Nikol Rummel
Datos Biográficos
| ID | 4609341 |
|---|---|
| NOMBRE | Nikol Rummel |
| NOMBRES | Nikol |
| APELLIDO | Rummel |
| FIRMA | RUMMEL N |
| AFILIACIONES | Ruhr University Bochum |
| ORCID | 0000-0002-3187-5534 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAS | 13 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Promoting online participation in hybrid learning settings
Active participation is a prerequisite for collaborative learning. In hybrid collaboration - where co-located and online participants collaborate on tasks - active participation of online participants is a challenge that may impact collaborative learning. The study aims to gain insights into whether a collaboration script and/or collaborative reflection promote active participation of online participants in hybrid collaborations. n = 88 universit…
Small group collaboration in hybrid university learning
Background Hybrid collaboration, where both onsite and remote learners work together using online tools, is gaining prominence in educational contexts due to its high flexibility in terms of location. While considerable research has compared face-to-face (F2F) to remote collaboration, there is a notable gap in the literature regarding hybrid settings. Existing research suggests that remote learners in hybrid collaboration often feel less affectiv…
Comparing Dynamic Versus Pre‐Planned Combinations of Individual and Collaborative Learning in a Classroom Experiment
Comparing learners’ conceptions of natural and educational scientists
Learners’ conceptions of scientists are often assumed to influence their academic interests – but empirical evidence for this relationship remains limited and inconsistent. Moreover, little is known about how students perceive scientists beyond STEM domains and how these conceptions relate to their academic interests. These blind spots are uncovered in the present study by investigating secondary school students’ conceptions of educational scient…
Prior knowledge activation as preparation prior to instruction
Two-phase instructional designs such as Productive and Vicarious Failure employ preparatory activities before explicit instruction. It is assumed that during this preparatory activity, students need to activate their prior knowledge in order to be prepared for subsequent instruction. However, empirical findings on this preparatory mechanism are scarce, and causal evidence is lacking. In an experimental design ( N = 165), we manipulated secondary …
When is observing failure productive? Investigating the role of solution diversity in vicarious failure
Prior research has shown that Productive Failure (PF), where learners attempt (and fail) to solve a problem prior to receiving instruction, is more effective for conceptual knowledge acquisition than receiving instruction first (Direct Instruction; DI). Higher diversity in generated solution attempts seemed positively associated with conceptual knowledge acquisition. The present study investigated whether observing another student’s attempts to s…
Cid
Instruction often spans multiple phases (e.g., phases of discovery learning, instructional explanations, practice) with different learning goals and different pedagogies. For any combination of multiple phases, we use the term composite instructional design (CID). To understand the mechanisms underlying composite instructional designs, we propose a framework that links three levels (knowledge, learning, instruction) across multiple phases: Its co…
Improving students' processing of history‐related 360° videos through collaboration and emotion regulation
Model authenticity in learning mathematical experimentation
The implementation of video modeling examples of mathematical hands-on experimentation may provide students with authentic and, at the same time, not too cognitively overwhelming experiences. However, the effectiveness of video modeling examples can be influenced by different characteristics of the observed models. On the one hand, based on the model-observer similarity hypothesis, it is likely that the observation of peers is particularly conduc…
The authenticity dilemma
A highly authentic learning setting is likely to trigger positive motivational and emotional reactions due to its emphasis on promoting the acquisition of knowledge that is connected and transferable to real-world phenomena outside the learning environment. However, a high level of authenticity is usually accompanied by a high level of complexity due to the complexity inherent in the real world. This complexity can be overwhelming for learners an…
How teachers conceptualise shared control with an AI co‐orchestration tool
Artificial intelligence (AI) can enhance teachers' capabilities by sharing control over different parts of learning activities. This is especially true for complex learning activities, such as dynamic learning transitions where students move between individual and collaborative learning in un‐planned ways, as the need arises. Yet, few initiatives have emerged considering how shared responsibility between teachers and AI can support learning and h…
Meeting the challenges of continuing education online courses
Online courses are particularly attractive in continuing education because they offer a high degree of autonomy and flexibility, although this requires learners to take greater responsibility for self‐regulating their learning. That can be challenging for adult learners as they need to handle other obligations in addition to learning. Thus, self‐regulated learning (SRL) support might be needed. In the present study, we aimed to investigate how th…
Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure
Productive Failure (PF) is an instructional design that implements a problem-solving phase which aims at preparing students for learning from a subsequent instruction. PF has been shown to facilitate students’ conceptual knowledge acquisition in the mathematical domain. Collaboration has been described as a vital design component of PF, but studies that have investigated the role of collaboration in PF empirically so far, were not able to confirm…
Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence centered design
National educational standards stress the importance of science and mathematics learning for today’s students. However, across disciplines, students frequently struggle to meet learning goals about core concepts like energy. Digital learning environments enhanced with artificial intelligence hold the promise to address this issue by providing individualized instruction and support for students at scale. Scaffolding and feedback, for example, are …
Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge
Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often, conceptual knowledge by means of exploratory tasks. However, both types of knowledge are needed for complete domain knowledge that persists over time and supports subsequent learning. We investigated in two quasi-experimental studies whether a combination of an exploratory learning environment, providing ex…
Measuring causality between collaborative and individual gaze metrics for collaborative problem‐solving with intelligent tutoring systems
When students are working collaboratively and communicating verbally in a technology‐enhanced environment, the system cannot track what collaboration is happening outside of the technology, making it difficult to fully assess the collaboration of the students and adapt accordingly. In this article, we propose using gaze measures as a proxy for cognitive processes to achieve collaboration awareness. Specifically, we use Granger causality to analys…
Investigating students’ perceived authenticity of learning activities in an out-of-school lab for social sciences
Out-of-school labs (OSLs) aim to foster students’ interest in and knowledge about scientific ways of thinking and working by engaging them in authentic activities that emulate processes of scientific inquiry. However, research has not yet focused on investigating whether students perceive those activities as authentic and whether students’ perceived authenticity is related to further motivational (e.g. situational interest) or cognitive (e.g. ach…
Preparatory effects of problem solving versus studying examples prior to instruction
The Productive Failure (PF) approach prompts students to attempt to solve a problem prior to instruction – at which point they typically fail. Yet, research on PF shows that students who are involved in problem solving prior to instruction gain more conceptual knowledge from the subsequent instruction compared to students who receive the instruction first. So far, there is no conclusive evidence, however, that the beneficial effects of PF are exp…
When failure fails to be productive
The current work builds on research demonstrating the effectiveness of Productive Failure (PF) for learning. While the effectiveness of PF has been demonstrated for STEM learning, it has not yet been investigated whether PF is also beneficial for learning in non-STEM domains. Given this need to test PF for learning in domains other than mathematics or science, and the assumption that features embodied in a PF design are domain-independent, we inv…
The effect of contrasting cases during problem solving prior to and after instruction
Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior to problem solving. The assumptions are that during the problem-solving phase, students activate their prior knowledge, become aware of their knowledge gaps, and discover deep features of the target content, which prepares them to better process the subsequent instruction. Unc…
Temporal analysis of multimodal data to predict collaborative learning outcomes
The analysis of multiple data streams is a long‐standing practice within educational research. Both multimodal data analysis and temporal analysis have been applied successfully, but in the area of collaborative learning, very few studies have investigated specific advantages of multiple modalities versus a single modality, especially combined with temporal analysis. In this paper, we investigate how both the use of multimodal data and moving fro…
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
Medienpsychologie
In diesem Lehrbuch und Nachschlagewerk werden 61 zentrale Konzepte der Medienpsychologie in kurzen Texten vorgestellt, die das aktuelle Wissen zu spezifischen Annahmen und Theorien bündeln. In der Neuauflage werden vor allem aktuelle Konzepte aus dem Bereich der Social Media integriert. Die einzelnen Kapitel sind nach einem einheitlichen Schema gestaltet und enthalten eine kurze Darstellung des jeweiligen Konzepts, eine detaillierte Erläuterung d…
Knowing what you don't know makes failure productive
Cid
Instruction often spans multiple phases (e.g., phases of discovery learning, instructional explanations, practice) with different learning goals and different pedagogies. For any combination of multiple phases, we use the term composite instructional design (CID). To understand the mechanisms underlying composite instructional designs, we propose a framework that links three levels (knowledge, learning, instruction) across multiple phases: Its co…
When is observing failure productive? Investigating the role of solution diversity in vicarious failure
Prior research has shown that Productive Failure (PF), where learners attempt (and fail) to solve a problem prior to receiving instruction, is more effective for conceptual knowledge acquisition than receiving instruction first (Direct Instruction; DI). Higher diversity in generated solution attempts seemed positively associated with conceptual knowledge acquisition. The present study investigated whether observing another student’s attempts to s…
