Zehner, F. & Hahnel, C. (2023). Special Issue: Advancing Educational Assessment through Log Data Analysis, Natural Language Processing, and Machine Learning. Journal of Computer-Assisted Learning, 39(3), 695–1037. https://doi.org/10.1111/jcal.12810

2025

• Stemmann, J., Schrickel, M., & Hahnel, C. (2025). Personen unterscheiden sich in ihren Kompetenzen, Probleme mit technischen Alltagsgeräten zu lösen—Aber wie lässt es sich untersuchen? Ein Projektbericht. Journal of Technical Education (JOTED), 13(1), 9–27.

2024

• Giorgashvili, T., Jivet, I., Artelt, C., Biedermann, D., Bengs, D., Goldhammer, F., Hahnel, C., Mendzheritskaya, J., Mordel, J., Onofrei, M., Winter, M., Wolter, I., Horz, H., & Drachsler, H. (2024). Exploring Learners’ Self-reflection and Intended Actions After Consulting Learning Analytics Dashboards in an Authentic Learning Setting. In R. Ferreira Mello, N. Rummel, I. Jivet, G. Pishtari, & J. A. Ruipérez Valiente (Eds.), Technology Enhanced Learning for Inclusive and Equitable Quality Education (Vol. 15159, pp. 135–151). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-72315-5_10
• Goldhammer, F., Kroehne, U., Hahnel, C., Naumann, J., & De Boeck, P. (2024). Does Timed Testing Affect the Interpretation of Efficiency Scores?—A GLMM Analysis of Reading Components. Journal of Educational Measurement. https://doi.org/10.1111/jedm.12393
• Hahnel, C., & Stemmann, J. (2024). Entwicklung eines Fragebogens zur ökonomischen Erfassung technikbezogener Einstellungen und Selbstwahrnehmungen. Diagnostica, 70(2), 65-76. https://doi.org/10.1026/0012-1924/a000323
• Schrickel, M., Stemmann, J., Goldhammer, F., & Hahnel, C. (2024). Assessing skills of everyday technical problem solving. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000847
• Winter, M., Mordel, J., Mendzheritskaya, J., Biedermann, D., Ciordas-Hertel, G.-P., Hahnel, C., Bengs, D., Wolter, I., Goldhammer, F., Drachsler, H., Artelt, C., & Horz, H. (2024). Behavioral trace data in an online learning environment as indicators of learning engagement in university students. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1396881

2023

• Biedermann, D., Schneider, J., Ciordas-Hertel, G.-P., Eichmann, B., Hahnel, C., Goldhammer, F., & Drachsler, H. (2023). Detecting the Disengaged Reader—Using Scrolling Data to Predict Disengagement during Reading. LAK23: 13th International Learning Analytics and Knowledge Conference, 585–591. https://doi.org/10.1145/3576050.3576078
• Hahnel, C., Jung, A. J., & Goldhammer, F. (2023). Theory Matters: An Example of Deriving Process Indicators From Log Data to Assess Decision-Making Processes in Web Search Tasks. European Journal of Psychological Assessment, 39(4), 271–279. https://doi.org/10.1027/1015-5759/a000776
• Hahnel, C., Kroehne, U., & Goldhammer, F. (2023). Rule-based process indicators of information processing explain performance differences in PIAAC web search tasks. Large-Scale Assessments in Education, 11(16), 1–25. https://doi.org/10.1186/s40536-023-00169-5
• Hahnel, C., Ramalingam, D., Kroehne, U., & Goldhammer, F. (2023). Patterns of reading behaviour in digital hypertext environments. Journal of Computer Assisted Learning, 39(3), 737–750. https://doi.org/10.1111/jcal.12709
• Zehner, F., & Hahnel, C. (2023). Artificial intelligence on the advance to enhance educational assessment: Scientific clickbait or genuine gamechanger? Journal of Computer Assisted Learning, 39(3), 695–702. https://doi.org/10.1111/jcal.12810
• Zink, T., Hahnel, C., Kroehne, U., Deribo, T., Mahlow, N., Artelt, C., Goldhammer, F., Naumann, J., & Schoor, C. (2023). Fostering multiple document comprehension: Motivational factors and its relationship with the use of self-study materials. Zeitschrift für Erziehungswissenschaft, 26, 727–750. https://doi.org/10.1007/s11618-023-01163-x

