Maria Bannert
Maria Bannert
Lehrstuhlinhaberin Lehren und Lernen mit digitalen Medien
Verified email at tum.de - Homepage
TitleCited byYear
Construction and interference in learning from multiple representation
W Schnotz, M Bannert
Learning and instruction 13 (2), 141-156, 2003
10602003
Managing cognitive load—recent trends in cognitive load theory
M Bannert
Learning and instruction 12 (1), 139-146, 2002
3032002
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
2131999
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 (1), 39-58, 2008
2102008
Process mining techniques for analysing patterns and strategies in students’ self-regulated learning
M Bannert, P Reimann, C Sonnenberg
Metacognition and learning 9 (2), 161-185, 2014
1322014
Effects of a metacognitive support device in learning environments
M Bannert, M Hildebrand, C Mengelkamp
Computers in human behavior 25 (4), 829-835, 2009
1282009
Effects of reflection prompts when learning with hypermedia
M Bannert
Journal of Educational Computing Research 35 (4), 359-375, 2006
1222006
Supporting self-regulated hypermedia learning through prompts
M Bannert, P Reimann
Instructional Science 40 (1), 193-211, 2012
1212012
Promoting self-regulated learning through prompts
M Bannert
Zeitschrift für Pädagogische Psychologie 23 (2), 139-145, 2009
1142009
Effekte metakognitiver Lernhilfen auf den Wissenserwerb in vernetzten Lernumgebungen
M Bannert
Zeitschrift für Pädagogische Psychologie 17 (1), 13-25, 2003
1002003
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 (3), 269-282, 1996
851996
16. Toward and 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, 385-416, 2002
782002
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
752011
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
742012
Metakognition beim lernen mit hypermedien
M Bannert
Waxmann Verlag, 2007
682007
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
602015
Designing metacognitive support for hypermedia learning
M Bannert
Italian Journal of Educational Technology 18 (1), 13-13, 2010
592010
Scaffolding hypermedia learning through metacognitive prompts
M Bannert, C Mengelkamp
International handbook of metacognition and learning technologies, 171-186, 2013
582013
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
572014
A closer look on social presence as a causing factor in computer-mediated collaboration
M Weinel, M Bannert, J Zumbach, HU Hoppe, N Malzahn
Computers in Human Behavior 27 (1), 513-521, 2011
552011
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