Maria Bannert
Maria Bannert
Lehrstuhlinhaberin Lehren und Lernen mit digitalen Medien
Verified email at - Homepage
Cited by
Cited by
ChatGPT for good? On opportunities and challenges of large language models for education
E Kasneci, K Seßler, S Küchemann, M Bannert, D Dementieva, F Fischer, ...
Learning and individual differences 103, 102274, 2023
Construction and interference in learning from multiple representation
W Schnotz, M Bannert
Learning and instruction 13 (2), 141-156, 2003
Managing cognitive load—recent trends in cognitive load theory
M Bannert
Learning and instruction 12 (1), 139-146, 2002
Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning?
M Bannert, C Mengelkamp
Metacognition and Learning 3, 39-58, 2008
Process mining techniques for analysing patterns and strategies in students’ self-regulated learning
M Bannert, P Reimann, C Sonnenberg
Metacognition and learning 9, 161-185, 2014
Supporting self-regulated hypermedia learning through prompts
M Bannert, P Reimann
Instructional Science 40, 193-211, 2012
Einflüsse der Visualisierungsform auf die Konstruktion mentaler Modelle beim Bild-und Textverstehen
W Schnotz, M Bannert
Zeitschrift für experimentelle Psychologie 46 (3), 216-235, 1999
Promoting self-regulated learning through prompts
M Bannert
Zeitschrift für Pädagogische Psychologie 23 (2), 139-145, 2009
Effects of a metacognitive support device in learning environments
M Bannert, M Hildebrand, C Mengelkamp
Computers in human behavior 25 (4), 829-835, 2009
Effects of reflection prompts when learning with hypermedia
M Bannert
Journal of Educational Computing Research 35 (4), 359-375, 2006
Short-and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance
M Bannert, C Sonnenberg, C Mengelkamp, E Pieger
Computers in Human Behavior 52, 293-306, 2015
Exploring regulatory processes during a computer-supported collaborative learning task using process mining
C Schoor, M Bannert
Computers in Human Behavior 28 (4), 1321-1331, 2012
e‐R esearch and learning theory: What do sequence and process mining methods contribute?
P Reimann, L Markauskaite, M Bannert
British Journal of Educational Technology 45 (3), 528-540, 2014
Scaffolding hypermedia learning through metacognitive prompts
M Bannert, C Mengelkamp
International handbook of metacognition and learning technologies, 171-186, 2013
Effekte metakognitiver Lernhilfen auf den Wissenserwerb in vernetzten Lernumgebungen
M Bannert
Zeitschrift für Pädagogische Psychologie 17 (1), 13-25, 2003
Metakognition beim lernen mit hypermedien
M Bannert
Waxmann Verlag, 2007
Discovering the effects of metacognitive prompts on the sequential structure of SRL-processes using process mining techniques
C Sonnenberg, M Bannert
Journal of Learning Analytics 2 (1), 72–100-72–100, 2015
Gender-related differences in exposure to and use of computers: Results of a survey of secondary school students
M Bannert, PR Arbinger
European Journal of Psychology of Education 11, 269-282, 1996
Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition
C Schoor, M Bannert
Learning and Instruction 21 (4), 560-573, 2011
Toward an integrative view of text and picture comprehension: Visualization effects on the construction of mental models
W Schnotz, M Bannert, T Seufert
The psychology of science text comprehension 14, 385-416, 2002
The system can't perform the operation now. Try again later.
Articles 1–20