A5052257833- Innovative Teaching and Learning Methods
- Online Learning and Analytics
- Online and Blended Learning
- Visual and Cognitive Learning Processes
- Educational Strategies and Epistemologies
- Intelligent Tutoring Systems and Adaptive Learning
- Education Methods and Technologies
- Sociology and Education Studies
- Knowledge Management and Sharing
- Linguistic Education and Pedagogy
- Education and Critical Thinking Development
- Virtual Reality Applications and Impacts
- Business Process Modeling and Analysis
- Urban Transport and Accessibility
- Spatial Cognition and Navigation
- Human-Automation Interaction and Safety
- Educational Games and Gamification
- Traffic and Road Safety
- Impact of Technology on Adolescents
- Topic Modeling
- Creativity in Education and Neuroscience
- E-Learning and Knowledge Management
- Artificial Intelligence in Healthcare and Education
- Memory Processes and Influences
- Semantic Web and Ontologies
Technical University of Munich
2016-2025
Munich University of Applied Sciences
2022
University of Würzburg
2011-2017
Chemnitz University of Technology
2006-2017
University of Koblenz and Landau
1993-2009
Ernst Abbe University of Applied Sciences Jena
2008
Universität Koblenz
1996-2003
Weihenstephan-Triesdorf University of Applied Sciences
2002
Heidelberg University
1987-2000
University of Stuttgart
1993
Large language models represent a significant advancement in the field of AI. The underlying technology is key to further innovations and, despite critical views and even bans within communities regions, large are here stay. This position paper presents potential benefits challenges educational applications models, from student teacher perspectives. We briefly discuss current state their applications. then highlight how these can be used create content, improve engagement interaction,...
Self-Regulated Learning (SRL) is related to increased learning performance. Scaffolding learners in their SRL activities a computer-based environment can help improve outcomes, because students do not always regulate spontaneously. Based on theoretical assumptions, scaffolds should be continuously adaptive and personalized students' ongoing progress order promote SRL. The present study aimed investigate the effects of analytics-based scaffolds, facilitated by rule-based artificial...
Learning sciences are embracing the significant role technologies can play to better detect, diagnose, and act upon self-regulated learning (SRL). The field of SRL is challenged with measurement processes advance our understanding how multimodal data unobtrusively capture learners' cognitive, metacognitive, affective, motivational states over time, tasks, domains, contexts. This paper introduces a processes, data, analysis (SMA) grid maps joint individual research authors (63 papers) last...
In this contribution the four papers of special issue on “Promoting Self-Regulated Learning Through Prompts” are discussed with help two crucial questions: What learning activities should be prompted and how they prompted? Overall, it is argued that future research has to conduct more in depth process analysis incorporates multi-method assessment methods further account for individual learner characteristics. Prompting research, at present, needs insights students actually deal prompts.
Abstract This paper discusses the fundamental question of how data‐intensive e‐research methods could contribute to development learning theories. Using methodological developments in research on self‐regulated as an example, it argues that current applications data‐driven analytical techniques, such educational data mining and its branch process mining, are deeply grounded event‐focused, ontologically flat view phenomena. These techniques provide descriptive accounts regularities events,...
Abstract Contemporary research that looks at self-regulated learning (SRL) as processes of events derived from trace data has attracted increasing interest over the past decade. However, limited been conducted into validity trace-based measurement protocols. In order to fill this gap in literature, we propose a novel validation approach combines theory-driven and data-driven perspectives increase interpretations SRL extracted trace-data. The main contribution consists three alignments...
Abstract In recent years, unobtrusive measures of self-regulated learning (SRL) processes based on log data recorded by digital environments have attracted increasing attention. However, researchers also recognised that simple navigational or time spent pages are often not fine-grained enough to study complex SRL processes. Recent advances in data-capturing technologies enabled go beyond logs measure with multi-channel data. What can reveal about processes, and what extent the addition...
Abstract Background Many learners struggle to productively self‐regulate their learning. To support the learners' self‐regulated learning (SRL) and boost achievement, it is essential understand cognitive metacognitive processes that underlie SRL. measure these processes, contemporary SRL researchers have largely utilized think aloud or trace data, however, not without challenges. Objectives In this paper, we present findings of a study investigated how concurrent analysis integration data...
The integration of Artificial Intelligence (AI), particularly Large Language Model (LLM)-based systems, in education has shown promise enhancing teaching and learning experiences. However, the advent Multimodal Models (MLLMs) like GPT-4 with vision (GPT-4V), capable processing multimodal data including text, sound, visual inputs, opens a new era enriched, personalized, interactive landscapes education. Grounded theory multimedia learning, this paper explores transformative role MLLMs central...
In this study the assumption was tested experimentally, whether prompting for reflection will enhance hypermedia learning and transfer. Students of experimental group were prompted at each navigation step in a system to say reasons why they chose specific information node out loud whereas students control learned without prompting. University ( N = 46) participated counterbalanced according their prior knowledge, metacognitive verbal intelligence. The students' task learn concepts operant...
According to research examining self-regulated learning (SRL), we regard individual regulation as a specific sequence of regulatory activities. Ideally, students perform various activities, such analyzing, monitoring, and evaluating cognitive motivational aspects during learning. Metacognitive prompts can foster SRL by inducing which, in turn, improve the outcome. However, effects metacognitive support on dynamic characteristics are not understood. Therefore, aim our study was analyze...
Self-regulated learning (SRL) skills are essential for successful in a technology-enhanced environment. Learning Analytics techniques have shown great potential identifying and exploring SRL strategies from trace data various environments. However, these been mainly identified through analysis of sequences actions, thus interpretation the is heavily task context dependent. Further, little research has done on association with different influencing factors or conditions. To address gaps, we...