Sibley, L., Lachner, A., Plicht, C., Fabian, A., Backfisch, I., Scheiter, K. & Bohl, T. (sub.). Feasibility of adaptive teaching with technology: Which implementation conditions matter?. Computers & Education.

Lachner, A., Sibley, L., Wagner, S. (2024). Practice recommendations or not? The LoGeT model as empirical approach to generate localized, generalized, and transferable evidence. Educational Psychology Review, 36(36). https://doi.org/10.1007/s10648-024-09876-z

Backfisch, I., Sibley, L., Lachner, A., Kirchner, K. T., Hische, C., & Scheiter, K. (2024). Enhancing pre-service teachers' technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge intergration. Learning and Instruction: 104532. https://doi.org/10.1016/j.tate.2024.104532

Wagner, S., Sibley, L., Weiler, D., Burde, J.-P., Scheiter, K. & Lachner, A. (2024). The more, the better? Learning with feedback and instruction. Learning and Instruction, 89: 101844. https://doi.org/10.1016/j.learninstr.2023.101844

Sibley, L. & Lachner, A. (2023). Adaptiver Unterricht: Wie er funktioniert und was digitale Medien leisten können. Campus Schulmanagement.

Sibley, L., Fabian, A., Plicht, C., Wettke, C., Backfisch, I., Bohl, T. & Lachner, A. (2023). Gestaltung adaptiver Lernumgebungen mit Hilfe digitaler Medien: Ein Werkstattbericht aus dem Tübinger Entwicklungs- und Forschungsprojekt "DiA:GO". Lernen und Lehren.

Sibley, L., Fiorella, L., & Lachner, A. (2022). It's better when I see it: Students benefit more from open-book than closed-book teaching. Applied Cognitive Psychology, 1-9. https://doi.org/10.1002/acp.4017

Jacob, L., Lachner, A., & Scheiter, K. (2022). Do school students´ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations? Computers & Education, 182, Article: 104469. https://doi.org/10.101/j.compedu.2022.104469

Wettke, C. & Jacob, L. (2022). Digitale Medien im adaptiven Unterricht: Ein didaktisch fundierter Ansatz. #excitingEDU.

Richter, J., Lachner, A., Jacob, L., Bilgenroth, F., & Scheiter, K. (2022). Self-concept but not prior knowledge moderates effects of different implementations of computer-assisted inquriry learning activites on students' learning. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12673

Jacob, L., Lachner, A., & Scheiter, K. (2021). Does increasing social presence enhance the effectiveness of writing explanations? PLOS ONE, 16(4): e0250406. https://doi.org/10.1371/journal.pone.0250406

Lachner, A., Fabian, A., Franke, U., Preiß, J., Jacob, L., Führer, C., Küchler, U., Paravicini, W., Randler, T., & Thomas, P. (2021). Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study. Computers & Education, 174, Article: 104304. https://doi.org/10.1016/j.compedu.2021.104304

Plicht, C., Jacob, L., & Lachner, A. (2021). Digitale Medien zur Unterstützung von adaptivem Mathematikunterricht. Gesellschaft für Didaktik der Mathematik. http://dx.doi.org/10.17877/DE290R-22315

Lachner, A., Jacob, L., & Hoogerheide, V. (2021). Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining? Learning and Instruction, 74, 101438. https://doi.org/10.1016/j.learninstruc.2020.101438

Jacob, L., Lachner, A., & Scheiter, K. (2020). Learning by explaining orally or in written form? Text difficulty matters. Learning and Instruction, 68, 101344. https://doi.org/10.1016/j.learninstruc.2020.101344

 

Conference contributions

Sibley, L., Fabian, A., Plicht, C., Erhardt, N., Bohl, T., & Lachner, A. (2024, March). Adaptive learning and teaching in the wild: How to design and implement educational technology for adaptive teaching. In: How to promote adaptive teaching and learning with educational technology. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). [Talk & Symposiums organization]

Russ, H., Sibley, L., Flegr, S., Kuhn, J., Hoogerheide, V., Scheiter, K., & Lachner, A. (2024, March). Fostering lasting learning from inquiry with non-interactive generative activites: Explaining and drawing matter. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). [Talk]

Wagner, S., Sibley, L., Becker, S., Hoogerheide, V., & Lachner, A. (2024, March). Macht Vorwissen einen Unterschied? Effekte von Vorwissen auf die affektive Verarbeitung von computerbasiertem Feedback. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). [Talk]

Franke, U., Backfisch, I., Fabian, A., Sibley, L., Breil, P., Scheiter, K., & Lachner, A. (2024, March). Alles eine Frage der Zeit? Entwicklung von digitalisierungsbezogenem Professionswissen bei angehenden Lehrpersonen. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). [Talk]

Sibley, L., Lachner, A., Plicht, C., Fabian, A., Wettke, C., Backfisch, I., & Bohl, T. (2023, August). Realizing adaptive teaching with educational technology? A benefit for low achieving school students. 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]

