Publikationen
Inhaltsverzeichnis
2022
Deckert, F. & Körndle, H. (2022). Die digitale Lernortkooperation eröffnet neue Szenarien für die berufliche Qualifizierung: Eine Machbarkeitsstudie am Beispiel der CNC-Bearbeitung im Handwerk. Report Psychologie, 47, 20-28.
2021
Braun, S., Clayton, M., Koschel, D., Prescher, C., Koerndle, H., Narciss, S. (2021). Instructional Training Compared with Self-Study for Pulmonary Function Test Interpretation. American Thoracic Society: Scholar, 2(4), 566-580.
Buszard, T., Maloney, M., Krause, L., & Oppici, L. (2021). One day at a time: Steps to optimising the daily training environment for talent development. In J. Baker, S. Cobley, & J. Schorer (Eds.), Talent Identification and Development in Sport (2nd ed.). New York: Routledge.
Lippmann, M., Danielson, R. W., Schwartz, N. H., Körndle, H. & Narciss, S. (2021). Effects of keyword tasks and biasing titles on metacognitive monitoring and recall. Metacognition and Learning, 16(1), 233-253.
Narciss, S., Hammer, E., Damnik, G., Kisielski, K., & Körndle, H. (2021). Promoting prospective teacher competencies for designing, implementing, evaluating, and adapting interactive formative feedback strategies. Psychology Learning & Teaching, 20(2), 261-278.
Oppici, L., Bobbe, T., Lüneburg, L., Nocke, A., Schwendicke, A., Winger, H., . . . Narciss, S. (2021). Internet of Skills. In F. H. P. Fitzek, S. Li, S. Speidel, T. Strufe, M. Simsek, & M. Reisslein (Eds.), Tactile Internet with Human-in-the-Loop: Academic Press.
Rudd, J., Buszard, T., Spittle, S., O'Callaghan, L., & Oppici, L. (2021). Comparing the efficacy (RCT) of learning a dance choreography and practicing creative dance on improving executive functions and motor competence in 6-7 years old children. Psychology of Sport & Exercise, 50, 101846,
https://doi.org/10.1016/j.psychsport.2020.101846
Spangenberger, P., Matthes, N., Kruse, L., Draeger, I., Narciss, S., & Kapp, F. (2021). Experiences with a Serious Game Introducing Basic Knowledge About Renewable Energy Technologies: A Practical Implementation in a German Secondary School. Journal of Education for Sustainable Development.
https://doi.org/10.1177/0973408220981445
Strijbos, J. W., Pat-El, R., & Narciss, S. (2021). Structural validity and invariance of the feedback perceptions questionnaire. Studies in Educational Evaluation, 68, 100980.
https://doi.org/10.1016/j.stueduc.2021.100980
2020
Buszard, T., Oppici, L., Westerbeek, H., & Farrow, D. (2020). Implementation of a modified sport program to increase participation: key stakeholder perspectives. Journal of Sports Sciences, 38(8), 945-952.
https://doi: 10.1080/02640414.2020.1737370
Buszard, T., Garofolini, A., Reid, M., Farrow, D., Oppici, L., & Whiteside, D. (2020). Scaling sports equipment for children promotes functional movement variability. Scientific Reports, 10 (3111).
https://doi.org/10.1038/s41598-020-59475-5
Candel, C. Vidal-Abarca, E., Cerdán, R., Lippmann, M., & Narciss, S. (2020). Effects of timing of formative feedback in computer-assisted learning environments. J Comput Assist Learn. 2020; 1–11.
https://doi.org/10.1111/jcal.12439
Garofolini, A., Oppici, L., & Taylor, S. (2020). A real-time feedback method to reduce loading rate during running: Effect of combining direct and indirect feedback. Journal of Sports Sciences.
https://doi: 10.1080/02640414.2020.1788288
Gegenfurtner, A., Narciss, S., Fryer, L. K., Järvelä, S., & Harackiewicz, J. M. (2020). Editorial: Affective learning in digital education. Frontiers in Psychology, 11.
https://doi.org/10.3389/fpsyg.2020.630966
Mende, S., Proske, A., & Narciss, S. (2020). Individual preparation for collaborative learning: Systematic review and synthesis. Educational Psychologist, 1-25.
https://doi.org/10.1080/00461520.2020.1828086
Narciss, S. (2020). European Society for Psychology Learning and Teaching (ESPLAT). Psychologische Rundschau, 71, 394-396.
https://doi.org/10.1026/0033-3042/a000501
Oppici, L., Frith, E., & Rudd, J. (2020). A Perspective on Implementing Movement Sonification to Influence Movement (and Eventually Cognitive) Creativity. Frontiers in Psychology, 11(2233).
