Inge Molenaar
Biographic Data
| ID | 6529481 |
|---|---|
| NAME | Inge Molenaar |
| GIVEN NAMES | Inge |
| FAMILY NAME | Molenaar |
| SIGNATURE | MOLENAAR I |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0003-4639-2524 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Self-Regulated Learning, Multimodal Data, and Analysis Grid: Where Are We Now and Where Are We Going?
This special issue examines advances in the measurement and support of self-regulated learning (SRL), emphasizing the integration of multimodal data and artificial intelligence (AI) in educational contexts. SRL is a goal-directed process in which learners plan, monitor, and control their learning, influenced by the interplay of cognition, affect, metacognition, and motivation (CAMM). Traditional methods in educational psychology, such as self-rep…
Teacher dashboard design for self-regulated learning: A participatory approach
Developing self-regulated learning (SRL) is essential for students to ensure lifelong learning in a changing world. As students often do not develop SRL skills independently, teachers play a crucial role in nurturing these skills through metacognitive feedback. To provide this type of feedback, teachers need an accurate assessment of students’ metacognition. Teachers gain valuable insights from dashboards, but these dashboards often lack students…
Towards reliable generative AI-driven scaffolding: Reducing hallucinations and enhancing quality in self-regulated learning support
Generative Artificial Intelligence (GenAI) holds a potential to advance existing educational technologies with capabilities to automatically generate personalised scaffolds that support students’ self-regulated learning (SRL). While advancements in large language models (LLMs) promise improvements in the adaptability and quality of educational technologies for SRL, there remain concerns about the hallucinations in content generated by LLMs, which…
Feedback practices with teacher dashboards in primary education: Exploring dashboard-prompted feedback across lesson phases
In primary education, adaptive learning technologies (ALTs) personalise tasks and provide teacher dashboards that visualise real-time student performance and progress. These dashboards can help teachers to provide targeted, real-time feedback based on the dashboard data, a practice known as dashboard-prompted feedback (DP-feedback). This study examined how teachers give different types of DP-feedback (task, process, metacognitive, social, and per…
FLoRA: An advanced AI-powered engine to facilitate hybrid human-AI regulated learning
Pedagogical considerations in the automation era: A systematic literature review of AIEd in K‐12 authentic settings
The introduction of artificial intelligence (AI) into education holds promise for supporting and augmenting teaching and learning‐related activities. Yet, despite its potential, there is limited empirical research on the use of AI in K‐12 settings exploring the pedagogical grounding, impact and implications of the technological solutions. The current paper reports a systematic literature review of 28 papers that addresses the topic of AI technolo…
How does co-regulation with Adaptive Learning Technologies affect primary school students' goal-setting, regulation of practice behavior and learning outcomes
Introduction Monitoring and controlling learning is often difficult for primary school students. This issue is partially resolved when Adaptive Learning Technologies (ALTs) take over part of these self-regulated learning (SRL) processes. Trace data in ALTs provides elaborate information on students' learning process, which can be translated into monitoring support. However, this data does not provide insight into students' goal-setting behavior, …
Enacting control with student dashboards: The role of motivation
Towards prescriptive analytics of self‐regulated learning strategies: A reinforcement learning approach
Self‐regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the self‐regulatory demands of OLEs. Even so, existing SRL analysis tools have limited utility for real‐time or indiv…
How do students learn with real‐time personalized scaffolds
Scaffolds that support self‐regulated learning (SRL) have been found to improve learning outcomes. The effects of scaffolds can differ depending on how learners use them and how specific scaffolds might influence learning processes differently. Personalized scaffolds have been proposed to be more beneficial for learning due to their adaptivity to learning progress and individualized content to learning needs. The present study investigated finer‐…
Testing an intervention to stimulate early adolescents’ news literacy application in the Netherlands: A classroom experiment
In a time of blurring lines between online content, early adolescents’ (12–15 years old) lack of critical engagement with news is problematic. Therefore, we need more effective interventions to empower their news literacy. Interventions should go beyond only informing on the news production process and focus on individual’s news literacy application in everyday life. This study tests an intervention based on (news) media literacy and motivational…
The equalizing effect of teacher dashboards on feedback in K-12 classrooms
Teacher dashboards provide real-time information about students’ performance and progress, which help K-12 teachers to adjust feedback to student’ specific needs during learning. Prior research indicated two problems with respect to how teachers provide feedback: (i) teachers do not always select the most effective feedback to support student’ learning and (ii) feedback is not allocated equally to students with different abilities. Specifically, …
Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
Self-Regulated Learning (SRL) is related to increased learning performance. Scaffolding learners in their SRL activities in a computer-based learning environment can help to improve learning outcomes, because students do not always regulate their learning spontaneously. Based on theoretical assumptions, scaffolds should be continuously adaptive and personalized to students' ongoing learning progress in order to promote SRL. The present study aime…
Advancing SRL research with artificial intelligence
Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data
Learning sciences are embracing the significant role technologies can play to better detect, diagnose, and act upon self-regulated learning (SRL). The field of SRL is challenged with the measurement of SRL processes to advance our understanding of how multimodal data can unobtrusively capture learners' cognitive, metacognitive, affective, and motivational states over time, tasks, domains, and contexts. This paper introduces a self-regulated learn…
Clustering children's learning behaviour to identify self-regulated learning support needs
When children are learning using adaptive learning technologies (ALTs), the technology builds a learner model, which creates temporal trajectories providing insight into how children's knowledge develops. Based on this learner model, ALTs adjust the difficulty of problems for each child, yet children still need to regulate their practice behaviour and uphold effort and accuracy. The temporal trajectories are consequently likely to, besides showin…
Towards a fuller picture: Triangulation and integration of the measurement of self‐regulated learning based on trace and think aloud data
Harnessing the potential of trace data and linguistic analysis to predict learner performance in a multi‐text writing task
How to Increase News Literate Behaviors Via Interventions: Eight Guidelines by Early Adolescents
To develop guidelines for more effective news literacy interventions, we conducted focus groups with early adolescents (12-15 years old) on what these interventions should be like. Participants ( N = 55) discussed that motivating early adolescents is a challenge, but did provide more insight into their preferences and needs. Future interventions should be easy to find and use, make news literate behaviors more accessible, should be interactive, a…
Adapting scientific reasoning instruction to children’s needs: Effects on learning processes and learning outcomes
Scientific reasoning helps children understand the world around them. Teaching scientific reasoning can be challenging because not all component scientific reasoning skills develop at the same age and not all children learn these skills at the same pace. Adaptive support thus seems called for. We designed two types of adaptive instruction, based on children’s standardised test scores (macro-adaptive; n = 58) or their performance in the previous l…
Towards hybrid human‐AI learning technologies
Education is a unique area for application of artificial intelligence (AI). In this article, the augmentation perspective and the concept of hybrid intelligence are introduced to frame our thinking about AI in education. The involvement of quadruple helix stakeholders (i.e., researchers, education professionals, entrepreneurs, and policymakers) is necessary to understand the opportunities and challenges of different educational use cases from an …
Developing A Model of News Literacy in Early Adolescents: A Survey Study
Early adolescents’ insufficient critical engagement with (online) news demands increased application of news literacy, but it remains unclear which factors increase news literacy application. To provide more insights, this survey study develops and tests a model of news literacy application in early adolescents (12‒15 y/o, N = 492). The more comprehensive model looks at the relationship between the application of news literacy and news consumptio…
Individual Differences in Children’s Scientific Reasoning
Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving …
Helping parents enhance vocabulary development in preschool children: Effects of a family literacy program
Attention management for dynamic and adaptive scaffolding
Many pedagogues have argued that learners should shape their own learning experience whilst tutors should facilitate this process of knowledge construction. Digital environments have been often used in an attempt to scaffold learning in these innovative learning settings. However the results obtained have been mixed both in terms of learning achievements and learners’ satisfaction. We argue that this is due to the fact that scaffolds are often im…
Developing A Model of News Literacy in Early Adolescents: A Survey Study
Early adolescents’ insufficient critical engagement with (online) news demands increased application of news literacy, but it remains unclear which factors increase news literacy application. To provide more insights, this survey study develops and tests a model of news literacy application in early adolescents (12‒15 y/o, N = 492). The more comprehensive model looks at the relationship between the application of news literacy and news consumptio…
Attention management for dynamic and adaptive scaffolding
