Carolin Hahnel
Dados Biográficos
| ID | 1500407 |
|---|---|
| NOME | Carolin Hahnel |
| PRENOMES | Carolin |
| SOBRENOME | Hahnel |
| ASSINATURA | HAHNEL C |
| AFILIAÇÕES | DIPF | Leibniz Institute for Research and Information in Education |
| ORCID | 0000-0003-2394-3944 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2019 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 0 |
From Reflection to Action
Who benefits motivationally? How the direction of performance feedback affects feedback perception and motivation to improve multiple document comprehension
The direction of feedback (i.e., emphasizing positive or negative aspects about the object of feedback) and students’ feedback perception are major factors driving their engagement in the feedback process and motivation. Positive performance feedback tends to be more readily accepted and perceived as more useful, enhancing motivation for further engagement. Negative performance feedback may be valued less and may reduce the motivation to improve …
Fostering multiple document comprehension
Multiple document comprehension (MDC) is an essential skill for university students, making it beneficial to improve it. We assume that the value assigned to MDC is important to foster MDC since it can be a predictor for behavioral choices, such as working with self-study material. Using self-study material is typical for university learning, but it requires the motivation to improve a skill such as MDC. We define motivation to improve MDC in ter…
Patterns of reading behaviour in digital hypertext environments
Artificial intelligence on the advance to enhance educational assessment
Controlling speed in component skills of reading improves the explanation of reading comprehension
Efficiency in reading component skills is crucial for reading comprehension, as efficient subprocesses do not extensively consume limited cognitive resources, making them available for comprehension processes. Cognitive efficiency is typically measured with speeded tests of relatively easy items. Observed responses and response times indicate the latent variables of ability and speed. Interpreting only ability or speed as efficiency may be mislea…
Automated and controlled processes in comprehending multiple documents
The study investigates automated and controlled cognitive processes that occur when university students read multiple documents (MDs). We examined data of 401 students dealing with two MD sets in a digital environment. Performance was assessed through several comprehension questions. Recorded log data gave indications about students' time allocation, corroboration, and sourcing. Independent measures were used for reading speed to tap the effects …
Validating process variables of sourcing in an assessment of multiple document comprehension
BACKGROUND: With digital technologies, competence assessments can provide process data, such as mouse clicks with corresponding timestamps, as additional information about the skills and strategies of test takers. However, in order to use variables generated from process data sensibly for educational purposes, their interpretation needs to be validated with regard to their intended meaning. AIMS: This study seeks to demonstrate how process data f…
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Validating process variables of sourcing in an assessment of multiple document comprehension
BACKGROUND: With digital technologies, competence assessments can provide process data, such as mouse clicks with corresponding timestamps, as additional information about the skills and strategies of test takers. However, in order to use variables generated from process data sensibly for educational purposes, their interpretation needs to be validated with regard to their intended meaning. AIMS: This study seeks to demonstrate how process data f…
Controlling speed in component skills of reading improves the explanation of reading comprehension
Efficiency in reading component skills is crucial for reading comprehension, as efficient subprocesses do not extensively consume limited cognitive resources, making them available for comprehension processes. Cognitive efficiency is typically measured with speeded tests of relatively easy items. Observed responses and response times indicate the latent variables of ability and speed. Interpreting only ability or speed as efficiency may be mislea…
Automated and controlled processes in comprehending multiple documents
The study investigates automated and controlled cognitive processes that occur when university students read multiple documents (MDs). We examined data of 401 students dealing with two MD sets in a digital environment. Performance was assessed through several comprehension questions. Recorded log data gave indications about students' time allocation, corroboration, and sourcing. Independent measures were used for reading speed to tap the effects …
Fostering multiple document comprehension
Multiple document comprehension (MDC) is an essential skill for university students, making it beneficial to improve it. We assume that the value assigned to MDC is important to foster MDC since it can be a predictor for behavioral choices, such as working with self-study material. Using self-study material is typical for university learning, but it requires the motivation to improve a skill such as MDC. We define motivation to improve MDC in ter…
Patterns of reading behaviour in digital hypertext environments
Artificial intelligence on the advance to enhance educational assessment
From Reflection to Action
Who benefits motivationally? How the direction of performance feedback affects feedback perception and motivation to improve multiple document comprehension
The direction of feedback (i.e., emphasizing positive or negative aspects about the object of feedback) and students’ feedback perception are major factors driving their engagement in the feedback process and motivation. Positive performance feedback tends to be more readily accepted and perceived as more useful, enhancing motivation for further engagement. Negative performance feedback may be valued less and may reduce the motivation to improve …
Computer Science (6 obras) · Psychology (6 obras) · Comprehension (5 obras) · Educational Strategies and Epistemologies (4 obras) · Cognitive psychology (3 obras) · Innovative Teaching and Learning Methods (3 obras) · Linguistics (3 obras) · Reading comprehension (3 obras) · Social Psychology (3 obras) · Student Assessment and Feedback (3 obras)