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(Over)Trusting AI Recommendations: How System and Person Variables Affect Dimensions of Complacency (2024)
Journal Article
Harbarth, L., Gößwein, E., Bodemer, D., & Schnaubert, L. (2024). (Over)Trusting AI Recommendations: How System and Person Variables Affect Dimensions of Complacency. International Journal of Human-Computer Interaction, 1-20. https://doi.org/10.1080/10447318.2023.2301250

Over-trusting AI systems can lead to complacency and decision errors. However, human and system variables may affect complacency and it is important to understand their interplay for HCI. In our experiment, 90 participants were confronted with traffi... Read More about (Over)Trusting AI Recommendations: How System and Person Variables Affect Dimensions of Complacency.

A mHealth intervention to reduce perceived stress in patients with ischemic heart disease: study protocol of the randomized, controlled confirmatory intervention “mStress-IHD” trial (2023)
Journal Article
Lortz, J., Rassaf, T., Jansen, C., Knuschke, R., Schweda, A., Schnaubert, L., …Bäuerle, A. (2023). A mHealth intervention to reduce perceived stress in patients with ischemic heart disease: study protocol of the randomized, controlled confirmatory intervention “mStress-IHD” trial. Trials, 24, Article 592. https://doi.org/10.1186/s13063-023-07618-0

Background Stress is highly prevalent in patients with ischemic heart disease (IHD) and is associated with lower health-related quality of life and impaired cardiovascular outcome. The importance of stress management is now recognized in recent guid... Read More about A mHealth intervention to reduce perceived stress in patients with ischemic heart disease: study protocol of the randomized, controlled confirmatory intervention “mStress-IHD” trial.

Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties (2023)
Journal Article
Schlusche, C., Schnaubert, L., & Bodemer, D. (2023). Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties. Active Learning in Higher Education, https://doi.org/10.1177/14697874231168343

Individual learning strategies evoke (meta-)cognitive processes that enable effective goal-directed learning. Peer-directed academic help-seeking may provide new information, but related interaction processes are challenging. Applying learning strate... Read More about Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties.

Effect of visual presentation of atherosclerotic carotid plaque on adherence to secondary preventive therapy using mHealth technologies (PreventiPlaque app): Study protocol for a randomized controlled trial (2023)
Journal Article
Ullrich, G., Dönmez, A., Mahabadi, A. A., Bäuerle, A., Knuschke, R., Paldán, K., …Julia Lortz. (2023). Effect of visual presentation of atherosclerotic carotid plaque on adherence to secondary preventive therapy using mHealth technologies (PreventiPlaque app): Study protocol for a randomized controlled trial. Heliyon, 9(3), Article e14052. https://doi.org/10.1016/j.heliyon.2023.e14052

Background: Cardiovascular disease is the major cause of death worldwide. Although knowledge regarding diagnosing and treating cardiovascular disease has increased dramatically, secondary prevention remains insufficiently implemented due to failure a... Read More about Effect of visual presentation of atherosclerotic carotid plaque on adherence to secondary preventive therapy using mHealth technologies (PreventiPlaque app): Study protocol for a randomized controlled trial.

Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components (2022)
Conference Proceeding
Schnaubert, L., Lichte, A., & Vogel, F. (2022). Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), 15th International Conference on Computer - Supported Collaborative Learning (CSCL) 2022 - CSCL Proceeding (399-402)

Collaboration scripts and group awareness are two prominent factors for beneficial learning processes in CSCL. However, research mostly focuses on each factor independently. To inquire their mutual interaction, we investigate how different types of g... Read More about Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components.

Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation (2022)
Conference Proceeding
Radtke, A., & Schnaubert, L. (2022). Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference on the Learning Sciences - ICLS 2022 (274-281)

Social platforms provide a vast amount of resources for sharing, discussing, and searching for information. Thereby, learners need to monitor their understanding to metacognitively regulate their learning. Awareness of peers' metacognitions can affec... Read More about Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation.

Understanding students’ academic help-seeking on digital devices – a qualitative analysis (2022)
Journal Article
Schlusche, C., Schnaubert, L., & Bodemer, D. (2023). Understanding students’ academic help-seeking on digital devices – a qualitative analysis. Research and Practice in Technology Enhanced Learning, 18, Article 017. https://doi.org/10.58459/rptel.2023.18017

Undergraduate students are expected to regulate their learning processes and overcome knowledge-related obstacles. Academic help-seeking (HS) is a social strategy to acquire missing information or explanations. As mobile devices are a popular means f... Read More about Understanding students’ academic help-seeking on digital devices – a qualitative analysis.

Group awareness and regulation in computer-supported collaborative learning (2022)
Journal Article
Schnaubert, L., & Bodemer, D. (2022). Group awareness and regulation in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 17(1), 11-38. https://doi.org/10.1007/s11412-022-09361-1

Group awareness is of critical relevance for collaborative learning and interaction and is thus often referred to in CSCL research. However, the concept is only vaguely defined as some kind of understanding or perception of characteristics of learnin... Read More about Group awareness and regulation in computer-supported collaborative learning.

