Publikationen

Ausgewählte Publikationen des Lehrstuhles - weitere Publikationen finden Sie bei den einzelnen Wissenschaftlern / Wissenschaftlerinnen.

Bannert, M. (2009). Promoting Self-Regulated Learning Through Prompts: A Discussion. Zeitschrift für Pädagogische Psychologie, 23 (2), 139-145. DOI: 10.1024/1010-0652.23.2.139

Bannert, M. (2002). Managing Cognitive Load. Recent Trends in Cognitive Load Theory. Learning & Instruction, 12, 139-146.

Bannert, M., & Mengelkamp, C. (2013). Scaffolding Hypermedia Learning Through Metacognitive Prompts. In R. Azevedo & V. Aleven (Eds). International Handbook of Metacognition and Learning Technologies (pp.171-186). Springer Science.

Bannert, M., Molenaar, I., Azevedo, R. Järvelä, S., & Gašević, D. (2017). Relevance of Learning Analytics to Measure and Support Students’ Learning in Adaptive Educational Technologies. In Companion Proceedings of the 7th International Conference on Learning Analytics & Knowledge (LAK17). Vancouver BC, Canada. March 13-17, 2017. ACM New York.

Bannert, M., Reimann, P., & Sonnenberg, C. (2014). Process Mining Techniques for Analysing Patterns and Strategies in Students' Self-Regulated Learning. Metacognition and Learning, 9(2), 161-185. DOI: 10.1007/s11409-013-9107-6

Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015). Short- and Long-Term Effects of Students’ Self-Directed Metacognitive Prompts on Navigation Behavior and Learning Performance. Computers in Human Behavior, 52, 293-306. DOI: 10.1016/j.chb.2015.05.038

Engelmann, K., & Bannert, M. (2021/online first in 2019). Analyzing Temporal Data for Understanding the Learning Process Induced by Metacognitive Prompts. Learning and Instruction, 72, 101205. DOI: 10.1016/j.learninstruc.2019.05.002

Järvelä, S., & Bannert, M. (2021/online first in 2019). Special Issue. Temporal and Adaptive Process of Regulated Learning - What Can Multimodal Data Tell? Learning and Instruction, 72. DOI:10.1016/j.learninstruc.2019.101268

Lewalter, D., Schiffhauer, S., Richter-Gebert, J., Bannert, M., Engl, A.-T., Maahs, M., Reißner, M., Ungar, P., & v. Wachter, J.-K. (2018). Toolbox Lehrerbildung - Berufsfeldbezogene Vernetzung von Fach, Fachdidaktik und Bildungswissenschaft. In I. Glowinski, A. Borowski, J. Gillen, S. Schanze, J. v. Meien (Hrsg.). Kohärenz in der universitären Lehrerbildung (1. Auflage; S. 331-353). Potsdam: Universitätsverlag Potsdam.

Lim, L., Bannert, M., van der Graaf, J., Molenaar, I., Fan, Y., Kilgour, J., Moore, J., & Gašević, D. (2021). Temporal Assessment of Self-Regulated Learning by Mining Students’ Think Aloud Protocols. Frontiers in Psychology, 12, 5122. DOI: 10.3389/fpsyg.2021.749749

Petzoldt, T., Weiss, T., Franke, T., Krems, J., & Bannert, M. (2013). Can Driver Education be Improved with Computer Based Training of Cognitive Skills? Accident Analysis & Prevention., 50, 1185–1192. DOI: 10.1016/j.aap.2012.09.016

Petzold, T. Weiß, T. Krems, J.F., & Bannert, M. (2016). Entwicklung und Validierung einer multimedialen Lernumgebung zur Fahranfängervorbereitung. Zeitschrift für Verkehrssicherheit, 62(3), 60-64.

Pieger, E., Mengelkamp, C., & Bannert, M. (2018). Disfluency as a Desirable Difficulty – The Effects of Letter Deletion on Monitoring and Performance. Frontiers in Education - Educational Psychology. DOI:10.3389/feduc.2018.00101

Pieger, E., Mengelkamp, C., & Bannert, M. (2016). Metacognitive Judgments and Disfluency - Does Disfluency Lead to More AccurateJjudgments, Better Control, and Better Performance? Learning and Instruction, 44, 31-40. Early Career Paper Award 2015 of EARLI SIG 16 Metacognition. DOI: 10.1016/j.leraninstruc.2016.01.012

Reimann, P., & Bannert, M. (2018). Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments. In D. H. Schunk, & J. A. Greene (Eds). Handbook of self-regulation of learning and performance (2nd ed., pp. 285-303). New York: Routledge.

Reimann, P., Markauskaite, L., & Bannert, M. (2014). e-Research and Learning Theory: What Do Sequence and Process Mining Methods Contribute? British Journal of Educational Technology, 45(3), 528-540. DOI: 10.1111/bjet.12146

Schnotz, W., & Bannert, M. (2003). Construction and Interference in Learning From Multiple Representation. Learning & Instruction, 13, 141-156.

Schnotz, W., Bannert, M., & Seufert, T. (2002). Towards an Integrative View of Text and Picture Comprehension: Visualization Effects on the Construction of Mental Models. In J. Otero, A. Graesser & J. A. Leon (Eds). The Psychology of Science Text Comprehension (pp.385-416). Mahwah, NJ: Erlbaum.

Seidel, T., Knogler, M., Mok, S. Y., Hetmanek, A., Bauer, J., Vogel, F., Bannert, M., & Lankes, E.-M. (2017). Forschung fördert (Lehrer)Bildung. Das Clearing House Unterricht. Journal für Lehrerinnen- und Lehrerbildung, 3, 23 - 28.

Sonnenberg, C., & Bannert, M. (2018). Using Process Mining to Examine the Sustainability of Instructional Support: How Stable Are the Effects of Metacognitive Prompting on Self-Regulatory Behavior? Computers in Human Behavior. DOI: 10.1016/j.chb.2018.06.003

Sonnenberg, C., & Bannert, M. (2016). Evaluating the Impact of Instructional Support Using Data Mining and Process Mining: A Micro-Level Analysis of the Effectiveness of Metacognitive Prompts. Journal of Educational Data Mining, 8(2), 51-83.

Weiß, T., Petzoldt, T., Bannert, M., & Krems, J. (2013). Calibration as Side-Effect? Computer-Based Acquisition of Hazard Perception Skills and the Adequacy of Corresponding Self-Appraisals Concerning a Driving Simulator Task. Transportation Research Part F: Traffic Psychology and Behaviour, 17, 63-74. DOI: 10.1016/j.trf.2012.10.001