Maria Bannert

Technical University of Munich | TUM · School of Social Sciences and Technology Department of Educational Sciences

The potential contribution of digital tools to quality instruction is a widely debated issue in STEM education. As a first step to investigate this potential, it is necessary to understand how instructional quality and digital tool use are interrelated. Although previous research generally hinted that instructional quality and the use of digital to...

Data literacy is essential in today's data-driven world, emphasizing individuals' abilities to effectively manage data and extract meaningful insights. However, traditional classroom-based educational approaches often struggle to fully address the multifaceted nature of data literacy. As education undergoes digital transformation, innovative techno...

This study explores the cognitive load and learning outcomes associated with using large language models (LLMs) versus traditional search engines for information gathering during learning. A total of 91 university students were randomly assigned to either use ChatGPT3.5 or Google to research the socio-scientific issue of nanoparticles in sunscreen...

In the rapidly evolving landscape of educational technologies, Immersive Virtual Reality (iVR) stands out as a transformative tool for teaching and learning. The learner must actively engage, particularly when visual and auditory knowledge information is presented simultaneously. Generative learning strategies support learners in processing and int...

Self‐regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the self‐regulato...

The integration of Artificial Intelligence (AI), particularly Large Language Model (LLM)-based systems, in education has shown promise in enhancing teaching and learning experiences. However, the advent of Multimodal Large Language Models (MLLMs) like GPT-4 with vision (GPT-4V), capable of processing multimodal data including text, sound, and visua...

This study delves into the potential benefits of immersive virtual realities (VR) in augmenting collaborative learning processes. Social VR allows students to work collaboratively on tasks with extended interaction possibilities and interactive environments. These additional possibilities and the resulting increased sensory and cognitive input impa...

Scaffolds that support self‐regulated learning (SRL) have been found to improve learning outcomes. The effects of scaffolds can differ depending on how learners use them and how specific scaffolds might influence learning processes differently. Personalized scaffolds have been proposed to be more beneficial for learning due to their adaptivity to l...

Self-regulation is an essential skill for lifelong learning. Research has shown that self-regulated learning (SRL) leads to greater academic achievement and sustainable education, but students often struggle with SRL. Scaffolds are widely reported as an effective and efficient support method for SRL. To further improve digital scaffolds’ effectiven...

Findings on the effectiveness of learning in immersive virtual reality (IVR) are mixed. While studies suggest that the sense of spatial presence in IVR enhances enjoyment and thus learning, it is unclear whether IVR also presents information in a way that is more conducive to learning than less immersive presentations. Because IVR presents spatial...

Self-regulated learning (SRL) is the ability to regulate cognitive, metacognitive, motivational, and emotional states while learning and is posited to be a strong predictor of academic success. It is therefore important to provide learners with effective instructions to promote more meaningful and effective SRL processes. One way to implement SRL i...

The empirical study investigates what log files and process mining can contribute to promoting successful learning. We want to show how monitoring and evaluation of learning processes can be implemented in the educational life by analyzing log files and navigation behavior. Thus, we questioned to what extent log file analyses and process mining can...

This article adds to the understanding of teachers' professional vision by analyzing their gaze in an instructional situation of whole-class discourse using on-action eye-tracking data. We investigated the relationship between pre-service and in-service teachers' attentional processes and students' hand-raising behavior. We found that teachers' att...

Background Many learners struggle to productively self‐regulate their learning. To support the learners' self‐regulated learning (SRL) and boost their achievement, it is essential to understand the cognitive and metacognitive processes that underlie SRL. To measure these processes, contemporary SRL researchers have largely utilized think aloud or t...

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 and regions, large language models are here to stay. This commentary presents the potential benefits and challenges of educational applications of large la...

In der beruflichen Bildung ist das Arbeiten mit Virtual Reality (VR) und Augmented Reality (AR) von Vorteil, um gefahrlos Arbeitsvorgänge zu erlernen. Ein ausschlaggebendes Potenzial von VR- und AR-Applikationen ist die Möglichkeit, komplexe Lerninhalte realistisch bzw. dreidimensional zu repräsentieren sowie Interaktionsmöglichkeiten mit virtuelle...

This study exemplified two successful implementations of a flipped classroom approach using the computer-based learning environment Toolbox TeacherEducation (TTE) integrated into two separate university courses. We questioned how the TTE can be used in a flipped classroom to teach and learn successfully and how participants’ self-regulated learning...

Background Assignments that involve writing based on several texts are challenging to many learners. Formative feedback supporting learners in these tasks should be informed by the characteristics of evolving written product and by the characteristics of learning processes learners enacted while developing the product. However, formative feedback i...

Preprint available at: https://psyarxiv.com/bf92d - Purpose: To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education. Design/methodology/approach: This study outlines the ideas of cor...

Self-Regulated Learning (SRL) is related to increased learning performance. Scaffolding learners in their SRL activities in a computer-based learning environment can help to improve learning outcomes, because students do not always regulate their learning spontaneously. Based on theoretical assumptions, scaffolds should be continuously adaptive and...

