Publikationen (Auszüge)

Opfermann, M., Schmeck, A., & Fischer, H. E. (2021). Multiple representations and learning physics. In H. E. Fischer & R. Girwidz (Eds.), Physics Education (pp. 175 -199). Cham: Springer International.

Opfermann, M., Höffler, T., & Schmeck, A. (2020). Lernen mit Medien: ein Überblick. In H. Niegemann & A. Weinberger (Hrsg.), Handbuch Bildungstechnologie (S. 17 - 30). Berlin, Heidelberg: Springer.

Dickmann, T., Opfermann, M., Dammann, E., Lang, M., & Rumann, S. (2019). What you see is what you learn? The role of visual model comprehension for academic success in chemistry. Chemistry Education Research and Practice, 20, 804-820.

Hellenbrand, J., Mayer, R. E., Opfermann, M., Schmeck, A. & Leutner, D. (2019). How generative drawing affects the learning process: An eye-tracking analysis. Applied Cognitive Psychology. Online Early View:

Opfermann, M., Schmeck, A., & Fischer, H. (2017). Multiple representations in physics and science education – Why should we use them? In D. Treagust, R. Duit & H. Fischer (Eds.), Multiple Representations in Physics Education (pp. 1-22). Dordrecht: Springer.

Herrlinger, S., Höffler, T., Opfermann, M., & Leutner, D. (2016). When do pictures help learning from expository text? Multimedia and Modality Effects in Primary Schools. Research in Science Education, 47, 685-704.

Schmeck, A., Opfermann, M., van Gog, T., Paas, F., & Leutner, D. (2015). Measuring cognitive load with subjective rating scales during problem solving: Differences between immediate and delayed ratings. Instructional Science, 43, 93–114.

Leutner, D., Opfermann, M., & Schmeck., A. (2014). Lernen mit Medien. In T. Seidel & A. Krapp (Hrsg.), Pädagogische Psychologie (S. 297-322). Weinheim: Beltz.

Schmeck, A., Mayer, R., Opfermann, M., Pfeiffer, V., & Leutner, D. (2014). Drawing pictures during learning from scientific text: Testing the Generative Drawing Effect and the Prognostic Drawing Effect. Contemporary Educational Psychology, 39, 275-286.

Arndt, D., Sahr, K., Opfermann, M., Leutner, D., & Fritz-Stratmann, A. (2013). Core knowledge and working memory as prerequisites of early childhood arithmetic. South African Journal of Childhood Education, 3, 1-20.

Höffler, T., Schmeck, A., & Opfermann, M. (2013). Static and dynamic visual representations: Individual differences in processing. In Schraw, G. (Ed.), Learning through visual displays (pp. 133-163). Charlotte, NC: Information Age Publishing.

Opfermann, M., Azevedo, R., & Leutner, D. (2012). Metacognition and hypermedia learning: How do they relate? In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 2224-2228). New York: Springer.

Schwamborn, A., Thillmann, H., Opfermann, M., & Leutner, D. (2011). Cognitive load and instructionally supported learning with provided and learner-generated visualizations. Computers in Human Behavior, 27, 89-93.

Opfermann, M. (2008). There’s more to it than instructional design: The role of individual learner characteristics for hypermedia learning. Berlin: Logos.

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