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562 Ersetzungen in 50 Dateien: Halbgeviertstrich zwischen zwei Ziffern (= "bis"-Bereich) bekommt Leerzeichen davor/danach (3–4 -> 3 – 4). Regex /([0-9])\s*–\s*(?=[0-9])/ auf Rohtext (format-erhaltend, CRLF/Einrueckung unveraendert), Bindestriche in Woertern und Minuszeichen unangetastet, alle JSON weiter gueltig. Energiemanager-Zeitbloecke sind Display-Labels (kein Logik-Key) -> safe. Co-Authored-By: Claude Opus 4.8 <noreply@anthropic.com>
730 lines
173 KiB
HTML
730 lines
173 KiB
HTML
<!DOCTYPE html>
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<html lang="de">
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<head>
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<meta charset="UTF-8" />
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<meta name="viewport" content="width=device-width, initial-scale=1.0" />
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<title>GeoGraSim — Quellenverzeichnis Lernen durch Simulation</title>
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<link rel="icon" type="image/png" href="../favicon-96x96.png" sizes="96x96" />
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<link rel="icon" type="image/svg+xml" href="../favicon.svg" />
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<style>
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:root {
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--muted: #777;
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/* Score-Farben */
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--c5: #1a6b3c; /* ★★★★★ dunkelgrün */
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--c4: #2e7d32; /* ★★★★☆ grün */
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--c3: #e65100; /* ★★★☆☆ orange */
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--c2: #b71c1c; /* ★★☆☆☆ rot */
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}
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html { font-size: 15px; background: var(--bg); }
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body { font-family: var(--font-ui); max-width: 1000px; margin: 0 auto; padding: 2rem 1.5rem 6rem; color: #1a1a1a; }
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/* ── Kopf ── */
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header { border-bottom: 2px solid #aaa; padding-bottom: 1rem; margin-bottom: 1.5rem; display: flex; align-items: flex-end; justify-content: space-between; flex-wrap: wrap; gap: 0.5rem; }
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header h1 { font-size: 1.35rem; }
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header p { font-size: 0.82rem; color: var(--muted); }
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header a { color: #1a4e8a; font-size: 0.82rem; }
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/* ── Stats-Leiste ── */
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/* ── Diagramm ── */
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/* ── Filter ── */
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border: 1px solid #bbb; border-radius: 20px; padding: 0.25rem 0.8rem;
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font-size: 0.78rem; font-family: inherit; outline: none;
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width: 200px;
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/* ── Sortierung ── */
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/* ── Ergebnis-Zähler ── */
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#result-count { font-size: 0.78rem; color: var(--muted); margin-bottom: 0.75rem; }
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/* ── Quellkarte ── */
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border: 1px solid var(--border);
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border-left: 5px solid #aaa;
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border-radius: 5px;
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padding: 1rem 1.2rem;
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margin-bottom: 0.85rem;
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transition: box-shadow 0.15s;
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}
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/* Farbe nach Score */
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.source-card[data-stars="5"] { border-left-color: var(--c5); }
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.source-card[data-stars="4"] { border-left-color: var(--c4); }
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.source-card[data-stars="3"] { border-left-color: var(--c3); }
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.source-card[data-stars="2"] { border-left-color: var(--c2); }
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.card-top { display: flex; align-items: flex-start; justify-content: space-between; gap: 1rem; flex-wrap: wrap; margin-bottom: 0.5rem; }
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/* Sterne */
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.stars { font-size: 1rem; white-space: nowrap; flex-shrink: 0; }
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.stars .empty { color: #ddd; }
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.score-num { font-size: 0.72rem; color: var(--muted); margin-left: 0.25rem; vertical-align: middle; }
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/* Badges */
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.badges { display: flex; flex-wrap: wrap; gap: 0.3rem; margin-bottom: 0.5rem; }
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.badge {
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font-size: 0.68rem; padding: 0.1rem 0.45rem;
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border-radius: 10px; border: 1px solid currentColor;
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white-space: nowrap;
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}
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.badge-institution { color: #1a4e8a; }
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.badge-book { color: #5a2d82; }
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.badge-paywall { color: #b71c1c; }
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.badge-math { color: #1a4e8a; }
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.badge-cited { background:#e8f5e9;color:#2e7d32;border-color:#81c784;font-weight:600; }
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/* Titel & Autoren */
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.card-id { font-size: 0.72rem; color: var(--muted); font-family: var(--font-mono); margin-right: 0.5rem; }
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.card-title { font-weight: 600; font-size: 0.92rem; line-height: 1.4; }
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.card-title a { color: #1a4e8a; text-decoration: none; }
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.card-title a:hover { text-decoration: underline; }
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.card-meta { font-size: 0.8rem; color: var(--muted); margin-top: 0.2rem; }
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.card-abstract { font-size: 0.83rem; color: #444; margin-top: 0.5rem; line-height: 1.55; font-family: var(--font-body); }
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.card-footer { margin-top: 0.6rem; display: flex; gap: 1rem; flex-wrap: wrap; font-size: 0.75rem; color: var(--muted); }
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.card-footer a { color: #1a4e8a; text-decoration: none; }
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.card-footer a:hover { text-decoration: underline; }
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.card-notes { font-size: 0.75rem; color: #888; font-style: italic; margin-top: 0.3rem; }
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.copy-apa-btn { background: none; border: none; cursor: pointer; padding: 0 0.25rem; color: #aaa; font-size: 0.9rem; line-height: 1; vertical-align: middle; transition: color 0.15s; }
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.copy-apa-btn:hover { color: #1a4e8a; }
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#toast-copy { position: fixed; bottom: 1.5rem; left: 50%; transform: translateX(-50%) translateY(2rem); background: #1a4e8a; color: #fff; padding: 0.5rem 1.1rem; border-radius: 20px; font-size: 0.82rem; opacity: 0; pointer-events: none; transition: opacity 0.2s, transform 0.2s; z-index: 9999; white-space: nowrap; }
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#toast-copy.show { opacity: 1; transform: translateX(-50%) translateY(0); }
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/* ── Bewertungssystem ── */
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.criteria-section {
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margin-bottom: 2rem;
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}
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.criteria-section h2 {
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font-size: 1rem; font-weight: 700; color: #1a4e8a;
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margin-bottom: 0.3rem; padding-bottom: 0.5rem;
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border-bottom: 2px solid #1a4e8a;
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}
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.criteria-section .criteria-intro {
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font-size: 0.83rem; color: var(--muted); margin-bottom: 1.2rem;
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}
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/* Dimension-Cards */
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.dim-cards {
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display: grid;
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grid-template-columns: repeat(3, 1fr);
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gap: 1rem;
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margin-bottom: 1.5rem;
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}
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.dim-card {
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background: #fff;
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border: 1px solid var(--border);
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border-top: 3px solid #1a4e8a;
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border-radius: 6px;
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padding: 1rem 1.1rem 1.1rem;
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}
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.dim-card h4 {
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font-size: 0.82rem; font-weight: 700;
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margin-bottom: 0.3rem; color: #1a4e8a;
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}
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.dim-card .dim-sub {
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font-size: 0.73rem; color: var(--muted);
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margin-bottom: 0.6rem; font-style: italic;
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}
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.dim-card ul { padding-left: 0; list-style: none; }
