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(Personen: "Brod," und "Garvin")

Do reflection prompts promote children's conflict monitoring and revision of misconceptions? Theobald, Maria; Colantonio, Joseph; Bascandziev, Igor; Bonawitz, Elizabeth; Brod, Garvin Journal Article | In: Child Development | 2024 44838 Endnote: Author(s): Theobald, Maria; Colantonio, Joseph; Bascandziev, Igor; Bonawitz, Elizabeth; Brod, Garvin
Title: Do reflection prompts promote children's conflict monitoring and revision of misconceptions?
In: Child Development, (2024) , S. online first
DOI: 10.1111/cdev.14081
URL: https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.14081
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: We tested whether reflection prompts enhance conflict monitoring and facilitate the revision of misconceptions. German children (N = 97, Mage = 7.20, 56% female) were assigned to a prediction or a prediction with reflection condition that included reflection prompts. Children in the prediction with reflection condition (1) showed greater error-related response times and pupil dilation responses, indicating better conflict monitoring, and (2) performed closer to an optimal Bayesian learner, indicating better monitoring-based control. However, by the end of the study, all children had similar levels of misconception revision. Thus, reflection prompts can enhance learning from anomalous evidence by improving conflict monitoring, but they may need to be repeated often to sustain their beneficial effects. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

OER-Comic zu Selbstorganisiertem Lernen. "Vom Lern-Muffel zum Lern-Ninja" Breitwieser, Jasmin; Brod, Garvin; Nobbe, Lea Working Papers | 2024 44837 Endnote: Author(s): Breitwieser, Jasmin; Brod, Garvin; Nobbe, Lea
Title: OER-Comic zu Selbstorganisiertem Lernen. "Vom Lern-Muffel zum Lern-Ninja"
Published: 2024
URL: https://open-educational-resources.de/oer-comic-zu-selbstorganisiertem-lernen-vom-lern-muffel-zum-lern-ninja/
Publication Type: 7. Blogbeiträge; Pod-; Vidcasts; Blogbeiträge
Language: Deutsch
DIPF-Departments: Bildung und Entwicklung

Fostering children's acceptance of educational apps. The importance of designing enjoyable learning […] Amaefule, Chimezie O.; Breitwieser, Jasmin; Biedermann, Daniel; Nobbe, Lea; Drachsler, Hendrik; […] Journal Article | In: British Journal of Educational Technology | 2023 43632 Endnote: Author(s): Amaefule, Chimezie O.; Breitwieser, Jasmin; Biedermann, Daniel; Nobbe, Lea; Drachsler, Hendrik; Brod, Garvin
Title: Fostering children's acceptance of educational apps. The importance of designing enjoyable learning activities
In: British Journal of Educational Technology, 54 (2023) 5, S. 1351-1372
DOI: 10.1111/bjet.13314
URL: https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13314
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Abstract (english): Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27-day study, children (N = 103, 9-14 years) used the app to memorize one-sentence learning plans each day. Children used three different app-based learning activities throughout the study. In two standard activities, children reread or reassembled the words of the plan. In the redesigned activity, children represented the meaning of the plan with emojis. Children repeatedly reported on their attitude towards each activity. Subsequently, children reported perceived enjoyment and intention to use the app. Results showed children found the emoji activity most enjoyable, and enjoyment of the emoji activity contributed uniquely towards intention to use. Additionally, children's enjoyment of the app mediated their intention to use the app in the future. Overall, the study suggests that children's enjoyment of an app is crucial in predicting their subsequent intention to use, and it provides a concrete example of how emojis can be used to boost enjoyment.
DIPF-Departments: Bildung und Entwicklung; Informationszentrum Bildung

Boosting self-regulated learning with mobile interventions. Planning and prompting help children […] Breitwieser, Jasmin; Nobbe, Lea; Biedermann, Daniel; Brod, Garvin Journal Article | In: Computers & Education | 2023 44005 Endnote: Author(s): Breitwieser, Jasmin; Nobbe, Lea; Biedermann, Daniel; Brod, Garvin
Title: Boosting self-regulated learning with mobile interventions. Planning and prompting help children maintain a regular study routine
In: Computers & Education, 205 (2023) , S. 104879
DOI: 10.1016/j.compedu.2023.104879
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Mobile technologies offer new opportunities for encouraging self-regulated learning (SRL) in children. In this pre-registered study, we tested what kind of mobile intervention helps children maintain a regular study routine for vocabulary learning. Study behavior was measured objectively and with high ecological validity using logfiles of a vocabulary app that the children used. The mobile intervention was delivered via a separate study app and combined two critical components: planning and prompting. Children (N = 130, mean age = 10.75 years) first received a digital instruction on the benefits of distributed practice. Children in the full intervention group also formulated a plan for when and where to study vocabulary. On about half of the next 36 days (within-subject manipulation), they received prompts reminding them of the instruction and the plan. The comparison groups lacked either the prompting or planning intervention component (between-person manipulation). The results revealed that the reminder prompts increased the likelihood of studying on the day they were given. Planning, in contrast, had a more long-term impact in that it helped children maintain a high frequency of learning over time. Overall, our findings show that mobile interventions can be highly effective in supporting SRL in children. We found no evidence for children becoming overly reliant on prompts, nor for any time-varying effects of prompts. These findings contribute to our understanding of how mobile SRL interventions need to be designed to be effective for children. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung; Informationszentrum Bildung

