Veröffentlichungen der letzten fünf Jahre (2026 - 2022)
2026
Berger, S., Schultz-Pernice, F., Vejvoda, J., Fischer, F., Sailer, M. (2026). KI in der Schule: Anforderungen an medienbezogene Kompetenzen von Lehrkräften. merz | medien + erziehung 70(1), 11-18. [Direct link]
Horrer, A., Brandl, L., Reichow, I., Sailer, M., Sailer, M., Stadler, M., Heene, M., van Gog, T., Fischer, F., Fischer, M. R., & Zottmann, J. M. (2026). Assessra—A Case-Based Approach for the Assessment of Students’ Scientific Reasoning and Argumentation Skills. Journal of Psychoeducational Assessment, 44(1). [Direct link]
2025
Bauer, E., Heitzmann, N., Bannert, M., Chernikova, O., Fischer, M. R., Frenzel, A. C., Gartmeier, M., Hofer, S. I., Holzberger, D., Kasneci, E., Koenen, J., Kosel, C., Küchemann, S., Kuhn, J., Michaeli, T., Neuhaus, B. J., Niklas, F., Obersteiner, A., Pfeffer, J., Sailer, M., Schmidmaier, R., Schmidt-Hertha, B., Stadler, M., Ufer, S., Vorholzer, A., Seidel, T., & Fischer, F. (2025). Personalizing simulation-based learning in higher education. Learning and Individual Differences, 122, Article 102746. [Direct link]
Bauer, E., Sailer, M., Niklas, F., Greiff, S., Sarbu-Rothsching, S., Zottmann, J. M., Kiesewetter, J., Stadler, M., Fischer, M. R., Seidel, T., Urhahne, D., Sailer, M., & Fischer, F. (2025). AI-based adaptive feedback in simulations for teacher education: An experimental replication in the field. Journal of Computer Assisted Learning, 41 (1), Article e13123. [Direct link]
Bichler, S., Stadler, M., Bühner, M., Greiff, S., Fischer, F. (2025). Worked Examples, Cognitive Aptitudes and the Self-Explanation Mechanism–a Replication and an Exploration. [Direct link]
Corves, C., Krümmel, P., Stadler, M., Fischer, F., Fischer, M. (2025). Systematic Variation of Discrimination Demand in Learning Examples to Foster Diagnostic Competence. Edulearn25 Proceedings, 9904-9904. [Direct link]
Damşa, C., Echeverria, V., Popov, V., Chernikova, O., Karlgren, K., Milesi, M., Jin A., Zhao L., Alfredo R., Yan L., Gasevic D., Martinez-Maldonado R., Li Y., Huang K., Sample A., Harmer B., Cooke J., Cole M., Fischer F., … Eide H. (2025). Enhancing team-based medical simulations: learning through reflection with analytics and AI tools. Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning-CSCL 2025, pp. 516-524 [Direct link]
Dresel, M., Fischer, F., Urhahne, D. (2025). Psychologie: Eine Wissenschaft, die im Lehrberuf hilft. Psychologie für den Lehrberuf, 3-23. [Direct link]
Dresel, M., Fischer, F., Urhahne, D., Zoelch, C., Berner, V. D., Hirn, S., Gruber, H., Scheumann M., Krauss S., Meinhardt J., Neuhaus B. J., Ufer S. (2025). Lernen, Gedächtnis. Psychologie für den Lehrberuf. [Direct link]
Gao, L., Liu, Y., Chernikova, O., Su, H., Li, Z., Shen, K., Shang, J., Fischer, F. (2025). Teacher–GenAI Collaboration to Co-Design Lesson Plans: Theoretical Framework and Usability Study. Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning-CSCL 2025, pp. 684-686 [Direct link]
Küchemann, S., Avila, K. E., Dinc, Y., Hortmann, C., Revenga, N., Ruf, V., Stausberg, N., Steinert, S., Fischer, F., Fischer, M. R., Kasneci, E., Kasneci, G., Kuhr, T., Kutyniok, G., Malone, S., Sailer, M., Schmidt, A., Stadler, M., Weller, J., & Kuhn, J. (2025). On opportunities and challenges of large multimodal foundation models in education. npj Science of Learning, 10 (1), 11. [Direct link]
Lichtenberger, A., Hofer, S. I., Stern, E., & Vaterlaus, A. (2025). Enhanced conceptual understanding through formative assessment: results of a randomized controlled intervention study in physics classes. Educational Assessment, Evaluation and Accountability, 37, 5–33. [Direct link]
Oezsoy, M. D., Fendt, M., Roeben, M., Bach, K. M., Pfeifer, M., Sachs, D., Sommerhoff D., Vogel, F., Fischer F, Chernikova O. (2025). Are We Still Teaching the Same Learning Sciences? A Ten-Year Follow-Up Analysis of Graduate Program Curricula. Proceedings of the 19th International Conference of the Learning Sciences-ICLS 2025, pp. 1344-1348. [Direct link]
Richters, C., Fischer, M. R., Fischer, F., Popov, V. (2025). Team-Based Dynamics of Diagnosis and Intervention in a VR Simulation: Towards a Reasoning Process Model. Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning-CSCL 2025, pp. 291-295 [Direct link]
Roeben, M., Vejvoda, J., Murböck, J., Fischer, F., Schultz-Pernice, F., Lohr, A., Stadler, M., Sailer, M., & Heitzmann, N. (2025). Simulations in teacher education: Learning to diagnose cognitive engagement. Education Sciences, 15 (3), 261. [Direct link]
Schultz-Pernice, F., Hofer, S., Sailer, M., Heitzmann, N., Fischer, F. (2025). Lehren mit Medien. Psychologie für den Lehrberuf, 455-484. [Direct link]
Stanciu, D. & Nistor, N. (2025). Doctoral capstone theories as indicators of university rankings: Insights from a machine learning approach. Computers in Human Behavior, 164, Article 108504. [Direct link]
Stanciu, D., Hernández-García, Á., Conde, M. Á., & Nistor, N. (2025). Decoding a decade. Trends and their evolution in learning analytics: A Comprehensive synthesis. Computers in Human Behavior, 165, Article 108526. [Direct link]
2024
Bach, K. M., Wildner, A., Fischer, M. R., Fischer, F., Chernikova, O., Richters, C. (2024). Opening the Black Box of the Effects of Instructional Support on Collaborative Diagnostic Processes with Process Mining. Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning-CSCL 2024, pp. 395-396 [Direct link]
Berger, S., Vejvoda, J., Schultz-Pernice, F., Li, W., Sailer, M., & Fischer, F. (2024). Digitale Bildung an bayerischen Schulen zwischen Pandemie und KI. München: vbw. [Direct link]
Bichler, S., Sailer, M., Bauer, E., Kiesewetter, J., Härtl, H., Fischer, M. R., & Fischer, F. (2024). Promoting diagnostic reasoning in teacher education: the role of case format and perceived authenticity. European Journal of Psychology of Education, 39 (5), 3227–3252. [Direct link]
Brandl, L., Stadler, M., Richters, C., Radkowitsch, A., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2024). Collaborative problem-solving in knowledge-rich domains: A multi-study structural equation model. International Journal of Computer-Supported Collaborative Learning, 19 (2), 341–368. [Direct link]
