (Eds.), Technology–enhanced learning for a free, safe, and sustainable world. 16th European Conference on Technology Enhanced Learning, EC–TEL 2021, Bolzano, Italy, September 20–24, 2021. Proceedings (pp. 235–244). Springer.
  • Scheibenzuber, C., Isik, D., Krasniqi, N., & Nistor, N. (2021). Fake news literacy: Intuitive vs. analytic processing. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International collaboration toward educational innovation for all: Overarching research, development, and practices. ICLS proceedings. 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022 (pp. 2110–2111). International Society of the Learning Sciences.
  • Scheibenzuber, C., Neagu, L. M., Ruseti, S., Artmann, B., Bartsch, C., Kubik, M., Dascalu, M., Trausan-Matu, S., & Nistor, N. (2021). Fake news framing, emotion, argumentation, and dialogic social knowledge building in online discussions: An exploration including natural language processing data. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen. (Eds.), International collaboration toward educational innovation for all: Overarching research, development, and practices. CSCL proceedings. 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022 (pp. 415–418). International Society of the Learning Sciences.
  • Tolks, D., & Sailer, M. (2021). Gamification als didaktisches Mittel in der Hochschulbildung. In Hochschulforum Digitalisierung (Ed.), Digitalisierung in Studium und Lehre gemeinsam gestalten. Springer. https://doi.org/10.1007/978-3-658-32849-8_29 
  • Vogel, F., Weinberger, A., & Fischer, F. (2021). Collaboration scripts: Guiding, internalizing, and adapting. In U. Cress, C. Rosé, A.F. Wise, & J. Oshima (Eds), International handbook of computer-supported collaborative learning. Computer-supported collaborative learning series (19th ed., pp. 335–352). Springer. https://doi.org/10.1007/978-3-030-65291-3_18

Forschungs-Praxis-Transfer/ Dissemination

  • Debold, C., Esterl, N., Moser, S., & Nistor, N. (2021). Plötzlich E-Teacher – Unterricht im Zeichen der Pandemie. Zum Notfall Fernunterricht an Münchner Schulen. merz – medien + erziehung, Zeitschrift für Medienpädagogik, 2021(1). https://www.merz-zeitschrift.de/fileadmin/user_upload/merz/PDFs/merz_21-1_Debold_et_al.pdf
  • Niklas, F., Cohrssen, C., Lehrl, S., & Napoli, A. R. (2021). Editorial: Children's competencies development in the home learning environment. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.706360
  • Schultz-Pernice, F., Becker, S., Berger, S., Ploch, N., Radkowitsch, A., Vejvoda, J., & Fischer, F. (2021). Digitales Lehren und Lernen an der Hochschule: Erkenntnisse aus der empirischen Lehr-Lernforschung. Lehrerbildung@LMU, 1(2), 35–51. https://doi.org/10.5282/LB/23
nach oben

2020

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Bauer, E., Fischer, F., Kiesewetter, J., Shaffer, D. W., Fischer, M. R., Zottmann, J. M., & Sailer, M. (2020). Diagnostic activities and diagnostic practices in medical education and teacher education: an interdisciplinary comparison. Frontiers in Psychology, 11, Article 562665. https://doi.org/10.3389/fpsyg.2020.562665
  • Bichler, S., Schwaighofer, M., Stadler, M., Bühner, M., Greiff, S., & Fischer, F. (2020). How working memory capacity and shifting matter for learning with worked examples—A replication study. Journal of Educational Psychology, 112(7), 1320–1337. https://doi.org/10.1037/edu0000433 [Preregistered Study]
  • Botes, E., Gottschling, J., Stadler, M., & Greiff, S. (2020). A systematic narrative review of International Posture: What is known and what still needs to be uncovered. System, 90, Article 102232. https://doi.org/10.1016/j.system.2020.102232
  • Burghardt, L., Hemmerich, F., & Mues, A. (2020). Frühkindliche Wahrnehmung von Geschlechterrollen beim gemeinsamen Lesen eines Bilderbuchs. Diskurs Kindheits- und Jugendforschung, 15(3), 259-271. https://doi.org/10.3224/diskurs.v15i3.03
  • 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, 90(4), 499-541. https://doi.org/10.3102/0034654320933544 [Meta-analysis]
  • Cooper-Thomas, H. D., Stadler, M., Park, J. H., Chen, J., Au, A. K. C., Tan, K. W. T., Paterson, N. J., & Tansley, S. (2020). The newcomer understanding and integration scale: Psychometric evidence across six samples. Journal of Business and Psychology, 35(4), 435–454. https://doi.org/10.1007/s10869-019-09636-9
  • 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, 36, 147–168. 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. https://doi.org/10.3262/ZP2002155
  • Georgiou,D., Mok, S.Y., Fischer, F., Vermunt, J.D., & Seidel, T. (2020). Evidence-based practice in teacher education: The mediating role of self-efficacy beliefs and practical knowledge. Frontiers in Education, 5, Article 559192. https://doi.org/10.3389/feduc.2020.559192
  • Gesell, N., Niklas, F., Schmiedeler, S., & Segerer, R. (2020). Mindfulness and romantic relationship outcomes: The mediating role of conflict resolution styles and closeness. Mindfulness, 11, 2314-2324. https://doi.org/10.1007/s12671-020-01449-9
  • González Bravo, L., Fernández Sagredo, M., Torres Martínez, P., Barrios Penna, C., Fonseca Molina, J., Stanciu, I. D., & Nistor, N. (2020). 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, 24(4), 706-714. https://doi.org/10.1111/eje.12559
  • Gonzáles Bravo, L., Nistor, N., & Castro Ramírez, B. (2020). Narrating in grey: An application to educational management information systems and accountability. Information Development, 37(1), 58–71. https://doi.org/10.1177/0266666919894725
  • González Bravo, L., Stanciu, D., Nistor, N., Castro, B., Puentes, G., & Valdivia, M. (2020). Perceptions about accreditation and quality management in higher education. Development of a Spanish-language questionnaire with a sample of academics from a private university. Calidád en la educación [Quality in Education], 53, 321-363. https://www.calidadenlaeducacion.cl/index.php/rce/article/view/860/639
  • Herborn, K., Stadler, M., Mustafić, M., & Greiff, S. (2020). The assessment of collaborative problem solving in PISA 2015: Can computer agents replace humans?. Computers in Human Behavior, Article 105624. https://doi.org/10.1016/j.chb.2018.07.035
  • Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, Article 103897. https://doi.org/10.1016/j.compedu.2020.103897
  • Hofer, S. I., Holzberger, D., & Reiss, K. (2020). Evaluating school inspection effectiveness: A systematic research synthesis on 30 years of international research. Studies in Educational Evaluation, Article 100864. https://doi.org/10.1016/j.stueduc.2020.100864
  • Hofer, S. I., Reinhold, F., Loch, F., & Vogel-Heuser, B. (2020). Engineering students' thinking about technical systems: An ontological categories approach. Frontiers in Education., 5(66). https://doi.org/10.3389/feduc.2020.00066
  • Kiesewetter, J., Sailer, M., Jung, V. M., Schönberger, R., Bauer, E., Zottmann, J. M., Hege, I., Zimmermann, H., Fischer, F., & 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
  • Kotzebue, L. v., Franke, U., Schultz-Pernice, F., Aufleger, M., Neuhaus, B., & Fischer, F. (2020). Kernkompetenzen von Lehrkräften für das Unterrichten in einer digitalisierten Welt: Veranschaulichung des Rahmenmodells am Beispiel einer Unterrichtseinheit aus der Biologie. Zeitschrift für Didaktik der Biologie (ZDB) - Biologie Lehren und Lernen, 24, 29–47. https://doi.org/10.4119/zdb-1735
  • Niklas, F., Annac, E., & Wirth, A. (2020). App-based learning for kindergarten children at home (Learning4Kids): Study protocol for cohort 1 and the kindergarten assessments. BMC Pediatrics, 20, Article 554. https://doi.org/10.1186/s12887-020-02432-y
  • Niklas, F., Wirth, A., Guffler, S., Drescher, N., & Ehmig, S. C. (2020). The home literacy environment as a mediator between parental attitudes toward shared reading and children’s linguistic competencies. Frontiers in Psychology, Article 1628. https://doi.org/10.3389/fpsyg.2020.01628
  • 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, Article 106202. https://doi.org/10.1016/j.chb.2019.106202
  • 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. http://www.mifav.uniroma2.it/inevent/events/idea2010/doc/43_6.pdf
  • 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, 38(4), 580-593. 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, 42(7), 1087-1107. 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 [Meta-analysis]
  • Reinhold, F., Hofer, S. I., Berkowitz, M., Strohmaier, A., Scheuerer, S., Loch, F., Vogel-Heuser, B., & Reiss, K. (2020). The role of spatial, verbal, numerical, and general reasoning in complex word problem solving for young female and male adults. Mathematics Education Research Journal, 32, 189–211. https://doi.org/10.1007/s13394-020-00331-0
  • Reinhold, F., Obersteiner, A., Hoch, S., Hofer, S. I., & Reiss, K. (2020). The Interplay Between the Natural Number Bias and Fraction Magnitude Processing in Low-Achieving Students. Frontiers in Education, 5(29). https://doi.org/10.3389/feduc.2020.0002910.3389
  • Reinhold, F., Reiss, K., Diedrich, J., Hofer, S. I., & Heinze, A. (2020). Ergebnisse der PISA-Erhebung 2018 im Bereich Mathematik. Schulmanagement-Handbuch, 41(173), 20-26.
  • 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 [Meta-analysis]
  • Schmiedeler, S., Khambatta, K., Hartmann, J., & Niklas, F. (2020). „Wenn den Zappelphilipp die Aufschieberitis packt“: Zusammenhänge zwischen Prokrastination und ADHS-Symptomen und mögliche Mediatoren. Zeitschrift für Pädagogische Psychologie, 34, 23-34. https://doi.org/10.1024/1010-0652/a000248
  • Söchtig, I., & Niklas, F. (2020). Zusammenhang von Home Numeracy Environment und Home Literacy Environment mit kindlichen Vorläuferfertigkeiten. Bildungsforschung, 20(2), 1-17. https://doi.org/10.25539/bildungsforschun.v2i18.297
  • Stadler, M., Herborn, K., Mustafić, M., & Greiff, S. (2020). The assessment of collaborative problem solving in PISA 2015: An investigation of the validity of the PISA 2015 CPS tasks. Computers & Education, 157, Article 103964. https://doi.org/10.1016/j.compedu.2020.103964
  • Stadler, M., Hofer, S., & Greiff, S. (2020). First among equals: Log data indicates ability differences despite equal scores. Computers in Human Behavior, 111, Article 106442. https://doi.org/10.1016/j.chb.2020.106442
  • Stadler, M., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., & Fischer, F. (2020). Take your time: Invariance of time-on-task in problem solving tasks across expertise levels. Psychological Test and Assessment Modeling, 65(4), 517–525. [online]
  • 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. [Meta-analysis]
  • 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
  • Wildgans-Lang, A., Scheuerer, S., Obersteiner, A., Fischer, F., & Reiss, K. (2020). Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment. ZDM Mathematics Education, 52, 241–254. https://doi.org/10.1007/s11858-020-01139-9
  • Wirth, A., Ehmig, S. C., Drescher, N., Guffler, S., & Niklas, F. (2020). Facets of the early home literacy environment and children’s linguistic and socioemotional competencies. Early Education and Development, 31(6), 892-909. https://doi.org/10.1080/10409289.2019.1706826
  • Wirth, A., Ehmig, S.C., Heymann, L., & Niklas, F. (2020). Das Vorleseverhalten von Eltern mit Kindern in den ersten drei Lebensjahren in Zusammenhang mit familiärer Lernumwelt und Sprachentwicklung. Frühe Bildung, 9, 26-32. https://doi.org/10.1026/2191-9186/a000464

Herausgeberschaften/ Editorial activities

  • 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. https://doi.org/10.3262/ZP2002155

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Kopp, B., & Mandl, H. (2020). Zur Geschichte des Psychologischen Instituts an der Ludwig-Maximilians-Universität München seit dem späten 19. Jahrhundert. In A. Stock & W. Schneider (Hrsg.), Die ältesten Institute für Psychologie im deutschsprachigen Raum (S. 307-357). Hogrefe.
  • Kopp, B. (2020). Einsatz von Dilemmata zur Wertebildung in Schulen. In M. Peters & J. Peters (Hrsg.), Philosophieren mit Gedankenexperimenten und Dilemmata (S. 77-95). Felix Meiner.
  • Kopp, B. (2020). Small group work for increasing knowledge about values-oriented behavior. In L. Gomez Chova, A. López MartÍnez, I. Candel Torres (Eds.), ICERI2020 Proceedings of the 13th International Conference of Education, Research and Innovation (pp. 5281-5286). IATED (ICERI).
  • Niklas, F., Tayler, C., & Cohrssen, C. (2020). Bilingual children’s language learning in Australian early childhood education and care settings. In S. Lehrl & W. Smidt (Eds.), Teacher-child interactions in early childhood education and care classrooms. Characteristics, predictivity, dependency, and methodological issues (pp. 134-150). Routledge.
  • Nistor, N. (2020). Akzeptanz von Bildungstechnologien. In H. Niegemann & A. Weinberger (Hrsg.), Handbuch Bildungstechnologie: Konzeption und Einsatz digitaler Lernumgebungen (S. 535-546). Springer. https://doi.org/10.1007/978-3-662-54373-3_46-1
  • Radkowitsch, A., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2020). Facilitating collaborative diagnosing in medicine with a simulation: Effects of adaptive and static information sharing scripts. In M. Gresalfi & I.S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020 (Vol. 1, pp. 637-640). International Society of the Learning Sciences.  https://doi.org/10.22318/icls2020.637
  • Scheuerer, S., Reinhold, F., Hofer, S., & Reiss, K. (2020). Studieneingangsvoraussetzungen von Studierenden des Gymnasiallehramts Mathematik? Erste Ergebnisse eines Projekts zur Verbesserung der universitären Ausbildung. In A. Frank, S. Krauss & K. Binder (Eds.), Beiträge zum Mathematikunterricht 2019 (pp. 689-692). WTM-Verlag. http://doi.org/10.17877/DE290R-20595
  • Schnaubert, L., Vogel, F., Bodemer, D., Fischer, F., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., Tsovaltzi, D., Puhl, T., & Azevedo, R. (2020). Combining scripts, group awareness tools and self-regulated learning – theoretical implications and practical implementation. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020 (Volume 1, pp. 350-357). International Society of the Learning Sciences.
  • Vogel, F., & Fischer, F. (2020). Computerunterstütztes kollaboratives Lernen. In H. Niegemann & A. Weinberger (Hrsg.), Handbuch Bildungstechnologie: Konzeption und Einsatz digitaler Lernumgebungen (S. 57-80). Springer.
  • Wirth, A., Ehmig, S. C., Heymann, L., & Niklas, F. (2020). Promising interactive functions in digital storybooks for young children. In K. J. Rohlfing & C. Müller-Brauers (Eds.), International perspectives on digital media and early literacy (pp. 105-121). Routledge.