Agency in educational technology. Interdisciplinary perspectives and implications for learning […] Brod, Garvin; Kucirkova, Natalia; Shepherd, Joshua; Jolles, Dietsja; Molenaar, Inge Journal Article | In: Educational Psychology Review | 2023 43652 Endnote: Author(s): Brod, Garvin; Kucirkova, Natalia; Shepherd, Joshua; Jolles, Dietsja; Molenaar, Inge
Title: Agency in educational technology. Interdisciplinary perspectives and implications for learning design
In: Educational Psychology Review, 35 (2023) , S. 25
DOI: 10.1007/s10648-023-09749-x
URL: https://link.springer.com/article/10.1007/s10648-023-09749-x
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Adaptives System; Auswahl; Computerunterstütztes Lernen; Design; Digitale Medien; Forschung; Handlungskompetenz; Interdisziplinarität; Kind; Kontrolle; Lernumgebung; Lernziel; Philosophie; Schüler; Technologie
Abstract: Advancing learners' agency is a key educational goal. The advent of personalized EdTech, which automatically tailor learning environments to individual learners, gives renewed relevance to the topic. EdTech researchers and practitioners are confronted with the same basic question: What is the right amount of agency to give to learners during their interactions with EdTech? This question is even more relevant for younger learners. Our aim in this paper is twofold: First, we outline and synthesize the ways in which agency is conceptualized in three key learning disciplines (philosophy, education, and psychology). We show that there are different types and levels of agency and various prerequisites for the effective exercise of agency and that these undergo developmental change. Second, we provide guiding principles for how agency can be designed for in EdTech for children. We propose an agency personalization loop in which the level of agency provided by the EdTech is assigned in an adaptive manner to strike a balance between allowing children to freely choose learning content and assigning optimal content to them. Finally, we highlight some examples from practice. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Priors, progressions, and predictions in science learning. Theory-based bayesian models of […] Colantonio, Joseph; Bascandziev, Igor; Theobald, Maria; Brod, Garvin; Bonawitz, Elizabeth Journal Article | In: IEEE Transactions on Cognitive and Developmental Systems | 2023 43402 Endnote: Author(s): Colantonio, Joseph; Bascandziev, Igor; Theobald, Maria; Brod, Garvin; Bonawitz, Elizabeth
Title: Priors, progressions, and predictions in science learning. Theory-based bayesian models of children's revising beliefs of water displacement
In: IEEE Transactions on Cognitive and Developmental Systems, 15 (2023) 3, S. 1487-1500
DOI: 10.1109/TCDS.2022.3220963
URL: https://ieeexplore.ieee.org/document/9944004
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Despite sometimes noisy evidence (e.g., perceptual processing errors), young children are capable of predicting and evaluating events based on complex causal representations. Children rapidly revise their beliefs and learn scientific concepts -sometimes without prior knowledge of an underlying causal system. What might we need in our computational models of belief revision to similarly simulate children's behaviors when learning such causal systems? Building from experimental data of elementary school children's intuitive beliefs and predictions of water displacement, we propose three aspects of human inference and belief revision that warrant attention within the subfield of computational cognition. Each aspect is described by identifying the gaps between empirical findings and current computational implementations. Then, specific implementations of these aspects are built using models of Theory-based Bayesian inference. First, we construct children's prior beliefs at the individual level based on their prior behavior. Second, we approximate children's learning using an "optimal" Bayesian model, revealing the dynamics of belief revision trial-by-trial. Third, we investigate the role prediction may have in facilitating learning. By performing these key computational steps, we find support for contemporary claims that children may be approximately "Bayesian" learners and increase awareness of the importance of generating predictions in active learning. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Seeing the error in my "Bayes" A quantified degree of belief change correlates with children's […] Colantonio, Jospeph; Bascandziev, Igor; Theobald, Maria; Brod, Garvin; Bonawitz, Elizabeth Journal Article | In: Entropy | 2023 43653 Endnote: Author(s): Colantonio, Jospeph; Bascandziev, Igor; Theobald, Maria; Brod, Garvin; Bonawitz, Elizabeth
Title: Seeing the error in my "Bayes" A quantified degree of belief change correlates with children's pupillary surprise responses following explicit predictions
In: Entropy, 25 (2023) 2, S. 211
DOI: 10.3390/e25020211
URL: https://www.mdpi.com/1099-4300/25/2/211
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Abstract: Bayesian models allow us to investigate children's belief revision alongside physiological states, such as "surprise". Recent work finds that pupil dilation (or the "pupillary surprise response") following expectancy violations is predictive of belief revision. How can probabilistic models inform the interpretations of "surprise"? Shannon Information considers the likelihood of an observed event, given prior beliefs, and suggests stronger surprise occurs following unlikely events. In contrast, Kullback-Leibler divergence considers the dissimilarity between prior beliefs and updated beliefs following observations-with greater surprise indicating more change between belief states to accommodate information. To assess these accounts under different learning contexts, we use Bayesian models that compare these computational measures of "surprise" to contexts where children are asked to either predict or evaluate the same evidence during a water displacement task. We find correlations between the computed Kullback-Leibler divergence and the children's pupillometric responses only when the children actively make predictions, and no correlation between Shannon Information and pupillometry. This suggests that when children attend to their beliefs and make predictions, pupillary responses may signal the degree of divergence between a child's current beliefs and the updated, more accommodating beliefs. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Examining the role of attentional allocation in working memory precision with pupillometry in […] Galeano-Keiner, Elena; Pakzad, Sarvenaz; Brod, Garvin; Bunge, Silvia A. Journal Article | In: Journal of Experimental Child Psychology | 2023 43654 Endnote: Author(s): Galeano-Keiner, Elena; Pakzad, Sarvenaz; Brod, Garvin; Bunge, Silvia A.
Title: Examining the role of attentional allocation in working memory precision with pupillometry in children and adults.
In: Journal of Experimental Child Psychology, 231 (2023) , S. 105655
DOI: 10.1016/j.jecp.2023.105655
URL: https://www.sciencedirect.com/science/article/abs/pii/S0022096523000310
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Working memory (WM) precision, or the fidelity with which items can be remembered, is an important aspect of WM capacity that increases over childhood. Why individuals are more or less precise from moment to moment and why WM becomes more stable with age are not yet fully understood. Here, we examined the role of attentional allocation in visual WM precision in children aged 8 to 13 years and young adults aged 18 to 27 years, as measured by fluctuations in pupil dilation during stimulus encoding and maintenance. Using mixed models, we examined intraindividual links between change in pupil diameter and WM precision across trials and the role of developmental differences in these associations. Through probabilistic modeling of error distributions and the inclusion of a visuomotor control task, we isolated mnemonic precision from other cognitive processes. We found an age-related increase in mnemonic precision that was independent of guessing behavior, serial position effects, fatigue or loss of motivation across the experiment, and visuomotor processes. Trial-by-trial analyses showed that trials with smaller changes in pupil diameter during encoding and maintenance predicted more precise responses than trials with larger changes in pupil diameter within individuals. At encoding, this relationship was stronger for older participants. Furthermore, the pupil-performance coupling grew across the delay period-particularly or exclusively for adults. These results suggest a functional link between pupil fluctuations and WM precision that grows over development; visual details may be stored more faithfully when attention is allocated efficiently to a sequence of objects at encoding and throughout a delay period. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence […] Kucirkova, Natalia; Brod, Garvin; Gaab, Nadine Journal Article | In: npj Science of Learning | 2023 44357 Endnote: Author(s): Kucirkova, Natalia; Brod, Garvin; Gaab, Nadine
Title: Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER)
In: npj Science of Learning, 8 (2023) , S. 35
DOI: 10.1038/s41539-023-00186-7
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
DIPF-Departments: Bildung und Entwicklung