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.dim-card li {
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font-size: 0.78rem; color: #333;
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padding: 0.28rem 0;
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border-bottom: 1px solid #f0f0f0;
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display: flex; gap: 0.5rem; align-items: baseline;
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}
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.dim-card li:last-child { border-bottom: none; }
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.dim-card li .score-badge {
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background: #1a4e8a; color: #fff;
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border-radius: 3px; padding: 0 0.35rem;
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font-size: 0.7rem; font-weight: 700;
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flex-shrink: 0;
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}
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/* Stars + Badges row */
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.stars-badges-row {
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display: grid;
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grid-template-columns: auto 1fr;
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gap: 1rem;
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margin-bottom: 1.5rem;
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}
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/* Stars table card */
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.stars-card {
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background: #fff; border: 1px solid var(--border);
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border-radius: 6px; padding: 1rem 1.1rem;
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}
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.stars-card h4 {
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font-size: 0.82rem; font-weight: 700;
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color: #1a4e8a; margin-bottom: 0.7rem;
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}
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.stars-table { border-collapse: collapse; font-size: 0.8rem; width: 100%; }
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.stars-table th {
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background: #f4f6fb; padding: 0.35rem 0.9rem;
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text-align: left; font-weight: 600; border: 1px solid #ddd;
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color: #1a4e8a;
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}
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.stars-table td { padding: 0.35rem 0.9rem; border: 1px solid #ddd; }
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.stars-table tr:hover td { background: #fafbff; }
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.row-5star td:nth-child(2) { color: var(--c5); font-size: 0.95rem; }
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.row-4star td:nth-child(2) { color: var(--c4); font-size: 0.95rem; }
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.row-3star td:nth-child(2) { color: var(--c3); font-size: 0.95rem; }
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.row-2star td:nth-child(2) { color: var(--c2); font-size: 0.95rem; }
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/* Badges card */
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.badges-card {
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background: #fff; border: 1px solid var(--border);
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border-radius: 6px; padding: 1rem 1.1rem;
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}
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.badges-card h4 {
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font-size: 0.82rem; font-weight: 700;
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color: #1a4e8a; margin-bottom: 0.7rem;
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}
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.badge-list {
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display: grid;
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grid-template-columns: 1fr 1fr;
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gap: 0.45rem 1rem;
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}
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.badge-list .badge-row {
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display: flex; align-items: center; gap: 0.5rem;
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font-size: 0.76rem; color: #444;
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}
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.badge-list .badge-desc { color: var(--muted); }
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/* ── Druck ── */
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@media print {
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body { max-width: 100%; }
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.filter-section, .stats, .chart-row, #search-input, #sort-select { display: none; }
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.source-card { break-inside: avoid; box-shadow: none; }
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}
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</style>
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<!-- DATA_INJECT_START --><script>window.SOURCES_DATA=[{"id": "S001", "title": "Simulation-Based Learning in Higher Education: A Meta-Analysis", "authors": ["Chernikova, O.", "Heitzmann, N.", "Stadler, M.", "Holzberger, D.", "Seidel, T.", "Fischer, F."], "year": 2020, "journal": "Review of Educational Research", "type": "journal", "lang": "en", "authority": 4, "recency": 2, "relevance": 2, "score": 8, "badges": ["peer"], "abstract": "Meta-Analyse zur Wirksamkeit simulationsbasierten Lernens in der Hochschulbildung. Analysiert Effektstärken über verschiedene Disziplinen hinweg und identifiziert Designmerkmale, die den Lernerfolg beeinflussen. Zentrale Erkenntnis: Simulationen mit Scaffolding und Feedback zeigen signifikant höhere Effekte.", "doi": "10.3102/0034654320933544", "url": "https://journals.sagepub.com/doi/10.3102/0034654320933544", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S002", "title": "Digital Simulations in STEM Education: Insights from Recent Empirical Studies, a Systematic Review", "authors": ["Karakoyun, F.", "Sırakaya, M."], "year": 2025, "journal": "Encyclopedia", "type": "journal", "lang": "en", "authority": 3, "recency": 3, "relevance": 2, "score": 8, "badges": ["peer", "openaccess"], "abstract": "Systematisches Review von 31 empirischen Studien zum Einsatz digitaler Simulationen im MINT-Unterricht. Interaktive Simulationen dominieren als meistverwendetes digitales Werkzeug (25 von 31 Studien), gefolgt von spielbasierten Simulationen und virtuellen Labors.", "doi": null, "url": "https://www.mdpi.com/2673-8392/5/1/10", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S003", "title": "PhET: Simulations That Enhance Learning", "authors": ["Wieman, C.", "Adams, W.", "Perkins, K."], "year": 2008, "journal": "Science", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 2, "score": 7, "badges": ["peer"], "abstract": "Grundlegender Artikel von Nobelpreisträger Carl Wieman über die Entwicklung und den Einsatz von PhET-Simulationen im naturwissenschaftlichen Unterricht. Beschreibt Designprinzipien interaktiver Simulationen und deren positive Wirkung auf konzeptuelles Verständnis.", "doi": "10.1126/science.1161948", "url": "https://www.science.org/doi/10.1126/science.1161948", "local": null, "retrieved": "2026-04-09", "notes": "Grundlagenwerk zu PhET", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S004", "title": "The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement Among Malawian Physics Students", "authors": ["Banda, H.", "Nzabahimana, J."], "year": 2023, "journal": "Journal of Science Education and Technology", "type": "journal", "lang": "en", "authority": 3, "recency": 3, "relevance": 2, "score": 8, "badges": ["peer"], "abstract": "Experimentelle Studie zur Wirkung von PhET-Simulationen auf Motivation und Lernerfolg. Die Experimentalgruppe steigerte ihren Mittelwert um 27 %, die Kontrollgruppe nur um 6 %. Signifikante Verbesserungen bei konzeptuellem Verständnis und kritischem Denken.", "doi": "10.1007/s10956-022-10010-3", "url": "https://link.springer.com/article/10.1007/s10956-022-10010-3", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S005", "title": "Design factors for educationally effective animations and simulations", "authors": ["Plass, J.", "Homer, B.", "Hayward, E."], "year": 2009, "journal": "Journal of Computing in Higher Education", "type": "journal", "lang": "en", "authority": 3, "recency": 1, "relevance": 3, "score": 7, "badges": ["peer"], "abstract": "Identifiziert zentrale Designfaktoren für pädagogisch wirksame Animationen und Simulationen. Behandelt visuelle Gestaltung, Interaktionsdesign und die Integration multipler Repräsentationen als Schlüsselfaktoren für den Lernerfolg.", "doi": "10.1007/s12528-009-9011-x", "url": "https://link.springer.com/article/10.1007/s12528-009-9011-x", "local": null, "retrieved": "2026-04-09", "notes": "Designprinzipien", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S006", "title": "The Role of Computer Simulation in an Inquiry-Based Learning Environment: Reconstructing Geological Events as Geologists", "authors": ["Barak, M.", "Hussein-Farraj, R.", "Dori, Y."], "year": 2012, "journal": "Journal of Science Education and Technology", "type": "journal", "lang": "en", "authority": 3, "recency": 1, "relevance": 3, "score": 7, "badges": ["peer"], "abstract": "Untersuchung der Rolle von Computersimulationen im forschenden Lernen am Beispiel geologischer Prozesse. Simulationen förderten Inquiry-Fähigkeiten und ermöglichten Beobachtungen auf verschiedenen Maßstabsebenen — direkt relevant für den Geografieunterricht.", "doi": "10.1007/s10956-011-9330-3", "url": "https://link.springer.com/article/10.1007/s10956-011-9330-3", "local": null, "retrieved": "2026-04-09", "notes": "Geologie/Geografie-Bezug", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S007", "title": "Effect of Interactive Learning Environments on Learning Outcomes in Science Education: A Network Meta-Analysis", "authors": ["Kim, S.", "Lee, J."], "year": 2025, "journal": "Journal of Science Education and Technology", "type": "journal", "lang": "en", "authority": 4, "recency": 3, "relevance": 2, "score": 9, "badges": ["peer"], "abstract": "Netzwerk-Meta-Analyse von 53 Primärstudien zur Wirkung interaktiver Lernumgebungen (AR, VR, MR, interaktive Spiele) auf Lernergebnisse im naturwissenschaftlichen Unterricht. Mixed Reality zeigte die größten Effektstärken bei kognitiven und affektiven Outcomes.", "doi": "10.1007/s10956-025-10202-7", "url": "https://link.springer.com/article/10.1007/s10956-025-10202-7", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S008", "title": "Mit Simulationen im Biologieunterricht das Verständnis von Nature of Science reflektieren und fördern", "authors": ["Kremer, K.", "Höffler, T."], "year": 2024, "journal": "Springer", "type": "book", "lang": "de", "authority": 