This paper presents a fine-grained process analysis of 22 students in a classroom-based learning setting. The students engaged (and failed) in problem-solving attempts prior to instruction (i.e., the Productive-Failure approach). We used the HeuristicsMiner algorithm to analyze the data of a quasi-experimental study. The applied algorithm allowed u...

Self-regulated learning (SRL) has been linked to improved learning and corresponding learning outcomes. However, there is a need for more precise insights into how SRL during learning contributes to specific learning outcomes. We operationalised four learning outcomes that varied on two dimensions: structure/connectedness and level/deepness of know...

Zahlreiche Studien zeigen, dass die wirkungsvolle Implementierung von Innovationen davon profitiert und sich positive Effekte auf die Schüler:innen nachweisen lassen, wenn Lehrpersonen kooperieren. In vielen Fällen einer solchen Zusammenarbeit handelt es sich um professionelle Lerngemeinschaften, typischerweise bestehend aus Lehrpersonen, Schulleit...

Preprint available at: https://psyarxiv.com/bf92d - To advance the learning of professional practices in teacher education and medical education, this paper introduces the idea of representational scaffolding for digital simulations in higher education. We outline the ideas of core practices in two important fields of higher education, namely teach...

In recent years, unobtrusive measures of self-regulated learning (SRL) processes based on log data recorded by digital learning environments have attracted increasing attention. However, researchers have also recognised that simple navigational log data or time spent on pages are often not fine-grained enough to study complex SRL processes. Recent...

Contemporary research that looks at self-regulated learning (SRL) as processes of learning events derived from trace data has attracted increasing interest over the past decade. However, limited research has been conducted that looks into the validity of trace-based measurement protocols. In order to fill this gap in the literature, we propose a no...

Die Analyse von Unterrichtsvideos ist zu einer erfolgreich und vielfältig genutzten Methode in der Lehrkräftebildung geworden. Sie vermag wie keine andere Methode die Unterrichtspraxis in ihrer Authentizität zu veranschaulichen und zugleich in ihrer Komplexität zu untersuchen. Dazu sind in den letzten Jahren innovative Videoportale mit Lehrkonzepte...

«Immersive Medien bzw. Lernumgebungen» (vgl. «virtual reality») bezeichnen technologiegestützte Anwendungen, die es Lernenden ermöglichen, einen virtuell erzeugten Raum realitätsnah zu erleben. Innerhalb der Lehr-Lern-Forschung wird immersiven Medien das Potenzial zugesprochen, Lernprozesse zu fördern. Jedoch konnten Studien bislang dieses Potenzia...

This explorative study aims to examine if electrodermal activity (EDA) and heart rate (HR) are appropriate measures for identifying and monitoring academic emotions during learning in computer-based learning environments (CBLEs). Understanding learners' emotions while using CBLEs, allows improving the design of CBLEs. Therefore, we collected EDA, H...

Students must engage in self-regulated learning in computer-based learning environments; however, many students experience difficulties in doing so. Therefore, this study aims to investigate self-created metacognitive prompts as a means of supporting students in their learning process and improving their learning performance. We conducted an experi...

It has been widely theorized and empirically proven that self-regulated learning (SRL) is related to more desired learning outcomes, e.g., higher performance in transfer tests. Research has shifted to understanding the role of SRL during learning, such as the strategies and learning activities, learners employ and engage in the different SRL phases...

Self-regulated learning is a central skill for students and beyond formal education. Empirical investigations have found that metacognitive prompts can support self-regulated learning and increase learning outcomes. However, the self-regulated learning process itself remains opaque. Educational process mining techniques offer a developing approach...

Seit 2015 werden im Rahmen der Qualitätsoffensive Lehrerbildung im Projekt Teach@TUM, der TUM School of Education an zentralen Handlungsfeldern der Lehrer*innenbildung Verbesserungen vorgenommen. Hauptanliegen des Projekts ist die Qualitätsentwicklung der Lehrer*innenbildung durch eine Intensivierung der Abstimmung von Fach, Fachdidaktik, Erziehung...

Emotional designing describes the elicitation of positive affect during learning through specific design elements of the learning environment to enhance learning. This experimental study examined the effectivity of an emotional design procedure on learning performance. Moreover, the learner’s affective states before learning were taken into conside...

Hypertext comprehension often suffers from inadequate representation of the text's structure. Explication of the local paragraph macrostructure within each node might help to overcome this obstacle. As headings show several deficits, especially in digital text, marginalia are considered a promising alternative in signaling hypertext structure as th...

Desirable difficulties initiate learning processes that foster performance. Such a desirable difficulty is generation, e.g., filling in deleted letters in a deleted letter text. Likewise, letter deletion is a manipulation of processing fluency: A deleted letter text is more difficult to process than an intact text. Disfluency theory also supposes t...

