Publications
Preprints/Submissions
2026
Klimovich, M., Rouet, J.-F., & Richter, T. (2026). Mind wandering during first- and foreign-language reading. Manuscript submitted for publication.
Lieck, D. S. N., Endres, T., Vorholzer, A., Bohm, J., Eitel, A., Carpenter, S., von Aufschnaiter, C., & Renkl, A. (2026). Constructive retrieval to foster lasting comprehension: A classroom experiment. Manuscript submitted for publication.
Schweppe, J., Johannes, C., & Pucher, M. (2026). Effects of different types of feedback on text-based learning with practice tests. Manuscript submitted for publication.
2025
Danzglock, M., Berger, R., Hänze, M. (2025). The limits of interleaving: How prior knowledge influences learning success in complex physics topics. PsyArXiv Preprint. https://doi.org/10.31234/osf.io/m46vf_v1
de Jonge, M., Tabbers, H., & Kubik, V. (2025). The effect of retrieval practice on motivation: Retrieval practice without feedback increases the likelihood of choosing in review over taking a break. EdArXiv Preprint. https://osf.io/preprints/edarxiv/8vbac_v2
Krüger, M., de Jonge, M., Gaschler, R., Tabbers, H., & Kubik, V. (2025). The effects of closed and open book retrieval practice and teaching-to-learn on create-level question generation: A registered report. Manuscript submitted for publication.
Kubik, V., Koslowski, K., Tiffin-Richards, S. P., Hahne, F., Gaschler, R., & Hausman, H. (2025). Enhanced learning for complex lecture texts through retrieval practice: The forward testing effect in (digital) higher education. PsyArXiv Preprint. https://osf.io/preprints/psyarxiv/r9keb_v1
Kubik, V., Thielmann, I., Giesen, C. G., Koslowski, K., Feld, G., & Schubert, A. (2025). Attitudes toward open science practices among German psychologists . PsyArXiv Preprint. https://doi.org/10.31234/osf.io/mbcu6_v2
Lenk-Blochowitz, A., Rummer, R., Ende, L., Schlintl, M., Pissarek, M., & Schweppe, J. (2025). Breaking down text complexity: The impact of element interactivity on text comprehension beyond readability and cohesion. PsyArXiv Preprint. https://doi.org/10.31234/osf.io/25yfa_v1
Rummer, R., Ende, L., Glim, S., Blumentritt, V., Lenk-Blochowitz, A., & Schweppe, J. (2025). The testing effect occurs with both coherent and incoherent text material. PsyArXiv Preprint. https://osf.io/preprints/psyarxiv/d7pcx_v1
Russ, H., Endres, T., Sibley, L., Flegr, S., Kuhn, J., Hoogerheide, V., Scheiter, K., & Lachner, A. (2025). Happy or redundant? Retrieval practice enhances lasting learning in non-interactive teaching for low-quality explanations. PsyArXiv Preprint. https://doi.org/10.31234/osf.io/uh6v3_v2
Scheitz, N., Hollmann, N., Nemeth, L., Lipowsky, F., Borromeo Ferri, R., & Osterberg, J. (2025). Interleaving subtraction strategies goes solo: No added benefit from initial blocking or self-explanation. PsyArXiv Preprint. https://doi.org/10.31234/osf.io/mqcnp_v2
Peer-Review Articles
2026
Abel, R., Yan, V., Onan, E., Giebl, S., & Roelle, J. (in press). When interleaving feels easier than blocking: Aligning learner goals with the affordances of interleaved sequences reduces perceived effort. Journal of Educational Psychology.
