Publikationen

Bewersdorff, A., Hartmann, C., Hornberger, M., Seßler, K., Bannert, M., Kasneci, E., Kasneci, G., Zhai, X., & Nerdel, C. (2024). 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. (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: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.