Many pedagogues have argued that learners should shape their own learning experience whilst tutors should facilitate this process of knowledge construction. Digital environments have been often used in an attempt to scaffold learning in these innovative learning settings. However the results obtained have been mixed both in terms of learning achievements and learners’ satisfaction. We argue that this is due to the fact that scaffolds are often im…
Attention management for dynamic and adaptive scaffolding
Many pedagogues have argued that learners should shape their own learning experience whilst tutors should facilitate this process of knowledge construction. Digital environments have been often used in an attempt to scaffold learning in these innovative learning settings. However the results obtained have been mixed both in terms of learning achievements and learners’ satisfaction. We argue that this is due to the fact that scaffolds are often im…
Helping parents enhance vocabulary development in preschool children: Effects of a family literacy program
Individual Differences in Children’s Scientific Reasoning
Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children’s ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving …
How to Increase News Literate Behaviors Via Interventions: Eight Guidelines by Early Adolescents
To develop guidelines for more effective news literacy interventions, we conducted focus groups with early adolescents (12-15 years old) on what these interventions should be like. Participants ( N = 55) discussed that motivating early adolescents is a challenge, but did provide more insight into their preferences and needs. Future interventions should be easy to find and use, make news literate behaviors more accessible, should be interactive, a…
Adapting scientific reasoning instruction to children’s needs: Effects on learning processes and learning outcomes
Scientific reasoning helps children understand the world around them. Teaching scientific reasoning can be challenging because not all component scientific reasoning skills develop at the same age and not all children learn these skills at the same pace. Adaptive support thus seems called for. We designed two types of adaptive instruction, based on children’s standardised test scores (macro-adaptive; n = 58) or their performance in the previous l…
Towards hybrid human‐AI learning technologies
Education is a unique area for application of artificial intelligence (AI). In this article, the augmentation perspective and the concept of hybrid intelligence are introduced to frame our thinking about AI in education. The involvement of quadruple helix stakeholders (i.e., researchers, education professionals, entrepreneurs, and policymakers) is necessary to understand the opportunities and challenges of different educational use cases from an …
Developing A Model of News Literacy in Early Adolescents: A Survey Study
Early adolescents’ insufficient critical engagement with (online) news demands increased application of news literacy, but it remains unclear which factors increase news literacy application. To provide more insights, this survey study develops and tests a model of news literacy application in early adolescents (12‒15 y/o, N = 492). The more comprehensive model looks at the relationship between the application of news literacy and news consumptio…
The equalizing effect of teacher dashboards on feedback in K-12 classrooms
Teacher dashboards provide real-time information about students’ performance and progress, which help K-12 teachers to adjust feedback to student’ specific needs during learning. Prior research indicated two problems with respect to how teachers provide feedback: (i) teachers do not always select the most effective feedback to support student’ learning and (ii) feedback is not allocated equally to students with different abilities. Specifically, …
Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
Self-Regulated Learning (SRL) is related to increased learning performance. Scaffolding learners in their SRL activities in a computer-based learning environment can help to improve learning outcomes, because students do not always regulate their learning spontaneously. Based on theoretical assumptions, scaffolds should be continuously adaptive and personalized to students' ongoing learning progress in order to promote SRL. The present study aime…
Advancing SRL research with artificial intelligence
Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data
Learning sciences are embracing the significant role technologies can play to better detect, diagnose, and act upon self-regulated learning (SRL). The field of SRL is challenged with the measurement of SRL processes to advance our understanding of how multimodal data can unobtrusively capture learners' cognitive, metacognitive, affective, and motivational states over time, tasks, domains, and contexts. This paper introduces a self-regulated learn…
Clustering children's learning behaviour to identify self-regulated learning support needs
When children are learning using adaptive learning technologies (ALTs), the technology builds a learner model, which creates temporal trajectories providing insight into how children's knowledge develops. Based on this learner model, ALTs adjust the difficulty of problems for each child, yet children still need to regulate their practice behaviour and uphold effort and accuracy. The temporal trajectories are consequently likely to, besides showin…
Towards a fuller picture: Triangulation and integration of the measurement of self‐regulated learning based on trace and think aloud data
