Didakt-O-Mat

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[1] Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students' learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1), 3. https://doi.org/10.1186/s40561-019-0098-x

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[1] Shen, L., Yang, L., Zhang, J., & Zhang, M. (2018). Benefits of expressive writing in reducing test anxiety: A randomized controlled trial in Chinese samples. PLoS ONE, 13(2), e0191779. https://doi.org/10.1371/journal.pone.0191779

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[1] Makransky, G., & Petersen, G. B. (2021). The Cognitive Affective Model of Immersive Learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33(3), 937–958. https://doi.org/10.1007/s10648-020-09586-2

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[1] Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2025). Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies. Computers & Education, 227, 105224. https://doi.org/10.1016/j.compedu.2024.105224

[2] Alnemrat, A., Aldamen, H., Almashour, M., Al-Deaibes, M., & AlSharefeen, R. (2025). AI vs. teacher feedback on EFL argumentative writing: a quantitative study. Frontiers in Education, 10, 1614673. https://doi.org/10.3389/feduc.2025.1614673

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[1] Kassarnig, V., Bjerre-Nielsen, A., Mones, E., Lehmann, S., & Lassen, D. D. (2017). PLOS ONE, 12(11), e0187078. https://doi.org/10.1371/journal.pone.0187078

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[1] Říčan, J., Chytrý, V., & Medová, J. (2022). Aspects of self-regulated learning and their influence on the mathematics achievement of fifth graders. Frontiers in Psychology, 13, 963151. https://doi.org/10.3389/fpsyg.2022.963151

[2] Yamaguchi, M. (2023). Knowing the learning strategy is not enough to use it: Example in reading strategies for Japanese undergraduates. PLOS ONE, 18(12), e0293875. https://doi.org/10.1371/journal.pone.0293875

[3] Chen, T., Zhao, Y.-J., Huang, F.-Q., Liu, Q., Li, Y., Alolga, R. N., Zhang, L., & Ma, G. (2024). The effect of problem-based learning on improving problem-solving, self-directed learning, and critical thinking ability for the pharmacy students: A randomized controlled trial and meta-analysis. PLOS ONE, 19(12), e0314017. https://doi.org/10.1371/journal.pone.0314017

[1] Peifer, C., Schönfeld, P., Wolters, G., Aust, F., & Margraf, J. (2020). Well done! Effects of positive feedback on perceived self-efficacy, flow and performance in a mental arithmetic task. Frontiers in Psychology, 11, 1008. https://doi.org/10.3389/fpsyg.2020.01008

[2] Cui, Y., Schunn, C. D., Gai, X., Jiang, Y., & Wang, Z. (2021). Effects of trained peer vs. teacher feedback on EFL students’ writing performance, self-efficacy, and internalization of motivation. Frontiers in Psychology, 12, 788474. https://doi.org/10.3389/fpsyg.2021.788474

[3] Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 3087. https://doi.org/10.3389/fpsyg.2019.03087