M. Bannert

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Process mining techniques for analysing patterns and strategies in students’ self-regulated learning

P. Reimann, M. Bannert, Christoph Sonnenberg, 2013, Metacognition and Learning.

Construction and interference in learning from multiple representation

M. Bannert, W. Schnotz, 2003 .

Promoting Self-Regulated Learning Through Prompts

M. Bannert, 2009 .

Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition

Maria Bannert, Cornelia Schoor, M. Bannert, 2011 .

Feeling good, learning better? Effectivity of an emotional design procedure in multimedia learning

Maria Bannert, Hannes Münchow, M. Bannert, 2018, Educational Psychology.

Game Based Learning

M. Bannert, R. Piehler, Daniel Pietschmann, 2008 .

Scaffolding Hypermedia Learning Through Metacognitive Prompts

M. Bannert, C. Mengelkamp, 2013 .

Effects of Reflection Prompts When Learning with Hypermedia

M. Bannert, 2006 .

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, 2008 .

Accuracy of confidence judgments: Stability and generality in the learning process and predictive validity for learning outcome

Maria Bannert, Christoph Mengelkamp, M. Bannert, 2010, Memory & cognition.

Cognitive accessibility of sex role concepts and attitudes toward political participation: The impact of sexist advertisements

M. Bannert, N. Schwarz, D. Wagner, 1987 .

The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications

D. Gašević, I. Molenaar, M. Bannert, 2022, Metacognition and Learning.

Towards investigating the validity of measurement of self-regulated learning based on trace data

D. Gašević, I. Molenaar, M. Bannert, 2022, Metacognition and Learning.

Improving the measurement of self-regulated learning using multi-channel data

D. Gašević, I. Molenaar, M. Bannert, 2022, Metacognition and Learning.

Using HeuristicsMiner to Analyze Problem-Solving Processes: Exemplary Use Case of a Productive-Failure Study

N. Rummel, M. Bannert, Christian Hartmann, 2022 .

Effects of real-time analytics-based personalized scaffolds on students' self-regulated learning

D. Gašević, I. Molenaar, M. Bannert, 2022, Comput. Hum. Behav..

Harnessing the potential of trace data and linguistic analysis to predict learner performance in a multi-text writing task

D. Gašević, I. Molenaar, M. Bannert, 2022, J. Comput. Assist. Learn..

Representational scaffolding in digital simulations – learning professional practices in higher education

Anne C. Frenzel, F. Fischer, Matthias Stadler, 2022, Information and Learning Sciences.

Process mining techniques for analysing patterns and strategies in students’ self-regulated learning

P. Reimann, M. Bannert, Christoph Sonnenberg, 2013, Metacognition and Learning.

Supporting self-regulated hypermedia learning through prompts

P. Reimann, M. Bannert, 2011, Instructional Science.

Role of dual task design when measuring cognitive load during multimedia learning

M. Bannert, Roland Brünken, Cornelia Schoor, 2012, Educational Technology Research and Development.

Relevance of learning analytics to measure and support students' learning in adaptive educational technologies

Dragan Gasevic, Sanna Järvelä, Roger Azevedo, 2017, LAK.

Metacognitive judgments and disfluency – Does disfluency lead to more accurate judgments, better control, and better performance?

Maria Bannert, Christoph Mengelkamp, Elisabeth Pieger, 2016 .

Relationship Between Growth, Secondary Metabolism, and Resistance of Apple

M. Bannert, D. Treutter, S. Rühmann, 2002 .

ChatGPT for good? On opportunities and challenges of large language models for education

F. Fischer, Matthias Stadler, J. Weller, 2023, Learning and Individual Differences.

Short- and long-term effects of students' self-directed metacognitive prompts on navigation behavior and learning performance

Maria Bannert, Christoph Sonnenberg, Christoph Mengelkamp, 2015, Comput. Hum. Behav..

Managing Cognitive Load--Recent Trends in Cognitive Load Theory. Commentary.

Maria Bannert, M. Bannert, 2002 .

The influence of design decisions on the usability of direct manipulation user interfaces

Peter W. Fach, Maria Bannert, Klaus Kunkel, 1995, Behav. Inf. Technol..

The Better You Feel the Better You Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?

Maria Bannert, Christoph Mengelkamp, Hannes Münchow, 2017 .

Exploring regulatory processes during a computer-supported collaborative learning task using process mining

Maria Bannert, Cornelia Schoor, M. Bannert, 2012, Comput. Hum. Behav..

Editorial New Perspectives on Integrating Self-Regulated Learning at School

Susanne Narciss, Maria Bannert, Annemie Desoete, 2013 .

From Conflict to Dialogue: On Attack and Defence in On-Line Assistance

Peter W. Fach, Maria Bannert, Klaus Kunkel, 1993, VCHCI.

Investigating learning processes through analysis of navigation behavior using log files

M. Bannert, Kerstin Huber, 2023, Journal of computing in higher education.

Temporal Assessment of Self-Regulated Learning by Mining Students’ Think-Aloud Protocols

D. Gašević, I. Molenaar, M. Bannert, 2021, Frontiers in Psychology.

Using Process Mining to examine the sustainability of instructional support: How stable are the effects of metacognitive prompting on self-regulatory behavior?

