Vorträge / Poster

15.09.21 Hartmann, C., & Bannert, M. (Organizers & Chairs) . Lernen mit VR- und AR-Technologie: Konzeptuelle Grundlagen und empirische Befunde. Symposium vorgestellt auf der 18. Tagung der Fachgruppe Pädagogische Psychologie (PAEPSY), Heidelberg, Deutschland, September 14-16, 2021.
15.09.21 Hartmann, C., & Bannert, M. (2021, September). Theoretische Perspektiven auf das Lernen in Virtueller Realität – Potentiale und Herausforderungen. In Hartmann, C., & Bannert, M. (Organizers & Chairs). Lernen mit VR- und AR-Technologie: Konzeptuelle Grundlagen und empirische Befunde. Symposium vorgestellt auf der 18. Tagung der Fachgruppe Pädagogische Psychologie (PAEPSY), Heidelberg, Deutschland, September 14-16, 2021.
2018 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) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
2018 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) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Aug. 19 Hartmann, C., Rummel, N., & Van Gog, T.(2019, August). Preparatory Effects of Problem Solving versus Studying Examples Prior to Instruction. Paper to be presented at the 18th International Conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.
Sept. 17 Hartmann, C., Rummel, N., & Van Gog, T.(2017, September). Productive or Vicarious Failure: Do students need to make every mistake by themselves? Paper to be presented at the 17th International Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finnland.
Juni 17 Hartmann, C., Olsen, J., Brand, C., Aleven, V., & Rummel, N.(2017, Juni). Examining Positive and Negative Interdependence in an Elementary School CSCL Setting. Paper to be presented at the 12th International Conference on Computer Supported Collaborative Learning(CSCL), Philadelphia, USA: International Society of the Learning Sciences.
2016 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 theLearning Sciences, ICLS 2016 (Vol. I, pp. 530-537). Singapore: International Society of the Learning Sciences.
2015 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.) (2015). 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.
2013 Hartmann, C., Rummel, N., Murglat, H., &Loibl, K. (2013). Kooperatives Lernen in der Grundschule: Die Wirksamkeit von Ressourcen-und Belohnungsabhängigkeit. Vortrag auf der 14. Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie(PAEPS), Hildesheim.