Thomas Hoffmann

Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension

Educational data mining and learning analytics for 21st century higher education: A review and synthesis

Dendritic Cells Initiate Immune Control of Epstein-Barr Virus Transformation of B Lymphocytes In Vitro

Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal

Would You Recognize Universal Design for Learning if You Saw it? Ten Propositions for New Directions for the Second Decade of UDL

Design and Discovery in Educational Assessment: Evidence-Centered Design, Psychometrics, and Educational Data Mining

The relation between 21st-century skills and digital skills: A systematic literature review

Educational data mining: A survey and a data mining-based analysis of recent works

Cytolytic CD4⁺-T-Cell Clones Reactive to EBNA1 Inhibit Epstein-Barr Virus-Induced B-Cell Proliferation

Putting ECD into Practice: The Interplay of Theory and Data in Evidence Models within a Digital Learning Environment

Equivalence of Screen Versus Print Reading Comprehension Depends on Task Complexity and Proficiency

Targeting the nuclear antigen 1 of Epstein-Barr virus to the human endocytic receptor DEC-205 stimulates protective T-cell responses

The ETS iSkills^TM Assessment: a digital age tool

Electronic versus traditional print textbooks: A comparison study on the influence of university students' learning

Generation of EBV‐specific CTLs suitable for adoptive immunotherapy of EBV‐associated lymphoproliferative disease following allogeneic transplantation

Examining the Effect of Computer-Based Passage Presentation on Reading Test Performance

Enhancing the Design and Delivery of Assessment Systems: A Four-Process Architecture

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