Sibley, L., Russ, H., & Lachner, A. (2023, August). Learning by explaining in school: Testing the generalizability within a ManyClasses Study. 20th Biennial Conference of the European Association for Re-search on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]

Backfisch, I., Sibley, L., Lachner, A., Kirchner, K. T., Hische, C., & Scheiter, K. (2023, August). Utility-value interventions support technology-related knowledge integration but not learning. 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]

Wagner, S., Sibley, L., Weiler, D., Burde, J.-P., Scheiter, K., & Lachner, A. (2023, August). Effects of prior instruction and feedback on students’ learning. 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]

Jacob, L., Firoella, L., & Lachner, A. (2022, August). It's better when I see it: Students benefit more from open-book than closed-book explaining. EARLI Special Interest Group SIG 6 & 7. Bern, Schweiz. [Talk]

Wagner, S., Jacob, L., Weiler, D., Burde, J.-P., Hoogerheide, V., Scheiter, K., & Lachner, A. (2022, August). Effects of prior instruction and elaborated feedback on students' learning. EARLI Special Interest Group SIG 6 & 7. Bern, Schweiz. [Talk]

Jacob, L., Plicht, C., Fabian, A., Wettke, C., Bohl, T., & Lachner, A. (2022, März). Mediengestützter adaptiver Unterricht an Gemeinschaftsschulen: Das individuelle Vorwissen macht den Unterschied. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF 2022). Bamberg, Deutschland. Online-Konferenz. [Talk]

Jacob, L., Lachner, A., & Scheiter, K. (2021, August). Does inducing social presence enhance the effectiveness of teaching in written form?. In: Symposium: Effectiveness of teaching: Does task-design matter? 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Gothenburg, Sweden, online conference. [Talk]

Wagner, S., Lachner, A., Nückles, M., Burkhart, C., Jacob, L. (2021, August). Scaffolding students’ revision processes with prior-strategy instruction and formative feedback. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Gothenburg, Sweden, online conference. [Talk]

Plicht, C., Jacob, L., Lachner, A., Bohl., T., Stürmer, K., Scheiter, K. (2021, März). Digitale Medien zur Unterstützung von adaptivem Mathematikunterricht. Jahrestagung der Gesellschaft für Didaktik der Mathematik (GDM 2021). Lüneburg, Deutschland, Online-Konferenz. [Talk]

Backfisch, I., Jacob, L., Lachner, A., Plicht, C., Bohl, T., Stürmer, K., & Scheiter, K. (2020, August). Research-practice collaboration for technology-enhanced adaptive teaching: A design-based study. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]

Jacob, L., Lachner, A., & Scheiter, K. (2020, April). Explaining orally holds lead over writing explanations: Text difficulty and Self-Concept matter. The American Educational Research Association (AERA). San Francisco, USA. (Conference cancelled). https://www.aera.net/ [Talk]

Jacob, L., Lachner, A., & Scheiter, K. (2020, August). Self-concept moderates the effectiveness of learning by teaching. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]

Wagner, S., Lachner, A., Nückles, M., Burkhart, Ch., & Jacob, L. (2020, August). Effects of text-based modeling examples and concept-map feedback on students’ argumentative writing. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]

Jacob, L., Lachner, A., & Scheiter, K. (2019, September). Lernen durch Erklären: Die Schwierigkeit des Lernmaterials moderiert den Effekt des mündlichen und schriftlichen Erklärens. Gemeinsame Tagung der Fachgruppen Pädagogische Psychologie und Entwicklungspsychologie der Deutschen Gesellschaft für Psychologie (PaePsy) 2019. Leipzig, Deutschland. [Talk]

Jacob, L., Lachner, A., & Scheiter, K. (2019, August). Is generating oral explanations more effective than writing explanations? Text difficulty matters. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]

Lachner, A., Richter, J., Jacob, L., Bilgenroth, F., & Scheiter, K. (2019, August). Detrimental effects of constructive learning activities on students’ learning. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]

Jacob, L., Lachner, A. & Scheiter, K. (2018, August). Oral explaining holds lead over written explaining? Task difficulty matters. European Association for Research on Learning an Instruction (EARLI). Special Interest Group (SIG) 6 & 7: Instructional Design and Technology for 21st Century Learning: Challenges, Solutions, and Future Directions. Bonn. [Talk]

Müller, J., Kornmann, J., Oestermeier, U., Jacob, L., Golle, J., & Gerjets, P. (2016, März). „Mathematik zum Anhören: Kinder komponieren mit LEGO“ – Pilotstudie eines musikalisch mathematischen Kurses für besonders begabte und hochbegabte Kinder der dritten und vierten Klasse. 4. Tagung der Gesellschaft für Empirische Bildungsforschung. Berlin. [Talk]

Müller, J., Kornmann, J., Oestermeier, U., Jacob, L., & Gerjets, P. (2015, November). „Mathematik zum Anhören: Kinder komponieren mit LEGO“. Tag der Wissenschaft der Hector Kinderakademien. Stuttgart. [Poster]