Andreas Lachner

2.5k total citations · 2 hit papers
69 papers, 1.6k citations indexed

About

Andreas Lachner is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Andreas Lachner has authored 69 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 40 papers in Developmental and Educational Psychology, 35 papers in Education and 18 papers in Experimental and Cognitive Psychology. Recurrent topics in Andreas Lachner's work include Innovative Teaching and Learning Methods (33 papers), Educational Strategies and Epistemologies (23 papers) and Visual and Cognitive Learning Processes (16 papers). Andreas Lachner is often cited by papers focused on Innovative Teaching and Learning Methods (33 papers), Educational Strategies and Epistemologies (23 papers) and Visual and Cognitive Learning Processes (16 papers). Andreas Lachner collaborates with scholars based in Germany, Netherlands and Norway. Andreas Lachner's co-authors include Matthias Nückles, Katharina Scheiter, Iris Backfisch, Kathleen Stürmer, Vincent Hoogerheide, Siegfried Fink, Tamara van Gog, Halszka Jarodzka, Alexander Renkl and Tim Fütterer and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Journal of Educational Psychology.

In The Last Decade

Andreas Lachner

66 papers receiving 1.6k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Variability of teachers’ technology integration in the classroom: A matter of utility!

2021 130 citations Iris Backfisch, Andreas Lachner et al. Computers & Education profile →
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study

2021 109 citations Andreas Lachner, Ulrike Franke et al. Computers & Education profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Andreas Lachner Germany	22	883	643	357	342	204	69	1.6k
Esther Care Australia	18	1.2k 1.4×	642 1.0×	174 0.5×	302 0.9×	247 1.2×	69	2.0k
Ladislao Salmerón Spain	29	1.0k 1.1×	1.3k 2.0×	419 1.2×	486 1.4×	164 0.8×	98	2.5k
Jiun‐Yu Wu Taiwan	21	986 1.1×	348 0.5×	157 0.4×	192 0.6×	227 1.1×	40	1.7k
Kendall Hartley United States	19	1.5k 1.6×	1.2k 1.9×	240 0.7×	297 0.9×	256 1.3×	43	2.2k
Matthew L. Bernacki United States	26	990 1.1×	826 1.3×	355 1.0×	348 1.0×	631 3.1×	70	2.2k
Steven L. Thorne United States	26	1.1k 1.2×	1.4k 2.3×	288 0.8×	373 1.1×	109 0.5×	58	4.2k
Chin‐Hsi Lin Hong Kong	23	951 1.1×	466 0.7×	77 0.2×	403 1.2×	242 1.2×	52	1.5k
Kathleen Stürmer Germany	22	1.6k 1.8×	598 0.9×	342 1.0×	246 0.7×	147 0.7×	52	2.2k
Johannes Naumann Germany	23	580 0.7×	717 1.1×	315 0.9×	225 0.7×	163 0.8×	56	1.5k
Barry Bai Hong Kong	23	980 1.1×	874 1.4×	379 1.1×	277 0.8×	111 0.5×	69	2.0k

Countries citing papers authored by Andreas Lachner

Since Specialization

Citations

This map shows the geographic impact of Andreas Lachner's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Andreas Lachner with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Andreas Lachner more than expected).

Fields of papers citing papers by Andreas Lachner

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Andreas Lachner. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Andreas Lachner. The network helps show where Andreas Lachner may publish in the future.

Co-authorship network of co-authors of Andreas Lachner

This figure shows the co-authorship network connecting the top 25 collaborators of Andreas Lachner. A scholar is included among the top collaborators of Andreas Lachner based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Andreas Lachner. Andreas Lachner is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Kühn, Jochen, et al.. (2025). Does distributing non-interactive teaching contribute to learning? Students' academic self-concept and work ethic matter. Learning and Individual Differences. 120. 102687–102687. 2 indexed citations

Bohl, Thorsten, et al.. (2025). Adaptive teaching with technology enhances lasting learning. Learning and Instruction. 99. 102141–102141. 2 indexed citations

Lachner, Andreas, et al.. (2025). From knowledge to intention: The role of TPACK and self-efficacy in technology integration. Computers and Education Open. 8. 100246–100246. 3 indexed citations

Backfisch, Iris, et al.. (2024). TPACK in action: Contextual effects of pre-service and in-service teachers’ knowledge structures for technology integration. Computers and Education Open. 7. 100219–100219. 5 indexed citations

Backfisch, Iris, et al.. (2024). A systematic review and meta-analysis on TPACK-based interventions from a perspective of knowledge integration. SHILAP Revista de lepidopterología. 7. 100200–100200. 6 indexed citations

Lachner, Andreas, et al.. (2024). Feasibility of adaptive teaching with technology: Which implementation conditions matter?. Computers & Education. 219. 105108–105108. 10 indexed citations

Franke, Ulrike, et al.. (2024). Do prompts and strategy instruction contribute to pre-service teachers’ peer-feedback on technology-integration?. Educational Technology Research and Development. 72(6). 3117–3138. 2 indexed citations

Hübner, Nicolas, et al.. (2023). What predicts students’ future ICT literacy? Evidence from a large-scale study conducted in different stages of secondary school. Computers & Education. 203. 104847–104847. 5 indexed citations

Fütterer, Tim, et al.. (2023). High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?. Computers & Education. 199. 104788–104788. 34 indexed citations

10.

Fiorella, Logan, et al.. (2022). It's better when I see it: Students benefit more from open‐book than closed‐book teaching. Applied Cognitive Psychology. 36(6). 1347–1355. 11 indexed citations

11.

Lachner, Andreas, et al.. (2021). Does increasing social presence enhance the effectiveness of writing explanations?. PLoS ONE. 16(4). e0250406–e0250406. 21 indexed citations

12.

Lachner, Andreas, et al.. (2020). Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?. Learning and Instruction. 74. 101438–101438. 46 indexed citations

13.

Lachner, Andreas, et al.. (2020). Assisting students’ writing with computer-based concept map feedback: A validation study of the CohViz feedback system. PLoS ONE. 15(6). e0235209–e0235209. 13 indexed citations

14.

Lachner, Andreas, et al.. (2019). Mathematics is practice or argumentation: Mindset priming impacts principle- and procedure-orientation of teachers’ explanations.. Journal of Experimental Psychology Applied. 25(4). 618–646. 10 indexed citations

15.

Lachner, Andreas, et al.. (2018). Learning by writing explanations: computer-based feedback about the explanatory cohesion enhances students’ transfer. Instructional Science. 47(1). 19–37. 29 indexed citations

16.

Lachner, Andreas, et al.. (2017). Mind the gap! Automated concept map feedback supports students in writing cohesive explanations.. Journal of Experimental Psychology Applied. 23(1). 29–46. 29 indexed citations

17.

Lachner, Andreas & Matthias Nückles. (2014). Bothered by abstractness or engaged by cohesion? Experts’ explanations enhance novices’ deep-learning.. Journal of Experimental Psychology Applied. 21(1). 101–115. 39 indexed citations

18.

Lachner, Andreas & Matthias Nückles. (2013). Experts’ Explanations Engage Novices in Deep-Processing. Cognitive Science. 35(35). 2 indexed citations

19.

Schmidt, Kristin, et al.. (2012). How Metacognitive Awareness Caused A Domino Effect in Learning.. ICLS. 1 indexed citations

20.

Lachner, Andreas, Johannes Gurlitt, & Matthias Nückles. (2012). A Graph-Oriented Approach to Measuring Expertise- Detecting Structural Differences between Experts and Intermediates.. Cognitive Science. 34(34). 6 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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