3, "recency": 3, "relevance": 2, "score": 8, "badges": ["peer"], "abstract": "Buchkapitel über das Potenzial von Computersimulationen im Biologieunterricht zur Förderung des Verständnisses von Nature of Science (NOS). Simulationen gelten als dritte Säule der Wissenschaft neben Theorie und Empirie.", "doi": "10.1007/978-3-662-68409-2_7", "url": "https://link.springer.com/chapter/10.1007/978-3-662-68409-2_7", "local": null, "retrieved": "2026-04-09", "notes": "Deutschsprachig, NOS-Bezug", "download_status": null, "local_file": null, "tags": []}, {"id": "S009", "title": "The Potential of Immersive Virtual Reality for Teaching Geography in Schools", "authors": ["Schlemper, M.", "Kersten, T."], "year": 2025, "journal": "KN - Journal of Cartography and Geographic Information", "type": "journal", "lang": "en", "authority": 3, "recency": 3, "relevance": 3, "score": 9, "badges": ["peer"], "abstract": "Untersucht das Potenzial immersiver VR für den Geografieunterricht. VR fungiert nicht nur als Visualisierungswerkzeug, sondern als didaktisch fundiertes Medium, das räumliches Denken, kritische Reflexion und Entscheidungskompetenz fördert.", "doi": "10.1007/s42489-025-00204-1", "url": "https://link.springer.com/article/10.1007/s42489-025-00204-1", "local": null, "retrieved": "2026-04-09", "notes": "Direkt relevant: VR + Geografieunterricht", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S010", "title": "Employing technology-enhanced feedback and scaffolding to support the development of deep science understanding using computer simulations", "authors": ["Gerard, L.", "Linn, M."], "year": 2024, "journal": "International Journal of STEM Education", "type": "journal", "lang": "en", "authority": 3, "recency": 3, "relevance": 3, "score": 9, "badges": ["peer", "openaccess"], "abstract": "Studie zum Einsatz von technologiegestütztem Feedback und Scaffolding in Kombination mit Computersimulationen. Zeigt, dass adaptive Unterstützung durch die Lehrperson und das System gemeinsam zu vertieftem naturwissenschaftlichem Verständnis führen.", "doi": "10.1186/s40594-024-00490-7", "url": "https://link.springer.com/article/10.1186/s40594-024-00490-7", "local": null, "retrieved": "2026-04-09", "notes": "Scaffolding + Feedback bei Simulationen", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S011", "title": "The Cambridge Handbook of Multimedia Learning", "authors": ["Mayer, R.", "Fiorella, L."], "year": 2021, "journal": "Cambridge University Press", "type": "book", "lang": "en", "authority": 4, "recency": 2, "relevance": 1, "score": 7, "badges": ["book", "peer"], "abstract": "Dritte Auflage des Standardwerks zur Multimedialen Lerntheorie mit 46 Kapiteln. Beschreibt 15 evidenzbasierte Prinzipien des Multimedia-Designs (Kohärenz, Redundanz, Modalität, Segmentierung u.a.) und deren Anwendung auf computerbasierte Lernumgebungen.", "doi": "10.1017/9781108894333", "url": "https://www.cambridge.org/core/books/cambridge-handbook-of-multimedia-learning/09E09224829AB8D3D327EF8A0E9B5288", "local": null, "retrieved": "2026-04-09", "notes": "Grundlagenwerk Multimedia Learning", "download_status": null, "local_file": null, "tags": []}, {"id": "S012", "title": "Cognitive Architecture and Instructional Design: 20 Years Later", "authors": ["Sweller, J.", "van Merriënboer, J.", "Paas, F."], "year": 2019, "journal": "Educational Psychology Review", "type": "journal", "lang": "en", "authority": 4, "recency": 2, "relevance": 1, "score": 7, "badges": ["peer"], "abstract": "Umfassende Aktualisierung der Cognitive Load Theory durch ihre drei Begründer. Beschreibt die Entwicklung der Theorie über 20 Jahre, neue Instruktionseffekte, die Unterscheidung biologisch primärer und sekundärer Wissensinhalte sowie neue Methoden zur Messung kognitiver Belastung.", "doi": "10.1007/s10648-019-09465-5", "url": "https://link.springer.com/article/10.1007/s10648-019-09465-5", "local": null, "retrieved": "2026-04-09", "notes": "Grundlagenwerk CLT", "download_status": null, "local_file": null, "tags": []}, {"id": "S013", "title": "Experiential Learning: Experience as the Source of Learning and Development", "authors": ["Kolb, D."], "year": 2015, "journal": "Pearson Education", "type": "book", "lang": "en", "authority": 4, "recency": 1, "relevance": 1, "score": 6, "badges": ["book"], "abstract": "Zweite Auflage des Standardwerks zum Erfahrungsbasierten Lernen. Beschreibt den vierstufigen Lernzyklus (konkrete Erfahrung, reflektierende Beobachtung, abstrakte Begriffsbildung, aktives Experimentieren) als theoretische Grundlage für simulationsbasiertes Lernen.", "doi": null, "url": "https://www.pearson.com/en-us/subject-catalog/p/experiential-learning-experience-as-the-source-of-learning-and-development/P200000000384/9780133892505", "local": null, "retrieved": "2026-04-09", "notes": "Grundlagenwerk Experiential Learning", "download_status": null, "local_file": null, "tags": []}, {"id": "S014", "title": "The Evolution of Simulation-Based Learning Across the Disciplines, 1965 – 2018: A Science Map of the Literature", "authors": ["Hallinger, P.", "Wang, R."], "year": 2020, "journal": "Simulation & Gaming", "type": "journal", "lang": "en", "authority": 3, "recency": 2, "relevance": 2, "score": 7, "badges": ["peer"], "abstract": "Bibliometrische Analyse der Entwicklung simulationsbasierten Lernens über sechs Jahrzehnte. Identifiziert vier Forschungsschulen: SBL in der Managementausbildung, medizinische Ausbildung, technologiegestütztes SBL und Lerntheorien. Zeigt den Wandel von konventionellen zu immersiven und datengetriebenen Ansätzen.", "doi": "10.1177/1046878119888246", "url": "https://journals.sagepub.com/doi/abs/10.1177/1046878119888246", "local": null, "retrieved": "2026-04-09", "notes": "Historischer Überblick SBL", "download_status": null, "local_file": null, "tags": []}, {"id": "S015", "title": "Computer Simulations to Support Science Instruction and Learning: A Critical Review of the Literature", "authors": ["Smetana, L.", "Bell, R."], "year": 2012, "journal": "International Journal of Science Education", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 3, "score": 8, "badges": ["peer"], "abstract": "Kritisches Review von 61 empirischen Studien zur Wirkung von Computersimulationen im naturwissenschaftlichen Unterricht. Simulationen sind am wirksamsten als Ergänzung zum traditionellen Unterricht, mit qualitativ hochwertiger Unterstützungsstruktur, Reflexionsanregungen und Auslösung kognitiver Konflikte.", "doi": "10.1080/09500693.2011.605182", "url": "https://www.tandfonline.com/doi/abs/10.1080/09500693.2011.605182", "local": null, "retrieved": "2026-04-09", "notes": "Zentrales Review zu Simulationen im NaWi-Unterricht", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S016", "title": "The Learning Effects of Computer Simulations in Science Education", "authors": ["Rutten, N.", "van Joolingen, W.", "van der Veen, J."], "year": 2012, "journal": "Computers & Education", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 3, "score": 8, "badges": ["peer"], "abstract": "Review der quasi-experimentellen Forschung zu Lerneffekten von Computersimulationen im naturwissenschaftlichen Unterricht. Untersucht, wie Simulationen den traditionellen Unterricht verbessern und unter welchen Bedingungen sie optimal wirken. Betont die Rolle von Scaffolding und gezielter Anleitung.", "doi": "10.1016/j.compedu.2011.07.017", "url": "https://www.sciencedirect.com/science/article/abs/pii/S0360131511001758", "local": null, "retrieved": "2026-04-09", "notes": "Grundlagenreview Simulationen", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S017", "title": "Physical and Virtual Laboratories in Science and Engineering Education", "authors": ["de Jong, T.", "Linn, M.", "Zacharia, Z."], "year": 2013, "journal": "Science", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 3, "score": 8, "badges": ["peer"], "abstract": "Hochrangiger Review in Science zum Vergleich physischer und virtueller Laboratorien. Virtuelle Labore ermöglichen die Visualisierung unsichtbarer Phänomene und die Manipulation abstrakter Variablen. Empfiehlt die Kombination beider Ansätze zur Stärkung des naturwissenschaftlichen Lernens.", "doi": "10.1126/science.1230579", "url": "https://www.science.org/doi/10.1126/science.1230579", "local": null, "retrieved": "2026-04-09", "notes": "Landmark-Paper physische vs. virtuelle Labore", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S018", "title": "Effectiveness of Virtual Laboratories in Science Education: A Meta-Analysis", "authors": ["Santos, M.", "Prudente, M."], "year": 2022, "journal": "International Journal of Information and Education Technology", "type": "journal", "lang": "en", "authority": 3, "recency": 2, "relevance": 3, "score": 8, "badges": ["peer", "openaccess"], "abstract": "Meta-Analyse von 15 Studien zur Wirksamkeit virtueller Laboratorien im naturwissenschaftlichen Unterricht. Mittlerer Effekt (g = 0,587) zugunsten virtueller Labore bei Lernerfolg. Chemie und Physik zeigten die stärksten Effekte, wobei die Sekundarstufe am meisten profitierte.", "doi": "10.18178/ijiet.2022.12.2.1598", "url": "https://www.ijiet.org/vol12/1598-IJIET-3079.pdf", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S019", "title": "The Potential of Digital Tools to Enhance Mathematics and Science Learning in Secondary Schools: A Context-Specific Meta-Analysis", "authors": ["Hillmayr, D.", "Ziernwald, L.", "Reinhold, F.", "Hofer, S.", "Reiss, K."], "year": 2020, "journal": "Computers & Education", "type": "journal", "lang": "en", "authority": 4, "recency": 2, "relevance": 2, "score": 8, "badges": ["peer"], "abstract": "Meta-Analyse von 92 Studien zum Einsatz digitaler Werkzeuge im MINT-Unterricht der Sekundarstufe. Positiver Gesamteffekt (g = 0,65). Simulationen und dynamische Werkzeuge waren signifikant wirksamer als Hypermedia-Systeme. Lehrkräftefortbildung zum Tooleinsatz moderierte den Effekt signifikant.", "doi": "10.1016/j.compedu.2020.103897", "url": "https://www.sciencedirect.com/science/article/pii/S0360131520300968", "local": null, "retrieved": "2026-04-09", "notes": "TUM-Studie, DACH-Bezug", "download_status": null, "local_file": null, "tags": []}, {"id": "S020", "title": "The Cognitive Affective Model of Immersive Learning (CAMIL): A Theoretical Research-Based Model of Learning in Immersive Virtual Reality", "authors": ["Makransky, G.", "Petersen, G."], "year": 2021, "journal": "Educational Psychology Review", "type": "journal", "lang": "en", "authority": 4, "recency": 2, "relevance": 2, "score": 8, "badges": ["peer"], "abstract": "Theoretisches Modell des Lernens in immersiver virtueller Realität. CAMIL beschreibt sechs affektive und kognitive Faktoren (Interesse, Motivation, Selbstwirksamkeit, Embodiment, kognitive Belastung, Selbstregulation), die zu VR-basierten Lernergebnissen führen. Verbindet CLT mit immersiven Lernumgebungen.", "doi": "10.1007/s10648-020-09586-2", "url": "https://link.springer.com/article/10.1007/s10648-020-09586-2", "local": null, "retrieved": "2026-04-09", "notes": "Theoriemodell VR-Lernen", "download_status": null, "local_file": null, "tags": []}, {"id": "S021", "title": "Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice", "authors": ["Thisgaard, M.", "Makransky, G."], "year": 2017, "journal": "Frontiers in Psychology", "type": "journal", "lang": "en", "authority": 3, "recency": 1, "relevance": 2, "score": 6, "badges": ["peer", "openaccess"], "abstract": "Experimentelle Studie mit 128 Oberstufenschüler*innen zum Vergleich virtueller Lernsimulationen mit traditionellem Unterricht zum Thema Evolution. Virtuelle Simulationen steigerten das Fachwissen signifikant stärker als der traditionelle Unterricht, zeigten jedoch keine signifikanten Unterschiede bei nicht-kognitiven Outcomes.", "doi": "10.3389/fpsyg.2017.00805", "url": "https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2017.00805/full", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S022", "title": "Learning Outcome Achievement in Non-Traditional (Virtual and Remote) versus Traditional (Hands-On) Laboratories: A Review of the Empirical Research", "authors": ["Brinson, J."], "year": 2015, "journal": "Computers & Education", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 3, "score": 8, "badges": ["peer"], "abstract": "Review von 56 empirischen Studien zum Vergleich virtueller/ferngesteuerter und traditioneller Laboratorien. 