2022

• Mahlow, N., Hahnel, C., Artelt, C., Kroehne, U., Goldhammer, F., & Schoor, C. (2022). The Role of Domain-Related Epistemic Beliefs for Mastering Cognitive Requirements in Multiple Document Comprehension. Learning and Individual Differences, 94. https://doi.org/10.1016/j.lindif.2022.102116

2021

• Goldhammer, F., Hahnel, C., Kroehne, U., & Zehner, F. (2021). From byproduct to design factor: On validating the interpretation of process indicators based on log data. Large-Scale Assessments in Education, 9(1), 1–25. https://doi.org/10.1186/s40536-021-00113-5
• Goldhammer, F., Kroehne, U., Hahnel, C., & De Boeck, P. (2021). Controlling speed in component skills of reading improves the explanation of reading comprehension. Journal of Educational Psychology, 113(5), 861–878. https://doi.org/10.1037/edu0000655
• Hahnel, C., Goldhammer, F., Kroehne, U., Mahlow, N., Artelt, C., & Schoor, C. (2021). Automated and controlled processes in comprehending multiple documents. Studies in Higher Education, 46(10), 2074–2086. https://doi.org/10.1080/03075079.2021.1953333
• Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kroehne, U., & Goldhammer, F. (2021). Readers’ Perceived Task Demands and their Relation to Multiple Document Comprehension Strategies and Outcome. Learning and Individual Differences, 88. https://doi.org/10.1016/j.lindif.2021.102018
• Zehner, F., Eichmann, B., Deribo, T., Harrison, S., Bengs, D., Andersen, N., & Hahnel, C. (2021). Applying Psychometric Modeling to aid Feature Engineering in Predictive Log-Data Analytics: The NAEP EDM Competition. Journal of Educational Data Mining, 13(2), 80-107. https://doi.org/10.5281/zenodo.5275316

2020

• Hahnel, C., Eichmann, B., & Goldhammer, F. (2020). Evaluation of Online Information in University Students: Development and Scaling of a Screening Instrument. Frontiers in Psychology, 11, 1-16. https://doi.org/10.3389/fpsyg.2020.562128
• Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2020). More than (single) text comprehension? On university students’ understanding of multiple documents. Frontiers in Psychology, 11, 1-17. https://doi.org/10.3389/fpsyg.2020.562450
• Schoor, C., Hahnel, C., Artelt, C., Reimann, D., Kröhne, U., & Goldhammer, F. (2020). Entwicklung und Skalierung eines Tests zur Erfassung des Verständnisses multipler Dokumente von Studierenden. Diagnostica, 66, 123-135. https://doi.org/10.1026/0012-1924/a000231
• Zehner, F., Harrison, S., Eichmann, B., Deribo, T., Bengs, D., Andersen, N. & Hahnel, C. (2020). The NAEP Data Mining Competition: On the value of theory-driven psychometrics and machine learning for predictions based on log data. In A. N. Rafferty, J. Whitehill, C. Romero, & V. Cavalli-Sforza (Hrsg.), Proceedings of the Thirteenth International Conference on Educational Data Mining (EDM 2020), S. 302–312, Morocco. [available]
• Zehner, F., Kroehne, U., Hahnel, C. & Goldhammer, F. (2020). PISA Reading: Mode Effects Unveiled in Short Text Responses. Psychological Test and Assessment Modeling, 62(1), 85-105. [available]

2019

• Hahnel, C., Kroehne, U., Goldhammer, F., Schoor, C., Mahlow, N. & Artelt, C. (2019). Validating process indicators of sourcing in an assessment of multiple document comprehension. British Journal of Educational Psychology, 89, 524-537. https://doi.org/10.1111/bjep.12278
• Hahnel, C., Schoor, C., Kröhne, U., Artelt, C. & Goldhammer, F. (2019). The role of cognitive load in university students’ comprehension of multiple documents. Zeitschrift für Pädagogische Psychologie, 33(2), 1-14. https://doi.org/10.1024/1010-0652/a000238
• Kroehne, U., Buerger, S., Hahnel, C., & Goldhammer, F.  (2019). Construct Equivalence of PISA Reading Comprehension Measured with Paper-based and Computer-based Assessments. Educational Measurement: Issues and Practice, 38(3), 97-111. https://doi.org/10.1111/emip.12280
• Kroehne, U., Hahnel, C., & Goldhammer, F.  (2019). Invariance of the Response Processes between Gender and Modes in Reading Assessment. Frontiers in Applied Mathematics and Statistics, 5, 1-16. https://doi.org/10.3389/fams.2019.00002

