Multimedia representations in item response options
Video-SRS - Assisting the remote video learner with self-regulation support
Buder, J., Lindner, M. A., Oestermeier, U., Huff, M., Gerjets, P., Utz, S., & Cress, U. (2024). Generative Künstliche Intelligenz: Mögliche Auswirkungen auf die psychologische Forschung. Psychologische Rundschau. https://dx.doi.org/10.1026/0033-3042/a000699
Open Access
Buder, J., Lindner, M. A., Oestermeier, U., Huff, M., Gerjets, P., Utz, S., & Cress, U. (2024). Generative Künstliche Intelligenz: Mögliche Auswirkungen auf die psychologische Forschung. Psychologische Rundschau. https://dx.doi.org/10.1026/0033-3042/a000699
Open Access
Ehrhart, T., Höffler, T., Grund, S., & Lindner, M. A. (2024). Static versus dynamic representational and decorative pictures in mathematical word problems: Less might be more. Journal of Educational Psychology, 116, 532-549. https://dx.doi.org/10.1037/edu0000821
Open Access
Schewior, L., & Lindner, M. A. (2024). Revisiting picture functions in multimedia testing: A systematic narrative review and taxonomy extension. Educational Psychology Review, 36, Article 49. https://dx.doi.org/10.1007/s10648-024-09883-0
Open Access
Wise, S. L., Kuhfeld, M. R., & Lindner, M. A. (2024). Don’t test after lunch: The relationship between disengagement and the time of day that low-stakes testing occurs. Applied Measurement in Education, 37, 14-28. https://dx.doi.org/10.1080/08957347.2024.2311925
request document
Ehrhart, T., & Lindner, M. A. (2023). Computer-based multimedia testing: Effects of static and animated representational pictures and text modality. Contemporary Educational Psychology, 73, Article 102151. https://dx.doi.org/10.1016/j.cedpsych.2023.102151
Open Access
Kuklick, L., Greiff, S., & Lindner, M. A. (2023). Computer-based performance feedback: Effects of error message complexity on cognitive, metacognitive, and motivational outcomes. Computers & Education, 200, Article 104785. https://dx.doi.org/10.1016/j.compedu.2023.104785
Open Access
Kuklick, L., & Lindner, M. A. (2023). Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter? Contemporary Educational Psychology, 73, Article 102146. https://dx.doi.org/10.1016/j.cedpsych.2022.102146
Open Access
Lindner, M. A., & Greiff, S. (2023). Process data in computer-based assessment: Challenges and opportunities in opening the black box. European Journal of Psychological Assessment, 39(4), 241-251. https://dx.doi.org/10.1027/1015-5759/a000790
Open Access
Nagy, G., Ulitzsch, E., & Lindner, M. A. (2023). The role of rapid guessing and test‐taking persistence in modelling test‐taking engagement. Journal of Computer Assisted Learning, 39(3), 751-766. https://dx.doi.org/10.1111/jcal.12719
Open Access
Lindner, M. A., & Greiff, S. (Eds.). (2023). Process data in computer-based assessment: Opening the black box.. European Journal of Psychological Assessment, 39(4), 241–315.
