TY  - JOUR
A1  - Sonnenberg, Christoph
A1  - Bannert, Maria
T1  - Discovering the Effects of Metacognitive Prompts on the Sequential Structure of SRL-Processes Using Process Mining Techniques
JF  - Journal of Learning Analystics
N2  - According to research examining self‐regulated learning (SRL), we regard individual regulation as a specific sequence of regulatory activities. Ideally, students perform various learning activities, such as analyzing, monitoring, and evaluating cognitive and motivational aspects during learning. Metacognitive prompts can foster SRL by inducing regulatory activities, which, in turn, improve the learning outcome. However, the specific effects of metacognitive support on the dynamic characteristics of SRL are not understood. Therefore, the aim of our study was to analyze the effects of metacognitive prompts on learning processes and outcomes during a computer‐based learning task. Participants of the experimental group (EG, n=35) were supported by metacognitive prompts, whereas participants of the control group (CG, n=35) received no support. Data regarding learning processes were obtained by concurrent think‐aloud protocols. The EG exhibited significantly more metacognitive learning events than did the CG. Furthermore, these regulatory activities correspond positively with learning outcomes. Process mining techniques were used to analyze sequential patterns. Our findings indicate differences in the process models of the EG and CG and demonstrate the added value of taking the order of learning activities into account by discovering regulatory patterns.
KW  - HeuristicsMiner algorithm
KW  - self‐regulated learning
KW  - metacognitive prompting
KW  - process analysis
KW  - process mining
KW  - think‐aloud data
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-152362
UR  - http://learning-analytics.info/journals/index.php/JLA/article/view/4090
SN  - 1929‐7750
N1  - Dieser Artikel ist auch Bestandteil der Dissertation:
Sonnenberg, Christoph: Analyzing Technology-Enhanced Learning Processes: What Can Process Mining Techniques Contribute to the Evaluation of Instructional Support?. - Würzburg, Univ., Diss., 2017. - [online].
URN: urn:nbn:de:bvb:20-opus-152354
VL  - 2
IS  - 1
ER  - 
TY  - JOUR
A1  - Knoll, Johannes
A1  - Schramm, Holger
T1  - Advertising in social network sites – Investigating the social influence of user-generated content on online advertising effects
JF  - Communications
N2  - In today’s social online world there is a variety of interaction and participatory possibilities which enable web users to actively produce content themselves. 
This user-generated content is omnipresent in the web and there is growing evidence that it is used to select or evaluate professionally created online information. 
The present study investigated how this surrounding content affects online advertising by drawing from social influence theory. Specifically, it was assumed that 
web users sharing an interpersonal relationship (interpersonal influence) and/or a group membership (collective influence) with authors of user-generated content 
which appears next to advertising on the web page are more strongly influenced in their response to the advertising than unrelated users. These assumptions were 
tested in a 2 × 2 between-subject experiment with 118 students who were exposed to four different Facebook profiles that differed in terms of interpersonal 
connection to the source (existent/non-existent) and collective connection to the source (existent/non-existent). The results show a significant impact in the case 
of collective influence, but not in the case of interpersonal influence. The underlying mechanisms of this effect and implications of the results for online advertising 
are discussed.
KW  - online advertising
KW  - social network sites
KW  - social influence
KW  - user-generated content
KW  - advertising effects
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-194192
SN  - 1613-4087
SN  - 0341-2059
N1  - This publication is with permission of the rights owner freely accessible due to an Alliance licence and a national licence (funded by the DFG, German Research Foundation) respectively.
VL  - 40
IS  - 3
ER  -