Publikationen

Zeitschriftenartikel (peer-reviewed)

Leroy, C., Gerjets, P., Oestermeier, U., & Kammerer, Y. (in press). Investigating the roles of document presentation and reading interactions on different aspects of multiple document comprehension. International Journal of Human-Computer Interaction.

Pardi, G., Hienert, D., & Kammerer, Y. (in press). Examining the use of text and video resources during web-search based learning-a new methodological approach. New Review of Hypermedia and Multimedia.

Von Hoyer, J., Hoppe, A., Kammerer, Y., Otto, C., Pardi, G., Rokicki, M., ... & Holtz, P. (2022). The Search as Learning Spaceship: toward a comprehensive model of psychological and technological facets of Search as Learning. Frontiers in Psychology, 13, Article 827748-827748.

Gottschling, S., & Kammerer, Y. (2021). Readers' regulation and resolution of a scientific conflict based on differences in source information: an eye-tracking study. Discourse Processes, 58(5-6), 468-490.

Kammerer, Y., Gottschling, S., & Bråten, I. (2021). The role of internet-specific justification beliefs in source evaluation and corroboration during web search on an unsettled socio-scientific issue. Journal of Educational Computing Research, 59(2), 342-378.

Lang, F., Kammerer, Y., Stürmer, K., & Gerjets, P. (2021). Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies. European Journal of Psychology of Education, 36, 125-146.

Leroy, C., Gerjets, P., Oestermeier, U., & Kammerer, Y. (2021). Simultaneous presentation of multiple documents and text-highlighting: Online integrative processes and offline integrated understanding. Scientific Studies of Reading, 25(2), 179-192.

Lewandowski, D., & Kammerer, Y. (2021). Factors influencing viewing behaviour on search engine results pages: a review of eye-tracking research. Behaviour & Information Technology, 40(14), 1485-1515.

Gottschling, S., Kammerer, Y., Thomm, E., & Gerjets, P. (2020). How laypersons consider differences in sources' trustworthiness and expertise in their regulation and resolution of scientific conflicts. International Journal of Science Education, Part B, 10(4), 335-354.

Lang, F., Kammerer, Y., Oschatz, K., Stürmer, K., & Gerjets, P. (2020). The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies. International Journal of Science Education, 42, 350-371.

Macedo-Rouet, M., Kammerer, Y., & Cerdán, R. (2020). Introduction to the special issue ‘How adolescents read and learn on the Web: internal and external factors. Journal for the Study of Education and Development, 43, 9-18.

Bråten, I., Brandmo, C., & Kammerer, Y. (2019). A validation study of the Internet-Specific Epistemic Justification Inventory with Norwegian pre-service teachers. Journal of Educational Computing Research, 57, 877-900.

Gottschling, S., Kammerer, Y., & Gerjets, P. (2019). Readers' processing of source information as a function of its usefulness to explain conflicting scientific claims. Discourse Processes, 56, 429-446.

Kammerer, Y., Keck, D., & Starauschek, E. (2019). Effects of a short classroom intervention on students' identification of contradictions in an Internet forum text: Interaction with reading comprehension skills. Computers & Education,138, 46-56.

Hautala, J., Kiili, C., Kammerer, Y., Loberg, O., Hokkanen, S., & Leppänen, P.H.T. (2018). Sixth graders' evaluation strategies when reading Internet search results: An eye tracking study. Behaviour & Information Technology. 37, 761-773.

Kammerer, Y., Brand-Gruwel, S., & Jarodzka, H. (2018). The future of learning by searching the Web: mobile, social, and multimodal. Frontline Learning Research, 6, 81-91.

Brand-Gruwel, S., Kammerer, Y., van Meeuwen, L., & van Gog, T. (2017). Source evaluation of domain experts and novices during Web search. Journal of Computer Assisted Learning, 33, 234-251.

Salmerón, L., Abu Mallouh, R., & Kammerer, Y. (2017). Location of navigation menus in websites: an experimental study with Arabic users. Universal Access in the Information Society, 16, 191-196.

Kammerer, Y., Kalbfell, E., & Gerjets, P. (2016). Is this information source commercially biased? How contradictions between web pages stimulate the consideration of source information. Discourse Processes, 53, 430-456.

Kammerer, Y., Meier, N., & Stahl, E. (2016). Fostering secondary-school students' intertext model formation when reading a set of websites: The effectiveness of source prompts. Computers & Education, 102, 52-64.

Kornmann, J., Kammerer, Y., Anjewierden, A., Zettler, I., Trautwein, U., & Gerjets, P. (2016). How children navigate a multiperspective hypermedia environment: The role of spatial working memory capacity. Computers in Human Behavior, 55, 145-158.

Kornmann, J., Kammerer, Y., Zettler, I., Trautwein, U., & Gerjets, P. (2016). Hypermedia exploration stimulates multiperspective reasoning in elementary school children with high working memory capacity: A tablet computer study. Learning and Individual Differences, 51, 273-283.

Van Strien, J., Kammerer, Y., Brand-Gruwel, S., & Boshuizen, H.P.A. (2016). How prior attitudes bias evaluation on the Web. Computers in Human Behavior, 60, 245-252.

Kammerer, Y., Amann, D., & Gerjets, P. (2015). When adults without university education search the Internet for health information: The roles of Internet-specific epistemic beliefs and a source evaluation intervention. Computers in Human Behavior, 48, 297-309.

Keck, D., Kammerer, Y., & Starauschek, E. (2015). Reading science texts online: Does source information influence the identification of contradictions within texts? Computers & Education, 82, 442-449.

Kornmann, J., Zettler, I., Kammerer, Y., Gerjets, P., & Trautwein, U. (2015). What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence. High Ability Studies, 26, 75-92.

Scharinger, C., Kammerer, Y., & Gerjets, P. (2015). Pupil dilation and EEG alpha frequency band power reveal load on executive functions for link-selection processes during text reading. PLoS ONE, 10, Article e0130608.

Kammerer, Y., & Gerjets, P. (2014). The role of search result position and source trustworthiness in the selection of Web search results when using a list or a grid interface. International Journal of Human-Computer-Interaction, 30, 177-191.

Kammerer, Y., & Gerjets, P. (2014). Quellenbewertungen und Quellenverweise beim Lesen und Zusammenfassen wissenschaftsbezogener Informationen aus multiplen Webseiten. Unterrichtswissenschaft, 42, 7-23.

Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H. (2013). The role of Internet-specific epistemic beliefs in laypersons' source evaluations and decisions during Web search on a medical issue. Computers in Human Behavior, 29, 1193-1203.

Salmerón, L., Kammerer, Y., & García-Carrión, P. (2013). Searching the Web for conflicting topics: page and user factors. Computers in Human Behavior, 29, 2161-2171.

Kammerer, Y., & Gerjets, P. (2012). Effects of search interface and internet-specific epistemic beliefs on source evaluations during web search for medical information: An eye-tracking study. Behaviour & Information Technology, 31, 83-97.

Gerjets, P., Kammerer, Y., & Werner, B. (2011). Measuring spontaneous and instructed evaluation processes during web search: Integrating concurrent thinking-aloud protocols and eye-tracking data. Learning and Instruction, 21, 220-231.

Scheiter, K., Gerjets, P., Huk, T., Imhof, B., & Kammerer, Y. (2009). The effects of realism in learning with dynamic visualizations. Learning and Instruction, 19, 481-494.