Frank Goldhammer

3.3k total citations
97 papers, 1.9k citations indexed

About

Frank Goldhammer is a scholar working on Developmental and Educational Psychology, Education and Artificial Intelligence. According to data from OpenAlex, Frank Goldhammer has authored 97 papers receiving a total of 1.9k indexed citations (citations by other indexed papers that have themselves been cited), including 38 papers in Developmental and Educational Psychology, 26 papers in Education and 23 papers in Artificial Intelligence. Recurrent topics in Frank Goldhammer's work include Educational Strategies and Epistemologies (20 papers), Innovative Teaching and Learning Methods (15 papers) and Cognitive Abilities and Testing (14 papers). Frank Goldhammer is often cited by papers focused on Educational Strategies and Epistemologies (20 papers), Innovative Teaching and Learning Methods (15 papers) and Cognitive Abilities and Testing (14 papers). Frank Goldhammer collaborates with scholars based in Germany, United States and Luxembourg. Frank Goldhammer's co-authors include Johannes Naumann, Ulf Kroehne, Carolin Hahnel, Helfried Moosbrugger, Karl Schweizer, Samuel Greiff, Heiko Rölke, Johannes Hartig, Krisztina Tóth and Eckhard Klieme and has published in prestigious journals such as Journal of Educational Psychology, Computers in Human Behavior and Computers & Education.

In The Last Decade

Frank Goldhammer

92 papers receiving 1.9k citations

Peers

Frank Goldhammer

DEP

EDUCA

ECP

MSOR

Johannes Naumann Germany

Joachim Funke Germany

Norman D. Verhelst Netherlands

Rakefet Ackerman Israel

Manu Kapur Switzerland

Ard W. Lazonder Netherlands

Randy Elliot Bennett United States

Sauli Takala Finland

Xiangen Hu United States

Rafi Nachmias Israel

Johannes Naumann Germany

Frank Goldhammer

717 ×1.2

DEP

580 ×1.0

EDUCA

315 ×0.6

ECP

173 ×0.5

104 ×0.4

MSOR

Citations per year, relative to Frank Goldhammer Frank Goldhammer (= 1×) peers Johannes Naumann

Countries citing papers authored by Frank Goldhammer

Since Specialization

Citations

This map shows the geographic impact of Frank Goldhammer'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 Frank Goldhammer with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Frank Goldhammer more than expected).

Fields of papers citing papers by Frank Goldhammer

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Frank Goldhammer. 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 Frank Goldhammer. The network helps show where Frank Goldhammer may publish in the future.

Co-authorship network of co-authors of Frank Goldhammer

This figure shows the co-authorship network connecting the top 25 collaborators of Frank Goldhammer. A scholar is included among the top collaborators of Frank Goldhammer 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 Frank Goldhammer. Frank Goldhammer 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

Jivet, Ioana, Cordula Artelt, Frank Goldhammer, et al.. (2025). From Reflection to Action: A Controlled Field Study on How Learners Interpret and Respond to Feedback in Learning Analytics Dashboards. Journal of Computer Assisted Learning. 41(4).

Goldhammer, Frank, et al.. (2025). Algorithmic Fairness in Automatic Short Answer Scoring. International Journal of Artificial Intelligence in Education. 35(5). 3128–3165.

Mendzheritskaya, Julia, Carolin Hahnel, Ilka Wolter, et al.. (2024). Behavioral trace data in an online learning environment as indicators of learning engagement in university students. Frontiers in Psychology. 15. 1396881–1396881. 2 indexed citations

Goldhammer, Frank, et al.. (2024). Assessing Skills of Everyday Technical Problem Solving. European Journal of Psychological Assessment. 42(2). 112–120. 1 indexed citations

Goldhammer, Frank, Ulf Kroehne, Carolin Hahnel, Johannes Naumann, & Paul De Boeck. (2024). Does Timed Testing Affect the Interpretation of Efficiency Scores?—A GLMM Analysis of Reading Components. Journal of Educational Measurement. 61(3). 349–377. 1 indexed citations

Lewalter, Doris, et al.. (2023). PISA 2022. Waxmann Verlag GmbH eBooks. 11 indexed citations

Hahnel, Carolin, Ulf Kroehne, & Frank Goldhammer. (2023). Rule-based process indicators of information processing explain performance differences in PIAAC web search tasks. Large-scale Assessments in Education. 11(1). 2 indexed citations

Schneider, Ján, et al.. (2023). Detecting the Disengaged Reader - Using Scrolling Data to Predict Disengagement during Reading. Open University of the Netherlands Research Portal. 585–591. 2 indexed citations

Hahnel, Carolin, Ulf Kroehne, Cordula Artelt, et al.. (2023). Fostering multiple document comprehension: motivational factors and its relationship with the use of self-study materials. Zeitschrift für Erziehungswissenschaft. 26(3). 727–750.

10.

Hahnel, Carolin, et al.. (2022). Patterns of reading behaviour in digital hypertext environments. Journal of Computer Assisted Learning. 39(3). 737–750. 16 indexed citations

11.

Goldhammer, Frank, Ulf Kroehne, Carolin Hahnel, & Paul De Boeck. (2021). Controlling speed in component skills of reading improves the explanation of reading comprehension.. Journal of Educational Psychology. 113(5). 861–878. 7 indexed citations

12.

Hahnel, Carolin, et al.. (2021). Automated and controlled processes in comprehending multiple documents. Studies in Higher Education. 46(10). 2074–2086. 7 indexed citations

13.

Goldhammer, Frank, et al.. (2021). From byproduct to design factor: on validating the interpretation of process indicators based on log data. Large-scale Assessments in Education. 9(1). 31 indexed citations

14.

Greiff, Samuel, et al.. (2020). Exploring behavioural patterns during complex problem‐solving. Journal of Computer Assisted Learning. 36(6). 933–956. 35 indexed citations

15.

Kroehne, Ulf, et al.. (2019). Construct Equivalence of PISA Reading Comprehension Measured With Paper‐Based and Computer‐Based Assessments. Educational Measurement Issues and Practice. 38(3). 97–111. 8 indexed citations

16.

Naumann, Johannes, et al.. (2018). Interactive effects of comprehension and problem solving skills on digital reading performance and navigation. Open Repository and Bibliography (University of Luxembourg). 1 indexed citations

17.

Kroehne, Ulf & Frank Goldhammer. (2018). How to conceptualize, represent, and analyze log data from technology-based assessments? A generic framework and an application to questionnaire items. Behaviormetrika. 45(2). 527–563. 62 indexed citations

18.

Dirk, Judith, et al.. (2017). Paper-Based Assessment of the Effects of Aging on Response Time: A Diffusion Model Analysis. Journal of Intelligence. 5(2). 12–12. 7 indexed citations

19.

Goldhammer, Frank, Johannes Naumann, & Samuel Greiff. (2015). More is not always better. The relation between response and response time and their moderation by item and person characteristics in Raven’s matrices. Journal of Intelligence. 3. 2 indexed citations

20.

Kroehne, Ulf, Frank Goldhammer, & Ivailo Partchev. (2014). Constrained Multidimensional Adaptive Testing without intermixing items from different dimensions. 56(4). 348. 1 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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