Search results for author:"Maria Bannert"
Total records matched: 12 Search took: 0.099 secs
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The Effects of Training Wheels and Self-Learning Materials in Software Training
Maria Bannert
Journal of Computer Assisted Learning Vol. 16, No. 4 (2000) pp. 336–46
This paper focuses on the effectiveness and feasibility of two different kinds of individual learners' support in software training in undergraduate classroom settings. Describes varied user interfaces, including a training wheels interface;...
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Managing cognitive load—recent trends in cognitive load theory
Maria Bannert
Learning and Instruction Vol. 12, No. 1 (2002) pp. 139–146
Language: English
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Designing metacognitive support for hypermedia learning
Maria Bannert
Italian Journal of Educational Technology Vol. 18, No. 1 (Jan 01, 2010) p. 13
L\u2019obiettivo di questo studio indagare l\u2019effetto che il supporto metacognitivo pu avere nell\u2019apprendimento con gli ipermedia. Si ipotizza che sollecitare gli studenti alla riflessione metacognitiva influenzi il processo di...
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Supporting Self-Regulated Hypermedia Learning through Prompts
Maria Bannert; Peter Reimann
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 1 (January 2012) pp. 193–211
The aim of this research was to develop and evaluate tools and supports for self-regulated learning with hypertext information structures, such as Web pages. Two kinds of supports for self-regulated learning were developed and tested experimentally: ...
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Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition
Cornelia Schoor; Maria Bannert
Learning and Instruction Vol. 21, No. 4 (August 2011) pp. 560–573
Addressing a drawback in current research on computer-supported collaborative learning (CSCL), this study investigated the influence of motivation on learning activities and knowledge acquisition during CSCL. Participants’ (
Language: English
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Comparing the Effects of Marginalia and Topic Sentences in Educational Hypertext
Thorsten Aichele; Maria Bannert
Journal of Educational Multimedia and Hypermedia Vol. 28, No. 2 (April 2019) pp. 117–138
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...
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Construction and interference in learning from multiple representation
Wolfgang Schnotz; Maria Bannert
Learning and Instruction Vol. 13, No. 2 (2003) pp. 141–156
This paper presents an integrated view of learning from verbal and pictorial representations. Learning from these representations is considered as a task oriented process of constructing multiple mental representations. Construction of these...
Language: English
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Gender-Related Differences in Exposure to and Use of Computers: Results of a Survey of Secondary School Students
Maria Bannert; Paul Roland Arbinger
European Journal of Psychology of Education Vol. 11, No. 3 (1996) pp. 269–82
Analyzes data on exposure to and use of computers by students, focusing on gender-related differences. Provides information on frequency and duration of computer use, computer experiences, computer interests, attitudes toward computers, and...
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e-Research and learning theory: What do sequence and process mining methods contribute?
Peter Reimann; Lina Markauskaite; Maria Bannert
British Journal of Educational Technology Vol. 45, No. 3 (May 23, 2014) pp. 528–540
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...
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Methodological Constraints for Detecting the Modality Effect
Cornelia Schoor; Maria Bannert; Verena Jahn
Electronic Journal of Research in Educational Psychology Vol. 9, No. 3 (2011) pp. 1183–1196
Introduction: The aim of our research was to investigate the modality effect in more detail by measuring it in a direct way. Two studies were conducted using the same subject and material. Method: Computer-based learning material was presented on...
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Role of Dual Task Design When Measuring Cognitive Load during Multimedia Learning
Cornelia Schoor; Maria Bannert; Roland Brunken
Educational Technology Research and Development Vol. 60, No. 5 (October 2012) pp. 753–768
This study assessed the role different kinds of secondary tasks play for researching the modality effect of cognitive load theory. Ninety-six university students worked with a computer-based training program for approximately 13 min and had to...
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Metacognitive judgments and disfluency – Does disfluency lead to more accurate judgments, better control, and better performance?
Elisabeth Pieger; Christoph Mengelkamp; Maria Bannert
Learning and Instruction Vol. 44, No. 1 (August 2016) pp. 31–40
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...
Language: English