
Márta SobocinskiUniversity of Oulu · Faculty of Education
Márta Sobocinski
Doctor of Philosophy
About
16
Publications
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Introduction
My research focuses on understanding and capturing patterns of adaptive regulation in individual and collaborative learning situations. I use multimodal data sources, for example combining qualitative video data analysis with heart rate data. During my postdoc, I'm exploring how learning processes can be detected and supported specifically in VR/XR environments.
Publications
Publications (16)
In collaborative learning situations, monitoring is needed to maintain common progress toward shared goals. The present study aimed to analyze group-level monitoring events, as well as groups’ reactions to these events, to identify instances of adaptive regulation and maladaptive behavior. Three dimensions of monitoring events were qualitatively co...
This systematic review on data modalities synthesises the research findings in terms of how to optimally use and combine such modalities when investigating cognitive, motivational, and emotional learning processes. ERIC, WoS, and ScienceDirect databases were searched with specific keywords and inclusion criteria for research on data modalities, res...
This dissertation explores adaptive regulation in collaborative learning by using novel technologies for data collection and analysis. Adaptation is a key feature of regulated learning, because through adaptation learners change their ways of thinking and learning when faced with challenges. However, because of methodological limitations, studying...
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In socially shared regulation of learning, adaptation is a key process for overcoming collaborative learning challenges. Monitoring the learning process allows learners to recognize the situations that require a need to change, revise, or optimize the current learning process. This can be done through adapting their strategies, task perception, g...
This study maps the evolution and state of Computer-Supported Collaborative Learning (CSCL) research, analyzing 6,388 documents published between 1990 and 2022. The findings highlight the sustained engagement of a core group of scholars and the field’s geographic concentration in Western countries, particularly the USA and Europe. While the field r...
Socially shared regulation of learning (SSRL) is a crucial process for groups of learners to successfully collaborate. Detecting and supporting SSRL is a challenge, especially in real time, but hybrid intelligence approaches such as Artificial Intelligence (AI) agents may make this possible. Leveraging the concept of trigger events which invite SSR...
The theory of socially shared regulation of learning (SSRL) suggests that successful collaborative groups can identify and respond to trigger events stemming from cognitive or emotional obstacles in learning. Thus, to develop real-time support for SSRL, novel metrics are needed to identify different types of trigger events that invite SSRL. Our aim...
Healthcare education needs to be reformed to sustain quality, faster response to crises and ensure a rapid and efficient graduation path for future healthcare professionals. In this study, our multidisciplinary team has developed and tested a Human-centred extended reality (XR) to solve challenges in healthcare by connecting humans to technology in...
This study examines the embodied ways in which learners monitor their cognition while learning about exponential functions in an immersive virtual reality (VR) based game, Pandemic by Prisms of Reality. Traditionally, metacognitive monitoring has been assessed through behavioural traces and verbalised instances. When learning in VR, learners are fu...
In this chapter we discuss how groups, and individuals within groups, can be supported to engage in, sustain, and productively regulate collaborative processes for better learning in digital environments. Regulation in collaborative learning is a complex phenomenon for researchers to understand and for learners to be aware. Working with advanced le...
Research has shown that metacognition plays a role in collaborative learning. We view metacognition as a central process supporting all modes of regulation (i.e., self-regulation, shared regulation, and co-regulation), as it enables learners to control and adapt their cognition, motivation, emotion, and behavior at both the individual and group lev...
Investigating the temporal order of regulatory processes can explain in more detail
the mechanisms behind success or lack of success during collaborative learning. The aim of
this study is to explore the differences between high- and low-challenge collaborative learning
sessions. This is achieved through examining how the three phases of self-regul...