Ifenthaler, D., & Seel, N. M. (2011). A longitudinal perspective on inductive reasoning tasks. Illuminating the probability of change. Learning and Instruction, 21(4), 538-549. doi: 10.1016/j.learninstruc.2010.08.004
Ifenthaler, D. (2011). Identifying cross-domain distinguishing features of cognitive structure. Educational Technology Research and Development, 59(6), 817-840. doi: 10.1007/s11423-011-9207-4
Ifenthaler, D., Masduki, I., & Seel, N. M. (2011). The mystery of cognitive structure and how we can detect it. Tracking the development of cognitive structures over time. Instructional Science, 39(1), 41-61. doi: 10.1007/s11251-009-9097-6
Pirnay-Dummer, P., & Ifenthaler, D. (2011). Reading guided by automated graphical representations: How model-based text visualizations facilitate learning in reading comprehension tasks. Instructional Science, 39(6), 901-919. doi: 10.1007/s11251-010-9153-2
Eseryel, D., Ge, X., Ifenthaler, D., & Law, V. (2011). Dynamic modeling as cognitive regulation scaffold for complex problem solving skill acquisition in an educational massively multiplayer online game environment. Journal of Educational Computing Research, 45(3), 265-286.
Al-Diban, S., & Ifenthaler, D. (2011). Comparison of two analysis approaches for measuring externalized mental models: Implications for diagnostics and applications. Journal of Educational Technology & Society, 14(2), 16-30.
Johnson, T. E., Pirnay-Dummer, P., Ifenthaler, D., Mendenhall, A., Karaman, S., & Tennenbaum, G. (2011). Text summaries or concept maps: Which better represent reading text conceptualization? Technology, Instruction, Cognition and Learning, 8(3-4), 297-312.
Hanke, U., Ifenthaler, D., & Seel, N. M. (2011). Modeling the world of instruction: Creative insight or learnt by advise? The Open Education Journal, 4, 179-185.
Ifenthaler, D., Kinshuk, Isaias, P., Sampson, D., & Spector, J. M. (Eds.). (2011). Multiple perspectives on problem solving and learning in the digital age. New York: Springer.
Ifenthaler, D., & Pirnay-Dummer, P. (2011). States and processes of learning communities. Engaging students in meaningful reflection and elaboration. In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments: Present and future (pp. 81-94). New York: Springer.
Eseryel, D., Ifenthaler, D., & Ge, X. (2011). Alternative assessment strategies for complex problem solving in game-based learning environments. In D. Ifenthaler, Kinshuk, P. Isaias, D. G. Sampson & J. M. Spector (Eds.), Multiple perspectives on problem solving and learning in the digital age (pp. 159-178). New York: Springer.
Pirnay-Dummer, P., & Ifenthaler, D. (2011). Text-guided automated self assessment. A graph-based approach to help learners with ongoing writing. In D. Ifenthaler, Kinshuk, P. Isaias, D. G. Sampson & J. M. Spector (Eds.), Multiple perspectives on problem solving and learning in the digital age (pp. 217-225). New York: Springer.
Ifenthaler, D. (2011). Intelligent model-based feedback. Helping students to monitor their individual learning progress. In S. Graf, F. Lin, Kinshuk & R. McGreal (Eds.), Intelligent and adaptive systems: Technology enhanced support for learners and teachers (pp. 88-100). Hershey, PA: IGI Global.
Ifenthaler, D. (2011). Insight into cognitive structure. Assessment, analysis, and instructional innovations. Freiburg: Institut für Erziehungswissenschaft.