Brandl, L., Stadler, M., Richters, C., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., & Fischer, F. (2024). Collaborative Diagnostic Reasoning in a CSCL environment: A Multi Study Structural Equation Model. Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning (CSCL) 2024. [Direct link]
Chernikova, O., Heitzmann, N., Holzberger, D., Neuhaus, B., Kron, S., Ufer, S., & Fischer, F. (2024). Fostering Diagnostic Skills with Simulations: A Research Synthesis of 237 Studies in Higher Education. Proceedings of the 18th International Conference of the Learning Sciences (ICLS) 2024 (pp. 1291–1294). [Direct link]
Chernikova, O., Sommerhoff, D., Stadler, M., Holzberger, D., Nickl, M., Seidel, T., Seidel, T., Kasneci, E., Küchemann, S., Kuhn, J., Fischer, F., & Heitzmann, N. (2024). Personalization through adaptivity or adaptability? A meta-analysis on simulation-based learning in higher education. Educational Research Review, 46, Article 100662. [Direct link]
Chernikova, O., Stadler, M., Melev, I., & Fischer, F. (2024). Using machine learning for continuous updating of meta-analysis in educational context. Computers in Human Behavior, 156, Article 108215. [Direct link]
Chernikova, O., Stadler, M., Sommerhoff, D., Schons, C., Heitzmann, N., Holzberger, D., Seidel, T., Richters, C., Pickal, A. J., Wecker, C., Nickl, M., Codreanu, E., Ufer, S., Kron, S., Corves, C., Neuhaus, B. J., Fischer, M. R., & Fischer, F. (2024). The relation between learners’ experience in simulations and diagnostic accuracy: Generalizability across medical and teacher education. Computers in Human Behavior Reports, 15, Article 100454. [Direct link]
Fuchs, M., Glas, J., Muff, A., Sailer, M., Fischer, F. (2024). Digitaler Wandel im Klassenzimmer: Die Rolle der Lehrkraft. Polizei & Wissenschaft. [Direct link]
Gao, L., Fischer, F., Stadler, M., Chernikova, O. (2024). Adaptive Instructional Support in Computer-Supported Collaborative Learning: A Meta-analysis. Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning-CSCL 2024, pp. 245-248 [Direct link]
Lohr, A., Sailer, M., Stadler, M., & Fischer, F. (2024). Digital learning in schools: Which skills do teachers need, and who should bring their own devices? Teaching and Teacher Education, 152, Article 104788. [Direct link]
Lohr, A., Sailer, M., Stadler, M., Fischer, F. (2024). Digital learning in schools: Which skills do teachers need, and who should bring their own devices? Teaching and Teacher Education 152, 104788. [Direct link]
Oezsoy, M., Murböck, J., Schultz-Pernice, F., Gräsel, C., Sailer, M. & Fischer, F. (2024). Lehrkräftekooperation im Kontext digitaler Schulentwicklung - Kokon: DigCompEduObserve – Ein Beobachtungsinstrument zur Förderung digitaler Kompetenzen von Lehrenden (Version 1.0) [DigCompEduObserve—An Observation Tool to Support Teachers' Digital Skills (Version 1.0)] (MCLS Reports 3). Munich Center of the Learning Sciences. [Direct link]
Oezsoy, M., Murbök, J., Schultz-Pernice, F., Gräsel, C., Sailer, M., Fischer, F. (2024). DigCompEduObserve–Ein Beobachtungsinstrument zur Förderung digitaler Kompetenzen von Lehrenden (Version 1.0). [Direct link]
Raza, A., Penuel, W. R., Ahn, J., Jackson, K., Reinholz, D. L., Yeh, C., Lee, H. H., Fischer F., Martinez-Maldonado R. (2024). Expansive Ways of Knowing and Improving: Using Equity Tools and Approaches to Support Equity of Participation in Learning Activities. Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 1949-1956 [Direct link]
Richters, C., Schmidmaier, R., Popov, V., Schredelseker, J., Fischer, F., & Fischer, M. R. (2024). Intervention skills–a neglected field of research in medical education and beyond. GMS Journal for Medical Education, 41 (4). [Direct link]
Richters, C., Stadler, M., Radkowitsch, A., Behrmann, F., Weidenbusch, M., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2024). Fostering collaboration in simulations: How advanced learners benefit from collaboration scripts and reflection. Learning and Instruction, 93, Article 101912. [Direct link]
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. [Direct link]
Schons, C., Obersteiner, A., Fischer, F., & Reiss, K. (2024). Toward adaptive support of pre-service teachers' assessment competencies: Log data in a digital simulation reveal engagement modes. Learning and Instruction, 94, Article 101979. [Direct link]
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. [Direct link]
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. [Direct link]
de Jong, T., 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. (2024). Beyond inquiry or direct instruction: Pressing issues for designing impactful science learning opportunities. Educational Research Review, 44, Article 100623. [Direct link]
2023
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. [Direct link]
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. [Direct link]
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. [Direct link]
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., Fischer, F. (2023). Role of Learners’ Agency in Facilitating Effects of Simulation-Based Learning in Higher Education: A Meta-Analysis. Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 1953-1954 [Direct link]
Chernikova, O., Holzberger, D., Heitzmann, N., Stadler, M., Seidel, T., Fischer, F. (2023). Authentic tasks and Scaffolding in Higher Education: a Meta-Analysis on Effects of Simulations. EARLI 2023. [Direct link]
Chernikova, O., Stadler, M., Heitzmann, N., Holzberger, D., Seidel, T., Fischer, F. (2023). Salience and Authenticity in Designing Simulation-Based Learning Environments in Higher Education: A Meta-analysis. 2023 Aera Annual Meeting. [Direct link]
Corves, C., Krümmel, P., Knoop, A., Fink, M., Weidenbusch, M., Stadler, M., Siebeck M., Fischer F., Fischer M. R. (2023). Effects of reflection phases and participatory role on diagnostic competence gain in live simulation based learning. Jahrestagung der Gesellschaft für Medizinische Ausbildung(GMA) 14, 16.09. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
Fischer, F. (2023). Future collaboration between humans and AI. I. Knappertsbusch & K. Gondlach (Eds.), Work and AI 2030 (pp. 21-28). Springer. [Direct link]
Fischer, F., Mandl, H. (2023). Facilitating knowledge convergence in videoconferencing environments: The role of external representation tools. Computer support for collaborative learning, 623-624. [Direct link]