Danzglock, M., Berger, R., & Hänze, M. (2026). Interleaved practice in physics benefits from collaboration. Learning and Instruction, 102, 102307. https://doi.org/10.1016/j.learninstruc.2025.102307
Kubik, V., Keller, L., Jaspers, L., Koch, A., Hoogerheide, V., & Roelle, J. (accepted). Identifying the 50 most productive researchers in top-tier, broad-scope educational psychology journals From 2017 to 2022: A new perspective with a focus on publication trends and diversity. Frontiers in Educational Psychology. osf.io/preprints/psyarxiv/s7j4y
Roelle, J., & Richter, T. (2026). Maintaining the outcomes of meaningful learning: Where are we and where do we need to go? An introduction to the special issue on lasting learning. Learning and Instruction, 102, 102277. https://doi.org/10.1016/j.learninstruc.2025.102277
Schweppe, J., Radloff, P., & Fenzl, A. (2025). Do prequestions support learning from text more than learning objectives? Journal of Experimental Psychology: Applied. Advance online publication. https://doi.org/10.1037/xap0000558
Weissgerber, S. C., & Rummer, R. (2026). A multi-verse lack of replication for working memory capacity as moderator of the perceptual disfluency effect. Learning and Individual Differences, 126, 102806. https://doi.org/10.1016/j.lindif.2025.102806
2025
Hänze, M., Jurkowski, S., Mundelsee, L., & Danzglock, M. (2025). Lernen in Gruppen. utb. https://doi.org/10.36198/9783838564173
Keller, S. D., Markwalder, U., Endres, T., & Praetorius, A.-K. (2025). Die Unterstützung des Konsolidierens – Eine zentrale, aber vernachlässigte Dimension von Unterrichtsqualität. Unterrichtswissenschaft [Supporting consolidation is a central but neglected dimension of teaching quality]. Unterrichtswissenschaft, 53, 153–177. https://doi.org/10.1007/s42010-025-00229-5 (open access)
Kim, S., Abel, R., Leutner, D., Schmiemann, P., & Roelle, J. (2025). Can the effects of generative drawing on lasting learning be optimized through integration of retrieval practice? Learning and Instruction, 98, Article 102143. https://doi.org/10.1016/j.learninstruc.2025.102143 (open access)
Klimovich, M., & Richter, T. (2025). Spelling acquisition in children through interleaved practice: The role of instructional guidance. Cognitive Research: Principles and Implications, 10, Article 68. https://doi.org/10.1186/s41235-025-00680-z
Klimovich, M., & Richter, T. (2025). Using interleaved practice to foster spelling acquisition. Learning and Instruction, 98, Article 102146. https://doi.org/10.1016/j.learninstruc.2025.102146 (open access)
Krauspe, J.,* Ebersbach, M.,* Ludwig, A., & Scharf, F. (2025). Do worked examples boost the spacing effect on lasting learning? Learning and Instruction, 97, 102103. https://doi.org/10.1016/j.learninstruc.2025.102103 (open access)
Lachner, A.*, Russ, H.*, Hübner, N., Sibley, L., & Scheiter, K. (2025). When does learning by non-interactive teaching work? A large-scale analysis of learner characteristics in a classroom setting. Educational Psychology Review, 37, Article 88. https://doi.org/10.1007/s10648-025-10060-0 (open access)
Leutner, D., & Biele, J. (2025). Without integration everything is nothing – A meta-analysis of the effectiveness of instructional support for drawing-to-learn. Educational Psychology Review, 37(1), 93. https://doi.org/10.1007/s10648-025-10067-7 (open access)
Nemeth, L., Osterberg, J., & Lipowsky, F. (2025). Tailoring interleaved practice: Does adaptive sequencing boost the interleaving effect? Learning and Individual Differences, 124, Article 102804. https://doi.org/10.1016/j.lindif.2025.102804
Obergassel, N., Renkl, A., Endres, T., Nückles, M., Carpenter, S. K., & Roelle, J. (2025). Combining generative tasks and retrieval tasks. Journal of Educational Psychology. Advance online publication. https://dx.doi.org/10.1037/edu0000949 (open access)
Pan, S. C., Schweppe, J., Teo, A. Z. J., Indrajaya, A., & Wenzel, N. (2025). Using AI-generated prequestions to improve memory and text comprehension. Journal of Applied Research in Memory and Cognition. Advance online publication. https://elibrary.utb.de/doi/10.5555/ml-238-2023_06 (open access)
Ritter, C., Hausman, H., Tiffin-Richards, S. P., & Gaschler, R., & Kubik, V. (2025). The forward effect of judgements of learning on memory and transfer in inductive learning. Educational Psychology Review, 37, 116. https://doi.org/10.1007/s10648-025-10094-4
