Publications – Alphabetical List

Chronological List

ABCDEFGHIJKLMNOP – Q – RSTU – V – W – X – Y – Z

A

Albert, D. (1966). Über Lernen und Vergessen von Wortreihen unterschiedlichen semantischen Kontextes. (Unpublished Master’s Thesis). Institute of Psychology, University of Göttingen. Göttingen, Germany.

Albert, D. (1968). Freies Reproduzieren von Wortreihen als stochastische Entleerung eines Speichers. Zeitschrift für experimentelle und angewandte Psychologie, 15, 564-581.

Albert, D. (1972). A new method for testing theories of retroaction, proaction and forgetting: Applied to retroactive inhibition in free recall. Japanese Psychological Research, Supplement to Vol. 14, 355.

Albert, D. (1972). Zur Theorie der retroaktiven Hemmung ([On the theory of retroactive inhibition]. Unpublished Doctoral Dissertation). University of Marburg. Marburg, Germany.

Albert, D. (1980). Anxiety and learning-performance. Archiv für Psychologie, 132, 139-163. [pdf]

Albert, D. (Ed.). (1985). Bericht über den 34. Kongreß der Deutschen Gesellschaft für Psychologie in Wien 1984 [Report on the 34th congress of the German Society of Psychology in Vienna 1984]. Göttingen, Germany: Hogrefe. [link]

Albert, D. (1985). Über Beziehungen zwischen Rasch-Modell und Prozeßmodellen: Ein Beitrag zur allgemeinen differentiellen Psychologie [Relationships between the Rasch model and process models: a contribution to general differential psychology]. Psychologische Beiträge, 27(3), 297-317.

Albert, D. (1985). Vorwort des Herausgebers. In D. Albert (Ed.), Bericht über den 34. Kongreß der Deutschen Gesellschaft für Psychologie in Wien 1984 [Report on the 34th congress of the German Society of Psychology in Vienna 1984] (pp. V-VIII). Göttingen, Germany: Hogrefe. [link]

Albert, D. (Ed.). (1994). Knowledge structures. Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-52064-8 [Springer] [doi] [pdf]

Albert, D. (1994). Neuere Entwicklungen in der Wissensdiagnostik [Recent Developments in the Assessment of Knowledge]. In H. Janig (Ed.), Psychologische Forschung in Österreich. Bericht über die 1. Wissenschaftliche Tagung der Österreichischen Gesellschaft für Psychologie, (pp. 25-29). Klagenfurt, Austria: Universitätsverlag Carinthia.

Albert, D. (1995). Überlegungen zur computergerechten Abfassung experimentalpsychologischer Publikationen [Reflections on the computerized preparation of publications in experimental psychology]. In E. Jakobs, D. Knorr & S. Molitor-Lübbert (Eds.), Wissenschaftliche Textproduktion. Mit und ohne Computer (pp. 193-207). Textproduktion und Medien (vol. 0). Frankfurt/Main, Germany: Peter Lang. [link]

Albert, D. (1996). Die Repräsentation von individuellen Werten [The Representation of Individual Values]. In G. Trommsdorff, & H. Kornadt (Eds.), Gesellschaftliche und individuelle Entwicklung in Japan und Deutschland (pp. 299-315). Konstanz, Germany: UVK Universitätsverlag Konstanz. [pdf]

Albert, D. (1999). Das Bewußtsein als neuronales Netz [Consciousness as neural network]. In Urania (Ed.), Bewußtsein (pp. 89-104). Graz, Austria: Leykam. [pdf]

Albert, D. (2003). Contributions of the psychology of knowledge to learning science and education. Journal of Learning and Curriculum Development, 2, 111-116.

Albert, D. (2003). E-learning future – the contribution of psychology. In R. Roth, L. Lowenstein & D. Trent (Eds.), Catching the Future: Women and Men in Global Psychology: Proceedings of the 59th Annual Convention, International Council of Psychologists, July 8-12, 2001, Winchester, England, 8-12 July 2001, Winchester, England. (pp. 30-53). Lengerich, Germany: Pabst Science.

Albert, D. (2008). The Competence Performance Distinction and It’s Implications for Teacher Education and Training. In S. Higuchi (Ed.), Comparative study on teacher education system between Austria and Japan for constructing a new conception of teacher training, (pp. 187-206). [pdf]

Albert, D., Aschenbrenner, K. M., Böckenholt, U., & Schmalhofer, F. (1986). Information search and its termination in a choice situation. In M. Amelang (Ed.), Proceedings of the 35th Congress of the German Society of Psychology, (pp. 346-347). Göttingen, Germany: Hogrefe.

Albert, D., Aschenbrenner, K. M., & Schmalhofer, F. (1989). Cognitive choice processes and the attitude-behavior relation. In A. Upmeyer (Ed.), Attitudes and behavioral decisions (pp. 61-99). Springer Series in Social Psychology. New York, USA: Springer New York. doi:10.1007/978-1-4612-3504-0_3 [Springer] [doi] [pdf (Univ. Regensburg)]

Albert, D., Bahrick, H. P., Falmagne, J., Witteveen, C., d’Ydewalle, G., Haers, M., & Toda, M. (1992). Representation and assessment of knowledge. In J. Misumi, B. Wilpert & H. Motoaki (Eds.), General Psychology and Environmental Psychology: Proceedings of the 22nd International Congress of Applied Psychology, 22-27 July 1990, Kyoto, Japan. (pp. 94-98). Hove, UK, Hillsdale, USA: Lawrence Erlbaum Associates. [Google Books]

Albert, D., Baumann, U., Heckhausen, H., Kornadt, H.-J., & Rollet, B. (1985). Ein konsekutiver Studienaufbau, aber kein dritter Studienabschnitt. [A consecutive curriculum, but no third stage of study] Psychologische Rundschau, 36(1), 32-34.

Albert, D., Bedek, M., Binda, G., Nussbaumer, A. & Weichselgartner, E. (2021). Supporting Sustainable Behaviour by Citizen’s Participation in Group Activities. In Schnitzer, H. & S. Braunegg (Eds.), Proceedings of the 20th European Roundtable on Sustainable Consumption and Production, 8.-10. September 2021, Graz, Austria. (pp. 1-20). Technische Universität Graz: Verlag der Technischen Universität Graz. doi:10.3217/978-3-85125-842-4-33 [doi] [pdf (TU Graz)]

Albert, D., Bedek, M. A., & Horn, W. A. (2021). Reducing Energy Consumption by Behavioural Change. In Md Atiqur Rahman Ahad, Sozo Inoue, Daniel Roggen & Kaori Fujinami (Eds.), Activity and Behavior Computing (pp. 257-268). Springer Nature Singapore Pte Ltd. [Springer] [doi]

Albert, D., Dowling, C., & Riesenhuber, E. (1995). Empirische Validierung von Expertenwissen zu Sprachfertigkeiten von Kindern [Empirical Validation of Experts’ Knowledge on Language Skills of Children]. In K. Pawlik (Ed.), Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994. Schwerpunktthema: Persönlichkeit und Verhalten (p. 23). Göttingen, Germany: Hogrefe. [link]

