2026

Vázquez-Ingelmo, A., Löfflad, D., García-Holgado, A., Therón-Sánchez, R., & Meurers, D. (2026). From CEFR classification to generative AI materials: Designing and validating the LATILL platform. Universal Access in the Information Society, 25(2), Article 67. https://doi.org/10.1007/s10209-026-01333-8

Colling, L.*, Deininger, H.*, Parrisius, C., von Keyserlingk, L., Bodnar, S., Holz, H., Kasneci, G., Nagengast, B., Trautwein, U., & Meurers, D. (2026). How do learners practice? Theory-informed sequence analyses to investigate self-regulated learning processes and their link to achievement. Educational Psychology, 46(3), 372–395. *shared first authorship. https://doi.org/10.1080/01443410.2025.2599786

Lee, M., Rudzewitz, B., von Keyserlingk, L., Huang, L., Zhou, X., Kuang, X., Ye, Y., Meurers, D., & Chen, X. (2026). Learning in action: Exploring engagement of L2 learners using multi-source data in online learning. Learning and Individual Differences, 128, Article 102914. https://doi.org/10.1016/j.lindif.2026.102914

Luther, T., Belcher, K., Kimmerle, J., Meurers, D., & Cress, U. (2026). Collaborative knowledge construction with generative AI: Exploring argumentative co-writing processes through n-gram and cluster analysis. International Journal of Computer-Supported Collaborative Learning. Advance online publication. https://doi.org/10.1007/s11412-026-09470-1

Daroczy, G., Artemenko, C., Wolska, M., Meurers, D., & Nuerk, H.-C. (2025). Are text comprehension and calculation processes in word problem solving sequential or interactive? An eye-tracking study in children. Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale, 79(2), 206-211. https://doi.org/10.1037/cep0000366

Quixal, M., Eder, T., Gazar, F., & Lachner, A. (2026). Teachers' career stage, motivational and epistemic predispositions strengthen familiarity and use of evidence-based information sources

Boos, J., Eder, T., & Lachner, A. (2026). Perceived utility moderates motivational intervention effects in learning to teach responsibly with GenAI. Computers and Education Open, 10, 100324. https://doi.org/10.1016/j.caeo.2025.100324 

Kuklick, L., Eder, T. F., Zhao, F., Mayer, R. E., & Lindner, M. A. (2026). Emotional reactions to performance feedback as measured by self-reports and automatic facial recognition. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0001029 

Eder, T. F. (2026). Clearing Houses in der Bildung: Orientierung für evidenzbasierten Unterricht. evido‑Magazin. https://evido-magazin.de/artikel/clearing-houses-in-der-bildung-orientierung-fuer-evidenzbasierten-unterricht-1 

2025

Santagata, R., Fuentes Acevedo, P., Kimmerling, C., Pelayo, R., Pantano, A., & Tschönhens, F. (2025). Fostering expansive noticing practices through video-based professional development in college mathematics. ZDM – Mathematics Education, Advance online publication. https://doi.org/10.1007/s11858-025-01744-6

Holz, H., Wendebourg, K., Pieronczyk, I., Bodnar, S., Meurers, D., & Parrisius, C. (2025). Design and User Preferences of Pedagogical Agents for an Intelligent Tutoring System for EFL. In International Conference on Human-Computer Interaction (pp. 77–92). Cham: Springer. https://doi.org/10.1007/978-3-031-93567-1_6 

Lachner, A., Russ, H., Hübner, N. et al. When Does Learning by Non-interactive Teaching Work? A Large-Scale Analysis of Learner Characteristics in a Classroom Setting. Educ Psychol Rev 37, 88 (2025). https://doi.org/10.1007/s10648-025-10060-0 

Pili-Moss, D., Hamrick, P., Wendebourg, K., Schmidt, T., & Meurers, D. (2025). Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents. System, 131, 103656. https://doi.org/10.1016/j.system.2025.103656

Russ, H., Sibley, L., Flegr, S., Kuhn, J., Hoogerheide, V., Scheiter, K., & Lachner, A. (2025). Combining non-interactive teaching and drawing fosters conceptual knowledge but not monitoring accuracy from guided inquiry in science learning.Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000971 

