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(Personen: "Brod," und "Garvin")
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Searching for the right balance of agency in EdTech
Brod, Garvin; Kucirkova, Natalia
Working Papers
| 2023
43655 Endnote
Author(s):
Brod, Garvin; Kucirkova, Natalia
Title:
Searching for the right balance of agency in EdTech
Published:
2023
URL:
https://bold.expert/searching-for-the-right-balance-of-agency-in-edtech/
Publication Type:
7. Blogbeiträge; Pod-; Vidcasts; Blogbeiträge
Language:
Englisch
Abstract:
We all need a certain degree of agency - the freedom to make our own decisions. When children are learning, they need agency to feel in control and enjoy the learning process, but at the same time, they struggle to choose effective learning strategies. Knowing which learning strategies will be helpful for a particular task requires metacognition - understanding and regulating one's own thoughts, a capacity which develops through childhood. These conflicting needs play out in various learning contexts, but perhaps most strongly in educational technologies (EdTech). (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Generative Lernstrategien
Himmer, Martina; Brod, Garvin
Working Papers
| 2023
44520 Endnote
Author(s):
Himmer, Martina; Brod, Garvin
Title:
Generative Lernstrategien
Published:
2023
URL:
https://dipfblog.com/2023/12/07/folge-26-der-podcast-reihe-sitzenbleiben-generative-lernstrategien/
Publication Type:
7. Blogbeiträge; Pod-; Vidcasts; Pod-/Vidcasts
Language:
Deutsch
Abstract:
Damit Kinder und Jugendliche das Wissen, das ihnen in der Schule vermittelt wird, nicht nur erinnern und auswendig wiedergeben, sondern dieses auch in immer wieder neuen Situationen gezielt anwenden können, ist eine aktive Form von Lernen gefragt. Eine Auseinandersetzung mit den Lerninhalten, ein "Arbeiten" mit den Informationen, die aufgenommen werden. Dafür eignen sich generative Lernstrategien besonders gut. Doch was bedeutet dieser Begriff überhaupt? Welche unterschiedlichen generativen Lernstrategien gibt es? Wie sind diese in der Schule anwendbar? Und eigenen sich alle Lernstrategien auch für jedes Alter? Antworten auf diese und weitere Fragen gibt uns heute Prof. Dr. Garvin Brod in der 26. Folge von "Sitzenbleiben"
DIPF-Departments:
Bildung und Entwicklung; Öffentlichkeitsarbeit
The interplay of motivation and volitional control in predicting the achievement of learning goals. […]
Breitwieser, Jasmin; Brod, Garvin
Journal Article
| In: Journal of Educational Psychology | 2022
42592 Endnote
Author(s):
Breitwieser, Jasmin; Brod, Garvin
Title:
The interplay of motivation and volitional control in predicting the achievement of learning goals. An intraindividual perspective
In:
Journal of Educational Psychology, 114 (2022) 5, S. 1048-1061
DOI:
10.1037/edu0000738
URL:
https://psycnet.apa.org/record/2022-42994-001
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
Self-regulated learning can be conceptualized as the pursuit of learning goals by means of self-initiated control processes. Models of self-regulated learning postulate that goal-directed processes unfold within individuals from motivational states through volitional-control processes to goal achievement. Thus far, this hypothesis has mostly been tested with cross-sectional data, which cannot capture intraindividual processes. In contrast, the present study used a combination of intensive longitudinal questionnaire data and logfile data to capture intraindividual processes that lead to goal achievement. We tested medical students (N = 227) who prepared for a high-stakes exam on a digital learning platform. Students provided daily self-reports of their motivation and volitional control over 40 days. In line with our hypothesis, we found that volitional control functioned as a mediator between intraindividual changes in motivation and goal achievement. However, this was not true for all motivational constructs. While the effect of self-efficacy beliefs on goal achievement was fully mediated by volitional control, there were no substantial indirect effects for interest, expectancy of success, and value of success via volitional control. No indirect effects were observed based on interindividual differences. Our findings thus suggest that different motivational sources affect goal achievement in different ways, not all of which involve volitional control. The findings further highlight the importance of using intensive longitudinal data to examine the proposed intraindividual interdependencies in self-regulated learning.
