Russ, H., Endres, T., Sibley, L., Flegr, S., Kuhn, J., Hoogerheide, V., Scheiter, K., & Lachner, A. (under review). Happy or redundant? Retrieval practice enhances lasting learning in non-interactive teaching for low-quality explanations. 

Lachner, A.*, Russ, H.*, Hübner, N., Sibley, L., & Scheiter, K. (under review). When does learning by non-interactive teaching work? A large-scale analysis of learner characteristics in a classroom setting.

Russ, H., Sibley, L., Flegr, S., Kuhn, J., Hoogerheide, V., Scheiter, K., & Lachner, A. (in press). Combining non-interactive teaching and drawing fosters conceptual knowledge but not monitoring accuracy from guided inquiry in science learning. Journal of Educational Psychology.

Russ, H., Sibley, L., Flegr, S., Kuhn, J., Hoogerheide, V., Scheiter, K., & Lachner, A. (2025). Does distributing non-interactive teaching contribute to learning? Students’ academic self-concept and work ethic matter. Learning and Individual Differences, 120, 102687. https://doi.org/10.1016/j.lindif.2025.102687
[This article is part of a Special Issue entitled: ‘Do desirable difficulties benefit all? On the role of individual differences for the effects of desirable difficulties in meaningful learning’ published in Learning and Individual Differences.]

Sibley, L., Russ, H., Ahmad, G., Baumgärtner, B., Bräutigam, D., Brümmer, S., Bussmann, H., Erb, N., Evans, L., Fischer, S., Gradl, L., Guddemi, R., Hauptmann, K.-B., Hieke, J., Hilsdorf, S., Högerle, F., Hoppe-Brixner, B., Jeong, W., Karl, S., … Lachner, A. (2024). Does technology-based non-interactive teaching enhance students’ learning in the classroom? Computers and Education Open, 7, 100233. https://doi.org/10.1016/j.caeo.2024.100233

Sibley, L., Russ, H., Lachner, A. (2023). Learning by teaching in the wild: Domain, grades, and school track matter. Preprint. PsyArXiv, 26. https://doi.org/10.31234/osf.io/d293m

Russ, H., Karl, S., Backfisch I., Wagner, S., & Lachner, A. (2022). Was bringen metakognitive Prompts im computergestützten Unterricht? Bibliothek aufbereiteter Forschungssynthesen Tübingen (TüDi-BASE). https://www.tuedilb-tuebingen.de/metakognitive-leitfragen.html

Russ, H. (2022). Lernzeit statt Hausaufgaben - Die Diesterwegschule Ahlen auf neuen Wegen. Lehren & Lernen, 48(11), 27-29. https://neckar-verlag.de/downloads/lernzeit-statt-hausaufgaben/NV11-2022-11D8

Russ, H. (2022). Dreiecksformen - Mit einer heterogenen Lerngruppe den Dreiecksformen auf der Spur. Schulmagazin 5-10, 90(7+8), 53-63. https://www.friedrich-verlag.de/schule-5-10/mathe/dreiecksformen-12469#cta-box

* Shared first authorship.