Helm, C., Große, C. S., & öbv (2024). Einsatz künstlicher Intelligenz im Schulalltag – eine empirische Bestandsaufnahme. Erziehung und Unterricht, 2024(3–4), 370-381.

Weinhandl, R., Mayerhofer, M., Anđić, B., & Große, C. S. (2024). An interplay of enjoyment, engagement, and anxieties: The characteristics of upper secondary school mathematics students. Investigations in Mathematics Learning, 16(1), 36-51. https://doi.org/10.1080/19477503.2023.2267936, öffnet eine externe URL in einem neuen Fenster

Wisenöcker, A. S., Binder, S., Holzer, M., Valentic, A., Wally, C., & Große, C. S. (2023). Mathematical problems in and out of school: The impact of considering mathematical operations and reality on real-life solutions. European Journal of Psychology of Education.https://doi.org/10.1007/s10212-023-00718-0, öffnet eine externe URL in einem neuen Fenster

Obermeier, R., Große, C. S., Kulakow, S., Helm, C., & Hoferichter, F. (2023). Predictors of academic grades: The role of interest, effort, and stress. Learning and Motivation, 82, 101887. https://doi.org/10.1016/j.lmot.2023.101887, öffnet eine externe URL in einem neuen Fenster

Postlbauer, A., Helm, C., Huber, S. G., & Große, C. S. (2023). How did educational inequality emerge during the pandemic? An analysis of differential effects of students’ socioeconomic background on changes in curricular and leisure activities during COVID-19-related school closures. In N. Dimmel & G. Schweiger (Eds.), Kinder und Jugendliche in pandemischer Gesellschaft (pp. 159-183). Springer. https://doi.org/10.1007/978-3-658-39304-5_10, öffnet eine externe URL in einem neuen Fenster

Große, C. S. (2022). Multiple solutions in dyads or alone – Fostering the acquisition of modeling competencies in mathematics. Learning and Instruction, 82, 101683. https://doi.org/10.1016/j.learninstruc.2022.101683, öffnet eine externe URL in einem neuen Fenster

Postlbauer, A., Helm, C., & Große, C. S. (2022). Educational inequality and COVID-19: Who takes advantage of summer schools and other remedial measures? A latent mediation model analysis based on representative data from Austrian parents of school-aged children. Zeitschrift für Bildungsforschung, 12, 407-436. https://doi.org/10.1007/s35834-022-00356-4, öffnet eine externe URL in einem neuen Fenster

Weller, R., Cepok, J., Arzaroli, R., Marnholz, K., Große, C. S., Reuter, H., & Zachmann, G. (2022). Effects of immersion and navigation agency in virtual environments on emotions and behavioral intentions. Frontiers in Virtual Reality, 3, 893052. https://doi.org/10.3389/frvir.2022.893052, öffnet eine externe URL in einem neuen Fenster

Große, C., Huhn, S., & Leuschner, M. (2022). Programmieren mit Arduinos. In L. Mädler & C. Sobich (Eds.), "Schule in Farbigen Zuständen" - Lernmodule für den 5. Jahrgang.Unterrichtseinheiten zur MINT-Nachwuchsförderung (pp. 37-81). Universität Bremen. https://doi.org/10.26092/elib/1627, öffnet eine externe URL in einem neuen Fenster

Sobich, C., Große, C. S., Drechsler, R., & Mädler, L. (2020). Schule in Farbigen Zuständen - ein Projekt zur Förderung von Technikinteresse. Resonanz, Magazin für Lehre und Studium an der Universität Bremen (SoSe 2020), 21–26.

Große, C. S., & Drechsler, R. (Eds.). (2020). Information storage - a multidisciplinary perspective. Springer.

Seraj, M., Große, C. S., Autexier, S., & Drechsler, R. (2019a). Smart homes programming: Development and evaluation of an educational programming application for young learners. In Proceedings of the 18th ACM International Conference on Interaction Design and Children (IDC) (pp. 146-152).

Seraj, M., Große, C. S., Autexier, S., & Drechsler, R. (2019b). Look what I can do: Acquisition of programming skills in the context of living labs. In Proceedings of the 41st International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET) (pp. 197-207).