https://doi:10.3389/fpsyg.2020.02233
Oppici, L., Rudd, J., Buszard, T., & Spittle, S. (2020). Efficacy of a 7-week dance (RCT) PE curriculum with different teaching pedagogies and levels of cognitive challenge to improve working memory capacity and motor competence in 8-10 years old children. Psychology of Sport and Exercise, 50, 101675.
https://doi.org/10.1016/j.psychsport.2020.101675
2019
Grgic, J., Oppici, L., Mikulic, P., Bangsbo, J., Krustrup, P., & Pedisic, Z. (2019). Test-Retest Reliability of the Yo-Yo Test: A Systematic Review. Sports Medicine, 49(10), 1547-1557. https://doi:10.1007/s40279-019-01143-4
Kapp, F., Spangenberger, P., Kruse, L., Narciss, S. (2019). Investigating changes in self-evaluation of technical competences in the serious game Serena Supergreen: Findings, challenges and lessons learned. Metacognition and Learning 14, 387–411 (2019)
https://doi.org/10.1007/s11409-019-09209-4
Kleitman, S., & Narciss, S. (2019). Introduction to the special Issue “applied metacognition: real-world applications beyond learning”. Metacognition Learning 14, 335–342 (2019)
https://doi.org/10.1007/s11409-019-09214-7
Lippmann, M., Laudel, H., Heinzle, M., & Narciss, S. (2019). Relating instructional design components to the effectiveness of internet-based mindfulness interventions: a critical interpretive synthesis. Journal of medical Internet research, 21(11), e12497. https://doi.org/10.2196/12497
Lippmann, M., Schwartz, N. H., Jacobson, N. G., & Narciss, S. (2019). The concreteness of titles affects metacognition and study motivation. Instructional Science, 47(3), 257-277.
Narciss, S. (2019). Curriculum design for (non-) psychology programs–a reflection on general and specific issues, and approaches on how to address them: Comment on Dutke et al., 2019. Psychology Learning & Teaching, 18(2), 144-147.
2018
Damnik, G., Gierl, M., Proske, A., Körndle, H., & Narciss, S. (2018). Automatische Erzeugung von Aufgaben als Mittel zur Erhöhung von Interaktivität und Adaptivität in digitalen Lernressourcen. In U. Lucke & S. Strickroth (Hrsg.), E-Learning Symposium 2018,Innovation und Nachhaltigkeit–(k)ein Gegensatz?!. Potsdam: Universitätsverlag Universität Potsdam.
Lippmann, M., Schwartz, N. H., Jacobson, N. G., & Narciss, S. (2018). The concreteness of titles affects metacognition and study motivation. Instructional Science, 1-21. https://doi.org/10.1007/s11251-018-9478-9
Narciss, S. (2018). Feedbackstrategien für interaktive Lernaufgaben. Lernen mit Bildungstechnologien: Praxisorientiertes Handbuch zum intelligenten Umgang mit digitalen Medien, 1-24. https://doi.org/10.1007/978-3-662-54373-3_35-1
Neumann, M., Bühringer, G., Höfler M., Wittchen H. -U., Hoch E. (2018) Is Cannabis Use Treatment Also Indicated for Patients with Low to Moderate Polysubstance Use? European Addiction Research; 24:79-87; doi: 10.1159/000488345
Peters, O., Körndle, H., & Narciss, S. (2018). Effects of a Formative Assessment Script on how Vocational Students Generate Formative Feedback to a Peer’s or their own Performance. European Journal of Psychology of Education 33 (1), 117–143.. https://doi.org/10.1007/s10212-017-0344-y Impact factor: 1.556
Spangenberger, P., Kapp, F., Kruse, L., Hartmann, M., & Narciss, S. (2018). Can a Serious Game Attract Girls to Technology Professions?. International Journal Of Gender, Science And Technology, 10(2), 253-264. Retrieved from http://genderandset.open.ac.uk/index.php/genderandset/article/view/496
2017
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Goldin, I., Narciss, S., Foltz, P., & Bauer, M. (2017). New Directions in Formative Feedback in Interactive Learning Environments. International Journal of Artificial Intelligence in Education, 27 (3), 385-392. Hemker, L., Prescher, C., & Narciss, S. (2017). Design and Evaluation of a Problem-Based Learning Environment for Teacher Training. Interdisciplinary Journal of Problem-Based Learning, 11(2), 10. Available at: https://doi.org/10.7771/1541-5015.1676 Mende, S., Proske, A., Körndle, H., & Narciss, S. (2017). Who benefits from a low versus high guidance CSCL script and why? Instructional Science, 1-30. Narciss, S. (2017). Conditions