Forschungs-Praxis-Transfer/ Dissemination

  • Kopp, B., & Mandl, H. (2020). Experimento |8+. Handreichung für Multiplikatoren. Siemens Stiftung.
  • Kopp, B., & Mandl, H. (2020). Experimento |8+. Handreichung für Lehrkräfte. Siemens Stiftung.
  • Schultz-Pernice, F. (2020). Erzählungen für eine Bildung, die an der Zeit ist: Darstellung und Gestaltung von Zeit in narrativen Texten des Anthropozäns. merz, 64(4), 27–35.
nach oben

2019

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Annac, E., Pointner, M., Khader, P. H., Müller, H. J., Zang, X., & Geyer, T. (2019). Recognition of incidentally learned visual search arrays is supported by fixational eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(12), 2147-2164. https://doi.org/10.1037/xlm0000702
  • 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, 32, 157-196. https://doi.org/10.1007/s10648-019-09492-2 [online]
  • Cohrssen, C., & Niklas, F. (2019). Using mathematics games in preschool settings to support the development of children’s numeracy skills. International Journal of Early Years Education, 27(3), 322-339. https://doi.org/10.1080/09669760.2019.1629882
  • Eadie, P., Stark, H., & Niklas, F. (2019). Quality of interactions by early childhood educators: Supporting infant and toddler communication skills. Early Childhood Education Journal, 47(3), 251-263. https://doi.org/10.1007/s10643-019-00929-5
  • Eberle, J., Hod, Y., & Fischer, F. (2019). Future learning spaces for learning communities: Perspectives from the learning sciences. British Journal of Educational Technology, 5, 2071-2074. https://doi.org/10.1111/bjet.12865
  • Ghanem, C., Kollar, I., Pankofer, D., Eckl, M., & Fischer, F. (2019). 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, 16(4), 423-441. https://doi.org/10.1080/26408066.2019.1618774
  • Gonzáles Bravo, L., Nistor, N., & Castro Ramírez, B. (2019). Narrating in grey: An application to educational management information systems and accountability. Information Development 37(1), 58-71. https://doi.org/10.1177/0266666919894725
  • Heitzmann, N., Seidel, T., Opitz, A., Hetmanek, A., Wecker, C., Fischer, M., Ufer, S., Schmidmaier, R., Neuhaus, B., Siebeck, M., Stürmer, K., Obersteiner, A., Reiss, K., Girwidz, R. , & Fischer, F. (2019). Facilitating diagnostic competences in simulations: A conceptual framework and a research agenda for medical and teacher education. Frontline Learning Research, 7(4), 1–24. https://doi.org/10.14786/flr.v7i4.384
  • 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. https://doi.org/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. https://doi.org/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. https://doi.org/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, 38(1), 144-148. https://doi.org/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. https://doi.org/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, 111(6), 1119-1130. 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. https://doi.org/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. https://doi.org/10.1177%2F1747021818775909
  • Page, J., Cock, M. L., Murray, L., Eadie, P., Niklas, F., Scull, J., & Sparling, J. (2019). An abecedarian approach with aboriginal families and their young children in australia: Playgroup participation and developmental outcomes. International Journal of Early Childhood, 51(2), 233–250. https://doi.org/10.1007/s13158-019-00246-3
  • Schulz, C., Meyer, C. M., & Gurevych, I. (2019). Challenges in the automatic analysis of students’ diagnostic reasoning. Proceedings of the AAAI Conference on Artificial Intelligence, 33(01), 6974-6981. https://doi.org/10.1609/aaai.v33i01.33016974
  • 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. https://doi.org/10.3389/fpsyg.2019.00777
  • Stadler, M., & Greiff, S. (2019). Quo Vadis CPS? Brief answers to big questions. Journal of Dynamic Decision Making, 5, Article 13. https://doi.org/10.11588/JDDM.2019.1.69302
  • Stadler, M., Niepel, C., & Greiff, S. (2019). Differentiating between static and complex problems: A theoretical framework and its empirical validation. Intelligence, 72, 1-12. https://doi.org/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. https://doi.org/10.3390/info10020058
  • Wirth, A., Ehmig, S.C., Drescher, N., Guffler, S., & Niklas, F. (2019). Facets of the early home literacy environment and children’s linguistic and socioemotional competencies. Early Education and Development, 31, 892-909. https://doi.org/10.1080/10409289.2019.1706826

Monographien/ Books

  • Schultz-Pernice, F. (2019). Die Literatur der Literaturdidaktik. Grundlegung und Entwurf einer literaturdidaktischen Objektkonstitution aus deutschdidaktischer Perspektive. Stuttgart: J.B. Metzler. https://doi.org/10.1007/978-3-476-04866-0

Herausgeberschaften/ Editorial activities

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Bauer, E., Sailer, M., Kiesewetter, J., Schulz, C., Pfeiffer, J., Gurevych, I., ... & Fischer, F. (2019). Using ENA to analyze pre-service teachers’ diagnostic argumentations: A conceptual framework and initial applications. In B. Eagan, M. Misfeldt, & A. Siebert-Evenstone (Eds.), Proceedings of the International Conference on Quantitative Ethnography (pp. 14-25). Springer Nature. https://doi.org/10.1007/978-3-030-33232-7
  • Hofer, S. I., Holzberger, D., Heine, J.-H., Reinhold, F., Schiepe-Tiska, A., Weis, M., & Reiss, K. (2019). Schulische Lerngelegenheiten zur Sprach- und Leseförderung im Kontext der Digitalisierung. In K. Reiss et al. (Eds.), PISA 2018 (pp. 111-128). Münster: Waxmann.
  • Kollar, I. & Fischer, F. (2019). Lehren und Unterrichten. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.), Psychologie für den Lehrberuf (S. 333-351). Berlin: Springer.
  • Loch, F., Vogel-Heuser, B., Reinhold, F., Böck, S., Hofer, S. I., & Reiss, K. (2019). Investigating Mental Models of Mechanical Engineering Students. Proceedings of the 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET). https://doi.org/10.1109/ithet46829.2019.8937356
  • Niedermeier, S., & Mandl H. (2019). Aktuelle digitale Lehr-Lernformen in der betrieblichen Weiterbildung. In S. Laske, A. Orthey & M. Schmid. (Hrsg.), Loseblattwerk PersonalEntwickeln. Aktualisierungslieferung, Februar 2019. Deutscher Wirtschaftsdienst (Wolters Kluwer Deutschland). https://shop.wolterskluwer.de/wirtschaft/33116000-personalentwickeln.html
  • Pedrotti, M. & Nistor, N. (2019). How students fail to self-regulate their online learning experience. In M. Scheffel, J. Broisin, V. Pommer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming learning with meaningful technologies. 14th European Conference on Technology-Enhanced Learning, EC-TEL 2019 Delft, The Netherlands, September 16-19, 2019, Proceedings (pp. 377-385). Cham, CH: Springer.
  • Reinhold, F., Reiss, K., Diedrich, J., Hofer, S. I., & Heinze, A. (2019). Mathematische Kompetenz in PISA 2018: Aktueller Stand und Entwicklung. In K. Reiss, et al. (Eds.), PISA 2018 (pp. 187-209). Münster: Waxmann.
  • Scheibenzuber, C., & Nistor, N. (2019). Media literacy training against fake news in online media. In M. Scheffel, J. Broisin, V. Pommer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming learning with meaningful technologies. 14th European Conference on Technology-Enhanced Learning, EC-TEL 2019 Delft, The Netherlands, September 16-19, 2019, Proceedings (pp. 688-691). Cham, CH: Springer.
  • Stadler, M., Fischer, F., Papadopoulos, P. M., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., et al. (2019): Ghost in the machine: A symposium on collaboration between human and computerized agents in educational contexts. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon & M. Baker (Eds.), A wide lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings, 13th International Conference on Computer-Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 783-790). Lyon, France: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2019.727
  • Vogel, F., Jeong, H., Yoon, S., Håklev, S., Gillain, L. V., Abassi, N. G., Wai Yan Wan, S., Wai-San Wan, S., Radkowitsch, A., Fischer, F., & Hmelo-Silver, C. (2019). Understanding CSCL through the lens of research synthesis. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer-Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 783-790). Lyon, France: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2019.783 
  • Vogel-Heuser, B., Loch, F., Hofer, S. I., Neumann, E.-M., Reinhold, F., Scheuerer, S., & Reiss, K. (2019). Analyzing Students? Mental Models of Technical Systems. Proceedings of the 2019 IEEE 17th International Conference on Industrial Informatics (INDIN), Volume 1 (pp. 1119-1125). https://doi.org/10.1109/INDIN41052.2019.8972071
  • Wecker, C. & Stegmann, K. (2019). Medien im Unterricht. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.), Psychologie für den Lehrberuf (S. 371-391). Springer. https://doi.org/10.1007/978-3-662-55754-9_19

Forschungs-Praxis-Transfer/ Dissemination

  • Kopp, B. (2019). Digitales Lernen. Wirtschaftspsychologie aktuell, 3, 21-26.
  • Kopp, B. (2019). Weder Allheilmittel noch Selbstläufer. DUZ Zeitschrift für Wissenschaft & Management, 10, 45-49.
  • Sailer, M., Tolks, D., & Mandl, H. (2019). Potenziale von Gamification: Empirische Befunde zum Einsatz in Schue und Unterricht. Computer + Unterricht, 115, 8-11.
nach oben

2018

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Annac, E., Zang, X., Müller, H. J., & Geyer, T. (2018). A secondary task is not always costly: Context‐based guidance of visual search survives interference from a demanding working memory task. British Journal of Psychology. doi:10.1111/bjop.12346
  • 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
  • Fischer, F. (2018). Learning communities and scaffolding: three different ways to conceptualizing their relationship. Instructional Science, 46(4), 633-637. doi:10.1007/s11251-018-9468-y
  • 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]
  • Kurcyus, K., Annac, E., Henning, N.M., Oeltzschner, G., Edden, E., & Riedl, V. (2018). Opposite dynamics of GABA and glutamate levels in the occipital cortex during visual processing. Journal of Neuroscience, 38(46), 9967-9976. doi:10.1523/JNEUROSCI.1214-18.2018
  • Niklas, F., Cohrssen, C., Vidmar, M., Segerer, R., Schmiedeler, …, & Tayler, C. (2018). Early childhood professionals' perceptions of children's school readiness characteristics in six countries. International Journal of Educational Research, 90, 144-159. doi:10.1016/j.ijer.2018.06.001
  • Niklas, F., Cohrssen, C., & Tayler, C. (2018). Making a difference to children’s reasoning skills before school-entry: The contribution of the home learning environment. Contemporary Educational Psychology, 54, 79-88. doi:10.1016/j.cedpsych.2018.06.001
  • Niklas, F., & Tayler, C. (2018). Room quality and composition matters: Children's verbal and numeracy abilities in Australian early childhood settings. Learning and Instruction, 54, 114-124. doi:10.1016/j.learninstruc.2017.08.006
  • Niklas, F., Tayler, C., & Cohrssen, C. (2018). Bilingual children's language learning in Australian early childhood education and care settings. Research Papers in Education, 33(4), 544-560. doi:10.1080/02671522.2017.1353672
  • 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
  • Reinmann, G., Mandl, H., & Niedermeier, S. (2018). Wissensmanagement und Weiterbildung. In R. Tippelt & A. v. Hippel (Hrsg.), Handbuch der Erwachsenenbildung/ Weiterbildung (Band 2, 6. Auflage, S. 1533-1552). Springer VS. https://doi.org/10.1007/978-3-531-19979-5_79
  • 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, 27(2), 319-351. 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]

Herausgeberschaften/ Editorial activities

  • Fischer, F., Chinn, C., Engelmann, K., & Osborne, J. (Eds.)(2018). Scientific reasoning and argumentation. The roles of general and specific knowledge. New York, NY: Routledge.
  • Fischer, F., Hmelo-Silver, C. E., Goldman, S. R., & Reimann, P. (Eds.)(2018). International handbook of the learning sciences. New York, NY: Routledge.
  • Nistor, N., & Hernández-García, A. (Eds.)(2018). What types of data are used in learning analytics? An overview of six cases. Special issue of Computers in Human Behavior, 89, 335-394.
  • Sailer, M., Schultz-Pernice, F., Chernikova, O., Sailer, M., & Fischer, F. (Hrsg.)(2018). Digitale Bildung an bayerischen Hochschulen – Ausstattung, Strategie, Qualifizierung und Medieneinsatz. München: vbw.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Engelmann, K., Chinn, C. A., Osborne, J., & Fischer, F. (2018). The roles of domain-specific and domain-general knowledge in scientific reasoning and argumentation: An introduction. In F. Fischer, C. A. Chinn, K. Engelmann, & J. Osborne, (Eds.), Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge (pp. 1-7). New York, NY: Routledge.
  • Figas, P., Sailer, M., Hagel, G., & Sailer, M. (2018). The effectiveness of different levels of activation in higher education. 4th International Conference on Higher Education Advances (HEAd' 18) (pp. 1289-1295). Valencia.
  • Fischer. F. (2018). The argumentative turn in public policy inquiry: deliberative policy analysis for usable advice. In J. A. Hird (Ed.), Policy analysis in the United States (pp. 55-72). Bristol, UK: Policy Press.
  • Fischer, F., Goldman, S. R., Hmelo-Silver, C. E. & Reimann, P. (2018). Evolution of research in the learning sciences. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 1-8). New York: Routledge.
  • Fischer, F. & Vogel, F. (2018). Computerunterstütztes kollaboratives Lernen. In M. Heilemann, H. Stöger & A. Ziegler (Hrsg.), Lernen im Internet (S. 113-132). Springer Berlin. https://link.springer.com/chapter/10.1007/978-3-662-54368-9_3
  • Gerstenmaier, J., & Mandl, H. (2018). Konstruktivistische Anspruch in der Erwachsenbildung und Weiterbildung. In R. Tippelt & A. v. Hippel (Hrsg.), Handbuch der Erwachsenenbildung/ Weiterbildung (Band 2, 6. Auflage, S. 221-233). Springer VS. https://doi.org/10.1007/978-3-531-19979-5_11
  • Hetmanek, A., Engelmann, K., Opitz, A., & Fischer, F. (2018). Beyond intelligence and domain knowledge: Scientific reasoning and argumentation as a set of cross-domain skills. In F. Fischer, C. A. Chinn, K. Engelmann, & J. Osborne, (Eds.), Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge (pp. 203-226). New York, NY: Routledge.
  • Kollar, I. & Fischer, F. (2018). Mediengestütze Lernarrangements für die Weiterbildung von Erwachsenen: theoretische Ansätze und empirische Befunde. In R. Tippelt, A. von Hippel & J. Gebrande (Hrsg.), Handbuch Erwachsenenbildung/Weiterbildung (S. 1553-1568, Band 2). Berlin: Springer.
  • Kollar, I., Wecker, C., & Fischer, F. (2018). Scaffolding and scripting (computer-supported) collaborative learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 340-350). New York: Routledge.
  • Kopp, B. & Mandl, H. (2018). Values education approaches with dilemmas in schools. In M. Carmo (Ed.), Education and New Developments (pp. 612-616). Lissabon: World Institute for Advanced Research and Science (WIARS).
  • Kopp, B. & Mandl, H. (2018). Analyzing values education in schools in Germany. Theoretical model and empirical data. In M. Carmo (Hrsg.), Education Applications and New Developments III (pp. 123-132). Lissabon: InSciencePress.
  • Niedermeier, S. & Mandl H. (2018). Web Based Training. E-Learning kompakt. In K. Wilbers (Hrsg.), Handbuch E-Learning. Expertenwissen aus Wissenschaft und Praxis – Strategien, Instrumente, Fallstudien. 72 Ergänzungslieferung. Köln: Deutscher Wirtschaftsdienst (Wolters Kluwer Deutschland).
  • Niklas, F. & Schmiedeler, S. (2018). Vorläuferfähigkeiten erkennen und begleiten. In J. Strohmer (Hrsg.), Psychologische Grundlagen für Fachkräfte in Kindergarten, Krippe und Hort (S. 325-331). Göttingen: Hogrefe.
  • Nistor N. (2018) Akzeptanz von Bildungstechnologien. In H. Niegemann & A. Weinberger (Hrsg.), Lernen mit Bildungstechnologien. Berlin: Springer. doi:10.1007/978-3-662-54373-3_46-1 [online]
  • Reinmann, G., Mandl, H. & Niedermeier, S. (2018). Wissensmanagement und Weiterbildung. In R. Tippelt & A. von Hippel (Hrsg.), Handbuch für Erwachsenenbildung/Weiterbildung (6. Auflage, S. 1533-1552). Springer. 
  • Schulz, C., Sailer, M., Kiesewetter, J., Bauer, E., Fischer, F., Fischer, M. R., & Gurevych, I. (2018). Automatic recommendations for data coding: a use case from medical and teacher education. In Proceedings of the 2018 IEEE 14th International Conference on e-Science (e-Science) (pp. 364-365). IEEE.
  • Stegmann, K., Wecker, C., Mandl, H. & Fischer, F. (2018). Lehren und Lernen mit digitalen Medien. Ansätze und Befunde der empirischen Bildungsforschung. In R. Tippelt & B. Schmidt-Hertha (Hrsg.), Handbuch Bildungsforschung (S. 967-988). Wiesbaden: VS Verlag.

