オープン アクセスを義務付けられた論文 - Maria Bannert詳細
一般には非公開: 9 件
Process mining techniques for analysing patterns and strategies in students’ self-regulated learning
M Bannert, P Reimann, C Sonnenberg
Metacognition and learning 9, 161-185, 2014
委任: German Research Foundation
Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning?
M Bannert, C Mengelkamp
Metacognition and Learning 3, 39-58, 2008
委任: German Research Foundation
Supporting self-regulated hypermedia learning through prompts
M Bannert, P Reimann
Instructional Science 40, 193-211, 2012
委任: German Research Foundation
Promoting self-regulated learning through prompts
M Bannert
Zeitschrift für Pädagogische Psychologie 23 (2), 139-145, 2009
委任: German Research Foundation
Short-and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance
M Bannert, C Sonnenberg, C Mengelkamp, E Pieger
Computers in Human Behavior 52, 293-306, 2015
委任: German Research Foundation
Effects of reflection prompts when learning with hypermedia
M Bannert
Journal of Educational Computing Research 35 (4), 359-375, 2006
委任: German Research Foundation
Scaffolding hypermedia learning through metacognitive prompts
M Bannert, C Mengelkamp
International handbook of metacognition and learning technologies, 171-186, 2013
委任: German Research Foundation
Using Process Mining to examine the sustainability of instructional support: How stable are the effects of metacognitive prompting on self-regulatory behavior?
C Sonnenberg, M Bannert
Computers in Human Behavior 96, 259-272, 2019
委任: German Research Foundation
Differential effects of students' self-directed metacognitive prompts
E Pieger, M Bannert
Computers in Human Behavior 86, 165-173, 2018
委任: German Research Foundation
一般公開: 34 件
Exploring regulatory processes during a computer-supported collaborative learning task using process mining
C Schoor, M Bannert
Computers in Human Behavior 28 (4), 1321-1331, 2012
委任: German Research Foundation
Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data
I Molenaar, S de Mooij, R Azevedo, M Bannert, S Järvelä, D Gašević
Computers in Human Behavior 139, 107540, 2023
委任: US National Science Foundation, Australian Research Council, German Research …
Discovering the effects of metacognitive prompts on the sequential structure of SRL-processes using process mining techniques
C Sonnenberg, M Bannert
Journal of Learning Analytics 2 (1), 72–100-72–100, 2015
委任: German Research Foundation
Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
L Lim, M Bannert, J van der Graaf, S Singh, Y Fan, S Surendrannair, ...
Computers in Human Behavior 139, 107547, 2023
委任: German Research Foundation, Netherlands Organisation for Scientific Research …
Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition
C Schoor, M Bannert
Learning and Instruction 21 (4), 560-573, 2011
委任: German Research Foundation
Accuracy of confidence judgments: Stability and generality in the learning process and predictive validity for learning outcome
C Mengelkamp, M Bannert
Memory & cognition 38, 441-451, 2010
委任: German Research Foundation
Analyzing temporal data for understanding the learning process induced by metacognitive prompts
K Engelmann, M Bannert
Learning and Instruction 72, 101205, 2021
委任: German Research Foundation
Towards investigating the validity of measurement of self-regulated learning based on trace data
Y Fan, J van der Graaf, L Lim, M Raković, S Singh, J Kilgour, J Moore, ...
Metacognition and Learning 17 (3), 949-987, 2022
委任: German Research Foundation, Netherlands Organisation for Scientific Research …
Improving the measurement of self-regulated learning using multi-channel data
Y Fan, L Lim, J Van der Graaf, J Kilgour, M Raković, J Moore, I Molenaar, ...
Metacognition and Learning 17 (3), 1025-1055, 2022
委任: German Research Foundation, Netherlands Organisation for Scientific Research …
Role of dual task design when measuring cognitive load during multimedia learning
C Schoor, M Bannert, R Brünken
Educational Technology Research and Development 60, 753-768, 2012
委任: German Research Foundation
The better you feel the better you learn: do warm colours and rounded shapes enhance learning outcome in multimedia learning?
H Münchow, C Mengelkamp, M Bannert
Education Research International 2017 (1), 2148139, 2017
委任: German Research Foundation
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