2018

• Hahnel, C., Goldhammer, F., Kröhne, U., & Naumann, J. (2018). The role of reading skills for the evaluation of online information. Computers in Human Behavior, 78, 223–234. https://doi.org/10.1016/j.chb.2017.10.004

2017

• Hahnel, C., Goldhammer, F., Kröhne, U., & Naumann, J. (2017). Reading digital text involves working memory updating based on task characteristics and reader behavior. Learning and Individual Differences, 59, 149–157. https://doi.org/10.1016/j.lindif.2017.09.001
• Hahnel, C., Goldhammer, F., Kröhne, U., Schiepe-Tiska, A., Lüdtke, O., & Nagy, G. (2017). Der Einfluss kognitiver Basisfertigkeiten auf die Änderung der in PISA gemessenen Lesekompetenz. Zeitschrift für Erziehungswissenschaft, 20, 205–228. https://doi.org/10.1007/s11618-017-0748-0
• Wolgast, A., Schwinger, M., Hahnel, C., & Stiensmeier-Pelster, J. (2017). Handling Missing Data in Structural Equation Models in R. A Replication Study for Applied Researchers. Electronic Journal of Research in Educational Psychology, 15, 5-47. https://doi.org/10.14204/ejrep.41.16125

2016

• Hahnel, C., Goldhammer, F., Naumann, J., & Kröhne, U. (2016). Effects of Reading Comprehension, Basic Computer Skills, Evaluating Online Information, and Navigation on Reading Digital Text. Computers in Human Behavior, 55, 486-500. https://doi.org/10.1016/j.chb.2015.09.042

Schoor, C., Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kroehne, U., Goldhammer, F., Naumann, J., & Artelt, C. (2024). Diagnostik des Leseverständnisses multipler Texte: MultiTex. In T. Richter & W. Lenhard (Hrsg.), Diagnose und Förderung des Lesens im digitalen Kontext (S. 101–116). Hogrefe.

Heine, J.-H., Heinle, M., Hahnel, C., Lewalter, D., & Becker-Mrotzek, M. (2023). Lesekompetenz in PISA 2022: Ergebnisse, Veränderungen und Perspektiven. In D. Lewalter, J. Diedrich, F. Goldhammer, O. Köller, & K. Reiss (Eds.), PISA 2022. Analyse der Bildungsergebnisse in Deutschland (pp. 139–162). Waxmann Verlag GmbH. https://doi.org/10.31244/9783830998488

Goldhammer, F., Hahnel, C., Kröhne, U., Frey, A., & Ludewig, U. (2023). Digitales Lesen und papierbasiertes Lesen im nationalen Vergleich. In N. McElvany, R. Lorenz, A. Frey, F. Goldhammer, A. Schilcher, & T. C. Stubbe (Eds.), IGLU 2021: Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 Jahre (pp. 89–109). Waxmann. [available]

Schoor, C., Zink, T., Mahlow, N., Hahnel, C., Deribo, T., Kröhne, U., Goldhammer, F., & Artelt, C. (2022). Das Textverstehen von Studierenden beim Lesen multipler Dokumente und dessen Förderung. In S. Alker-Windbichler, A. Kuhn, B. Lodes, & G. Stocker (Hrsg.), Akademisches Lesen (1. Aufl., S. 57–86). V&R unipress. https://doi.org/10.14220/9783737013970.57

Goldhammer, F., Hahnel, C., & Kroehne, U. (2020). Analysing Log File Data from PIAAC. In D. Maehler & B. Rammstedt (Hrsg.), Large-Scale Cognitive Assessment: Analyzing PIAAC Data (S. 239–269). Springer. https://doi.org/10.1007/978-3-030-47515-4

