Ausgewählte Veröffentlichungen

Altmeyer, K., Brünken, R., Kuhn, J., & Malone, S. (2024). The Role of Cognitive Learner Prerequisites for Cognitive Load and Learning Outcomes in AR-Supported Lab Work. Education Sciences, 14(11), 1161. doi.org/10.3390/educsci14111161

Altmeyer, K., Barz, M., Lauer, L., Peschel, M., Sonntag, D., Brünken, R., & Malone, S. (2023). Digital ink and differentiated subjective ratings for cognitive load measurement in middle childhood. British Journal of Educational Psychology, 93, 368-385. doi.org/10.1145/3340631.3394839

Altmeyer, K., Kapp, S., Thees, M., Malone, S., Kuhn, J., & Brünken, R. (2020). The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results. British Journal of Educational Technology, 51, 611-628. doi.org/10.1111/bjet.12900

Biermann, A., Brünken, R., Lewalter, D. and Grub, A.-S. (2023). Assessment of noticing of classroom disruptions: a multi-methods approach. Frontiers in Education 8:1266826. doi: 10.3389/feduc.2023.1266826

Grub, A.-S., Biermann, A. & Brünken, R. (in press). Chapter 10: Eye-Tracking as a Process-Based Methodology to Assess Professional Vision. In Gegenfurtner, A. & Stahnke, R. (Hrsg.), Teacher Professional Vision: Theoretical and Methodogical Advances. EARLI-Buchreihe “New Perspectives on Learning and Instruction” 

Grub, A.-S., Biermann, A. & Brünken, R. (2020) Process-based measurement of professional vision of (prospective) teachers in the field of classroom management: A systematic review. Journal for Educational Research Online, 12 (3), https://doi.org/10.25656/01:21187

Friedrich, A., Schreiter, S., Vogel, M., Becker-Genschow, S., Brünken, R., Kuhn, J., Lehmann, J., & Malone, S. (2024). What shapes statistical and data literacy research in K-12 STEM education? A systematic review of metrics and instructional strategies. International Journal of STEM Education, 11(1), 58. https://doi.org/10.1186/s40594-024-00517-z

Malone, S., Altmeyer, K., Vogel, M., & Brünken, R., (2020). Homogeneous and heterogeneous multiple representations in equation‐solving problems: An eye‐tracking study. Journal of Computer Assisted Learning; 1-18. doi.org/10.1111/jcal.12426

Malone, S. & Brünken, R. (2019). Studying Gaze Behavior to Compare Three Different Hazard Perception Tasks. Human Factors. doi.org/10.1177/0018720819873462 

Ott, N., Brünken, R., Vogel, M., & Malone, S. (2018). Multiple symbolic representations: The combination of formula and text supports problem solving in the mathematical field of propositional logic. Learning and Instruction, 58(C), 88-105. 

Thüs, D., Malone, S., & Brünken, R. (2024). Exploring generative AI in higher education: a RAG system to enhance student engagement with scientific literature [Original Research]. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1474892