Brand, C., Loibl, K., Rummel, N. (2024). Learning in Vicarious Failure: How Intermediate Knowledge Links Prior Knowledge Activation And Conceptual Knowledge. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.) Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 578-585). Buffalo, USA. ISLS Annual Meeting 2024 https://doi.org/10.22318/icls2024.808730
Eberle, J., Strauß, S., Nachtigall, V., & Rummel, N. (2024). Analyse prozessbezogener Verhaltensdaten mittels Learning Analytics: Aktuelle und zukünftige Bedeutung für die Unterrichtswissenschaft. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-024-00205-5
Hagenkötter, R., Nachtigall, V., Rolka, K., & Rummel, N. (2024). Model authenticity in learning mathematical hands-on experimentation: how students perceive and learn from scientist and peer models. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-024-00843-4
Hagenkötter, R., Nachtigall, V., Rolka, K., & Rummel, N. (2024). Chapter 5: Mathematical hands-on experimentation as a possibility to engage students in authentic modeling with data. In S. Podworny, D. Frischemeier, M. Dvir, & D. Ben-Zvi (Eds.), Reasoning with data models and modeling in the big data era (pp. 41–48). Minerva School 2022. https://digital.ub.uni-paderborn.de/doi/10.17619/UNIPB/1-1815
Loibl, K., Leuders, T., & Glogger-Frey, I. Rummel, N. (2024). CID: a framework for the cognitive analysis of composite instructional designs. Instructional Science. https://doi.org/10.1007/s11251-024-09665-9
Teich, K., Loock V. & Rummel, N. (2024). User-Centered Design of Adaptive Support in a Continuing Education Online Course: Findings from a Design-Based Research Process. In: Learning and Collaboration Technologies. International Conference on Human-Computer Interaction (HCII 2024). Lecture Notes in Computer Science, 14722, 103-123. Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-61672-3_8
Teich, K., Loock, V. & Rummel, N. (2024). Meeting the Challenges of Continuing Education Online Courses: Can we promote Self-Regulated Learning Strategies with Adaptive Support? British Journal of Educational Technology, Volume 55(4), 1437-1455. https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13453
Walendy, R., Weber, M., Li, J., Becker, S., Wiesen, C., Elson, M., Kim, Y., Fawaz, K., Rummel, N., & Paar, C. (2024). I see an IC: A Mixed-Methods Approach to Study Human Problem-Solving Processes in Hardware Reverse Engineering. CHI ’24: Proceedings of the CHI Conference on Human Factors in Computing Systems, 831, 1-20, Honolulu, USA. https://doi.org/10.1145/3613904.3642837
[2023]
Aleven, V., Mavrikis, M., McLaren, B. M., Nguyen, H. A., Olsen, J. K., & Rummel, N. (2023). Chapter 9: Six instructional approaches supported in AIED systems. In du Boulay, B., Mitrovic, A., & Yacef, K. (Hrsg.), Handbook of Artificial Intelligence in Education (pp.184–228). Edward Elgar Publishing. https://doi.org/10.4337/9781800375413.00019
Avdullahu, A., Herrmann, T., Rummel, N. (2023). Requirements Analysis to Support Equal Participation in Hybrid Collaboration Settings in Higher Education. In: Zaphiris, P., Ioannou, A. (Eds) Learning and Collaboration Technologies. HCII 2023. Lecture Notes inComputer Science, 14041, 411-430. Springer, Cham. https://doi.org/10.1007/978-3-031-34550-0_30
Brand, C. (2023). Prior Knowledge Activation in Problem Solving Prior to Instruction: How does the breadth of activation affect learning?. In Slotta, J. D. & Charles, E. S. (Eds.). General Proceedings of the 3rd Annual Meeting of the International Society of the Learning Sciences 2023 (pp. 151-152). Montreal, Canada. ISLS Annual Meeting 2023