Fischer, F., Sommerhoff, D., Keune, A. (2023). Perspectives on learning from the learning sciences. International Encyclopedia of Education(Fourth Edition), 44-56. [Direct link]
Fischer, F., Vogel, F., Bodemer, D., Chernikova, O., Cress, U., De Wever, B., Eberle, J., Jeong, H., Kollar, I., Pellegrino, J., Reimann, P., Rosé, C. P., Rummel, N., Shaffer, D. W., Stadler, M., Strijbos, J.-W., Weinberger, A., & Zhang, J. (2023). Doing Quantitative Research in the Learning Sciences and CSCL: Current Developments and Applications. In J. Slotta & E. Charles (Eds.), Proceedings of the 3rd Annual Meeting of the International Society of the Learning Sciences (pp. 87–90). [Direct link]
Georgiou, D., Diery, A., Mok, S. Y., Fischer, F., Seidel, T. (2023). Turning research evidence into teaching action: Teacher educators’ attitudes toward evidence-based teaching. International Journal of Educational Research Open 4, 100240. [Direct link]
Greisel, M., Bauer, E., Kuznetsov, I., Berndt, M., Dresel, M., Fischer, M. R., Kollar, I., & Fischer, F. (2023). How to use theory to implement natural language processing for peer-feedback. Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2023 (pp. 237–240). [Direct link]
Heitzmann, N., Chernikova, O., Stadler, M., Holzberger, D., Seidel, T., Fischer, F. (2023). Lernen mit Simulationen: Eine Metaanalyse zur Adaptivität von instruktionaler Unterstützung. GEBF 2023. [Direct link]
Heitzmann, N., Fischer, F., Hofmann, R., Seidel, T. (2023). Editorial for the special issue “Advances in simulation-based learning in higher education”. Learning and Instruction 86, 101774. [Scholar link]
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. [Direct link]
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. [Direct link]
Kosiol, T., Rutkowski, A., Kastorff, T., Mohr, M., Berger, S., Reith, S., Stegmann, K., Ufer S., Frick D., Förtsch C., Neuhaus B. J., Aufleger M., Haldenwang V., Teubner M., Ludwig A., Fischer F., Bannert M., Arvaneh B., Meuleners J., … Räde, A. (2023). DigitUS mebis-Metakurs | Erstellung von mebis Kursen. [Direct link]
Kosiol, T., Rutkowski, A., Kastorff, T., Mohr, M., Berger, S., Reith, S., Stegmann, K., Ufer, S., Frick, D., Förtsch, C., Neuhaus, B., Aufleger, M., Haldenwang, V., Teubner, M., Ludwig, A., Fischer, F., Bannert, M., Arvaneh, B., Meuleners, J., Gräsel, C., Klausing, E., Ripsam, M., Nerdel, C., Held, T., Lindner, M., Kofahl, P., Ulm, S., Oechslein, K., & Räde, A. (2023). DigitUS mebis-Kurs | Kurs für Lerngemeinschaften. [Direct link]
Kosiol, T., Rutkowski, A., Kastorff, T., Mohr, M., Berger, S., Reith, S., Stegmann, K., Ufer, S., Frick, D., Förtsch, C., Neuhaus, B., Aufleger, M., Haldenwang, V., Teubner, M., Ludwig, A., Fischer, F., Bannert, M., Arvaneh, B., Meuleners, J., Gräsel, C., Klausing, E., Ripsam, M., Nerdel, C., Held, T., Lindner, M., Kofahl, P., Ulm, S., Oechslein, K., & Räde, A. (2023). DigitUS mebis-Kurs | Materialsammlung für Multiplikatorinnen und Multiplikatoren. [Direct link]
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. Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning-CSCL 2023, pp. 209-212 [Direct link]
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. [Direct link]
Ruf, V., Horrer, A., Berndt, M., Hofer, S. I., Fischer, F., Fischer, M. R., Zottmann, J. M., Kuhn, J., & 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. [Direct link]
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. [Direct link]
Schons, C., Obersteiner, A., Fischer, F., Reiss, K. (2023). Prozesse während der aufgabenbasierten Diagnose mathematischer Fehlvorstellungen in einer digitalen Simulation. Universitätsbibliothek Dortmund. [Direct link]
Schons, C., Obersteiner, A., Fischer, F., Reiss, K. (2023). Teachers' diagnostic activities during task-based assessments in a digital simulation. Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education [Direct link]
Schons, C., Obersteiner, A., Fischer, F., Reiss, K. M. (2023). Diagnoseprozesse angehender Lehrkräfte in einer digitalen Simulation erklären Unterschiede in der Diagnoseakkuratheit. 10. Tagung der Gesellschaft für Empirische Bildungsforschung(GEBF). [Direct link]
Schons, C., Obersteiner, A., Reinhold, F., Fischer, F., & Reiss, K. (2023). Developing a simulation to foster prospective mathematics teachers’ diagnostic competencies: the effects of scaffolding. Journal für Mathematik-Didakt, 4 4, 59–82. [Direct link]
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. [Direct link]
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. [Direct link]
Timothy, V., Fischer, F., Watzka, B., Girwidz, R., Stadler, M. (2023). Applying cognitive load theory in teacher education. Psychological Test Adaptation and Development. [Direct link]
Timothy, V., Watzka, B., Stadler, M., Girwidz, R., & Fischer, F. (2023). Fostering preservice teachers’ diagnostic competence in identifying students’ misconceptions in physics. International Journal of Science and Mathematics Education, 21, 1685–1702. [Direct link]
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. [Direct link]
Weinberger, A., Fischer, F., Mandl, H. (2023). Fostering computer supported collaborative learning with cooperation scripts and scaffolds. Computer Support for Collaborative Learning, 573-574. [Direct link]
Witti, M. J., Zottmann, J. M., Wershofen B, Thistlethwaite, J. E., Fischer, F., & Fischer M. R. (2023). FINCA – a conceptual framework to improve interprofessional collaboration in health education and care. Frontiers in Medicine, 10. [Direct link]
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. [Direct link]
de Jong, T., 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. Educatinal Research Review, 39, Article 100536. [Direct link]
2022
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. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
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). [Direct link]
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(3), 335-359. [Direct link]
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. [Direct link]
Brandl, L., Richters, C., Radkowitsch, A., Obersteiner, A., Fischer, M. R., Schmidmaier, R., Fischer, F., & Stadler, M. (2022). Komplexes Problemlösen mit Simulationen lernen: Vorhersage von Performanz anhand theoriebasierter Prozessmerkmale. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). [Direct link]
