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Differential effects of students' self-directed metacognitive prompts

Computers in human behavior, 2018-09, Vol.86, p.165-173

2018

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Exploring regulatory processes during a computer-supported collaborative learning task using process mining

Computers in human behavior, 2012-07, Vol.28 (4), p.1321-1331

2012

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e-Research and learning theory: What do sequence and process mining methods contribute?

British journal of educational technology, 2014-05, Vol.45 (3), p.528-540

2014

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Construction and interference in learning from multiple representation

Learning and instruction, 2003-04, Vol.13 (2), p.141-156

2003

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Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition

Learning and instruction, 2011-08, Vol.21 (4), p.560-573

2011

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Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols

Frontiers in psychology, 2021-11, Vol.12, p.749749-749749

2021

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Enhancing knowledge construction in emerging technologies: the role of imagination training in immersive virtual reality environments

Discover education, 2024-06, Vol.3 (1), p.1-23

2024

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Fostering Analytic Metacognitive Processes and Reducing Overconfidence by Disfluency: The Role of Contrast Effects

Applied cognitive psychology, 2017-05, Vol.31 (3), p.291-301

2017

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Analyzing temporal data for understanding the learning process induced by metacognitive prompts

Learning and instruction, 2021-04, Vol.72, p.101205, Article 101205

2021

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Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

Research and practice in technology enhanced learning, 2021-02, Vol.16 (1), p.1-21, Article 3

2021

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Using Process Mining to examine the sustainability of instructional support: How stable are the effects of metacognitive prompting on self-regulatory behavior?

Computers in human behavior, 2019-07, Vol.96, p.259-272

2019

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Accuracy of confidence judgments: Stability and generality in the learning process and predictive validity for learning outcome

Memory & cognition, 2010-06, Vol.38 (4), p.441-451

2010

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Fostering students' emotion regulation during learning: Design and effects of a computer-based video training

The international journal of emotional education, 2019-11, Vol.11 (2), p.3-16

2019

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Analytics of self-regulated learning scaffolding: effects on learning processes

Frontiers in psychology, 2023-08, Vol.14, p.1206696-1206696

2023

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The Better You Feel the Better You Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?

Education research international, 2017-01, Vol.2017 (2017), p.1-15

2017

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Supporting self-regulated hypermedia learning through prompts

Instructional science, 2012-01, Vol.40 (1), p.193-211

2012

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Reinforcement learning for automatic detection of effective strategies for self-regulated learning

Computers and education. Artificial intelligence, 2023, Vol.5, p.100181, Article 100181

2023

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Investigating learning processes through analysis of navigation behavior using log files

Journal of computing in higher education, 2023-04, p.1-19

2023

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Temporal and adaptive processes of regulated learning - What can multimodal data tell?

Learning and instruction, 2021-04, Vol.72, p.101268, Article 101268

2021

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Disfluency as a Desirable Difficulty—The Effects of Letter Deletion on Monitoring and Performance

Frontiers in education (Lausanne), 2018-11, Vol.3

2018

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Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry

Computers in human behavior, 2024-11, Vol.160, p.108386, Article 108386

2024

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Process mining techniques for analysing patterns and strategies in students’ self-regulated learning

Metacognition and learning, 2014-08, Vol.9 (2), p.161-185

2014

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Promoting self-regulated learning through prompts

Zeitschrift für pädagogische Psychologie (Bern, Switzerland), 2009, Vol.23 (2), p.139-145

Bannert, Maria

2009

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What happens to your body during learning with computer-based environments? Exploring negative academic emotions using psychophysiological measurements

Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education), 2023-03, Vol.10 (1), p.189-215

2023

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Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data

Computers in human behavior, 2023-02, Vol.139, p.107540, Article 107540

2023

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Differential effects of students' self-directed metacognitive prompts

Exploring regulatory processes during a computer-supported collaborative learning task using process mining

e-Research and learning theory: What do sequence and process mining methods contribute?

Construction and interference in learning from multiple representation

Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition

Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols

Enhancing knowledge construction in emerging technologies: the role of imagination training in immersive virtual reality environments

Fostering Analytic Metacognitive Processes and Reducing Overconfidence by Disfluency: The Role of Contrast Effects

Analyzing temporal data for understanding the learning process induced by metacognitive prompts

Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

Using Process Mining to examine the sustainability of instructional support: How stable are the effects of metacognitive prompting on self-regulatory behavior?

Accuracy of confidence judgments: Stability and generality in the learning process and predictive validity for learning outcome

Fostering students' emotion regulation during learning: Design and effects of a computer-based video training

Analytics of self-regulated learning scaffolding: effects on learning processes

The Better You Feel the Better You Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?

Supporting self-regulated hypermedia learning through prompts

Reinforcement learning for automatic detection of effective strategies for self-regulated learning

Investigating learning processes through analysis of navigation behavior using log files

Temporal and adaptive processes of regulated learning - What can multimodal data tell?

Disfluency as a Desirable Difficulty—The Effects of Letter Deletion on Monitoring and Performance

Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry

Process mining techniques for analysing patterns and strategies in students’ self-regulated learning

Promoting self-regulated learning through prompts

What happens to your body during learning with computer-based environments? Exploring negative academic emotions using psychophysiological measurements

Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data

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