All Outputs (25)

Prompting and visualising monitoring outcomes: Guiding self-regulatory processes with confidence judgments (2017)
Journal Article
Schnaubert, L., & Bodemer, D. (2017). Prompting and visualising monitoring outcomes: Guiding self-regulatory processes with confidence judgments. Learning and Instruction, 49, 251-262. https://doi.org/10.1016/j.learninstruc.2017.03.004

Sensible self-regulated study decisions are largely based on monitoring learning and using this information to control learning processes, but research has found that such processes may not be initiated automatically. To support learners, we adopted... Read More about Prompting and visualising monitoring outcomes: Guiding self-regulatory processes with confidence judgments.

Exploring feedback and student characteristics relevant for personalizing feedback strategies (2013)
Journal Article
Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G., & Melis, E. (2014). Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers and Education, 71, 56-76. https://doi.org/10.1016/j.compedu.2013.09.011

Personalized tutoring feedback is a powerful method that expert human tutors apply when helping students to optimize their learning. Thus, research on tutoring feedback strategies tailoring feedback according to important factors of the learning proc... Read More about Exploring feedback and student characteristics relevant for personalizing feedback strategies.

Typical Errors for Fraction Addition and Subtraction-A Review of Empirical Error Analysis (2011)
Journal Article
Eichelmann, A., Narciss, S., Schnaubert, L., & Melis, E. (2012). Typical Errors for Fraction Addition and Subtraction-A Review of Empirical Error Analysis. Journal für Mathematik-Didaktik, 33(1), 29-57. https://doi.org/10.1007/s13138-011-0031-5

Fraction tasks are challenging for many pupils. Investigating the sources of these challenges and the typical errors related to them is an essential prerequisite for developing instructions or interventions which foster the acquisition of knowledge a... Read More about Typical Errors for Fraction Addition and Subtraction-A Review of Empirical Error Analysis.

Design und Evaluation von interaktiven webbasierten Bruchrechenaufgaben (2011)
Conference Proceeding
Eichelmann, A., Schnaubert, L., Narciss, S., Goguadze, G., & Melis, E. (2011). Design und Evaluation von interaktiven webbasierten Bruchrechenaufgaben.

Student behavior in error-correction-tasks and its relation to perception of competence (2011)
Book Chapter
Schnaubert, L., Andrès, E., Narciss, S., Eichelmann, A., Goguadze, G., & Melis, E. (2011). Student behavior in error-correction-tasks and its relation to perception of competence. In C. D. Kloos, D. Gillet, R. M. Crespo García, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning: 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011, Proceedings (370-383). Springer Verlag. https://doi.org/10.1007/978-3-642-23985-4_29

This paper investigates students' behavioral patterns within web-based multi-trial error-correction-tasks. By analyzing logfiles and considering students' initial perception of competence, we contribute to micro- as well as macro-adaption. We describ... Read More about Student behavior in error-correction-tasks and its relation to perception of competence.