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. [Direct link]
Chernikova, O., Sommerhoff, D., Schons, C., Heitzmann, N., Holzberger, D., Seidel T., Richters C., Pickal A., Wecker C., Codreanu E., Ufer S., Kron S., Corves C. C., Fischer M. R., Fischer, F. (2022). Relationship between Learners’ Experience and Diagnostic Accuracy in Simulations: Insights from Medical and Teacher Education. 2022 Aera Annual Meeting. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
Fischer, F., & Opitz, A. (Eds.) (2022). Learning to diagnose with simulations - Examples from teacher education and medical education. Springer. [Direct link]
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. [Direct link]
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. [Direct link]
Gageik, L., Hasselkuß, M., Heinemann, A., Endberg, M., Aufleger, M., Bannert, M., Bau J., Bellenberg G., Berger, S., Breiter A., Breiwe R., Brück-Hübner A., Bührer A., Demski D., Detlof D., Diekmann D., Drossel K., Düttmann T., Fischer F. … Zeising, A. (2022). Schulentwicklungsprozesse für Bildung in der digitalen Welt. OAPublishing Collective. [Scholar link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
Lohr, A., Vejvoda, J., Schultz-Pernice, F., Maier, R., Jiang, S., Fischer, F., & Sailer, M. (2022). Digitale Bildung an bayerischen Hochschulen während der Corona-Pandemie. vbw. [Direct link]
Lohr, A., Vejvoda, J., Schultz-Pernice, F., Maier, R., Jiang, S., Fischer, F., & Sailer, M. (2022). Digitale Bildung an bayerischen Hochschulen während der Corona-Pandemie: Studie. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
Ninaus, M. & Sailer, M. (2022). Closing the loop – The human role in artificial intelligence for education. Frontiers in Psychology, 13, Article 956798. [Direct link]
Ninaus, M. & Sailer, M. (2022). Zwischen Mensch und Maschine: Künstliche Intelligenz zur Förderung von Lernprozessen. Lernen und Lernstörungen, 11 (4), 213–224. [Direct link]
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. [Direct link]
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. [Direct link]
Richters, C., Stadler, M., Radkowitsch, A., Behrmann, F., Weidenbusch, M., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2022). Making the rich even richer? Interaction of structured reflection with prior knowledge in collaborative medical simulations. Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022 (pp. 155–162). [Direct link]
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. [Direct link]
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. [Direct link]
Schons, C., Obersteiner, A., Fischer, F., Reiss, K. (2022). Pre-service teachers’ assessment processes from a mathematics educational and a psychological perspective. Meeting of the network” Developing and stimulating competencies: Methodological challenges and opportunities for research“ [Direct link]
Schons, C., Obersteiner, A., Fischer, F., Reiss, K. M. (2022). Pre-service teachers ‘task selections for assessing students’ misconceptions. Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education [Direct link]
Schons, C., Obersteiner, A., Fischer, F., Reiss, K. M. (2022). Task-based assessment of students’ mathematical misconceptions in a digital simulation. Meeting of the 12th International Conference on Conceptual Change. [Direct link]
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. [Direct link]
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. J., 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, 250–270. [Direct link]
Strauß, S., Eberle, J., Tunnigkeit, I., vom Bovert, L. F., Schmittchen, M., Avdullahu, A., Rummel, N., Witti, M., Zottmann, J., Wershofen, B., Fischer, F., Fischer, M. R., Ndubuisi, A., Slotta, J., Marzi, E., Borge, M., Aldemir, T., Soto, J. A., & Rosé, C. (2022). Learning to Build Bridges: Promoting Skills for Complex Collaboration Across Professional and Cultural Boundaries. Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
2026
Valcárcel Jiménez, M., Schiele, T., Camligüney, Ö., Schuster, J., & Niklas, F. (2026). The More, the Better? Quantitative and Qualitative Aspects of the Home Literacy Environment and Their Impact on Children’s Literacy Development. Education Sciences, 16(2), 197. [Direct link]
Schiele, T., Mues, A., Valcárcel Jiménez, M., & Niklas, F. (2026). Good child, bad child: The development of and relations between children’s socioemotional competencies and moral self-concept from kindergarten to the end of Grade 1. Cognition and Emotion, 40(1), 199–216. [Direct link]
2025
Hischa, V., Moeller, K., Seitz-Stein, K., & Niklas, F. (2025). Differential contributions of approximate number system, number line estimation, and working memory to mathematical skills in preschool and primary school. Psychological Research, 89(5), 142. [Direct link]
Wirth, A., Mues, A., Schuster, J., Schiele, T., & Niklas, F. (2025). Medienkompetenzen von Fachkräften in der Frühpädagogik stärken: Eine Interventionsstudie zur Förderung pädagogischer Handlungskompetenzen durch Fortbildungsangebote. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 199–214. [Direct link]
Bauer, E., Heitzmann, N., Bannert, M., Chernikova, O., Fischer, M. R., Frenzel, A. C., Gartmeier, M., Hofer, S. I., Holzberger, D., Kasneci, E., Koenen, J., Kosel, C., Küchemann, S., Kuhn, J., Michaeli, T., Neuhaus, B. J., Niklas, F., Obersteiner, A., Pfeffer, J., Sailer, M., Schmidmaier, R., Schmidt-Hertha, B., Stadler, M., Ufer, S., Vorholzer, A., Seidel, T., & Fischer, F. (2025). Personalizing simulation-based learning in higher education. Learning and Individual Differences, 122, Article 102746. [Direct link]
Valcárcel Jiménez, M., Heine, J. H., Schiele, T., Mues, A., & Niklas, F. (2025). The role of parental attitudes, home literacy environment, and migration background in preschool children's emergent literacy skills. Journal of Applied Developmental Psychology, 99, Article 101830. [Direct link]
Mues, A., Birtwistle, E., Wirth, A., Schiele, T., & Niklas, F. (2025). Supporting children’s numeracy competencies and families’ HNE: Exploring the role of apps and digital parent information in STEM vs. Non-STEM families. European Journal of Psychology of Education, 40(2), 53. [Direct link]