Eder, T. F., Kuklick, L., & Lindner, M. A. (2024, August 21-23). Visual processing of elaborated feedback in assessments: Is visual attention predictive for learning? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7: Instructional design and technology-enhanced learning: current states and future perspectives. University of Tübingen. [Talk]
Ivan, I. V., Hoch, E., Brucker, B., Lindner, M. A., & Gerjets, P. (2024, April 11). Assisting video learning with ChatGPT generated interpolated tests. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. [Poster]
Arslan, B., Lehman, B., Keehner, M., & Lindner, M. A. (2023, August 21-27). The interplay between technology-enhanced item formats and test-taker cognition. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
Kuklick, L., & Lindner, M. A. (2023, August 21-27). Automated, negative performance feedback harms students’ emotions (less when it is elaborated). 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
Kuklick, L., & Lindner, M. A. (2023, April 13-16). Automated performance feedback on incorrect responses: Can feedback content improve students’ emotions and motivation? 2023 Meeting of the American Educational Research Association (AERA). Chicago, CA, USA. [Talk]
Kuklick, L., & Lindner, M. A. (2023, April 12-15). Feedback in computer-based assessment: Does adding representational pictures and emotional design matter? 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
Kuklick, L., & Lindner, M. A. (2023, Februar 28-März 2). Computerbasiertes Feedback im digitalen Testen: Welche Rolle spielt das visuelle Design der Feedbackbotschaft? 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Duisburg-Essen. [Vortrag]
Kuklick, L., & Lindner, M. A. (2023, September 18-20). Elaboriertes Feedback im digitalen Testen: Die Darbietungsform federt negative affektive Effekte von Fehlerbotschaften ab. 19. Tagung der Fachgruppe Pädagogische Psychologie. Kiel. [Vortrag]
Lindner, M. A. (2023, September 14). Principles for digital assessment design: Experimental results from the COMET project on multimedia and feedback design factors. Invited talk during the research stay at the University of Alberta. Edmonton, Canada. [Talk]
Lindner, M. A. (2023, Februar 23 & März 9). Leitung eines Workshops (online) zum Thema „Potenziale und Grenzen geschlossener Aufgabenformate in Hochschulprüfungen“. Bayerisches Zentrum für Innovative Lehre BayZiel. Ingolstadt. [Workshop Organisation]
Lindner, M. A. (2023, Mai 11-12). Erkenntnisse aus dem COMET-Projekt 2019-2023. Eingeladener Vortrag auf dem Retreat der Abteilung Erziehungswissenschaft und Pädagogische Psychologie am Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik IPN. Sankelmark. [Vortrag]
Lindner, M. A. (2023, Juni 5 & September 25). Leitung eines Workshops (online) zum Thema „Prüfen in Zeiten von ChatGPT und generativer künstlicher Intelligenz“. GHD, Geschäftsstelle der Studienkommission für Hochschuldidaktik für angewandte Wissenschaften in Baden-Württemberg. Karlsruhe. [Workshop Organisation]
Lindner, M. A., Mertens, U., & Kuklick, L. (2023, September 18-20). Affektiv-Motivationale Effekte von computerbasiertem Leistungsfeedback: Experimentelle Befunde aus dem COMET-Projekt. 19. Tagung der Fachgruppe Pädagogische Psychologie. Kiel. [Vortrag]
Lindner, M. A., Mertens, U., Kuklick, L., Schöber, C., & Wise, S. (2023, April, 12-15). Test takers’ desire for computer-based feedback on low-stakes assessments: Insights from self-reports. 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
Lindner, M. A., & Schewior, L. (2023, August 21-27). Multimedia effects in testing: A systematic review and meta-analysis. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
Lindner, M. A., & Striepling, I. (2023, Januar 23 & 30). Leitung eines Workshops (online) zum Thema „Digitale Hochschulprüfungen – Didaktik und rechtliche Grundlagen“. Bayerisches Zentrum für Innovative Lehre BayZiel. Ingolstadt. [Workshop Organisation]
Mertens, U., & Lindner, M. A. (2023, September 18-20). Effekte von automatisiertem Answer-Until-Correct und Elaboriertem Feedback auf leistungsbezogene Emotionen im digitalen Testkontext. 19. Tagung der Fachgruppe Pädagogische Psychologie. Kiel. [Vortrag]
Mertens, U., & Lindner, M. A. (2023, August 21-27). Effects of computer-based KCR and AUC feedback on affective-motivational outcomes. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
Mertens, U., & Lindner, M. A. (2023, April 13-16). Effects of computer-based KCR and AUC feedback on affective-motivational outcomes. 2023 Meeting of the American Educational Research Association (AERA). Chicago, IL, USA. [Poster]
Mertens, U., & Lindner, M. A. (2023, April 12-15). Feedback in computer-based assessments: Effects on test-taker affect and performance. 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2023, Februar 28-März 2). Lernrückstände und Lernzuwächse im zweiten und dritten Pandemiejahr: Ausmaß und soziale Risikofaktoren. 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Duisburg-Essen. [Vortrag]
Wise, S., Kuhfeld, M., & Lindner, M. A. (2023, April 12-15). The relationship between disengagement and the time of day that testing occurs. 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Lewalter, D., Maaz, K., Reintjes, C., Stanat, P., Drachsler, H., Frederking, V., Fütterer, T., Gerjets, P., Horbach, A., Kasneci, E., Lachner, A., Lindner, M. A., Matschke, C., Meurers, D., Nuxoll, F., Steinhoff, T., van Waveren, L., Weßels, D., & Zesch, T. (2024). Large Language Models und ihre Potenziale im Bildungssystem. https://dx.doi.org/doi.org/10.25656/01:28303