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

Sibley, L., Fabian, A., Plicht, C., Pagano, L., Erhard, N., Wellert, L., Bohl, T., & Lachner, A. (2025). Adaptive teaching with technology enhances lasting learning. Learning and Instruction, 99, 102141. https://doi.org/10.1016/j.learninstruc.2025.102141

Schubatzky, T., Burde, J. P., Große-Heilmann, R., Lachner, A., Riese, J., & Weiler, D. (2025). From knowledge to intention: The role of TPACK and self-efficacy in technology integration. Computers and Education Open, 8, 100246. https://doi.org/10.1016/j.caeo.2025.100246

Schüler, A., & Frick, P. (2025). Unveiling passive cross-modal reactivation and validation processes in the processing of multimedia material. Learning and Instruction, Article 102117. https://dx.doi.org/10.1016/j.learninstruc.2025.102117

Wendebourg, K., Öttl, B., Meurers, D., & Kaup, B. (2025). Semantic information boosts the acquisition of a novel grammatical system in different presentation formats. Language and Cognition, 17, e30.  https://dx.doi.org/10.1017/langcog.2023.47

2024

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 integration. Teaching and Teacher Education, 142, 104532. https://doi.org/10.1016/j.tate.2024.104532

Backfisch, I., Franke, U., Ohla, K., Scholtz, N., Lachner, A. (2024). Collaborative design practices in pre-service teacher education for technological pedagogical content knowledge (TPACK): Group composition matters. Unterrichtswissenschaft 51, 579–604. https://doi.org/10.1007/s42010-023-00192-z

Bear, E., Chen, X., Verratti Suoto, D., Ribeiro-Flucht, L., Rudzewitz, B., & Meurers, D. (2024). Designing a task-based conversational agent for EFL in German schools: Student needs, actions, and perceptions. System, 126, 103460.  https://dx.doi.org/10.1016/j.system.2024.103460Open Access

Deininger, H., Pieronczyk, I., Parrisius, C., Plumley, R. D., Meurers, D., Kasneci, G., Nagengast, B., Trautwein, U., Greene, J. A., & Bernacki, M. L. (2024). Using theory-informed learning analytics to understand how homework behavior predicts achievement. Journal of Educational Psychology, 117(1), pp. 12-37. Advance online publication. https://doi.org/10.1037/edu0000906

Fabian, A., Fütterer, T., Backfisch, I., Lunowa, E., Paravicini, W., Hübner, N., Lachner, A. (2024). Unraveling TPACK: Investigating the Inheren Structure of TPACK from a Subject-Specific Angle Using Tes-Based Instruments. Computer & Education, 105040. https://doi.org/10.1016/j.compedu.2024.105040

Fabian, A., Backfisch, I., Kirchner, K., & Lachner A. (2024). A systematic review and meta-analysis on TPACK-based interventions from a perspective of knowledge integration. Computers and Education Open,100200. https://doi.org/10.1016/j.caeo.2024.100200

Franke, U., Scherzinger, L., Tolou, A., Thyssen, C., Brahm, T., Rudolf, I., & Lachner, A. (2024). Do prompts and strategy instruction contribute to pre-service teachers’ peer-feedback on technology-integration? Educational Technology, Research, and Development.

Fütterer, T., Backfisch, I., & Lachner, A. (2024). Teachers' trajectories of technology integration during participating in a professional development program. Zeitschrift für Erziehungswissenschaft, 27, 769–801.  https://doi.org/10.1007/s11618-024-01251-6

Fütterer, T., Fahrbach, T., Hoch, E., Nagengast, B., Lachner, A., Stürmer, K., Scheiter, K. (2024). The Effect of Tablet Computers on Student Achievment: Analyzing the Crucial Role of Teaching Effectiveness in a Randomized Trial. PsychArchives. https://doi.org/10.23668/psycharchives.14161

Glandorf, D., & Meurers, D. (2024). Towards fine-grained pedagogical control over English grammar complexity in educational text generation. In Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2024) (pp. 299-308). Association for Computational Linguistics. https://aclanthology.org/2024.bea-1.24/ 