Albert, D., Gertzen, H., Bürgy, R., Bannert, M., & Schneyer, T. (1989). Abruf semantisch strukturierter Informationen beim binären Wählen zwischen beschriebenen Alternativen [Retrieval of semantically structured information in binary choice between described alternatives]. (Bericht aus dem Psychologischen Institut der Universität Heidelberg No. 65). Heidelberg, Germany: Universität Heidelberg. [pdf (Univ. Heidelberg)]

Albert, D., & Gundlach, H. (Eds.). (1997). Apparative Psychologie: Geschichtliche Entwicklung und gegenwärtige Bedeutung [Apparative Psychology: Historical Development and Contemporary Significance]. Lengerich, Germany: Pabst Science. [Pabst]

Albert, D., & Held, T. (1994). Establishing knowledge spaces by systematical problem construction. In D. Albert (Ed.), Knowledge structures (pp. 81-115). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-52064-8_3 [Springer] [doi] [pdf]

Albert, D., & Held, T. (1996). Wissensstrukturen für Leistungen in Sprachtests. In M. Jirasko, J. Glück & B. Rollet (Eds.), Perspektiven psychologischer Forschung in Österreich (pp. 65-68). Wien, Austria: WUV Universitätsverlag.

Albert, D., & Held, T. (1999). Component-based knowledge spaces in problem solving and inductive reasoning. In D. Albert, & J. Lukas (Eds.), Knowledge spaces: Theories, empirical research, and applications (pp. 15-40). Mahwah, NJ, USA: Lawrence Erlbaum Associates. [Routledge] [pdf (ResearchGate)]

Albert, D., & Hockemeyer, C. (1997). Adaptive and dynamic hypertext tutoring systems based on knowledge space theory. In B. D. Boulay, & R. Mizoguchi (Eds.), Artificial intelligence in education: Knowledge and media in learning systems (pp. 553-555). Frontiers in Artificial Intelligence and Applications (vol. 39). Amsterdam, The Netherlands: IOS Press. [IOS Press] [pdf (ResearchGate)]

Albert, D., & Hockemeyer, C. (1999). Developing curricula for tutoring systems based on prerequisite relationships. In G. Cumming, T. Okamoto & L. Gomez (Eds.), Advanced research in computers and communications in education: New human abilities for the networked society: Proceedings of ICCE ’99, 7th International Conference on Computers in Education, Chiba, Japan (pp. 325-328). Frontiers in Artificial Intelligence and Applications (vol. 55). Amsterdam, The Netherlands: IOS Press. [IOS Press] [pdf (ResearchGate)]

Albert, D., & Hockemeyer, C. (2002). Applying demand analysis of a set of test problems for developing adaptive courses. International Conference on Computers in Education, 2002. Proceedings. 3-6 December 2002, Auckland, New Zealand. (pp. 69-70). IEEE. doi:10.1109/CIE.2002.1185866 [IEEE Xplore] [doi] [pdf (ResearchGate)]

Albert, D., Hockemeyer, C., Conlan, O., & Wade, V. (2001). Reusing adaptive learning resources. In C. H. Lee et al. (Eds.), Proceedings of the Ninth International Conference on Computers in Education ICCE/SchoolNet2001, Seoul, Korea. (pp. 205-210). [pdf (ResearchGate)]

Albert, D., Hockemeyer, C., Kickmeier-Rust, M. D., Nussbaumer, A., & Steiner, C. M. (2012). E-learning based on metadata, ontologies and competence-based knowledge space theory. In D. Lukose, A. R. Ahmad & A. Suliman (Eds.), Knowledge technology: Third Knowledge Technology Week, KTW 2011, Kajang, Malaysia, July 18-22, 2011. Revised selected papers (pp. 24-36). Communications in Computer and Information Science (vol. 295). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-32826-8_3 [Springer] [doi]

Albert, D., Hockemeyer, C., Kickmeier-Rust, M. D., Peirce, N., & Conlan, O. (2007). Microadaptivity within complex learning situations – a personalized approach based on competence structures and problem spaces. In W. Chen & H. Ogata (Eds.), 15th International Conference on Computers in Education (ICCE 2007) Supplementary Proceedings, 5-9 November 2007, Hiroshima, Japan.

Albert, D., Hockemeyer, C., Kulcsar, Z., & Shorten, G. (2007). Competence assessment for spinal anaesthesia. In A. Holzinger (Ed.), HCI and usability for medicine and health care: Third symposium of the workgroup human-computer interaction and usability engineering of the Austrian Computer Society, USAB 2007 Graz, Austria, November, 22, 2007. Proceedings (pp. 165-170). Lecture Notes in Computer Science (vol. 4799). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-540-76805-0_14 [Springer] [doi] [pdf (ResearchGate)]

Albert, D., Hockemeyer, C., Mayer, B., & Steiner, C. M. (2007). Cognitive structural modelling of skills for technology-enhanced learning. In J. M. Spector, D. G. Sampson, T. Okamoto, Kinshuk, S. A. Cerri, M. Ueno & A. Kashihara (Eds.), Proceedings of the Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 18-20 July 2007, Niigata, Japan. (pp. 322-324). doi:10.1109/ICALT.2007.94 [IEEE Xplore] [doi]

Albert, D., Hockemeyer, C., & Mori, T. (2006). Memory, knowledge, and E-learning. In L.-G. Nilsson, & N. Ohta (Eds.), Memory and society: Psycholocigal perspectives (pp. 87-109). Hove, UK: Psychology Press. [Routledge] [pdf (ResearchGate)]

Albert, D., Hockemeyer, C., & Wesiak, G. (2002). Current trends in eLearning based on knowledge space theory and cognitive psychology. Psychologische Beiträge, 44(4), 478-494.

Albert, D., & Kaluscha, R. (1997). Adapting knowledge structures in dynamic domains. In C. Herzog (Ed.), Beiträge zum 8. Arbeitstreffen der GI-Fachgruppe 1.1.5/7.0.1 “Intelligente Lehr-/Lernsysteme” 18.-19. September 1997 Duisburg, 18-19 September 1997, Duisburg, Germany. (pp. 89-100). [pdf (ResearchGate)]

Albert, D., Kickmeier-Rust, M. D., & Matsuda, F. (2008). A formal framework for modelling the developmental course of competence and performance in the distance, speed, and time domain. Developmental Review, 28(3), 401-420. doi:10.1016/j.dr.2008.05.001 [Elsevier] [doi]

Albert, D., & Körner, C. (1996). Entscheidungs- und Willensfreiheit in konnektionistischen Modellen [Freedom of choice and will in connectionist models]. In M. von Cranach, & K. Foppa (Eds.), Freiheit des Entscheidens und Handelns. Ein Problem der nomologischen Psychologie (pp. 219-233). Heidelberg, Germany: Asanger. [pdf]

Albert, D., Lages, M., Gertzen, H., & Aschenbrenner, K. M. (1989). Beeinflussen Struktureigenschaften von Wissen das Wahlverhalten? [Do structural characteristics of knowledge affect choice behaviour?]. (Bericht aus dem Psychologischen Institut der Universität Heidelberg No. 66). Heidelberg, Germany: Universität Heidelberg. [pdf (Univ. Heidelberg)]

Albert, D., & Lukas, J. (Eds.). (1999). Knowledge spaces: Theories, empirical research, and applications. Mahwah, NJ, USA: Lawrence Erlbaum Associates. [Routledge] [Google Books (preview)]

Albert, D., & Merz, F. (1973). Der Ablauf willkürlicher Bewegung und seine Beeinflussung durch den Handlungserfolg. Bericht aus dem Institut für Psychologie der Philipps-Universität in Marburg. (Abschlußbericht eines von der Kommision der europäischen Gemeinschaft geförderten Forschungsprojekts No. 39).