and Effects of Feedback Viewed Through the Lens of the Interactive Tutoring Feedback Model. In D. Carless, S.M. Bridges, C.K.Y. Chan, & R. Glofcheski (Eds), Scaling up Assessment for Learning in Higher Education (pp. 173-189). Singapore: Springer Damnik, G., Proske, A., & Körndle, H. (2017). Designing a constructive learning activity with interactive elements: the effects of perspective-shifting and the quality of source material. Interactive Learning Environments, 25(5), 634-649. Peters, O., Körndle, H., & Narciss, S. (2017). Effects of a Formative Assessment Script on how Vocational Students Generate Formative Feedback to a Peer’s or their own Performance. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-017-0344-y |
2016
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Hemker, L., Prescher, C., & Narciss, S. (2016). Gestaltung und Erprobung problemorientierter Seminare zum Thema" Messen & Beurteilen". Zeitschrift für Hochschulentwicklung11, 3, 173-187. Magreehan, D.A., Serra, M.J., Schwartz, N.H., & Narciss, S. (2016) Further Boundary Conditions for the Effects of Perceptual Disfluency on Judgments of Learning. Metacognition and Learning, 11(1), 35-56. Narciss, S., & Matko, K. (2016). Wahrnehmung und Akzeptanz von somatisch orientierten Lehr-Lern-Angeboten: Eine Analyse aus psychologischer Perspektive. In J. Coogan (Hg.), Tanz praktizieren - ein somatisch orientierter Ansatz (S: 89-100). Berlin: Logos Verlag. Reimann, G. (2016). Interaktives Feedback. In J. Biondi (Hg.), Das iCiF-Modell: Individuelles Coaching und interaktives Feedback in der Tanzausbildung (S. 21-32). Berlin: Logos Verlag. |
2015
| Damnik, G., Proske, A. & Körndle, H. (2015). Fostering Active Knowledge Construction with the TEE-machine. In Proceedings of Global Learn 2015 (pp. 359-364). Association for the Advancement of Computing in Education (AACE). Winner of the Outstanding Paper Award. |
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Damnik, G., & Proske, A. (2015). Selbstreguliertes Lernen, kooperatives Lernen oder doch das klassische Tutorium? In B. Berendt, A. Fleischmann, N. Schaper, B. Szcyrba, & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre. Ausgabe Nr. 69, A 3.15, S.7-28. Berlin: Raabe - Fachverlag für Wissenschaftsinformation. |
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Danielson, R.W., Schwartz, N.H., & Lippmann, M. (2015). Metaphorical graphics aid learning and memory. Learning and Instruction (39), pp. 194-205. |
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Goerdeler, K.J., Wegge, J., Schrod, N., Bilinska, P., & Rudolf, M. (2015). "Yuck, that’s disgusting!" – "No, not to me!": Antecedents of disgust in geriatric care and its relation to emotional exhaustion and intention to leave. Motivation and Emotion, 39 (2), 247-259. |
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Heidig, S., Müller, J., & Reichelt, M. (2015). Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning. Computers in Human Behavior, 44, 81-95. |
| Höppner, C., von Keyserlingk, L., Körndle, H. & Proske, A. (2015). Eine Brücke zwischen Theorie und Praxis in der Lehrerausbildung - Microteaching als praxisnahes Lehrkonzept. Report Psychologie, 40(4), 152-162. |
| Kapp, F., Proske, A., Narciss, S., & Körndle, H. (2015). Distributing vs. blocking learning questions in a web-based learning environment. Journal of Educational Computing Research, 51(4), 397-416. |
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Mende, S., Wegge, J., Jeppesen, H.J., Jønsson, T., & Unterrainer, C. (2015). Einstellungen und Reaktanzerleben bei geglückter und misslungener Partizipation. Welche Rolle spielt die erlebte und die gewünschte betriebliche Partizipation? Zeitschrift für Arbeits- und Organisationspsychologie, 59(4), 165 – 187. |
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Schoor, C., Narciss, S. & Körndle, H. (2015). Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts. Educational Psychologist (50), 97-119. dx.doi.org/10.1080/00461520.2015.1038540 |
2014
| Albrecht, I., & and Körndle, H. (2014). On Knowledge Spaces and Item Testing. In C. Glodeanu, M. Kaytoue, & C. Sacarea (Eds.), Formal Concept Analysis – Proceedings of the 12th International Conference (pp. 141 - 156). Heidelberg: Springer. |