Kemmler, J. & Schelenz, L. (2024). Künstliche Intelligenz und Bildung für nachhaltige Entwicklung. Lehren & Lernen, 50(06), 7–10. neckar-verlag.de/schule/lehren-lernen/einzelartikel-sofortdownloads/kuenstliche-intelligenz-und-bildung-fuer-nachhaltige-entwicklung/NV11-2024-06D2

Lachner, A., Backfisch, I., Franke, U. (2024). Towards an Integrated Perspective of Teachers’ Technology Integration: A Preliminary Model and Future Research Directions. Frontline Learning Research, 12(1), 1-15. https://doi.org/10.14786/flr.v12i1.1179

Lachner, A., Sibley, L., Wagner, S. (2024). Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence. Educ Psychol Rev 36, 36. https://doi.org/10.1007/s10648-024-09876-z

Leifheit, L., Löfflad, D., Belschner, S., Beuttler, B., Winkelmann, J., Meurers, D., & Holz, H. (2024). KI im Unterricht – Entwicklung von Lehrveranstaltungen für Lehramtsstudierende der Sprach- und MINT-Fächer. Ludwigsburger Beiträge zur Medienpädagogik, 24.  https://dx.doi.org/doi.org/10.21240/lbzm/24/08Open Access

Riemenschneider, A., Weiss, Z., Schröter, P., & Meurers, D. (2024). The interplay of task characteristics, linguistic complexity, and language proficiency in high-stakes English as a foreign language writing. tesol QUARTERLY, 58, 775-801.  https://dx.doi.org/10.1002/tesq.3254Open Access

Rubach, C., Backfisch, I. (2024). Digitization in teacher education—quality enhancement, status quo, and professionalization approaches. Unterrichtswissenschaft 51, 479–487. https://doi.org/10.1007/s42010-024-00193-6

Sibley, L.,* Lachner, A.,* Plicht, C., Fabian, A., Backfisch, I., Scheiter, K. & Bohl, T. (2024). Feasibility of adaptive teaching with technology: Which implementation conditions matter? Computers & Education, 105108. https://doi.org/10.1016/j.compedu.2024.105108

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

Tschönhens, F., Backfisch, I., Fütterer, T., & Lachner, A. (2024). TPACK in action: Contextual effects of pre-service and in-service teachers’ knowledge structures for technology integration. Computers and Education Open, 7, 100219.

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.learninstruc.2023.101844

2023

Appel, T., Kärcher, K., Körner, H. (2023). Investigating Cognitive Load for Tasks with Mathematics and Chemistry Context through Eye Tracking. In 2023 Symposium on Eye Tracking Research and Applications, 1–6. Tubingen Germany: ACM. https://doi.org/10.1145/3588015.3589199

Bardach, L., Schumacher, A., Trautwein, U., Kasneci, E., Tibus, M., Wortha, F., Gerjets, P., Appel, T. (2023). Taking Another Look at Intelligence and Personality: An Eye-Tracking Approach. OSF Preprints.

Hübner, N., Fahrbach, T., Lachner, A., & Scherer, R. (2023). What predicts students’ future ICT literacy Evidence From a large-scale study conducted in different stages of secondary school. Computers & Education, 203, 104847. https://doi.org/10.1016/j.compedu.2023.104847

Franke, U., Backfisch, I., & Lachner, A. (2023). Lehramtsstudierende auf die digitale Transformation vorbereiten - ein Beispiel aus der Tübingen School of Education. Campus Schulmanagement.

Fütterer, T., Hoch, E., Lachner, A., Scheiter, K., & Stürmer, K. (2023). High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology really matter? Computers & Education, 199, 104788. https://doi.org/10.1016/j.compedu.2023.104788

Fütterer, T., Scherer, R., Scheiter, K., Stürmer, K., & Lachner, A. (2023). Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development? Computers & Education, 198, 104756. https://doi.org/10.1016/j.compedu.2023.104756

Fütterer, T., Steinhauser, R., Zitzmann, S., Scheiter, K., Lachner, A., Stürmer, K. (2023). Development and Validation of a Test to Assess Teachers’ Knowledge of How to Operate Technology. Computers and Education Open 5. https://doi.org/10.1016/j.caeo.2023.100152

Omarchevska, Y., Lachner, A., Sibley, L., Richter, J., Scheiter, K. (2023). How do Students’ Cognitive and Motivational Characteristics Relate to Experimentation Skills and Conceptual Understanding during Scientific Inquiry? PsyArXiv.

