Supporting Efficient and Reliable Content Analysis Using Automatic Text Processing Technology. - Gahgene Gweon; Carolyn Penstein Rosé; Jörg Wittwer; Matthias Nückles (INTERACT, 2005)

Computergestütztes Schreiben von Lernprotokollen. - Rolf Schwonke; Matthias Nückles; Sabine Hauser; Kirsten Berthold; Alexander Renkl (Z. für Medienpsychologie, 2005)

Supporting Concept Mapping for Learning from Text. - Sabine Hauser; Matthias Nueckles; Alexander Renkl (ICLS, 2006)

The assessment tool: a method to support asynchronous communication between computer experts and laypersons. - Matthias Nückles; Alexander Stürz (Comput. Hum. Behav., 2006)

Enhancing computer-supported writing of learning protocols by adaptive prompts. - Rolf Schwonke; Sabine Hauser; Matthias Nückles; Alexander Renkl (Comput. Hum. Behav., 2006)

The problem of describing a problem: Supporting laypersons in presenting their queries to the Internet-based helpdesk. - Matthias Nückles; Anna Ertelt (Int. J. Hum. Comput. Stud., 2006)

How do Experts Adapt their Explanations to a Layperson's Knowledge in Asynchronous Communication? An Experimental Study. - Matthias Nückles; Alexandra Winter; Jörg Wittwer; Markus Herbert; Sandra Hübner (User Model. User Adapt. Interact., 2006)

Concept mapping for learning from text: evidence for a worked-out-map-effect. - Tatjana S. Hilbert; Matthias Nückles; Sandra Matzel (ICLS (1), 2008)

Short-term versus long-term effects of cognitive and metacognitive prompts in writing-to-learn. - Matthias Nückles; Sandra Hübner; Alexander Renkl (ICLS (2), 2008)

Personal beliefs about learning and teaching: comparison of student teachers in the sciences and humanities at different stages of their studies. - Natalia Schlichter; Rainer Watermann; Matthias Nueckles (ICLS (1), 2010)

Does Teaching Experience Help? Differences in the Assessment of Tutees' Understanding Between Teacher Tutors and Student Tutors. - Stephanie Herppich; Jörg Wittwer; Matthias Nückles; Alexander Renkl (CogSci, 2011)

A Graph-Oriented Approach to Measuring Expertise- Detecting Structural Differences between Experts and Intermediates. - Andreas Lachner; Johannes Gurlitt; Matthias Nückles (CogSci, 2012)

How Metacognitive Awareness Caused A Domino Effect in Learning. - Kristin Schmidt; Andreas Lachner; Björn Stucke; Sabine Rey; Cornelius Frömmel; Matthias Nückles (ICLS, 2012)

Promoting Teacher Candidates' Awareness for Teaching Dilemmas: A Field Experiment. - Elisabeth Wegner; Iris Kaufmann; Matthias Nückles (ICLS, 2012)

Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes. - Inga Glogger; Julian Kappich; Rolf Schwonke; Lars Holzäpfel; Matthias Nückles; Alexander Renkl (CogSci, 2013)

Expert Blind Spot in Pre-Service and In-Service Mathematics Teachers: Task Design moderates Overestimation of Novices' Performance. - Katharina Hellmann; Matthias Nückles (CogSci, 2013)

Benefits for Processes Cause Decrements in Outcomes: Training Improves Tutors' Interactivity at the Expense of Assessment Accuracy. - Stephanie Herppich; Jörg Wittwer; Matthias Nückles; Alexander Renkl (CogSci, 2013)

Experts' Explanations Engage Novices in Deep-Processing. - Andreas Lachner; Matthias Nückles (CogSci, 2013)

Effects of visual feedback on medical students' procrastination within web-based planning and reflection protocols. - Kristin Wäschle; Andreas Lachner; Björn Stucke; Sabine Rey; Cornelius Frömmel; Matthias Nückles (Comput. Hum. Behav., 2014)

Inventing motivates and prepares student teachers for computer-based learning. - Inga Glogger-Frey; Julian Kappich; Rolf Schwonke; Lars Holzäpfel; Matthias Nückles; Alexander Renkl (J. Comput. Assist. Learn., 2015)

Formative computer-based feedback in the university classroom: Specific concept maps scaffold students' writing. - Andreas Lachner; Christian Burkhart; Matthias Nückles (Comput. Hum. Behav., 2017)