Prof. Dr. Susanne Narciss
Professor
NameMs Prof. Dr. Susanne Narciss
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Psychology of Learning and Instruction
Psychology of Learning and Instruction
Visiting address:
Bürogebäude Zellescher Weg (BZW), Room A 207 Zellescher Weg 17
01062 Dresden
Office hours:
and on appointment
Research Interests
- Desing and evaluation of interactive learning tasks
- Designing and evaluating feedback in instructional contexts
- Multimedia tools for learning and instruction
- Psychological processess in academic writing
- Self-regulated Learning with web-based learning environments
Curriculum Vitae
Publications
2022
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Workplace Learning in and with Intelligent Systems , 2022, Artificial Intelligence Education in the Context of Work. Ifenthaler, D. & Seufert, S. (eds.). Springer, p. 183-198Electronic (full-text) versionResearch output: Contribution to book/conference proceedings/anthology/report > Chapter in book/anthology/report
2021
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Instructional Training Compared with Self-Study for Pulmonary Function Test Interpretation , Dec 2021, In: ATS scholar / American Thoracic Society. 2, 4, p. 566-580, 15 p.Electronic (full-text) versionResearch output: Contribution to journal > Research article
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Deliberate Practice and Motor Learning Principles to Underpin the Design of Training Interventions for Improving Lifting Movement in the Occupational Sector: A Perspective and a Pilot Study on the Role of Augmented Feedback , 2 Nov 2021, In: Frontiers in Sports and Active Living. 2021, 3, 746142Electronic (full-text) versionResearch output: Contribution to journal > Research article
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When is Knowledge of Performance (KP) superior to Knowledge of Results (KR) in promoting motor skill learning? A systematic review. , 18 Oct 2021, In: International Review of Sport and Exercise Psychology. 2021, p. 1-25Electronic (full-text) versionResearch output: Contribution to journal > Review article
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What early user involvement could look like -- Developing technology applications for piano teaching and learning , 15 Jul 2021, In: Multimodal Technologies and Interaction. 5, 7, 19 p., 38Electronic (full-text) versionResearch output: Contribution to journal > Research article
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Well done (for someone of your gender)! Experimental evidence of teachers’ stereotype-based shifting standards for test grading and elaborated feedback , Jun 2021, In: Social psychology of education : an international journal. 24, 3, p. 809-834, 26 p.Electronic (full-text) versionResearch output: Contribution to journal > Research article
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Effects of keyword tasks and biasing titles on metacognitive monitoring and recall , Apr 2021, In: Metacognition and learning. 16, 1, p. 233-253, 21 p.Electronic (full-text) versionResearch output: Contribution to journal > Research article
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Structural validity and invariance of the feedback perceptions questionnaire , Mar 2021, In: Studies in Educational Evaluation. 68, 100980Electronic (full-text) versionResearch output: Contribution to journal > Research article
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Editorial: Affective Learning in Digital Education , 28 Jan 2021, In: Frontiers in psychology. 11, 630966Electronic (full-text) versionResearch output: Contribution to journal > Editorial (Lead article)
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Asking Students to Carry out Generative Learning Activities in Text Learning: Exploring the Role of the Quality of the Performed Learning Activities , 2021, ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future - 15th International Conference of the Learning Sciences, ICLS 2021. de Vries, E., Hod, Y. & Ahn, J. (eds.). International Society of the Learning Sciences (ISLS), p. 1015-1016, 2 p.Research output: Contribution to book/conference proceedings/anthology/report > Conference contribution