Maria Bannert, Christoph Sonnenberg, M. Bannert, 2019, Comput. Hum. Behav..

Evaluating the Impact of Instructional Support Using Data Mining and Process Mining: A Micro-Level Analysis of the Effectiveness of Metacognitive Prompts.

Maria Bannert, Christoph Sonnenberg, M. Bannert, 2016, EDM 2016.

Discovering the Effects of Metacognitive Prompts on the Sequential Structure of SRL-Processes Using Process Mining Techniques

Maria Bannert, Christoph Sonnenberg, M. Bannert, 2015, J. Learn. Anal..

e-Research and learning theory: What do sequence and process mining methods contribute?

Maria Bannert, Lina Markauskaite, Peter Reimann, 2014, Br. J. Educ. Technol..

Maria Bannert, M. Bannert, Paul Roland Arbinger, 1996 .

Role of dual task design when measuring cognitive load during multimedia learning

Roland Brünken, Maria Bannert, Cornelia Schoor, 2012, Educational Technology Research and Development.

Supporting self-regulated hypermedia learning through prompts

Maria Bannert, Peter Reimann, P. Reimann, 2011, Instructional Science.

Do Instrumentation Tools Capture Self-Regulated Learning?

Dragan Gasevic, Maria Bannert, Inge Molenaar, 2021, LAK.

Fostering Students' Emotion Regulation during Learning: Design and Effects of a Computer-Based Video Training

Maria Bannert, Petra Engelmann, M. Bannert, 2019 .

Disfluency as a Desirable Difficulty—The Effects of Letter Deletion on Monitoring and Performance

Maria Bannert, Christoph Mengelkamp, Elisabeth Pieger, 2018, Front. Educ..

Judgements about Knowledge: Searching for Factors that Influence their Validity

M. Bannert, C. Mengelkamp, 2017 .

Using Learner Trace Data to Understand Metacognitive Processes in Writing from Multiple Sources

Johanna D. Moore, D. Gašević, I. Molenaar, 2022, LAK.

Differential effects of students' self-directed metacognitive prompts

Maria Bannert, Elisabeth Pieger, M. Bannert, 2018, Comput. Hum. Behav..

Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

Maria Bannert, Nadine Melzner, Katharina Engelmann, 2021, Research and Practice in Technology Enhanced Learning.

Temporal and adaptive processes of regulated learning - What can multimodal data tell?

Sanna Järvelä, Maria Bannert, S. Järvelä, 2019 .

Guest Editorial: approaches to the design of software training

Maria Bannert, Peter Reimann, P. Reimann, 2001, J. Comput. Assist. Learn..

Towards a fuller picture: Triangulation and integration of the measurement of self‐regulated learning based on trace and think aloud data

D. Gašević, I. Molenaar, M. Bannert, 2023, Journal of Computer Assisted Learning.

Effects of a metacognitive support device in learning environments

Maria Bannert, Christoph Mengelkamp, Melanie Hildebrand, 2009, Comput. Hum. Behav..

Analyzing temporal data for understanding the learning process induced by metacognitive prompts

M. Bannert, Katharina Engelmann, 2019, Learning and Instruction.

Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data

Susanne M. M. de Mooij, D. Gašević, R. Azevedo, 2022, Comput. Hum. Behav..

The effects of training wheels and self-learning materials in software training

Maria Bannert, M. Bannert, 2008, J. Comput. Assist. Learn..

Cultural influences on personalized e-learning systems

Scotty D. Craig, Kenneth A. Kaufman, Susanne P. Lajoie, 2012 .

Calibration as side effect? Computer-based learning in driver education and the adequacy of driving-task-related self-assessments

Maria Bannert, Thomas Weiss, Tibor Petzoldt, 2013 .

What happens to your body during learning with computer-based environments? Exploring negative academic emotions using psychophysiological measurements

M. Bannert, Kerstin Huber, 2022, Journal of Computers in Education.

Methodological Constraints for Detecting the Modality Effect

Maria Bannert, Cornelia Schoor, Verena Jahn, 2011 .

Analytics of self-regulated learning scaffolding: effects on learning processes

D. Gašević, I. Molenaar, M. Bannert, 2023, Frontiers in psychology.

How to design and evaluate personalized scaffolds for self-regulated learning

D. Gašević, M. Bannert, Yizhou Fan, 2023, Metacognition and Learning.

Imagine & immerse yourself: Does visuospatial imagery moderate learning in virtual reality?

M. Bannert, Christian Hartmann, Younes Orli-Idrissi, 2023, Comput. Educ..

Towards prescriptive analytics of self‐regulated learning strategies: A reinforcement learning approach

D. Gašević, M. Bannert, Yizhou Fan, 2024, British Journal of Educational Technology.

Reinforcement learning for automatic detection of effective strategies for self-regulated learning

D. Gašević, M. Bannert, Yizhou Fan, 2023, Computers and Education: Artificial Intelligence.

Editorial Introduction: Analyzing (Self-)Monitoring in Computer Assisted Learning

Maria Bannert, M. Bannert, Joerg Zumbach, 2006 .