Roelle, J., & Richter, T. (2025). Üben aus lernpsychologischer Sicht: Wie kann Üben das nachhaltige Lernen fördern? [Practice from the perspective of the psychology of learning: How can practice promote lasting learning?]. Unterrichtswissenschaft, 53, 179–204. https://doi.org/10.1007/s42010-025-00227-7 (open access)
Russ, H., Sibley, L., Flegr, S., Kuhn, J., Hoogerheide, V., Scheiter, K., & Lachner, A. (2025). Combining non-interactive teaching and drawing fosters conceptual knowledge but not monitoring accuracy from guided inquiry in science learning. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000971 (open access)
Russ, H., Sibley, L., Flegr, S., Kuhn, J., Hoogerheide, V., Scheiter, K., & Lachner, A. (2025). Does distributing non-interactive teaching contribute to learning? Students' academic self-concept and work ethic matter. Learning and Individual Differences, 120, 102687. https://doi.org/10.1016/j.lindif.2025.102687 (open access)
Schindler, J., & Richter, T. (2025). Does text generation improve learning from expository text? A conceptual replication attempt. Cognitive Research: Principles and Implications, 10, Article 34. https://doi.org/10.1186/s41235-025-00645-2 (open access)
Schweppe, J., Lenk-Blochowitz, A., Pucher, M., & Ketzer-Nöltge, A. (2025). Interleaved practice in foreign language grammar learning: A field study. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000917 (open access)
Sibley, L., Fabian, A., Plicht, C., Pagano, L., Erhard, N., Wellert, L., Bohl, T., & Lachner, A. (2025). Adaptive teaching with technology enhances lasting learning. Learning and Instruction, 99, 102141. https://doi.org/10.1016/j.learninstruc.2025.102141 (open access)
von Aufschnaiter, C. v., Endres, T., & Petermann, V. (2025). Entwurf eines Interessenmodells für die Naturwissenschaften [Design of a model of interest for the natural sciences]. In O. Krey, S. Bernholt, D. Laumann, & T. Rabe (Eds.), Interesse revisited (pp. 223–254). Springer. https://doi.org/10.1007/978-3-658-48542-9_5
von Aufschnaiter, C. v., Vorholzer, A., Eitel, A., Endres, T., Lieck, D. S. N., Wahby, N., & Renkl, A. Weil die Bewegungskraft ja da hin zeigt – Wie die Darstellung von Pfeilen in der Mechanik irritieren und helfen kann [Because the force points that way – How the illustration of arrows in mechanics can confuse and support]. MNU Journal, 3, 243–250. https://doi.org/10.17605/OSF.IO/9BDNS
2024
Abel, R., de Bruin, A. B. H., Onan, E., & Roelle, J. (2024). Why do learners (under)utilize interleaving in learning confusable categories? The role of metastrategic knowledge and utility value of distinguishing. Educational Psychology Review, 36(64). https://doi.org/10.1007/s10648-024-09902-0 (open access)
Abel, R., Roelle, J., & Stadtler, M. (2024). Whom to believe? Fostering source evaluation skills with interleaved presentation of untrustworthy and trustworthy social media sources. Discourse Processes, 61(4–5), 233–254. https://doi.org/10.1080/0163853X.2024.2339733
Aslan, A., & Kubik, V. (2024). Build-up and release from proactive interference: The forward testing effect in children’s spatial memory. Journal of Experimental Child Psychology, 240, 105838. https://doi.org/10.1016/j.jecp.2023.105838 (open access)
Danzglock, M., & Hänze, M. (2024). Benefits of problem-solving first for the success of cooperative learning with videos. The Journal of Experimental Education, 94(1),67–84. https://doi.org/10.1080/00220973.2024.2379542
Endres, T., & Eitel, A. (2024). Motivation brought to the test: Successful retrieval practice is modulated by mastery goal orientation and external rewards. Applied Cognitive Psychology, 38(1). https://doi.org/10.1002/acp.4160 (open access)
Endres, T., Carpenter, S., & Renkl, A. (2024). Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring. Learning and Instruction, 94, 101974. https://doi.org/10.1016/j.learninstruc.2024.101974 (open access)
Grund, A., Fries, S., Nückles, M., Renkl, A., & Roelle, J. (2024). When is learning “effortful”? Scrutinizing the concept of mental effort in cognitively-oriented research from a motivational perspective. Educational Psychology Review, 36, Article 11. https://doi.org/10.1007/s10648-024-09852-7 (open access)
Jurkowski, S., Mundelsee, L., & Hänze, M. (2024). Strengthening collaborative learning in secondary school: Development and evaluation of a lesson-integrated training approach for transactive communication. Learning and Instruction, 92, 101934. https://doi.org/10.1016/j.learninstruc.2024.101934
