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 & Instruction12, 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. Proceedings of the seventh international learning Analytics and Knowledge Conference. 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. https://doi.org/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. Vol 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.

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 accurate judgments, 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