87 % der Studien zeigten gleiche oder bessere Lernergebnisse in nicht-traditionellen Laboren. Entwickelt das KIPPAS-Framework zur Klassifikation von Laborlernzielen (Knowledge, Inquiry, Practical, Perception, Analytical, Social).", "doi": "10.1016/j.compedu.2015.07.003", "url": "https://www.sciencedirect.com/science/article/abs/pii/S0360131515300087", "local": null, "retrieved": "2026-04-09", "notes": "Wichtiges Review virtuelle vs. physische Labore", "download_status": null, "local_file": null, "tags": []}, {"id": "S023", "title": "Virtual Laboratories for Education in Science, Technology, and Engineering: A Review", "authors": ["Potkonjak, V.", "Gardner, M.", "Callaghan, V.", "Mattila, P.", "Guetl, C.", "Petrovic, V.", "Jovanovic, K."], "year": 2016, "journal": "Computers & Education", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 3, "score": 8, "badges": ["peer"], "abstract": "Systematisches Review virtueller Laboratorien in MINT-Bildung mit Klassifikation nach vier Kriterien. Analysiert verschiedene Typen virtueller Labore (Fernlabore, Simulationslabore, VR-Labore) und deren jeweilige Stärken und Schwächen. Ein Autor (Guetl) von der TU Graz — Österreich-Bezug.", "doi": "10.1016/j.compedu.2016.02.002", "url": "https://www.sciencedirect.com/science/article/abs/pii/S0360131516300227", "local": null, "retrieved": "2026-04-09", "notes": "Klassifikation virtueller Labore, TU Graz Autor", "download_status": null, "local_file": null, "tags": []}, {"id": "S024", "title": "Improving Biotech Education Through Gamified Laboratory Simulations", "authors": ["Bonde, M.", "Makransky, G.", "Wandall, J.", "Larsen, M.", "Morsing, M.", "Jarmer, H.", "Sommer, M."], "year": 2014, "journal": "Nature Biotechnology", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 2, "score": 7, "badges": ["peer"], "abstract": "Studie zur Wirksamkeit gamifizierter Laborsimulationen (Labster) im Biotechnologieunterricht. Kombination aus virtueller Simulation und traditionellem Unterricht steigerte den Lernerfolg um 101 %, alleiniger Einsatz der Simulation um 76 %. Zeigt das Potenzial spielbasierter Elemente in Simulationen.", "doi": "10.1038/nbt.2955", "url": "https://www.nature.com/articles/nbt.2955", "local": null, "retrieved": "2026-04-09", "notes": "Labster, gamifizierte Simulation", "download_status": null, "local_file": null, "tags": []}, {"id": "S025", "title": "PhET: Interactive Simulations for Teaching and Learning Physics", "authors": ["Perkins, K.", "Adams, W.", "Dubson, M.", "Finkelstein, N.", "Reid, S.", "Wieman, C.", "LeMaster, R."], "year": 2006, "journal": "The Physics Teacher", "type": "journal", "lang": "en", "authority": 3, "recency": 1, "relevance": 3, "score": 7, "badges": ["peer"], "abstract": "Gründungsartikel des PhET-Projekts der University of Colorado. Beschreibt die forschungsbasierten Designprinzipien interaktiver Simulationen: Verbindung zu Alltagsphänomenen, implizite Anleitung durch Interface-Design, produktives Explorationsverhalten und sofortiges visuelles Feedback.", "doi": "10.1119/1.2150754", "url": "https://pubs.aip.org/aapt/pte/article-abstract/44/1/18/274167", "local": null, "retrieved": "2026-04-09", "notes": "PhET-Gründungsartikel", "download_status": null, "local_file": null, "tags": []}, {"id": "S026", "title": "Lernen und Lehren mit digitalen Medien: Eine Standortbestimmung", "authors": ["Scheiter, K."], "year": 2021, "journal": "Zeitschrift für Erziehungswissenschaft", "type": "journal", "lang": "de", "authority": 3, "recency": 2, "relevance": 1, "score": 6, "badges": ["peer", "openaccess"], "abstract": "Überblicksartikel zum aktuellen Forschungsstand des Lernens und Lehrens mit digitalen Medien. Unterscheidet zwei Forschungsperspektiven: kognitionspsychologische Grundlagenforschung und anwendungsbezogene Unterrichtsforschung. Betont die Notwendigkeit kontextspezifischer Wirksamkeitsforschung.", "doi": "10.1007/s11618-021-01047-y", "url": "https://link.springer.com/article/10.1007/s11618-021-01047-y", "local": null, "retrieved": "2026-04-09", "notes": "Deutschsprachige Standortbestimmung", "download_status": null, "local_file": null, "tags": []}, {"id": "S027", "title": "Multimedia und digitale Medien im Physikunterricht", "authors": ["Girwidz, R."], "year": 2020, "journal": "Springer", "type": "book", "lang": "de", "authority": 3, "recency": 2, "relevance": 2, "score": 7, "badges": ["book", "peer"], "abstract": "Umfassendes Buchkapitel in 'Physikdidaktik — Grundlagen' zu Multimedia und digitalen Medien im Physikunterricht. Behandelt Simulationen, Visualisierungen, interaktive Animationen und moderne Sensorik. Verknüpft multimediale Lerntheorie mit konkreten Gestaltungshinweisen für den Physikunterricht.", "doi": "10.1007/978-3-662-59490-2_13", "url": "https://link.springer.com/chapter/10.1007/978-3-662-59490-2_13", "local": null, "retrieved": "2026-04-09", "notes": "Deutschsprachig, Physikdidaktik LMU München", "download_status": null, "local_file": null, "tags": []}, {"id": "S028", "title": "Moving Towards Engaged Learning in STEM Domains; There Is No Simple Answer, but Clearly a Road Ahead", "authors": ["de Jong, T."], "year": 2019, "journal": "Journal of Computer Assisted Learning", "type": "journal", "lang": "en", "authority": 3, "recency": 2, "relevance": 2, "score": 7, "badges": ["peer"], "abstract": "Narratives Review zum engagierten Lernen in MINT-Fächern mit Fokus auf Computersimulationen und pädagogische Agenten. Diskutiert, wie Simulationen inquiry-basiertes Lernen unterstützen und welche Scaffolding-Strategien den Lernprozess optimal begleiten.", "doi": "10.1111/jcal.12337", "url": "https://onlinelibrary.wiley.com/doi/10.1111/jcal.12337", "local": null, "retrieved": "2026-04-09", "notes": "de Jong — führender Simulationsforscher", "download_status": null, "local_file": null, "tags": []}, {"id": "S029", "title": "Physical versus Virtual Manipulative Experimentation in Physics Learning", "authors": ["Zacharia, Z.", "Olympiou, G."], "year": 2011, "journal": "Learning and Instruction", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 3, "score": 8, "badges": ["peer"], "abstract": "Experimentelle Studie mit 182 Studierenden zum Vergleich physischer und virtueller Manipulationen im Physikunterricht (Wärme und Temperatur). Sequenzielle Kombination von virtuellen und physischen Experimenten führte zu besserem konzeptuellem Verständnis als jeder Ansatz allein.", "doi": "10.1016/j.learninstruc.2010.03.001", "url": "https://www.sciencedirect.com/science/article/abs/pii/S0959475210000289", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S030", "title": "Effectiveness of Virtual Reality-Based Instruction on Students' Learning Outcomes in K-12 and Higher Education: A Meta-Analysis", "authors": ["Merchant, Z.", "Goetz, E.", "Cifuentes, L.", "Keeney-Kennicutt, W.", "Davis, T."], "year": 2014, "journal": "Computers & Education", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 2, "score": 7, "badges": ["peer"], "abstract": "Meta-Analyse zur Wirksamkeit VR-basierter Instruktion auf Lernergebnisse in K-12 und Hochschule. Spiele (d = 0,51), Simulationen (d = 0,41) und virtuelle Welten (d = 0,41) zeigten positive Effekte. Simulationen waren besonders wirksam bei der Förderung prozeduralen Wissens.", "doi": "10.1016/j.compedu.2013.07.033", "url": "https://www.sciencedirect.com/science/article/abs/pii/S0360131513002108", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S031", "title": "A Systematic Review of Immersive Virtual Reality Applications for Higher Education: Design Elements, Lessons Learned, and Research Agenda", "authors": ["Radianti, J.", "Majchrzak, T.", "Fromm, J.", "Wohlgenannt, I."], "year": 2020, "journal": "Computers & Education", "type": "journal", "lang": "en", "authority": 4, "recency": 2, "relevance": 2, "score": 8, "badges": ["peer"], "abstract": "Systematisches Review von 38 Studien zu immersiven VR-Anwendungen in der Hochschulbildung. Analysiert Lerninhalte, VR-Designelemente und zugrundeliegende Lerntheorien. Identifiziert Forschungslücken bei der theoretischen Fundierung und der Evaluation langfristiger Lerneffekte.", "doi": "10.1016/j.compedu.2019.103778", "url": "https://www.sciencedirect.com/science/article/abs/pii/S0360131519303276", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S032", "title": "Visible Learning: The Sequel — A Synthesis of Over 2,100 Meta-Analyses Relating to Achievement", "authors": ["Hattie, J."], "year": 2023, "journal": "Routledge", "type": "book", "lang": "en", "authority": 4, "recency": 3, "relevance": 1, "score": 8, "badges": ["book"], "abstract": "Aktualisierte Synthese von über 2.100 Meta-Analysen zu Einflussfaktoren auf schulischen Lernerfolg. Erweitert das ursprüngliche Modell um digitale Technologien, sozial-emotionales Lernen und schulweite Faktoren. Durchschnittliche Effektstärke d = 0,40 als Benchmark für bedeutsame Interventionen.", "doi": null, "url": "https://www.routledge.com/Visible-Learning-The-Sequel/Hattie/p/book/9781032462035", "local": null, "retrieved": "2026-04-09", "notes": "Hattie-Update mit Technologie-Dimension", "download_status": null, "local_file": null, "tags": []}, {"id": "S033", "title": "Implementing Kolb's Experiential Learning Cycle by Linking Real Experience, Case-Based Discussion and Simulation", "authors": ["Wijnen-Meijer, M.", "Brandhuber, T.", "Schneider, A.", "Berberat, P."], "year": 2022, "journal": "Journal of Medical Education and Curricular Development", "type": "journal", "lang": "en", "authority": 3, "recency": 2, "relevance": 1, "score": 6, "badges": ["peer", "openaccess"], "abstract": "Studie zur praktischen Umsetzung von Kolbs Lernzyklus durch Verknüpfung realer Erfahrung, fallbasierter Diskussion und Simulation. Kursdesign an der TU München integriert alle vier Phasen des Erfahrungslernens. Zeigt, wie der Lernzyklus als Framework für simulationsbasierte Lehrveranstaltungen dient.", "doi": "10.1177/23821205221091511", "url": "https://journals.sagepub.com/doi/10.1177/23821205221091511", "local": null, "retrieved": "2026-04-09", "notes": "TU München, Kolb + Simulation", "download_status": null, "local_file": null, "tags": []}, {"id": "S034", "title": "Foundations of Game-Based Learning", "authors": ["Plass, J.", "Homer, B.", "Kinzer, C."], "year": 2015, "journal": "Educational Psychologist", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 2, "score": 7, "badges": ["peer"], "abstract": "Theoretischer Rahmen für