Klimovich, M., & Richter, T. (2024). Metacognitive training can reduce mindless reading. Journal of Educational Psychology, 116(5), 836–852. https://doi.org/10.1037/edu0000884 (open access)
Mundt, D., Albrecht, N., Körner, A., & Ebersbach, M. (2024). Retrieval practice in education for sustainable development: Effects on retention, attitudes and self-reported streaming behavior. European Journal of Education, 59(4), e12735. https://doi.org/10.1111/ejed.12735
Nemeth, L., & Lipowsky, F. (2024). The role of prior knowledge and need for cognition for the effectiveness of interleaved and blocked practice. European Journal of Psychology of Education, 39, 907–929. https://doi.org/10.1007/s10212-023-00723-3 (open access)
Opitz, B., & Kubik, V. (2024). Far transfer of retrieval-practice benefits: Rule-based learning as the underlying mechanism. Cognitive Research: Principles and Implications, 9, 65. https://doi.org/10.1186/s41235-024-00598-y (open access)
Schindler, J., Richter, T., & Mar, R. (2024). Does generation benefit learning from narrative and expository texts? A direct replication attempt. Applied Cognitive Psychology, 38(4): e4230. http://dx.doi.org/10.1002/acp.4230 (open access)
Sibley, L., Russ, H., Ahmad, G., Baumgärtner, B., Bräutigam, D., Brümmer, S., Bussmann, H., Erb, N., Evans, L., Fischer, S., Gradl, L., Guddemi, R., Hauptmann, K.-B., Hieke, J., Hilsdorf, S., Högerle, F., Hoppe-Brixner, B., Jeong, W., Karl, S., … Lachner, A. (2024). Does technology-based non-interactive teaching enhance students’ learning in the classroom? Computers and Education Open, 7, 100233. https://doi.org/10.1016/j.caeo.2024.100233 (open access)
Weissgerber, S. C., Terhorst, D. I. P., & Rummer, R. (2024). Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of Lehmann et al. (2016). Metacognition and Learning, 19(1), 293–318. https://doi.org/10.1007/s11409-023-09366-7 (open access)
Zeitlhofer, I., Zumbach, J., & Schweppe, J. (2024). Complexity affects performance, cognitive load, and awareness. Learning and Instruction, 94, 102001. https://doi.org/10.1016/j.learninstruc.2024.102001 (open access)
2023
Ebersbach, M., Guschlbauer, J. A., & Rummer, R. (2023). Flickering presentations affect judgments of learning but not learning outcomes. Applied Cognitive Psychology, 37(4), 889–898. https://doi.org/10.1002/acp.4086 (open access)
Endres, T.,* Kubik, V.,* Koslowski, K., Hahne, F., & Renkl, A. (2023). Immediate benefits of retrieval tasks: On the role of self-regulated relearning, metacognition, and motivation. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie [German Journal of Developmental and Educational Psychology], 55(2–3), 49–66. https://doi.org/10.1026/0049-8637/a000280 (open access)
Glaser, J., & Richter, T. (2023). The testing effect in the lecture hall: Does it transfer to content studied but not practiced? Teaching of Psychology, 52(1). https://doi.org/10.1177/00986283231218943 (open access)
Nemeth, L., Scheitz, N., Hollmann, N., Borromeo Ferri, R., & Lipowsky, F. (2023). Mix it up! Verschachteltes Lernen ist oft nachhaltiger [Mix it up! Interleaved learning is often more lasting]. Mathematik lehren [Teaching Mathematics], 238, 25–28. https://doi.org/10.5555/ml-238-2023_06
Roelle, J., Endres, T., Abel, R., Obergassel, N., Nückles, M., & Renkl, A. (2023). Happy together? On the relationship between research on retrieval practice and generative learning using the case of follow-up learning tasks. Educational Psychology Review, 35, Article 102. https://doi.org/10.1007/s10648-023-09810-9 (open access)
Schindler, J., & Richter, T. (2023). Text generation benefits learning: A meta-analytic review. Educational Psychology Review, 35, 44. https://doi.org/10.1007/s10648-023-09758-w (open access)
Weissgerber, S. C.,* & Rummer, R.* (2023). More accurate than assumed: Learners’ metacognitive beliefs about the effectiveness of retrieval practice. Learning & Instruction, 83, 101678. https://doi.org/10.1016/j.learninstruc.2022.101679
2022
Ebersbach, M., Lachner, A., Scheiter, K., & Richter, T. (2022). Using spacing to promote lasting learning in educational contexts: Promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie [German Journal of Developmental and Educational Psychology],54(4),151–163. https://doi.org/10.1026/0049-8637/a000259 (open access)
Greving, S., Lenhard, W., & Richter, T. (2022). The testing effect in university teaching: Using multiple-choice testing to promote retention of highly retrievable information. Teaching of Psychology, 50(4), 332–341. https://doi.org/10.1177/00986283211061204
