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Formative assessment and intrinsic motivation. The mediating role of perceived competence
Hondrich, Anna Lena; Decristan, Jasmin; Hertel, Silke; Klieme, Eckhard
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2018
38543 Endnote
Author(s):
Hondrich, Anna Lena; Decristan, Jasmin; Hertel, Silke; Klieme, Eckhard
Title:
Formative assessment and intrinsic motivation. The mediating role of perceived competence
In:
Zeitschrift für Erziehungswissenschaft, 21 (2018) 4, S. 717-734
DOI:
10.1007/s11618-018-0833-z
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Regressionsanalyse; Empirische Untersuchung; Deutschland; Schülerleistung; Leistungsbeurteilung; Diagnostik; Lernprozess; Unterstützung; Feedback; Wirkung; Schüler; Motivation; Kompetenz; Grundschullehrer; Lehrerfortbildung; Grundschulunterricht; Naturwissenschaftlicher Unterricht; Fragebogen; Test; Mehrebenenanalyse
Abstract:
Formatives Assessment (FA) bezeichnet eine Lernverlaufsdiagnostik, die genutzt wird um das Lernen der Schülerinnen und Schüler (SuS) zu fördern, indem u. A. Rückmeldungen gegeben werden. Bisherige Studien zeigen positive Effekte von FA auf die Motivation, jedoch fehlt Forschung über die zugrundeliegenden Prozesse. Die vorliegende Studie untersucht direkte Effekte von FA auf die intrinsische Motivation von SuS, sowie abgeleitet von Deci und Ryans Selbstbestimmungstheorie, die mediierende Wirkung von Kompetenzerleben. Grundschullehrpersonen wurden randomisiert einer FA-Fortbildung (n = 17) oder einer Kontrollgruppe (CG, n = 11) zugeordnet und unterrichteten anschließend zwei Einheiten in ihren Klassen (FA: n = 319; CG: n = 232 SuS). Mehrebenenregressionsanalysen zeigten nach der ersten Einheit ein höheres Kompetenzerleben und eine marginal höhere intrinsische Motivation in der FA Gruppe, sowie nach der zweiten Einheit positive Effekte auf beide Variablen. Der Effekt von FA auf die intrinsische Motivation war zudem mediiert durch das Kompetenzerleben nach Einheit 1. Dies bestätigt und erweitert bisherige Kenntnisse über die motivationsfördernde Wirkung von FA. (DIPF/Orig.)
Abstract (english):
Formative Assessment (FA) refers to eliciting evidence about students' understanding and using the information to support learning, e. g. via individual feedback. There is evidence that FA fosters students' motivation, but less is known about the underlying processes. The present study investigates direct effects of FA on intrinsic motivation as well as the mediating role of students' perceived competence, drawing on Deci and Ryan's self-determination theory. In a randomized, controlled trial, primary school teachers were either assigned to an FA training (n = 17) or to a control group (CG; n = 11). All teachers then taught two science units in their classrooms (FA: n = 319 students, CG: n = 232). Multilevel regression analyses showed a higher perceived competence and a marginally higher intrinsic motivation for FA students after unit 1. After unit 2, both intrinsic motivation and perceived competence were higher in the FA condition, and the impact on intrinsic motivation was significantly mediated by students' perceived competence after the first unit. These results confirm and extend previous findings on the effectiveness of formative assessment on motivational outcomes. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Profiling sympathetic arousal in a physics course: How active are students?
Pijeira-Díaz, Héctor J.; Drachsler, Hendrik; Kirschner, P. A.; Järvelä, S.
Journal Article
| In: Journal of Computer Assisted Learning | 2018
38387 Endnote
Author(s):
Pijeira-Díaz, Héctor J.; Drachsler, Hendrik; Kirschner, P. A.; Järvelä, S.
Title:
Profiling sympathetic arousal in a physics course: How active are students?