Albert, D., Merz, F., & Sattel, L. (1975). Pendeln der Last beherrschen: Ergebnisse einer Untersuchung zur Kranführerausbildung [Mastering swinging loads: results of a study of the training of crane operators]. Maschinenmarkt, 81, 729-732.

Albert, D., Mittenecker, E., & Nährer, W. (Eds.). (1994). 100 Jahre Psychologie an der Karl-Franzens-Universität Graz. Katalog zur Ausstellung [100 Years Psychology at the Karl-Franzens-University of Graz]. Graz, Austria: Universitätsverlag Graz. [pdf (Univ. Graz)]

Albert, D., & Mori, T. (2001). Contributions of cognitive psychology to the future of E-learning. Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and Curriculum Development, 50, 25-34. doi:10.15027/18093 [Journal] [doi] [pdf (Journal)]

Albert, D., & Murch, G. M. (1968). Eichung von sinnlosen Silben. Zeitschrift für experimentelle und angewandte Psychologie, 15, 381-403.

Albert, D., & Musch, J. (1996). Knowledge space modeling of ravens advanced progressive matrices (APM) test. In V. Kolesaric & D. Ivanec (Eds.), Abstracts of the 4th Alps Adria Psychology Symposium, 3-5 October 1996, Zagreb, Croatia. (p. 39).

Albert, D., & Musch, J. (1996). Ravens advanced progressive matrices. In A. Schorr (Ed.), Experimentelle Psychologie: Beiträge zur 38. Tagung Experimentell Arbeitender Psychologen, Beiträge zur DGMF-Tagung Medienpsychologie – Medienwirkungsforschung, 1-4 April 1996, Eichstätt, Germany. (p. 3). Lengerich, Germany: Pabst Science. [PsychArchives] [pdf (PsychArchives)]

Albert, D., Nussbaumer, A., Kuo, B., Foltz, P. W., & Hu, X. (2017). Competence-based knowledge structures and current challenges for E-assessment. In R. Sottilare, A. Graesser, X. Hu & G. Goodwin (Eds.), Design recommendations for intelligent tutoring systems: Volume 5 – Assessment methods (pp. 21-28). Orlando, FL, USA: U.S. Army Research Laboratory (ARL). [ARL] [pdf (ARL)]

Albert, D., Nussbaumer, A., & Steiner, C. (2008). Using visual guidance and feedback based on competence structures for personalising E-learning experience. Proceedings of the 16th International Conference on Computers in Education (ICCE 2008), 27-31 October 2008, Taipei, Taiwan. (pp. 3-10). [pdf (ResearchGate)]

Albert, D., Nussbaumer, A., & Steiner, C. M. (2010). Towards generic visualisation tools and techniques for adaptive E-learning. In S. L. Wong et al. (Eds.), Proceedings of the 18th International Conference on Computers in Education, 29 November – 3 December 2010, Putrajaya, Malaysia. (pp. 61-65). Asia-Pacific Society for Computers in Education. [pdf (ResearchGate)]

Albert, D., Nussbaumer, A., Steiner, C. M., Hendrix, M., & Cristea, A. (2009). Design and development of an authoring tool for pedagogical relationship types between concepts. In S. C. Kong et al. (Eds.), Proceedings of the 17th International Conference on Computer in Education (ICCE 2009), 30 November – 4 December 2009, Hong Kong. (pp. 194-196). Hong Kong: Asia-Pacific Society for Computers in Education. [pdf (ResearchGate)]

Albert, D., Pawlik, K., Stapf, K.-H., & Stroebe, W. (Eds.). (1981-1994). Lehr- und Forschungstexte Psychologie. Berlin, Heidelberg, Germany: Springer. [link]

Albert, D., & Pilgerstorfer, M. (2007). Preliminary considerations on personalized assessment of logical and moral thinking skills. In D. G. Camhy (Ed.), Philosophical foundations of innovative learning – Philosophische Grundlagen innovativen Lernens. Proceedings of the International Conference on Philosophy for Children – Kongressband des internationalen Kongresses für Kinderphilosophie (pp. 55-61). Conceptus-Studien (vol. 18). Sankt Augustin, Germany: Academia. [link]

Albert, D., Pivec, M., Spörk-Fasching, T., & Maurer, H. (2003). Adaptive intercultural competence testing: A computerized approach based on knowledge space theory. In J. Lasonen & L. Lestinen (Eds.), Proceedings of the UNESCO Conference on Intercultural Education, 15-18 June 2003, Jyväskylä, Finland.

Albert, D., & Schrepp, M. (1999). Structure and design of an intelligent tutorial system based on skill assignments. In D. Albert, & J. Lukas (Eds.), Knowledge spaces: Theories, empirical research, and applications (pp. 179-196). Mahwah, NJ, USA: Lawrence Erlbaum Associates. [Routledge] [pdf (ResearchGate)]

Albert, D., Schrepp, M., & Held, T. (1994). Construction of knowledge spaces for problem solving in chess. In G. H. Fischer, & D. Laming (Eds.), Contributions to mathematical psychology, psychometrics, and methodology (pp. 123-135). Recent Research in Psychology. New York, USA: Springer New York. doi:10.1007/978-1-4612-4308-3_9 [Springer] [doi] [pdf (ResearchGate)]

Albert, D., & Schulz, U. (1975). A model for free recall of two lists: Individual recall sequences and the effect of list-2-dominance. Acta Psychologica, 39(3), 161-174. doi:10.1016/0001-6918(75)90031-1 [doi]

Albert, D., & Schulz, U. (1981). Kritischer Test eines Modells zum Reproduzieren von Einheiten mehrerer Klassen durch Einbeziehung der Reproduktionszeiten, oder: Über die Konkurrenz von Reproduktionstendenzen [Critical test of a model for recalling units of several classes by consideration of recall latencies]. In L. Tent (Ed.), Erkennen – Wollen – Handeln: Beiträge zur Allgemeinen und Angewandten Psychologie. Festschrift für Heinrich Düker zum 80. Geburtstag (pp. 67-86). Göttingen, Germany: Hogrefe. [link]

Albert, D., & Schulz, U. (1976). Das Reproduzieren und seine Beendigung: Ein Ausschöpfungsmodell. [Reproduction and its termination. An exhaustive model] Psychologische Beiträge, 18, 1-11.