| Damnik, G., Hilbig, A., & Proske, A. (2014). Learners-as-Designers. Ein innovatives Lehrkonzept zum aktiven Erwerb von inhaltlichem und didaktischem Wissen. In H. Fischer und T. Köhler (Hrsg.), Postgraduale Bildung mit digitalen Medien. Fallbeispiele aus den sächsischen Hochschulen (S. 95-104). Münster: Waxmann. Verfügbar unter: http://www.waxmann.com/fileadmin/media/zusatztexte/2993Volltext.pdf |
| Hilbig, A. & Proske, A. (2014). Does specific instruction during collecting from sources affect the quality of the written text product? Journal of Educational Multimedia and Hypermedia, 23(3), 213-231. |
| Kühl, T., Eitel, A., Damnik, G., & Körndle, H. (2014). The impact of disfluency, pacing, and students´ need for cognition on learning with multimedia. Computers in Human Behavior, 25, 189–198. |
| Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G., Melis, E. (2014). Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers & Education, 71C, S. 56-76. doi 10.1016/j.compedu.2013.09.011 |
| Proske, A., Roscoe, R.D., & McNamara, D.S. (2014). Game-based practice vs. traditional practice in computer-based writing strategy training: Effects on motivation and achievement. Educational Technology Research and Development 62(5), 481–505. doi: 10.1007/s11423-014-9349-2 |
| Schoor, C., Kownatzki, S., Narciss, S., & Körndle, H. (2014). Effects of Feeding Back the Motivation of a Collaboratively Learning Group. Electronic Journal of Research in Educational Psychology, 12(1), 191-210. |
2013
| Albrecht, I., & and Körndle, H. (2013). Fostering Scientific Reasoning Skills through Interactive Learning Tasks. In M. Helfert, O. Foley, M. T. Restivo, & J. Uhomoibhi (Eds.), Proceedings of the 5th International Conference on Computer Supported Education (pp. 393 - 398). Setubal: INSTICC, SciTePress. |
| Damnik, G., Proske, A., Narciss, S., & Körndle, H. (2013). Informal learning with technology: The effects of self-constructing externalizations. The Journal of Educational Research, 106(6), 431-440. |
| Hilbig, A., Proske, A., Damnik, G., Faselt, F., & Körndle, H. (2013). Designing workplace learning and knowledge exchange. In M. Helfert, O. Foley, M. T. Restivo, & J. Uhomoibhi (Eds.), Proceedings of the 5th International Conference on Computer Supported Education (pp. 635 - 638). Setubal: INSTICC, SciTePress. |
| Kapp, F., Braun, I. & Körndle, H. (2013). Metakognitive Unterstützung durch Smartphones in der Lehre - wie man Studierende in der Vorlesung unterstützen kann. In C. Bremer & D. Krömker (Hrsg.), E-Learning zwischen Vision und Alltag, (S. 290-295). Münster: Waxmann. |
| Kapp, F. & Proske, A. (2013). Lernaufgaben in der universitären Lehre - Seminarbegleitend, in der Vorlesung oder webbasiert auf Lernplattformen (C 2.26). In B. Berendt, B. Szcyrba, P. Tremp, H.-P. Voss, & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre. Lehren und Lernen effizient gestalten (S. 1-26). Berlin: Raabe Fachverlag für Wissenschaftsinformation. |
| Narciss, S., Körndle, H. & Proske, A. (2013). Challenges of investigating metacognitive tool use and effects in (rich) web-based learning environments. In R. Azevedo and V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 243-260). New York: Springer, DOI: 10.1007/978-1-4419-5546-3_17. |
| Proske, A. & Kapp, F. (2013). Fostering topic knowledge: Essential for academic writing. Reading and Writing, 26(8), 1337-1352. doi: 10.1007/s11145-012-9421-4 |
| Proske, A., Damnik, G., & Körndle, H. (2013). Die Weitergabe impliziten Wissens auch in kleinen und mittleren Unternehmen nicht dem Zufall überlassen. In A. Rambau & S. Mühlpfordt (Hrsg.), Fit für den Wissenswettbewerb. Vorgehensweisen und Fallbeispiele für die Praxis (S. 88-94). Berlin: Bundesministerium für Wirtschaft und Technologie. Verfügbar unter: http://www.bmwi.de/BMWi/Redaktion/PDF/W/wissensmanagement-fw2013-teil2,property=pdf,bereich=bmwi2012,sprache=de,rwb=true.pdf |
| Weiherl, P., Proske, A. & Körndle, H. (2013). Life-Balance: Mehr Zeit für Persönliches. Wirtschaftspsychologie aktuell, 20(2), 24-28. |