| Switching attention between modalities: Further evidence for visual dominance S Lukas, AM Philipp, I Koch Psychological Research PRPF 74, 255-267, 2010 | 98 | 2010 |
| Crossmodal attention switching: Auditory dominance in temporal discrimination tasks S Lukas, AM Philipp, I Koch Acta psychologica 153, 139-146, 2014 | 52 | 2014 |
| The role of preparation and cue-modality in crossmodal task switching S Lukas, AM Philipp, I Koch Acta Psychologica 134 (3), 318-322, 2010 | 38 | 2010 |
| The relationship between self‐assessment and performance in learning TPACK: Are self‐assessments a good way to support preservice teachers' learning? AL Max, S Lukas, H Weitzel Journal of Computer Assisted Learning 38 (4), 1160-1172, 2022 | 28 | 2022 |
| Effekte von Augmented Reality (AR) zur Visualisierung eines dynamischen Teilchenmodells–virtuelle Modelle zum Anfassen. C Probst, D Fetzer, S Lukas, J Huwer Chemkon-Chemie Konkret 29 (4), 2022 | 27* | 2022 |
| Verfügbarkeit und Zielsetzungen digitalisierungsbezogener Lehrkräftefortbildungen für naturwissenschaftliche Lehrkräfte in Deutschland C Diepolder, H Weitzel, J Huwer, S Lukas Zeitschrift für Didaktik der Naturwissenschaften 27 (1), 203-214, 2021 | 15 | 2021 |
| Anticipatory movement compatibility for virtual reality interaction devices S Lukas, H Brau, I Koch Behaviour & Information Technology 29 (2), 165-174, 2010 | 13 | 2010 |
| COVID19: Distance learning in times of crisis. Digital technologies and resources for learning under lockdown: Promoting homeschooling in chemistry education with augmented … C Probst, S Lukas, J Huwer ICERI 2020, 2023-2031, 2020 | 10 | 2020 |
| The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK AL Max, S Lukas, H Weitzel British Journal of Educational Technology 55 (1), 208-230, 2024 | 9 | 2024 |
| Integration of a teaching-learning lab and a pedagogical makerspace into a module for media education for STEAM teacher students AL Max, I Schmoll, P Uhl, J Huwer, S Lukas, W Mueller, H Weitzel 14th International Technology, Education and Development Conference, 2050-2059, 2020 | 9 | 2020 |
| Improving students’ TPACK through learning labs: the implementation of iChemLab and STEAM Makerspace S Lukas, W Müller, J Huwer, C Drüke-Noe, I Koppel, S Rebholz, ... EDULEARN 2019, 6718-6726, 2019 | 9 | 2019 |
| Effects of marked routes in you-are-here maps on navigation performance and cognitive mapping S Lukas, V Mittelstädt, G Olaru, C Sachser, J Seibold, A Huckauf American Journal of Applied Psychology 3 (6), 131-137, 2014 | 9 | 2014 |
| The influence of action effects in task-switching S Lukas, AM Philipp, I Koch Frontiers in Psychology 3, 595, 2013 | 7 | 2013 |
| Using augmented reality to introduce the Bohr atomic model in 3D in the classroom - A study about learning effects and perception of students C Probst, S Lukas, J Huwer INTED2021 Proceedings, 1661-1668, 2021 | 6 | 2021 |
| Action-effect associations in voluntary and cued task-switching A Sommer, S Lukas Frontiers in psychology 8, 2233, 2018 | 6 | 2018 |
| Number representation: A question of look? The distance effect in comparison of English and Turkish number words S Lukas, H Krinzinger, I Koch, K Willmes Quarterly Journal of Experimental Psychology 67 (2), 260-270, 2014 | 6 | 2014 |
| Action control in task switching: do action effects modulate N − 2 repetition costs in task switching? S Schuch, A Sommer, S Lukas Psychological Research 82, 146-156, 2018 | 5 | 2018 |
| Positive and negative action-effects improve task-switching performance J Ludwig, D Dignath, S Lukas Acta Psychologica 221, 103440, 2021 | 4 | 2021 |
| How to successfully organize a media project in a pedagogical makerspace for student teachers AL Max, S Lukas, H Weitzel INTED2021 proceedings, 6511-6517, 2021 | 4 | 2021 |
| Entwicklung von Aufgaben zur Bewertung des TPACK von Lehramtsstudierenden der Biologie A Max, S Lukas, H Weitzel ), Erkenntnisweg Biologiedidaktik 19, 57-71, 2020 | 4 | 2020 |
Iring KochRWTH在 psych.rwth-aachen.de 的电子邮件经过验证