spielbasiertes Lernen aus kognitiver, motivationaler, affektiver und soziokultureller Perspektive. Definiert Game-Based Learning und Gamification, beschreibt Designelemente die kognitive und affektive Engagement fördern. Zentral für das Verständnis von Simulationsspielen im Unterricht.", "doi": "10.1080/00461520.2015.1122533", "url": "https://www.tandfonline.com/doi/abs/10.1080/00461520.2015.1122533", "local": null, "retrieved": "2026-04-09", "notes": "Game-Based Learning Theorie", "download_status": null, "local_file": null, "tags": []}, {"id": "S035", "title": "Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis", "authors": ["Vogel, J.", "Vogel, D.", "Cannon-Bowers, J.", "Bowers, C.", "Muse, K.", "Wright, M."], "year": 2006, "journal": "Journal of Educational Computing Research", "type": "journal", "lang": "en", "authority": 3, "recency": 1, "relevance": 2, "score": 6, "badges": ["peer"], "abstract": "Frühe Meta-Analyse von 32 Studien (1986 – 2003) zu kognitiven und einstellungsbezogenen Ergebnissen von Lernspielen und interaktiven Simulationen. Spiele und Simulationen führten zu signifikant höheren kognitiven (z = 6,05) und einstellungsbezogenen (z = 13,74) Ergebnissen als traditioneller Unterricht.", "doi": "10.2190/FLHV-K4WA-WPVQ-H0YM", "url": "https://journals.sagepub.com/doi/10.2190/FLHV-K4WA-WPVQ-H0YM", "local": null, "retrieved": "2026-04-09", "notes": "Historische Meta-Analyse", "download_status": null, "local_file": null, "tags": []}, {"id": "S036", "title": "Understanding Cognitive Load in Digital and Online Learning: A New Perspective on Extraneous Cognitive Load", "authors": ["Skulmowski, A.", "Xu, K."], "year": 2022, "journal": "Educational Psychology Review", "type": "journal", "lang": "en", "authority": 4, "recency": 2, "relevance": 1, "score": 7, "badges": ["peer"], "abstract": "Neukonzeptualisierung der extrinsischen kognitiven Belastung in digitalen Lernumgebungen. Interaktive Medien, Immersion, Realismus und redundante Elemente können aufgabenirrelevante kognitive Belastung erzeugen und gleichzeitig Motivation und Lernen fördern. Besonders relevant für das Design von Simulationen.", "doi": "10.1007/s10648-021-09624-7", "url": "https://link.springer.com/article/10.1007/s10648-021-09624-7", "local": null, "retrieved": "2026-04-09", "notes": "CLT + digitale Lernmedien", "download_status": null, "local_file": null, "tags": []}, {"id": "S037", "title": "Systematic Review and Meta-Analysis of the Impact of Virtual Experiments on Students' Learning Effectiveness", "authors": ["Luo, H.", "Li, G.", "Feng, Q.", "Yang, Y.", "Zuo, M."], "year": 2022, "journal": "Interactive Learning Environments", "type": "journal", "lang": "en", "authority": 3, "recency": 2, "relevance": 3, "score": 8, "badges": ["peer"], "abstract": "Meta-Analyse zum Einfluss virtueller Experimente auf die Lernwirksamkeit. Identifiziert fünf moderierende Variablen: Fachgebiet, Bildungsstufe, Stichprobengröße, Experimentdauer und virtuelle Form. Virtuelle Experimente zeigten insgesamt positive Effekte auf konzeptuelles Verständnis und Experimentierfertigkeiten.", "doi": "10.1080/10494820.2022.2072898", "url": "https://www.tandfonline.com/doi/abs/10.1080/10494820.2022.2072898", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S038", "title": "A Synthetic Review of Learning Theories, Elements and Virtual Environment Simulation Types to Improve Learning Within Higher Education", "authors": ["Sheridan, S.", "Scoular, C."], "year": 2024, "journal": "Thinking Skills and Creativity", "type": "journal", "lang": "en", "authority": 3, "recency": 3, "relevance": 2, "score": 8, "badges": ["peer"], "abstract": "Syntheseüberblick über Lerntheorien, Designelemente und Simulationstypen virtueller Lernumgebungen in der Hochschulbildung. Verknüpft konstruktivistische, kognitivistische und sozial-konstruktivistische Theorien mit konkreten Simulationsformaten und identifiziert wirksame Kombinationen.", "doi": "10.1016/j.tsc.2024.101693", "url": "https://www.sciencedirect.com/science/article/pii/S1871187124002736", "local": null, "retrieved": "2026-04-09", "notes": "Lerntheorien + Simulationstypen", "download_status": null, "local_file": null, "tags": []}, {"id": "S039", "title": "Effectiveness of Virtual Laboratory in Engineering Education: A Meta-Analysis", "authors": ["Gamage, S.", "Ayres, J.", "Behrend, M.", "Smith, E."], "year": 2024, "journal": "PLOS ONE", "type": "journal", "lang": "en", "authority": 3, "recency": 3, "relevance": 2, "score": 8, "badges": ["peer", "openaccess"], "abstract": "Meta-Analyse zur Wirksamkeit virtueller Laboratorien in der Ingenieurausbildung mit Effektstärke g = 0,686. Die höchsten Effekte zeigten sich bei Lernmotivation (g = 3,571) und Lernengagement (g = 2,888). Virtuelle Labore können physische Labore nicht vollständig ersetzen, aber Motivation und Engagement signifikant steigern.", "doi": "10.1371/journal.pone.0316269", "url": "https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0316269", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S040", "title": "Sweller's Cognitive Load Theory and Educational Technology", "authors": ["Sweller, J."], "year": 2020, "journal": "Educational Technology Research and Development", "type": "journal", "lang": "en", "authority": 4, "recency": 2, "relevance": 1, "score": 7, "badges": ["peer"], "abstract": "Anwendung der Cognitive Load Theory auf Bildungstechnologie durch ihren Begründer. Diskutiert, wie CLT-Prinzipien das Design digitaler Lernumgebungen einschließlich Simulationen leiten können. Betont die Unterscheidung zwischen intrinsischer und extrinsischer kognitiver Belastung bei technologiegestütztem Lernen.", "doi": "10.1007/s11423-019-09701-3", "url": "https://link.springer.com/article/10.1007/s11423-019-09701-3", "local": null, "retrieved": "2026-04-09", "notes": "CLT + Bildungstechnologie", "download_status": null, "local_file": null, "tags": []}, {"id": "S043", "title": "The Best of Two Worlds: A Systematic Review on Combining Real and Virtual Experiments in Science Education", "authors": ["Woerner, S.", "Kuhn, J.", "Scheiter, K."], "year": 2022, "journal": "Review of Educational Research", "type": "journal", "lang": "en", "authority": 4, "recency": 2, "relevance": 3, "score": 9, "badges": ["peer"], "abstract": "Systematisches Review von 42 Studien zur Kombination realer und virtueller Experimente. Kombinationen fördern konzeptuelles Verständnis besser als einzelne Formen.", "doi": "10.3102/00346543221079417", "url": "https://journals.sagepub.com/doi/10.3102/00346543221079417", "local": null, "retrieved": "2026-04-09", "notes": "Kombination real + virtuell", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S044", "title": "Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education: A Meta-Analysis", "authors": ["Belland, B.", "Walker, A.", "Kim, N.", "Lefler, M."], "year": 2017, "journal": "Review of Educational Research", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 2, "score": 7, "badges": ["peer"], "abstract": "Meta-Analyse von 144 Studien zu computerbasiertem Scaffolding in MINT. Durchgängig positiver Effekt (g = 0,46) auf kognitive Ergebnisse.", "doi": "10.3102/0034654316670999", "url": "https://journals.sagepub.com/doi/10.3102/0034654316670999", "local": null, "retrieved": "2026-04-09", "notes": "Scaffolding Meta-Analyse", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S045", "title": "Meta-Analysis of Inquiry-Based Learning: Effects of Guidance", "authors": ["Lazonder, A.", "Harmsen, R."], "year": 2016, "journal": "Review of Educational Research", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 2, "score": 7, "badges": ["peer"], "abstract": "Meta-Analyse von 72 Studien: Anleitung zeigt positive Effekte auf Lernaktivitäten (d = 0,66), Aufgabenerfolg (d = 0,71) und Lernergebnisse (d = 0,50).", "doi": "10.3102/0034654315627366", "url": "https://journals.sagepub.com/doi/abs/10.3102/0034654315627366", "local": null, "retrieved": "2026-04-09", "notes": "Guidance beim Inquiry Learning", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S046", "title": "Phases of inquiry-based learning: Definitions and the inquiry cycle", "authors": ["Pedaste, M.", "Maeots, M.", "Siiman, L.", "de Jong, T.", "van Riesen, S.", "Kamp, E.", "Manoli, C.", "Zacharia, Z.", "Tsourlidaki, E."], "year": 2015, "journal": "Educational Research Review", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 2, "score": 7, "badges": ["peer", "openaccess"], "abstract": "Systematisches Review zur Definition der Inquiry-Phasen. Fünf Hauptphasen: Orientierung, Konzeptualisierung, Investigation, Schlussfolgerung, Diskussion.", "doi": "10.1016/j.edurev.2015.02.003", "url": "https://www.sciencedirect.com/science/article/pii/S1747938X15000068", "local": null, "retrieved": "2026-04-09", "notes": "Inquiry-Zyklus Rahmenmodell", "download_status": null, "local_file": null, "tags": []}, {"id": "S048", "title": "Blending physical and virtual manipulatives: An effort to improve students' conceptual understanding", "authors": ["Olympiou, G.", "Zacharia, Z."], "year": 2012, "journal": "Science Education", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 3, "score": 8, "badges": ["peer"], "abstract": "Kombination physischer und virtueller Manipulative fördert konzeptuelles Verständnis signifikant stärker als jede einzelne Form.", "doi": "10.1002/sce.20463", "url": "https://onlinelibrary.wiley.com/doi/full/10.1002/sce.20463", "local": null, "retrieved": "2026-04-09", "notes": "Blending-Framework", "download_status": null, "local_file": null, "tags": []}, {"id": "S049", "title": "The use of a computer simulation to promote conceptual change: A quasi-experimental study", "authors": ["Trundle, K.", "Bell, R."], "year": 2010, "journal": "Computers & Education", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 3, "score": 8, "badges": ["peer"], "abstract": "Quasi-experimentelle Studie mit 157 Lehramtsstudierenden. Simulation ebenso wirksam wie Naturbeobachtung bei Konzeptwandel.", "doi": "10.1016/j.compedu.2009.10.013", "url": "https://www.sciencedirect.com/science/article/abs/pii/S0360131509002978", "local": null, "retrieved": "2026-04-09", "notes": "Conceptual Change", "download_status": null, "local_file": null, "tags": []}, {"id": "S050", "title": "Learning outcome achievement in non-traditional versus traditional laboratories: A review of the empirical research", "authors": ["Brinson, J."], "year": 2015, "journal": "Computers & Education", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 3, "score": 8, "badges": ["peer"], "abstract": "Review von 56 Vergleichsstudien: 87 % zeigen gleiche oder bessere Ergebnisse in virtuellen Labors. Minds-on-Engagement wichtiger als Hands-on.", "doi": "10.1016/j.compedu.2015.07.003", "url": "https://www.sciencedirect.com/science/article/abs/pii/S0360131515300087", "local": null, "retrieved": "2026-04-09", "notes": "Virtuell gleichwertig oder besser", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S051", "title": "Scientific Discovery Learning with Computer Simulations of Conceptual Domains", "authors": ["de Jong, T.", "van Joolingen, W."], "year": 1998, "journal": "Review of Educational Research", "type": "journal", "lang": "en", "authority": 4, "recency": 1, "relevance": 3, "score": 8, "badges": ["peer"], "abstract": "Grundlegendes Review zum entdeckenden Lernen mit Simulationen. Analysiert Lernschwierigkeiten und instruktionale