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
Backfisch, I., Scherer, R., Schneider, J., & Lachner, A. (2025). How valid, really? A meta-analysis of the validity evidence of Technological Pedagogical and Content Knowledge (TPACK) self-report assessments. Educational Research Review, 49, 100718. https://doi.org/10.1016/j.edurev.2025.100718
Boos, J., Eder, T., & Lachner, A. (2026). Perceived Utility Moderates Motivational Intervention Effects in Learning to Teach Responsibly with GenAI. Computers and Education Open. https://doi.org/10.1016/j.caeo.2025.100324
Boos, J., Ziegs, T., Klügel, P., Heesen, J., Brendel, W., Backfisch, I., & Lachner, A. (accepted manuscript). Integrating critical-reflexive AI literacy in pre-service teacher education – A research-based concept for practice-oriented teacher training according to the 4C/ID model. Reihe ZfE-Edition.
Boos, J., Wagner, S., Backfisch, I., Eder, T., & Lachner, A. (2025). Navigating AI Ethics: Pre-Service Teachers’ Reflexivity of Ethical Knowledge About Artificial Intelligence. In Rajala, A., Cortez, A., Hofmann, R., Jornet, A., Lotz-Sisitka, H., & Markauskaite, L. (Eds.), Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025 (pp. 2575-2577). International Society of the Learning Sciences.
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
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