Albert, D., & Stapf, K. H. (Eds.). (1996). Gedächtnis. Enzyklopädie der Psychologie, Themenbereich C, Serie II, Band 4 [Memory. Encyclopedia of Psychology]. Göttingen, Germany: Hogrefe. [Hogrefe]

Albert, D., & Stefanutti, L. (2003). Knowledge structures and didactic model selection in learning object navigation. The Joint Workshop of Cognition and Learning through Media-Communication for Advanced E-Learning (JWCL), Berlin, Germany. (pp. 1-10). [pdf (ResearchGate)]

Albert, D., & Stefanutti, L. (2003). Ordering and combining distributed learning objects through skill maps and asset structures. Proceedings of the International Conference on Computers in Education (ICCE 2003), 2–5 December 2003, Hong Kong. [pdf (ResearchGate)]

Albert, D., & Steiner, C. (2005). Representing domain knowledge by concept maps: How to validate them? In T. Okamoto, D. Albert, T. Honda & F. W. Hesse (Eds.), 2nd Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning (JWCL), 28-30 September 2005, Tokyo, Japan, (pp. 169-174). [pdf (ResearchGate)]

Albert, D., & Steiner, C. M. (2005). Empirical validation of concept maps: Preliminary methodological considerations. In P. Goodyear, D. G. Sampson, D. J. Yang, Kinshuk, T. Okamota, R. Hartley & N. Chen (Eds.), Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies (ICALT’05), 5-8 July 2005, Kaohsiung, Taiwan. (pp. 952-953). IEEE. doi:10.1109/ICALT.2005.135 [IEEE Xplore] [doi] [pdf (ResearchGate)]

Albert, D., & Steiner, C. M. (2011). Reflections on the evaluation of adaptive learning technologies. 2011 IEEE International Conference on Technology for Education (T4E), 14-16 July 2011, Chennai, Tamil Nadu, India. (pp. 295-296). IEEE. doi:10.1109/T4E.2011.62 [IEEE Xplore] [doi] [pdf (ResearchGate)]

Albert, D., & Urabe, M. (2010). The competence-performance distinction and its implications for peace education and human development. In R. Roth, C. Barreda-Hanson & C. Hiew (Eds.), Families and Societies in Transition – Proceedings of the 66th Annual Convention, International Council of Psychologists, July 15-18, 2008, St. Petersburg, Russia, 15-18 July 2008, St. Petersburg, Russia. (pp. 151-162). Berichte aus der Psychologie. Aachen, Germany: Shaker. [Shaker]

Albert, D., Wesiak, G., & Ünlü, A. (2013). Heuristics for generating and validating surmise relations across, between and within Sets/Tests. In J. Falmagne, D. Albert, C. Doble, D. Eppstein & X. Hu (Eds.), Knowledge spaces: Applications in education (pp. 193-227). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-35329-1_10 [Springer] [doi] [pdf]

Albert, D., Wong, S. L., & Wesiak, G. (2009). Structure for assessing teachers IT states. Proceedings of the 1st International Conference on Educational Research and Practice (ICERP): Enhancing Human Capital through Teacher Education, 10-11 June 2009, Putrajaya, Malaysia. (pp. 1017-1032).

Albert-Joppich, E., Albert, D., & Murch, G. M. (1972). All-or-none vs. incremental learning in the free recall of meaningful material. Archiv für Psychologie, 124, 123-132.

AL-Smadi, M., Hoefler, M., Wesiak, G., & Guetl, C. (2012). Complex learning resources integrated with emerging forms of E-assessment: An empirical study. 2012 IEEE 12th International Conference on Advanced Learning Technologies, 4-6 July 2012, Rome, Italy. (pp. 146-150). doi:10.1109/ICALT.2012.185 [IEEE Xplore] [doi] [pdf (ResearchGate)]

AL-Smadi, M., Wesiak, G., & Guetl, C. (2012). Assessment in serious games: An enhanced approach for integrated assessment forms and feedback to support guided learning. 2012 15th International Conference on Interactive Collaborative Learning (ICL), 26-28 September 2012, Villach, Austria. (pp. 1-6). doi:10.1109/ICL.2012.6402089 [IEEE Xplore] [doi] [pdf (ResearchGate)]

AL-Smadi, M., Wesiak, G., Guetl, C., & Holzinger, A. (2012). Assessment for/as learning: Integrated automatic assessment in complex learning resources for self-directed learning. 2012 Sixth International Conference on Complex, Intelligent and Software Intensive Systems (CISIS), 4-6 July 2012, Palermo, Italy. (pp. 929-934). doi:10.1109/CISIS.2012.210 [IEEE Xplore] [doi] [pdf (ResearchGate)]

Andrews, K., Putz, W., & Nussbaumer, A. (2007). The hierarchical visualisation system (HVS). In E. Banissi et al. (Eds.), 11th International Conference Information Visualization (IV 2007), 4-6 July 2007, Zurich, Switzerland. (pp. 257-262). IEEE. doi:10.1109/IV.2007.112 [IEEE Xplore] [doi] [pdf (ISDS)]

Aschenbrenner, K. M., Albert, D., & Amelang, M. (1979). Bericht über die 21. Tagung Experimentell Arbeitender Psychologen in Heidelberg. Psychologische Rundschau, 30, 322-329.

Aschenbrenner, K. M., Albert, D., & Klose, W. (1984). Messung der visuellen Persistenz mittels Paarvergleich. [Measuring visual persistence by the method of paired comparisons] Psychologische Rundschau, 26, 147-152.

Aschenbrenner, K. M., Albert, D., & Schmalhofer, F. (1984). Stochastic choice heuristics. Acta Psychologica, 56(1–3), 153-166. doi:10.1016/0001-6918(84)90015-5 [Journal] [doi] [pdf (Univ. Regensburg)]

Aschenbrenner, K. M., Böckenholt, U., Albert, D., & Schmalhofer, F. (1986). The Selection of Dimensions when Choosing Between Multiattribute Alternatives. In R. W. Scholz (Ed.), Current issues in West German decision research (pp. 63-78). Psychologie des Entscheidungsverhaltens und des Konfliktes (vol. 4). Frankfurt am Main, Germany; New York, USA: Peter Lang. [pdf (Univ. Regensburg)]

Aschenbrenner, K. M., Laier, R., & Albert, D. (1989). Wichtigkeit als Wissen über die Variation der Merkmalsattraktivität bei der Verhaltenswahl [Importance as knowledge about the variation of feature attractiveness for behavioral choice]. (Bericht aus dem Psychologischen Institut der Universität Heidelberg No. 64). Heidelberg, Germany: Universität Heidelberg. [pdf (Univ. Heidelberg)]

Augustin, T. (2004). Bradley — Terry — Luce models to incorporate within-pair order effects: Representation and uniqueness theorems. British Journal of Mathematical and Statistical Psychology, 57(2), 281-294. doi:10.1348/0007110042307195 [Journal] [doi]

Augustin, T. (2005). An approach to combine the logistic threshold model of psychophysics with the Bradley–Terry–Luce models of choice theory. Journal of Mathematical Psychology, 49(1), 70-79. doi:10.1016/j.jmp.2004.11.002 [Elsevier] [doi]

Augustin, T. (2008). The parameters in the near-miss-to-Weber’s law. Journal of Mathematical Psychology, 52(1), 37-47. doi:10.1016/j.jmp.2007.11.001 [Elsevier] [doi]