Sevcenko, N., Appel, T., Ninaus, M., Moeller, K., & Gerjets, P. (2023). Theory-based approach for assessing cognitive load during time-critical resource-managing human–computer interactions: an eye-tracking study. Journal on Multimodal User Interfaces, 17(1), 1-19.

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, 3, 29 – 33.

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

Stark, P., Appel, T., Olbrich, M., Kasneci, E. (2023). Pupil Diameter during Counting Tasks as Potential Baseline for Virtual Reality Experiments. In 2023 Symposium on Eye Tracking Research and Applications, 1–7. Tubingen Germany: ACM. https://doi.org/10.1145/3588015.3588414

2022

Bonnes, C., Wahl, J., & Lachner, A. (2022). Herausforderungen für die Lehrkräftefortbildung vor dem Hintergrund der digitalen Transformation – Perspektiven der Erwachsenen- und Weiterbildung. Zeitschrift für Weiterbildungsforschung, 45, 133–149. https://doi.org/10.1007/s40955-022-00212-y

Chan, K.; Ziegs, T.; Henning, A.: Improved signal-to-noise performance of MultiNet GRAPPA 1 H FID MRSI reconstruction with semi-synthetic calibration data. Magnetic Resonance in Medicine (2022), 88(4):1500. https://doi.org/10.1002/mrm.29314

Ebersbach, M., Lachner, A., Scheiter, K. & Richter, T. (2022). Using spacing to promote lasting learning in educational contexts: Promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4),151–163. https://doi.org/10.1026/0049-8637/a000259

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, 104469. https://doi.org/10.1016/j.compedu.2022.104469

Kasneci, E., Kasneci, G., Trautwein, U., Appel, T., Tibus, M., Jaeggi, S. M., & Gerjets, P. (2022). Do your eye movements reveal your performance on an IQ test? A study linking eye movements and socio-demographic information to fluid intelligence. Plos one, 17(3), e0264316.

Lachner, A., Hoogerheide, V., van Gog, T., & Renkl, A. (2022). Learning-by-teaching without audience presence or interaction: When and why does it work? Educational Psychology Review, 34, 575–607. https://dx.doi.org/10.1007/s10648-021-09643-4

Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality. Journal of the Learning Sciences, 31(2), 237 - 277. https://dx.doi.org/10.1080/10508406.2021.1966633

Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). Do video modeling and metacognitive prompts improve self-regulated scientific inquiry? Educational Psychology Review. 34, 1025–1061. https://doi.org/10.1007/s10648-021-09652-3

Richter, T., Berger, R., Ebersbach, M., Eitel, A., Endres, T., Borromeo Ferri, R., Hänze, M., Lachner, A., Leutner, D., Lipowsky, F., Nemeth, L., Renkl, A., Roelle, J., Rummer R., Scheiter, K., Schweppe J., von Aufschnaiter, C. & Vorholzer, A. (2022). How to promote lasting learning in schools: Theoretical approaches and an agenda for research. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4), 135-141. https://doi.org/10.1026/0049-8637/a000258

Richter, J., Lachner, A., Bilgenroth, F., Jacob, L., & Scheiter,, K. (in press). Self-concept but not prior knowledge moderates effects of different implementations of computer-assisted inquiry learning activities on students’ learning. Journal of Computer-Assisted Learning. 38(4), 1141-1159. https://doi.org/10.1111/jcal.12673

Roelle, J., Schweppe, J., Endres, T., Lachner, A., von Aufschnaiter, C., Rummer, R., Leutner, D., Scheiter, K., Eitel, A., Vorholzer, A., & Renkl, A. (in press). Combining retrieval practice and generative learning in educational contexts: Promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54(4),142-150. https://doi.org/10.1026/0049-8637/a000261

Schneider, J., Backfisch, I., & Lachner, A. (2022). Facilitating Open science practices for research syntheses: PreregRS guides preregistration. Research Synthesis Methods, 13(2), 284 – 289. https://doi.org/10.1002/jrsm.1540

Sevcenko, N., Appel, T., Ninaus, M., Moeller, K., & Gerjets, P. (2022). Theory-based approach for assessing cognitive load during time-critical resource-managing human–computer interactions: an eye-tracking study. Journal on Multimodal User Interfaces, 1-19.

