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Current publications


Self-regulated learning in the digitally enhanced science classroom: Toward an early warning system

Kubsch, M., Strauß, S., Grimm, A., Gombert, S., Drachsler, H., Neumann, K., Rummel, N. (2025)

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What Makes Sources Credible? How Source Features Shape Evaluation of Scientific Information

Scharrer, L., Thomm, E., Stadtler, M., & Bromme, R. (2025)

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Building resilience against online misinformation: A teacher-led training promoting evaluation strategies among lower secondary students

Marten, P., Stadtler, M. (2025)

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Far transfer of metacognitive regulation: From cognitive learning strategy use to mental effort regulation

Wirth*, J., Weber-Reuter*, X.-L., Schuster, C., Fleischer, J., Leutner, D., & Stebner, F. (2025)
* Autoren haben gleichwertig zur Publikation beigetragen 

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Using evidence-centered design to develop an automated system for tracking students' physics learning in a digital learning environment

Kubsch, M., Grimm, A., Neumann, K., Drachsler, H., & Rummel, N. (2024)

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Negotiation of dominant AI narratives in museum exhibitions

Maksimova, A. (2024). 

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Generative AI in academic writing: Does information on authorship impact learners' revision behavior?

Radtke, A. & Rummel, N. (2025)

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Typische mathematische Tätigkeiten beim realen mathematischen Experimentieren aus Sicht von Schüler*innen und Lehrer*innen

Hagenkötter, R., Rolka, K., Nachtigall, V. & Rummel, N. (2024)

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Learning to Evaluate (Mis)information in an Online Game: Strategies Matter!

Barzilai, S., & Stadtler, M. (2025)

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Investigating learner characteristics and processes in productive failure and vicarious failure to design adaptive guidance.

Brand, C., Hartmann, C., Loibl, K. & Rummel, N. (2024)

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