Unterstützung.", "doi": "10.3102/00346543068002179", "url": "https://journals.sagepub.com/doi/10.3102/00346543068002179", "local": null, "retrieved": "2026-04-09", "notes": "Historisches Grundlagenwerk", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S055", "title": "A Study of Educational Simulations Part II -- Interface Design", "authors": ["Adams, W.", "Reid, S.", "LeMaster, R.", "McKagan, S.", "Perkins, K.", "Dubson, M.", "Wieman, C."], "year": 2008, "journal": "Journal of Interactive Learning Research", "type": "journal", "lang": "en", "authority": 3, "recency": 1, "relevance": 3, "score": 7, "badges": ["peer"], "abstract": "Empirisch fundierte Interface-Design-Richtlinien für Bildungssimulationen. Intuitive Gestaltung ist entscheidend.", "doi": null, "url": "https://phet.colorado.edu/publications/archive/PhET%20interview%20Paper%20Part%20II.pdf", "local": null, "retrieved": "2026-04-09", "notes": "Interface-Design", "download_status": null, "local_file": null, "tags": []}, {"id": "S056", "title": "The Impact of Computer Simulation on Students' Conceptual Understanding in K-12 Science Education: A Meta-Analysis", "authors": ["Hsu, Y.", "Ching, Y."], "year": 2025, "journal": "Journal of Science Education and Technology", "type": "journal", "lang": "en", "authority": 4, "recency": 3, "relevance": 3, "score": 10, "badges": ["peer"], "abstract": "Aktuelle Meta-Analyse: große Gesamteffektstärke g = 0,898 für Simulationen auf konzeptuelles Verständnis in K-12.", "doi": "10.1007/s10956-025-10264-7", "url": "https://link.springer.com/article/10.1007/s10956-025-10264-7", "local": null, "retrieved": "2026-04-09", "notes": "Sehr aktuell, große Effektstärke", "download_status": null, "local_file": null, "tags": ["core"]}, {"id": "S058", "title": "Exploring effectiveness of simulation-based inquiry learning with integration of formative assessment", "authors": ["Chen, S.", "Law, V."], "year": 2016, "journal": "Journal of Computers in Education", "type": "journal", "lang": "en", "authority": 3, "recency": 1, "relevance": 3, "score": 7, "badges": ["peer"], "abstract": "Kombination von Simulation und formativer Bewertung fördert konzeptuelles Lernen stärker als Simulation allein.", "doi": "10.1007/s40692-015-0037-y", "url": "https://link.springer.com/article/10.1007/s40692-015-0037-y", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S059", "title": "When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education", "authors": ["Woerner, S.", "Kuhn, J.", "Scheiter, K."], "year": 2023, "journal": "Computers & Education", "type": "journal", "lang": "en", "authority": 4, "recency": 3, "relevance": 3, "score": 10, "badges": ["peer"], "abstract": "Empirische Studie: Kombination realer und virtueller Experimente fördert konzeptuelles Verständnis stärker als einzelne Formen.", "doi": "10.1016/j.compedu.2023.104781", "url": "https://www.sciencedirect.com/science/article/pii/S0360131523000222", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S060", "title": "Simulation-Based Inquiry Learning and Computer Modeling: Pitfalls and Potentials", "authors": ["Mulder, Y.", "Lazonder, A.", "de Jong, T."], "year": 2015, "journal": "Simulation & Gaming", "type": "journal", "lang": "en", "authority": 3, "recency": 1, "relevance": 3, "score": 7, "badges": ["peer"], "abstract": "Verbindung von simulationsbasiertem Inquiry-Lernen und Computermodellierung. Analysiert Fallstricke und Potenziale.", "doi": "10.1177/1046878115577159", "url": "https://journals.sagepub.com/doi/10.1177/1046878115577159", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S061", "title": "Fostering elementary school students' understanding of simple electricity by combining simulation and laboratory activities", "authors": ["Jaakkola, T.", "Nurmi, S."], "year": 2008, "journal": "Journal of Computer Assisted Learning", "type": "journal", "lang": "en", "authority": 3, "recency": 1, "relevance": 3, "score": 7, "badges": ["peer"], "abstract": "Kombination Simulation + Labor bei Grundschulkindern zeigte beste konzeptuelle Entwicklung. Labor allein blieb auf elementarem Niveau.", "doi": "10.1111/j.1365-2729.2008.00266.x", "url": "https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2729.2008.00266.x", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S062", "title": "The Past, Present, and Future of the Cognitive Theory of Multimedia Learning", "authors": ["Mayer, R."], "year": 2024, "journal": "Educational Psychology Review", "type": "journal", "lang": "en", "authority": 4, "recency": 3, "relevance": 2, "score": 9, "badges": ["peer"], "abstract": "Rückblick und Ausblick auf CTML durch ihren Begründer. Aktuelle Erweiterungen für immersive und interaktive Medien.", "doi": "10.1007/s10648-023-09842-1", "url": "https://link.springer.com/article/10.1007/s10648-023-09842-1", "local": null, "retrieved": "2026-04-09", "notes": "Aktuellste CTML durch Mayer", "download_status": null, "local_file": null, "tags": []}, {"id": "S063", "title": "A systematic review of immersive VR applications for higher education", "authors": ["Radianti, J.", "Majchrzak, T.", "Fromm, J.", "Wohlgenannt, I."], "year": 2020, "journal": "Computers & Education", "type": "journal", "lang": "en", "authority": 4, "recency": 2, "relevance": 2, "score": 8, "badges": ["peer"], "abstract": "VR-Anwendungen in der Hochschulbildung: Designelemente, Lerntheorien, Forschungsagenda.", "doi": "10.1016/j.compedu.2019.103778", "url": "https://www.sciencedirect.com/science/article/pii/S0360131519303276", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S065", "title": "The Effect of Physical and Virtual Inquiry-Based Experiments on Students' Attitudes and Learning", "authors": ["Tüllüce, H.", "Cecen, M."], "year": 2024, "journal": "Journal of Science Education and Technology", "type": "journal", "lang": "en", "authority": 3, "recency": 3, "relevance": 3, "score": 9, "badges": ["peer"], "abstract": "Keine signifikanten Unterschiede zwischen physischen und virtuellen Inquiry-Experimenten. Beide gleichwertig einsetzbar.", "doi": "10.1007/s10956-023-10088-3", "url": "https://link.springer.com/article/10.1007/s10956-023-10088-3", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S066", "title": "Synergistic scaffolding in promoting learners' conceptual understanding in simulated inquiry-based learning", "authors": ["Mchunu, S.", "Naidoo, J."], "year": 2025, "journal": "Disciplinary and Interdisciplinary Science Education Research", "type": "journal", "lang": "en", "authority": 3, "recency": 3, "relevance": 3, "score": 9, "badges": ["peer", "openaccess"], "abstract": "Lehrer- und Simulations-Scaffolding gemeinsam wirksamer als einzeln. Synergistisches Scaffolding-Modell.", "doi": "10.1186/s43031-025-00142-y", "url": "https://link.springer.com/article/10.1186/s43031-025-00142-y", "local": null, "retrieved": "2026-04-09", "notes": "Synergistisches Scaffolding", "download_status": null, "local_file": null, "tags": []}, {"id": "S067", "title": "Two comparative studies of computer simulations and experiments as learning tools", "authors": ["Kapici, H.", "Akcay, H.", "de Jong, T."], "year": 2022, "journal": "Instructional Science", "type": "journal", "lang": "en", "authority": 4, "recency": 2, "relevance": 3, "score": 9, "badges": ["peer"], "abstract": "Vergleichbare Lernergebnisse bei Simulationen und realen Experimenten. Simulationen bieten Vorteile bei Visualisierung und Wiederholbarkeit.", "doi": "10.1007/s11251-021-09566-1", "url": "https://link.springer.com/article/10.1007/s11251-021-09566-1", "local": null, "retrieved": "2026-04-09", "notes": "", "download_status": null, "local_file": null, "tags": []}, {"id": "S068", "title": "Teaching geography with GIS: a systematic review, 2010-2024", "authors": ["Yanto, B.", "Putra, A."], "year": 2025, "journal": "Science Education Quarterly", "type": "journal", "lang": "en", "authority": 3, "recency": 3, "relevance": 3, "score": 9, "badges": ["peer", "openaccess"], "abstract": "Review von 257 Artikeln zu GIS im Geografieunterricht. GIS fördert räumliches Denken, Inquiry und Problemlösung.", "doi": null, "url": "https://acnsci.org/journal/index.php/seq/article/view/903", "local": null, "retrieved": "2026-04-09", "notes": "GIS im Geographieunterricht", "download_status": null, "local_file": null, "tags": []}, {"id": "S069", "title": "Designing Effective Feedback Messages in Serious Games and Simulations", "authors": ["Johnson, C.", "Bailey, S.", "Van Buskirk, W."], "year": 2017, "journal": "Simulation & Gaming", "type": "journal", "lang": "en", "authority": 3, "recency": 1, "relevance": 3, "score": 7, "badges": ["peer"], "abstract": "Wirksames Feedback muss zeitnah, spezifisch, konstruktiv und handlungsorientiert sein.", "doi": "10.1177/1046878116672113", "url": "https://journals.sagepub.com/doi/10.1177/1046878116672113", "local": null, "retrieved": "2026-04-09", "notes": "Feedback-Design", "download_status": null, "local_file": null, "tags": []}, {"id": "S070", "title": "Does combining real and virtual experiments improve learning achievement in physics? 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Simulationsspiele fördern Verständnis für ökologische Systeme.", "doi": null, "url": "https://scholarworks.uni.edu/cgi/viewcontent.cgi?article=5622&context=grp", "local": null, "retrieved": "2026-04-09", "notes": "", "id": "S236", "download_status": null, "local_file": null, "tags": []}, {"title": "Lernen und Lehren mit digitalen Medien: Befunde, Evidenz und Praxisimplikationen", "authors": ["Scheiter, K."], "year": 2021, "journal": "Zeitschrift für Erziehungswissenschaft", "type": "journal", "lang": "de", "authority": 3, "recency": 2, "relevance": 2, "score": 7, "badges": ["peer"], "abstract": "Übersicht über Befunde zu digitalen Medien im Unterricht im deutschsprachigen Raum. 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<header>
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<h1>Quellenverzeichnis</h1>
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<p>Lernen durch Simulation · Lernprogrammplanung · 9. April 2026</p>
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</div>
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<a href="lernen-durch-simulation.html">← Zum Artikel</a>
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</header>
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<!-- Bewertungssystem -->
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<section class="criteria-section">
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<h2>Methodik der Quellenbewertung</h2>
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<p class="criteria-intro">Jede Quelle wird anhand von drei Dimensionen bewertet. Die Summe (3 – 10 Punkte) ergibt die Sternbewertung.</p>
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<div class="dim-cards">
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<div class="dim-card">
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<h4>📐 Autorität</h4>
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<p class="dim-sub">Wie verlässlich und anerkannt ist die Quelle?</p>
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<ul>
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<li><span class="score-badge">4</span> Peer-reviewed in Nature, PNAS, ICLR u.ä.</li>
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<li><span class="score-badge">3</span> Begutachtetes Journal, Institution (OECD, BMB)</li>