Chan, R., Dardashti, R., Osinski, M., Rottmann, M., Brüggemann, D., Rücker, C., Schlicht, P., Hüger, F., Rummel, N., & Gottschalk, H. (2023). What should AI see? Using the public’s opinion to determine the perception of an AI. AI and Ethics, 3(4), 1381–1405. https://doi.org/10.1007/s43681-022-00248-3
Echeverria, V., Yang, K., Lawrence, L., Rummel, N., & Aleven, V. (2023). Designing Hybrid Human–AI Orchestration Tools for Individual and Collaborative Activities: A Technology Probe Study. IEEE Transactions on Learning Technologies, Volume 16(2), 191–205. https://doi.org/10.1109/TLT.2023.3248155
Karumbaiah, S., Borchers, C., Falhs, A.-C., Holstein, K., Rummel, N., & Aleven, V. (2023). Teacher noticing and student learning in human-AI partnered classrooms: A multimodal analysis. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, 1042–1045. ISLS Annual Meeting 2023 https://doi.org/https://doi.org/10.22318/icls2023.151200
Karumbaiah, S., Borchers, C., Shou, T., Falhs, A.-C., Liu, P., Nagashima, T., Rummel, N., & Aleven, V. (2023). A Spatiotemporal Analysis of Teacher Practices in Supporting Student Learning and Engagement in an AI-Enabled Classroom. In: Wang, N., Rebolledo-Mendez, G., Matsuda, N., Santos, O.C., Dimitrova, V. (eds) Artificial Intelligence in Education - AIED 2023. Lecture Notes in Computer Science, vol 13916, 450-462. Springer, Cham. https://doi.org/10.1007/978-3-031-36272-9_37
Kubsch, M., Strauß, S., & Bernholt, S. (2023). Integrating Perspectives to Promote Knowledge Integration: How Knowledge Integration, Learning Progressions and Instructional Science Can Complement Each Other. Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, 1897–1898. https://repository.isls.org//handle/1/10076
Lawrence, L., Echeverria, V., Yang, K., Aleven, V., & Rummel, N. (2023). How teachers conceptualise shared control with an AI co-orchestration tool: A multiyear teacher-centred design process. British Journal of Educational Technology, volume 55(3), 823-844. 1039739. https://doi.org/10.1111/bjet.13372
Maksimova, A. (2023). Adults as users and facilitators in family interaction with multimedia exhibits. Presented at the 17th International Conference of the Learning Sciences (ISLS 2023). Montreal, Kanada. ISLS Annual Meeting 2023
Nachtigall, V. & Firstein, A. (2023). Exploring the impact of authentic learning activities on school students' epistemic beliefs in the social sciences and humanities. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00773-7
Nachtigall, V., Yek, S., & Rummel, N. (2023). The impact of collaboration on students’ processing of history-related 360°-videos. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the 17th International Conference of the Learning Sciences (pp. 210–217). ISLS Annual Meeting 2023. https://doi.org/https://doi.org/10.22318/icls2023.952636 https://repository.isls.org//handle/1/10181
Praharaj, S., Scheffel, M., Specht, M., Drachsler, H. (2023). Measuring Collaboration Quality Through Audio Data and Learning Analytics. In: Kovanovic, V., Azevedo, R., Gibson, D.C., lfenthaler, D. (Eds.), Unobtrusive Observations of Learning in Digital Environments (1st ed., pp. 91-110). Springer, Cham. https://doi.org/10.1007/978-3-031-30992-2_6
Radtke, A., Osinski, M., Scheffel, M., Serova, K., Rummel, N. (2023). Help me to help myself: Eine Feldstudie zur Wirksamkeit einer datenbasierten Unterstützung von Selbstregulationskompetenzen in digital gestützten Lernsettings. In R. Röpke & U. Schroeder (Hrsg.), Proceedings der 21. Fachtagung Bildungstchnologien (DELFI) (S. 29-40). https://doi.org/10.18420/delfi2023-11
