Publications

1. 2021
2. 2020
3. 2019
4. 2018
5. 2017
6. 2016
7. 2015
8. 2014
9. 2013

2021

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.

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

Lippmann, M., Danielson, R. W., Schwartz, N. H., Körndle, H., & Narciss, S. (2020). Effects of keyword tasks and biasing titles on metacognitive monitoring and recall. Metacognition and Learning, 1-21.
https://doi.org/10.1007/s11409-020-09246-4

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

Narciss, S., Hammer, E., Damnik, G., Kisielski, K., & Körndle, H. (2020). Promoting Prospective Teacher Competencies for Designing, Implementing, Evaluating, and Adapting Interactive Formative Feedback Strategies. Psychology Learning & Teaching.
DOI: 10.1177/1475725720971887

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

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

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.

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.

Danielson, R.W., Schwartz, N.H., & Lippmann, M. (2015). Metaphorical graphics aid learning and memory. Learning and Instruction (39), pp. 194-205.

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.

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.

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.

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.