Cornelia S. Große

• Dr.
• Researcher at Johannes Kepler University of Linz

Our study examines secondary school teachers’ use of digital technology in classrooms through the Interactive, Constructive, Active, and Passive framework, focusing on how gender, age, and experience influence teachers’ intended cognitive engagement. Data from 1483 teachers completing the Interactive, Constructive, Active, and Passive Technology Sc...

Background: In spring 2020, the COVID-19 pandemic led to a disruption of students' education around the world. School closures led to a shift from in-person learning at school to remote learning, with changes in education persisting over the following years. Aims: We conducted a meta-analysis to determine if the COVID-19 pandemic was associated wit...

Mathematical skills and achievement are essential for students in their secondary school careers and beyond. Our study aims to identify which non-cognitive psychological aspects are particularly suitable for predicting upper secondary students' mathematics achievement. To achieve this goal, we conducted a questionnaire study (n = 5,624) among upper...

Das vorliegende Kapitel beschreibt unterschiedliche Rollen digitaler Technologien im Mathematikunterricht und deren Beitrag zu einem modernen und interaktiven Lernumfeld. Digitale Technologien werden nicht überall mit derselben Geschwindigkeit in den Mathematikunterricht integriert, jedoch besteht Einigkeit über die prinzipielle Notwendigkeit, digi...

One goal of mathematics education is to adapt features of digital learning materials to students’ characteristics. This paper presents a multi-layered research approach to identify key aspects of mathematics students within the persona approach. Data for this research was collected from 5,624 mathematics students using an instrument focusing on 15...

More and more digital technologies are being integrated into school learning, and one strategy by policymakers to reinforce this trend is employing digital one-to-one approaches. For digital technologies to be fruitfully integrated into school-based learning scenarios, teachers and their anticipations are key. In our study, we want to explore how i...

Im ersten Abschnitt des Beitrags stellt ein Literaturreview den aktuellen For-schungsstand zum Einsatz von KI-Tools in deutschen und österreichischen Schulen vor. Der heterogene Forschungsstand wird entlang der fünf Kategorien „Einstellung“, „Nutzung“, „Herausforderungen und Bedenken“, „Lehren und Lernen“ sowie „Zukunftserwartungen“ zu und mit KI i...

Our research aimed to identify factors of motivation and affect to best characterise upper secondary mathematics students and correlations between these factors. This work is based on personas, a tool from user experience research for representing the needs and characteristics of users of a system developed in prior research. In the present study,...

In this study, effects of asking participants to make different types of considerations when solving a realistic word problem were investigated. A two-factorial experiment with the factors “addressing realistic considerations” (with vs. without) and “addressing mathematical operations” (with vs. without) was conducted. It was assumed that reality-b...

• The study examines the mediating role of interest and effort in the association between stress and academic grades. • Ability to cope had a positive effect on effort. • Perceived helplessness had a negative effect on interest. • Grit mediated the relationship between stress and academic grades.

Empirical evidence of increased educational inequality due to COVID-19-related school closures is growing. More than 30 large scale student assessments worldwide (Helm et al. 2021) document learning losses and increased social disparities. At the same time, little is known about underlying mechanisms explaining these increasing disparities. The pre...

Generating multiple solutions is a promising approach in order to foster deep insight and understanding in mathematical contexts. However, in complex domains, students often struggle to generate just one solution, let alone more than one. This study investigates whether collaboration supports learners to generate multiple solutions, and to what ext...

We present a study investigating the question whether and how people’s intention to change their environmental behavior depends on the degrees of immersion and freedom of navigation when they experience a deteriorating virtual coral reef. We built the virtual reef on top of a biologically sound model of the ecology of coral reefs, which allowed us...

Unlabelled: In spring 2020, the COVID-19 pandemic triggered a global crisis with far-reaching effects, not least on education. Since the beginning of the pandemic, its impact on learning losses and increasing educational inequality has been widely discussed. While empirical evidence of rising educational inequality and learning loss is steadily gr...

This book examines some of the underlying processes behind different forms of information management, including how we store information in our brains, the impact of new technologies such as computers and robots on our efficiency in storing information, and how information is stored in families and in society. The editors brought together experts f...

In light of the complexity of introductory programming for young learners, visual programming has become more and more popular. In particular, block-based educational programming systems have emerged as an area of active research. This paper introduces an educational block-based programming application, enabling young learners to learn and make pro...

Research in the area of worked examples mostly implements a clear distinction between studying examples and solving problems. However, from a theoretical perspective, this distinction is questionable: it can be argued that it is promising to work simultaneously on worked examples and on problems, with the opportunity to refer to an example when an...

Research on collaborative learning traditionally assumes a certain degree of symmetry between the learning partners in terms of both their learning-relevant traits and their individual learning outcomes. However, if one collaborative partner is clearly more able, skilled, or knowledgeable than the other partner, then it remains unclear who profits...

Technical devices completely surround us and, as they become more and more widespread and important, the need for technical documentation increases as well. While there is a large body of research concerning the question how materials should be designed in order to foster learning optimally, there is astonishingly little research on the question ho...

Applying mathematics to real problems is increasingly emphasized in school education; however, it is often complained that many students are not able to solve mathematical problems embedded in contexts. In order to solve story problems, a transition from a textual description to a mathematical notation has to be found, intra-mathematical calculatio...

It is commonly suggested to mathematics teachers to present learners different methods in order to solve one problem. This so-called “learning with multiple solution methods” is also recommended from a psychological point of view. However, existing research leaves many questions unanswered, particularly concerning the effects of different types of...

Modern learning technology (e.g., hypermedia systems) usually provides information in various forms such as text, “realistic” pictures, formal graphs, or algebraic equations in order to foster learning. However, it is well known that learners usually make sub-optimal use of such multiple external representations. In this chapter, we present a serie...

According to Roy and Chi (2005) self-explanations are especially suited to foster conceptual understanding when multiple representations have to be integrated. However, recently it was claimed within cognitive load theory that self-explanation may take cognitive load beyond working memory capacity when learning with complex learning material (Swell...

Learning from worked examples is an effective learning method in well-structured domains. Can its effectiveness be further enhanced when errors are included? This was tested by determining whether a combination of correct and incorrect solutions in worked examples enhances learning outcomes in comparison to correct solutions only, and whether a mix...

Most mathematical problems can be solved using different methods. We tested the effectiveness of presenting more than one solution method by means of worked-out examples. In Experiment 1, a 2×3-factorial design was implemented (“multiple solutions”: multiple/uniform; “instructional support”: none/self-explanations/instructional explanations). Multi...

In order to facilitate the transition fromlearning from worked examples in earlier stagesof skill acquisition to problem solving inlater stages, it is effective to successivelyfade out worked solution steps – in comparisonto the traditional method of employingexample-problem pairs that is frequently usedin cognitive-load research. In the presentstu...

Learning from worked examples is a very effective learning method. But what happens if er-rors are included? In two experiments it was explored if a combination of correct and incorrect worked examples enhances learning outcomes, and if incorrect examples are more effective when the error is highlighted. In addition, the effectiveness of fostering...