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.401

Syring, M., Bohl, T., & Lachner, A. (in press). Digitalisierung in der Schule: Vorschlag eines systematisierenden Rahmenmodells aus schulpädagogischer Perspektive. Zeitschrift für Bildungsforschung. https://doi.org/10.1007/s35834-022-00340-y

Ziegs, T.; Ruhm, L.; Wright, A.M.; Henning, A. (2022). Mapping of Glutamate Metabolism using 1H FID-MRSI after oral Administration of [1-¹³C]Glc at 9.4 T, NeuroImage, 270:119940. https://doi.org/10.1016/j.neuroimage.2023.119940

Ziegs, T.; Wright, A.M.; Henning, A. (2022).Test-retest reproducibility of human brain multi-slice 1H FID-MRSI data at 9.4 T after optimization of lipid regularization, macromolecular model and spline baseline stiffness, Magnetic Resonance in Medicine, 89(1):11. https://doi.org/10.1002/mrm.29423

Ziegs, T.; Dorst, J.; Ruhm, L.; Avdievitch, N.; Henning, A. (2022). Measurement of glucose metabolism in the occipital lobe and frontal cortex after oral administration of [1-¹³C]glucose at 9.4 T, Journal of Cerebral Blood Flow and Metabolism, 42(10):1890, doi:10.1177/0271678X221104540

2024

Glass, L., Dickinson, M., Brew, C., & Meurers, D. (Eds.). (2024). Language and computers (2nd ed.). Language Science Press. https://doi.org/10.5281/zenodo.12730906

2023

Backfisch, I., Franke, I., Lachner, A. (2023). "Das Opfer hat halt richtig Angst". Schüler*innenvorstellungen von Cybermobbing. http://dx.doi.org/10.15496/publikation-75401

Roelle, J., Lachner, A., Heitmann, S. (2023). Lernen: Theorien und Techniken. 1. Aufl. Stuttgart, Deutschland: utb GmbH. https://doi.org/10.36198/9783838558981

Ruiz, S., Rebuschat, P., & Meurers, D. (2023). Supporting individualized practice through intelligent CALL. In Y. Suzuki (Ed.). Practice and automatization in second language research (1st ed., pp. 119-143). Routledge. https://doi.org/10.4324/9781003414643-7 

Weiler, D., Burde, J., Große-Heilmann, R., Lachner, A., Riese, J., Schubatzky, T. (2023). Förderung von digitalisierungsbezogenen Kompetenzen von angehenden Physiklehrkräften mit dem SQD-Modell im Projekt DiKoLeP. In: Meier, M., Greefrath, G., Hammann, M., Wodzinski, R., Ziepprecht, K. [Hrsg.]. Lehr-Lern-Labore und Digitalisierung, 47–62. Edition Fachdidaktiken. Wiesbaden: Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-40109-2_4

2026

Maiero, J., Becker, S., Brucker, B., Lachner, A., & Gerjets, P. (2026). Embodied learning of fractions in virtual reality. In 2026 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW) (pp. 224–229). IEEE. 10.1109/VRW70859.2026.00048

2025

Glandorf, D., Cui, P., Meurers, D., & Sachan, M. (2025). Grammar control in dialogue response generation for language learning chatbots. In L. Chiruzzo, A. Ritter, & L. Wang (Eds.). Proceedings of the 2025 Conference of the Nations of the Americas Chapter of the Association for Computational Linguistics: Human Language Technologies (Vol. 1: Long Papers, pp. 9820-9839). Association for Computational Linguistics. Grammar Control in Dialogue Response Generation for Language Learning Chatbots - ACL Anthology

