Veröffentlichungen

• Lehmann, T., Hähnlein, I., & Ifenthaler, D. (2014). Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning. Computers in Human Behavior, 32, 313-323. https://doi.org/10.1016/j.chb.2013.07.051   
• Hähnlein, I. (2018). Erfassung epistemologischer Überzeugungen von Lehramtsstudierenden. Entwicklung und Validierung des StEB Inventars (Dissertation), https://opus4.kobv.de/opus4-uni-passau/frontdoor/index/index/docId/588   
• Kampmann, I., Hähnlein, I. & Pirnay-Dummer, P. (2020). Automatisierte Modellierung von akademischen Wissensdomänen als Methode zum innovativen Wissensmanagement [Automated modelling of academic knowledge domains as a method for innovative knowledge management]. Information - Wissenschaft und Praxis, 71(1), https://doi.org/10.1515/iwp-2019-2071   
• Hähnlein, I. & Pirnay-Dummer, P. (2024). Promoting pre-service teachers' knowledge integration from multiple text sources across domains with instructional prompts. Educational Technology Research and Development. https://doi.org/10.1007/s11423-024-10363-z   
• Hähnlein, I., Luleich, C., Reiter, P., Waterstraat, N. & Pirnay-Dummer, P. (2025). Transforming formal knowledge to language and graphs to promote mathematics learning. A repeated-measures mixed design quasi-experiment. Computer in Human Behavior Reports, 18, 100640. https://doi.org/10.1016/j.chbr.2025.100640   
• Hähnlein, I., Luleich, C. & Pirnay-Dummer, P. (2025). Bridging the gap between math formalism and natural language. Introducing the NaGra method. In D. Ifenthaler, P. & Pirnay-Dummer (2025). Computer-based diagnostics and systematic analysis of knowledge. Critical Reflections and Advancements (2 Ed.). Springer. https://link.springer.com/book/10.1007/978-3-031-87740-7   

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