Augustin, T. (2008). Stevens’ power law and the problem of meaningfulness. Acta Psychologica, 128(1), 176-185. doi:10.1016/j.actpsy.2007.12.005 [Elsevier] [doi]

Augustin, T., Hockemeyer, C., Kickmeier-Rust, M. D., & Albert, D. (2011). Individualized skill assessment in digital learning games: Basic definitions and mathematical formalism. IEEE Transactions on Learning Technologies, 4(2), 138-148. doi:10.1109/TLT.2010.21 [IEEE Xplore] [doi] [pdf (IEEE Xplore)]

Augustin, T., Hockemeyer, C., Kickmeier-Rust, M. D., Podbregar, P., Suck, R., & Albert, D. (2013). The simplified updating rule in the formalization of digital educational games. Journal of Computational Science, 4(4), 293-303. doi:10.1016/j.jocs.2012.08.020 [Elsevier] [doi]

Augustin, T., Hockemeyer, C., Suck, R., Podbregar, P., Kickmeier-Rust, M. D., & Albert, D. (2015). Individualized skill assessment in educational games: The mathematical foundations of partitioning. Journal of Mathematical Psychology, 67, 1-7. doi:10.1016/j.jmp.2015.05.003 [Elsevier]
[doi]

Augustin, T., & Maier, K. (2008). Empirical evaluation of the axioms of multiplicativity, commutativity, and monotonicity in ratio production of area. Acta Psychologica, 129(1), 208-216. doi:10.1016/j.actpsy.2008.06.004 [Elsevier] [doi] [pdf (Elsevier)]

Augustin, T., & Roscher, T. (2008). Empirical evaluation of the near-miss-to-Weber’s law: A visual discrimination experiment. Psychology Science Quarterly, 50(4), 469-488. [pdf (ResearchGate)]

B

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Law, E. L., Kickmeier-Rust, M. D., Albert, D., & Holzinger, A. (2008). Challenges in the development and evaluation of immersive digital educational games. In A. Holzinger (Ed.), HCI and usability for education and work: 4th Symposium of the Workgroup Human-Computer Interaction and Usability Engineering of the Austrian Computer Society, USAB 2008, Graz, Austria, November 20-21, 2008. Proceedings (pp. 19-30). Lecture Notes in Computer Science (vol. 5298). Berlin, Heidelberg, Germany: Springer.. doi:10.1007/978-3-540-89350-9_2 [Springer] [doi] [pdf (ResearchGate)]

Law, E. L., Mattheiss, E. E., Kickmeier-Rust, M. D., & Albert, D. (2010). Vicarious learning with a digital educational game: Eye-tracking and survey-based evaluation approaches. In G. Leitner, M. Hitz & A. Holzinger (Eds.), HCI in work and learning, life and leisure: 6th Symposium of the workgroup Human-Computer Interaction and Usability Engineering, USAB 2010, Klagenfurt, Austria, November 4-5, 2010. Proceedings (pp. 471-488). Lecture Notes in Computer Science (vol. 6389). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-16607-5_33 [Springer] [doi] [pdf (ResearchGate)]

Lengauer, S., Bedek, M., Kupfer, C., Shao, L., Albert, D., & Schreck, T. (2023). Recognizing User Behavior from Interactions for Adaptive Consumer Information Systems. In N. Pelechano, F. Liarokapis, D. Rohmer, & A. Asadipour (Eds.): International Conference on Interactive Media, Smart Systems and Emerging Technologies (IMET), 2023. Eindhoven. (pp. 23-26). European Association for Computer Graphics. [pdf]

Ley, T., & Albert, D. (2003). Identifying employee competencies in dynamic work domains: Methodological considerations and a case study. Journal of Universal Computer Science, 9(12), 1500-1518. doi:10.3217/jucs-009-12-1500 [Journal] [doi] [pdf (Journal)]

Ley, T., & Albert, D. (2003). Kompetenzmanagement als formalisierbare Abbildung von Wissen und Handeln für das Personalwesen [Competency management – Formalising knowledge and action for human resource management]. Wirtschaftspsychologie, 5(3), 86-93. [Journal] [pdf (ResearchGate)]

Ley, T., & Albert, D. (2003). Skills management – managing competencies in the knowledge-based economy – J.UCS special issue. Journal of Universal Computer Science, 9(12), 1370-1371. [Journal] [link] [pdf (Journal)]

Ley, T., & Albert, D. (2004). Quality criteria for competency assignments: Examples from a project management case study. In P. Dadam & M. Reichert (Eds.), INFORMATIK 2004 – Informatik verbindet. Beiträge der 34. Jahrestagung der Gesellschaft für Informatik e.V. (GI), Band 2, 20-24 September 2004, Ulm, Germany. (pp. 342-346). GI-Edition – Lecture Notes in Informatics (LNI) (vol. P-51). Bonn, Germany: Köllen. [GI] [pdf (GI)]

Ley, T., Albert, D., & Lindstaedt, S. (2007). Competency management using the competence performance approach: Modeling, assessment, validation, and use. In M. Sicilia (Ed.), Competencies in organizational E-learning: Concepts and tools (pp. 83-119). Hershey, PA, USA: IGI Global. doi:10.4018/978-1-59904-343-2.ch004 [IGI Global] [doi]

Ley, T., Kump, B., & Albert, D. (2010). A methodology for eliciting, modelling, and evaluating expert knowledge for an adaptive work-integrated learning system. International Journal of Human-Computer Studies, 68(4), 185-208. doi:10.1016/j.ijhcs.2009.12.001 [Elsevier] [doi]

Ley, T., Kump, B., & Gerdenitsch, C. (2010). Scaffolding self-directed learning with personalized learning goal recommendations. In P. De Bra, A. Kobsa & D. Chin (Eds.), User modeling, adaptation, and personalization: 18th International Conference, UMAP 2010, Big Island, HI, USA, June 20-24, 2010. Proceedings (pp. 75-86). Lecture Notes in Computer Science (vol. 6075). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-13470-8_9 [Springer] [doi] [pdf (ResearchGate)]

Ley, T., Kump, B., Lindstaedt, S. N., Albert, D., Maiden, N. A. M., & Jones, S. V. (2006). Competence and performance in requirements engineering: Bringing learning to the workplace. In E. Tomadaki & P. Scott (Eds.), EC-TEL’06 First European Conference on Technology Enhanced Learning: Proceedings of the EC-TEL06 Workshops (LOKMOL 2006), 1-2 October 2006, Crete, Greece. (pp. 148-158). CEUR Workshop Proceedings (vol. 213). [pdf (CEUR)]

Ley, T., Kump, B., Maas, A., Maiden, N., & Albert, D. (2009). Evaluating the adaptation of a learning system before the prototype is ready: A paper-based lab study. In G. Houben, G. McCalla, F. Pianesi & M. Zancanaro (Eds.), User modeling, adaptation, and personalization: 17th International Conference, UMAP 2009, formerly UM and AH, Trento, Italy, June 22-26, 2009. Proceedings (pp. 331-336). Lecture Notes in Computer Science (vol. 5535). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-02247-0_32 [Springer] [doi] [pdf (ResearchGate)]