In den aktuellen Diskussionen und Bemühungen zur Reform der Lehrerbildung stellen die Stärkung der Kompetenzorientierung und der Evidenzbasierung sowie eine Erhöhung der Praxisorientierung in der ersten Phase der Lehramtsausbildung zentrale Herausforderungen dar (KMK, 2014; Kunter, Baumert, Blum, Klusmann, Krauss & Neubrand, 2011; Kunter, Seidel &...

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 present study aims at fostering learning behavior and learning outcomes in Computer-Based Learning Environments through metacognitive prompts. Thereby, two types of metacognitive prompts are compared with respect to learning behavior and learning outcomes. In a pre-post experimental design, students in experimental group 1 (N = 54) learned with...

In der Reform der Lehrerbildung setzt man derzeit darauf, den sich entwickelnden Wissensstand in der empirischen Bildungsforschung systematisch in die Ausbildung zu integrieren (Gröschner & Seidel, 2015). Unter dem Schlagwort der „Evidenzbasierung“ soll zukünftigen LehrerInnen empirisch geprüftes und professionell relevantes Wissen vermittelt werde...

The aim of the present study was to examine whether fostering positive activating affect during multimedia learning enhances learning outcome. University students were randomly assigned to either a multimedia learning environment designed to induce positive activating affect through the use of “warm” colours and rounded shapes ( n=61 ) or an affect...

Overconfidence leads to premature termination of study and, thus, to decreased performance. The aim of the present study is to improve students' monitoring and control. We assume that disfluency fosters analytic metacognitive processes and thus reduces overconfidence. However, we expect that contrast effects moderate the fluency effects on metacogn...

In this poster, we describe the aim and current activities of the EARLI-Centre for Innovative Research (E-CIR) "Measuring and Supporting Student's Self-Regulated Learning in Adaptive Educational Technologies" which is funded by the European Association for Research on Learning and Instruction (EARLI) from 2015 to 2019. The aim is to develop our und...

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...

Teach@TUM as a project in the quality initiative for teacher education. It aims to improve initial STEM teacher education by providing a coherent program of competence-orientation and evidence-based teaching. Four working packages are presented in the paper: (1) connecting the first and second phase of German teacher education in form of an integra...

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...

Screen recording is a commonly and successfully used method to examine learning processes in advanced learning technologies. However, widespread tools like Camtasia produce pixel based videos which make the data of learner's behaviour no further accessible, processable or interpretable. Thus, extensive manual coding needs to be done to gain informa...

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...

Mental-spatial representations are often used for processing quantities and magnitudes such as numbers or pitch. The present study investigates whether the active creation of associations between space and pitch magnitude leads to a better estimation of the distances between pitches (musical intervals). Non-musicians performed an aurally presented...

Theories of metacognition assume that better monitoring leads to better control and performance. Furthermore, monitoring accuracy is often low because students are overconfident (absolute accuracy) and unable to discriminate comprehension of different text-passages (relative accuracy). Fluency seems to be a cue for metacognitive judgments, and ther...

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...

The present study examines the influence of positive activating affect during hypermedia learning on performance in terms of comprehension and transfer. A total of 111 undergraduate students from a German university were randomly assigned to either a hypermedia learning environment designed to induce positive activating affect through the use of ‘w...

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...

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...

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...

Positiver Affekt ist häufig mit einer Erhöhung des Lernerfolgs sowie leistungsrelevanten kognitiven und motivationalen Prozessen assoziiert (Pekrun & Stephens, 2011). Beim Lernen mit Hypermedien ist die Wirkung positiver affektiver Zustände bisher jedoch selten untersucht worden. In zwei Experimenten wurde daher geprüft, ob sich positiver Affekt wä...

Leistungsemotionen wird ein bedeutsamer direkter und indirekter Einfluss auf das Lernen zugesprochen (z.B. Pekrun, Goetz, Titz & Perry, 2002). Dabei kommt es in konkreten Lern- und Leistungssituationen zu häufigen Veränderungen des subjektiv erlebten Affekts (D’Mello & Graesser, 2012), welche durch retrospektive Fragebogenmaße nur unzureichend erfa...

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...

This paper discusses the fundamental question of how data-intensive e-research methods could contribute to the development of learning theories. Using methodological developments in research on self-regulated learning as an example, it argues that current applications of data-driven analytical techniques, such as educational data mining and its bra...

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 this chapter is to discuss appropriate scaffolding for metacognitive reflection when learning with modern computer-based learning environments. Many researchers assume that prompting students for metacognitive reflection will affect the learning process by engaging students in more metacognitive behaviour leading to better learning perfo...

To reduce the high risk of young, novice drivers being involved in traffic accidents, there have been several attempts to utilize computers for driver education. Previous studies have shown promising results concerning the benefits of using computers for the acquisition of driving-task-related cognitive skills. However, these studies’ findings are...

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...

Deficits in cognitive skills, such as hazard perception, appear to have a tremendous influence on accident involvement of younger drivers. However, conventional forms of driver training have largely failed to build skills that extend beyond the provision of a descriptive knowledge of how to drive. Computer based training (CBT) has the potential to...