Harnessing the potential of trace data and linguistic analysis to predict learner performance in a multi‐text writing task
How does co-regulation with Adaptive Learning Technologies affect primary school students' goal-setting, regulation of practice behavior and learning outcomes
Introduction Monitoring and controlling learning is often difficult for primary school students. This issue is partially resolved when Adaptive Learning Technologies (ALTs) take over part of these self-regulated learning (SRL) processes. Trace data in ALTs provides elaborate information on students' learning process, which can be translated into monitoring support. However, this data does not provide insight into students' goal-setting behavior, …
Enacting control with student dashboards: The role of motivation
Towards prescriptive analytics of self‐regulated learning strategies: A reinforcement learning approach
Self‐regulated learning (SRL) is an essential skill to achieve one's learning goals. This is particularly true for online learning environments (OLEs) where the support system is often limited compared to a traditional classroom setting. Likewise, existing research has found that learners often struggle to adapt their behaviour to the self‐regulatory demands of OLEs. Even so, existing SRL analysis tools have limited utility for real‐time or indiv…
How do students learn with real‐time personalized scaffolds
Scaffolds that support self‐regulated learning (SRL) have been found to improve learning outcomes. The effects of scaffolds can differ depending on how learners use them and how specific scaffolds might influence learning processes differently. Personalized scaffolds have been proposed to be more beneficial for learning due to their adaptivity to learning progress and individualized content to learning needs. The present study investigated finer‐…
Testing an intervention to stimulate early adolescents’ news literacy application in the Netherlands: A classroom experiment
In a time of blurring lines between online content, early adolescents’ (12–15 years old) lack of critical engagement with news is problematic. Therefore, we need more effective interventions to empower their news literacy. Interventions should go beyond only informing on the news production process and focus on individual’s news literacy application in everyday life. This study tests an intervention based on (news) media literacy and motivational…
Pedagogical considerations in the automation era: A systematic literature review of AIEd in K‐12 authentic settings
The introduction of artificial intelligence (AI) into education holds promise for supporting and augmenting teaching and learning‐related activities. Yet, despite its potential, there is limited empirical research on the use of AI in K‐12 settings exploring the pedagogical grounding, impact and implications of the technological solutions. The current paper reports a systematic literature review of 28 papers that addresses the topic of AI technolo…
Self-Regulated Learning, Multimodal Data, and Analysis Grid: Where Are We Now and Where Are We Going?
This special issue examines advances in the measurement and support of self-regulated learning (SRL), emphasizing the integration of multimodal data and artificial intelligence (AI) in educational contexts. SRL is a goal-directed process in which learners plan, monitor, and control their learning, influenced by the interplay of cognition, affect, metacognition, and motivation (CAMM). Traditional methods in educational psychology, such as self-rep…
Teacher dashboard design for self-regulated learning: A participatory approach
Developing self-regulated learning (SRL) is essential for students to ensure lifelong learning in a changing world. As students often do not develop SRL skills independently, teachers play a crucial role in nurturing these skills through metacognitive feedback. To provide this type of feedback, teachers need an accurate assessment of students’ metacognition. Teachers gain valuable insights from dashboards, but these dashboards often lack students…
Towards reliable generative AI-driven scaffolding: Reducing hallucinations and enhancing quality in self-regulated learning support
Generative Artificial Intelligence (GenAI) holds a potential to advance existing educational technologies with capabilities to automatically generate personalised scaffolds that support students’ self-regulated learning (SRL). While advancements in large language models (LLMs) promise improvements in the adaptability and quality of educational technologies for SRL, there remain concerns about the hallucinations in content generated by LLMs, which…
Feedback practices with teacher dashboards in primary education: Exploring dashboard-prompted feedback across lesson phases
In primary education, adaptive learning technologies (ALTs) personalise tasks and provide teacher dashboards that visualise real-time student performance and progress. These dashboards can help teachers to provide targeted, real-time feedback based on the dashboard data, a practice known as dashboard-prompted feedback (DP-feedback). This study examined how teachers give different types of DP-feedback (task, process, metacognitive, social, and per…
Psychology (19 works) · Computer Science (18 works) · Innovative Teaching and Learning Methods (16 works) · Mathematics education (13 works) · Online Learning and Analytics (10 works) · Artificial Intelligence (9 works) · Intelligent Tutoring Systems and Adaptive Learning (7 works) · Engineering (6 works) · Knowledge management (6 works) · Human–computer interaction (5 works)