| Construction and interference in learning from multiple representation W Schnotz, M Bannert Learning and instruction 13 (2), 141-156, 2003 | 1506 | 2003 |
| Managing cognitive load—recent trends in cognitive load theory M Bannert Learning and instruction 12 (1), 139-146, 2002 | 426 | 2002 |
| ChatGPT for good? On opportunities and challenges of large language models for education E Kasneci, K Seßler, S Küchemann, M Bannert, D Dementieva, F Fischer, ... Learning and individual differences 103, 102274, 2023 | 415 | 2023 |
| Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning? M Bannert, C Mengelkamp Metacognition and Learning 3, 39-58, 2008 | 340 | 2008 |
| Process mining techniques for analysing patterns and strategies in students’ self-regulated learning M Bannert, P Reimann, C Sonnenberg Metacognition and learning 9, 161-185, 2014 | 319 | 2014 |
| Supporting self-regulated hypermedia learning through prompts M Bannert, P Reimann Instructional Science 40, 193-211, 2012 | 274 | 2012 |
| Einflüsse der Visualisierungsform auf die Konstruktion mentaler Modelle beim Bild-und Textverstehen W Schnotz, M Bannert Zeitschrift für experimentelle Psychologie 46 (3), 216-235, 1999 | 261 | 1999 |
| Promoting self-regulated learning through prompts M Bannert Zeitschrift für Pädagogische Psychologie 23 (2), 139-145, 2009 | 222 | 2009 |
| Effects of a metacognitive support device in learning environments M Bannert, M Hildebrand, C Mengelkamp Computers in human behavior 25 (4), 829-835, 2009 | 207 | 2009 |
| Effects of reflection prompts when learning with hypermedia M Bannert Journal of Educational Computing Research 35 (4), 359-375, 2006 | 191 | 2006 |
| Short-and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance M Bannert, C Sonnenberg, C Mengelkamp, E Pieger Computers in Human Behavior 52, 293-306, 2015 | 173 | 2015 |
| Exploring regulatory processes during a computer-supported collaborative learning task using process mining C Schoor, M Bannert Computers in Human Behavior 28 (4), 1321-1331, 2012 | 148 | 2012 |
| e‐R esearch and learning theory: What do sequence and process mining methods contribute? P Reimann, L Markauskaite, M Bannert British Journal of Educational Technology 45 (3), 528-540, 2014 | 143 | 2014 |
| Effekte metakognitiver Lernhilfen auf den Wissenserwerb in vernetzten Lernumgebungen M Bannert Zeitschrift für Pädagogische Psychologie 17 (1), 13-25, 2003 | 142 | 2003 |
| Scaffolding hypermedia learning through metacognitive prompts M Bannert, C Mengelkamp International handbook of metacognition and learning technologies, 171-186, 2013 | 141 | 2013 |
| Metakognition beim lernen mit hypermedien M Bannert Waxmann Verlag, 2007 | 132 | 2007 |
| Gender-related differences in exposure to and use of computers: Results of a survey of secondary school students M Bannert, PR Arbinger European Journal of Psychology of Education 11, 269-282, 1996 | 103 | 1996 |
| Discovering the effects of metacognitive prompts on the sequential structure of SRL-processes using process mining techniques C Sonnenberg, M Bannert Journal of Learning Analytics 2 (1), 72–100-72–100, 2015 | 102 | 2015 |
| Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition C Schoor, M Bannert Learning and Instruction 21 (4), 560-573, 2011 | 98 | 2011 |
| Toward an integrative view of text and picture comprehension: Visualization effects on the construction of mental models W Schnotz, M Bannert, T Seufert The psychology of science text comprehension, 385-416, 2014 | 94 | 2014 |
Wolfgang SchnotzProfessor em. of General and Educational PsychologyBestätigte E-Mail-Adresse bei uni-landau.de