Ley, T., Lindstaedt, S. N., & Albert, D. (2005). Competency development in knowledge management and eLearning: Supporting informal workplace learning. In K. Althoff, A. Dengel, R. Bergmann, M. Nick & T. Roth-Berghofer (Eds.), WM 2005: Professional Knowledge Management Experiences and Visions, Contributions to the 3rd Conference Professional Knowledge Management, 10-13 April 2005, Kaiserslautern, Germany. (pp. 146-151). [pdf (ResearchGate)]

Ley, T., Lindstaedt, S. N., & Albert, D. (2005). Supporting competency development in informal workplace learning. In K. Althoff, A. Dengel, R. Bergmann, M. Nick & T. Roth-Berghofer (Eds.), Professional knowledge management: Third biennial Conference, WM 2005, Kaiserslautern, Germany, April 10-13, 2005, Revised selected papers (pp. 189-202). Lecture Notes in Computer Science (vol. 3782). Berlin, Heidelberg, Germany: Springer. doi:10.1007/11590019_22 [Springer] [doi] [pdf (ResearchGate)]

Ley, T., Schweiger, S., & Seitlinger, P. (2011). Implicit and explicit memory in learning from social software: A dual-process account. In C. D. Kloos, D. Gillet, R. M. Crespo García, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning: 6th European Conference of Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011. Proceedings (pp. 449-454). Lecture Notes in Computer Science (vol. 6964). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-23985-4_37 [Springer] [doi] [pdf (ResearchGate)]

Ley, T., & Seitlinger, P. (2010). A cognitive perspective on emergent semantics in collaborative tagging: The basic level effect. In F. Cena, A. Dattolo, S. Kleanthous, C. Tasso, D. Bueno Vallejo & J. Vassileva (Eds.), Proceedings of International Workshop on Adaptation in Social and Semantic Web (SAS-WEB 2010), 21 June 2010, Hawaii, USA. (pp. 13-18). CEUR Workshop Proceedings (vol. 590). [pdf (CEUR)]

Ley, T., & Seitlinger, P. (2011). Why people don’t swarm: Evidence for a dual-process memory model in collaborative tagging. 3rd International Web Science Conference (WebSci’11), 15-17 June 2011, Koblenz, Germany. [pdf (ResearchGate)]

Ley, T., & Seitlinger, P. (2015). Dynamics of human categorization in a collaborative tagging system: How social processes of semantic stabilization shape individual sensemaking. Computers in Human Behavior, 51, Part A, 140-151. doi:10.1016/j.chb.2015.04.053 [Elsevier] [doi] [pdf (Elsevier)]

Ley, T., Seitlinger, P., & Pata, K. (2016). Patterns of meaning in a cognitive ecosystem: Modeling stabilization and enculturation in social tagging systems. In U. Cress, J. Moskaliuk & H. Jeong (Eds.), Mass collaboration and education (pp. 143-163). Computer-Supported Collaborative Learning Series (vol. 16). Cham, Switzerland: Springer International. doi:10.1007/978-3-319-13536-6_8 [Springer] [doi] [pdf (etis)]

Ley, T., Seitlinger, P., Schöfegger, K., & Lindstaedt, S. N. (2012). Community-orientiertes Lernen. In J. Haake, G. Schwabe & M. Wessner (Eds.), CSCL-Kompendium 2.0 Lehr- und Handbuch zum computerunterstützten kooperativen Lernen (pp. 271-283). Berlin, Germany: Oldenbourg Wissenschaftsverlag. doi:10.1524/9783486716825.261 [doi]

Ley, T., Ulbrich, A., Scheir, P., Lindstaedt, S. N., Kump, B., & Albert, D. (2008). Modeling competencies for supporting work-integrated learning in knowledge work. Journal of Knowledge Management, 12(6), 31-47. doi:10.1108/13673270810913603 [Journal] [doi] [pdf (ResearchGate)]

Linek, S. B., Marte, B., & Albert, D. (2008). The differential use and effective combination of questionnaires and logfiles. In M. Auer (Ed.), Proceedings of the International Conference on Interactive Computer Aided Learning (ICL), Special Track “Computer-Based Knowledge & Skill Assessment and Feedback in Learning Settings” (CAF), 24-26 September 2008, Villach, Austria. Kassel, Germany: Kassel University Press.

Linek, S. B., & Albert, D. (2009). Game-based learning: Gender-specific aspects of parasocial interaction and identification. INTED2009 Proceedings, 9-11 March 2009, Valencia, Spain. (pp. 1155-1164). IATED. [abstract (iated)]

Linek, S. B., Öttl, G., & Albert, D. (2010). Non-invasive data tracking in educational games: Combination of logfiles and natural language processing. In L. Gómez Chova, D. Martí Belenguer & I. Candel Torres (Eds.), INTED2010 Proceedings, 8-10 March 2010, Valencia, Spain. (pp. 2977-2988). IATED. [iated] [pdf (ResearchGate)]

Linek, S. B., Schwarz, D., Bopp, M., & Albert, D. (2010). When playing meets learning: Methodological framework for designing educational games. In J. Cordeiro, & J. Filipe (Eds.), Web information systems and technologies: 5th International Conference, WEBIST 2009, Lisbon, Portugal, March 23-26, 2009, Revised selected papers (pp. 73-85). Lecture Notes in Business Information Processing (vol. 45). Berlin, Heidelberg; Germany: Springer. doi:10.1007/978-3-642-12436-5_6 [Springer] [doi] [pdf (ResearchGate)]

Linek, S. B., Schwarz, D., Hirschberg, G., Kickmeier-Rust, M., & Albert, D. (2007). Designing the non-player character of an educational adventure-game: The role of personality, naturalism, and color. INTED2007 Proceedings, 7-9 March 2007, Valencia, Spain. [pdf (ResearchGate)]

Lövquist, E., Aboulafia, A., Breen, D., Shorten, G., Zhang, D., & Albert, D. (2008). Designing a simulation-supported adaptive assessment system for spinal anaesthesia. Proceedings of the 11th IASTED International Conference on Computers and Advanced Technology in Education, 29 September – 1 October 2008, Crete, Greece. (pp. 397-402). [pdf (CiteSeerX)]

Lukas, J., & Albert, D. (1993). Knowledge assessment based on skill assignment and psychological task analysis. In G. Strube, & K. F. Wender (Eds.), The cognitive psychology of knowledge (pp. 139-159). Advances in Psychology (vol. 101). Amsterdam, The Netherlands: North-Holland. doi:10.1016/S0166-4115(08)62656-4 [Elsevier] [doi] [Google Books]

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Lütkenhöner, B., Klein, J., & Seither-Preisler, A. (2007). Near-threshold auditory evoked fields and potentials are in line with the Weber-Fechner law. In B. Kollmeier, G. Klump, V. Hohmann, U. Langemann, M. Mauermann, S. Uppenkamp & J. Verhey (Eds.), Hearing — from sensory processing to perception (pp. 215-225). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-540-73009-5_24 [Springer] [doi]

Lütkenhöner, B., & Seither-Preisler, A. (2008). Auditory brainstem response at the detection limit. Journal of the Association for Research in Otolaryngology, 9(4), 521-531. doi:10.1007/s10162-008-0131-1 [Springer] [doi] [pdf (Springer)]

