Emely Hoch
Dados Biográficos
| ID | 2749113 |
|---|---|
| NOME | Emely Hoch |
| PRENOMES | Emely |
| SOBRENOME | Hoch |
| ASSINATURA | HOCH E |
| AFILIAÇÕES | Leibniz-Institut für Wissensmedien |
| ORCID | 0000-0002-6534-1506 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 1 |
| OBRAS COMO AUTOR | 5 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Paper-pencil vs. e-exams
Background There is well-documented empirical evidence of the screen inferiority effect, reflected in lower performance and a stronger metacognitive bias for reading or solving problems on screen than on paper. Shallow processing of information presented on-screen serves as an explanation. In this vein, previous studies suggested in-depth processing as a boundary condition under which screen inferiority does not occur. Aims As previous research h…
High-quality digital distance teaching during Covid-19 school closures
During the COVID-19-related school closures teachers and students were challenged to suddenly switch to digital teaching at a distance. In particular, the challenge was to organize high-quality teaching in which students stay on task. Familiarity with technology may have helped to master the situation. However, only few studies so far have examined the quality of digital distance teaching (e.g., cognitive activation) during school closures and it…
How to support learning with multimedia instruction
There is ample evidence that multimedia learning is challenging, and learners often underutilize appropriate cognitive processes. Previous research has applied prompts to promote the use of helpful cognitive processing. However, prompts still require learners to regulate their learning, which may interfere with learning, especially in situations where cognitive demands are already high. As an alternative, implementation intentions (i.e. if‐then p…
Was bewegt Lehrpersonen während der Schulschließungen? – Eine Analyse der Kommunikation im Twitter-Lehrerzimmer über Chancen und Herausforderungen digitalen Unterrichts
Während der durch die Corona-Pandemie bedingten Schulschließungen im März 2020 führten viele Schulen Fernunterricht ein, der häufig ohne wirkliche Vorbereitung als digitaler Unterricht organisiert wurde. Daraufhin war ein verstärkter Austausch unter Lehrpersonen in Online-Communities zu erwarten. Eine Analyse der Kommunikation der Online-Community Twitter-Lehrerzimmer erlaubte Einblick in aktuelle Themen und ermöglichte zudem den Vergleich von Th…
The intention was good
BackgroundIt is well established that successful learning with multimedia is challenging, especially for younger learners.AimsIt was investigated whether students would profit from instructional support regarding the use of multimedia learning strategies.SampleParticipants were high school students in 8th, 9th, and 10th grade (N = 168).MethodsParticipants were assigned to a no-support control group or one of four experimental groups. In the exper…
The intention was good
BackgroundIt is well established that successful learning with multimedia is challenging, especially for younger learners.AimsIt was investigated whether students would profit from instructional support regarding the use of multimedia learning strategies.SampleParticipants were high school students in 8th, 9th, and 10th grade (N = 168).MethodsParticipants were assigned to a no-support control group or one of four experimental groups. In the exper…
Was bewegt Lehrpersonen während der Schulschließungen? – Eine Analyse der Kommunikation im Twitter-Lehrerzimmer über Chancen und Herausforderungen digitalen Unterrichts
Während der durch die Corona-Pandemie bedingten Schulschließungen im März 2020 führten viele Schulen Fernunterricht ein, der häufig ohne wirkliche Vorbereitung als digitaler Unterricht organisiert wurde. Daraufhin war ein verstärkter Austausch unter Lehrpersonen in Online-Communities zu erwarten. Eine Analyse der Kommunikation der Online-Community Twitter-Lehrerzimmer erlaubte Einblick in aktuelle Themen und ermöglichte zudem den Vergleich von Th…
The intention was good
BackgroundIt is well established that successful learning with multimedia is challenging, especially for younger learners.AimsIt was investigated whether students would profit from instructional support regarding the use of multimedia learning strategies.SampleParticipants were high school students in 8th, 9th, and 10th grade (N = 168).MethodsParticipants were assigned to a no-support control group or one of four experimental groups. In the exper…
High-quality digital distance teaching during Covid-19 school closures
During the COVID-19-related school closures teachers and students were challenged to suddenly switch to digital teaching at a distance. In particular, the challenge was to organize high-quality teaching in which students stay on task. Familiarity with technology may have helped to master the situation. However, only few studies so far have examined the quality of digital distance teaching (e.g., cognitive activation) during school closures and it…
How to support learning with multimedia instruction
There is ample evidence that multimedia learning is challenging, and learners often underutilize appropriate cognitive processes. Previous research has applied prompts to promote the use of helpful cognitive processing. However, prompts still require learners to regulate their learning, which may interfere with learning, especially in situations where cognitive demands are already high. As an alternative, implementation intentions (i.e. if‐then p…
Paper-pencil vs. e-exams
Background There is well-documented empirical evidence of the screen inferiority effect, reflected in lower performance and a stronger metacognitive bias for reading or solving problems on screen than on paper. Shallow processing of information presented on-screen serves as an explanation. In this vein, previous studies suggested in-depth processing as a boundary condition under which screen inferiority does not occur. Aims As previous research h…
Psychology (3 obras) · Computer Science (2 obras) · Mathematics education (2 obras) · Multimedia (2 obras) · Visual and Cognitive Learning Processes (2 obras) · Art (1 obra) · Artificial Intelligence (1 obra) · Artificial Intelligence (1 obra) · Cognition (1 obra) · Control (management) (1 obra)