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All Outputs (16)

(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.

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).

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.

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.