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D-Index & Metrics

Computer Science

D-Index
40
Citations
7093
World Ranking
9279
National Ranking
456

Overview

Nikol Rummel is affiliated with Ruhr University Bochum in Germany. Their research spans multiple disciplines, primarily focusing on computer science, psychology, and social sciences. Within these broad fields, they have contributed significantly to developmental and educational psychology, computer science applications, artificial intelligence, education, and experimental and cognitive psychology.

Rummel's work addresses a variety of topics centered on education and technology-enhanced learning environments. Key themes include:

  • Innovative Teaching and Learning Methods
  • Online Learning and Analytics
  • Intelligent Tutoring Systems and Adaptive Learning
  • Visual and Cognitive Learning Processes
  • Online and Blended Learning
  • Educational Strategies and Epistemologies
  • Educational Games and Gamification

They have published extensively, often collaborating with a consistent group of coauthors. Frequent collaborators include Vincent Aleven, Valentina Nachtigall, Sebastian Strauß, Katharina Loibl, and Vanessa Echeverría.

Rummel's publication record includes contributions to a range of venues, with multiple works appearing in:

  • Proceedings.
  • Instructional Science
  • Computer-supported collaborative learning/'The' Computer-Supported Collaborative Learning Conference
  • Unterrichtswissenschaft
  • arXiv (Cornell University)

Selected recent papers illustrate the focus on collaborative and online learning:

  • Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter? (2021), International Journal of Computer-Supported Collaborative Learning
  • Promoting interaction in online distance education: designing, implementing and supporting collaborative learning (2020), Information and Learning Sciences
  • Temporal analysis of multimodal data to predict collaborative learning outcomes (2020), British Journal of Educational Technology
  • How Teacher Characteristics Relate to How Teachers Use Dashboards: Results From Two Case Studies in K-12 (2021), Journal of Learning Analytics
  • Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning (2022), Educational Psychology Review

Best Publications

  • Learning to Collaborate: An Instructional Approach to Promoting Collaborative Problem Solving in Computer-Mediated Settings

    Nikol Rummel;Hans Spada

  • Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

    Tamara van Gog;Nikol Rummel;Nikol Rummel

  • A rating scheme for assessing the quality of computer-supported collaboration processes

    Anne Meier;Hans Spada;Nikol Rummel

  • Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: A Framework and Research Review.

    Celia Kaendler;Michael Wiedmann;Nikol Rummel;Hans Spada

  • Towards a theory of when and how problem solving followed by instruction supports learning.

    Katharina Loibl;Ido Roll;Nikol Rummel

  • Knowing what you don't know makes failure productive☆

    Katharina Loibl;Nikol Rummel

  • Learning to Collaborate while Being Scripted or by Observing a Model

    Nikol Rummel;Hans Spada;Sabine Hauser

  • The impact of guidance during problem-solving prior to instruction on students’ inventions and learning outcomes

    Katharina Loibl;Nikol Rummel

  • Adaptive Intelligent Support to Improve Peer Tutoring in Algebra.

    Erin Walker;Nikol Rummel;Kenneth R. Koedinger

  • Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration

    Dejana Diziol;Erin Walker;Nikol Rummel;Kenneth R. Koedinger

  • Are Two Heads Always Better than One? Differential Effects of Collaboration on Students' Computer-Supported Learning in Mathematics.

    Dejana Mullins;Nikol Rummel;Hans Spada

  • Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of Fractions

    Martina A. Rau;Vincent Aleven;Nikol Rummel

  • A Conceptual Framework for Human-AI Hybrid Adaptivity in Education.

    Kenneth Holstein;Vincent Aleven;Nikol Rummel

  • Promoting regulation of equal participation in online collaboration by combining a group awareness tool and adaptive prompts. But does it even matter

    Sebastian Strauß;Nikol Rummel

  • Successful learning with multiple graphical representations and self-explanation prompts.

    Martina A. Rau;Vincent Aleven;Nikol Rummel

  • Affective learning: improving engagement and enhancing learning with affect-aware feedback

    Beate Grawemeyer;Manolis Mavrikis;Wayne Holmes;Sergio Gutiérrez-Santos

  • Designing automated adaptive support to improve student helping behaviors in a peer tutoring activity

    Erin Walker;Nikol Rummel;Kenneth R. Koedinger

  • Extending a virtual chemistry laboratory with a collaboration script to promote conceptual learning

    Dimitra Tsovaltzi;Nikol Rummel;Bruce M. McLaren;Niels Pinkwart

  • Interleaved Practice in Multi-Dimensional Learning Tasks: Which Dimension Should We Interleave?.

    Martina A. Rau;Vincent Aleven;Nikol Rummel

  • Improving revision in wiki-based writing: Coordination pays off

    Astrid Wichmann;Nikol Rummel

  • Can People Learn Computer-Mediated Collaboration by Following A Script?

    Nikol Rummel;Hans Spada

Frequent Co-Authors

Vincent Aleven
Vincent Aleven Carnegie Mellon University
Kenneth R. Koedinger
Kenneth R. Koedinger Carnegie Mellon University
Bruce M. McLaren
Bruce M. McLaren Carnegie Mellon University
Nicole C. Krämer
Nicole C. Krämer University of Duisburg-Essen
Tamara van Gog
Tamara van Gog Utrecht University
Christof Paar
Christof Paar Max Planck Institute for Security and Privacy
Armin Weinberger
Armin Weinberger Saarland University
Niels Taatgen
Niels Taatgen University of Groningen
Jennifer Wiley
Jennifer Wiley University of Illinois at Chicago
Baruch B. Schwarz
Baruch B. Schwarz Hebrew University of Jerusalem

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