Publikationen

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: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? Publizierte Dissertation. Ruhr-Universität Bochum, Deutschland. 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.

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-Solving 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). Die Rolle sozialer Interaktion beim Aufbau konzeptuellen Wissens im Rahmen des Productive-Failure Ansatzes. Unpublizierte Masterarbeit. Ruhr-Universität Bochum, Deutschland.

Hartmann, C. (2013). Kooperatives Lernen in der Grundschule. Die Wirksamkeit von Ressourcen- und Belohnung-Abhängigkeit. Unpublizierte Bachelorarbeit. Ruhr-Universität Bochum, Deutschland.