Niklas, F., Mues, A., Valcárcel Jiménez, M., Schiele, T., Birtwistle, E., & Wirth, A. (2025). Empirische Arbeit: Die familiäre Lernumwelt als Mediator zwischen Elterneinstellungen und schriftsprachlichen und mathematischen Kompetenzen im Vorschulalter. Psychologie in Erziehung und Unterricht, 72(2), 133–147. [Direct link]
Niklas, F. (2025). Editorial zum Themenschwerpunkt: Die Bedeutung der familiären Lernumwelt vom Kleinkind- bis ins Grundschulalter: Konzeptualisierung und Zusammenhänge mit Eltern- und Familienmerkmalen. Psychologie in Erziehung und Unterricht, 72(2), 85–88. [Direct link]
Berner, V. D., Lehrl, S., Seitz-Stein, K., Gasteiger, H., & Niklas, F. (2025). Empirische Arbeit: Welche Bedeutung haben elterliche Überzeugungen und Aktivitäten für den Erwerb früher mathematischer Kompetenzen? Psychologie in Erziehung und Unterricht, 72(2), 118–132. [Direct link]
Niklas, F., Birtwistle, E., Mues, A., & Wirth, A. (2025). Learning apps at home prepare children for school. Child Development, 96(2), 577–590. [Direct link]
Bauer, E., Sailer, M., Niklas, F., Greiff, S., Sarbu-Rothsching, S., Zottmann, J. M., Kiesewetter, J., Stadler, M., Fischer, M. R., Seidel, T., Urhahne, D., Sailer, M., & Fischer, F. (2025). AI-based adaptive feedback in simulations for teacher education: An experimental replication in the field. Journal of Computer Assisted Learning, 41 (1), Article e13123. [Direct link]
Birtwistle, E., Chernikova, O., Wünsch, M., & Niklas, F. (2025). Training of executive functions in children: A meta-analysis of cognitive training interventions. Sage Open, 15(1), 21582440241311060. [Direct link]
Schiele, T., Edelsbrunner, P., Mues, A., Birtwistle, E., Wirth, A., & Niklas, F. (2025). The effectiveness of game-based literacy app learning in preschool children from diverse backgrounds. Learning and Individual Differences, 117, Article 102579. [Direct link]
Brandt, P., Niklas, F., Berner, V. D., & Gasteiger, H. (2025). Ängste von Kindern vor Schulbeginn beim Lösen mathematischer Aufgaben. Frühe Bildung. [Direct link]
Niklas, F., Schiele, T., Jiménez, M. V., & Mues, A. (2025). Interventions in the Home Literacy Environment and Children’s Language and Literacy Skills. In Home Literacy Environment and Literacy Acquisition: Evidence from Different … [Direct link]
Jiménez, M. V., Heine, J. H., Schiele, T., Mues, A., & Niklas, F. (2025). Role of Parental Attitudes, Home Literacy Environment, and Migration Background in Children’s Literacy Skills. AERA Online Paper Repository. [Direct link]
Mues, A., Wirth, A., & Niklas, F. (2025). Digitale Medien – schon im Kindergarten. [Direct link]
Hischa, V., & Niklas, F. (2025). Kognitive, domänenspezifische Funktionen und ihre Bedeutung für mathematische Kompetenzen in der Grundschule. [Direct link]
Berner, V. D., Moeller, K., Hischa, V., Schiele, T., Essler, S., Niklas, F., & Gasteiger, H. (2025). Links between parents’ beliefs, children’s self-concept and competencies in kindergarten in math. [Direct link]
Hischa, V., & Niklas, F. (2025). ANS, Mapping, and Working Memory as Predictors for Mathematical Skills in Primary School. [Direct link]
Camligüney, Ö., Schiele, T., Valcárcel Jiménez, M., & Niklas, F. (2025). The Development of Literacy Self-Concept in Preschool Children in the Home Literacy Environment. Available at SSRN 5160349. [Direct link]
2024
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. [Direct link]
Mues, A., Schiele, T., Berner, V.-D., Ufer, S., Birtwistle, E., Wirth, A., & Niklas, F. (2024). Der Zusammenhang mathematischer Lernerfahrungen in der Familie mit strukturellen Hintergrundmerkmalen und mathematischen Vorläuferfähigkeiten im Vorschulalter. Frühe Bildung, 13 (4), 201-210. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
Valcárcel Jiménez, M., Wirth, A., Birtwistle, E., & Niklas, F. (2024). The Home Literacy Environment and television exposure as mediators between migration background and preschool children’s linguistic abilities. Reading & Writing, 37 , 2323–2347. [Direct link]
Wirth, A., Mues, A., Birtwistle, E., & Niklas, F. (2024). Evaluating educational apps for preschoolers: Differences and agreements between the assessments of experts, parents and their children. Computers in Human Behavior, 160 , 108361. [Direct link]
Mues, A., Wirth, A., Schiele, T., & Niklas, F. (2024). Digitale Medien kompetent in Kitas einsetzen - Eine Übersicht verschiedener Möglichkeiten und Ressourcen. Springer. [Direct link]
Niklas, F. & Lehrl, S. (2024). Die Familie als Lernumwelt – Definition, Konzeption und Zusammenhänge mit der kindlichen Kompetenzentwicklung. W. Kohlhammer. [Direct link]
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. [Direct link]
Mues, A., Schiele, T., Berner, V. D., Ufer, S., Birtwistle, E., Wirth, A., & Niklas, F. (2024). The Associations between Families’ Home Numeracy Environment, Families’ Structural Background Characteristics, and Mathematical Precursor Skills. AERA Online Paper Repository. [Direct link]
Berner, V. D., Lehrl, S., Seitz-Stein, K., Gasteiger, H., & Niklas, F. (2024). Elterliche Beteiligung an der Entwicklung früher mathematischer Kompetenzen. [Direct link]
2023
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, 1 3, Article 641. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
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. [Direct link]
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. cscl2023.646214 [Direct link]
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.), B ildung für eine digitale Zukunft (Edition ZfE, S. 27–55). Springer VS. [Direct link]
2022
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. [Direct link]
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. [Direct link]
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. ILS-06-2022-0076 [Direct link]
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. [Direct link]
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. [Direct link]
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, 80 (5), 596-610. [Direct link]
Wirth, A., Birtwistle, E., Mues, A., & Niklas, F. (2022). Kinder spielerisch auf die Schule vorbereiten. Fähigkeitsentwicklung und Förderung im Vorschulalte r. Hogrefe. [Direct link]
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. [Direct link]
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. [Direct link]
2026
