Stefan E Huber
Biographic Data
| ID | 9493745 |
|---|---|
| NAME | Stefan E Huber |
| GIVEN NAMES | Stefan E |
| FAMILY NAME | Huber |
| SIGNATURE | HUBER S E |
| AFFILIATIONS | University of Graz |
| ORCID | 0000-0001-5057-0376 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A balance between stability and flexibility
To ensure learning efficiency in game‐based learning (GBL), learners must regulate cognitive, affective, metacognitive and motivational (CAMM) processes, collectively known as self‐regulated learning (SRL). SRL is dynamic and non‐linear, characterized by regulatory patterns and CAMM interactions that lead to macro‐level SRL behaviours. In this paper, we explore SRL as a complex system by analysing patterns and interactions among CAMM processes du…
The End is the Beginning is the End
This article provides a comprehensive review of current practices and methodologies within the field of learning analytics, structured around a dedicated closed-loop framework. This framework effectively integrates various aspects of learning analytics into a cohesive framework, emphasizing the interplay between data collection, processing and analysis, as well as adaptivity and personalization, all connected by the learners involved and underpin…
Game elements enhance engagement and mitigate attrition in online learning tasks
A growing body of literature suggests that adding game elements to learning tasks indirectly influences the learning process by increasing engagement with the tasks. The present study aims to advance learning engagement research by examining an often neglected subcomponent of behavioral engagement, attrition. Implementing two equivalent versions of a learning task, differing solely in the presence of game elements, allowed unequivocal attribution…
Patterns of eye blinks are modulated by auditory input in humans
Previous studies could elaborate a link between attentional processes and eye blinking in both visual and auditory attention tasks. Here we show that this link is active at a fundamental level of perception: presentation of a series of bare sine tones is sufficient to induce a modulation of temporal blink patterns, allowing to determine which series was presented to participants even when they are not required to interactively engage in processin…
No prominent works on this page.
Patterns of eye blinks are modulated by auditory input in humans
Previous studies could elaborate a link between attentional processes and eye blinking in both visual and auditory attention tasks. Here we show that this link is active at a fundamental level of perception: presentation of a series of bare sine tones is sufficient to induce a modulation of temporal blink patterns, allowing to determine which series was presented to participants even when they are not required to interactively engage in processin…
Game elements enhance engagement and mitigate attrition in online learning tasks
A growing body of literature suggests that adding game elements to learning tasks indirectly influences the learning process by increasing engagement with the tasks. The present study aims to advance learning engagement research by examining an often neglected subcomponent of behavioral engagement, attrition. Implementing two equivalent versions of a learning task, differing solely in the presence of game elements, allowed unequivocal attribution…
The End is the Beginning is the End
This article provides a comprehensive review of current practices and methodologies within the field of learning analytics, structured around a dedicated closed-loop framework. This framework effectively integrates various aspects of learning analytics into a cohesive framework, emphasizing the interplay between data collection, processing and analysis, as well as adaptivity and personalization, all connected by the learners involved and underpin…
A balance between stability and flexibility
To ensure learning efficiency in game‐based learning (GBL), learners must regulate cognitive, affective, metacognitive and motivational (CAMM) processes, collectively known as self‐regulated learning (SRL). SRL is dynamic and non‐linear, characterized by regulatory patterns and CAMM interactions that lead to macro‐level SRL behaviours. In this paper, we explore SRL as a complex system by analysing patterns and interactions among CAMM processes du…
Psychology (3 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Educational Games and Gamification (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics (2 works) · Online Learning and Analytics (2 works) · Social Psychology (2 works) · Analytics (1 works) · Artificial Intelligence (1 works)