Christoph Sonnenberg

• Doctor of Psychology
• Analyst at BAUR Versand - A member of the Otto Group

The current study investigates the sustainability of metacognitive prompting on self-regulatory behavior using a Process Mining approach. Previous studies confirmed beneficial short-term effects of metacognitive prompts on the learning process and on learning outcomes. However, the question of how stable these effects are for similar tasks in the f...

The current dissertation addresses the analysis of technology-enhanced learning processes by using Process Mining techniques. For this purpose, students’ coded think-aloud data served as the measurement of the learning process, in order to assess the potential of this analysis method for evaluating the impact of instructional support. The increasin...

In computer-supported learning environments, the deployment of self-regulatory skills represents an essential prerequisite for successful learning. Metacognitive prompts are a promising type of instructional support to activate students' strategic learning activities. However, despite positive effects in previous studies, there are still a large nu...

The general purpose of our research is to provide instructional support by using metacognitive prompts to foster strategic learning behaviour. Previous studies confirmed positive short-term effects of metacognitive prompting on the learning process and on learning outcome. However, the question how sustainable these effects are for similar tasks in...

Process mining techniques have shown their potential to model sequential characteristics of students' learning activities, measured by concurrent think-aloud protocols. Despite this first positive evidence, analytical decisions like the selection of measurement units and parameter settings remain challenging for process mining, as well as for relat...

This study seeks to promote learning in computer-based learning environments utilizing students’ self-directed metacognitive prompts. Such prompts are based on the idea of instructing students to design their own metacognitive scaffolds and learn with them afterward. In a pre-post experimental design, students in the experimental group (n = 35) wer...

Dieser Beitrag behandelt die Frage, welche Effekte selbst gestaltete Lernhilfen beim Lernen mit digitalen Medien haben. Experiment 1 verglich die Wirkung selbst gestalteter Prompts gegenüber keiner Intervention auf den Lernprozess und den Lernerfolg. Experiment 2 untersuchte die Effekte fest vorgegebener und selbst gestalteter Prompts. In beiden Ex...

Current research in learning and instruction demonstrates that students often have difficulties in spontaneously applying adequate regulatory activities during hypermedia learning. Therefore, the general approach of our research is to promote metacognitive skills during learning by investigating the effects of different types of metacognitive promp...

Research in self-regulated learning (SRL) shows that many learners have difficulties in performing regulatory activities spontaneously, which results in lower learning outcome. Therefore, the general aim of our research is to provide instructional support by using metacognitive prompts for the activation of strategic learning processes during hyper...

Research in self and socially regulated learning (S-SRL) is increasingly interested in using process data for the investigation of sequential and temporal dynamics in learning behavior (Azevedo, 2014). In addition, recent studies are accompanied by the application of new methods for analyzing S-SRL data as events (Molenaar & Järvelä, 2014). The ana...

Objectives: Research in the field of self-regulated learning has investigated scaffolds that shall foster strategic learning processes and learning performance (Azevedo & Hadwin, 2005; Lin, 2001). One promising kind of intervention that has been tested in numerous experimental studies is prompting throughout the learning process (Bannert, 2009). Pr...

According to research examining self-regulated learning (SRL), we regard individual regulation as a specific sequence of regulatory activities. Ideally, students perform various learning activities, such as analyzing, monitoring, and evaluating cognitive and motivational aspects during learning. Metacognitive prompts can foster SRL by inducing regu...

Zahlreiche Untersuchungen zum selbstregulierten computerunterstützten Lernen zeigen, dass viele Lernende unzureichend strategisch und zielorientiert vorgehen. Demzufolge konzentrierte sich die Forschung auf die Untersuchung metakognitiver Prompting-Maßnahmen, die durch systematische Einblendung von Lernanregungen die Qualität strategischer Lernproz...

Theoretical Background and Aim. According to research on self-regulation in individual learning, we regard individual regulation as a specific sequence of regulatory activities (Boekaerts, Pintrich, & Zeidner, 2000; Efklides, 2008). Ideally, successful students perform different learning activities, such as analysing, monitoring and evaluating cogn...

Based on recent theories of metacognition and self-regulated learning we are investigating the idea of a completely new kind of metacognitive support: Student’s self-created metacognitive scaffolds which are based on the main idea to instruct students to create their own metacognitive scaffolds and to learn with them afterwards. For example, studen...

Referring to current research on self-regulated learning, we analyse individual regulation in terms of a set of specific sequences of regulatory activities. Successful students perform regulatory activities such as analysing, planning, monitoring and evaluating cognitive and motivational aspects during learning not only with a higher frequency than...

The aim of our research is to support metacognitive skills during learning by means of metacognitive prompts. In this study we analysed the effects of a new kind of metacognitive support on learning processes and on learning outcomes of university students. In a pre-post between subject design students of the experimental group (n = 30) were indivi...

Research in self-regulated learning shows that many learners have difficulties in performing regulatory activities spontaneously. This most probably results in lower learning outcomes. Whereas most research has concentrated on frequency analysis, so far little is known about the students’ processes of self-regulation. Thus, the aim of our study was...

The aim of our research is to support metacognitive skills during learning by means of metacognitive prompts. In this study we analysed the effects of a new kind of metacognitive support on learning processes and on learning outcomes of university students. In a pre-post between subject design students of the experimental group (n = 30) were indivi...

Research in self-regulated learning with hypermedia shows that learning processes of participants are often not very strategic and goal orientated. Learners have difficulties in performing adequate metacognitive activities spontaneously, which – as a consequence – results in lower learning outcomes. Hence, it is necessary to develop effective instr...

It is empirically established that analogical problem solving can lead to an abstraction of the common solution structure. This phenomenon is known as schema induction or generalization of schemas. The acquired solution principle can facilitate the transfer for similar subsequent problems. Previous studies used simple tasks which were easily manage...

Zahlreiche Untersuchungen zum selbstregulierten computerunterstützten Lernen decken auf, dass viele Lernende wenig strategisch und zielorientiert vorgehen. Demzufolge konzentrierte sich die Forschung der letzten Jahre auf die Untersuchung metakognitiver Prompting-Maßnahmen, welche durch systematische Einblendung von bestimmten Lernanregungen die Qu...

Mehrere Studien belegen, dass beim Lösen von analogen Aufgaben die gemeinsame Struktur dieser Probleme abstrahiert werden kann. Dieses Phänomen nennt man Schemainduktion oder Schema-Generalisierung. Die Lösungsstruktur kann für die Bearbeitung von weiteren ähnlichen Aufgaben hilfreich sein. Bisherige Untersuchungen verwendeten einfache Probleme, di...

In der kognitiven Psychologie wird Problemlösen oft als Prozess beschrieben bei dem als passend identifizierte Regeln aus dem Gedächtnis abgerufen werden (siehe beispielsweise das Produktionssystem ACT-R von Anderson), Wenn man sich beim Lösen von Problemen selbst beobachtet, fällt bereits auf, dass der Mensch jedoch flexibler vorgeht und sich mit...

The Golden Section is proposed to be the preferred ratio in many domains. Starting with Fechner, there were sev- eral empirical studies concerning the preference of the Golden Section with inconclusive results. Our main concern is that the Golden Section can neither perceived no produced exactly since it is an irrational number. Therefore, we propo...