Lütkenhöner, B., Seither-Preisler, A., & Seither, S. (2006). Piano tones evoke stronger magnetic fields than pure tones or noise, both in musicians and non-musicians. Neuroimage, 30(3), 927-937. doi:10.1016/j.neuroimage.2005.10.034 [Elsevier] [doi]

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Marte, B., Steiner, C. M., Heller, J., & Albert, D. (2008). Activity- and taxonomy-based knowledge representation framework. International Journal of Knowledge and Learning, 4(2-3), 189-202. doi:10.1504/IJKL.2008.020654 [doi] [pdf (ResearchGate)]

Mattheiss, E. E., Steiner, C. M., Kickmeier-Rust, M. D., & Albert, D. (2010). Learning game design – behind the scenes of an educational game. In A. Künz & M. Dontschewa (Eds.), Eintauchen in Medienwelten: Zusammenfassung der Beiträge zum Usability Day VIII, 21. Mai 2010, 21 May 2010, Dornbirn, Austria. (pp. 53-59). Lengerich, Germany: Pabst Science. [Pabst]

Mattheiss, E., Kickmeier-Rust, M. D., Steiner, C. M., & Albert, D. (2009). Motivation in game-based learning: It’s more than ‘flow’. In A. Schwill & N. Apostolopoulos (Eds.), Lernen im digitalen Zeitalter – Workshop-Band. Dokumentation der Pre-Conference zur DeLFI2009 – Die 7. E-Learning Fachtagung Informatik der Gesellschaft für Informatik e.V., 14-17 September 2009, Berlin, Germany. (pp. 77-84). Berlin, Germany: Logos [Logos] [pdf (ResearchGate)]

Mattheiss, E., Kickmeier-Rust, M. D., Steiner, C. M., & Albert, D. (2010). Approaches to detect discouraged learners: Assessment of motivation in educational computer games. In S. Hambach (Ed.), ELearning Baltics 2010: Proceedings of the 3rd International ELBa Science Conference in Rostock, Germany, July 1-2, 2010, 1-2 July 2010, Rostock, Germany. (pp. 111-120). Stuttgart, Germany: Fraunhofer. [pdf (ResearchGate)]

Maurer, M., Nussbaumer, A., Steiner, C., van der Vegt, W., Nadolski, R., Nyamsuren, E., & Albert, D. (2017). Efficient software assets for fostering learning in applied games. In D. Beck, et al. (Eds.), Immersive learning research network: Third International Conference, iLRN 2017, Coimbra, Portugal, June 26–29, 2017. Proceedings, (pp. 170-182). Communications in Computer and Information Science (vol. 725). Cham, Switzerland: Springer International. doi:10.1007/978-3-319-60633-0_14 [Springer] [doi]

McCarthy, N., Neville, K., Pope, A., Gallagher, A., Nussbaumer, A., & Steiner, C. M. (2016). The creation of a training model to support decision-making of emergency management practitioners: A design research study. Journal of Decision Systems, 25(sup 1), 558-565. doi:10.1080/12460125.2016.1187409 [Journal] [doi] [pdf (Journal)]

Merz, F., & Albert, D. (1975). Geübte Maschinenführer steuern kontinuierlich: Basis der Ausbildung zum Führen von Maschinen. [Proficient machine operators steer continuously: basis of a training program for operating machines] Maschinenmarkt, 81, 387-388.

Mikroyannidis, A., Connolly, T., Law, E. L., Schmitz, H., Vieritz, H., Nussbaumer, A., Berthold, M., Ullrich, C., & Dhir, A. (2014). Self-regulated learning in formal education: Perceptions, challenges and opportunities. International Journal of Technology Enhanced Learning, 6(2), 145-163. doi:10.1504/IJTEL.2014.066860 [Journal] [doi] [pdf (ResearchGate)]

Mödritscher, F., Krumay, B., El Helou, S., Gillet, D., Govaerts, S., Duval, E., Nussbaumer, A., Albert, D., Dahn, I., & Ullrich, C. (2011). May I suggest? Three PLE recommender strategies in comparison. Proceedings of the Personal Learning Environment Conference 2011, 10-12 July 2011, Southampton, UK. (pp. 1-11). [pdf (ResearchGate)]

Mödritscher, F., Krumay, B., El Helou, S., Gillet, D., Nussbaumer, A., Albert, D., Dahn, I., & Ullrich, C. (2011). May I suggest? Comparing three PLE recommender strategies. Digital Education Review, 20, 1-13. [pdf (ResearchGate)]

Moore, A., Hetzner, S., Pannese, L., Steiner, C. M., Brna, P., & Conlan, O. (2011). Affective metacognitive scaffolding for the enhancement of experiential training for adult learners. In W. Reinhardt, T. D. Ullmann, P. Scott, V. Pammer, O. Conlan & A. J. Berlanga (Eds.), ARNets11 Awarenes and Reflection in Learning Networks: Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks, 21 September 2011, Palermo, Italy. (pp. 116-128). CEUR Workshop Proceedings (vol. 790). [pdf (CEUR)]

Moore, A., Steiner, C. M., & Conlan, O. (2013). Design and development of an empirical smiley-based affective instrument. In S. Berkovsky, E. Herder, P. Lops & O. C. Santos (Eds.), UMAP 2013 Extended Proceedings. EMPIRE 2013: Late-Breaking Results, Project Papers and Workshop Proceedings of the 21st Conference on User Modeling, Adaptation, and Personalization. EMPIRE 2013: Emotions and Personality in Personalized Services, 10-14 June 2013, Rome, Italy. (pp. 41-52). CEUR Workshop Proceedings (vol. 997). [pdf (CEUR)]

Moore, A., Wesiak, G., Steiner, C. M., Hauff, C., Dagger, D., Donohoe, G., & Conlan, O. (2013). Utilizing social networks for user model priming: User attitudes. In S. Berkovsky, E. Herder, P. Lops & O. C. Santos (Eds.), UMAP 2013 Extended Proceedings. Late-Breaking Results, Project Papers and Workshop Proceedings of the 21st Conference on User Modeling, Adaptation, and Personalization. 10-14 June 2013, Rome, Italy. (pp. 24-30). CEUR Workshop Proceedings (vol. 997). [pdf (CEUR)]

Mueller, C. E., Casey, L. B., Albert, D., Harrell-Williams, L. M., Zoblotsky, T. A., & Elswick, S. E. (2020). Towards Convergence in Approaching LDI Concrete Tasks: The Education Expert Panel Perspective, Paper presented at the Big Data, Research Challenges, & Science Convergence in Educational Data Science – The First Workshop of The Learner Data Institute, The 13th International Conference on Educational Data Mining, July 10-13, Virtual Conference. [Workshop] [pdf]

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Murch, G. M., & Albert, D. (1968). All-or-none vs. incremental learning in verbal free recall. Archiv für die gesamte Psychologie, 120, 115-124.