Kozlova, Z., Cera, R., Hoyer, C., Flegr, S., Kuhn, J., & Hofer, S. I. (2026). The Impact of the Testing Environment on Gender Differences in Mental Rotation Performance: Does Virtual Reality Make a Difference?Computers & Education, 105577.[Direct link]
Reinhold, F., Diedrich, J., Schiepe-Tiska, A., León Gómez Yepes, R., & Hofer, S. I. (2026). Gender effects in mathematics, science, and reading achievement: A secondary analysis of PISA data on the role of expectancies and values as well as cultural and societal norms. Learning and Individual Differences, 127, Article 102890. [Direct link]
2025
Merki, E. B., Hofer, S. I., Vaterlaus, A., & Lichtenberger, A. (2025). Inventory of Galilean transformation of uniform linear motion in position-time graphs. Physical Review Physics Education Research, 21(2), Article 020118. [Direct link]
Edelsbrunner, P. A., Tetzlaff, L., Bach, K. M., Dumas, D., Hofer, S. I., Köhler, C., Kozlova, Z., Moeller, J., Reinhold, F., Roberts, G. J., Sengewald, M.-A., & Bichler, S. (2025). Beyond linear regression: Statistically modeling aptitude-treatment interactions and the differential effectiveness of educational interventions. Learning and Individual Differences, 124, Article 102812. [Direct link]
Bach, K. M., Hofer, S. I., & Bichler, S. (2025). Adaptive learning, instruction, and teaching in schools: Unraveling context, sources, implementation, and goals in a systematic review. Learning and Individual Differences, 124, Article 102781. [Direct link]
Hofer, S. I., & Reinhold, F. (2025). Scaffolding of learning activities: Aptitude-treatment-interaction effects in math? Learning and Instruction, 99, Article 102177. [Direct link]
Bach, K. M., Reinhold, F., & Hofer, S. I. (2025). Unlocking math potential in students from lower SES backgrounds—using instructional scaffolds to improve performance. npj Science of Learning, 10(1), Article 66. [Direct link]
Bauer, E., Heitzmann, N., Bannert, M., Chernikova, O., Fischer, M. R., Frenzel, A. C., Gartmeier, M., Hofer, S. I., Holzberger, D., Kasneci, E., Koenen, J., Kosel, C., Küchemann, S., Kuhn, J., Michaeli, T., Neuhaus, B. J., Niklas, F., Obersteiner, A., Pfeffer, J., Sailer, M., Schmidmaier, R., Schmidt-Hertha, B., Stadler, M., Ufer, S., Vorholzer, A., Seidel, T., & Fischer, F. (2025). Personalizing simulation-based learning in higher education. Learning and Individual Differences, 122, Article 102746. [Direct link]
Kozlova, Z., Bach, K. M., Edelsbrunner, P. A., & Hofer, S. I. (2025). Bringing learners into focus: A systematic review of learner characteristics in AR-supported STEM education. Learning and Individual Differences, 122, Article 102727. [Direct link]
Lichtenberger, A., Hofer, S. I., Stern, E., & Vaterlaus, A. (2025). Enhanced conceptual understanding through formative assessment: Results of a randomized controlled intervention study in physics classes. Educational Assessment, Evaluation and Accountability, 37(1), 5–33. [Direct link]
Schultz-Pernice, F., Hofer, S., Sailer, M., Heitzmann, N., & Fischer, F. (2025). Lehren mit Medien. In D. Urhahne, M. Dresel, & F. Fischer (Eds.), Psychologie für den Lehrberuf (pp. 455–484). Springer. [Direct link]
Krüger, J. M., Buchner, J., Altmeyer, K., Georgiou, Y., Hoyer, C., Palzer, K., Kozlova, Z., Malone, S., Garzón Alvarez, J. F., Hofer, S., & Bodemer, D. (2025). Towards a transformative framework for AR learning and instruction through the lenses of research and practice: An interdisciplinary community workshop. In D. Economou, C. Lazou, P. MacDowell, D. Pedrosa, D. Beck, S. Mystakidis, G. Smith-Nunes, A. Peña-Rios, & J. Richter (Eds.), Immersive Learning Research Network (pp. 24–28). [Direct link]
Bach, K. M., & Hofer, S. I. (2025). One-on-one and both benefit? The effects of one-on-one online tutoring on underserved students and volunteer tutors. Preprint. [Direct link]
Bichler, S., & Hofer, S. I. (2025). Digitale Lehrkompetenzen hands-on erwerben: mit digitalen Werkzeugen lernen, um mit digitalen Werkzeugen zu lehren. In Digitale und analoge Lehre an der Hochschule: das Beste aus beiden Welten (pp. 161–176). Springer. [Direct link]
Merki, E., Eisenlauer, V., Lichtenberger, A., Vaterlaus, A., & Hofer, S. I. (2025). Can conceptual understanding and engagement in physics be enhanced using an interactive 360-degree virtual reality learning environment? In Evaluating an interactive 360-degree learning environment for Galilean transformation of uniform motion in graphs developed on the basis of analyzed peer discussions. [Direct link]
Dumont, H., Hofer, S., & Reinhold, F. (2025). Schülermerkmale und adaptiver Unterricht. In M. Syring, T. Bohl, A. Gröschner, & A. Scheunpflug (Eds.), Studienbuch Bildungswissenschaften 2: Unterricht und Schule gestalten (pp. 171–189). utb. [Direct link]
2024
Edelsbrunner, P. A., & Hofer, S. I. (2024). Examining and comparing the relation between representational competence and conceptual knowledge across four samples. Frontiers in Education, 9, Article 1459603. [Direct link]
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. [Direct link]
Kozlova, Z., Bach, K. M., Edelsbrunner, P. A., & Hofer, S. I. (2024). A systematic review on individual prerequisites for STEM learning in augmented reality—suggesting the “L-Tech Triad” for future studies. PsyArXiv preprint. [Direct link]
2023
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. [Direct link]
Edelsbrunner, P. A., Malone, S., Hofer, S. I., 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(1), Article 44. [Direct link]
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. [Direct link]
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. [Direct link]
Ruf, V., Horrer, A., Berndt, M., Hofer, S. I., Fischer, F., Fischer, M. R., Zottmann, J. M., Kuhn, J., & Küchemann, S. (2023). A literature review comparing experts’ and non-experts’ visual processing of graphs during problem-solving and learning. Education Sciences, 13(2), Article 216. [Direct link]
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 Bildung für eine digitale Zukunft (pp. 103–123). Springer. [Direct link]
2022
Hofer, S. I., Markwalder, U., Deiglmayr, A., & Berkowitz, M. (2022). Potentiale nutzen - unabhängig von Geschlecht und sozialer Herkunft. In M. Schneider, R. H. Grabner, H. Saalbach, & L. Schalk (Eds.), Wie guter Unterricht intelligentes Wissen schafft (S. 69-87). Kohlhammer.