Prior knowledge activation as preparation prior to instruction
Two-phase instructional designs such as Productive and Vicarious Failure employ preparatory activities before explicit instruction. It is assumed that during this preparatory activity, students need to activate their prior knowledge in order to be prepared for subsequent instruction. However, empirical findings on this preparatory mechanism are scarce, and causal evidence is lacking. In an experimental design ( N = 165), we manipulated secondary …
Knowing what you don't know makes failure productive
Medienpsychologie
In diesem Lehrbuch und Nachschlagewerk werden 61 zentrale Konzepte der Medienpsychologie in kurzen Texten vorgestellt, die das aktuelle Wissen zu spezifischen Annahmen und Theorien bündeln. In der Neuauflage werden vor allem aktuelle Konzepte aus dem Bereich der Social Media integriert. Die einzelnen Kapitel sind nach einem einheitlichen Schema gestaltet und enthalten eine kurze Darstellung des jeweiligen Konzepts, eine detaillierte Erläuterung d…
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
When failure fails to be productive
The current work builds on research demonstrating the effectiveness of Productive Failure (PF) for learning. While the effectiveness of PF has been demonstrated for STEM learning, it has not yet been investigated whether PF is also beneficial for learning in non-STEM domains. Given this need to test PF for learning in domains other than mathematics or science, and the assumption that features embodied in a PF design are domain-independent, we inv…
The effect of contrasting cases during problem solving prior to and after instruction
Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior to problem solving. The assumptions are that during the problem-solving phase, students activate their prior knowledge, become aware of their knowledge gaps, and discover deep features of the target content, which prepares them to better process the subsequent instruction. Unc…
Temporal analysis of multimodal data to predict collaborative learning outcomes
The analysis of multiple data streams is a long‐standing practice within educational research. Both multimodal data analysis and temporal analysis have been applied successfully, but in the area of collaborative learning, very few studies have investigated specific advantages of multiple modalities versus a single modality, especially combined with temporal analysis. In this paper, we investigate how both the use of multimodal data and moving fro…
Measuring causality between collaborative and individual gaze metrics for collaborative problem‐solving with intelligent tutoring systems
When students are working collaboratively and communicating verbally in a technology‐enhanced environment, the system cannot track what collaboration is happening outside of the technology, making it difficult to fully assess the collaboration of the students and adapt accordingly. In this article, we propose using gaze measures as a proxy for cognitive processes to achieve collaboration awareness. Specifically, we use Granger causality to analys…
Investigating students’ perceived authenticity of learning activities in an out-of-school lab for social sciences
Out-of-school labs (OSLs) aim to foster students’ interest in and knowledge about scientific ways of thinking and working by engaging them in authentic activities that emulate processes of scientific inquiry. However, research has not yet focused on investigating whether students perceive those activities as authentic and whether students’ perceived authenticity is related to further motivational (e.g. situational interest) or cognitive (e.g. ach…
Preparatory effects of problem solving versus studying examples prior to instruction
The Productive Failure (PF) approach prompts students to attempt to solve a problem prior to instruction – at which point they typically fail. Yet, research on PF shows that students who are involved in problem solving prior to instruction gain more conceptual knowledge from the subsequent instruction compared to students who receive the instruction first. So far, there is no conclusive evidence, however, that the beneficial effects of PF are exp…
Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence centered design
National educational standards stress the importance of science and mathematics learning for today’s students. However, across disciplines, students frequently struggle to meet learning goals about core concepts like energy. Digital learning environments enhanced with artificial intelligence hold the promise to address this issue by providing individualized instruction and support for students at scale. Scaffolding and feedback, for example, are …
Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge
Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often, conceptual knowledge by means of exploratory tasks. However, both types of knowledge are needed for complete domain knowledge that persists over time and supports subsequent learning. We investigated in two quasi-experimental studies whether a combination of an exploratory learning environment, providing ex…
Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure
Productive Failure (PF) is an instructional design that implements a problem-solving phase which aims at preparing students for learning from a subsequent instruction. PF has been shown to facilitate students’ conceptual knowledge acquisition in the mathematical domain. Collaboration has been described as a vital design component of PF, but studies that have investigated the role of collaboration in PF empirically so far, were not able to confirm…