Forschungs-Praxis-Transfer/ Dissemination

  • Hirner, C., Sailer M., Schultz-Pernice, F. & Fischer, F. (2018). Auf dem Prüfstand. Kernkompetenzen von Lehrkräften für das Unterrichten in einer digitalen Welt. Einsichten und Perspektiven – Bayerische Zeitschrift für Politik und Geschichte, 4, 22-27.
nach oben

2017

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Annac, E., Conci, M, Müller, H. J., & Geyer, T. (2017). Local item density modulates adaptation of learned contextual cues. Journal of Visual Cognition, 1-16. doi:10.1080/13506285.2017.1339158
  • 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
  • Hildenbrand, C., Niklas, F., Cohrssen, C., & Tayler, C. (2017). Children's mathematical and verbal competencies in different early education and care settings in Australia. Journal of Early Childhood Research, 15(2), 144-157. doi:10.1177/1476718X15582096
  • 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
  • Kopp, B., Gretsch, S., & Mandl, H. (2017). Dimensions for the help-seeking process relevant in organizations. International Journal of Business and Economic Affairs, 2(4), 227-239. doi:10.24088/IJBEA-2017-24002
  • Kopp, B., Wallner, K., & Mandl, H. (2017). Impulses and dilemma stories for values education in STEM context in elementary schools. Journal of Modern Education Review, 7, 91-105. doi:10.15341/jmer(2155-7993)/02.07.2017/002
  • 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
  • Niklas, F., & Schneider, W. (2017). Intervention in the home literacy environment and kindergarten children’s vocabulary and phonological awareness. First Language, 37(5), 433-452. doi:10.1177/0142723717698838
  • Niklas, F., & Schneider, W. (2017). Home learning environment and development of child competencies from kindergarten until the end of elementary school. Contemporary Educational Psychology, 49, 263-274. doi:10.1016/j.cedpsych.2017.03.006
  • Niklas, F., Tayler, C., & Gilley, T. (2017). Vulnerable children in Australia: Multiple risk factor analyses to predict cognitive abilities and problem behaviour. Australian Journal of Education, 61(2), 105-123. doi:10.1177/0004944117710954
  • 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
  • Schneider, W., & Niklas, F. (2017). Intelligence and verbal short-term-/working memory: Their interrelationships from childhood to young adulthood and their impact on academic achievement. Journal of Intelligence, 5(2), 26. doi:10.3390/jintelligence5020026
  • 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
  • Spies, M. (2017). Topic modelling with morphologically analyzed vocabularies. Scientific Publications of the State University of Novi Pazar, 9(1), 1-18. [online]
  • 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.
  • Vidmar, M., Niklas, F., Schneider, W., & Hasselhorn, M. (2017). On-entry assessment of school competencies and academic achievement: A comparison between Slovenia and Germany. European Journal of Psychology of Education, 32(2), 311-331. doi:10.1007/s10212-016-0294-9
  • 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

Monographien/ Books

  • Annac, E., (2017) Bi-directional relationship between attention and long-term context memory, Doctoral dissertation, Graduate school of systemic neurosciences. München: Ludwig-Maximilians-Universität.
  • Niklas, F. (2017). Frühe Förderung innerhalb der Familie. Das kindliche Lernen in der familiären Lernumwelt: ein Überblick. Wiesbaden: Springer.
  • Schätz, R. (2017). Deutsch als Zweitsprache fördern. Studie zur mündlichen Erzählfähigkeit von Grundschulkindern. Wiesbaden: Springer Fachmedien.

Herausgeberschaften/ Editorial activities

  • Sailer, M., Murböck, M. & Fischer, F. (2017). Digitale Bildung an bayerischen Schulen - Infrastruktur, Konzepte, Lehrerbildung und Unterricht. München: vbw.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Bereiter, C., Cress, U., Fischer, F., Hakkarainen, K., Scardamalia, M., & Vogel, F. (2017). Scripted and unscripted aspects of creative work with knowledge. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th international conference on computer supported collaborative learning (CSCL) 2017, Volume 1 (pp. 751-757). Philadelphia, PA: International Society of the Learning Sciences.
  • Csanadi, A., Eagan, B., Shaffer, D., Kollar, I., & Fischer, F. (2017). Collaborative and individual scientific reasoning of pre-service teachers: New insights through epistemic network analysis (ENA). In B. K. Smith, M. Borge, E. Mercier & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1 (pp. 215-222). Philadelphia, PA: International Society of the Learning Sciences.
  • Eberle, J., Stegmann, K., Fischer, F., Barrat, A., & Lund, K. (2017). Finding collaboration partners in a scientific community: The role of cognitive group awareness, career level, and disciplinary background. In B. K. Smith, M. Borge, E. Mercier & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1 (pp. 519-526). Philadelphia, PA: International Society of the Learning Sciences.
  • Gerstenmaier, J., & Mandl, H. (2017). Konstruktivistische Ansätze in der Erwachsenenbildung und Weiterbildung. In R. Tippelt, & A. von Hippel (Hrsg.), Handbuch Erwachsenenbildung/Weiterbildung (S. 169-178). Wiesbaden: VS Verlag für Sozialwissenschaften.
  • Koerber, S., Sodian, B., Osterhaus, C., Mayer, D., Kropf, N., & Schwippert, K. (2017). Science-P.II. Modeling scientific reasoning in primary school. In D. Leutner, J. Fleischer, J. Grünkorn, & E. Klieme (Eds.), Competence assessment in education: Research, models and instruments (pp. 19-29). Springer.
  • Kollar I., Fischer F. (2017). Digitale Medien für die Unterstützung von Lehr-/Lernprozessen in der Weiterbildung. In R. Tippelt R. & A. von Hippel (Hrsg.), Handbuch Erwachsenenbildung/Weiterbildung. Springer Reference Sozialwissenschaften (S. 1-17). Springer VS, Wiesbaden.
  • Kopp, B., Wallner, K., & Mandl, H. (2017). Using impulses and dilemma stories for students' values education in STEM context. M. Carmo (Ed.), Proceedings of the 12th International Conference on Education and New Developments (END) (pp. 567-571). Lisbon: World Institute for Advanced Research and Science (WIARS).
  • Lang, M. & Mandl, H. (2017). Der moderne Lerner im Unternehmen – Wohin geht die Reise? Konsequenzen für Bildungsexperten in der Unternehmenspraxis. In IMC (Hrsg.), Perspektiven für die digitale Weiterbildung. Bildungslandschaften der Zukunft. Saarbrücken: IMC.
  • Mandl, H. & Niedermeier, S. (2017). Implementation von digitalen Lernmedien in Organisationen. In A.-W. Scheer & C. Wachter (Hrsg.), Digitale Bildungslandschaften. Saarbrücken: IMC AG. [online]
  • Niklas, F., Tayler, C., & Cohrssen, C. (2017). What is ‘school readiness’ and how are smooth transitions to school supported? In T. Bentley & G. C. Savage (Eds.), Educating Australia: Challenges for the decade ahead (pp. 117-132). Melbourne: Melbourne University Press.
  • Nistor, N., Dascălu, M., Guțu, G., Trăușan-Matu, Ș., Choi, S., Haberman-Lawson, A., ... & Koletzko, B. (2017). Mass customization in continuing medical education: Automated extraction of e-learning topics. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data driven approaches in digital education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings (pp. 576-579). Cham: Springer.
  • Nistor, N., & Fischer, F. (2017). Medienpsychologie. Ausgewählte Phänomene und theoretische Ansätze. In B. Schorb, A. Hartung, & C. Dallmann (Hrsg.), Grundbegriffe Medienpädagogik (S. 287-293). München: kopaed.
  • Nistor, N. & Serafin, Y. (2017). Newcomer integration strategies in blogger online knowledge building communities: A dialog analysis. In B. K. Smith, M. Borge, E. Mercier & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2 (pp. 561-564). Philadelphia, PA: International Society of the Learning Sciences.
  • Paraschiv, I. C., Dascalu, M., Trausan-Matu, S., Nistor, N., De Oca, A. M. M., & McNamara, D. S. (2017). Semnatic similarity versus co-autorship networks: A detailed comparison. Proceedings - 2017 21st International Conference on Control Systems and Computer, CSCS 2017 (pp. 566-570). Bucharest: Faculty of Automatic Control and Computers, University "Politehnica".
  • Reinmann, G., Mandl, H. & Niedermeier S. (2017). Wissensmanagement und Weiterbildung. In R. Tippelt & A. v. Hippel (Hrsg.), Handbuch Erwachsenenbildung/Weiterbildung (S.1049-1066). Wiesbaden: VS Verlag für Sozialwissenschaften.
  • Roche, C., & Spies, M. (2017). Probabilistic topic models for small corpora – An empirical study. In C. Roche (Ed.), TOTh 2017 – Terminologie & Ontologie: Théories et Applications (pp. 137-160). Chambéry, France: Éditions de l'Université Savoie Mont Blanc.
  • Sailer, M., Hense, J., Mandl, H., & Klevers, M. (2017). Fostering Development of Work Competencies and Motivation via Gamification. In M. Mulder & J. Winterton (Eds.), Competence-Based Vocational and Professional Education – Bridging the World of Work and Education. New York: Springer.
  • Schneider, W. & Niklas, F. (2017). Kognitive Entwicklung. In F. Petermann & S. Wiedebusch (Hrsg.), Praxishandbuch Kindergarten. Entwicklung von Kindern verstehen und fördern (S.15-39). Göttingen: Hogrefe.
  • Schultz-Pernice, F. (2017). Vom Stolpern und Stocken des Blicks: Aufbau von Visual Literacy durch Wahrnehmungserfahrungen an den Grenzen der populären Filmsprache. In H. Hoppe, C. Weißenburger & C. Vorst (Hrsg.), Bildliteralität im Übergang von Literatur und Film. Eine interdisziplinäre Aufgabe und Chance kompetenzorientierter Fachdidaktik (Studien zur Germanistik und Anglistik, Bd. 25, S. 67–84). Frankfurt a. M.: Peter Lang.
  • Schultz-Pernice, F. (2017). An den Rändern des Erzählens. Posthumanismus in Literatur, Film und Computerspiel. In Crossmediales Erzählen im Anthropozän. Literarische Spuren in einem neuen Zeitalter (S. 81–110). München: oekom.
  • Vogel, F., Fischer, F. Hod, Y., Lund, K., & Sommerhoff, D. (2017). Reflections and discussions about NAPLeS learning resources for the learning sciences. In B. K. Smith, M. Borge, E. Mercier & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1 (pp. 215-222). Philadelphia, PA: International Society of the Learning Sciences.

Forschungs-Praxis-Transfer/ Dissemination

  • Annac, E. (2017). Visual attention and memory systems. 15 x 4 Munich.
  • Heitzmann, N., Fischer, F., & Feichtner, V. (2017). Kompetenzförderliches Feedback. SchulVerwaltung Bayern, 9, 231–235. [online]
  • Kopp, B. (2017). Einsatz von Dilemmata zur Wertebildung in Schulen. peDOCS. [online]
  • Kopp, B., & Mandl, H. (2017). Digitales Lernen im Netz. Zeitschrift für Weiterbildung, 1, 19-21.
  • Niklas, F., & Cohrssen, C. (2017). Counting games really count: Making the most of the home numeracy environment. ChildLinks, 1, 16-20.
  • Niklas, F., Cohrssen, C., & Tayler, C. (2017). How do you know if your child is ready to start school? The Conversation. [online]
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2016

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Cohrssen, C., Niklas, F., Logan, D., & Tayler, C. (2016). The self-reported academic self-concept of four year-old-children: Global and fixed, or nuanced and changing in the year before school? Australasian Journal of Early Childhood, 41(3), 4-10.
  • Cohrssen, C., Niklas, F., & Tayler, C. (2016). 'Is that what we do?' Using a conversation analytic approach to highlight the contribution of dialogic reading strategies to educator-child interactions during storybook reading in two early childhood settings. Journal of Early Childhood Literacy, 16(3), 361-382. doi:10.1177/1468798415592008
  • De Hei, M. S., Sjoer, E., Admiraal, W., & Strijbos, J. W. (2016). Teacher educators’ design and implementation of group learning activities. Educational Studies, 42(4), 394-409. doi: 10.1080/03055698.2016.1206461

  • De Hei, M., Strijbos, J. W., Sjoer, E., & Admiraal, W. F. (2016). Thematic review of approaches to design group learning activities in higher education: The development of a comprehensive framework. Educational Research Review, 18, 33-45. doi:10.1016/j.edurev.2016.01.001
  • 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]
  • Niklas, F., Cohrssen, C., & Tayler, C. (2016). The sooner, the better: Early reading to children. Sage Open, 1-11. doi:10.1177/2158244016672715
  • Niklas, F., Cohrssen, C., & Tayler, C. (2016). Home learning environment and concept formation: A family intervention study with kindergarten children. Early Childhood Education Journal, 44(5), 419-427. doi:10.1007/s10643-015-0726-1
  • Niklas, F., Cohrssen, C., & Tayler, C. (2016). Parents supporting learning: Literacy and numeracy in the home learning environment. International Journal of Early Years Education, 24(2), 121-142. doi:10.1080/09669760.2016.1155147
  • Niklas, F., Cohrssen, C., & Tayler, C. (2016). Improving preschoolers’ numerical abilities by enhancing the home numeracy environment. Early Education and Development, 27(3), 372-383. doi:10.1080/10409289.2015.1076676
  • Niklas, F., Cohrssen, C., Tayler, C. & Schneider, W. (2016). Erstes Vorlesen: Der frühe Vogel fängt den Wurm. Zeitschrift für Pädagogische Psychologie, 30(1), 35-44. doi:10.1024/1010-0652/a000166
  • Niklas. F., Nguyen, C., Cloney, D., Tayler, C., & Adams, R. (2016). Self-report measures of the home learning environment in large scale research: Measurement properties and associations with key developmental outcomes. Learning Environments Research, 19(2), 181-202. doi:10.1007/s10984-016-9206-9
  • 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
  • Panadero, E., Brown, G. B., & Strijbos, J. W. (2016). The future of student self-assessment: Known unknowns and potential directions. Educational Psychology Review, 28(4), 803–830. doi:10.1007/s10648-015-9350-2
  • 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. doi:10.1037/edu0000115
  • 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. doi:10.1007/s11412-016-9241-7
  • 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. doi:10.1007/s11251-016-9380-2
  • 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
  • Wickel, M., Schenkl, S., Schmidt, D., Hense, J., & Mandl, H. (2016). Knowledge structure maps based on Multiple Domain Matrices. InImpact: The Journal of Innovation Impact, 5(1), 5-16.

Monographien/ Books

  • Sailer, M. (2016). Die Wirkung von Gamification auf Motivation und Leistung: Empirische Studien im Kontext manueller Arbeitsprozesse. Wiesbaden: Springer Fachmedien.
  • Stegmann, K., & Fischer, F. (2016). Auswirkungen digitaler Medien auf den Wissens- und Kompetenzerwerb an der Hochschule. Kurzbericht im Rahmen eines Experten-Hearings des Wissenschaftsrats. München: LMU. Retreived from https://epub.ub.uni-muenchen.de/38264/

