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Journal Articles
- 2017
[j8]Andreas Lachner, Christian Burkhart, Matthias Nückles:
Formative computer-based feedback in the university classroom: Specific concept maps scaffold students' writing. Comput. Hum. Behav. 72: 459-469 (2017)- 2015
- [j7]Inga Glogger-Frey
, Julian Kappich, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl:
Inventing motivates and prepares student teachers for computer-based learning. J. Comput. Assist. Learn. 31(6): 546-561 (2015) - 2014
- [j6]Kristin Wäschle, Andreas Lachner, Björn Stucke, Sabine Rey, Cornelius Frömmel, Matthias Nückles:
Effects of visual feedback on medical students' procrastination within web-based planning and reflection protocols. Comput. Hum. Behav. 41: 120-136 (2014) - 2006
- [j5]Rolf Schwonke, Sabine Hauser, Matthias Nückles, Alexander Renkl:
Enhancing computer-supported writing of learning protocols by adaptive prompts. Comput. Hum. Behav. 22(1): 77-92 (2006) - [j4]Matthias Nückles, Alexander Stürz:
The assessment tool: a method to support asynchronous communication between computer experts and laypersons. Comput. Hum. Behav. 22(5): 917-940 (2006) - [j3]Matthias Nückles, Anna Ertelt:
The problem of describing a problem: Supporting laypersons in presenting their queries to the Internet-based helpdesk. Int. J. Hum. Comput. Stud. 64(8): 648-669 (2006) - [j2]Matthias Nückles, Alexandra Winter, Jörg Wittwer, Markus Herbert, Sandra Hübner:
How do Experts Adapt their Explanations to a Layperson's Knowledge in Asynchronous Communication? An Experimental Study. User Model. User Adapt. Interact. 16(2): 87-127 (2006) - 2005
- [j1]Rolf Schwonke, Matthias Nückles, Sabine Hauser, Kirsten Berthold, Alexander Renkl:
Computergestütztes Schreiben von Lernprotokollen. Z. für Medienpsychologie 17(2): 42-53 (2005)
Conference and Workshop Papers
- 2013
- [c13]Inga Glogger, Julian Kappich, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl:
Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes. CogSci 2013 - [c12]Katharina Hellmann, Matthias Nückles:
Expert Blind Spot in Pre-Service and In-Service Mathematics Teachers: Task Design moderates Overestimation of Novices' Performance. CogSci 2013 - [c11]Stephanie Herppich, Jörg Wittwer, Matthias Nückles, Alexander Renkl:
Benefits for Processes Cause Decrements in Outcomes: Training Improves Tutors' Interactivity at the Expense of Assessment Accuracy. CogSci 2013 - [c10]Andreas Lachner, Matthias Nückles:
Experts' Explanations Engage Novices in Deep-Processing. CogSci 2013 - 2012
- [c9]Andreas Lachner, Johannes Gurlitt, Matthias Nückles:
A Graph-Oriented Approach to Measuring Expertise- Detecting Structural Differences between Experts and Intermediates. CogSci 2012 - [c8]Kristin Schmidt, Andreas Lachner, Björn Stucke, Sabine Rey, Cornelius Frömmel, Matthias Nückles:
How Metacognitive Awareness Caused A Domino Effect in Learning. ICLS 2012 - [c7]Elisabeth Wegner, Iris Kaufmann, Matthias Nückles:
Promoting Teacher Candidates' Awareness for Teaching Dilemmas: A Field Experiment. ICLS 2012 - 2011
- [c6]Stephanie Herppich, Jörg Wittwer, Matthias Nückles, Alexander Renkl:
Does Teaching Experience Help? Differences in the Assessment of Tutees' Understanding Between Teacher Tutors and Student Tutors. CogSci 2011 - 2010
- [c5]Natalia Schlichter, Rainer Watermann, Matthias Nueckles:
Personal beliefs about learning and teaching: comparison of student teachers in the sciences and humanities at different stages of their studies. ICLS (1) 2010: 564-571 - 2008
- [c4]Matthias Nückles, Sandra Hübner, Alexander Renkl:
Short-term versus long-term effects of cognitive and metacognitive prompts in writing-to-learn. ICLS (2) 2008: 124-131 - [c3]Tatjana S. Hilbert, Matthias Nückles, Sandra Matzel:
Concept mapping for learning from text: evidence for a worked-out-map-effect. ICLS (1) 2008: 358-365 - 2006
- [c2]Sabine Hauser, Matthias Nueckles, Alexander Renkl:
Supporting Concept Mapping for Learning from Text. ICLS 2006 - 2005
- [c1]Gahgene Gweon, Carolyn Penstein Rosé, Jörg Wittwer, Matthias Nückles:
Supporting Efficient and Reliable Content Analysis Using Automatic Text Processing Technology. INTERACT 2005: 1112-1115
Coauthor Index
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