| Towards a theory of when and how problem solving followed by instruction supports learning K Loibl, I Roll, N Rummel Educational psychology review 29, 693-715, 2017 | 297 | 2017 |
| Knowing what you don't know makes failure productive K Loibl, N Rummel Learning and Instruction 34, 74-85, 2014 | 235 | 2014 |
| The impact of guidance during problem-solving prior to instruction on students' inventions and learning outcomes K Loibl, N Rummel Instructional Science 42 (3), 304-326, 2014 | 159 | 2014 |
| A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM) K Loibl, T Leuders, T Dörfler Teaching and Teacher Education 91, 103059, 2020 | 141 | 2020 |
| Delaying instruction – Evidence from a study in a university relearning setting K Westermann, N Rummel Instructional Science 40 (4), 673-689, 2012 | 127 | 2012 |
| How to make failure productive: Fostering learning from errors through elaboration prompts K Loibl, T Leuders Learning and Instruction 62, 1-10, 2019 | 99 | 2019 |
| Errors during exploration and consolidation-the effectiveness of productive failure as sequentially guided discovery learning K Loibl, T Leuders Journal fur Mathematik-Didaktik 39 (1), 69-96, 2018 | 48 | 2018 |
| Teachers’ diagnostic judgments on tasks as information processing–The role of pedagogical content knowledge for task diagnosis A Rieu, T Leuders, K Loibl Teaching and Teacher Education 111, 103621, 2022 | 39 | 2022 |
| Collaborative or Individual Learning within Productive Failure: Does the Social Form of Learning Make a Difference? C Mazziotti, K Loibl, N Rummel | 28 | 2015 |
| The effect of contrasting cases during problem solving prior to and after instruction K Loibl, M Tillema, N Rummel, T van Gog Instructional Science 48 (2), 115-136, 2020 | 27 | 2020 |
| Diagnostisches Urteilen als informationsverarbeitender Prozess–Wie nutzen Lehrkräfte ihr Wissen bei der Identifizierung und Gewichtung von Anforderungen in Aufgaben? A Rieu, K Loibl, T Leuders, S Herppich Unterrichtswissenschaft, 2020 | 22 | 2020 |
| Probing boundary conditions of productive failure and analyzing the role of young students’ collaboration C Mazziotti, N Rummel, A Deiglmayr, K Loibl npj Science of Learning 4 (1), 2, 2019 | 22 | 2019 |
| Combining Exploratory Learning with Structured Practice to Foster Conceptual and Procedural Fractions Knowledge N Rummel, M Mavrikis, M Wiedmann, K Loibl, C Mazziotti, W Holmes, ... ICLS 12, 58-65, 2016 | 22 | 2016 |
| Robust student knowledge: Adapting to individual student needs as they explore the concepts and practice the procedures of fractions C Mazziotti, W Holmes, M Wiedmann, K Loibl, N Rummel, M Mavrikis, ... Workshop on Intelligent Support in Exploratory and Open-Ended Learning …, 2015 | 22 | 2015 |
| Light-Bulb Moment?: Towards Adaptive Presentation of Feedback based on Students' Affective State B Grawemeyer, W Holmes, S Gutiérrez-Santos, A Hansen, K Loibl, ... Proceedings of the 20th International Conference on Intelligent User …, 2015 | 19 | 2015 |
| The impact of feedback on students’ affective states B Grawemeyer, M Mavrikis, W Holmes, A Hansen, K Loibl, ... International Workshop on Affect, Meta-Affect, Data and Learning (AMADL 2015), 4, 2015 | 18 | 2015 |
| Toward an Overarching Framework for Systematizing Research Perspectives on Diagnostic Thinking and Practice T Leuders, K Loibl, D Sommerhoff, S Herppich, AK Praetorius Journal für Mathematik-Didaktik 43 (1), 13-38, 2022 | 15 | 2022 |
| Productive Failure as strategy against the double curse of incompetence K Loibl, N Rummel Learning: Research and Practice 1 (2), 113-121, 2015 | 15 | 2015 |
| Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge M Mavrikis, N Rummel, M Wiedmann, K Loibl, W Holmes Educational technology research and development 70 (3), 691-712, 2022 | 14 | 2022 |
| Affect Matters: Exploring the Impact of Feedback during Mathematical Tasks in an Exploratory Environment B Grawemeyer, M Mavrikis, W Holmes, A Hansen, K Loibl, ... International Conference on Artificial Intelligence in Education, 595-599, 2015 | 13 | 2015 |
Timo LeudersProfessor of Mathematics Education在 ph-freiburg.de 的电子邮件经过验证