Große, C. S. (2018). "Copying allowed - But be careful, errors included!" - Effects of copying correct and incorrect solutions on learning outcomes. Learning and Instruction, 58, 173-181.

Große, C. S., Sobich, C., Huhn, S., Leuschner, M., Drechsler, R., & Mädler, L. (2018). Arduinos in der Schule - Lernen mit Microcontrollern. Computer + Unterricht, 110, 43-45.

Große, C. S. (2017). Effects of multiple choice options in mathematics learning. European Journal of Science and Mathematics Education, 5(2), 165-177.

Seraj, M., Große, C. S., & Drechsler, R. (2017). Self-practicing of logic circuits through mobile devices: lecturers‘ and students‘ perceptions. In 9th Annual International Conference on Education and New Learning Technologies (EduLearn17).

Kozlov, M. D., & Große, C. S. (2016). Online collaborative learning in dyads: Effects of knowledge distribution and awareness. Computers in Human Behavior, 59, 389-401.

Große, C. S. (2015). Fostering modeling competencies: Benefits of worked examples, problems to be solved, and fading procedures. European Journal of Science and Mathematics Education, 3(4), 364-375.

Große, C. S., Jungmann, L., & Drechsler, R. (2015). Benefits of illustrations and videos for technical documentations. Computers in Human Behavior, 45, 109-120.

Große, C. S. (2014a). Mathematics learning with multiple solution methods: effects of types of solutions and learners‘ activity. Instructional Science, 42(5), 715-745.

Große, C. S. (2014b). Learning to solve story problems - supporting transitions between reality and mathematics. European Journal of Psychology of Education, 29(4), 619-634.

Renkl, A., Berthold, K., Große, C. S., & Schwonke, R. (2013). Making better use of multiple representations: How fostering metacognition can help. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 397-408). New York: Springer.

Große, C. S. (2011). Lernen mit multiplen Lösungswegen. Praxis Schule 5-10, 22, 38-43.

Große, C. S. (2010). Diagnostik von Lernstrategien und Lernprozessen. Praxis Schule 5-10, 21, 16-21.

Berthold, K., Große, C., & Renkl, A. (2010). Steunvragen voor zelfverklaringen bevorderen de integratie van multipele representaties [Assisting self-explanation prompts as facilitators of integrating multiple representations]. Pedagogische Studien, 87, 38-50.

Große, C. S., & Renkl, A. (2007). Finding and fixing errors in worked examples: Can this foster learning outcomes? Learning and Instruction, 17(6), 612-634.

Renkl, A., Wittwer, J., Große, C., Hauser, S., Hilbert, T., Nückles, M., & Schworm, S. (2006). Instruktionale Erklärungen beim Erwerb kognitiver Fertigkeiten: sechs Thesen zu einer oft vergeblichen Bemühung. In I. Hosenfeld & F.-W. Schrader (Eds.), Schulische Leistung. Grundlagen, Bedingungen, Perspektiven (pp. 205-223). Münster: Waxmann.

Große, C. S., & Renkl, A. (2006). Effects of multiple solution methods in mathematics learning. Learning and Instruction, 16(2), 122-138.

Große, C. S. (2005). Lernen mit multiplen Lösungswegen. Münster: Waxmann.

Große, C. S., & Renkl, A. (2005). Example-based learning with multiple solution methods: Effects on learning processes and learning outcomes. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 839-844). Mahwah, NJ: Erlbaum.

Große, C. S., & Renkl, A. (2004). Learning from worked examples: What happens if errors are included? In P. Gerjets, P. A. Kirschner, J. Elen, & R. Joiner (Eds.), Instructional design for effective and enjoyable computer- supported learning. Proceedings of the first joint meeting of the EARLI SIGs "Instructional Design" and "Learning and Instruction with Computers" (pp. 356-364). Tübingen: Knowledge Media Research Center.

Renkl, A., Atkinson, R. K., & Große, C. S. (2004). How fading worked solution steps works - A cognitive load perspective. Instructional Science, 32(1), 59-82.

Große, C. S., & Renkl, A. (2003). Example-based learning with multiple solution methods fosters understanding. In F. Schmalhofer, R. M. Young, & G. Katz (Eds.), Proceedings of EuroCogSci 03. The European Cognitive Science Conference 2003 (pp. 163-168). Mahwah, NJ: Erlbaum.