Tübingen Center for Digital Education


Journal article


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. Unterrichtswiss 51, 579–604. https://doi.org/10.1007/s42010-023-00192-z

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

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


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 Interfaces17(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, 26https://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


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 one17(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 Bildungsforschunghttps://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

Book articles


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

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