4. Literaturverzeichnis

 

Atkinson, R.C. & Shiffrin, R.M. (1968). Human Memory: A Proposed System and its Control Processes. In K. W. Spence & J.T. Spence (Eds.). Psychology of Learning and Motivation: Advances in Research and Theory, Volume 2, 89-195. DOI: 10.1016/S0079-7421(08)60422-3.

 

Castillo-Manzano, Jose & Castro-Nuño, M. & López-Valpuesta, Lourdes & Sanz, M. & Yñiguez, Rocío. (2016). Measuring the effect of ARS on academic performance: A global meta-analysis. Computers & Education. DOI: 96. 10.1016/j.compedu.2016.02.007.

 

Chi, M. T. H. (2009). Active-Constructive-Interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73–105.

 

Chi, M. T. H. & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes, Educational Psychologist, 49:4, 219-243, DOI: 10.1080/00461520.2014.965823.

 

Chien, Y. T., Chang, Y. H., & Chang, C. Y. (2016). Do we click in the right way? A meta-analytic review of clicker-integrated instruction. Educational Research Review, 17, 1–18. DOI: 10.1016/j.edure v.2015.10.003.

 

Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722–738. DOI: 10.1016/j.learninstruc.2007.09.013.

 

Kingston, N. and Nash, B. (2011). Formative Assessment: A Meta‐Analysis and a Call for Research. Educational Measurement: Issues and Practice, 30: 28-37. DOI:10.1111/j.1745-3992.2011.00220.x.

 

Kyriakou, Artemis & Higgins, Steven. (2017). Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not. Preschool & Primary Education. DOI: 4. 10.12681/ppej.9873.

 

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. DOI: 10.1207/S15326985EP3801_6.

 

Merchant, Zahira, Ernest T. Goetz, Lauren Cifuentes, Wendy Keeney-Kennicutt, und Trina J. Davis. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education 70, 29–40.

 

Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76, 413-448. DOI:10.3102/00346543076003413.

 

Schroeder, Noah & Nesbit, John & Anguiano, Carlos & Adesope, Olusola. (2017). Studying and Constructing Concept Maps: a Meta-Analysis. Educational Psychology Review. 30. DOI: 10.1007/s10648-017-9403-9.

 

Steenbergen-Hu, S. & Cooper, H. (2014). A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on College Students’ Academic Learning. Journal of Educational Psychology, Vol. 106, No. 2, 331–347. DOI: 10.1037/a0034752.

 

Sung, Y.-T., Yang, J.-M., & Lee, H.-Y. (2017). The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis. Review of Educational Research, 87(4), 768–805. DOI: 10.3102/0034654317704307.

 

Sweller, J., van Merrienboer, J.J.G. & Paas, F.G.W.C. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review 10, 251–296. DOI: 10.1023/A:1022193728205.

 

VanLehn, K. (2011). The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems,and Other Tutoring Systems, Educational Psychologist, 46:4, 197-221. DOI: 10.1080/00461520.2011.611369.

 

Wecker, C. (2013). Does PowerPoint foster learning? A meta-analysis. Vortrag auf der 15th Biennial Conference for Learning and Instruction der European Association for Research on Learning and Instruction (EARLI) "Responsible Teaching and Sustainable Learning", München, 27. bis 31. August 2013.

 

Wekerle, C. & Kollar, I. (2017, September). Effekte von Lehrexpertise auf den Einsatz von digitalen Medien im Unterricht –eine Skriptperspektive. Vortrag auf der gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologieder Deutschen Gesellschaft für Psychologie (DGPs) in Münster.