In:
Journal of Computer Assisted Learning, 34 (2018) 4, S. 397-408
DOI:
10.1111/jcal.12271
URN:
urn:nbn:de:0111-dipfdocs-161603
URL:
http://www.dipfdocs.de/volltexte/2019/16160/pdf/Drachsler_Profiling_sympathetic_arousal_in_the_classroom_2018_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Lernprozess; Analyse; Finnland; Physikunterricht; Sekundarstufe II; Schüler; Interesse; Langeweile; Einflussfaktor; Lernerfolg; Messverfahren; Computerunterstütztes Verfahren; Psychophysiologie; Aktives Lernen; Aufmerksamkeit; Kognitive Prozesse; Emotion; Lernmotivation; Prüfung; Wirkung; Schulnoten
Abstract:
Low arousal states (especially boredom) have been shown to be more deleterious to learning than high arousal states, though the latter have received much more attention (e.g., test anxiety, confusion, and frustration). Aiming at profiling arousal in the classroom (how active students are) and examining how activation levels relate to achievement, we studied sympathetic arousal during two runs of an elective advanced physics course in a real classroom setting, including the course exam. Participants were high school students (N = 24) who were randomly selected from the course population. Arousal was indexed from electrodermal activity, measured unobtrusively via the Empatica E4 wristband. Low arousal was the level with the highest incidence (60% of the lesson on average) and longest persistence, lasting on average three times longer than medium arousal and two times longer than high arousal level occurrences. During the course exam, arousal was positively and highly correlated (r = .66) with achievement as measured by the students' grades. Implications for a need to focus more on addressing low arousal states in learning are discussed, together with potential applications for biofeedback, teacher intervention, and instructional design. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Implementation of formative assessment - effects of quality of programme delivery on students' […]
Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
Journal Article
| In: Assessment in Education | 2018
36450 Endnote
Author(s):
Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
Title:
Implementation of formative assessment - effects of quality of programme delivery on students' mathematics achievement and interest
In:
Assessment in Education, 25 (2018) 2, S. 160-182
DOI:
10.1080/0969594X.2016.1170665
URL:
https://www.tandfonline.com/doi/full/10.1080/0969594X.2016.1170665
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Regressionsanalyse; Hessen; Deutschland; Schülerleistung; Leistungsbeurteilung; Mathematikunterricht; Feedback; Qualität; Implementierung; Wirkung; Interesse; Mathematische Kompetenz; Realschule; Mathematiklehrer; Schuljahr 09; Schüler; Einflussfaktor; Lernprozess; Lernerfolg; Mehrebenenanalyse
Abstract (english):
The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students' mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students' interest also was affected positively when performance evaluation was stressed. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
The interplay of formative assessment and instructional quality. Interactive effects on students' […]
Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
Journal Article
| In: Learning Environments Research | 2018
38312 Endnote
Author(s):
Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard
Title:
The interplay of formative assessment and instructional quality. Interactive effects on students' mathematics achievement
In:
Learning Environments Research, 21 (2018) 1, S. 61-79
DOI:
10.1007/s10984-017-9240-2
URN:
urn:nbn:de:0111-pedocs-174072
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174072
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schülerleistung; Lernprozess; Feedback; Lerndiagnostik; Unterrichtsmethode; Intervention; Unterricht; Qualität; Mathematikunterricht; Schuljahr 09; Lehrer; Training; Quasi-Experiment; Mehrebenenanalyse; Regressionsanalyse; Hessen
Abstract:
Formative assessment is considered to be a promising teaching practice for promoting teaching and learning processes. The implementation of teaching practices into instruction involves intervening with a learning environment that is characterised by certain features of instructional quality. Our study aims to contribute to the understanding of formative assessment by analysing the interplay between a formative assessment intervention and aspects of general instructional quality. In a quasi-experimental study design, 15 teachers participated in a control group (n = 361 students) and 20 teachers in the intervention classes (n = 498 students) implemented a curriculum-embedded formative assessment tool in their ninth-grade mathematics classes. No effects were found for the intervention on the assessed aspects of general instructional quality (process-oriented instruction, teacher-student relationship, effective use of instructional time). However, multilevel regression analyses revealed an interaction effect between the intervention and process-orientation and the effective use of instruction time. Our findings suggest that implementing formative assessment tools do not seem to suffice regarding changes in general instructional quality, but that an intervention with detailed material and guidelines can counterbalance effects of instructional quality, fostering students' achievement in classes with lower degrees of process orientation and a less effective use of instructional time. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
License to evaluate. Preparing learning analytics dashboards for educational practice
Jivet, Ioana; Scheffel, Maren; Specht, Marcus; Drachsler, Hendrik
Book Chapter
| Aus: Association for Computing Machinery (Hrsg.): Proceedings of the 8th International Conference on Learning Analytics and Knowledge, Sydney, NSW, Australia, March 7-9, 2018 (LAK '18) | New York; NY: Association for Computing Machinery | 2018
38945 Endnote
Author(s):
Jivet, Ioana; Scheffel, Maren; Specht, Marcus; Drachsler, Hendrik
Title:
License to evaluate. Preparing learning analytics dashboards for educational practice
In:
Association for Computing Machinery (Hrsg.): Proceedings of the 8th International Conference on Learning Analytics and Knowledge, Sydney, NSW, Australia, March 7-9, 2018 (LAK '18), New York; NY: Association for Computing Machinery, 2018 , S. 31-40
DOI:
10.1145/3170358.3170421
URL:
https://dl.acm.org/citation.cfm?id=3170421
Publication Type:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Lernforschung; E-Learning; Datenanalyse; Systematic Review; Lerntheorie; Wettbewerb; Vergleich; Lernprozess; Intervention; Tools; Evaluation
Abstract:
Learning analytics can bridge the gap between learning sciences and data analytics, leveraging the expertise of both fields in exploring the vast amount of data generated in online learning environments. A typical learning analytics intervention is the learning dashboard, a visualisation tool built with the purpose of empowering teachers and learners to make informed decisions about the learning process. Related work has investigated learning dashboards, yet none have explored the theoretical foundation that should inform the design and evaluation of such interventions. In this systematic literature review, we analyse the extent to which theories and models from learning sciences have been integrated into the development of learning dashboards aimed at learners. Our analysis revealed that very few dashboard evaluations take into account the educational concepts that were used as a theoretical foundation for their design. Furthermore, we report findings suggesting that comparison with peers, a common reference frame for contextualising information on learning analytics dashboards, was not perceived positively by all learners. We summarise the insights gathered through our literature review in a set of recommendations for the design and evaluation of learning analytics dashboards for learners. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
The learning analytics indicator repository
Biedermann, Daniel; Schneider, Jan; Drachsler, Hendrik
Book Chapter
| Aus: Pammer-Schindler, Viktoria; Pérez-Sanagustín, Mar; Drachsler, Hendrik; Elferink, Raymond; Scheffel, Maren (Hrsg.): Lifelong technology-enhanced learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, proceedings | Cham: Springer | 2018
38625 Endnote
Author(s):
Biedermann, Daniel; Schneider, Jan; Drachsler, Hendrik
Title:
The learning analytics indicator repository
In:
Pammer-Schindler, Viktoria; Pérez-Sanagustín, Mar; Drachsler, Hendrik; Elferink, Raymond; Scheffel, Maren (Hrsg.): Lifelong technology-enhanced learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, proceedings, Cham: Springer, 2018 (Lecture Notes in Computer Science, 11082), S. 579-582
DOI:
10.1007/978-3-319-98572-5_49
URL:
https://link.springer.com/chapter/10.1007/978-3-319-98572-5_49
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Lernen; Lernprozess; Datenanalyse; Indikator; Übersicht; Präsentation
Abstract:
This paper presents the Learning Analytics Indicator Repository (LAIR), an interactive web-based application that allows the exploration of learning analytics approaches. From scientific publications in the field of learning analytics, we extracted the stakeholders, metrics, platforms and indicators, and transformed them into a directed graph representation. The LAIR allows filtering by these components and provides a list of publications where the approaches can be found. We invite other researchers to contribute to this repository. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
"Make it personal!" Gathering input from stakeholder for a learning analytics-supported learning […]
Schmitz, Marcel; Scheffel, Maren; van Limbeek, Evelien; Bemelmans, Roger; Drachsler, Hendrik
Book Chapter
| Aus: Pammer-Schindler, Viktoria; Pérez-Sanagustín, Mar; Drachsler, Hendrik; Elferink, Raymond; Scheffel, Maren (Hrsg.): Lifelong technology-enhanced learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, proceedings | Cham: Springer | 2018
38623 Endnote
Author(s):
Schmitz, Marcel; Scheffel, Maren; van Limbeek, Evelien; Bemelmans, Roger; Drachsler, Hendrik
Title:
"Make it personal!" Gathering input from stakeholder for a learning analytics-supported learning design tool
In:
Pammer-Schindler, Viktoria; Pérez-Sanagustín, Mar; Drachsler, Hendrik; Elferink, Raymond; Scheffel, Maren (Hrsg.): Lifelong technology-enhanced learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, proceedings, Cham: Springer, 2018 (Lecture Notes in Computer Science, 11082), S. 297-310
DOI:
10.1007/978-3-319-98572-5_23
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Lernen; Lernprozess; Datenanalyse; Medieneinsatz; Tool; Gestaltung; Individualisierung; Programmierung
Abstract:
Teachers design learning activities purposefully to improve student learning. However, the impact of this is usually only evaluated after a course has ended by making use of self-reported data and assessment results. Learning analytics offers the opportunity to collect, analyse and visualise feedback on activities using authentic data in real-time. Incorporating learning analytics into the learning design makes just-in-time interventions attainable. This paper presents the first steps of the development of a Learning Analytics for Learning Design (LA4LD) tool that is co-created with students and teachers, using a design-based research methodology. Both teachers and students express the need to personalise feedback on learning activities in order to increase the quality of the learning process and want that embedded in the tool. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Multimodal learning hub. A tool for capturing customizable multimodal learning experiences
Schneider, Jan; di Mitri, Daniele; Limbu, Bibeg; Drachsler, Hendrik
Book Chapter
| Aus: Pammer-Schindler, Viktoria; Pérez-Sanagustín, Mer; Drachsler, Hendrik; Elferink, Raymond; Scheffel, Marion (Hrsg.): Lifelong technology-enhanced learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, proceedings | Cham: Springer | 2018
38548 Endnote
Author(s):
Schneider, Jan; di Mitri, Daniele; Limbu, Bibeg; Drachsler, Hendrik
Title:
Multimodal learning hub. A tool for capturing customizable multimodal learning experiences
In:
Pammer-Schindler, Viktoria; Pérez-Sanagustín, Mer; Drachsler, Hendrik; Elferink, Raymond; Scheffel, Marion (Hrsg.): Lifelong technology-enhanced learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, proceedings, Cham: Springer, 2018 (Lecture Notes in Computer Science, 11082), S. 45-58
DOI:
10.1007/978-3-319-98572-5_4
URL:
http://link.springer.com/chapter/10.1007/978-3-319-98572-5_4
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Lernen; Tool; Medieneinsatz; Computerunterstütztes Lernen; Lernprozess; Datenanalyse; Mensch-Maschine-Kommunikation; Lernumgebung
Abstract (english):