Analysing the Relationship Between Mental Load or Mental Effort and Metacomprehension Under Different Conditions of Multimedia Design (2022)
Journal Article
Schnaubert, L., & Schneider, S. (2022). Analysing the Relationship Between Mental Load or Mental Effort and Metacomprehension Under Different Conditions of Multimedia Design. Frontiers in Education, 6, Article 648319. https://doi.org/10.3389/feduc.2021.648319

Cognitive load theory assumes effort may only lead to comprehension if the material-induced load leaves enough resources for learning processes. Therefore, multimedia materials should induce as little non-relevant load as possible. Metacognition rese... Read More about Analysing the Relationship Between Mental Load or Mental Effort and Metacomprehension Under Different Conditions of Multimedia Design.

Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies (2021)
Journal Article
Schlusche, C., Schnaubert, L., & Bodemer, D. (2021). Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies. Frontiers in Education, 6, Article 732587. https://doi.org/10.3389/feduc.2021.732587

First-year students are challenged cognitively and socially by the need to integrate into a new environment. This article investigates the role of peer students as a social resource for academic help-seeking to overcome knowledge-related difficulties... Read More about Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies.

Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation (2021)
Journal Article
Schnaubert, L., Krukowski, S., & Bodemer, D. (2021). Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation. Metacognition and Learning, 16(3), 855-887. https://doi.org/10.1007/s11409-021-09269-5

Self-regulated learning rarely happens in isolation and although there is a wide range of evidence that socio-cognitive information may impact decision making and learning, its role in metacognitive self-regulation remains understudied. Thus, we inve... Read More about Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation.

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE) (2021)
Journal Article
Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2022). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review, 34(1), 1-38. https://doi.org/10.1007/s10648-021-09626-5

For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on thes... Read More about The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE).

Social-distance education: Struggling with cognition, emotion or motivation during SRL? (2020)
Presentation / Conference
Schnaubert, L., & Herold, B. (2020, November). Social-distance education: Struggling with cognition, emotion or motivation during SRL?. Paper presented at ICCE 2020 - 28th International Conference on Computers in Education, Online

The covid-19 pandemic dramatically changed the educational landscape as emergency remote teaching strategies had to be implemented almost worldwide changing educational practices and reducing student-teacher contact. This comes with many challenges f... Read More about Social-distance education: Struggling with cognition, emotion or motivation during SRL?.

A psychological perspective on data processing in cognitive group awareness tools (2020)
Conference Proceeding
Schnaubert, L., Harbarth, L., & Bodemer, D. (2020). A psychological perspective on data processing in cognitive group awareness tools. In M. Gresalfi, & I. Seidel Horn (Eds.), The Interdisciplinarity of the Learning Sciences : 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (951-958)

Cognitive Group Awareness Tools are a means to support collaboration processes by providing learners with knowledge-related information about learning partners or the group. Targeting cognitive rather than behavioral variables allows these tools to g... Read More about A psychological perspective on data processing in cognitive group awareness tools.

Cognitive group awareness tools: Versatile devices to guide learners towards discrepancies (2019)
Conference Proceeding
Schnaubert, L., Heimbuch, S., Erkens, M., & Bodemer, D. (2019). Cognitive group awareness tools: Versatile devices to guide learners towards discrepancies. In 27th International Conference on Computers in Education conference proceedings (158-164)

Collaborative practices cover a vast variety of contexts and educational goals. Despite these differences, most means of support draw on between- and within-learner discrepancies as driving forces of individual and collaborative learning. These discr... Read More about Cognitive group awareness tools: Versatile devices to guide learners towards discrepancies.

Group awareness information to support academic help-seeking (2019)
Conference Proceeding
Schlusche, C., Schnaubert, L., & Bodemer, D. (2019). Group awareness information to support academic help-seeking. In 27th International Conference on Computers in Education. Conference Proceedings Volume 1 (131-140)

Students are expected to deal with complex learning material, that regularly challenges their learning processes especially in the first semester. When students ask peers for explanations, they apply a functional learning strategy, known as academic... Read More about Group awareness information to support academic help-seeking.

What interdependence can tell us about collaborative learning: a statistical and psychological perspective (2018)
Journal Article
Schnaubert, L., & Bodemer, D. (2018). What interdependence can tell us about collaborative learning: a statistical and psychological perspective. Research and Practice in Technology Enhanced Learning, 13, Article 16. https://doi.org/10.1186/s41039-018-0084-x

When learning collaboratively, learners interact and communicate transactively. Interventions to foster collaborative learning frequently target such interactive processes and thus may drastically change how learners engage with and thus influence ea... Read More about What interdependence can tell us about collaborative learning: a statistical and psychological perspective.

Group awareness tools for computer-supported collaborative learning (2018)
Book Chapter
Bodemer, D., Janssen, J., & Schnaubert, L. (2018). Group awareness tools for computer-supported collaborative learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International Handbook of the Learning Sciences (351-358). Routledge. https://doi.org/10.4324/9781315617572

The past decade has seen tremendous growth in the instructional use of digital games in K-16 education. While most attention has focused on approaches of playing games for learning, making games for learning is now seen as an equally promising approa... Read More about Group awareness tools for computer-supported collaborative learning.