Who benefits from computerized learning progress assessment in reading education? Evidence from a […] Schmitterer, A. M. A.; Tetzlaff, Leonard D.; Hasselhorn, Marcus; Brod, Garvin Journal Article | In: Journal of Computer Assisted Learning | 2023 43966 Endnote: Author(s): Schmitterer, A. M. A.; Tetzlaff, Leonard D.; Hasselhorn, Marcus; Brod, Garvin
Title: Who benefits from computerized learning progress assessment in reading education? Evidence from a two-cohort pre-post design
In: Journal of Computer Assisted Learning, (2023) , S. online first
DOI: 10.1111/jcal.12851
URL: https://onlinelibrary.wiley.com/doi/10.1111/jcal.12851
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Abstract: Background: Learning Progress Assessments (LPA) have been developed to help teachers individualize their curriculum. The use of LPA is facilitated by an increasing number of computerized LPA tools. However, little is known about student factors that influence the effectiveness of computerized LPA. Objectives: In this study, we explored whether a computerized LPA that focused on reading comprehension was differentially effective depending on students' initial reading comprehension abilities. Moreover, effects of the LPA implementation on underlying or related form-based literacy skills (i.e., decoding, spelling) were explored. Methods: The development of reading and spelling skills of 668 third graders was assessed in 41 LPA and 36 control classes in a pretest-posttest design. We used multi-level modelling to analyse effects of the LPA on reading comprehension, decoding, and spelling skills, and tested whether these effects were qualified by students' initial achievement level. Results: The LPA treatment proved beneficial for improving reading comprehension but not for improving decoding or spelling. Children with low levels of reading comprehension at the beginning of the school year benefitted particularly from LPA. Takeaways: Teachers seem to make use of the data offered by the computerized LPA to identify children with reading comprehension difficulties. For these children, an accelerated increase in reading comprehension ability was observed. Results also suggest that this effect is specific to the literacy skill measured by the LPA and does not generalize to underlying or related literacy skills (i.e., decoding, spelling). (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung; Lehr und Lernqualität in Bildungseinrichtungen