Herausgeberschaften/ Editorial activities

  • Eberle, J., Lund, K., Tchounikine, P., & Fischer, F. (2016)(Eds.), Grand challenge problems in technology-enhanced learning II: MOOCs and beyond. New York: Springer.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Castano Diaz, C. M., Dorner, B., Hussmann, H., & Strijbos, J. W. (2016). Eppur Si Muove-Considerations in the Research of Commercial Video Games. In 8th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games), (pp. 1-4). Barcelona, Spain: Institute of Electrical and Electronics Engineers (IEEE).
  • Cohrssen, C., & Niklas, F. (2016). Partnering with families to promote learning. In J. Page & C. Tayler (Eds.), Learning and teaching in the early years (pp. 90-111). Melbourne: Cambridge University Press.
  • Csanadi, A., Kollar, I., & Fischer, F. (2016). Scientific reasoning and problem solving in a practical domain: Are two heads better than one?. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1 (pp. 50-57). Singapore: International Society of the Learning Sciences.
  • Eberle, J., Lund, K., Tchounikine, P., & Fischer, F. (2016). Grand challenges in technology-enhanced learning: A dialog started in Villard de Lans. In grand challenge problems in technology-enhanced learning II: MOOCs and Beyond (pp. 1-5). Switzerland: Springer International Publishing.
  • Fysaraki, M., Fischer, F., Hußmann, H., & Stegmann, K. (2016). Team awareness support for collaborative argumentation in higher education: A qualitative multiple-case study. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 1227-1228). Singapore: International Society of the Learning Sciences.
  • Ghanem, C., Schwegele, A., Pankofer, S., Kollar, I., & Fischer, F. (2016). Bewährungshilfe und Wissenschaft - eine Annäherung (?). Bedingungen für eine evidenzbasierte Sozialarbeitspraxis aus Sicht von Bewährungshelfer/innen. In S. Borrman, & B. Thiessen (Eds.), Wirkungen Sozialer Arbeit. Potentiale und Grenzen der Evidenzbasierung für Profession und Disziplin. Opladen: Barbara Budrich.
  • Heitzmann, N., & Fischer, F. (2016). Berufsbegleitendes Lernen: Modelle und Befunde aus der Lehr-/Lernforschung. In M. Dick, W. Marotzki, & H. Mieg, Handbuch Professionsentwicklung (pp. 239–250). Stuttgart: utb GmbH.
  • Klevers, M., Sailer, M., & Günthner, W. A. (2016). Implementation model for the gamification of business processes: A study from the field of material handling. In Simulation and gaming in the network society (pp. 173-184). Singapore: Singapore.
  • Kollar, I., & Fischer, F. (2016). Digitale Medien für die Unterstützung von Lehr-/Lernprozessen in der Weiterbildung. In R. Tippelt & A. von Hippel (Hrsg.), Handbuch Erwachsenenbildung/Weiterbildung (S. 1-17). Wiesbaden: Springer.
  • Kopp, B., & Mandl, H. (2016). Gemeinsame Wissenskonstruktion – Joint knowledge construction. In H.-P. Bierhoff & D. Frey (Hrsg.), Enzyklopädie Psychologie, Band Sozialpsychologie (S. 109-128). Göttingen: Hogrefe.
  • Kopp, B., Niedermeier, S., & Mandl, H. (2016). Evaluating the integration of values in STEM education. In INTED 2016 Proceedings of the 10th International Technology, Education and Development Conference (pp. 8362-8366). Valencia: INTED.
  • Kyaruzi, F., Strijbos, J. W., & Ufer, S. (2016). Students’ assessment for learning perceptions and their mathematics achievement in Tanzanian secondary schools. In Csíkos, C., Rausch, A., & Szitányi, J. (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Volume 3 (pp. 155-162). Szeged, Hungary: PME.
  • Lerner, P., Csanadi, A., Daxenberger, J., Flekova, L., Ghanem, C., Kollar, I., Fischer, F., & Gurevych, I. (2016). A user interface for the exploration of manually and automatically coded scientific reasoning and argumentation. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 938-941). Singapore: International Society of the Learning Sciences.
  • Mandl, H., & Lang, M. (2016). Der moderne Lerner im Unternehmen - Wohin geht die Reise? Konsequenzen für Bildungsexperten in der Unternehmenspraxis. In A.-W. Scheer & Ch. Wachter (Hrsg.), Digitale Bildungslandschaften (S. 124-137). Saarbrücken: IMC.
  • Mandl, H., & Niedermeier, S. (2016). Implementation von digitalen Lernmedien in Organisationen. In A.-W. Scheer & Ch. Wachter (Hrsg.), Digitale Bildungslandschaften (S. 258-269). Saarbrücken: IMC.
  • Mödritscher, F., Luengo, V., Law, E. L. C., Hoppe, H. U., & Stegmann, K. (2016). Grand challenge problem 7: Towards adaptive and adaptable learning in massive online courses. In J. Eberle, K. Lund, P. Tchounikine, & F. Fischer (Hrsg.), Grand challenge problems in technology-enhanced learning II: MOOCs and beyond (pp. 33-37). New York: Springer.
  • Mödritscher, F., Luengo, V., Law, E. L. C., Hoppe, H. U., & Stegmann, K. (2016). Grand challenge problem 8: Interactive learning analytics: from accountability to ‘opportunity management’ in a multi-actor perspective. In J. Eberle, K. Lund, P. Tchounikine, & F. Fischer (Hrsg.), Grand challenge problems in technology-enhanced learning II: MOOCs and beyond (pp. 39-44). New York: Springer.
  • Niedermeier, S. & Mandl, H. (2016). Erfolgsfaktoren beim E-Tutoring. In Grundlagen der Weiterbildung Praxishilfen (S. 1-20). Köln: Luchterhand.
  • Niedermeier, S., & Mandl, H. (2016). Implementation von digitalen Lernmedien in Organisationen. In IMC (Hrsg.), Perspektiven für die digitale Weiterbildung. Bildungslandschaften der Zukunft. Saarbrücken: IMC.
  • Nistor, N., Dascălu, M., & Trăușan-Matu, Ș. (2016). Newcomer integration in online knowledge communities: Exploring the role of dialogic textual complexity. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 914-917). Singapore: International Society of the Learning Sciences.
  • Panadero, E., Jonsson, A., & Strijbos, J. W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In Assessment for Learning: Meeting the Challenge of Implementation (pp. 311-326). Switzerland: Springer International Publishing.
  • Pedrotti, M., & Nistor, N. (2016). User motivation and technology acceptance in online learning environments. In K. Verbert, M. Sharples, & T. Klobucar (eds.), Adaptive and adaptable learning. 11th European Conference on Technology Enhanced Learning, EC-TEL 2016 Lyon, France, September 13–16, 2016 Proceedings (pp. 472-477). New York: Springer.
  • Schultz-Pernice, F. (2016). Narrative und normative Probleme des seriellen Erzählens und ihr Potenzial für den Aufbau narrativer Kompetenzen und die Wertebildung. In Anders, P., & Staiger, M. (Hrsg.), Serialität in Literatur und Medien. Bd. 1: Theorie und Praxis. (S. 37 - 50). Hohengehren: Schneider Verlag.
  • Schultz-Pernice, F. (2016). Bausteine einer Didaktik narrativer Serialität am Beispiel der TV-Serie EMERGENCY ROOM. In Anders, P., & Staiger, M. (Hrsg.), Serialität in Literatur und Medien. Bd. 2: Modelle für den Deutschunterricht (S. 121 - 128). Hohengehren: Schneider Verlag.
  • Sommerhoff, D., Ufer, S., & Kollar, I. (2016). Mathematical Argumentation and Proof – Supporting a Complex Cognitive Skill. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 811-814). Singapore: International Society of the Learning Sciences.
  • Strijbos, J. W. (2016). Assessment of collaborative learning. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 302-318). London, GB: Routledge.
  • Strohmaier, A., Reiss, K., Ufer, S., & Fischer, F. (2016). Einsatz heuristischer Lösungsbeispiele mit Selbsterklärungsprompts zur Förderung von Beweis-und Argumentationskompetenz an der Schnittstelle Schule-Hochschule. In Beiträge zum Mathematikunterricht 2016, 50. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 07. bis 11. März 2016 in Heidelberg. Münster: WTM-VErlag.

Forschungs-Praxis-Transfer/ Dissemination

  • Niklas, F. (2016). Förderung in der familiären Lernumwelt. Auf die Familie kommt es an. Schule im Blickpunkt, 49(4), 15-16.
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2015

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Annac, E., Conci, M., Müller, H., & Geyer, T. (2015). Multiple target location learning in repeated visual search: adaptation or new learning? Perception, 44, 10-11. 
  • 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
  • Bolzer, M., Strijbos, J. W., & Fischer, F. (2015). Inferring mindful cognitive-processing of peer-feedback via eye-tracking: The role of feedback-characteristics, fixation-durations and transitions. Journal of Computer Assisted Learning, 31(5), 422-434. doi:10.1111.jcal.12091
  • De Hei, M. S. A., Strijbos, J. W., Sjoer, E., & Admiraal, W. F. (2015). Collaborative learning in higher education: Lecturers’ practice and beliefs. Research Papers in Education, 30(2), 232-247. doi:10.1080/02671522.2014.908407
  • Diaz, C., & Tungjitcharoen, W. (2015). Art Video Games: Ritual. Communication of Feelings in the Digital Era. Games and Culture, 10(1), 3-34. doi:10.1177/1555412014557543
  • Dingyloudi, F., & Strijbos, J. W. (2015). Examining value creation in a community of learning practice: Methodological reflections on story-telling and story-reading. Seminar.net: International Journal of Media, Technology & Lifelong Leaning, 11(3), 209-222.
  • Eberle, J., Stegmann, K., & Fischer, F. (2015). Moving beyond case studies: Applying social network analysis to study learning as participation in communities of practice. Learning: Research and Practice, 1(2), 100-112. doi:10.1080/23735082.2015.1028712
  • Gallardo-Echenique, E., Marqués-Molías, L, Bullen, M., & Strijbos, J. W. (2015). Let’s talk about digital learners in the digital era. International Review of Research in Open and Distance Learning, 16(3), 156-187.
  • Gilley, T., Niklas, F., Tayler, C., & Cloney, D. (2015). Too late and not enough for some children: Early childhood education and care (ECEC) program usage patterns in the years before school in Australia. International Journal of Child Care and Education Policy, 9(1). doi:10.1186/s40723-015-0012-0
  • 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
  • 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
  • Hetmanek, A., Wecker, C., Kiesewetter, J., Trempler, K., Fischer, M. R., Gräsel, M., & 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
  • Niklas, F. (2015). Die familiäre Lernumwelt und ihre Bedeutung für die kindliche Kompetenzentwicklung. Psychologie in Erziehung und Unterricht, 62, 106-120. doi:10.2378/peu2015.art11d
  • Niklas, F., & Schneider, W. (2015). With a little help: improving kindergarten children’s vocabulary by enhancing the home literacy environment. Reading and Writing: An Interdisciplinary Journal, 28(4), 491-508. doi:10.1007/s11145-014-9534-z
  • Niklas, F., Tayler, C., & Schneider, W. (2015). Home-based literacy activities and children's cognitive outcomes: A comparison between Australia and Germany. International Journal of Educational Research, 71, 75-85. doi:10.1016/j.ijer.2015.04.001
  • 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. doi:10.1080/00461520.2015.1036274 [Online]
  • Tayler, C., Cloney, D., & Niklas, F. (2015). A bird in the hand: Understanding the trajectories of development of young children and the need for action to improve outcomes. Australasian Journal of Early Childhood, 40(3), 51-60.
  • 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.

Monographien/ Books

  • Fischer, F., Wecker, C., & Stegmann, K. (2015). Auswirkungen digitaler Medien auf den Wissens- und Kompetenzerwerb in der Schule. München: LMU. [online]
  • Günthner, W., Mandl, H., Klevers, M., & Sailer, M. (2015). GameLog – Gamification in der Intralogistik. Garching bei München: fml – Lehrstuhl für Fördertechnik Materialfluss Logistik, Technische Universität München.
  • Gretsch, S. M. (2015). Wissensmanagement im Arbeitskontext: Bedarfsanalyse, Implementation eines Expertenfi ndungstools und Analyse zum Help-Seeking-Prozess. Springer Fachmedien: Wiesbaden.
  • Kaufmann, S. (2015). Nutzungsabsicht von Reportingsystemen. Analyse von inhaltlichen, formalen und systemtechnischen Erfolgsfaktoren. Verlag Dr. Kovač: Hamburg.
  • Niedermeier, S., & Mandl, H. (2015). Erfolgsfaktoren beim E-Tutoring. In K. Wilbers (Hrsg.), Handbuch E-learning. Luchterhand Verlag. [online]
  • Vogl, R., Mandl, H., Meixner, M., & Klatt, S. (2015). Innovative Waldprojekte. Bildung für nachhaltige Entwicklung in der Grundschule. Oekom: München.
  • Wohlwender, A. (2015). Analyse der Wissenskommunikation in einer Matrixorganisation. Springer VS: Wiesbaden.

Herausgeberschaften/ Editorial activities

  • Nistor, N. & Schirlitz, S. (Hrsg.)(2015). Digitale Medien und Interdisziplinarität: Herausforderungen, Erfahrungen, Perspektiven. Münster: Waxmann.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Castaño Díaz, C. M., Dorner, B., Hussmann, H., & Strijbos, J. W. (2015). Explicit fun, implicit learning in Multiplayer Online Battle Arenas: Methodological proposal for studying development of cognitive skills using commercial video games. In Proceedings of VS-Games 2015: 7th international conference on games and virtual worlds for serious applications (pp. 201-203). Skövde, Sweden: IEEE.
  • Gruber, H., & Mandl, H. (2015). Apprenticeship and school learning. In J. D. Wright (Ed.), International Encyclopedia of the Social and Behavioral Sciences (2nd edition). Oxford: S. Elsevier.
  • Kopp, B. Niedermeier, S., & Mandl, H. (2015). Model for analyzing value education in schools in Germany. In M. Carmo (Ed.), Proceedings of the International Conference on Education and New Developments (END) (pp. 608-610). Porto (Portugal).
  • Mandl, H., Geier, B., & Hense, J. (2015). Planspiele und Serious Games - Basis einer neuen Lernkultur. In U. Blötz (Hrsg.), Planspiele und Serious Games in der beruflichen Bildung. Auswahl, Konzepte, Lernarrangements, Erfahrungen - Aktueller Katalog für Planspiele und Serious Games 2015 (S. 65-70). Bielefeld: Bertelsmann Verlag.
  • Murillo Montes de Oca, A., & Nistor, N. (2015). Supporting integrative interdisciplinary research discourse: A case study analysis. In N. Nistor & S. Schirlitz (Hrsg.), Digitale Medien und Interdisziplinarität: Herausforderungen, Erfahrungen, Perspektiven (S. 66-77). Münster: Waxmann.
  • Niedermeier, S., Sailer, M., Schätz R., & Mandl, H. (2015, March). Fostering dimensions of self-determination theory by moderate constructivist designed e-tutor training programs. INTED 2015 Proceedings. 9th International Technology, Education and Development Conference (pp. 2339). Madrid, Spain, March 2-4, 2015.
  • Niedermeier, S., Schätz R., & Mandl, H. (2015). Ausbildung von E-Tutoren zur Betreuung von Studierenden – ein Beitrag aus der Praxis zur Lehre mit digitalen Medien. In N. Nistor & S. Schirlitz (Hrsg.), Digitale Medien und Interdisziplinarität. Herausforderungen, Erfahrungen, Perspektiven (S. 239-249). Münster: Waxmann.
  • Nistor, N. (2015). Quantitative analysis of newcomer integration in MMORPG communities. In Y. Li, M. Chang, M. Kravcik, E. Popescu, R. Huang, Kinshuk & N. S. Chen (Eds.), State-of-the art and future directions of smart learning (pp. 131-136). New York: Springer.
  • Nistor, N., Dascălu, M., Stavarache, L. L., Serafin, Y., & Trăușan-Matu, Ș. (2015). Informal learning in online knowledge communities: Predicting community response to visitor inquiries. In G. Conole, T. Klobucar, C. Rensing, J. Konert & E. Lavoué (Eds.), Design for teaching and learning in a networked world. 10th European conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18, 2015, Proceedings (pp. 447-452). New York: Springer.
  • Nistor, N., Dascălu, M., Stavarache, L. L., Tarnai, C., & Trăușan-Matu, Ș. (2015). Predicting newcomer integration in online knowledge communities by automated dialog analysis. In Y. Li, M. Chang, M. Kravcik, E. Popescu, R. Huang, Kinshuk & N. S. Chen (Eds.), State-of-the art and future directions of smart learning (pp. 13-17). New York: Springer.
  • Nistor, N., Dascălu, M., Tarnai, C., Bresser, N., & Trăușan-Matu, Ș. (2015). Online knowledge communities as student-centered open learning environments: How likely will they be to integrate learners as new members? In O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 2. Gothenburg, Sweden: The International Society of the Learning Sciences.
  • Nistor, N., Derntl, M., & Klamma, R. (2015). Learning analytics: Trends and issues of the empirical research of the years 2011-2014. In G. Conole, T. Klobucar, C. Rensing, J. Konert & E. Lavoué (Eds.), Design for teaching and learning in a networked world. 10th European conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18, 2015, Proceedings (pp. 453-459). New York: Springer.
  • Stavarache, L. L., Dascălu, M., Trăușan-Matu, S., & Nistor, N. (2015). How does time shape a virtual community of practice? In I. Roceanu (Ed.), 4th International Workshop on Semantic and Collaborative Technologies for the Web, in conjunction with the 11th International Conference on eLearning and Software for Education (eLSE 2015)(pp. 380–386). Bucharest, Romania: Carol I NDU.

