Alexander Strahl
Biographic Data
| ID | 2747567 |
|---|---|
| NAME | Alexander Strahl |
| GIVEN NAMES | Alexander |
| FAMILY NAME | Strahl |
| SIGNATURE | STRAHL A |
| AFFILIATIONS | University of Salzburg |
| ORCID | 0000-0003-1577-5485 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The role of momentary emotions in promoting error learning orientation among lower secondary school students
BackgroundStudents make many errors in visual programming. In order to learn from these, it is important that students regulate their emotions and view errors as learning opportunities.AimsThis study aimed to explore to what extent momentary emotions, specifically enjoyment, anxiety and boredom, as well as the error learning orientation of students, interacted during a 1-day course on visual programming in an out-of-school learning environment.Sa…
Mobile Eye Tracking during Experimenting with Digital Scaffolding—Gaze Shifts between Augmented Reality and Experiment during Zinc Iodide Electrolysis Set-Up
In this exploratory eye tracking study, gaze behavior during an experiment on electrolysis of a zinc iodide solution has been examined. The experiment is designed according to inquiry-based learning and therefore well suited to students’ self-directed experimenting in science classrooms. Scaffolding by means of stepwise presented digital hints (sequential scaffolds), here by means of augmented reality (AR), supported learners during the experimen…
Digital Sequential Scaffolding during Experimentation in Chemistry Education—Scrutinizing Influences and Effects on Learning
Sequential scaffolding during experimentation can support students in acquiring knowledge and experimentation skills. This study aims to explore students’ understanding and perception of digital sequential scaffolds in chemistry education, investigate predictors of this understanding and perception, and examine the effects on learning outcomes and processes. A total of 183 secondary school students conducted hands-on experiments on redox reaction…
The role of momentary emotions in promoting error learning orientation among lower secondary school students
BackgroundStudents make many errors in visual programming. In order to learn from these, it is important that students regulate their emotions and view errors as learning opportunities.AimsThis study aimed to explore to what extent momentary emotions, specifically enjoyment, anxiety and boredom, as well as the error learning orientation of students, interacted during a 1-day course on visual programming in an out-of-school learning environment.Sa…
Mobile Eye Tracking during Experimenting with Digital Scaffolding—Gaze Shifts between Augmented Reality and Experiment during Zinc Iodide Electrolysis Set-Up
In this exploratory eye tracking study, gaze behavior during an experiment on electrolysis of a zinc iodide solution has been examined. The experiment is designed according to inquiry-based learning and therefore well suited to students’ self-directed experimenting in science classrooms. Scaffolding by means of stepwise presented digital hints (sequential scaffolds), here by means of augmented reality (AR), supported learners during the experimen…
Digital Sequential Scaffolding during Experimentation in Chemistry Education—Scrutinizing Influences and Effects on Learning
Sequential scaffolding during experimentation can support students in acquiring knowledge and experimentation skills. This study aims to explore students’ understanding and perception of digital sequential scaffolds in chemistry education, investigate predictors of this understanding and perception, and examine the effects on learning outcomes and processes. A total of 183 secondary school students conducted hands-on experiments on redox reaction…
The role of momentary emotions in promoting error learning orientation among lower secondary school students
BackgroundStudents make many errors in visual programming. In order to learn from these, it is important that students regulate their emotions and view errors as learning opportunities.AimsThis study aimed to explore to what extent momentary emotions, specifically enjoyment, anxiety and boredom, as well as the error learning orientation of students, interacted during a 1-day course on visual programming in an out-of-school learning environment.Sa…
Mathematics education (3 works) · Psychology (3 works) · Computer Science (2 works) · Artificial Intelligence (1 work) · Augmented reality (1 work) · Augmented Reality Applications (1 work) · Cognition (1 work) · Cognitive psychology (1 work) · Correctness (1 work) · Course (navigation) (1 work)