Prof. Dr. Susanne Narciss
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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
2017
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Who benefits from a low versus high guidance CSCL script and why? , 2017, In: Instructional Science. 45, 4, p. 439–468Electronic (full-text) versionResearch output: Contribution to journal > Research article
2016
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Further boundary conditions for the effects of perceptual disfluency on judgments of learning , 1 Apr 2016, In: Metacognition and learning. 11, 1, p. 35-56, 22 p.Electronic (full-text) versionResearch output: Contribution to journal > Research article
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Gestaltung und Erprobung problemorientierter Seminare zum Thema "Messen & Beurteilen" , 2016, In: Zeitschrift für Hochschulentwicklung. 11, 3, p. 173-187Electronic (full-text) versionResearch output: Contribution to journal > Research article
2015
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Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts , 3 Apr 2015, In: Educational Psychologist. 50, 2, p. 97-119, 23 p.Electronic (full-text) versionResearch output: Contribution to journal > Research article
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Distributing vs. blocking learning questions in a web-based learning environment , 4 Jan 2015, In: Journal of educational computing research. 51, 4, p. 397-416, 20 p.Electronic (full-text) versionResearch output: Contribution to journal > Research article
2014
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Using Technology to Support Learning and Teaching , Sep 2014, In: Psychology Learning and Teaching. 13, 3, p. 294-296, 3 p.Electronic (full-text) versionResearch output: Contribution to journal > Book/Film review(Recension)
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Effects of Feeding Back the Motivation of a Collaboratively Learning Group , Apr 2014, In: Electronic Journal of Research in Educational Psychology. 12, 32, p. 191-210, 20 p.Electronic (full-text) versionResearch output: Contribution to journal > Research article
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Adapting tutoring feedback strategies to motivation , 2014, Open Learning and Teaching in Educational Communities : 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014, Proceedings. Rensing, C., Freitas, S., Ley, T. & Muñoz-Merino, P. J. (eds.). Springer, Cham, p. 288-301, 14 p.Electronic (full-text) versionResearch output: Contribution to book/conference proceedings/anthology/report > Conference contribution
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Exploring feedback and student characteristics relevant for personalizing feedback strategies , 2014, In: Computers and education. 71, p. 56-76, 21 p.Electronic (full-text) versionResearch output: Contribution to journal > Research article
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Making the most out of it: Maximizing learners' benefits from expert, peer and automated feedback across domains , 2014, Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014. Polman, J. L., Kyza, E. A., O'Neil, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T. & D'Amico, L. (eds.). Boulder: International Society of the Learning Sciences, Vol. 3. p. 1416-1425, 10 p.Electronic (full-text) versionResearch output: Contribution to book/conference proceedings/anthology/report > Conference contribution