Forschungs-Praxis-Transfer/ Dissemination

  • Heitzmann, N., & Schultz-Pernice, F. (2015). Problemorientierte Aufgabenstellung. Praxis Schule, 4, 6–10.
  • Mandl, H., & Schätz, R. (2015). Evaluation des Sprachförderprojekts MITsprache an Berliner Grundschulen. Eine Initiative der Stiftung Fairchance. Ergebnisse und Empfehlungen. München: Ludwig-Maximilians-Universität, Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie. [Online]
  • Mandl, H., Kopp, B., Niedermeier, S., & Meixner, M. (2015). Leitfaden "Naturwissenschaften, Technik und Werte". Methoden zur Implementierung des Werteaspekts in den naturwissenschaftlich-technischen Unterricht mit Experimento | 8+. München: Siemens Stiftung.
  • Schultz-Pernice, F., & Heitzmann, N. (2015). Problemorientierte Aufgabenstellung. Modelle für den Transfer ins Leben. Praxis Schule, 4, 6-10.
  • Vogl, R., & Mandl, H. (2015). Abschlussbericht G34 Entwicklung und Evaluation von waldpädagogischen Angeboten zur Bildung für nachhaltige Entwicklung. Freising, München: Hochschule Weihenstephan-Triesdorf, Fakultät Wald und Forstwirtschaft; Ludwig-Maximilians-Universität, Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
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2014

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • 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
  • De Laat, M., & Strijbos, J.-W. (2014). Unfolding perspectives on networked professional learning: Exploring ties and time. Frontline Learning Research, 2(2), 72-80. doi:10.14786/flr.v2i2.122
  • 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. doi:10.1080/10508406.2014.883978
  • Fischer, F., Kollar, I., Ufer, S., Sodian, B., Hussmann, H., ... 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. doi:10.1007/s11251-013-9304-3 [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. doi:10.1080/1475939X.2013.841615
  • 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. doi:10.1016/j.learninstruc.2014.01.003
  • Kopp, B. (2014). Evaluating social interaction and support methods over time – a pilot field study. International Journal of Online Pedagogy and Course Design, 4(3), 1-19.
  • Mandl, H., & Hense, J. U. (2014). Lernen durch Spiele: Leeres Versprechen oder echtes Potenzial?. Wirtschaftspsychologie aktuell. Zeitschrift für Personal und Management (Heft 3/2014).
  • 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]
  • Niklas, F., & Schneider, W. (2014). Casting the die before the die is cast: The importance
    of the home numeracy environment for preschool children. European Journal of Psychology of Education, 29(3), 327-345. doi:10.1007/s10212-013-0201-6
  • 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. doi:10.1111/j.1467-8535.2012.01383.x [Open access LMU] [Online]
  • Schmiedeler, S., Niklas, F., & Schneider, W. (2014). Symptoms of attention-deficit hyperactivity disorder (ADHD) and home learning environment (HLE): Findings from a longitudinal study. European Journal of Psychology of Education, 29(3), 467-482. doi:10.1007/s10212-013-0208-z
  • Schneider, W., Niklas, F., & Schmiedeler, S. (2014). Intellectual development from early childhood to early adulthood: The impact of early IQ differences on stability and change over time. Learning and Individual Differences, 32, 156-162. doi:10.1016/j.lindif.2014.02.001
  • 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
  • Spies, M. (2014). Towards an open software architecture for interleaved knowledge and natural language processing. Scientific Publications of the State University of Novi Pazar Series A: Applied Mathematics, Informatics and Mechanics, 7(1), 7-18. [Online]
  • 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. doi:10.1016/j.compedu.2014.02.016
  • 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. doi:10.2378/peu2014.art03d [Online]

Monographien/ Books

  • Heitzmann, N. (2014). Fostering diagnostic competence in different domains. Dissertation, Ludwig-Maximilians-University, Munich, Germany. [Open access LMU]
  • Heitzmann, N. (2010). Förderung von Diagnosekompetenz durch beispielbasiertes Lernen: Der Einfluss von Fehlern. Saarbrücken: VDM Dr. Müller.
  • Meixner, M. (2014). Nachhaltige Entwicklung im Bildungsbereich. Studie zur Förderung von Perspektiveneinnahme und naturverbundener Einstellung. Dissertation, LMU München: Fakultät für Psychologie und Pädagogik. [Open access LMU]
  • Niedermeier, S. (2014). Wertebildung im Unternehmen: theoretische Grundlagen und Implementation. Dissertation, LMU München: Fakultät für Psychologie und Pädagogik. [Open access LMU

Herausgeberschaften/ Editorial activities

  • Fischer, F., Wild, F., Sutherland, R., & Zirn, L. (Eds.)(2014). Grand Challenges in Technology Enhanced Learning: Outcomes of the 3rd Alpine Rendez-Vous. Springer International Publishing. [Online]
  • Sutherland, R., & Fischer, F. (2014). Future learning spaces: design, collaboration, knowledge, assessment, teachers, technology and the radical past. Technology, Pedagogy and Education, 23(1), 1-5.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Bäuerlein, K., Niklas, F., & Schneider, W. (2014). Fähigkeitsindikatoren Primarschule (FIPS) - Überprüfung des Lernerfolgs in der ersten Klasse. In M. Hasselhorn, W. Schneider & Trautwein, U. (Hrsg.), Jahrbuch der pädagogisch-psychologischen Diagnostik. Tests und Trends, Bd. 12 Formative Leistungsdiagnostik (S. 127-144). Göttingen: Hogrefe. 
  • Bolzer, M., Strijbos, J.-W., & Fischer, F. (2014). Effects of peer feedback content and sender's competence on perceptions and mindful cognitive processing of written peer feedback: An eye tracking study. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, and L. D'Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 3 (pp. 1417–1419). Boulder, CO: International Society of the Learning Sciences.
  • Dingyloudi, F., & Strijbos, J.-W. (2014). Communities of learning practice: Balancing emergence and design in educational setting. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, S. Jurrow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Proceedings of the ICLS 2014 conference: Learning and becoming in practice (Vol. 2, pp. 761-768). Boulder, CO: International Society of the Learning Sciences.
  • Dingyloudi, F., & Strijbos, J.-W. (2014). Evolution of communities of learning practice in higher education: Collective units of analysis. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, S. Jurrow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Proceedings of the ICLS 2014 conference: Learning and becoming in practice (Vol. 2, pp. 1132-1136). Boulder, CO: International Society of the Learning Sciences.
  • Engelmann, K., & Fischer, F. (2014). Fostering scientific reasoning: A meta-analysis on intervention studies. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, & L. D'Amico (Eds.). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014 (Vol. I, pp. 246–253). Boulder, CO: International Society of the Learning Sciences.
  • Fischer, F., Wecker, C., Hetmanek, A., Osborne, J., Chinn, C. A., ... Sandoval, W. A. (2014). The interplay of domain-specific and domain-general factors in scientific reasoning and argumentation. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Hrsg.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014 (Vol. 3, pp. 1189-1198). Boulder, CO: International Society of the Learning Sciences.
  • Hense, J., & Mandl, H. (2014). Learning in or with Games?. In: Sampson, D., Ifenthaler, D., Spector, J., & Isaias, P. (Eds.), Digital Systems for Open Access to Formal and Informal Learning (pp. 181-193). New York: Springer.
  • Kopp, B., & Mandl, H. (2014). Lerntheoretische Grundlagen von Rückmeldungen. In H. Ditton & A. Müller (Hrsg.), Rückmeldungen und Feedback: Theoretische Grundlagen, empirische Befunde, praktische Anwendungsfelder (S. 29-41). München: Waxmann.
  • Kopp, B., & Mandl, H. (2014). Aspekte der Feedbacknachricht. In H. Ditton & A. Müller (Hrsg.), Rückmeldungen und Feedback: Theoretische Grundlagen, empirische Befunde, praktische Anwendungsfelder (S. 151-162). München: Waxmann.
  • Murillo Montes de Oca, A., Nistor, N., & Datcu, M. (2014). Creating a reference data set for satellite image content based retrieval. In P. Soille & P. G. Marchetti (Eds. Frascati), Proceedings of the 2014 conference on Big Data from Space (pp. 71-75). Publications Office of the European Union.
  • Niedermeier, S., & Mandl, H. (2014). Implementation model for developing training measures to foster values in an organization. In Polman, J. L., Kyza, E.A., O'Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T. & D'Amico, L. (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, (Vol. 3, pp. 1483-1485). Boulder, CO: International Society of the Learning Sciences.
  • Schätz, R., & Mandl, H. (2014). Evaluation eines 2-jährigen Sprachförderprogramms für Grundschüler nicht-deutscher Erstsprache. In S. Sallat, M. Spreer & C. W. Glück (Hrsg.), Sprache professionell fördern: kompetent, vernetzt, innovativ (S. 368-377). Idstein: Schulz-Kirchner.
  • Spies, M., & Jungemann-Dorner, M. (2014). Big Textual Data Analytics and Knowledge Management. In R. Akerkar (Ed.), Big data computing (pp. 501-537). Florida: Chapman and Hall.
  • Spies, M., & Leibold, C. (2014). Towards a pattern language for Cognitive Systems Integration. In V.-P. Eolranta (Ed.), 19th European Conference on Pattern Languages of Programs 2014. New York: Association f. Computing Machinery. doi:10.1145/2721956.2721968
  • Strijbos, J.-W., & Müller, A. (2014). Personale Faktoren im Feedbackprozess. In H. Ditton & A. Müller (Eds.), Feedback und Rückmeldungen: Theoretische Grundlagen, empirische Befunde, praktische Anwendungsfelder [Feedback and evaluation: Theoretical foundations, empirical findings, practical implementation] (pp. 87-134). Münster: Waxmann.
  • Vogel, F., Kollar, I., Wecker, C., & Fischer, F. (2014). The role of content support and transactivity for effects of computer-supported collaboration scripts on domain-specific learning: A Meta-Analysis. In F. Xhafa, L. Barolli, F. Palmieri, M. Koeppen & V. Loia (Hrsg.), 2014 International Conference on Intelligent Networking and Collaborative Systems: IEEE INCoS 2014 (S. 677-682). Los Alamitos, CA: CPS.
  • Wecker, C. (2014). How do learners process information in lectures? The role of projected slides and type of Note-taking. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Hrsg.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014 (Vol. 1, pp. 519-526). Boulder, Colorado: International Society of the Learning Sciences.
  • Wecker, C., & Fischer, F. (2014). Lernen in Gruppen. In T. Seidel & A. Krapp (Hrsg.), Pädagogische Psychologie (S. 277-296). Weinheim: Beltz.

Forschungs-Praxis-Transfer/ Dissemination

  • Niklas, F. (2014). Mit Würfelspiel und Vorlesebuch. Welchen Einfluss hat die familiäre Lernumwelt auf die kindliche Entwicklung? Heidelberg: Springer Spektrum. 
  • Wecker, C. (2014). PowerPoint als Lernhindernis? Eine Präsentation ist keine Datei. Wirtschaftspsychologie aktuell, 21(3), 44-48.
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2013

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Annac, E., Manginelli, A.A., Pollmann, S., Shi, Z., Müller, H. J., & Geyer, T. (2013). Memory under pressure: Secondary-task effects on contextual cueing of visual search. Journal of Vision, 13(13/6), 1-15, doi:10.1167/13.13.6
  • Castaño, D., C. M. (2013). Defining and characterizing the concept of Internet Meme. Revista CES Psicología, 6(2),82-104
  • 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. doi:10.1080/00461520.2012.748005 [Online]
  • 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. doi:10.1016/j.compedu.2013.04.008
  • Niklas, F., Möllers, K., & Schneider, W. (2013). Die frühe familiäre Lernumwelt als Mediator zwischen strukturellen Herkunftsmerkmalen und der basalen Lesefähigkeit am Ende der ersten Klasse. Psychologie in Erziehung und Unterricht, 60, 94-111.doi:10.2378/peu2013.art08d
  • Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38, 40-50. doi:10.1016/j.cedpsych.2012.10.001
  • Nistor, N. (2013). Stability of attitudes and participation in online university courses: Gender and location effects. Computers and Education, 68(1), 284-292. doi:10.1016/j.compedu.2013.05.016 [Online]
  • 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. doi:10.1007/s11423-013-9292-7
  • Panadero, E., Romero, M., & Strijbos, J.-W. (2013). The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance, and perceptions of fairness and comfort. Studies in Educational Evaluation, 39(4), 195-203. doi:10.1016/j.stueduc.2013.10.005
  • Raemdonck, I., & Strijbos, J.-W. (2013). Feedback perceptions and attribution by secretarial employees: Effects of feedback-content and sender characteristics. European Journal of Training and Development, 37(1), 24-48.
  • Sailer, M., Hense, J., Mandl, H., & Klevers, M. (2013). Psychological Perspectives on Motivation through Gamification. Interaction Design and Architecture(s) Journal, 19, 28-37.
  • Wecker, C. (2013). How to support prescriptive statements by empirical research: Some missing parts. Educational Psychology Review, 25(1), 1-18. doi:10.1007/s10648-012-9208-9 [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. doi:10.1002/tea.21106 [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. doi:10.1007/s11412-013-9173-4
  • Wickel, M. C., Schenkl, S. A., Schmidt, D. M., Hense, J., Mandl, H., & Maurer, M. (2013). Knowledge structure maps based on Multiple Domain Matrices. In InImpact: The Journal of Innovation Impact, 5(1), 5-16.
  • 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. doi:10.1016/j.chb.2013.04.014

Herausgeberschaften/ Editorial activities

  • Hense, J., Rädiker, S., Böttcher, W., & Widmer, T. (Hrsg.)(2013). Forschung über Evaluation. Bedingungen, Prozesse und Wirkungen. Münster: Waxmann.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Böttcher, W., Hense, J., & Keune, M. (2013). Schulinspektion als eine Form externer Evaluation. Ein Forschungsüberblick. In J. Hense, S. Rädiker, W. Böttcher & T. Widmer (Hrsg.), Forschung über Evaluation. Bedingungen, Prozesse und Wirkungen (S. 231–250). Münster: Waxmann.
  • Eberle, J., Stegmann, K., Lund, K., Barrat, A., Sailer, M., & Fischer, F. (2013). Fostering learning and collaboration in a scientific community – evidence from an experiment using RFID devices to measure collaborative processes. In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings. Vol. 1: Full Papers & Symposia (pp. 169-175). International Society of the Learning Sciences.
  • Fischer, F., Kollar, I., Stegmann, K., Wecker, C., Zottmann, J., & Weinberger, A. (2013). Collaboration scripts in computer-supported collaborative learning. In C. E. Hmelo-Silver, A. O'Donnell, C. A. Chinn & C. Chan (Eds.), The International Handbook of Collaborative Learning (pp. 403-419). New York, NY: Routledge.
  • Fischer, F., Slotta, J., Dillenbourg, P., Tchounikine, P., Kollar, I., ... Chinn, C. (2013). Scripting and Orchestration: Recent Theoretical Advances. In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Hrsg.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings. Vol. 1: Full Papers & Symposia (S. 564-571). International Society of the Learning Sciences.
  • Germ, M., & Mandl, H. (2013). Independent Learning an Hochschulen als komplexe Herausforderung – Welche Voraussetzungen sind seitens der Lehrenden, Lernenden und der Organisation zu berücksichtigen. In R. Arnold & M. Lermen (Hrsg.), Independent Learning. Die Idee und ihre Umsetzung (S. 148-164). Hohengehren: Schneider. 
  • Germ, M., & Mandl, H. (2013). Soziale Kompetenz. In: Sarges, W. (Hrsg.), Management Diagnostik (4. Aufl., S. 451- 460). Hogrefe Verlag: Göttingen.
  • Hense, J., Rädiker, S., Böttcher, W., & Widmer, T. (2013). Notwendigkeit und Potenzial einer Forschung über Evaluation. In J. Hense, S. Rädiker, W. Böttcher & T. Widmer (Hrsg.), Forschung über Evaluation. Bedingungen, Prozesse und Wirkungen (S. 7–18). Münster: Waxmann.
  • Hense, J., & Widmer, T. (2013). Ein Überblick zum internationalen Stand der Forschung über Evaluation. In J. Hense, S. Rädiker, W. Böttcher & T. Widmer (Hrsg.), Forschung über Evaluation. Bedingungen, Prozesse und Wirkungen (S. 251–278). Münster: Waxmann.
  • Howley, I., Mayfield, E., Rosé, C. P., & Strijbos, J.-W. (2013). A multivocal process analysis of social positioning in study groups. In D. Suthers, K. Lund, C. P. Rosé, C. Teplovs & N. Law (Eds.), Productive multivocality in the analysis of group interactions (pp. 205-223). New York: Springer.
  • Kollar, I., Wecker, C., Langer, S., & Fischer, F. (2013). When instruction supports collaboration, but does not lead to learning – the case of classroom and small group scripts in the CSCL classroom. In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Hrsg.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings. Vol. 1: Full Papers & Symposia (S. 256-263). International Society of the Learning Sciences.
  • Kopp, B., & Kutter, A. (2013, July). The role of drop-out in virtual collaboration. In L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds.), Proceedings of the 5th International Conference on Education and New Learning Technologies (pp. 4190-4197). Barcelona: International Association of Technology, Education and Development.
  • Kopp, B., & Mandl, H. (2013). Collective Information Sampling (S. 330). Hidden Profile (S. 692). Information Pooling Paradigma (S. 745). Kooperatives Lernen (S. 882). Schematheorie (S. 1357). Selbstgesteuertes Lernen (S. 1389). Wissenskonstruktion (S. 676). Wissenskonstruktion, gemeinsame (S. 1676). In Wirtz, M. (Hrsg.), Dorsch – Lexikon der Psychologie. München: Hogrefe.
  • Matteucci, M. C., & Kopp, B. (2013, July). Do they feel “responsible”? Antecedents of teachers' sense of responsibility. In L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds.), Proceedings of the 5th International Conference on Education and New Learning Technologies (pp. 5013-5017). Barcelona: International Association of Technology, Education and Development.
  • Meixner, M., & Mandl, H. (2013). Fostering requirements of education for sustainable development in primary schools. In L. Gómez Chova, A. López Martínez, I. Candel Torres (Eds.), ICERI2013 Proceedings, 6th International Conference of Education (pp. 150-155).
  • Niedermeier, S., & Mandl, H. (2013). An approach for the implementation of a work-oriented training on values in organizations. In L. Gómez Chova, A. López Martínez, I. Candel Torres (Eds.), ICERI2013 Proceedings, 6th International Conference of Education (pp. 6580-6586).
  • Schätz, R., & Mandl, H. (2013). Narrative skills of school starters with migration background – analyzing a two years lasting language training program. In L. Gómez Chova, A. López Martínez, I. Candel Torres (Eds.), ICERI2013 Proceedings, 6th International Conference of Education (p. 6760).
  • Schwarz, B., & Stegmann, K. (2013). Gütekriterien für Mess- und Testverfahren. In A. Frey, U. Lissmann & B. Schwarz (Eds.), Handbuch Berufspädagogische Diagnostik (pp. 58-71). Weinheim: Beltz.
  • Stegmann, K. (2013). Diagnostik kooperativer Lernformen. In A. Frey, U. Lissmann & B. Schwarz (Eds.), Handbuch Berufspädagogische Diagnostik (pp. 359-383). Weinheim: Beltz.
  • Stegmann, K., & Schwarz, B. (2013). Messtheoretische Grundlagen. In A. Frey, U. Lissmann & B. Schwarz (Eds.), Handbuch Berufspädagogische Diagnostik (pp. 24-34). Weinheim: Beltz.
  • Vogel, F., Reichersdorfer, E., Kollar, I., Ufer, S., Reiss, K., & Fischer, F. (2013). Learning to argue in mathematics: effects of heuristic worked examples and collaborations scripts on transactive argumentation. In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings. Vol. 1: Full Papers & Symposia (pp. 526-533). International Society of the Learning Sciences.