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<li><span class="score-badge">2</span> Preprint (arXiv), Fachbuch mit Verlag</li>
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<li><span class="score-badge">1</span> Blog, Web, informelle Quelle</li>
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</ul>
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</div>
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<div class="dim-card">
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<h4>🕐 Aktualität</h4>
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<p class="dim-sub">Wie aktuell ist die Publikation?</p>
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<ul>
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<li><span class="score-badge">3</span> 2024 oder neuer</li>
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<li><span class="score-badge">2</span> 2022 – 2023</li>
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<li><span class="score-badge">1</span> Vor 2022</li>
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</ul>
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</div>
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<div class="dim-card">
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<h4>🎯 Relevanz</h4>
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<p class="dim-sub">Wie direkt behandelt sie das Kernthema: Simulationen im naturwissenschaftlichen und geografischen Unterricht?</p>
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<ul>
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<li><span class="score-badge">3</span> Direkt: Simulationen + Naturwissenschafts-/Geografieunterricht + Didaktik</li>
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<li><span class="score-badge">2</span> Simulationen + MINT-Bildung oder digitale Lernmedien + Unterricht</li>
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<li><span class="score-badge">1</span> Allgemein digitale Bildung, Lerntheorien, Mediendidaktik</li>
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</ul>
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</div>
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</div>
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<div class="stars-badges-row">
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<div class="stars-card">
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<h4>⭐ Sternbewertung (Score 3 – 10)</h4>
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<table class="stars-table">
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<thead><tr><th>Score</th><th>Sterne</th><th>Bedeutung</th></tr></thead>
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<tbody>
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<tr class="row-5star"><td>9 – 10</td><td>★★★★★</td><td>Kernquelle</td></tr>
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<tr class="row-4star"><td>7 – 8</td><td>★★★★☆</td><td>Sehr relevant</td></tr>
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<tr class="row-3star"><td>5 – 6</td><td>★★★☆☆</td><td>Relevant</td></tr>
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<tr class="row-2star"><td>3 – 4</td><td>★★☆☆☆</td><td>Orientierung</td></tr>
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</tbody>
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</table>
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</div>
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<div class="badges-card">
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<h4>🏷️ Badges</h4>
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<div class="badge-list">
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<div class="badge-row"><span class="badge badge-peer">🎓 Peer-reviewed</span> <span class="badge-desc">Begutachtete Fachpublikation</span></div>
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<div class="badge-row"><span class="badge badge-openaccess">🔓 Open Access</span> <span class="badge-desc">Frei zugänglich</span></div>
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<div class="badge-row"><span class="badge badge-institution">🏛️ Institution</span> <span class="badge-desc">Offizielle Institution</span></div>
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<div class="badge-row"><span class="badge badge-austria">🇦🇹 Österreich</span> <span class="badge-desc">Österreichbezug</span></div>
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<div class="badge-row"><span class="badge badge-preprint">🔬 Preprint</span> <span class="badge-desc">arXiv, noch nicht peer-reviewed</span></div>
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||
<div class="badge-row"><span class="badge badge-book">📚 Buch</span> <span class="badge-desc">Monografie oder Buchkapitel</span></div>
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<div class="badge-row"><span class="badge badge-web">🌐 Web</span> <span class="badge-desc">Webpublikation, Blog</span></div>
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||
<div class="badge-row"><span class="badge badge-paywall">🔒 Paywall</span> <span class="badge-desc">Nur mit Abonnement</span></div>
|
||
<div class="badge-row"><span class="badge badge-math">🧮 Mathematik</span> <span class="badge-desc">Mathematik- oder Informatikfokus</span></div>
|
||
</div>
|
||
</div>
|
||
</div>
|
||
</section>
|
||
|
||
<!-- Reload-Pill (schwebend, oben rechts) -->
|
||
<div id="rpill" style="position:fixed;top:.75rem;right:.75rem;z-index:9000;display:flex;align-items:center;gap:.4rem;background:#fff;border:1px solid #ddd;border-radius:20px;padding:.2rem .45rem .2rem .7rem;font-family:sans-serif;font-size:.72rem;box-shadow:0 1px 6px rgba(0,0,0,.12);white-space:nowrap">
|
||
<span id="reload-clock" style="font-variant-numeric:tabular-nums;letter-spacing:.03em;color:#333">00:00:00</span>
|
||
<span id="reload-countdown" style="color:#aaa;font-size:.66rem;min-width:0"></span>
|
||
<button id="reload-btn" onclick="toggleReload()" style="background:#1a4e8a;color:#fff;border:none;border-radius:14px;padding:.14rem .48rem;font-size:.66rem;cursor:pointer;font-family:sans-serif;font-weight:600;line-height:1.7">⏵</button>
|
||
</div>
|
||
|
||
<!-- Stats -->
|
||
<div class="stats" id="stats-row"></div>
|
||
|
||
<!-- Diagramme -->
|
||
<div class="chart-row" id="chart-row">
|
||
<div class="chart-box"><h3>Score-Verteilung</h3><div id="chart-score"></div></div>
|
||
<div class="chart-box"><h3>Quelltyp</h3><div id="chart-type"></div></div>
|
||
<div class="chart-box"><h3>Sprache</h3><div id="chart-lang"></div></div>
|
||
</div>
|
||
|
||
<!-- Filter & Suche -->
|
||
<div class="filter-section">
|
||
<label>Sterne:</label>
|
||
<button class="filter-btn active" data-filter-stars="all">Alle</button>
|
||
<button class="filter-btn" data-filter-stars="5">★★★★★</button>
|
||
<button class="filter-btn" data-filter-stars="4">★★★★</button>
|
||
<button class="filter-btn" data-filter-stars="3">★★★</button>
|
||
<button class="filter-btn" data-filter-stars="2">★★</button>
|
||
<div class="filter-sep"></div>
|
||
<label>Badge:</label>
|
||
<button class="filter-btn active" data-filter-badge="all">Alle</button>
|
||
<button class="filter-btn" data-filter-badge="peer">🎓 Peer-reviewed</button>
|
||
<button class="filter-btn" data-filter-badge="institution">🏛️ Institution</button>
|
||
<button class="filter-btn" data-filter-badge="openaccess">🔓 Open Access</button>
|
||
<button class="filter-btn" data-filter-badge="austria">🇦🇹 Österreich</button>
|
||
<div class="filter-sep"></div>
|
||
<label>Verwendung:</label>
|
||
<button class="filter-btn active" data-filter-cited="all">Alle</button>
|
||
<button class="filter-btn" data-filter-cited="1">✓ Im Artikel</button>
|
||
<button class="filter-btn" data-filter-cited="0">Nur Archiv</button>
|
||
<div class="filter-sep"></div>
|
||
<input type="search" id="search-input" placeholder="Suchen …" />
|
||
<div class="filter-sep"></div>
|
||
<label>Sortierung:</label>
|
||
<select id="sort-select">
|
||
<option value="score-desc">Score ↓</option>
|
||
<option value="score-asc">Score ↑</option>
|
||
<option value="year-desc">Jahr ↓</option>
|
||
<option value="year-asc">Jahr ↑</option>
|
||
<option value="id-asc">ID ↑</option>
|
||
</select>
|
||
</div>
|
||
|
||
<div id="result-count"></div>
|
||
<div id="cards-container"></div>
|
||
|
||
<script>
|
||
/* ══════════════════════════════════════════
|
||
Konfiguration
|
||
══════════════════════════════════════════ */
|
||
const SOURCES_URL = "sources/sources.json";
|
||
|
||
const BADGE_LABELS = {
|
||
peer: "🎓 Peer-reviewed",
|
||
institution: "🏛️ Institution",
|
||
book: "📚 Verlag/Buch",
|
||
preprint: "🔬 Preprint",
|
||
web: "🌐 Web",
|
||
austria: "🇦🇹 Österreich",
|
||
openaccess: "🔓 Open Access",
|
||
paywall: "🔒 Paywall",
|
||
math: "🧮 Mathematik"
|
||
};
|
||
|
||
const TYPE_LABELS = {
|
||
journal: "Journal-Artikel",
|
||
conference: "Konferenz",
|
||
report: "Bericht",
|
||
book: "Buch / Kapitel",
|
||
preprint: "Preprint",
|
||
web: "Webseite",
|
||
curriculum: "Lehrplan"
|
||
};
|
||
|
||
/* ══════════════════════════════════════════
|
||
Hilfsfunktionen
|
||
══════════════════════════════════════════ */
|
||
function stars(score) {
|
||
const s = score >= 9 ? 5 : score >= 7 ? 4 : score >= 5 ? 3 : 2;
|
||
return { stars: s, filled: "★".repeat(s), empty: "★".repeat(5 - s) };
|
||
}
|
||
|
||
function makeBar(items, colorMap) {
|
||
const max = Math.max(...Object.values(items), 1);
|
||
return Object.entries(items).map(([label, count]) => `
|
||
<div class="bar-item">
|
||
<span class="label">${label}</span>
|
||
<div class="bar-track"><div class="bar-fill" style="width:${Math.round(count/max*100)}%;background:${colorMap?.[label]||'#1a4e8a'}"></div></div>
|
||
<span class="count">${count}</span>
|
||
</div>`).join("");
|
||
}
|
||
|
||
/* ══════════════════════════════════════════
|
||
Render
|
||
══════════════════════════════════════════ */
|
||
function formatAPA7(src) {
|
||
const authors = src.authors || [];
|
||
let authStr = "";
|
||
if (authors.length === 0) { authStr = ""; }
|
||
else if (authors.length === 1) { authStr = authors[0]; }
|
||
else if (authors.length === 2) { authStr = authors[0] + ", & " + authors[1]; }
|
||
else if (authors.length <= 20) { authStr = authors.slice(0,-1).join(", ") + ", & " + authors[authors.length-1]; }
|
||
else { authStr = authors.slice(0,19).join(", ") + ", ... " + authors[authors.length-1]; }
|
||
const year = src.year ? "(" + src.year + ")" : "(o.\u00a0J.)";
|
||
const title = src.title || "";
|
||
const journal = src.journal ? " " + src.journal + "." : "";
|
||
const link = src.doi ? " https://doi.org/" + src.doi : (src.url && src.url !== "#" ? " " + src.url : "");
|
||
return authStr + " " + year + ". " + title + "." + journal + link;
|
||
}
|
||
|
||
let _toastTimer = null;
|
||
function showCopyToast(msg) {
|
||
let t = document.getElementById("toast-copy");
|
||
if (!t) { t = document.createElement("div"); t.id = "toast-copy"; document.body.appendChild(t); }
|
||
t.textContent = msg;
|
||
t.classList.add("show");
|
||
clearTimeout(_toastTimer);
|
||
_toastTimer = setTimeout(function() { t.classList.remove("show"); }, 2200);
|
||
}
|
||
|
||
function copyAPA(id) {
|
||
const src = (window.SOURCES_DATA || []).find(function(s) { return s.id === id; });
|
||
if (!src) return;
|
||
const text = formatAPA7(src);
|
||