Strauß, S., & Rummel, N. (2023). Computer-Supported Collaborative Learning: Die Rolle des Digitalen bei der Unterstützung von kooperativem Lernen. In: Aßmann, S., Ricken, N. (Eds), Bildung und Digitalität: Analysen – Diskurse – Perspektiven (pp. 124-164). Springer Fachmedien, Wiesbaden. https://doi.org/10.1007/978-3-658-30766-0_6
Strauß, S., Tunnigkeit, I., Eberle, J., vom Bovert, L. F., Avdullahu, A., Schmittchen, M., & Rummel, N. (2023). Differential effects of a script and a group awareness tool on the acquisition of collaboration skills. In Damșa, C., Borge, M., Koh, E., & Worsley, M. (Ed.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023 (pp. 75–82). ISLS Annual Meeting 2023
Teich, K., Froese L., Loock, V. & Rummel, N. (2023). Self-Regulated Learning in Online Continuing Education: Managing Learning Time is a Key Challenge. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1863-1864). International Society of the Learning Sciences. https://repository.isls.org//handle/1/10059
Tunnigkeit, I., Strauß, S., Eberle, J., Avdullahu, A., & Rummel, N. (2023). Fostering computer-supported collaboration knowledge and interaction through script-ing and awareness. The 20th Biennial EARLI Conference for Research on Learning and Instruction, Thessaloniki, Greece.
Van Leeuwen, A., Strauß, S., & Rummel, N. (2023). Participatory design of teacher dashboards: navigating the tension between teacher input and theories on teacher professional vision. Frontiers in Artificial Intelligence, 6. https://doi.org/10.3389/frai.2023.1039739
Wiesen, C., Becker, S., Walendy, R., Paar, C., & Rummel, N. (2023). The Anatomy of Hardware Reverse Engineering: An Exploration of Human Factors During Problem Solving. ACM Transactions on Computer-Human Interaction, 30(4), 62, 1-44. https://doi.org/10.1145/3577198
Yang, K. B., Echeverria, V., Lu, Z., Mao, H., Holstein, K., Rummel, N. & Aleven, V. (2023). Pair-up: prototyping human-AI co-orchestration of dynamic transitions between individual and collaborative learning in the classroom. Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems (CHI 2023). ACM, New York. https://doi.org/10.1145/3544548.3581398
[2022]
Hagenkötter, R., Nachtigall, V., Rolka, K., & Rummel, N. (2022). Exploring students’ and mathematics teachers’ conceptions about the work of mathematical scientists and possible relations to mathematics teaching. In C. Chinn, E. Tan, C. Chan & Y. Kali (Eds.), International collaboration toward educational innovation for all: overarching research, development, and practices , Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 155-162). Hiroshima, Japan: International Society of the Learning Sciences. https://repository.isls.org//handle/1/8537
Hartmann, C., Rummel, N., & Bannert, M. (2022). Using HeuristicsMiner to Analyze Problem-Solving Processes: Exemplary Use Case of a Productive-Failure Study. Journal of Learning Analytics, 9(2), 66-86. https://doi.org/10.18608/jla.2022.7363
Hartmann, C., van Gog, T., & Rummel, N. (2022). Productive versus vicarious failure: Do students need to fail themselves in order to learn? Applied Cognitive Psychology, 36(6), 1219-1233. https://doi.org/10.1002/acp.4004
Kubsch, M., Czinczel, B., Lossjew, J., Wyrwich, T., Bednorz, D., Bernholt, S., Fiedler, D., Strauß, S., Cress, U., Drachsler, H., Neumann, K. & Rummel, N. (2022). Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence centered design. Frontiers in Education 7:981910. https://doi.org/10.3389/feduc.2022.981910
Lawrence, L., Guo, B., Yang, K., Echeverria, V., Kang, Z., Bathala, V., Li, C., Huang, W., Aleven, V., & Rummel, N. (2022). Co-Designing AI-Based Orchestration Tools to Support Dynamic Transitions: Design Narratives Through Conjecture Mapping. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 139–146). International Society of the Learning Sciences.
