Publications
Brand, C., Hartmann, C., Loibl, K., & Rummel, N. (2025, in press). Investigating learner characteristics and processes in Productive Failure and Vicarious Failure to design adaptive guidance. Learning and Instruction, Volume 95, 2025, 102052. DOI:10.1016/j.learninstruc.2024.102052
Bewersdorff, A., Hartmann, C., Hornberger, M., Seßler, K., Bannert, M., Kasneci, E., Kasneci, G., Zhai, X., & Nerdel, C. (2025, in press). Taking the Next Step with Generative Artificial Intelligence: The Transformative Role of Multimodal Large Language Models in Science Education. ArXiv. DOI:10.48550/arXiv.2401.00832
Pflieger, L.C.J., Hartmann, C. & Bannert, M. (2024) Enhancing knowledge construction in emerging technologies: the role of imagination training in immersive virtual reality environments. Discover Education, 3, 65. DOI:10.1007/s44217-024-00154-2
Pflieger, L.C.J., Hartmann, C., & Bannert, M. (2023). VRMeta-REG tool to support students’ collaboration in social VR. In Companion Proceedings of the 33rd International Conference on Artificial Reality and Telexistence and the 28th Eurographics Symposium on Virtual Environments (ICAT-EGVE 2023). DOI: 10.2312/egve.20231331
Hartmann, C., Orli-Idrissi, Y., Pflieger, L.C.J., & Bannert, M. (2023). Imagine & immerse yourself: Does visuospatial imagery moderate learning in virtual reality? Computers & Education, 207, 104909. DOI:10.1016/j.compedu.2023.104909
Tangocci, E., Hartmann, C. & Bannert, M. (2023). Immersives Lernen in der Berufsschule. Fördert VR- und AR-Technologie das Lernen, die intrinsische Motivation und die Technologieakzeptanz von lernbeeinträchtigten Auszubildenden?. MedienPädagogik, 51 (AR/VR - Part 2), 268–289. DOI:10.21240/mpaed/51/2023.01.21.X
Brand, C., Hartmann, C., Loibl, K., & Rummel, N. (2023). Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure. Instructional Science. DOI:10.1007/s11251-023-09619-7
Hartmann, C., van Gog, T., & Rummel, N. (2022). Productive versus vicarious failure: Do students need to fail themselves in order to learn? Applied Cognitive Psychology, 1–15. DOI.org/10.1002/acp.4004
Hartmann, C., & Bannert, M. (2022). Lernen in virtuellen Räumen: Konzeptuelle Grundlagen und Implikationen für künftige Forschung. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 47, 373–391. DOI:10.21240/mpaed/47/2022.04.18.X
Hartmann, C., Rummel, N., & Bannert, M. (2022). Using HeuristicsMiner to Analyze Problem-Solving Processes – Exemplary Use Case of a Productive-Failure Study. Journal of Learning Analytics, 9(2), 66–86. DOI:10.18608/jla.2022.7363
Hartmann, C. (2021). Productive Failure: Do students need to fail by themselves or does it suffice to observe someone else's failure? Published dissertation. Ruhr University, Bochum, Germany. DOI:10.13154/294-8204
Hartmann, C., van Gog, T., & Rummel, N. (2021). Preparatory effects of problem solving versus studying examples prior to instruction. Instructional Science, 49(1), 1–21. DOI:10.1007/s11251-020-09528-z
Brand, C., Hartmann, C., Loibl., K., & Rummel, N. (2021). Observing or Generating Solution Attempts in Problem Solving Prior to Instruction: Are the Preparatory Processes Comparable? In E. de Vries, J. Ahn, & Y.Hod (Eds.), 15th International Conference of the Learning Sciences – ICLS 2021 (pp. 115-122). International Society of the Learning Sciences, 2021.
Hartmann, C., van Gog, T., & Rummel, N. (2020). Do Examples of Failure Effectively Prepare Students For Learning from Subsequent Instruction? Applied Cognitive Psychology, 34, 879–889. DOI:10.1002/acp.3651
Weinberger, A., Hartmann, C., Kataja, L. J., & Rummel, N. (2020). Computer-unterstützte kooperative Lernszenarien. In Handbuch Bildungstechnologie (pp. 229-246). Springer, Berlin, Heidelberg.
Brand, C., Hartmann, C., & Rummel, N. (2018). Exploring Relevant Problem-Soling Processes in Learning From Productive Failure. In: Kay, J. and Luckin, R. (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS), Volume 3 (p. 1125-1128). London, UK: International Society of the Learning Sciences.
Hartmann, C., Rummel, N., & Van Gog, T. (2018). Using Example-based PF Conditions to Investigate Preparatory Effects of Problem-solving Prior to Instruction. In: Kay, J. and Luckin, R. (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS), Volume 3 (p. 1681-1682). London, UK: International Society of the Learning Sciences.
Hartmann, C., Olsen, J., Brand, C., Aleven, V., & Rummel, N. (2017). Examining Positive and Negative Interdependence in an Elementary School CSCL Setting. The 12th International Conference on Computer Supported Collaborative Learning (pp. 633–636), Philadelphia, USA: International Society of the Learning Sciences.
Hartmann, C., Rummel, N., & Loibl, K. (2016). Communication patterns and their role for conceptual knowledge Acquisition from Productive Failure. In: C. K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.). Proceedings of the 12th International Conference of the Learning Sciences (ICLS), Volume I (pp. 530-537). Singapore: International Society of the Learning Sciences.
Hartmann, C., Angersbach, J. C. & Rummel, N. (2015). Social Interaction, Constructivism and Their Application Within (CS)CL Theories. In: O. Lindwall, P. Häkkien, T. Koshmann, P. Tchounikine & S. Ludvigsen (Eds.). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2014, Volume 2 (p. 553-556). Gothenburg, Sweden: International Society of the Learning Sciences.
Hartmann, C. (2015). Communication Patterns And Their Role For Conceptual Knowledge Acquisition From Productive Failure. Unpublished master's thesis. Ruhr University, Bochum, Germany.
Hartmann, C. (2013). Collaborative Learning In Primary School: Effects of Resource- And Reward-Interdependence. Unpublished bachelor's thesis. Ruhr University, Bochum, Germany.