Nathalie Barz
Biographic Data
| ID | 9523265 |
|---|---|
| NAME | Nathalie Barz |
| GIVEN NAMES | Nathalie |
| FAMILY NAME | Barz |
| SIGNATURE | BARZ N |
| AFFILIATIONS | Saarland University |
| ORCID | 0000-0001-7151-3768 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 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…
No prominent works on this page.
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 works) · Innovative Teaching and Learning Methods (2 works) · Psychology (2 works) · Asynchronous communication (1 works) · Asynchronous learning (1 works) · Cognition (1 works) · Cognitive psychology (1 works) · Computer network (1 works) · Computer Science (1 works) · Confounding (1 works)