NACH OBEN

Publications

Includes publications by our CAIS team members

Includes publications by our CAIS team members

[2024]

  • 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 in Computer 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). Teachers Learning to Implement Student Collaboration, Chapter: Teachers Learning to Implement Student Collaboration - The Role of Data Analytics Tools. In Teacher Learning in Changing Contexts. 1, 35–46. Taylor & Francis Group.
    https://www.taylorfrancis.com/chapters/edit/10.4324/9781003097112-4/teachers-learning-implement-student-collaboration-anouschka-van-leeuwen-nikol-rummel

  • 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.