| Feedback strategies for interactive learning tasks S Narciss Handbook of research on educational communications and technology/Erlbaum, 2008 | 755 | 2008 |
| How to design informative tutoring feedback for multimedia learning S Narciss Instructional Design for Meltimedia Learning/Waxmann, 2004 | 557 | 2004 |
| Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? JW Strijbos, S Narciss, K Dünnebier Learning and instruction 20 (4), 291-303, 2010 | 533 | 2010 |
| Promoting self-regulated learning in web-based learning environments S Narciss, A Proske, H Koerndle Computers in human behavior 23 (3), 1126-1144, 2007 | 402 | 2007 |
| Exploring feedback and student characteristics relevant for personalizing feedback strategies S Narciss, S Sosnovsky, L Schnaubert, E Andrès, A Eichelmann, ... Computers & Education 71, 56-76, 2014 | 319 | 2014 |
| Designing and evaluating tutoring feedback strategies for digital learning S Narciss Digital Education Review, 7-26, 2013 | 302 | 2013 |
| Informatives tutorielles Feedback: Entwicklungs-und Evaluationsprinzipien auf der Basis instruktionspsychologischer Erkenntnisse S Narciss Waxmann, 2006 | 290 | 2006 |
| The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning S Narciss Experimental psychology 51 (3), 214-228, 2004 | 235 | 2004 |
| Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction S Narciss, K Huth Learning and Instruction 16 (4), 310-322, 2006 | 228 | 2006 |
| Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts C Schoor, S Narciss, H Körndle Educational Psychologist 50 (2), 97-119, 2015 | 188 | 2015 |
| New directions in formative feedback in interactive learning environments I Goldin, S Narciss, P Foltz, M Bauer International Journal of Artificial Intelligence in Education 27, 385-392, 2017 | 95 | 2017 |
| Multiple negative emotions during learning with digital learning environments–Evidence on their detrimental effect on learning from two methodological approaches F Wortha, R Azevedo, M Taub, S Narciss Frontiers in psychology 10, 2678, 2019 | 75 | 2019 |
| Interactivity and learners’ achievement in web-based learning A Proske, S Narciss, H Körndle Journal of Interactive Learning Research 18 (4), 511-531, 2007 | 72 | 2007 |
| Further boundary conditions for the effects of perceptual disfluency on judgments of learning DA Magreehan, MJ Serra, NH Schwartz, S Narciss Metacognition and Learning 11, 35-56, 2016 | 66 | 2016 |
| Computer‐based scaffolding to facilitate students' development of expertise in academic writing A Proske, S Narciss, DS McNamara Journal of Research in Reading 35 (2), 136-152, 2012 | 65 | 2012 |
| Conditions and effects of feedback viewed through the lens of the interactive tutoring feedback model S Narciss Scaling up assessment for learning in higher education, 173-189, 2017 | 62 | 2017 |
| Benefits and risks of positive biases in self-evaluation of academic competence: Introduction T Bouffard, S Narciss International journal of educational research 4 (50), 205-208, 2011 | 61 | 2011 |
| Structural validity and invariance of the feedback perceptions questionnaire JW Strijbos, R Pat-El, S Narciss Studies in Educational Evaluation 68, 100980, 2021 | 60 | 2021 |
| Typische Fehler bei der Addition und Subtraktion von Brüchen–Ein Review zu empirischen Fehleranalysen A Eichelmann, S Narciss, L Schnaubert, E Melis Journal für Mathematik-Didaktik 1 (33), 29-57, 2012 | 57 | 2012 |
| Individual preparation for collaborative learning: Systematic review and synthesis S Mende, A Proske, S Narciss Educational Psychologist 56 (1), 29-53, 2021 | 51 | 2021 |
Sergey SosnovskyAssociate Professor, Utrecht UniversityVerified email at uu.nl