Forschungs-Praxis-Transfer/ Dissemination

  • Schätz, R. (2013). Evaluation des Sprachförderprojekts MITsprache. Mehr Chancengleichheit durch die Förderung des Zweitspracherwerbs. [Online]
  • Schürer-Maly, C., Wood, W., Falbo, R., Brambilla, P., Heller, C., Schwarz, P., ... Spannagl, M. (2013). An educational Web-Based External Quality Assessment - Outcome and evaluation: First Experiences with Urinary Sediment and Haemostaseology. Clin Lab.
  • Wecker, C. (2013). Beeinträchtigungen des Wissenserwerbs bei Präsentationen. Erziehungswissenschaft, 46, 48f.
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2012

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Annac, E., & Bahcekapili, H.G. (2012). Understanding and acceptance of evolutionary theory among turkish university students. Dogus University Journal, 13(1), 1-11. [online]
  • 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.
  • Hasselhorn, M., Schöler, H., Schneider, W., Ehm, J.-H., Johnson, M., ... & Wagner, H. (2012). Gezielte Zusatzförderung im Modellprojekt "Schulreifes Kind" - Auswirkungen auf Schulbereitschaft und schulischen Lernerfolg. Frühe Bildung, 1(1), 3-10. doi:10.1026/2191-9186/a000019
  • Hense, J. (2012). Rezension zu: Alkin, Marvin C.: Evaluation essentials: From A to Z. Zeitschrift für Evaluation, 11(1), 130-133.
  • Hense, J., Gutknecht-Gmeiner, M., Kihm, S., Lüth, K., & Steckhan, H. (2012). Empfehlungspapier zur Didaktik der Aus- und Weiterbildung in der Evaluation. Zeitschrift für Evaluation, 11(1), 155-157.
  • Kopp, B., Hasenbein, M., & Mandl, H. (2012). Case-based learning in virtual groups – collaborative problem solving activities and learning outcomes in a virtual professional training course. Interactive Learning Environments, 20(4), 1-22. doi:10.1080/10494820.2012.680964
  • 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. doi:10.1007/s11412-012-9147-y
  • Niklas, F. & Schneider, W. (2012). Einfluss von "Home Numeracy Environment" auf die mathematische Kompetenzentwicklung vom Vorschulalter bis Ende des 1. Schuljahres. Zeitschrift für Familienforschung, 24(2), 134-147.
  • Niklas, F. & Schneider, W. (2012). Die Anfänge geschlechtsspezifischer Leistungsunterschiede in mathematischen und schriftsprachlichen Kompetenzen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 44(3), 123-138. doi:10.1026/0049-8637/a000064
  • Niklas, F., Segerer, R., Schmiedeler, S. & Schneider, W. (2012). Findet sich ein "Matthäus-Effekt" in der Kompetenzentwicklung von jungen Kindern mit oder ohne Migrationshintergrund? Frühe Bildung, 1(1), 26-33. doi:10.1026/2191-9186/a000022
  • 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. doi:10.1016/j.lcsi.2012.05.005 [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. doi:10.1016/j.compedu.2012.03.017 [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". Empirische Pädagogik, 26(3), 339-342.
  • So, H. J., Tan, E., & Tay, J. (2012). Collaborative mobile learning in situ from knowledge building perspectives. Asia-Pacific Education Researcher, 21(1), 51-62.
  • 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. doi:10.1111/j.1365-2923.2012.04344.x.
  • 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. doi:10.1007/s11251-011-9174-5
  • Wecker, C. (2012). Slide presentations as speech suppressors: When and why learners miss oral information. Computers & Education, 59(2), 260-273. doi:10.1016/j.compedu.2012.01.013
  • 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. (2012). 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. doi:10.1080/10494820.2010.539885

Monographien/ Books

  • Wecker, C. (2012). Vom Sollen zum Können: Fading instruktionaler Skripts zur Förderung von Argumentationskompetenz. Münster: Waxmann.

Herausgeberschaften/ Editorial activities

  • Nistor, N., & Weinberger, A. (Hrsg.)(2012). Akzeptanz von Bildungstechnologien: Theoretische Modelle und empirische Befunde. Themenheft von Empirische Pädagogik, 26(3).
  • Oerter, R., Frey, D., Mandl, H., von Rosenstiel, L., & Schneewind, K. (Hrsg.)(2012). Universitäre Bildung - Fachidiot oder Persönlichkeit. München: Rainer Hampp.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Benetou, E., & Nistor, N. (2012). Play for children, work for parents! Patterns of educational technology acceptance over generations. In Proceedings of the Biannual EARLI SIG 6 & 7 Conference 2012: "Instructional Design" and "Learning and Instruction with Computers".
  • Eberle, J., Stegmann, K., & Fischer, F. (2012). Legitimate peripheral participation in academic communities of practice – How newcomers' learning is supported in student councils. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), 10th International Conference of the Learning Sciences (ICSL 2012). The Future of Learning - Volume 2: Short Papers, Symposia, and Abstracts (pp. 386-390). International Society of the Learning Sciences.
  • Göğüş, A., & Nistor, N. (2012). A validation of the UTAUT measure instrument for educational technology acceptance in Turkey. In Procedia Social and Behavioral Sciences. International Educational Technology Conference IETC 2012. Elsevier.
  • Gretsch, S., Mandl, H., & Schätz, R. (2012). Implementation process of a knowledge management initiative: Yellow pages. In H. Hou (Ed.), New Research on Knowledge Management Models and Methods (pp. 311-332). InTech. [Online]
  • Hense, J., & Mandl, H. (2012). Curriculare Herausforderungen bei der Integration von Planspielen. In S. Schwägele, B. Zürn & F. Trautwein (Hrsg.), Planspiele – Lernen im Methoden-Mix. Integrative Lernkonzepte in der Diskussion (S. 11-27). Norderstedt: Books on Demand.
  • Hense, J., & Mandl, H. (2012). Innovative Hochschullehre zur Reduktion der Studienabbruchsquote in MINT-Fächern. In R. Oerterer, D. Frey, H. Mandl, L. von Rosenstiel & K. Schneewind (Hrsg), Universitäre Bildung - Fachidiot oder Persönlichkeit (S. 70-91). München: Rainer Hampp.
  • Hense, J., & Mandl, H. (2012). Learning in or with games? Quality criteria for digital learning games from the perspectives of learning, emotion, and motivation theory. In D. G. Sampson, J. M. Spector, D. Ifenthaler & P. Isaias (Eds.), Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (pp. 19-26). Madrid: IADIS.
  • Hense, J., & Mandl, H. (2012). Transfer in der beruflichen Weiterbildung. In O. Zlatkin-Troitschanskaia (Hrsg.), Stationen empirischer Bildungsforschung: Traditionslinien und Perspektiven (S. 249-263). Opladen: VS Verlag für Sozialwissenschaften.
  • Kollar, I., Ufer, S., Lorenz, E., Vogel, F., Reiss, K., & Fischer, F. (2012). Using heuristic worked examples and collaboration scripts to help learners acquire mathematical argumentation skills. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning – ICLS 2012 Conference Proceedings (Volume 1 – full papers) (pp. 331-338). International Society of the Learning Sciences.
  • Kollar, I., Wecker, C., Langer, S., & Fischer, F. (2012). Effects of small-group collaboration scripts and classroom scripts on online search competence during a Biology inquiry unit. In Proceedings of the Biannual EARLI SIG 20: Computer-Supported Inquiry Learning (pp. 14-15). Ruhr University of Bochum.
  • Kopp, B., & Mandl, H. (2012). Effects of support methods on virtual collaboration – a subjective evaluation. In L. Gómez Chova, I. Candel Torres & A. López Martinez (Eds.), Proceedings of the 4th International Conference on Education and New Learning Technologies (Edulearn) (pp. 5430-5438). Barcelona: IATED.
  • Kopp, B., & Mandl, H. (2012). Evaluating the effects of support methods on virtual collaboration. In Proceedings of the Biannual EARLI SIG 6 & 7 Conference 2012: "Instructional Design" and "Learning and Instruction with Computers".
  • Kopp, B., & Matteucci, M.C. (2012). Evaluating virtual collaboration and support methods over time – a pilot field study. In L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds.), Proceedings of the 5th Annual International Conference of Education, Research and Innovation (ICERI) (pp. 5201-5209). Madrid: IATED.
  • Mäkitalo-Siegl, K., & Kollar, I. (2012). Collaboration scripts. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. New York: Springer.
  • Mäkitalo-Siegl, K., Stegmann, K., Frete, A., & Streng, S. (2012). Orchestrating computer-supported collaborative learning: Effects of knowledge sharing and shared knowledge. In S. Abramovich (Ed.), Computers in education (pp. 75-91). Commack, NY: Nova Science Publishers.
  • Mandl, H., Geier, B., & Hense, J. (2012). Online-Lernumgebungen für Planspiele und Serious Games. In D. Ballin (Hrsg.), Planspiele in der beruflichen Bildung. Auswahl, Konzepte, Lernarrangements, Erfahrungen. Bonn: Bundesinstitut für Berufsbildung.
  • Nistor, N., Schworm, S., & Werner, M. (2012). Online help-seeking in communities of practice: An acceptance model for conceptual artifacts. In I. Aedo, R.M. Bottino, N.S. Chen, C. Giovanella, Kinshuk & D. G. Sampson (Eds.), Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies ICALT 2012 (pp. 438-440). IEEE Conference Publishing Services.
  • Nistor, N., Stanciu, I. D., Vanea, C., Sasu, V. M., & Dragotă, M. (2012). Elements of situated learning in young Romas’ successful learning biographies. In Proceedings of the Biannual EARLI SIG 10 & 21: "Social Interaction in Learning and Instruction" and "Learning and Teaching in Culturally Diverse Settings".
  • Panadero, E., Romero, M., & Strijbos, J.-W. (2012). Friendship in the reliability of non-rubric and rubric-based peer assessment. In Proceedings of the Biannual EARLI SIG 1: Assessment and Evaluation Conference.
  • Rachel, A., Wecker, C., Heran-Dörr, E., Wiesner, H., & Fischer, F. (2012). Wie wenig Instruktion ist zu wenig? Ergebnisse einer Unterrichtsstudie zur Einführung einer Modellvorstellung im Sachunterricht. In H. Giest, E. Heran-Dörr & C. Archie (Hrsg.), Lernen und Lehren im Sachunterricht: Zum Verhältnis von Konstruktion und Instruktion (pp. 95-101). Bad Heilbrunn: Verlag Julius Klinkhardt.
  • Raemdonck, I., & Strijbos, J.-W. (2012). Feedback perceptions and attribution by secretarial employees: Effects of feedback-content and sender characteristics. In Proceedings of the Biannual EARLI SIG 14: Learning and Professional Development Conference.
  • Raes, A., Schellens, T., De Wever, B., Kollar, I., Wecker, C., Langer, S., Fischer, F., Tissenbaum, M., Slotta, J., Peters, V., & Songer, N. B. (2012). Scripting science inquiry learning in CSCL classrooms. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning – ICLS 2012 Conference Proceedings (Volume 2 – short papers, symposia and abstracts) (pp. 118-125). International Society of the Learning Sciences.
  • Reichersdorfer, E., Vogel, F., Fischer, F., Kollar, I., Reiss, K., & Ufer, S. (2012). Different collaborative learning settings to foster mathematical argumentation skills. In T. Y. Tso (Ed.), Proceedings of the International Group for the Psychology of Mathematics Education (pp. 345-352). PME.
  • Schultz-Pernice, F. (2012). Narration und Normativität im Spielfilm - didaktische Anmerkungen zur Verhandlung von Normen und Werten im 'Kampf des Helden'. In S. Anselm, M. Geldmacher, N. Hodaie & M. Riedel (Hrsg.), Werte - Worte - Welten. Werteerziehung im Deutschunterricht (pp. 245-260). Baltmannsweiler: Schneider Hohengehren.
  • Spies, M. (2012). Continuous monitoring for IT governance with domain ontologies. In A. Hameurlein, A. Min Tjoa & R. Wagner (Eds.), Database and Expert Systems Applications - 23rd International Workshop and Conference (pp. 43-47). Piscataway, NJ: IEEE Computer Society.
  • Spies, M., & Tabet, S. (2012). Emerging standards and protocols for governance, risk and compliance management. In E. Kajan, F. D. Dorloff & I. Bedini (Eds.), Handbook of Research on E-Business Standards and Protocols: Documents, Data and Advanced Web Technologies (pp. 768-790). Hershey, PA: IGI Global.
  • Strijbos, J.-W., Van Goozen, B., & Prins, F. (2012). Developing a coding scheme for analysing peer feedback messages. In Proceedings of the Biannual EARLI SIG 1: Assessment and Evaluation Conference.
  • Vogel, F., Kollar, I., & Fischer, F. (2012). Effects of computer-supported collaboration scripts on domain-specific and domain-general learning outcomes: a meta-analysis. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning – ICLS 2012 Conference Proceedings (Volume 2 – short papers, symposia and abstracts) (pp. 446-450). International Society of the Learning Sciences.
  • Wecker, C., Kollar, I., & Fischer, F. (2012). Fostering online search competence in an inquiry learning curriculum: Effects of continuous and faded collaboration scripts. In Proceedings of the Biannual EARLI SIG 20: Computer-Supported Inquiry Learning (pp. 39-40). Ruhr University of Bochum.
  • Wecker, C., Lazonder, A. W., Chiu, J. L., Madeira, C., Slotta, J., ... Reimann, P. (2012). Building upon what is already there: The role of prior knowledge, background information, and scaffolding in Inquiry Learning. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning – ICLS 2012 Conference Proceedings (Volume 2 – short papers, symposia and abstracts) (pp. 17-24). International Society of the Learning Sciences.
  • Winkler, K., & Mandl, H. (2012). Knowledge Management for Projects. In M. Wastian, v. L. Rosentstiel, M. A. West & I. Braumandl (Eds.), Applied Psychology for Project Managers. A Practitioner's Guide to Successful Project Management (pp. 73- 84). Berlin, Heidelberg: Springer Verlag.

