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Frontiers in Psychology|February 11, 2020
Implementation Intentions Related to Self-Regulatory Processes Do Not Enhance Learning in a Multimedia EnvironmentEmely Hoch, Katharina Scheiter, Anne SchülerBritish Journal of Psychology (London, England : 1953)|December 12, 2022
How to support learning with multimedia instruction: Implementation intentions help even when load is highEmely Hoch, Katharina Scheiter, Kim StalbovsScientific Reports|September 25, 2024
Promotion focus, but not prevention focus of teachers and students matters when shifting towards technology-based instruction in schoolsEmely Hoch, Katharina Scheiter, Kai SassenbergThe British Journal of Educational Psychology|April 6, 2021
The intention was good: How promoting strategy use does not improve multimedia learning for secondary studentsEmely Hoch, Katharina Scheiter, Kim Stalbovs, et al.Computers & Education|March 28, 2023
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?Tim Fütterer, Emely Hoch, Andreas Lachner, et al.Zeitschrift Fur Erziehungswissenschaft : Zfe|April 7, 2021
[Concerns of teachers during school closings: analyzing communication in the twitter-lehrerzimmer regarding opportunities and challenges of digital teaching]Tim Fütterer, Emely Hoch, Kathleen Stürmer, et al.Pageof 1