if (navigator.clipboard && navigator.clipboard.writeText) {
|
||
navigator.clipboard.writeText(text).then(function() { showCopyToast("APA-Zitat kopiert \u2713"); });
|
||
} else {
|
||
const ta = document.createElement("textarea"); ta.value = text;
|
||
document.body.appendChild(ta); ta.select(); document.execCommand("copy"); document.body.removeChild(ta);
|
||
showCopyToast("APA-Zitat kopiert \u2713");
|
||
}
|
||
}
|
||
|
||
function renderCard(src, cited) {
|
||
const { stars: s, filled, empty } = stars(src.score || 3);
|
||
const authorsStr = (src.authors || []).join(", ");
|
||
const localLink = src.local
|
||
? `<a href="${src.local}" title="Lokale Kopie">📁 Lokal</a>` : "";
|
||
const doiLink = src.doi
|
||
? `<a href="https://doi.org/${src.doi}" target="_blank" rel="noopener">DOI: ${src.doi}</a>` : "";
|
||
const origLink = src.url && src.url !== "#"
|
||
? `<a href="${src.url}" target="_blank" rel="noopener">🔗 Original</a>` : "";
|
||
const citedBadge = cited ? `<span class="badge badge-cited">✓ Im Artikel</span>` : "";
|
||
const citLocs = ((window.CIT_LOCATIONS || {})[src.id]) || [];
|
||
const circled = ["①","②","③","④","⑤","⑥","⑦","⑧","⑨","⑩"];
|
||
const citLinks = citLocs.map((anchor, i) =>
|
||
`<a class="badge badge-cited" style="text-decoration:none;cursor:pointer" href="lernen-durch-simulation.html#${anchor}" target="_blank" title="Im Artikel: Zitat ${i+1}">${circled[i]||"#"+(i+1)}</a>`
|
||
).join("");
|
||
const badgesHtml = (src.badges || []).map(b =>
|
||
`<span class="badge badge-${b}">${BADGE_LABELS[b] || b}</span>`).join("") + citedBadge + citLinks;
|
||
const notesHtml = src.notes
|
||
? `<div class="card-notes">Notiz: ${src.notes}</div>` : "";
|
||
|
||
return `
|
||
<div class="source-card" data-stars="${s}" data-badges="${(src.badges||[]).join(" ")}"
|
||
data-cited="${cited ? '1' : '0'}"
|
||
data-year="${src.year||0}" data-score="${src.score||0}" data-id="${src.id||""}">
|
||
<div class="card-top">
|
||
<div>
|
||
<div>
|
||
<span class="card-id">[${src.id}]</span><button class="copy-apa-btn" title="APA 7-Zitat kopieren" onclick="copyAPA('${src.id}')">⎘</button>
|
||
<span class="card-title">
|
||
${src.url && src.url !== "#"
|
||
? `<a href="${src.url}" target="_blank" rel="noopener">${src.title}</a>`
|
||
: src.title}
|
||
</span>
|
||
</div>
|
||
<div class="card-meta">${authorsStr}${authorsStr && src.year ? " · " : ""}${src.year || ""}${src.journal ? " · <em>" + src.journal + "</em>" : ""}${src.type ? " · " + (TYPE_LABELS[src.type]||src.type) : ""}${src.lang ? " · " + src.lang.toUpperCase() : ""}</div>
|
||
</div>
|
||
<div class="stars">
|
||
<span class="filled">${filled}</span><span class="empty">${empty}</span>
|
||
<span class="score-num">${src.score}/10</span>
|
||
</div>
|
||
</div>
|
||
<div class="badges">${badgesHtml}</div>
|
||
${src.abstract ? `<div class="card-abstract">${src.abstract}</div>` : ""}
|
||
<div class="card-footer">${[localLink, doiLink, origLink].filter(Boolean).join(" · ")}${src.retrieved ? `<span>Abgerufen: ${src.retrieved}</span>` : ""}</div>
|
||
${notesHtml}
|
||
</div>`;
|
||
}
|
||
|
||
/* ══════════════════════════════════════════
|
||
Filter + Sortierung
|
||
══════════════════════════════════════════ */
|
||
let allSources = [];
|
||
let activeStars = "all";
|
||
let activeBadge = "all";
|
||
let searchTerm = "";
|
||
let sortMode = "score-desc";
|
||
let activeCited = "all";
|
||
|
||
function applyFilters() {
|
||
const cards = document.querySelectorAll(".source-card");
|
||
let visible = 0;
|
||
cards.forEach(card => {
|
||
const cardStars = card.dataset.stars;
|
||
const cardBadges = card.dataset.badges;
|
||
const cardCited = card.dataset.cited;
|
||
const cardText = card.textContent.toLowerCase();
|
||
const matchStar = activeStars === "all" || cardStars === activeStars;
|
||
const matchBadge = activeBadge === "all" || cardBadges.includes(activeBadge);
|
||
const matchCited = activeCited === "all" || cardCited === activeCited;
|
||
const matchSearch= !searchTerm || cardText.includes(searchTerm);
|
||
const show = matchStar && matchBadge && matchCited && matchSearch;
|
||
card.classList.toggle("hidden", !show);
|
||
if (show) visible++;
|
||
});
|
||
document.getElementById("result-count").textContent =
|
||
`${visible} von ${cards.length} Quellen angezeigt`;
|
||
}
|
||
|
||
function sortCards() {
|
||
const container = document.getElementById("cards-container");
|
||
const cards = [...container.querySelectorAll(".source-card")];
|
||
cards.sort((a, b) => {
|
||
if (sortMode === "score-desc") return +b.dataset.score - +a.dataset.score;
|
||
if (sortMode === "score-asc") return +a.dataset.score - +b.dataset.score;
|
||
if (sortMode === "year-desc") return +b.dataset.year - +a.dataset.year;
|
||
if (sortMode === "year-asc") return +a.dataset.year - +b.dataset.year;
|
||
return a.dataset.id.localeCompare(b.dataset.id);
|
||
});
|
||
cards.forEach(c => container.appendChild(c));
|
||
}
|
||
|
||
/* ══════════════════════════════════════════
|
||
Charts + Stats
|
||
══════════════════════════════════════════ */
|
||
function renderStats(sources, citedSet) {
|
||
const citedCount = citedSet ? citedSet.size : 0;
|
||
const real = sources.filter(s => s.id !== "PLACEHOLDER");
|
||
const byScore = { "★★★★★": 0, "★★★★☆": 0, "★★★☆☆": 0, "★★☆☆☆": 0 };
|
||
const byType = {};
|
||
const byLang = {};
|
||
real.forEach(s => {
|
||
const st = s.score >= 9 ? "★★★★★" : s.score >= 7 ? "★★★★☆" : s.score >= 5 ? "★★★☆☆" : "★★☆☆☆";
|
||
byScore[st]++;
|
||
const tl = TYPE_LABELS[s.type] || s.type || "—";
|
||
byType[tl] = (byType[tl] || 0) + 1;
|
||
const ll = (s.lang || "?").toUpperCase();
|
||
byLang[ll] = (byLang[ll] || 0) + 1;
|
||
});
|
||
|
||
const oa = real.filter(s => (s.badges||[]).includes("openaccess")).length;
|
||
const peer = real.filter(s => (s.badges||[]).includes("peer")).length;
|
||
|
||
document.getElementById("stats-row").innerHTML = `
|
||
<div class="stat"><strong>${real.length}</strong>Quellen gesamt</div>
|
||
<div class="stat"><strong>${peer}</strong>Peer-reviewed</div>
|
||
<div class="stat"><strong>${oa}</strong>Open Access</div>
|
||
<div class="stat"><strong>${real.filter(s=>s.score>=9).length}</strong>★★★★★ Kernquellen</div>
|
||
<div class="stat"><strong>${citedCount}</strong>✓ Im Artikel</div>`;
|
||
|
||
const scoreColors = { "★★★★★": "#1a6b3c", "★★★★☆": "#2e7d32", "★★★☆☆": "#e65100", "★★☆☆☆": "#b71c1c" };
|
||
document.getElementById("chart-score").innerHTML = makeBar(byScore, scoreColors);
|
||
document.getElementById("chart-type").innerHTML = makeBar(byType, null);
|
||
document.getElementById("chart-lang").innerHTML = makeBar(byLang, null);
|
||
}
|
||
|
||
/* ══════════════════════════════════════════
|
||
Init
|
||
══════════════════════════════════════════ */
|
||
async function init() {
|
||
try {
|
||
let raw, citedIds;
|
||
if (window.SOURCES_DATA) {
|
||
raw = window.SOURCES_DATA;
|
||
citedIds = window.CITED_IDS || [];
|
||
} else {
|
||
[raw, citedIds] = await Promise.all([
|
||
fetch(SOURCES_URL).then(r => r.json()),
|
||
fetch("sources/cited_ids.json").then(r => r.json()).catch(() => [])
|
||
]);
|
||
}
|
||
allSources = raw.filter(s => !s._comment && !s._schema);
|
||
const citedSet = new Set(citedIds);
|
||
|
||
const container = document.getElementById("cards-container");
|
||
container.innerHTML = allSources.map(s => renderCard(s, citedSet.has(s.id))).join("");
|
||
|
||
renderStats(allSources, citedSet);
|
||
applyFilters();
|
||
|
||
/* Filter-Buttons Sterne */
|
||
document.querySelectorAll("[data-filter-stars]").forEach(btn => {
|
||
btn.addEventListener("click", () => {
|
||
document.querySelectorAll("[data-filter-stars]").forEach(b => b.classList.remove("active"));
|
||
btn.classList.add("active");
|
||
activeStars = btn.dataset.filterStars;
|
||
applyFilters();
|
||
});
|
||
});
|
||
|
||
/* Filter-Buttons Badge */
|
||
document.querySelectorAll("[data-filter-badge]").forEach(btn => {
|
||
btn.addEventListener("click", () => {
|
||
document.querySelectorAll("[data-filter-badge]").forEach(b => b.classList.remove("active"));
|
||
btn.classList.add("active");
|
||
activeBadge = btn.dataset.filterBadge;
|
||
applyFilters();
|
||
});
|
||
});
|
||
|
||
/* Filter-Buttons Verwendung (cited) */
|
||
document.querySelectorAll("[data-filter-cited]").forEach(btn => {
|
||
btn.addEventListener("click", () => {
|
||
document.querySelectorAll("[data-filter-cited]").forEach(b => b.classList.remove("active"));
|
||
btn.classList.add("active");
|
||
activeCited = btn.dataset.filterCited;
|
||
applyFilters();
|
||
});
|
||
});
|
||
|
||
/* Suche */
|
||
document.getElementById("search-input").addEventListener("input", e => {
|
||
searchTerm = e.target.value.toLowerCase().trim();
|
||
applyFilters();
|
||
});
|
||
|
||
/* Sortierung */
|
||
document.getElementById("sort-select").addEventListener("change", e => {
|
||
sortMode = e.target.value;
|
||
sortCards();
|
||
});
|
||
|
||
} catch(err) {
|
||
document.getElementById("cards-container").textContent = "Fehler: " + err.message;
|
||
console.error(err);
|
||
}
|
||
}
|
||
|
||
document.addEventListener("DOMContentLoaded", init);
|
||
</script>
|
||
|
||
<script>
|
||
/* ── Timelapse / Reload-Panel ── */
|
||
(function() {
|
||
var INTERVAL = 20;
|
||
var LS_KEY = 'quellen_reload_active';
|
||
var countdown = INTERVAL;
|
||
var reloadTimer = null;
|
||
var clockTimer = null;
|
||
|
||
// Uhr laufend anzeigen
|
||
function updateClock() {
|
||
var now = new Date();
|
||
var h = String(now.getHours()).padStart(2,'0');
|
||
var m = String(now.getMinutes()).padStart(2,'0');
|
||
var s = String(now.getSeconds()).padStart(2,'0');
|
||
document.getElementById('reload-clock').textContent = h+':'+m+':'+s;
|
||
}
|
||
|
||
function startClock() {
|
||
updateClock();
|
||
clockTimer = setInterval(updateClock, 1000);
|
||
}
|
||
|
||
function updateCountdown() {
|
||
var el = document.getElementById('reload-countdown');
|
||
if (el) el.textContent = countdown + 's';
|
||
countdown--;
|
||
if (countdown < 0) {
|
||
localStorage.setItem(LS_KEY, '1');
|
||
window.location.reload();
|
||
}
|
||
}
|
||
|
||
function startReload() {
|
||
countdown = INTERVAL;
|
||
localStorage.setItem(LS_KEY, '1');
|
||
document.getElementById('reload-btn').textContent = '⏹';
|
||
document.getElementById('reload-btn').style.background = '#b71c1c';
|
||
updateCountdown();
|
||
reloadTimer = setInterval(updateCountdown, 1000);
|
||
}
|
||
|
||
function stopReload() {
|
||
localStorage.removeItem(LS_KEY);
|
||
clearInterval(reloadTimer);
|
||
document.getElementById('reload-countdown').textContent = '';
|
||
document.getElementById('reload-btn').textContent = '⏵';
|
||
document.getElementById('reload-btn').style.background = '#1a4e8a';
|
||
}
|
||
|
||
window.toggleReload = function() {
|
||
if (reloadTimer) { stopReload(); } else { startReload(); }
|
||
};
|
||
|
||
// Panel immer sichtbar machen (Uhr zeigen)
|
||
document.addEventListener('DOMContentLoaded', function() {
|
||
startClock();
|
||
|
||
// War Reload aktiv vor dem letzten Reload?
|
||
if (localStorage.getItem(LS_KEY) === '1') {
|
||
// Zur Stats-Ansicht scrollen
|
||
setTimeout(function() {
|
||
var el = document.getElementById('stats-row');
|
||
if (el) el.scrollIntoView({ behavior: 'smooth', block: 'start' });
|
||
}, 600);
|
||
// Reload wieder starten
|
||
setTimeout(startReload, 800);
|
||
}
|
||
});
|
||
})();
|
||
</script>
|
||
</body>
|
||
</html>
|