Forschungs-Praxis-Transfer/ Dissemination

  • Mandl, H., Niedermeier S., & Hense, J. (2012). Genossenschaftliche Werte in der Weiterbildung. Eine Studie im Auftrag des GIP Instituts. Ergebnisse und Empfehlungen. München: Ludwig-Maximilians-Universität: Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., Niedermeier, S., & Schätz, R. (2012). "Clipper - Integration of Cellestis" Integration Pulse Check. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., Niedermeier, S., & Schätz, R. (2012). "Isabelle- Intégration de Ipsogen” Integration Pulse Check. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., Schätz, R., & Niedermeier, S. (2012). "Nemo – Integration of LDL" Integration Pulse Check. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Nistor, N., & Weinberger, A. (2012). Editorial zum Themenheft „Akzeptanz von Bildungstechnologien: Theoretische Modelle und empirische Befunde“. Zeitschrift für Empirische Pädagogik, 26(3), 339–342.
  • Wecker, C. (2012). Evidence-based practice in education requires (quasi-)representative designs. The Brunswik Society Newsletter, 27, 46-48. [Online]
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2011

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • 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. doi:10.2304/eerj.2011.10.1.153 [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.
  • Hense, J. U., & Mandl, H. (2011). Wissensmanagement und Evaluation. Zeitschrift für Evaluation, 10(2), 267-301.
  • Kollar, I., Wecker, C., Langer, S., & Fischer, F. (2011). Webbasiertes Forschendes Lernen im naturwissenschaftlichen Unterricht. Psychologie in Erziehung und Unterricht, 58(4), 280–292. doi:10.2378/peu2011.art18d
  • Kopp, B., & Mandl, H. (2011). Fostering argument justification using collaboration scripts and content schemes. Learning and Instruction, 21(5), 636–649.
  • Kopp, B., Matteucci, M.C., & Tomasetto, C. (2011). E-tutorial support for collaborative online learning: An explorative study on experienced and inexperienced e-tutors. Computers & Education, 58(1), 12-20. doi:10.1016/j.compedu.2011.08.019
  • 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. doi:10.1016/j.learninstruc.2010.07.002 [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. doi:10.1016/j.learninstruc.2010.07.001 [Open access LMU] [Online]
  • Mazzoni, E., Gaffuri, P., Selleri, P., & Kopp, B. (2011). A quantitative model for the analysis and evaluation of the collaborative structure of a knowledge building community. QWERTY Interdisciplinary Journal of Technology, Culture, and Education, 6(2), 383-402.
  • Niklas, F., Schmiedeler, S., Pröstler, N. & Schneider, W. (2011). Die Bedeutung des Migrationshintergrunds, des Kindergartenbesuchs sowie der Zusammensetzung der Kindergartengruppe für sprachliche Leistungen von Vorschulkindern. Zeitschrift für Pädagogische Psychologie, 25(2), 115-130. doi:10.1024/1010-0652/a000032
  • 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. doi:10.4018/ijopcd.2011100103
  • 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(10), 1025-1031. doi:10.1111/j.1365-2923.2011.04005.x.
  • 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. doi:10.1080/08993408.2010.539069 [Online]
  • Stegmann, K., Weinberger, A., & Fischer, F. (2011). Aktives Lernen durch Argumentieren: Evidenz für das Modell der argumentativen Wissenskonstruktion in Online-Diskussionen. Unterrichtswissenschaft, 39(3), 231–244.
  • Strijbos, J.-W. (2011). Assessment of (computer-supported) collaborative learning. IEEE Transactions on Learning Technologies, 4(1), 59–73. doi:10.1109/TLT.2010.37 [Open access LMU] [Online]
  • 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. doi:10.1016/j.learninstruc.2011.05.001 [Open access LMU] [Online]
  • Zhang, J., Mandl, H., & Wang, E. (2011). The effect of vertical-horizontal individualism-collectivism on acculturation and the moderating role of gender. International Journal of Intercultural Relations, 3(1), 124-134. doi:10.1016/j.ijintrel.2010.09.004 [Online]

Monographien/ Books

  • Niklas, F. (2011). Vorläuferfertigkeiten im Vorschulalter zur Vorhersage der Schulfähigkeit, späterer Rechenschwäche und Lese- und Rechtschreibschwäche. Diagnostik, Zusammenhänge und Entwicklung in Anbetracht der bevorstehenden Einschulung. Hamburg: Dr. Kovač.

Herausgeberschaften/ Editorial activities

  • Fischer, F. & Mäkitalo-Siegl, K. (Eds.)(2011). Special Section II: Stretching the limits in help-seeking research: Theoretical, methodological, and technological advances. Learning and Instruction, 21(2).

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Germ, M., & Mandl, H. (2011). Use of learning strategies by students in an online-course at university – A situation-specific perspective on the use of self-regulate learning. In A. Bartolome, P. Bergamin, D. Persico, K. Steffens & J. Underwood (Eds.), Self-regulated Learning in Technology Enhanced Learning Environments: Problems and Promises (S. 10-23). Aachen: Shaker.
  • Gerstenmaier, J., & Mandl, H. (2011). Intergenerative Wissenskommunikation in Betrieben und Organisationen. In T. Eckert, A. von Hippel & B. Schmidt (Hrsg.), Bildung der Generationen (S. 123-132). Wiesbaden: VS Verlag für Sozialwissenschaften.
  • Hense, J., & Mandl, H. (2011). Wissensmanagement. Instrumente, Implementation, Erfolgsfaktoren. In H. Loebe & E. Severing (Hrsg.), Strategien gegen den Fachkräftemangel. Kompetenz- und Wissensmanagement im Mittelstand (S. 35-50). Bielefeld: W. Bertelsmann.
  • Kobbe, L., Weinberger, A., & Fischer, F. (2011). Drehbücher für das computerunterstützte kooperative Lernen. In P. Klimsa & L. Issing (Hrsg.), Online-Lernen. Handbuch für Wissenschaft und Praxis (S. 159-166) (2. Auflage). München: Oldenbourg.
  • Kollar, I., Wecker, C., Langer, S., & Fischer, F. (2011). Orchestrating Web-based collaborative inquiry learning with small group and classroom scripts. In H. Spada, G. Stahl, N. Miyake & N. Law (Hrsg.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Bd. 1: Long Papers (S. 422-429). International Society of the Learning Sciences.
  • Kopp, B., Hasenbein, M., & Mandl, H. (2011). Case-based learning in a virtual professional training – collaborative problem solving activities and outcomes. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume II — Short Papers & Posters (pp. 616-620). Hong Kong: International Society of the Learning Sciences.
  • Kopp, B., & Mandl, H. (2011). Selbstgesteuertes Lernen. In S. Rahm & C. Nerowski (Hrsg.), Enzyklopädie Erziehungswissenschaft Online. Weinheim: Juventa.
  • Kopp, B., & Mandl, H. (2011). Supporting virtual collaborative learning using structuring methods. In F. Pozzi & D. Persico (Eds.), Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives (pp. 15-32). IGI Global: Hershey.
  • Kopp, B., & Matteucci, M.C. (2011). Differences between experienced and non-experienced European e-tutors when fostering collaborative online learning. In Proceedings of 5th Annual Conference on International Technology, Education and Development (INTED) (pp. 2533-2539). Valencia: INTED.
  • Kopp, B., Matteucci, M.C., Tomasetto, C., & Mandl, H. (2011). E-tutorial support for collaborative online learning: Differences between experienced and non-experienced e-tutors. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume II — Short Papers & Posters (pp. 736-740). Hong Kong: International Society of the Learning Sciences
  • Kopp, B., Matteucci, M.C., Tomasetto, C., & Mandl, H. (2011). E-tutorial support for virtual collaborative learning in practice – an explorative field study. In Proceedings of the 8th IADIS International Conference on Cognition and Exploratory Learning in a Digital Age (CELDA). Rio de Janeiro: IADIS.
  • Lorenz, E., Vogel, F., Fischer, F., Kollar, I., Reiss, K., & Ufer, S. (2011). ELK-Math: Effekte von inhaltsübergreifenden und inhaltsspezifischen Ansätzen zur Förderung mathematischer Argumentationskompetenz von Lehramtsstudierenden. In R. Haug & L. Holzäpfel (Hrsg.), Beiträge zum Mathematikunterricht – Vorträge auf der 45. Tagung für Didaktik der Mathematik vom 21.02.2011 bis 25.02.2011 in Freiburg (S. 559–562). Münster: WTM-Verlag.
  • Matteucci, M.C., & Kopp, B.M. (2011). An international project on supporting online collaboration: outcomes and conclusions. In Proceedings of 5th Annual Conference on International Technology, Education and Development (INTED) (pp. 2665-2674). Valencia: INTED.
  • Mu, J., Stegmann, K., Mayfield, E., Rosé, C., & Fischer, F. (2011). ACODEA: A framework for the development of classification schemes for automatic classifications of online discussions. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference Proceedings Volume I — Long Papers (pp. 438-445). International Society of the Learning Sciences.
  • Nistor, N., & Lipka-Krischke, D. (2011). Eine explorative Studie des Umgangs mit kulturellen Artefakten in musikalischen Wissensgemeinschaften. In T. Köhler & J. Neumann (Hrsg.), Wissensgemeinschaften. Digitale Medien – Öffnung und Offenheit in Forschung und Lehre (S. 168-177). Münster: Waxmann.
  • Nistor, N., & Schustek, M. (2011). Verifying a quantitative model of communities of practice in a computer users' community. In C. D. Kloos, D. Gillet, R. M. Crespo Garia, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning. 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011 (S. 467-470). Berlin: Springer.
  • Nistor, N., & Schustek, M. (2011). Wie gut sind die guten alten FAQs? Voraussetzungen der Wissenskommunikation über mediengestützte kulturelle Artefakte in Wissensgemeinschaften. In T. Köhler & J. Neumann (Hrsg.), Wissensgemeinschaften. Digitale Medien – Öffnung und Offenheit in Forschung und Lehre (S. 188-197). Münster: Waxmann.
  • Nistor, N., Schworm, S., & Werner, M. (2011). Help-seeking in communities of practice: Design and evaluation of a help system supporting knowledge sharing. In C. D. Kloos, D. Gillet, R. M. Crespo Garia, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning. 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011 (S. 471-476). Berlin: Springer.
  • Nistor, N., Weinberger, A., Ceobanu, C., & Heymann, J. O. (2011). Educational technology and culture: The influence of ethnic and professional culture on learners’ technology acceptance. In C. D. Kloos, D. Gillet, R. M. Crespo Garia, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning. 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011 (S. 477-482). Berlin: Springer.
  • Schmiedeler, S., Niklas, F. & Schneider, W. (2011). Möglichkeiten der frühen Diagnose von sprachlichen Kompetenzen sowie schriftsprachlichen und mathematischen Vorläuferfertigkeiten bei Muttersprachlern und Kindern mit Migrationshintergrund. In M. Hasselhorn & W. Schneider (Hrsg.), Frühprognose schulischer Kompetenzen. Test und Trends (S. 51-67, Band 9). Göttingen: Hogrefe.
  • Spies, M. (2011). A software assurance evidence approach to cloud security. In A. Hameurlain, S. W. Liddle, K.-D. Schewe & X. Zhou (Eds.), Database and expert systems applications: 22nd international conference, DEXA 2011, Toulouse, France, August 29 - September 2, 2011. Proceedings (pp. 29–34). Berlin: Springer.
  • Spies, M. (2011). Rule-enhanced domain models for cloud security governance, risk and compliance management. In F. Olken, M. Palmirani & D. Sottara (Eds.), Rule - based modeling and computing on the semantic web: 5th International Symposium, RuleML 2011– America, Ft. Lauderdale, FL, Florida, USA, November 3-5, 2011. Proceedings (pp. 2–9). Berlin: Springer.
  • Spies, M., & Taleb-Bendiab, A. (2011). Requirements metadata driven dynamic configuration of business processes. In E. Kajan (Ed.), Electronic business interoperability: Concepts, opportunities and challenges (pp. 185-209). Hershey, PA: IGI Global.
  • Stegmann, K., & Fischer, F. (2011). Quantifying qualities in collaborative knowledge construction: the analysis of online discussions. In S. Puntambekar, G. Erkens & C. Hmelo-Silver (Eds.), Analyzing interactions in CSCL: methods, approaches and issues (pp. 247-268). New York: Springer.
  • Stegmann, K., Mu, J., Gehlen-Baum, V., & Fischer, F. (2011). The myth of over-scripting: Can novices be supported too much?. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings Volume I — Long papers (pp. 406-413). International Society of the Learning Sciences.
  • Stegmann, K., Wecker, C., Harrer, A., Ronen, M., Kohen-Vacs, D., Dimitriadis, Y., Hernandez-Leo, D., Fernandez, E., Asensio-Perez, J., & Fischer, F. (2011). How can current approaches to the transfer of technology-based collaboration script for research and practice be integrated?. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings Volume III — Community events proceedings (pp. 1103-1110). International Society of the Learning Sciences.
  • Streng, A., Stegmann, K., Wagner, C., Böhm, S., Hussmann, H., & Fischer, F. (2011). Supporting argumentative knowledge construction in face-to face settings: from ArgueTable to ArgueWall. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume II — Short papers & posters (pp. 716-720). International Society of the Learning Sciences.
  • Streng, S., Stegmann, K., Fischer, F., & Hussmann, H. (2011). From graphical learning designs to computer-supported collaboration scripts: A rapid development process. In B. Shishkov (Ed.), Proceedings of the International Conference on Technology-Enhanced Learning, ICTEL 2011 (pp. 21-26). SciTePress.
  • Wang, X., Kollar, I., Stegmann, K., & Fischer, F. (2011). Preventing over-scripting effects in computer-supported collaborative learning by adaptable scripts. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume I — Long papers (pp. 382-389). International Society of the Learning Sciences.
  • Wang, Y. C., Joshi, M., Rosé, C. P., Fischer, F., Weinberger, A., & Stegmann, K. (2007). Context based classification for automatic collaborative learning process analysis. In R. Luckin & K. Koedinger (Eds.), Proceedings of the Conference on Artificial Interlligence in Education (pp. 662-664). International AIED Society.
  • Wecker, C., & Fischer, F. (2011). The role of argumentation for domain-specific knowledge gains in computer-supported collaborative learning: A meta-analysis. In H. Spada, G. Stahl, N. Miyake & N. Law (Hrsg.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Bd. 1: Long Papers (S. 304-311). International Society of the Learning Sciences.
  • Wecker, C., Kollar, I., & Fischer, F. (2011). Explaining the effects of continuous and faded scripts on online search skill: The role of collaborative strategy practice. In H. Spada, G. Stahl, N. Miyake & N. Law (Hrsg.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Bd. 1: Long Papers (S. 390-397). International Society of the Learning Sciences.
  • Winkler, K., & Mandl, H. (2011). Vermitteln, Didaktik. In M. Maaser & G. Walther (Hrsg.), Bildung: Ziele und Formen, Traditionen und Systeme, Medien und Akteure (S. 115–119). Stuttgart: J. B. Metzler.
  • Zottmann, J., Fischer, F., Goeze, A., & Schrader, J. (2011). Enhancing Computer-Supported Case-Based Learning for Pre-Service Teachers: Effects of Hyperlinks to Multiple Perspectives and Conceptual Knowledge. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice. Proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL) 2011 (pp. 894-895). Hong Kong: ISLS.

Forschungs-Praxis-Transfer/ Dissemination

  • Annac, A. (2011, August). Visual Attention and contextual cueing. Relations between working memory gender, perceptual grouping, and long-term memory in visual search. Paper presented at the holiday seminar at the Gymnasium Oberbayern Ost in Oberschleißheim, August 1, 2011.
  • Mandl, H. (2011). Wissensnutzung als verkanntes Problem. News & Science: Begabtenförderung und Begabungsforschung, 27(3), 4–5.
  • Mandl, H., Vogl, R., Klatt, S. & Meixner, M. (2011). Evaluierung waldpädagogischer Angebote. Bildung für nachhaltige Entwicklung im Lehrer-Förster-Tandem. In AFZ-der Wald, 17, 28-29.
  • Niklas, F., Schmiedeler, S., Schneider, W., Keppler, I., Biermeyer, E., … & Hasselhorn, M. (2011). Das Projekt >>Schulreifes Kind<<. Gemeinsam Kindern mit Entwicklungsauffälligkeiten den Übergang vom Kindergarten in die Grundschule erleichtern. Schulverwaltung BW, 3, 66-69.
nach oben

2010

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Hense, J., & Steckhan, H. (2010). Aktuelles aus dem Arbeitskreis „Aus- und Weiterbildung in der Evaluation“. Zeitschrift für Evaluation, 9(1), 183-188.
  • Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: a cognitive perspective. Learning & Instruction, 20, 344-348. doi:10.1016/j.learninstruc.2009.08.005 [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.
  • Niklas, F., Schmiedeler, S. & Schneider, W. (2010). Heterogenität in den Lernvoraus-setzungen von Vorschulkindern. Zeitschrift für Grundschulforschung, 3(1), 18-31.
  • Niklas, F. & Schneider, W. (2010). Der Zusammenhang von familiärer Lernumwelt mit schulrelevanten Kompetenzen im Vorschulalter. Zeitschrift für Soziologie der Erziehung und Sozialisation, 30(2), 149-165.
  • 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. doi:10.1111/j.1467-8535.2010.01109.x [Online]
  • Nistor, N., & Neubauer, K. (2010). From participation to dropout: Quantitative participation patterns in online university courses. Computers & Education, 55(2), 663-672. doi:10.1016/j.compedu.2010.02.026 [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. doi:10.1504/IJKL.2010.034753 [Online]
  • Strijbos, J.-W., & De Laat, M. F. (2010). Developing the role concept for computer-supported collaborative learning: An explorative synthesis. Computers in Human Behavior, 26(4), 495–505. doi:10.1016/j.chb.2009.08.014 [Open access LMU] [Online]
  • Strijbos, J.-W., Narciss, S. & Dünnebier, K. (2010). Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?. Learning and Instruction, 20(4), 291–303. doi:10.1016/j.learninstruc.2009.08.008 [Open access LMU] [Online]
  • Strijbos, J.-W., & Sluijsmans, D. M. A. (2010). Unravelling peer assessment: Methodological, functional, and conceptual developments. Learning and Instruction, 20(4), 265–269. doi:10.1016/j.learninstruc.2009.08.002 [Open access LMU] [Online]
  • Strijbos, J.-W., & Weinberger, A. (2010). Emerging and scripted roles in computer-supported collaborative learning. Computers in Human Behavior, 26(4), 491–494. doi:10.1016/j.chb.2009.08.006 [Open access LMU] [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. doi:10.1007/s11412-010-9093-5 [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. doi:10.1016/j.chb.2009.08.007 [Open access LMU] [Online]
  • Zhang, J., Mandl, H., & Wang, E. (2010). Personality, acculturation and psychological adjustment of Chinese international students in Germany. Psychological Reports, 107(2), 511-525. doi:10.2466/07.09.11.17.PR0.107.5.511-525 [Online]

Monographien/ Books

  • Heitzmann, N. (2010). Förderung von Diagnosekompetenz durch beispielbasiertes Lernen: Der Einfluss von Fehlern. Saarbrücken: VDM Dr. Müller.