Ribeiro-Flucht, L., Chen, X., & Meurers, D. (2025). A framework for proficiency-aligned grammar practice in LLM-based dialogue systems. In E. Kochmar, B. Alhafni, M. Bexte, J. Burstein, A. Horbach, R. Laarmann-Quante, A. Tack, V. Yaneva, & Z. Yuan (Eds.). Proceedings of the 20th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2025) (pp. 978-987). Association for Computational Linguistics. A Framework for Proficiency-Aligned Grammar Practice in LLM-Based Dialogue Systems - ACL Anthology

De Kuthy, K., Girrbach, L., & Meurers, D. (2025). Automatic concept extraction for learning domain modeling: A weakly supervised approach using contextualized word embeddings. In E. Kochmar, B. Alhafni, M. Bexte, J. Burstein, A. Horbach, R. Laarmann-Quante, A. Tack, V. Yaneva, & Z. Yuan (Eds.). Proceedings of the 20th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2025) (pp. 175-185). Association for Computational Linguistics. Automatic concept extraction for learning domain modeling: A weakly supervised approach using contex…

Löfflad, D., Beuttler, B., & Meurers, D. (2025). German grammar profile for learners: Pedagogical feature definition and automated extraction. In C. Wartena & U. Heid (Eds.). Proceedings of the 21th Conference on Natural Language Processing (KONVENS 2025) (Vol. 2: Workshops, pp. 212-223). HsH Applied Academics. OPUS 4 | KONVENS : 21th Conference on Natural Language Processing (KONVENS 2025) ; Proceedings of th…

Akef, S., Meurers, D., Mendes, A., & Rebuschat, P. (2025). Interpretable Machine Learning for Societal Language Identification: Modeling English and German Influences on Portuguese Heritage Language. In Proceedings of the 14th Workshop on Natural Language Processing for Computer Assisted Language Learning (pp. 50–62). https://aclanthology.org/2025.nlp4call-1.4.pdf 

Deininger, H., Parrisius, C., Lavelle-Hill, R., Meurers, D., Trautwein, U., Nagengast, B., & Kasneci, G. (2025). Who did what to succeed? Individual differences in which learning behaviors are linked to achievement. In Proceedings of the 15th International Learning Analytics and Knowledge Conference (pp. 771–782). https://doi.org/10.1145/3706468.3706571

2024
Akef, S., Mendes, A., Meurers, D., & Rebuschat, P. (2024). Investigating the Generalizability of Portuguese Readability Assessment Models Trained Using Linguistic Complexity Features. In Proceedings of the 16th International Conference on Computational Processing of Portuguese (PROPOR 2024, pp. 332-341). Association for Computational Linguistics. https://aclanthology.org/2024.propor-1.34.pdf

Colling, L., Pieronczyk, I., Parrisius, C., Holz, H., Bodnar, S., Nuxoll, F., & Meurers, D. (2024). Towards task‑oriented ICALL: A criterion‑referenced learner dashboard organising digital practice. In Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024, Vol. 1, pp. 668–679). SciTePress. https://doi.org/10.5220/0012753000003693

Colling, L., Kholin, M., & Meurers, D. (2024). A learning analytics dashboard for K-12 English teachers - Bridging the gap between student process data and teacher needs. In Adjunct Proceedings of the 32nd ACM Conference on User Modeling, Adaptation and Personalization (UMAP Adjunct ’24, pp. 538–548). Association for Computing Machinery. https://doi.org/10.1145/3631700.3665228 

Glandorf, D., & Meurers, D. (2024). Towards fine-grained pedagogical control over English grammar complexity in educational text generation. In Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2024, pp. 299-308). Association for Computational Linguistics. https://aclanthology.org/2024.bea-1.24/ 

Heck, T., & Meurers, D. (2024). Exercise parameters influencing exercise difficulty. In Proceedings of the EUROCALL 2023: CALL for all Language (pp. 236-241). https://doi.org/10.4995/EuroCALL2023.2023.16921 

Ribeiro-Flucht, L., Chen, X., & Meurers, D. (2024). Explainable AI in language learning: Linking empirical evidence and theoretical concepts in proficiency and readability modeling of Portuguese. In Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2024, Vol. 19, pp. 199-209). Association for Computational Linguistics. https://aclanthology.org/2024.bea-1.17.pdf