Susanne Narciss
Cited by
Cited by
Feedback strategies for interactive learning tasks
S Narciss
Handbook of research on educational communications and technology 3, 125-144, 2008
How to design informative tutoring feedback for multimedia learning
S Narciss, K Huth
Instructional design for multimedia learning 181195, 2004
Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?
JW Strijbos, S Narciss, K Dünnebier
Learning and instruction 20 (4), 291-303, 2010
Promoting self-regulated learning in web-based learning environments
S Narciss, A Proske, H Koerndle
Computers in human behavior 23 (3), 1126-1144, 2007
Informatives tutorielles Feedback: Entwicklungs-und Evaluationsprinzipien auf der Basis instruktionspsychologischer Erkenntnisse
S Narciss
Waxmann, 2006
The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning.
S Narciss
Experimental Psychology 51 (3), 214, 2004
Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction
S Narciss, K Huth
Learning and Instruction 16 (4), 310-322, 2006
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
Designing and evaluating tutoring feedback strategies for digital learning
S Narciss
Digital Education Review, 7-26, 2013
Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts
C Schoor, S Narciss, H Körndle
Educational Psychologist 50 (2), 97-119, 2015
Interactivity and learners’ achievement in web-based learning
A Proske, S Narciss, H Körndle
Journal of Interactive Learning Research 18 (4), 511-531, 2007
Computer‐based scaffolding to facilitate students' development of expertise in academic writing
A Proske, S Narciss, DS McNamara
Journal of Research in Reading 35 (2), 136-152, 2012
Further boundary conditions for the effects of perceptual disfluency on judgments of learning
DA Magreehan, MJ Serra, NH Schwartz, S Narciss
Metacognition and Learning 11 (1), 35-56, 2016
Motivational Effects of the Informativeness of Feedback.
S Narciss
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 33 (1), 29-57, 2012
Benefits and risks of positive biases in self-evaluation of academic competence: Introduction
T Bouffard, S Narciss
International journal of educational research 4 (50), 205-208, 2011
Self-evaluation accuracy and satisfaction with performance: Are there affective costs or benefits of positive self-evaluation bias?
S Narciss, H Koerndle, M Dresel
International Journal of Educational Research 50 (4), 230-240, 2011
Konstruktion interaktiver Lernaufgaben für die universitäre Lehre
H Körndle, S Narciss, A Proske
Campus 2004. Kommen die digitalen Medien an den Hochschulen in die Jahre?, 57-67, 2004
New perspectives on integrating self-regulated learning at school
B Kramarski, A Desoete, M Bannert, S Narciss, N Perry
Education Research International 2013, 2013
New directions in formative feedback in interactive learning environments
I Goldin, S Narciss, P Foltz, M Bauer
International Journal of Artificial Intelligence in Education 27 (3), 385-392, 2017
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