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, 23-25.
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. [Direct link]
Lesperance, K., Hofer, S., 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. [Direct link]
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. [Direct link]
Strohmaier, A. R., Reinhold, F., Hofer, S., Berkowitz, M., Vogel-Heuser, B., & Reiss, K. (2022). Different complex word problems require different combinations of cognitive skills. Educational Studies in Mathematics, 109(1), 89–114. [Direct link]
2025
Costache, O., Edelsbrunner, P. A., Becker, E. S., Sticca, F., Staub, F. C., & Götz, T. (2025). Who loses motivation and who keeps it up? Investigating factors for changes in motivational profiles across multiple domains. Learning and Individual Differences, 124, Article 102798. [Direct link]
Fendt, M., Muth, X., & Edelsbrunner, P. A. (2025). Judging a text by its author—A meta-analysis of interventions to foster source credibility assessment. Learning and Individual Differences, 124, Article 102782. [Direct link]
Edelsbrunner, P. A., Tetzlaff, L., Bach, K. M., Dumas, D., Hofer, S. I., Köhler, C., Kozlova, Z., Moeller, J., Reinhold, F., Roberts, G. J., Sengewald, M.-A., & Bichler, S. (2025). Beyond linear regression: Statistically modeling aptitude-treatment interactions and the differential effectiveness of educational interventions. Learning and Individual Differences, 124, Article 102812. [Direct link]
Kozlova, Z., Bach, K. M., Edelsbrunner, P. A., & Hofer, S. I. (2025). Bringing learners into focus: A systematic review of learner characteristics in AR-supported STEM education. Learning and Individual Differences, 122, Article 102727. [Direct link]
Edelsbrunner, P. A. (2025). Does interference between intuitive conceptions and scientific concepts produce reliable inter-individual differences? A psychometric analysis. Science & Education, 34(4), 1971–1988. [Direct link]
Haslbeck, J. M. B., Martínez, A. J., Roefs, A. J., Fried, E. I., Lemmens, L. H. J. M., Groot, E., Edelsbrunner, P. A. (2025). Comparing Likert and visual analogue scales in ecological momentary assessment. Behavior Research Methods, 57(8), Article 217. [Direct link]
Edelsbrunner, P. A., Simonsmeier, B. A., & Schneider, M. (2025). The reliability, but not the Cronbach’s alpha, of knowledge tests matters: Response to Zitzmann and Orona (2025). Educational Psychology Review, 37(2), Article 48. [Direct link]
Edelsbrunner, P. A., Simonsmeier, B. A., & Schneider, M. (2025). The Cronbach’s alpha of domain-specific knowledge tests before and after learning: A meta-analysis of published studies. Educational Psychology Review, 37(1), Article 4. [Direct link]
Rosman, T., Edelsbrunner, P. A., Hendriks, F., Vaupotič, N., & Wingen, T. (2025). Leveraging psychological insights for effective science communication. Zeitschrift für Psychologie, 233(1), 1–5. [Direct link]
Daguati, S., Braas, T., Hungerbühler, N., Edelsbrunner, P., Barth, A., Schumacher R., Stern E. (2025). Promoting learning of mathematical functions by cognitively activating instructions. EARLI 2025. [Conference poster]. [Direct link]
Edelsbrunner, P., Thurn, C. M., Peteranderl, S., Deiglmayr, A., Keller, J., Schumacher R., Stern E. (2025). Alternating between prior general and specific content knowledge to promote science literacy. EARLI 2025. [Conference paper]. [Direct link]
Schiele, T., Edelsbrunner, P., Mues, A., Birtwistle, E., Wirth, A., & Niklas, F. (2025). The effectiveness of game-based literacy app learning in preschool children from diverse backgrounds. Learning and Individual Differences, 117, Article 102579. [Direct link]
2024
Edelsbrunner, P. A., Schumacher, R., Hänger-Surer, B., Schalk, L., & Stern, E. (2024). Preparation for future conceptual learning: Content-specific long-term effects of early physics instruction. Journal of Educational Psychology, 116(8), 1479–1499. [Direct link]
Edelsbrunner, P. A., & Hofer, S. I. (2024). Examining and comparing the relation between representational competence and conceptual knowledge across four samples. Frontiers in Education, 9, Article 1459603. [Direct link]
Zitzmann, S., Wagner, W., Lavelle-Hill, R., Jung, A. J., Jach, H., Loreth, L., Lindner, C., Schmidt, F. T. C., Edelsbrunner, P. A., Schaefer, C. D., Deutschländer R., Schauber S. K., Krammer, G., Wolff F., Hui, B., Fischer, C., Bardach, L., Nagengast B, Hecht, M. (2024). On the role of variation in measures, the worth of underpowered studies, and the need for tolerance among researchers: Some more reflections on Leising et al. from a methodological, statistical, and social-psychological perspective. Personality Science, 5, Article 27000710241257413. [Direct link]
Kozlova, Z., Bach, K. M., Edelsbrunner, P. A., & Hofer, S. I. (2024). A systematic review on individual prerequisites for STEM learning in augmented reality – Suggesting the “L-Tech Triad” for future studies. PsyArXiv preprint. [Direct link]
White, M., Edelsbrunner, P. A., & Thurn, C. M. (2024). The conceptualisation implies the statistical model: Implications for measuring domains of teaching quality. Assessment in Education: Principles, Policy & Practice, 31(3–4), 254–278. [Direct link]
Brauchli, V., Edelsbrunner, P., Castro, R. P., Barr, R., von Wyl, A., Lannen, P., & Sticca, F. (2024). Screen time vs. scream time: Developmental interrelations between young children's screen time, negative affect, and effortful control. Computers in Human Behavior, 154, Article 108138. [Direct link]
Brauchli, V., Sticca, F., Edelsbrunner, P. A., von Wyl, A., & Lannen, P. (2024). Are screen media the new pacifiers? The role of parenting stress and parental attitudes for children's screen time in early childhood. Computers in Human Behavior, 152, Article 108057. [Direct link]
Edelsbrunner, P. A., & Thurn, C. M. (2024). Improving the utility of non-significant results for educational research: A review and recommendations. Educational Research Review, 42, Article 100590. [Direct link]
Thurn, C. M., Edelsbrunner, P., Berkowitz, M., Schalk, L., & Deiglmayr, A. (2024). A model for teaching for conceptual change? Six challenges regarding the ICAP framework. 13th International Conference on Conceptual Change. [Conference paper]. [Direct link]