Improving students' processing of history‐related 360° videos through collaboration and emotion regulation
Model authenticity in learning mathematical experimentation
The implementation of video modeling examples of mathematical hands-on experimentation may provide students with authentic and, at the same time, not too cognitively overwhelming experiences. However, the effectiveness of video modeling examples can be influenced by different characteristics of the observed models. On the one hand, based on the model-observer similarity hypothesis, it is likely that the observation of peers is particularly conduc…
The authenticity dilemma
A highly authentic learning setting is likely to trigger positive motivational and emotional reactions due to its emphasis on promoting the acquisition of knowledge that is connected and transferable to real-world phenomena outside the learning environment. However, a high level of authenticity is usually accompanied by a high level of complexity due to the complexity inherent in the real world. This complexity can be overwhelming for learners an…
How teachers conceptualise shared control with an AI co‐orchestration tool
Artificial intelligence (AI) can enhance teachers' capabilities by sharing control over different parts of learning activities. This is especially true for complex learning activities, such as dynamic learning transitions where students move between individual and collaborative learning in un‐planned ways, as the need arises. Yet, few initiatives have emerged considering how shared responsibility between teachers and AI can support learning and h…
Meeting the challenges of continuing education online courses
Online courses are particularly attractive in continuing education because they offer a high degree of autonomy and flexibility, although this requires learners to take greater responsibility for self‐regulating their learning. That can be challenging for adult learners as they need to handle other obligations in addition to learning. Thus, self‐regulated learning (SRL) support might be needed. In the present study, we aimed to investigate how th…
Comparing learners’ conceptions of natural and educational scientists
Learners’ conceptions of scientists are often assumed to influence their academic interests – but empirical evidence for this relationship remains limited and inconsistent. Moreover, little is known about how students perceive scientists beyond STEM domains and how these conceptions relate to their academic interests. These blind spots are uncovered in the present study by investigating secondary school students’ conceptions of educational scient…
Prior knowledge activation as preparation prior to instruction
Two-phase instructional designs such as Productive and Vicarious Failure employ preparatory activities before explicit instruction. It is assumed that during this preparatory activity, students need to activate their prior knowledge in order to be prepared for subsequent instruction. However, empirical findings on this preparatory mechanism are scarce, and causal evidence is lacking. In an experimental design ( N = 165), we manipulated secondary …
When is observing failure productive? Investigating the role of solution diversity in vicarious failure
Prior research has shown that Productive Failure (PF), where learners attempt (and fail) to solve a problem prior to receiving instruction, is more effective for conceptual knowledge acquisition than receiving instruction first (Direct Instruction; DI). Higher diversity in generated solution attempts seemed positively associated with conceptual knowledge acquisition. The present study investigated whether observing another student’s attempts to s…
Cid
Instruction often spans multiple phases (e.g., phases of discovery learning, instructional explanations, practice) with different learning goals and different pedagogies. For any combination of multiple phases, we use the term composite instructional design (CID). To understand the mechanisms underlying composite instructional designs, we propose a framework that links three levels (knowledge, learning, instruction) across multiple phases: Its co…
Promoting online participation in hybrid learning settings
Active participation is a prerequisite for collaborative learning. In hybrid collaboration - where co-located and online participants collaborate on tasks - active participation of online participants is a challenge that may impact collaborative learning. The study aims to gain insights into whether a collaboration script and/or collaborative reflection promote active participation of online participants in hybrid collaborations. n = 88 universit…
Small group collaboration in hybrid university learning
Background Hybrid collaboration, where both onsite and remote learners work together using online tools, is gaining prominence in educational contexts due to its high flexibility in terms of location. While considerable research has compared face-to-face (F2F) to remote collaboration, there is a notable gap in the literature regarding hybrid settings. Existing research suggests that remote learners in hybrid collaboration often feel less affectiv…
Comparing Dynamic Versus Pre‐Planned Combinations of Individual and Collaborative Learning in a Classroom Experiment
Computer Science (18 obras) · Innovative Teaching and Learning Methods (17 obras) · Mathematics education (17 obras) · Psychology (17 obras) · Educational psychology (11 obras) · Intelligent Tutoring Systems and Adaptive Learning (10 obras) · Cognitive psychology (8 obras) · Visual and Cognitive Learning Processes (8 obras) · Artificial Intelligence (6 obras) · Educational technology (6 obras)