Katharina Loibl
Katharina Loibl
University of Education Freiburg
Verified email at ph-freiburg.de
TitleCited byYear
Knowing what you don't know makes failure productive
K Loibl, N Rummel
Learning and Instruction 34, 74-85, 2014
662014
Delaying instruction – Evidence from a study in a university relearning setting
K Westermann, N Rummel
Instructional Science 40 (4), 673-689, 2012
642012
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
532014
Towards a theory of when and how problem solving followed by instruction supports learning
K Loibl, I Roll, N Rummel
Educational Psychology Review 29 (4), 693-715, 2017
482017
Collaborative or Individual Learning within Productive Failure: Does the Social Form of Learning Make a Difference?
C Mazziotti, K Loibl, N Rummel
122015
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
112015
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
112015
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
92015
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
72015
The Mediating Role of Interactive Learning Activities in CSCL: An INPUT-PROCESS-OUTCOME Model
A Deiglmayr, N Rummel, K Loibl
72015
Delaying instruction alone doesn’t work: comparing and contrasting student solutions is necessary for learning from problem-solving prior to instruction
K Loibl, N Rummel
To see the world and a grain of sand: learning across levels of space, time …, 2013
72013
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
62016
Does collaboration affect learning in a productive failure setting
C Mazziotti, K Loibl, N Rummel
JL Polman, EA Kyza, DK O’Neill, I. Tabak, WR Penuel, AS Ju-row, K. O’Connor …, 2014
62014
Errors During Exploration and Consolidation—The Effectiveness of Productive Failure as Sequentially Guided Discovery Learning
K Loibl, T Leuders
Journal für Mathematik-Didaktik 39 (1), 69-96, 2018
32018
Productive Failure as strategy against the double curse of incompetence
K Loibl, N Rummel
Learning: Research and Practice 1 (2), 113-121, 2015
32015
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
12019
How to make failure productive: Fostering learning from errors through elaboration prompts
K Loibl, T Leuders
Learning and Instruction 62, 1-10, 2019
2019
Erforschung diagnostischer Urteilsprozesse–Das DiaKom-Modell am Beispiel einer Studie zu intuitiven und analytischen Urteilen zur Bruchrechnung
T Leuders, K Loibl
Universitätsbibliothek Dortmund, 2018
2018
Communication Patterns and Their Role for Conceptual Knowledge Acquisition From Productive Failure
C Hartmann, N Rummel, K Loibl
Singapore: International Society of the Learning Sciences, 2016
2016
A Talk on the Wild Side: The Direct and Indirect Impact of Speech Recognition on Learning Gains
W Holmes, M Mavrikis, N Rummel, B Grawemeyer, M Wiedmann, K Loibl
2016
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Articles 1–20