| Learning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settings N Rummel, H Spada The journal of the Learning Sciences 14 (2), 201-241, 2005 | 697 | 2005 |
| Example-based learning: Integrating cognitive and social-cognitive research perspectives T Van Gog, N Rummel Educational psychology review 22, 155-174, 2010 | 523 | 2010 |
| A rating scheme for assessing the quality of computer-supported collaboration processes A Meier, H Spada, N Rummel International Journal of Computer-Supported Collaborative Learning 2, 63-86, 2007 | 484 | 2007 |
| Teacher competencies for the implementation of collaborative learning in the classroom: A framework and research review C Kaendler, M Wiedmann, N Rummel, H Spada Educational Psychology Review 27, 505-536, 2015 | 433 | 2015 |
| Towards a theory of when and how problem solving followed by instruction supports learning K Loibl, I Roll, N Rummel Educational psychology review 29, 693-715, 2017 | 314 | 2017 |
| Knowing what you don't know makes failure productive K Loibl, N Rummel Learning and Instruction 34, 74-85, 2014 | 245 | 2014 |
| Learning to collaborate while being scripted or by observing a model N Rummel, H Spada, S Hauser International Journal of Computer-Supported Collaborative Learning 4, 69-92, 2009 | 195 | 2009 |
| The impact of guidance during problem-solving prior to instruction on students’ inventions and learning outcomes K Loibl, N Rummel Instructional Science 42, 305-326, 2014 | 166 | 2014 |
| Are two heads always better than one? Differential effects of collaboration on students’ computer-supported learning in mathematics D Mullins, N Rummel, H Spada International Journal of Computer-Supported Collaborative Learning 6, 421-443, 2011 | 147 | 2011 |
| Using intelligent tutor technology to implement adaptive support for student collaboration D Diziol, E Walker, N Rummel, KR Koedinger Educational Psychology Review 22, 89-102, 2010 | 146 | 2010 |
| Adaptive intelligent support to improve peer tutoring in algebra E Walker, N Rummel, KR Koedinger International Journal of Artificial Intelligence in Education 24, 33-61, 2014 | 142 | 2014 |
| Intelligent tutoring systems with multiple representations and self-explanation prompts support learning of fractions MA Rau, V Aleven, N Rummel Artificial intelligence in education, 441-448, 2009 | 140 | 2009 |
| A conceptual framework for human–AI hybrid adaptivity in education K Holstein, V Aleven, N Rummel Artificial Intelligence in Education: 21st International Conference, AIED …, 2020 | 133 | 2020 |
| Delaying instruction: Evidence from a study in a university relearning setting K Westermann, N Rummel Instructional Science 40, 673-689, 2012 | 131 | 2012 |
| Successful learning with multiple graphical representations and self-explanation prompts. MA Rau, V Aleven, N Rummel Journal of Educational Psychology 107 (1), 30, 2015 | 124 | 2015 |
| Affective learning: Improving engagement and enhancing learning with affect-aware feedback B Grawemeyer, M Mavrikis, W Holmes, S Gutiérrez-Santos, M Wiedmann, ... User Modeling and User-Adapted Interaction 27, 119-158, 2017 | 123 | 2017 |
| Hardware reverse engineering: Overview and open challenges M Fyrbiak, S Strauß, C Kison, S Wallat, M Elson, N Rummel, C Paar 2017 IEEE 2nd International Verification and Security Workshop (IVSW), 88-94, 2017 | 119 | 2017 |
| Designing automated adaptive support to improve student helping behaviors in a peer tutoring activity E Walker, N Rummel, KR Koedinger International Journal of Computer-Supported Collaborative Learning 6, 279-306, 2011 | 115 | 2011 |
| Interleaved practice in multi-dimensional learning tasks: Which dimension should we interleave? MA Rau, V Aleven, N Rummel Learning and Instruction 23, 98-114, 2013 | 112 | 2013 |
| What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations? A Van Leeuwen, N Rummel, T Van Gog International Journal of Computer-Supported Collaborative Learning 14, 261-289, 2019 | 110 | 2019 |