2023
Tetzlaff, L., Edelsbrunner, P., Schmitterer, A., Hartmann, U., & Brod, G. (2023). Modeling interactions between multivariate learner characteristics and interventions: A person-centered approach. Educational Psychology Review, 35(4), Article 112. [Direct link]
Thurn, C. M., Edelsbrunner, P. A., Berkowitz, M., Deiglmayr, A., & Schalk, L. (2023). Questioning central assumptions of the ICAP framework. npj Science of Learning, 8, Article 49. [Direct link]
Babari, P., Hielscher, M., Edelsbrunner, P. A., Döbeli Honegger, B., Waldvogel, B., & Marinus, E. (2023). Using concept cartoons for assessing children’s conceptions about the Internet. In Proceedings of the 18th WiPSCE Conference on Primary and Secondary Computing Education Research. [Direct link]
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, Article 100595. [Direct link]
Thurn, C. M., Edelsbrunner, P., Schumacher, R., & Stern, E. (2023). Preparation for future learning in physics: The importance of overlap in prior knowledge. 20th Biennial EARLI Conference (EARLI 2023). [Conference contribution]. [Direct link]
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. [Direct link]
Schmidt, K., Edelsbrunner, P. A., Rosman, T., Cramer, C., & Merk, S. (2023). When perceived informativity is not enough. How teachers perceive and interpret statistical results of educational research. Teaching and Teacher Education, 130, Article 104134. [Direct link]
Hoogeveen, S., Sarafoglou, A., Aczel, B., Aditya, Y., Alayan, A. J., Allen, P. J., Altay, S., Alzahawi, S., Amir, Y., Anthony, F.-V., Appiah, O. K., Atkinson, Q. D., Baimel, A., Balkaya-Ince, M., Balsamo, M., Banker, S., Bartoš, F., Becerra, M., Beffara, B., ... Wagenmakers, E.-J. (2023). A many-analysts approach to the relation between religiosity and well-being. Religion, Brain & Behavior, 13(3), 237–283. [Direct link]
Edelsbrunner, P. A., Sebben, S., Frisch, L. K., Schüttengruber, V., Protzko, J., Thurn C. M. (2023). How to understand a research question—a challenging first step in setting up a statistical model. Religion, Brain & Behavior, 13(3), 306–309. [Direct link]
Edelsbrunner, P. A., Malone, S., Hofer, S. I., 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(1), Article 44. [Direct link]
Dumas, D., & Edelsbrunner, P. (2023). How to make recommendations for educational practice from correlational data using structural equation models. Educational Psychology Review, 35, Article 48. [Direct link]
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. [Direct link]
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), 350–375. [Direct link]
Hanfstingl, B., Uher, J., Edelsbrunner, P. A., Dettweiler, U., & Gnambs, T. (2023). Editorial: From “modern” to “postmodern” psychology: Is there a way past? Frontiers in Psychology, 14, Article 1091721. [Direct link]
Grimm, H., Edelsbrunner, P. A., & Möller, K. (2023). Accommodating heterogeneity: The interaction of instructional scaffolding with student preconditions in the learning of hypothesis-based reasoning. Instructional Science, 51(1), 103–133. [Direct link]
2022
Edelsbrunner, P. A., Ruggeri, K., Damnjanović, K., Greiff, S., Lemoine, J. E., Ziegler, M. (2022). Generalizability, replicability, and new insights derived from registered reports within understudied populations: Introduction to the special issue. European Journal of Psychological Assessment. [Direct link]
Edelsbrunner, P. A., & Peteranderl, S. (2022). Vermeidung von Fehlkonzepten durch die Förderung des Verständnisses von Experimenten in der Grundschule. In M. Schneider, R. Grabner, H. Saalbach, & L. Schalk (Hrsg.), Wie guter Unterricht intelligentes Wissen schafft: Handlungswissen aus der Lehr-Lernforschung (1. Aufl., S. 110–120). Kohlhammer. [Direct link]
Hartmann, M., Edelsbrunner, P., Hielscher, M., Paparo, G., Döbeli Honegger, B., & Marinus, E. (2022). Programming concepts and misconceptions in grade 5 and 6 children: Developing and testing a new assessment tool. Atti del 5 Convegno sulle didattiche disciplinari, 328–333. [Direct link]
Edelsbrunner, P. A. (2022). A model and its fit lie in the eye of the beholder: Long live the sum score. Frontiers in Psychology, 13, Article 986767. [Direct link]
Schiefer, J., Edelsbrunner, P. A., Bernholt, A., Kampa, N., & Nehring, A. (2022). Epistemic beliefs in science—A systematic integration of evidence from multiple studies. Educational Psychology Review, 34(3), 1541–1575. [Direct link]
Thurn, C. M., Markwalder, U., Edelsbrunner, P., Stühlinger, M., & Stern, E. (2022). Predicting secondary school streaming in Switzerland from students’ intelligence, interest, and school grades. 22nd Annual Conference of the International Society for Intelligence Research. [Conference paper]. [Direct link]
Thurn, C. M., Hänger, B., Edelsbrunner, P., Deiglmayr, A., Schumacher, R., & Stern, E. (2022). Network models of conceptual understanding in magnetism. JURE 2022. [Conference poster]. [Direct link]
Berkowitz, M., Edelsbrunner, P., & Stern, E. (2022). The relation between working memory and mathematics performance among students in math-intensive STEM programs. Intelligence, 92, Article 101649. [Direct link]
Costache, O., Edelsbrunner, P. A., Becker, E. S., Sticca, F., Staub, F. C., & Götz, T. (2022). Wachstumsverläufe der intrinsischen Wertüberzeugungen in Mathematik und Französisch: Zusammenhänge mit Berufsorientierungen. Zeitschrift für Erziehungswissenschaft, 25(2), 269–291. [Direct link]
Rosman, T., Edelsbrunner, P. A., Hendriks, F., & Wingen, T. (2022). Call for Papers: “Psychological Perspectives on Science Communication”. Zeitschrift für Psychologie, 230(2), 185–186. [Direct link]
Edelsbrunner, P. A., Schumacher, R., & Stern, E. (2022). Children’s scientific reasoning in light of general cognitive development. In O. Houdé & G. Borst (Eds.), The Cambridge Handbook of Cognitive Development (pp. 585–605). Cambridge University Press. [Direct link]
White, M., Edelsbrunner, P. A., & Thurn, C. M. (2022). The concept(ualization) implies the statistical model: Implications for measuring teaching quality. PsyArXiv preprint. [Direct link]
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