Hänze, M., & Leiss, D. (2022). Using heuristic worked examples to promote solving of reality-based tasks in mathematics in lower secondary school. Instructional Science, 50, 529–549. https://doi.org/10.1007/s11251-022-09583-8
Jacob, L., Lachner, A., & Scheiter, K. (2022). Do school students’ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations? Computers & Education, 182, 104469. https://doi.org/10.1016/j.compedu.2022.104469
Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). Do video modeling and metacognitive prompts improve self-regulated scientific inquiry? Educational Psychology Review, 34, 1025–1061. https://doi.org/10.1007/s10648-021-09652-3
Richter, T., Berger, R., Ebersbach, M., Eitel, A., Endres, T., Borromeo Ferri, R., Hänze, M., Lachner, A., Leutner, D., Lipowsky, F., Nemeth, L., Renkl, A., Roelle, J., Rummer R., Scheiter, K., Schweppe J., von Aufschnaiter, C., & Vorholzer, A. (2022). How to promote lasting learning in schools: Theoretical approaches and an agenda for research. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie [German Journal of Developmental Psychology and Educational Psychology], 54(4), 135–141. https://doi.org/10.1026/0049-8637/a000258 (open access)
Richter, T., Nemeth, L., Berger, R., Borromeo Ferri, R., Hänze, M., & Lipowsky, F. (2022). Using interleaving to promote inductive learning in educational contexts: Promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie [German Journal of Developmental and Educational Psychology], 54(4), 164–175. https://doi.org/10.1026/0049-8637/a000260 (open access)
Roelle, J., & Nückles, M. (2022). Zwei auf einen Streich? Der Nutzen der Integration von Abrufübung in Aufgaben zur Verständnisförderung [Two in one go? The benefits of integrating retrieval practice into generative learning tasks]. Unterrichtswissenschaft, 50, 53–73. https://doi.org/10.1007/s42010-021-00134-7
Roelle, J., Endres, T., & Renkl, A. (2022). Wie können Abrufübungen (nicht) für das Lernen in Schule und Hochschule relevant gemacht werden? Einleitung zur Thematik des Thementeils [How can retrieval practice (not) be made relevant for learning in school and higher education? Introduction]. Unterrichtswissenschaft, 50, 1–15. https://doi.org/10.1007/s42010-021-00139-2
Roelle, J., Froese*, L., Krebs*, R., Obergassel*, O., & Waldeyer*, J. (2022). Sequence matters! Retrieval practice before generative learning is more effective than the reverse order. Learning and Instruction, 80, Article 101634. https://doi.org/10.1016/j.learninstruc.2022.101634
Roelle, J., Schweppe J., Endres, T., Lachner, A., von Aufschnaiter, C., Renkl, A., Eitel. A., Leutner D., Rummer R., Scheiter, K., & Vorholzer, A., (2022) Combining retrieval practice and generative learning in educational contexts: Promises and challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie [German Journal of Developmental and Educational Psychology], 54(4), 142–150. https://doi.org/10.1026/0049-8637/a000261 (open access)
Rummer, R.*, & Schweppe, J.* (2022). Komplexität und der Testungseffekt: Die mögliche Bedeutung der Verständnissicherung für den Nutzen von Abrufübung bei komplexem Lernmaterial. Unterrichtswissenschaft, 50, 37–52. https://doi.org/10.1007/s42010-021-00137-4
Wenzel, K., Schweppe, J., & Rummer, R. (2022). Are open‐book tests still as effective as closed‐book tests even after a delay of 2 weeks?. Applied Cognitive Psychology, 36(3), 699–707. https://doi.org/10.1002/acp.3943
Non-Peer-Reviewed Publications
Klimovich, M. (2025). Mindless reading: Identifying contributing factors and approaches to mitigation [Doctoral dissertation, University of Würzburg]. https://doi.org/10.25972/OPUS-40354 (open access)
Nemeth, L. (2025). Interleaving subtraction strategies to foster primary students’ strategy proficiency [Doctoral dissertation, University of Kassel]. https://doi.org/10.17170/kobra-2025030710956 (open access)
Richter, T., & Kubik, V. (2025). Wissenserwerb [Knowledge acquisition]. In D. Urhahne, M. Dresel, & F. Fischer (Eds.), Psychologie für den Lehrberuf [Psychology of the Teacher] (2nd ed. pp. 71–90). Berlin: Springer.
Russ, H. (2025). Toward lasting learning? Enhancing non-iInteractive teaching in inquiry-based authentic science lessons [Doctoral dissertation, University of Tübingen]. https://doi.org/10.15496/publikation-110630 (open access)