Studies in Learning Analytics provide concrete examples of how the analysis of direct interactions with learning management systems can be used to optimize and understand the learning process. Learning, however, does not necessarily only occur when the learner is directly interacting with such systems. With the use of sensors, it is possible to collect data from learners and their environment ubiquitously, therefore expanding the use cases of Learning Analytics. For this reason, we developed the Multimodal Learning Hub (MLH), a system designed to enhance learning in ubiquitous learning scenarios, by collecting and integrating multimodal data from customizable configurations of ubiquitous data providers. In this paper, we describe the MLH and report on the results of tests where we explored its reliability to integrate multimodal data. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Multimodal challenge. Analytics beyond user-computer interaction data
Di Mitri, Daniele; Schneider, Jan; Drachsler, Hendrik
Working Papers
| 2018
38263 Endnote
Author(s):
Di Mitri, Daniele; Schneider, Jan; Drachsler, Hendrik
Title:
Multimodal challenge. Analytics beyond user-computer interaction data
Published:
Amsterdam: LAK Hackathon, 2018 (The Fourth LAK Hackathon: Benefiting learning through novel data sources, standards and infrastructure)
URL:
https://lakhackathon.files.wordpress.com/2018/02/lakhackathon2018_paper_5.pdf
Publication Type:
5. Arbeits- und Diskussionspapiere; Stellungnahme/Positionspapier
Language:
Englisch
Keywords:
E-Learning; Lernprozess; Analyse; Lernverhalten; Computerunterstütztes Lernen; Datenerfassung; Computerunterstütztes Verfahren
Abstract (english):
This contribution describes one the challenges explored in the Fourth LAK Hackathon. This challenge aims at shifting the focus from learning situations which can be easily traced through user-computer interactions data and concentrate more in user-world interaction events, typical of co-located and practice-based learning experiences. This mission, pursued by the multimodal learning analytics (MMLA) community, seeks to bridge the gap between digital and physical learning spaces. The "multimodal" approach consists in combining learners' motoric actions with physiological responses and data about the learning contexts. These data can be collected through multiple wearable sensors and Internet of Things (IoT) devices. This Hackathon table will confront with three main challenges arising from the analysis and valorisation of multimodal datasets: 1) the data collection and storing, 2) the data annotation, 3) the data processing and exploitation. Some research questions which will be considered in this Hackathon challenge are the following: how to process the raw sensor data streams and extract relevant features? Which data mining and machine learning techniques can be applied? How can we compare two action recordings? How to combine sensor data with Experience API (xAPI)? What are meaningful visualisations for these data? (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
The big five. Addressing recurrent multimodal learning data challenges
Di Mitri, Daniele; Schneider, Jan; Specht, Marcus; Drachsler, Hendrik
Working Papers
| 2018
38262 Endnote
Author(s):
Di Mitri, Daniele; Schneider, Jan; Specht, Marcus; Drachsler, Hendrik
Title:
The big five. Addressing recurrent multimodal learning data challenges
Published:
Sydney: University of Technology, 2018 (Second Multimodal Learning Analytics Across (Physical and Digital) Spaces (CrossMMLA) workshop @ LAK18)
URL:
http://crossmmla.org/wp-content/uploads/2018/02/CrossMMLA2018_paper_9.pdf
Publication Type:
5. Arbeits- und Diskussionspapiere; Stellungnahme/Positionspapier
Language:
Englisch
Keywords:
E-Learning; Lernen; Daten; Lernumgebung; Lernverhalten; Lernerfolg; Lernprozess; Analyse; Datenerfassung; Erhebungsinstrument; Benutzerfreundlichkeit; Validität; Computerunterstütztes Verfahren
Abstract (english):
The analysis of multimodal data in learning is a growing field of research, whic has led to the development of different analytics solutions. However, there is no standardized approach to handle multimodal data. In this paper, we describe and outline a solution for five recurrent challenges in the analysis of multimodal data: the data collection, storing, annotation, processing and exploitation. For each of these challenges, we envision possible solutions. The prototypes for some of the proposed solutions will be discussed during the Multimodal Challenge of the Fourth Learning Analytics & Knowledge Hackathon, a two-day hands-on workshop that will open the prototypes for trials, validation and feedback. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
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