Herausgeberschaften/ Editorial activities

  • Mäkitalo-Siegl, K., Zottmann, J., Kaplan, F., & Fischer, F. (Eds.)(2010). Classroom of the future. Orchestrating collaborative spaces. Rotterdam: Sense.
  • Oerter, R., Frey, D., Mandl, H., v. Rosenstiel, L., & Schneewind, K. (Hrsg.)(2010). Neue Wege wagen: Innovation in Bildung, Wirtschaft und Gesellschaft. Stuttgart: Lucius & Lucius.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Clark, D. B., Sampson, V. D., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J., Weinberger, A., Menekse, M., Erkens, G., & Laurinen, L. (2010). Online learning environments, scientific argumentation, and 21st century skills. In B. Ertl (Ed.), E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments (pp. 1-39). IGI Global: Hershey.
  • Gerstenmaier, J., & Mandl, H. (2010). Konstruktivistische Ansätze in der Erwachsenenbildung und Weiterbildung. In R. Tippelt & A. von Hippel (Hrsg.), Handbuch Erwachsenenbildung/Weiterbildung (S. 169-196). Wiesbaden: VS Verlag für Sozialwissenschaften.
  • Goeze, A., Schrader, J., Hartz, S., Zottmann, J., & Fischer, F. (2010). Case-based learning with digital videos: Does it promote the professional development of teachers and trainers in adult education?. In R. Egetenmeyer & E. Nuissl (Eds.), Teachers and Trainers in Adult Education and Lifelong Learning – Professional Development in Asia and Europe. Bielefeld: Bertelsmann.
  • Goeze, A., Zottmann, J., Schrader, J., & Fischer, F. (2010). Instructional support for case-based learning with digital videos: Fostering pre-service teachers’ acquisition of the competency to diagnose pedagogical situations. In D. Gibson & B. Dodge (Eds.), Proceedings of the Society for Information Technology & Teacher Education (SITE) International Conference 2010 (pp. 1098-1104). Chesapeake, VA: AACE.
  • Goeze, A., Zottmann, J., Schrader, J., Fischer, F., & Hartz, S. (2010). Förderung und Erfassung der Kompetenz zur Diagnose von Lehr-Lernsituationen mit Hilfe von computerunterstützten Lernumgebungen. In B. Schwarz, P. Nenniger & R. S. Jäger (Hrsg.), Erziehungswissenschaftliche Forschung - nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung" / AEPF-KBBB im Frühjahr 2009 (Erziehungswissenschaft, Bd. 29). Landau: Verlag Empirische Pädagogik.
  • Gretsch, S., Hense, J., & Mandl, H. (2010). Evaluation eines Schulungsprogramms zur Ausbildung von E-Tutoren. In H. O. Mayer & W. C. Kriz (Hrsg.), Evaluation von eLernprozessen (S. 143–169). München: Oldenbourg.
  • Hense, J. (2010). Formative Evaluation von E-Learning: Grundlagen und Anwendungsbeispiele. In H. O. Mayer & W. C. Kriz (Hrsg.), Evaluation von eLernprozessen (S. 39–60). München: Oldenbourg.
  • Hense, J. U. (2010). Nutzen und Nutzung von Evaluation zur Unterrichtsverbesserung. In W. Schönig, A. Baltruschat, I. Amrehn & G. Klenk (Hrsg.), Dimensionen pädagogisch akzentuierter Schulevaluation (S. 125-144). Hohengehren: Schneider.
  • Hense, J., & Mandl, H. (2010). Selbstevaluation als Ansatz der Qualitätsverbesserung von E-Learning-Angeboten. In B. Lehmann & E. Bloh (Hrsg.), Online-Pädagogik (Vol. 4: Qualität und Evaluation)(S. 196-215). Hohengehren: Schneider.
  • Kollar, I. (2010). Turning the classroom of the future into the classroom of the present. In K. Mäkitalo-Siegl, J. Zottmann, F. Kaplan & F. Fischer (Eds.), The Classroom of the Future: Orchestrating collaborative learning spaces. Rotterdam: Sense.
  • Kopp, B., Matteucci, M. C., & Tomasetto, C. (2010). How do e-tutors support collaborative learning? Guidelines from a European study. In G. Bradley (Ed.), Proceedings of the IADIS International Conference: ICT, Society and Human Beings 2010 (pp. 19–26). Freiburg.
  • Leibold, C., Krieger, U., & Spies, M. (2010). Ontology based modelling and reasoning in operational risks. In R. Kenett & Y. Raanan (Eds.), Operational Risk Management: A practical approach to intelligent data analysis (pp. 220-237). New York: Wiley.
  • Mandl, H. (2010). Lernumgebungen problemorientiert gestalten – Zur Entwicklung einer neuen Lernkultur. In E. Jürgens & J. Standop (Hrsg.), Was ist „guter“ Unterricht? (S. 19-38). Bad Heilbrunn: Verlag Julius Klinkhardt.
  • Mandl, H. (2010). Wissensmanagement: Kompetenter Umgang mit Wissen – die Grundlage für Innovation. In R. Oerter, D. Frey, H. Mandl, L. v. Rosenstiel & K. Schneewind („Münchener Innovationsgruppe“) (Hrsg.), Neue Wege wagen: Innovation in Bildung, Wirtschaft und Gesellschaft (S. 197-203). Stuttgart: Lucius & Lucius.
  • Mandl, H., & Gruber, H. (2010). Gedächtnis. In R. Arnold, S. Nolda & E. Nuissl (Hrsg.), Wörterbuch Erwachsenenbildung (S. 122–123). Bad Heilbrunn: Verlag Julius Klinkhardt.
  • Mandl, H., & Hense, J. (2010). Lernen und Lehren in der Sekundarstufe: Innovationsbedarf und Entwicklungsmöglichkeiten. In R. Oerter, D. Frey, H. Mandl, L. v. Rosenstiel & K. Schneewind („Münchener Innovationsgruppe“) (Hrsg.), Neue Wege wagen: Innovation in Bildung, Wirtschaft und Gesellschaft (S. 75-105). Stuttgart: Lucius & Lucius.
  • Mandl, H., & Hense, J. (2010). Neue Wege in der Wissensvermittlung: Learning Adventures. In F. Siepmann & P. Müller (Hrsg.), Jahrbuch eLearning & Wissensmanagement: Bildung in Zeiten von Web 2.0 (S. 78–83). Albstedt: Siepmann Media.
  • Mäkitalo-Siegl, K., Zottmann, J., Kaplan, F., & Fischer, F. (2010). The Classroom of the future - An introduction. In K. Mäkitalo-Siegl, J. Zottmann, F. Kaplan & F. Fischer (Eds.), Classroom of the future. Orchestrating collaborative spaces (pp. 1-12). Rotterdam: Sense.
  • Nistor, N. (2010). Knowledge communities in the classroom of the future. In K. Mäkitalo-Siegl, F. Kaplan, J. Zottmann & F. Fischer (Eds.), Classroom of the future. Orchestrating collaborative spaces (pp. 163-180). Rotterdam: Sense.
  • Nistor, N., Wagner, M., Istvanffy, E., & Dragota, M. (2010). E-learning across cultural boundaries: A European perspective on technology acceptance. In M. D. Lytras, A. Naeve & R. Tennyson (Eds.), 1st international conference on technology enhanced learning, quality of teaching and reforming of education (pp. 265–270). Berlin: Springer.
  • Reinmann, G., & Mandl, H. (2010). Wissensmanagement und Weiterbildung. In R. Tippelt & A. von Hippel (Hrsg.), Handbuch Erwachsenenbildung/Weiterbildung (S. 1049-1066). Wiesbaden: VS Verlag für Sozialwissenschaften.
  • Schürer-Maly, C., Borucki, K., Adler, M., Illigen, D., Schwarz, P., Heitzmann, N., & Fischer, M. (2010). Virtuelle Ringversuche in der Labormedizin – ein Pilotprojekt. In F. Duesberg (Hrsg.), e-Health 2011 – Informationstechnologien und Telematik im Gesundheitswesen (S. 68). Solingen: Medical future.
  • Schworm, S., & Heckner, M. (2010). E-collaborative help-seeking using social web features. In B. Ertl (Ed.), E-collaborative knowledge construction: Learning from computer-supported and virtual environments (pp. 109-123). Hershey: IGI-Global.
  • Sluijsmans, D. M. A., & Strijbos, J.-W. (2010). Flexible peer assessment formats to acknowledge individual contributions during (web-based) collaborative learning. In B. Ertl (Ed.), E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments (SS. 139–161). Hershey, PA: Information Science Reference.
  • Spies, M., Schacher, M., & Gubser, R. (2010). Intelligent regulatory compliance. In R. Kenett & Y. Raanan (Eds.), Operational Risk Management: A practical approach to intelligent data analysis (pp. 215-238). New York: Wiley.
  • Streng, S., Stegmann, K., Boring, S., Böhm, S., Fischer, F., & Hussmann, H. (2010). Measuring effects of private and shared displays in small-group knowledge sharing processes. In E. Hvannberg, M. K. Lárusdóttir, A. Blandford & J. Gulliksen (Eds.), Proceedings of the 6th Nordic Conference on Human-Computer Interaction (NordiCHI 2010) (pp. 789-792). New York, NY: ACM.
  • Strijbos, J.-W., Pat-El, R. J., & Narciss, S. (2010). Structural validation of a feedback perceptions questionnaire. In K. Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences – ICLS 2010 (Volume 2) (SS. 334–335). Chicago, IL: International Society of the Learning Sciences.
  • Strijbos, J.-W., Pat-El, R. J., & Narciss, S. (2010). Validation of a (peer) feedback perceptions questionnaire. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. De Laat, D. McConnell & T. Ryberg (Eds.), Proceedings of the Seventh International Conference on Networked Learning 2010 (SS. 378–386). Aalborg: Aalborg University.
  • Wecker, C., & Fischer, F. (2010). Fading instructional scripts: Preventing relapses into novice strategies by distributed monitoring. In K. Gomez, L. Lyons & J. Radinsky (Hrsg.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010). Bd. 1: Full Papers (S. 794-801). Chicago, IL: International Society of the Learning Sciences.
  • Wecker, C., Kollar, I., Fischer, F., & Prechtl, H. (2010). Fostering online search competence and domain-specific knowledge in inquiry classrooms: effects of continuous and fading collaboration scripts. In K. Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences – ICLS 2010 (Volume 1) (pp. 810–817). Chicago, IL: International Society of the Learning Sciences.
  • Zottmann, J., Goeze, A., Fischer, F., & Schrader, J. (2010). Facilitating the Analytical Competency of Pre-Service Teachers with Digital Video Cases: Effects of Hyperlinks to Conceptual Knowledge and Multiple Perspectives. In T. Seufert, G. Corbalan, J. Zumbach & B. Ligorio (Eds.), Instructional Design for motivated and competent learning in a digital world. Program Book of the EARLI SIG 6 & 7 Conference 2010 (pp. 50-52). Ulm: Ulm University.
  • Zottmann, J., Goeze, A., Fischer, F., Schrader, J., & Hartz, S. (2010). Förderung diagnostischer Kompetenz mit digitalen Videofällen: Effekte von multiplen Perspektiven bei Lehrenden mit unterschiedlichem Vorwissen. In B. Schwarz, P. Nenniger & R. S. Jäger (Hrsg.), Erziehungswissenschaftliche Forschung - nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung" / AEPF-KBBB im Frühjahr 2009 (Erziehungswissenschaft, Bd. 29). Landau: Verlag Empirische Pädagogik.

Forschungs-Praxis-Transfer/ Dissemination

  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., & Kahlert, J. (2010). Content of the continuing education course on reciprocal collaboration: In the Czech Republic, Finland, Germany, the Netherlands and Sweden. Oulu: University of Oulu: Learning and Research Services.
  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., & Kahlert, J. (2010). Continuing education course – A course design: National plans based on the results from the 2AgePro project. Oulu: University of Oulu: Learning and Research Services.
  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., & Kahlert, J. (2010). Guide on the reciprocal collaboration between teachers. Oulu: University of Oulu: Learning and Research Services.
  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., & Kahlert, J. (2010). Recommendations for the policy makers. Oulu: University of Oulu: Learning and Research Services.
  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., & Kahlert, J. (2010). Report of the pilots. Oulu: University of Oulu: Learning and Research Services.
  • Mandl, H., Ackermann, J., & Hense, J. (2010). Bericht zur Evaluation der Ronald McDonald Oase Erlangen: Ergebnisse und Empfehlungen. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., Ackermann, J., & Hense, J. (2010). Bericht zur Evaluation der Ronald McDonald Oase Köln: Ergebnisse und Empfehlungen. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., Ackermann, J., & Hense, J. (2010). Bericht zur Evaluation der Ronald McDonald Oase St. Augustin: Ergebnisse und Empfehlungen. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., Ackermann, J., & Hense, J. (2010). Bericht zur Evaluation der Ronald McDonald Oasen Erlangen, Köln und St. Augustin: Vergleichende Gesamtauswertung und übergreifende Empfehlungen. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., Ackermann, J., & Hense, J. (2010). Bericht zur Evaluation der Ronald McDonald Oasen Erlangen, Köln und St. Augustin: Zusammenfassung und übergreifende Empfehlungen. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., & Hense, J. (2010). Evaluation des Liebig-Labs 2009/2010: Kurzbericht zur Befragung von Assistenten/-innen und Tutoren/-innen. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., & Hense, J. (2010). Evaluation des Liebig-Labs und Vorpraktikums 2009/10: Kurzbericht zur Abbrecherbefragung. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., & Hense, J. (2010). Evaluation des Liebig-Lab-Vorpraktikums 2009: Kurzbericht zur Befragung von Assistenten/-innen und Tutoren/-innen. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., & Hense, J. (2010). Evaluation des Liebig-Labs 2009/2010: Kurzbericht zur Nachbefragung zum Liebig-Lab. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., & Hense, J. (2010). Evaluation von Vorpraktikum und Liebig-Lab 2009/2010: Kurzbericht zur Zwischenbefragung (Nachbefragung zum Vorpraktikum und Vorbefragung zum Liebig-Lab). München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., & Hense, J. (2010). Evaluation von Vorpraktikum und Liebig-Lab 2010: Kurzbericht zur Vorbefragung zum Vorpraktikum. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., & Hense, J. (2010). Untersuchung zur Wahlbeteiligung in der Stadt Waldkraiburg. Bericht zur Interviewerhebung bei Angehörigen der Bevölkerungsgruppe der Banater Schwaben. München: Ludwig-Maximilians-Universität: Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., & Hense, J. (2010). Untersuchung zur Wahlbeteiligung in der Stadt Waldkraiburg: Bericht zur Interviewerhebung bei Angehörigen der Bevölkerungsgruppe der Banater Schwaben. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., & Hense, J. (2010). Untersuchung zur Wahlbeteiligung in der Stadt Waldkraiburg. Bericht zur Interviewerhebung bei Angehörigen der Bevölkerungsgruppe der Russlanddeutschen. München: Ludwig-Maximilians-Universität: Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., & Hense, J. (2010). Untersuchung zur Wahlbeteiligung in der Stadt Waldkraiburg. Bericht zur Interviewerhebung bei Jugendlichen und jungen Erwachsenen. München: Ludwig-Maximilians-Universität: Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., Hense, J., & Ackermann, J. (2010). Ehrenamtsbefragung der McDonald’s Kinderhilfe Stiftung: Bericht zur schriftlichen Befragung der ehrenamtlichen Mitarbeiterinnen und Mitarbeiter in Ronald McDonald Häusern und Oasen. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., Hense, J., & Meixner, M. (2010). "Duke – Integration of DxS – QIAGEN Manchester" Integration Pulse Check. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., Meixner, M., & Hense, J. (2010). "Duke – Integration of DxS – QIAGEN Lake Constance" Integration Pulse Check. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Mandl, H., Meixner, M., & Hense, J. (2010). "Nike – Integration of SABiosciences" Integration Pulse Check. München: Ludwig-Maximilians-Universität: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
  • Niklas, F., Schmiedeler, S., Schneider, W., Keppler, I., Biermeyer, E., … & Hasselhorn, M. (2010). Das Projekt >>Schulreifes Kind<<. Gemeinsam Kindern mit Entwicklungsauffälligkeiten den Übergang vom Kindergarten in die Grundschule erleichtern. KiTa aktuell, 11, 225-228.