Marta Sobocinski
Biographic Data
| ID | 9493843 |
|---|---|
| NAME | Marta Sobocinski |
| GIVEN NAMES | Marta |
| FAMILY NAME | Sobocinski |
| SIGNATURE | SOBOCINSKI M |
| AFFILIATIONS | University of Oulu |
| ORCID | 0000-0001-9591-9113 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Students’ socially shared regulation of learning during a collaborative inquiry task
In collaborative inquiry learning, students may have diverse preconceptions about the topic within groups and should become aware of these differences to achieve shared conceptions. Little is known about how these differences relate to the progression through the phases of socially shared regulation of learning (SSRL) – task understanding, goals and planning, strategy enactment, adaptation – and monitoring of learning. We addressed this gap by st…
A Wizard of Oz methodology for designing future learning spaces
As advanced technologies such as Artificial Intelligence (AI) become increasingly integrated into Higher Education (HE) learning spaces, these environments adapt to changing technologies and goals of educators and learners. As such, designing learning spaces requires HE researchers to imagine future learning spaces. In this article, we present a methodology utilizing the Wizard of Oz (WOz) paradigm for designing future learning spaces from the so…
A Topical Review of Research in Computer-Supported Collaborative Learning
This study maps the evolution and state of Computer-Supported Collaborative Learning (CSCL) research, analyzing 6388 documents published between 1990 and 2022. The findings highlight the sustained engagement of a core group of scholars and the field's geographic concentration in Western countries, particularly the USA and Europe. While the field remains productive and diverse, recent trends reflect a growing emphasis on integrating emerging techn…
Human‐ AI collaboration
Socially shared regulation of learning (SSRL) is a crucial process for groups of learners to successfully collaborate. Detecting and supporting SSRL is a challenge, especially in real time, but hybrid intelligence approaches such as Artificial Intelligence (AI) agents may make this possible. Leveraging the concept of trigger events which invite SSRL, we present a design of an AI agent, MAI, which can detect SSRL and prompt students to raise their…
Capturing self‐regulated learning processes in virtual reality
This study examines the embodied ways in which learners monitor their cognition while learning about exponential functions in an immersive virtual reality (VR) based game, Pandemic by Prisms of Reality. Traditionally, metacognitive monitoring has been assessed through behavioural traces and verbalised instances. When learning in VR, learners are fully immersed in the learning environment, actively manipulating it based on affordances designed to …
How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?
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How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?
Capturing self‐regulated learning processes in virtual reality
This study examines the embodied ways in which learners monitor their cognition while learning about exponential functions in an immersive virtual reality (VR) based game, Pandemic by Prisms of Reality. Traditionally, metacognitive monitoring has been assessed through behavioural traces and verbalised instances. When learning in VR, learners are fully immersed in the learning environment, actively manipulating it based on affordances designed to …
Students’ socially shared regulation of learning during a collaborative inquiry task
In collaborative inquiry learning, students may have diverse preconceptions about the topic within groups and should become aware of these differences to achieve shared conceptions. Little is known about how these differences relate to the progression through the phases of socially shared regulation of learning (SSRL) – task understanding, goals and planning, strategy enactment, adaptation – and monitoring of learning. We addressed this gap by st…
A Wizard of Oz methodology for designing future learning spaces
As advanced technologies such as Artificial Intelligence (AI) become increasingly integrated into Higher Education (HE) learning spaces, these environments adapt to changing technologies and goals of educators and learners. As such, designing learning spaces requires HE researchers to imagine future learning spaces. In this article, we present a methodology utilizing the Wizard of Oz (WOz) paradigm for designing future learning spaces from the so…
A Topical Review of Research in Computer-Supported Collaborative Learning
This study maps the evolution and state of Computer-Supported Collaborative Learning (CSCL) research, analyzing 6388 documents published between 1990 and 2022. The findings highlight the sustained engagement of a core group of scholars and the field's geographic concentration in Western countries, particularly the USA and Europe. While the field remains productive and diverse, recent trends reflect a growing emphasis on integrating emerging techn…
Human‐ AI collaboration
Socially shared regulation of learning (SSRL) is a crucial process for groups of learners to successfully collaborate. Detecting and supporting SSRL is a challenge, especially in real time, but hybrid intelligence approaches such as Artificial Intelligence (AI) agents may make this possible. Leveraging the concept of trigger events which invite SSRL, we present a design of an AI agent, MAI, which can detect SSRL and prompt students to raise their…
Computer Science (5 works) · Mathematics education (5 works) · Psychology (5 works) · Human–computer interaction (4 works) · Innovative Teaching and Learning Methods (4 works) · Collaborative learning (3 works) · Knowledge management (3 works) · Cognition (2 works) · Pedagogy (2 works) · Teaching method (2 works)