Schoor, C., Hahnel, C., Mahlow. N, Klagges, J., Kroehne, U., Goldhammer, F., & Artelt, C. (2020). Multiple document comprehension of university students: Test development and relations to person and process characteristics. In O. Zlatkin-Troitschanskaia, H. A. Pant, M. Toepper & C. Lautenbach (Eds.), Student Learning in German Higher Education (p. 221-240). Springer. https://doi.org/10.1007/978-3-658-27886-1_11  

Weis, M., Doroganova, A., Hahnel, C., Becker-Mrotzek, M., Lindauer, T., Artelt, C., & Reiss, K. (2019). Lesekompetenz in PISA 2018 – Ergebnisse in einer digitalen Welt. In K. Reiss, M. Weis, E. Klieme & O. Köller (Eds.), PISA 2018. Grundbildung im internationalen Vergleich (pp. 47-80). Waxmann. https://doi.org/10.31244/9783830991007 

Bengs, D., Biedermann, D., Ciordas-Hertel, G., Eichmann, B., Hahnel, C., Mendzheritskaya, J., Onofrei, M., Winter, M., Wolter, I., Artelt, C., Drachsler, H., Horz, H., & Goldhammer, F. (2025). DiFA - Digitales Formatives Assessment (Evaluationsstudie) [Dataset]. GESIS, Köln. https://doi.org/10.4232/1.14466

Hahnel, C., Stemmann, J., & Schrickel, M. (2024). Test for the Assessment of Technical Problem Solving (TPS) [Test Instrument: Version 1.0. First Application 2022]. Frankfurt am Main: Research Data Centre for Education at DIPF. https://doi.org/10.7477/1136:401:62

Schoor, C., Hahnel, C., Artelt, C., Goldhammer, F., & Kroehne, U. (2023). Multiple Document Comprehension-Test (MDC-Test) [Test Instrument: Version 1.0. First Application 2017]. Frankfurt am Main: Research Data Centre for Education at DIPF. https://doi.org/10.7477/506:316:57

Hahnel, C., Eichmann, B., & Goldhammer, F. (2022). Test for the Evaluation of Online Informationen [Test Instrument: Version 1.0. First Application 2019]. Frankfurt am Main: Research Data Centre for Education at DIPF. https://doi.org/10.7477/680:337:58

Bengs, D., Winter, M., Mendzheritskaya, J., Mordel, J., Horz, H., Wolter, I., Onofrei, M., Hahnel, C., Artelt, C., Drachsler, H., & Goldhammer, F. (2025). Einsatz digitaler Medien im Unterricht [Lernkurs]. Hessenhub OER Späti. https://oer.hessenhub.de/

Goldhammer, F., Hartig, J., Hahnel, C., Köhler, C., Drake, P., Schrickel, M., & Illmann, J. (2025). A01: Generic Critical Online Reasoning (GEN-COR) Skills – Measurement, Development, and Comparative Analyses across Academic Domains. In O. Zlatkin-Troitschanskaia, J. Fischer, & D. Molerov (Eds.), Critical Online Reasoning in Higher Education (CORE) – Portfolio of Assessment Instruments (pp. 5–6). Johannes Gutenberg University Mainz. https://core.uni-mainz.de/

Hartig, J., Goldhammer, F., Köhler, C., Hahnel, C., Drake, P., Illmann, J., & Schrickel, M. (2023). A01: Generic Critical Online Reasoning (GEN-COR) Skills – Measurement, Development and Comparative Analyses across Academic Domains. In O. Zlatkin-Troitschanskaia, J. Fischer, & D. Molerov (Eds.), Critical Online Reasoning in Higher Education (CORE) – Overview of the Research Unit: Objectives, framework, structure, and research projects (pp. 13–14). Johannes Gutenberg University Mainz. [available]

Stirm, P., & Hahnel, C. (2022). Lesen im Internet (No. 8). DIPF-Podcast “Sitzenbleiben”. Veröffentlicht am 03. Februar 2022, unter https://dipfblog.com/2022/02/03/folge-8-der-podcast-reihe-sitzenbleiben-lesen-im-internet/

Hahnel, C. (2017). Demands and Cognitive Processes in Reading Digital Text (Dissertation). Goethe University Frankfurt am Main. https://publikationen.ub.uni-frankfurt.de/frontdoor/index/index/docId/44473