Nathalie Barz
Datos Biográficos
| ID | 9523265 |
|---|---|
| NOMBRE | Nathalie Barz |
| NOMBRES | Nathalie |
| APELLIDO | Barz |
| FIRMA | BARZ N |
| AFILIACIONES | Saarland University |
| ORCID | 0000-0001-7151-3768 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2024 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 0 |
Fostering self-regulated learning using synchronous or asynchronous digital learning environments
Self-regulated learning (SRL) is positively associated with improved learning achievements during all educational phases. Despite playing an important role in conveying SRL strategies to their students, pre-service often lack knowledge about SRL and imparting it. Therefore, addressing SRL and teaching SRL strategies to students seems relevant to pre-service teacher training. The present study aims to analyze pre-service teachers’ SRL profiles in …
The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School
Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results’ transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL interventions’ effects on different learning outcomes (cognitive, metacognitive, affective-motivati…
Sin obras prominentes en esta página.
Fostering self-regulated learning using synchronous or asynchronous digital learning environments
Self-regulated learning (SRL) is positively associated with improved learning achievements during all educational phases. Despite playing an important role in conveying SRL strategies to their students, pre-service often lack knowledge about SRL and imparting it. Therefore, addressing SRL and teaching SRL strategies to students seems relevant to pre-service teacher training. The present study aims to analyze pre-service teachers’ SRL profiles in …
The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School
Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results’ transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL interventions’ effects on different learning outcomes (cognitive, metacognitive, affective-motivati…
Impact of Technology on Adolescents (2 obras) · Innovative Teaching and Learning Methods (2 obras) · Psychology (2 obras) · Asynchronous communication (1 obras) · Asynchronous learning (1 obras) · Cognition (1 obras) · Cognitive psychology (1 obras) · Computer network (1 obras) · Computer Science (1 obras) · Confounding (1 obras)