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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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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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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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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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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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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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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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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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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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Supporting self-regulated hypermedia learning through prompts

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

2012

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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, p.1-15

2017

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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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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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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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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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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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Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance

Computers in human behavior, 2015-11, Vol.52, p.293-306

2015

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Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning?

Metacognition and learning, 2008-04, Vol.3 (1), p.39-58

2008

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Feeling good, learning better? Effectivity of an emotional design procedure in multimedia learning

Educational psychology (Dorchester-on-Thames), 2019-04, Vol.39 (4), p.530-549

2019

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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

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

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

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

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

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

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

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

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

Supporting self-regulated hypermedia learning through prompts

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

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

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

Investigating learning processes through analysis of navigation behavior using log files

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

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

Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance

Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning?

Feeling good, learning better? Effectivity of an emotional design procedure in multimedia learning

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