@article{GoernVollmeyerRheinberg2003,
  author    = {G{\"o}rn, A. and Vollmeyer, Regina and Rheinberg, Falko},
  title     = {Auswirkungen von Lehr-Erwartungen auf Motivation und Lernen mit Hypermedia},
  year      = {2003},
  language  = {de}
}
@article{RheinbergVollmeyer2004,
  author    = {Rheinberg, Falko and Vollmeyer, Regina},
  title     = {Flow-Erleben bei der Arbeit und in der Freizeit},
  isbn      = {3-8017-1782-8},
  year      = {2004},
  language  = {de}
}
@article{VollmeyerRheinberg2004,
  author    = {Vollmeyer, Regina and Rheinberg, Falko},
  title     = {Influence de la motivation sur l{\"i}apprentissage d{\"i}un syst{\`e}me lin{\´e}aire},
  issn      = {1705-0065},
  year      = {2004},
  language  = {en}
}
@article{VollmeyerRheinberg2005,
  author    = {Vollmeyer, Regina and Rheinberg, Falko},
  title     = {A surprising effect of feedback on learning},
  year      = {2005},
  abstract  = {As meta-analyses demonstrate feedback effects on performance, our study examined possible mediators. Based on our cognitive-motivational model [Vollmeyer, R., \& Rhemberg, F. (1998). Motivationale Einflusse auf Erwerb und Anwendung von Wissen in einem computersimulierten System [Motivational influences on the acquisition and application of knowledge in a simulated system]. Zeitschrift fur Padagogische Psychologie, 12, 11-23] we examined how feedback changed (1) strategies, and (2) motivation during learning, and by doing so improved (3) final performance. Students (N = 211) learned how a dynamic system works and how to reach given goal states for the system. One group received feedback (i.e., knowledge of performance) the other one did not. We expected learners to improve after they received the first feedback. However, we found that learners expecting feedback used better strategies right from the start. Thus, they acquired more knowledge over fewer trials. Although we had also expected effects of feedback on motivation during learning, we could not support this hypothesis. (c) 2005 Elsevier Ltd. All rights reserved},
  language  = {en}
}
@article{VollmeyerRheinberg2006,
  author    = {Vollmeyer, Regina and Rheinberg, Falko},
  title     = {Motivational Effects on self-Regulated learning with different Tasks},
  series = {Educational psychology review},
  volume    = {18},
  journal   = {Educational psychology review},
  number    = {3},
  publisher = {Springer},
  address   = {New York},
  issn      = {1040-726X},
  doi       = {10.1007/s10648-006-9017-0},
  pages     = {239 -- 253},
  year      = {2006},
  abstract  = {In our cognitive motivational process model (Vollmeyer \& Rheinberg, Zeitschrift f{\"u}r P{\"a}dagogische Psychologie, 12:11-23, 1998) we assume that initial motivation affects performance via motivation during learning and learning strategies. These variables are also central for self-regulation theories (e.g., M. Boekaerts, European Psychologist, 1:100-122, 1996). In this article we discuss methods with which the model can be tested. Initial motivation with its four factors challenge, probability of success, interest, and anxiety was measured with the Questionnaire on Current Motivation (QCM; Rheinberg, Vollmeyer, \& Burns, Diagnostica, 47:57-66, 2001). As an indicator for the functional state we assessed flow with the FKS (Rheinberg, Vollmeyer, \& Engeser, Diagnostik von Motivation und Selbstkonzept [Diagnosis of Motivation and Self-Concept], Hogrefe, G{\"o}ttingen, Germany, 261-279, 2003). We also used different tasks, including a linear system, a hypermedia program, and university-level classes. In general, our methods are valid and with them we found support for our model.},
  language  = {en}
}
@article{KistnerVollmeyerBurnsetal.2016,
  author    = {Kistner, Saskia and Vollmeyer, Regina and Burns, Bruce D. and Kortenkamp, Ulrich},
  title     = {Model development in scientific discovery learning with a computer-based physics task},
  series = {Computers in human behavior},
  volume    = {59},
  journal   = {Computers in human behavior},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0747-5632},
  doi       = {10.1016/j.chb.2016.02.041},
  pages     = {446 -- 455},
  year      = {2016},
  abstract  = {Based on theories of scientific discovery learning (SDL) and conceptual change, this study explores students' preconceptions in the domain of torques in physics and the development of these conceptions while learning with a computer-based SDL task. As a framework we used a three-space theory of SDL and focused on model space, which is supposed to contain the current conceptualization/model of the learning domain, and on its change through hypothesis testing and experimenting. Three questions were addressed: (1) What are students' preconceptions of torques before learning about this domain? To do this a multiple-choice test for assessing students' models of torques was developed and given to secondary school students (N = 47) who learned about torques using computer simulations. (2) How do students' models of torques develop during SDL? Working with simulations led to replacement of some misconceptions with physically correct conceptions. (3) Are there differential patterns of model development and if so, how do they relate to students' use of the simulations? By analyzing individual differences in model development, we found that an intensive use of the simulations was associated with the acquisition of correct conceptions. Thus, the three-space theory provided a useful framework for understanding conceptual change in SDL.},
  language  = {en}
}
@article{KistnerBurnsVollmeyeretal.2016,
  author    = {Kistner, Saskia and Burns, Bruce D. and Vollmeyer, Regina and Kortenkamp, Ulrich},
  title     = {The importance of understanding: Model space moderates goal specificity effects},
  series = {The quarterly journal of experimental psychology},
  volume    = {69},
  journal   = {The quarterly journal of experimental psychology},
  publisher = {Optical Society of America},
  address   = {Abingdon},
  issn      = {1747-0218},
  doi       = {10.1080/17470218.2015.1076865},
  pages     = {1179 -- 1196},
  year      = {2016},
  abstract  = {The three-space theory of problem solving predicts that the quality of a learner's model and the goal specificity of a task interact on knowledge acquisition. In Experiment 1 participants used a computer simulation of a lever system to learn about torques. They either had to test hypotheses (nonspecific goal), or to produce given values for variables (specific goal). In the good- but not in the poor-model condition they saw torque depicted as an area. Results revealed the predicted interaction. A nonspecific goal only resulted in better learning when a good model of torques was provided. In Experiment 2 participants learned to manipulate the inputs of a system to control its outputs. A nonspecific goal to explore the system helped performance when compared to a specific goal to reach certain values when participants were given a good model, but not when given a poor model that suggested the wrong hypothesis space. Our findings support the three-space theory. They emphasize the importance of understanding for problem solving and stress the need to study underlying processes.},
  language  = {en}
}