| Exploring feedback and student characteristics relevant for personalizing feedback strategies S Narciss, S Sosnovsky, L Schnaubert, E Andrès, A Eichelmann, ... Computers & Education 71, 56-76, 2014 | 282 | 2014 |
| The cognitive-affective-social theory of learning in digital environments (CASTLE) S Schneider, M Beege, S Nebel, L Schnaubert, GD Rey Educational Psychology Review 34 (1), 1-38, 2022 | 112 | 2022 |
| Providing different types of group awareness information to guide collaborative learning L Schnaubert, D Bodemer International Journal of Computer-Supported Collaborative Learning 14, 7-51, 2019 | 92 | 2019 |
| Group awareness tools for computer-supported collaborative learning D Bodemer, J Janssen, L Schnaubert International handbook of the learning sciences, 351-358, 2018 | 87 | 2018 |
| Typische Fehler bei der Addition und Subtraktion von Brüchen–Ein Review zu empirischen Fehleranalysen A Eichelmann, S Narciss, L Schnaubert, E Melis Journal für Mathematik-Didaktik 1 (33), 29-57, 2012 | 56 | 2012 |
| Prompting and visualising monitoring outcomes: Guiding self-regulatory processes with confidence judgments L Schnaubert, D Bodemer Learning and Instruction 49, 251-262, 2017 | 28 | 2017 |
| Assumptions and confidence of others: The impact of socio-cognitive information on metacognitive self-regulation L Schnaubert, S Krukowski, D Bodemer Metacognition and Learning 16 (3), 855-887, 2021 | 25 | 2021 |
| Group awareness and regulation in computer-supported collaborative learning L Schnaubert, D Bodemer International Journal of Computer-Supported Collaborative Learning 17 (1), 11-38, 2022 | 24 | 2022 |
| Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning L Schnaubert, F Vogel International Journal of Computer-Supported Collaborative Learning 17 (1), 1-10, 2022 | 17 | 2022 |
| Perceived social resources affect help-seeking and academic outcomes in the initial phase of undergraduate studies C Schlusche, L Schnaubert, D Bodemer Frontiers in Education 6, 732587, 2021 | 12 | 2021 |
| How socio-cognitive information affects individual study decisions L Schnaubert, D Bodemer Singapore: International Society of the Learning Sciences, 2016 | 12 | 2016 |
| Student behavior in error-correction-tasks and its relation to perception of competence L Schnaubert, E Andrès, S Narciss, A Eichelmann, G Goguadze, E Melis Towards Ubiquitous Learning: 6th European Conference of Technology Enhanced …, 2011 | 12 | 2011 |
| What interdependence can tell us about collaborative learning: A statistical and psychological perspective L Schnaubert, D Bodemer Research and Practice in Technology Enhanced Learning 13, 1-18, 2018 | 11 | 2018 |
| Analysing the relationship between mental load or mental effort and metacomprehension under different conditions of multimedia design L Schnaubert, S Schneider Frontiers in Education 6, 648319, 2022 | 10 | 2022 |
| A psychological perspective on data processing in cognitive group awareness tools L Schnaubert, L Harbarth, D Bodemer | 9 | 2020 |
| Combining scripts, group awareness tools and self-regulated learning–theoretical implications and practical implementations L Schnaubert, F Vogel, D Bodemer, F Fischer, A Radkowitsch, ... International Society of the Learning Sciences (ISLS), 2020 | 8 | 2020 |
| Social-distance education: Struggling with cognition, emotion or motivation during SRL? L Schnaubert, B Herold | 7 | 2020 |
| Subjective validity ratings to support shared knowledge construction in CSCL L Schnaubert, D Bodemer Exploring the material conditions of learning: The computer supported …, 2015 | 7 | 2015 |
| Cognitive group awareness tools: versatile devices to guide learners towards discrepancies L Schnaubert, S Heimbuch, M Erkens, D Bodemer | 6 | 2019 |
| Group awareness information to support academic help-seeking C Schlusche, L Schnaubert, D Bodemer | 6 | 2019 |