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Nakamura, Y., Tsuji, H., Seta, K., Hashimoto, K., & Albert, D. (2011). Visualization of learner’s state and learning paths with knowledge structures. In A. König, A. Dengel, K. Hinkelmann, K. Kise, R. J. Howlett & L. C. Jain (Eds.), Knowledge-based and intelligent information and engineering systems: 15th International Conference, KES 2011, Kaiserslautern, Germany, September 12-14, 2011, Proceedings, part IV (pp. 261-270). Lecture Notes in Computer Science (vol. 6884). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-23866-6_28 [Springer] [doi]

Neville, K., O’Riordan, S., Pope, A., Rauner, M., Rochford, M., Madden, M., Sweeney, J., Nussbaumer, A., McCarthy, N., & O‘Brien, C. (2016). Towards the development of a decision support system for multi-agency decision-making during cross-border emergencies. Journal of Decision Systems, 25(sup 1), 381-396. doi:10.1080/12460125.2016.1187393 [Journal] [doi] [pdf (Journal)]

Nussbaumer, A. (2008). Supporting self-reflection through presenting visual feedback of adaptive assessment and self-evaluation tools. In M. Auer (Ed.), Proceedings of the International Conference on Interactive Computer Aided Learning (ICL 2008), 24-26 September 2008, Villach, Austria. Kassel, Germany: Kassel University Press.

Nussbaumer, A., Albert, D., & Kirschenmann, U. (2011). Technology-mediated support for self-regulated learning in open responsive learning environments. 2011 IEEE Global Engineering Education Conference (EDUCON), 4-6 April 2011, Amman, Jordan. (pp. 421-427). IEEE. doi:10.1109/EDUCON.2011.5773171 [IEEE Xplore] [doi] [pdf (ResearchGate)]

Nussbaumer, A., Berthold, M., Dahrendorf, D., Schmitz, H., Kravcik, M., & Albert, D. (2012). A mashup recommender for creating personal learning environments. In E. Popescu, Q. Li, R. Klamma, H. Leung & M. Specht (Eds.), Advances in web-based learning – ICWL 2012: 11th International Conference, Sinaia, Romania, September 2-4, 2012. Proceedings (pp. 79-88). Lecture Notes in Computer Science (vol. 7558). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-33642-3_9 [Springer] [doi] [pdf (ResearchGate)]

Nussbaumer, A., Dahn, I., Kroop, S., Mikroyannidis, A., & Albert, D. (2015). Supporting self-regulated learning. In S. Kroop, A. Mikroyannidis & M. Wolpers (Eds.), Responsive open learning environments: Outcomes of research from the ROLE project (pp. 17-48). Cham, Switzerland: Springer International. doi:10.1007/978-3-319-02399-1_2 [Springer] [doi] [pdf (Springer)]

Nussbaumer, A., Dahrendorf, D., Schmitz, H., Kravcık, M., Berthold, M., & Albert, D. (2014). Recommender and guidance strategies for creating personal mashup learning environments. Computer Science and Information Systems, 11(1), 321-342. doi:10.2298/CSIS121210011N [Journal] [doi] [pdf (Journal)]

Nussbaumer, A., Fruhmann, K., & Albert, D. (2010). A navigation tool for adaptive guidance and orientation in open responsive learning environments. Proceedings of the International Conference on Interactive Computer Aided Learning (ICL 2010), 15-17 September 2010, Hasselt, Belgium. (pp. 970-976). Kassel, Germany: Kassel University Press. [pdf (ResearchGate)]

Nussbaumer, A., Gütl, C., & Albert, D. (2007). Supporting technology-enhanced learning through semi-automatic detection and management of skill and competence structures. In M. E. Auer (Ed.), Proceedings of the 10th International Conference on Interactive Computer Aided Learning (ICL2007), 26-28 September 2007, Villach, Austria. Kassel, Germany: Kassel University Press. [pdf (ResearchGate)]

Nussbaumer, A., Gütl, C., & Albert, D. (2007). Towards a web service for competence-based learning and testing. In C. Montgomerie & J. Seale (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2007, 25-29 June 2007, Vancouver, Canada. (pp. 1380-1385). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). [pdf (ResearchGate)]

Nussbaumer, A., Gütl, C., Albert, D., & Helic, D. (2009). Competence-based adaptation of learning environments in 3D space. Proceedings of the 4th International Conference on Interactive Mobile and Computer Aided Learning (IMCL 2009), 21–24 April 2009, Amman, Jordan. (pp. 103-108). [pdf (ResearchGate)]

Nussbaumer, A., Gütl, C., & Hockemeyer, C. (2007). A generic solution approach for integrating adaptivity into web-based E-learning platforms. Proceedings of the International Conference on Interactive Mobile and Computer Aided Learning (IMCL 2007), 18-20 April 2007, Amman, Jordan. [pdf (ResearchGate)]

Nussbaumer, A., Gütl, C., & Neuper, W. (2010). A methodology for adaptive competence assessment and learning path creation in ISAC. In M. E. Auer & J. Schreurs (Eds.), Proceedings of the International Conference on Interactive Computer Aided Learning (ICL 2010), 15-17 September 2010, Hasselt, Belgium. (pp. 1136-1139). Kassel, Germany: Kassel University Press. [pdf (Curtin University)]

Nussbaumer, A., Hillemann, E. C., & Albert, D. (2014). Cognitive bias mitigation strategies in a visual analytics environment for criminal intelligence analysis. Dealing with Cognitive Biases in Visualisations (DECISIVe): Workshop at VIS 2014, 9 November 2014, Paris, France.

Nussbaumer, A., Hillemann, E., Gütl, C., & Albert, D. (2015). A competence-based service for supporting self-regulated learning in virtual environments. Journal of Learning Analytics, 2(1), 101-133. doi:10.18608/jla.2015.21.6 [Journal] [doi] [pdf (Journal)]

Nussbaumer, A., Hillemann, E., Steiner, C. M., & Albert, D. (2012). An evaluation system for digital libraries. In P. Zaphiris, G. Buchanan, E. Rasmussen & F. Loizides (Eds.), Theory and practice of digital libraries: Second International Conference, TPDL 2012, Paphos, Cyprus, September 23-27, 2012. Proceedings (pp. 414-419). Lecture Notes in Computer Science (vol. 7489). Berlin, Heidelberg, Germany: Springer. doi:10.1007/978-3-642-33290-6_45 [Springer] [doi]

Nussbaumer, A., Kravcik, M., & Albert, D. (2012). Supporting self-reflection in personal learning environments through user feedback. In E. Herder, K. Yacef, L. Chen, & S. Weibelzahl (Eds.), Workshop and Poster Proceedings UMAP 2012: Workshop and Poster Proceedings of the 20th Conference on User Modeling, Adaptation, and Personalization, 16-20 July 2012, Montreal, Canada. (pp. 41-46). CEUR Workshop Proceedings (vol. 872). [pdf (CEUR)]

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Zhang, D., Albert, D., Hockemeyer, C., Breen, D., Kulcsár, Z., Shorten, G., Aboulafia, A., & Lövquist, E. (2008). Developing competence assessment procedure for spinal anaesthesia. 21st IEEE International Symposium on Computer-Based Medical Systems (CBMS ’08), 17-19 June 2008, Jyvaskyla, Finland. (pp. 397-402). IEEE. doi:10.1109/CBMS.2008.25 [IEEE Xplore] [doi] [pdf (ResearchGate)]