DIPF-Departments:
Bildung und Entwicklung
Self-regulation prompts promote the achievement of learning goals - but only briefly. Uncovering […]
Breitwieser, Jasmin; Neubauer, Andreas B; Schmiedek, Florian; Brod, Garvin
Journal Article
| In: Learning and Instruction | 2022
42051 Endnote
Author(s):
Breitwieser, Jasmin; Neubauer, Andreas B; Schmiedek, Florian; Brod, Garvin
Title:
Self-regulation prompts promote the achievement of learning goals - but only briefly. Uncovering hidden dynamics in the effects of a psychological intervention
In:
Learning and Instruction, 80 (2022) , S. 101560
DOI:
10.1016/j.learninstruc.2021.101560
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0959475221001195
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
Most psychological interventions have to be administered repeatedly to be effective, but what is the optimal frequency? The answer will depend on how quickly the effects build up and wear off between intervention prompts. We investigated these temporal dynamics in a popular self-regulation intervention: implementation intentions. We combined a novel intervention design with objective high-resolution data of students' learning success during 40 days of preparation for an exam. Students (n = 223) received intervention prompts on half of the days, alternating between 2 and 3 consecutive days of prompting and no-prompting. These students outperformed a no-prompt control group (n = 116) in the final exam (d = 0.21). However, the beneficial effect of prompting on learning success increased over consecutive days of prompting and decreased when prompting was discontinued. These results suggest that the beneficial effects of self-regulation prompts on learning success are highly volatile and might benefit from regular repetitions. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Explicitly predicting outcomes enhances learning of expectancy-violating information
Brod, Garvin; Greve, Andrea; Jolles, Dietsje; Theobald, Maria; Galeano-Keiner, Elena M.
Journal Article
| In: Psychonomic Bulletin & Review | 2022
42857 Endnote
Author(s):
Brod, Garvin; Greve, Andrea; Jolles, Dietsje; Theobald, Maria; Galeano-Keiner, Elena M.
Title:
Explicitly predicting outcomes enhances learning of expectancy-violating information
In:
Psychonomic Bulletin & Review, 29 (2022) 6, S. 2192-2201
DOI:
10.3758/s13423-022-02124-x
URL:
https://link.springer.com/article/10.3758/s13423-022-02124-x
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
Predictive coding models suggest that the brain constantly makes predictions about what will happen next based on past experiences. Learning is triggered by surprising events, i.e., a prediction error. Does it benefit learning when these predictions are made deliberately, so that an individual explicitly commits to an outcome before experiencing it? Across two experiments, we tested whether generating an explicit prediction before seeing numerical facts boosts learning of expectancy-violating information relative to doing so post hoc. Across both experiments, predicting boosted memory for highly unexpected outcomes, leading to a U-shaped relation between expectedness and memory. In the post hoc condition, memory performance decreased with increased unexpectedness. Pupillary data of Experiment 2 further indicated that the pupillary surprise response to highly expectancy-violating outcomes predicted successful learning of these outcomes. Together, these findings suggest that generating an explicit prediction increases learners' stakes in the outcome, which particularly benefits learning of those outcomes that are different than expected. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Are there age‐related differences in the effects of prior knowledge on learning? Insights gained […]
Brod, Garvin; Shing, Yee Lee
Journal Article
| In: Mind, Brain, and Education | 2022
43403 Endnote
Author(s):
Brod, Garvin; Shing, Yee Lee
Title:
Are there age‐related differences in the effects of prior knowledge on learning? Insights gained from the memory congruency effect
In:
Mind, Brain, and Education, 16 (2022) 2, S. 89-98
DOI:
10.1111/mbe.12320
URL:
https://onlinelibrary.wiley.com/doi/10.1111/mbe.12320
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Humans accumulate knowledge throughout their entire lives. In what ways does this accumulation of knowledge influence learning of new information? Are there age-related differences in the way prior knowledge is leveraged for remembering new information? We review studies that have investigated these questions, focusing on those that have used the memory congruency effect, which provides a quantitative measure of memory advantage because of prior knowledge. Regarding the first question, evidence suggests that the accumulation of knowledge is a key factor promoting the development of memory across childhood and counteracting some of the decline in older age. Regarding the second question, evidence suggests that, if available knowledge is controlled for, age-related differences in the memory congruency effect largely disappear. These results point to an age-invariance in the way prior knowledge is leveraged for learning new information. Research on neural mechanisms and implications for application are discussed. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Assessing individualized instruction in the classroom. Comparing teacher, student, and observer […]
