Matthias Nückles

19 papers B 7Journal 8Unranked 4

Year	Rank	Type	Title / Venue / Authors
2017	J	`jnl`	Formative computer-based feedback in the university classroom: Specific concept maps scaffold students' writing. Comput. Hum. Behav. Andreas Lachner, Christian Burkhart, Matthias Nückles
2015	J	`jnl`	Inventing motivates and prepares student teachers for computer-based learning. J. Comput. Assist. Learn. Inga Glogger-Frey, Julian Kappich, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl
2014	J	`jnl`	Effects of visual feedback on medical students' procrastination within web-based planning and reflection protocols. Comput. Hum. Behav. Kristin Wäschle, Andreas Lachner, Björn Stucke, Sabine Rey, Cornelius Frömmel, Matthias Nückles
2013	B	`conf`	Benefits for Processes Cause Decrements in Outcomes: Training Improves Tutors' Interactivity at the Expense of Assessment Accuracy. CogSci Stephanie Herppich, Jörg Wittwer, Matthias Nückles, Alexander Renkl
2013	B	`conf`	Expert Blind Spot in Pre-Service and In-Service Mathematics Teachers: Task Design moderates Overestimation of Novices' Performance. CogSci Katharina Hellmann, Matthias Nückles
2013	B	`conf`	Experts' Explanations Engage Novices in Deep-Processing. CogSci Andreas Lachner, Matthias Nückles
2013	B	`conf`	Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes. CogSci Inga Glogger, Julian Kappich, Rolf Schwonke, Lars Holzäpfel, Matthias Nückles, Alexander Renkl
2012	B	`conf`	A Graph-Oriented Approach to Measuring Expertise- Detecting Structural Differences between Experts and Intermediates. CogSci Andreas Lachner, Johannes Gurlitt, Matthias Nückles
2012	—	`conf`	How Metacognitive Awareness Caused A Domino Effect in Learning. ICLS Kristin Schmidt, Andreas Lachner, Björn Stucke, Sabine Rey, Cornelius Frömmel, Matthias Nückles
2012	—	`conf`	Promoting Teacher Candidates' Awareness for Teaching Dilemmas: A Field Experiment. ICLS Elisabeth Wegner, Iris Kaufmann, Matthias Nückles
2011	B	`conf`	Does Teaching Experience Help? Differences in the Assessment of Tutees' Understanding Between Teacher Tutors and Student Tutors. CogSci Stephanie Herppich, Jörg Wittwer, Matthias Nückles, Alexander Renkl
2008	—	`conf`	Concept mapping for learning from text: evidence for a worked-out-map-effect. ICLS (1) Tatjana S. Hilbert, Matthias Nückles, Sandra Matzel
2008	—	`conf`	Short-term versus long-term effects of cognitive and metacognitive prompts in writing-to-learn. ICLS (2) Matthias Nückles, Sandra Hübner, Alexander Renkl
2006	J	`jnl`	Enhancing computer-supported writing of learning protocols by adaptive prompts. Comput. Hum. Behav. Rolf Schwonke, Sabine Hauser, Matthias Nückles, Alexander Renkl
2006	J	`jnl`	How do Experts Adapt their Explanations to a Layperson's Knowledge in Asynchronous Communication? An Experimental Study. User Model. User Adapt. Interact. Matthias Nückles, Alexandra Winter, Jörg Wittwer, Markus Herbert, Sandra Hübner
2006	J	`jnl`	The assessment tool: a method to support asynchronous communication between computer experts and laypersons. Comput. Hum. Behav. Matthias Nückles, Alexander Stürz
2006	J	`jnl`	The problem of describing a problem: Supporting laypersons in presenting their queries to the Internet-based helpdesk. Int. J. Hum. Comput. Stud. Matthias Nückles, Anna Ertelt
2005	J	`jnl`	Computergestütztes Schreiben von Lernprotokollen. Z. für Medienpsychologie Rolf Schwonke, Matthias Nückles, Sabine Hauser, Kirsten Berthold, Alexander Renkl
2005	B	`conf`	Supporting Efficient and Reliable Content Analysis Using Automatic Text Processing Technology. INTERACT Gahgene Gweon, Carolyn Penstein Rosé, Jörg Wittwer, Matthias Nückles