Loock, V. S., Fleischer, J., Scheunemann, A., Froese, L., Teich, K., & Wirth, J. (2022). Narrowing down dimensions of e-learning readiness in continuing vocational education—perspectives from the adult learner. Frontiers in Psychology, 13, 1033524.
Mavrikis, M., Rummel, N., Wiedmann, M. et al. (2022). Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge. Education Tech Research Dev 70, 691–712 (2022). https://doi.org/10.1007/s11423-022-10104-0
Nachtigall V., Yek, S., Lewers, E., Bunnenberg, C., & Rummel, N. (2022). Fostering cognitive strategies for learning with 360° videos in history education contexts. Unterrichtswissenschaft. 50, 615 – 638. (*shared first authorship) https://doi.org/10.1007/s42010-022-00154-x
Nachtigall, V., & Rummel, N. (2022). “Learning Experiences, Technology, and No Grades” – What Students Expect From a Non-Formal Learning Setting Outside of School. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 139–146). International Society of the Learning Sciences. https://repository.isls.org//handle/1/8945
Nachtigall, V., Shaffer, D.W., & Rummel, N. (2022). Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning. Educational Psychology Review. 34, 1479–1516. https://doi.org/10.1007/s10648-022-09676-3
Strauß, S., Eberle, J., Tunnigkeit, I., vom Bovert, L. F., Schmittchen, M., Avdullahu, A., & Rummel, N. (2022) Training those who build bridges: Fostering interprofessional collaboration skills with collaboration scripts and group awareness tools. In: Weinberger, A. Chen, W., Hernández-Leo, D., & Chen, B. (Eds.) (2022). Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022. Hiroshima, Japan: International Society of the Learning Sciences, p. 520-521.
Strauß, S., Eberle, J., Tunnigkeit, I., vom Bovert, L. F., Schmittchen, M., Avdullahu, A., ... & Rosé, C. (2022). Learning to Build Bridges: Promoting Skills for Complex Collaboration Across Professional and Cultural Boundaries. Symposium conducted at the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022. In Weinberger, A. Chen, W., Hernández-Leo, D., & Chen, B. (Eds.) (2022). Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022. Hiroshima, Japan: International Society of the Learning Sciences, p. 517-524. https://doi.dx.org/10.22318/cscl2022.517
Tunnigkeit, I., vom Bovert, L.F., Eberle, J., Strauß, S., & Rummel, N. (2022). Development of an instrument to assess the quality of collaboratively constructed notes. Poster presented at the15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022. In Weinberger, A. Chen, W., Hernández-Leo, D., & Chen, B. (Eds.) (2022). Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022. Hiroshima, Japan: International Society of the Learning Sciences, p. 567-568.
Van Leeuwen, A., & Rummel, N. (2022). The function of teacher dashboards depends on the amount of time pressure in the classroom situation: results from teacher interviews and an experimental study. Unterrichtswissenschaft, 50, 561-588. https://doi.org/10.1007/s42010-022-00156-9
Yang, K. B., Lu, Z., Echeverria, V., Sewall, J., Lawrence, L., Rummel, N., & Aleven, V. (2022). Technology Ecosystem for Orchestrating Dynamic Transitions Between Individual and Collaborative AI-Tutored Problem Solving. In: Rodrigo, M.M., Matsuda, N., Cristea, A.I., Dimitrova, V. (eds) Artificial Intelligence in Education. AIED 2022. Lecture Notes in Computer Science, vol 13355, 673-678. Springer, Cham. https://doi.org/10.1007/978-3-031-11644-5_66
Yek, S., Lewers, E., Nachtigall, V., Brunnenberg, C., & Rummel, N. (2022). Promoting cognitive strategies for processing 360° videos in history learning contexts. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1365–1368). International Society of the Learning Sciences.