Tetzlaff, Leonard; Hartmann, Ulrike; Dumont, Hanna; Brod, Garvin
Journal Article
| In: Learning and Instruction | 2022
42920 Endnote
Author(s):
Tetzlaff, Leonard; Hartmann, Ulrike; Dumont, Hanna; Brod, Garvin
Title:
Assessing individualized instruction in the classroom. Comparing teacher, student, and observer perspectives
In:
Learning and Instruction, 82 (2022) , S. 101655
DOI:
10.1016/j.learninstruc.2022.101655
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0959475222000767
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live observations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung; Lehr und Lernqualität in Bildungseinrichtungen
Text anxiety does not predict exam performance when knowledge is controllecd for. Stong evidence […]
Theobald, Maria; Breitwieser, Jasmin; Brod, Garvin
Journal Article
| In: Psychological Science | 2022
43080 Endnote
Author(s):
Theobald, Maria; Breitwieser, Jasmin; Brod, Garvin
Title:
Text anxiety does not predict exam performance when knowledge is controllecd for. Stong evidence against the interference hypothesis of test anxiety
In:
Psychological Science, 33 (2022) 12, S. 2073-2083
DOI:
10.1177/09567976221119391
URL:
https://journals.sagepub.com/doi/10.1177/09567976221119391
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Do test-anxious students perform worse in exam situations than their knowledge would otherwise allow? We analyzed data from 309 medical students who prepared for a high-stakes exam using a digital learning platform. Using log files from the learning platform, we assessed students' level of knowledge throughout the exam-preparation phase and their average performance in mock exams that were completed shortly before the final exam. The results showed that test anxiety did not predict exam performance over and above students' knowledge level as assessed in the mock exams or during the exam-preparation phase. Leveraging additional ambulatory assessment data from the exam-preparation phase, we found that high trait test anxiety predicted smaller gains in knowledge over the exam-preparation phase. Taken together, these findings are incompatible with the hypothesis that test anxiety interferes with the retrieval of previously learned knowledge during the exam. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Predicting vs. guessing. The role of confidence for pupillometric markers of curiosity and surprise
Theobald, Maria; Galeano-Keiner, Elena; Brod, Garvin
Journal Article
| In: Cognition and Emotion | 2022
42445 Endnote
Author(s):
Theobald, Maria; Galeano-Keiner, Elena; Brod, Garvin
Title:
Predicting vs. guessing. The role of confidence for pupillometric markers of curiosity and surprise
In:
Cognition and Emotion, 36 (2022) 4, S. 731-740
DOI:
10.1080/02699931.2022.2029733
URL:
https://www.tandfonline.com/doi/full/10.1080/02699931.2022.2029733
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Asking students to generate a prediction before presenting the correct answer is a popular instructional strategy. This study tested whether a person's degree of confidence in a prediction is related to their curiosity and surprise regarding the answer. For a series of questions about numerical facts, participants (N = 29) generated predictions and rated their confidence in the prediction before seeing the correct answer. The increase in pupil size before viewing the correct answer was used as a physiological marker of curiosity, and the increase in pupil size after viewing the correct answer was used as a physiological marker of surprise. The results revealed that the pupillometric marker of curiosity was most pronounced if students were slightly more confident in their prediction than usual, and it was lower for predictions made with either very high or very low confidence. Furthermore, the results showed that high-confidence prediction errors and low-confidence correct responses yielded a pupillary surprise response, suggesting that highly unexpected results evoke surprise, independent of the correctness of the prediction. Together, results suggest that confidence in a prediction plays an important role in the occurrence of epistemic emotions such as curiosity and surprise. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Using edtech to personalize learning. Successful learning personalization tools adapt to children […]
Brod, Garvin; Tetzlaff, Leonard
Working Papers
| 2022
43165 Endnote
Author(s):
Brod, Garvin; Tetzlaff, Leonard
Title:
Using edtech to personalize learning. Successful learning personalization tools adapt to children as they change
Published:
2022
URL:
https://bold.expert/using-edtech-to-personalize-learning/
Publication Type:
7. Blogbeiträge; Pod-; Vidcasts; Blogbeiträge
Language:
Englisch
Abstract:
Each learner tends to respond differently to the same instruction-and sometimes a given learner will respond differently at different times. We believe that personalized instruction, i.e. instruction that is adapted to individual learners, is a promising way to address the challenges of these differences. However, not all approaches to personalization are effective in improving educational outcomes. To be successful, they must consider more than just a learner's fixed characteristics. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung; Lehr und Lernqualität in Bildungseinrichtungen
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