Current projects

• BMBF joint project: “Human-centred AI in the chemical industry” (head of consortium: Prof. Dr.-Ing. Weis)
  applicants psychology subproject: Prof. Dr. Bodemer & Dr. Schnaubert
  funding period: 06/2021 – 06/2024

• DFG-Project: "Social Connectedness and the use of social resources in the initial phase of undergraduate studies”
  applicants: Prof. Dr. Bodemer; Dr. Eberle; Prof. Dr. Krämer; Prof. Dr. Rummel; Prof. Dr. Sommer
  cooperation partner: Dr. Schnaubert
  funding period: 01/2018 – 03/2022

Completed projects

• BMBF/DAAD-Project: “Ambient Teacher-Learner Awareness Solution (ATLAS)” (Digitalisation)
  applicants: Dr. Schnaubert & M.Sc. Krüger
  funding period: 01/2021 – 04/2021

• Graduate Centre Plus (University of Duisburg-Essen): “Data processing and functions in cognitive group awareness tools“ (programme for the promotion of excellent early career researchers)
  applicant: Dr. Schnaubert
  funding period: 06/2019 – 12/2021

• Mitglied des wissenschaftlichen Direktoriums des Graduate Centre Plus der Universität Duisburg-Essen (2022-2024)
• Co-Chair of the Special Interest Group “Computer-supported Collaborative Learning and Learning Sciences” of the Asia-Pacific Society for Computers in Education (2022/2023).
• (Ordinary) program committee member of the International Conference of the Learning Sciences 2022 (ICLS 2022) as part of the ISLS Annual Meetings in Hiroshima, Japan.
• Co-Chair of the Special Interest Group “Computer-supported Collaborative Learning and Learning Sciences” of the Asia-Pacific Society for Computers in Education (2020/2021).
• (Senior) program committee member of the 29th International Conference for Computers in Education (ICCE 2021 Sub-Conference C2 on Computer-supported Collaborative Learning and and Learning Sciences and Sub-Conference C3 on Advanced Learning Technologies (ALT), Learning Analytics and Digital Infrastructure) in Bangkok, Thailand.
• Program committee member of the 28th International Conference for Computers in Education (ICCE 2020 Sub-Conference on Computer-supported Collaborative Learning (CSCL) and Learning Sciences) in Darwin, Australia.
• Mentor at the joint EARLI SIG 6 (Instructional Design) and 7 (Technology-Enhanced Learning and Instruction) meeting “Instructional Design and Technology: From the lab to the classroom” (SIG6&7 2020)
• Workshops and Tutorials Co-Chair of the 13th International Conference on Computer Supported Collaborative Learning (CSCL 2019) in Lyon, France.

Research Grants

• BMBF Research Grant (joint project) for "Human-centred AI in the chemical industry (hKI-Chemie)" (psychology project: Bodemer & Schnaubert)
• BMBF/DAAD Research Grant for „Ambient Teacher-Learner Awareness Solution (ATLAS)” (Schnaubert & Krüger)
• Research Grant for „Data processing and functions in cognitive group awareness tools (Datenverarbeitung und lernrelevante Funktionen von kognitiven Group Awareness Tools)“ under the programme for the promotion of excellent early career researchers by the University of Duisburg-Essen

Travel Grants

• iZfB Travel Grant for presenting “Mechanisms of Group Awareness Tool Design” at the joint EARLI 6 & 7 Meeting (2022) in Zollikofen, Switzerland
• iZfB Travel Grant for presenting “Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components” and co-authoring “Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation” at the 2nd Annual Meeting of the International Society of the Learning Sciences 2022 (ISLS 2022) in Hiroshima, Japan (online)
• iZfB Travel Grant for attending the 1st Annual Meeting of the International Society of the Learning Sciences 2021 (ISLS 2021) in Bochum, Germany (online)
• DAAD Travel Grant for presenting „Cognitive group awareness tools: versatile devices to guide learners towards discrepancies” at the 27th International Conference on Computers in Education (2019) in Kenting, Taiwan
• iZfB Travel Grant for organizing the workshop „Collaborative learning, interdependence, and dyadic data analyses: building knowledge and community practices“ and presenting the poster „Interdependence as a treatment effect: an example from group awareness research“ at the 13th International Conference of the Learning Sciences (ICLS 2018) in London, UK
• DAAD Travel Grant for presenting “Implicit guidance by fostering conflict awareness in collaborative learning scenarios” and “Confidence- and conflict-based regulation in individual and collaborative learning” at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI 2017) in Tampere, Finland
• DAAD Travel Grant for presenting “How socio-cognitive information affects individual study decisions” at the 12th International Conference of the Learning Sciences (ICLS 2016) in Singapore
• ISLS Travel Scholarship for presenting “Subjective validity ratings to support shared knowledge construction in CSCL” at the Doctoral Consortium Workshop of the 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015) in Gothenburg, Sweden

• Best Reviewer Award for providing high quality reviews at the 29th International Conference on Computers in Education (ICCE 2021)
• Best Reviewer Award for providing high quality reviews at the 28th International Conference on Computers in Education (ICCE 2020)
• Award for outstanding project idea for „Ambient Teacher-Learner Awareness Solution to support student-centred online teaching (ATLAS)” at #SemesterHack 2.0 - Let’s hack the digital winter semester together! (2020)
• Award for most creative solution for „Nick-o-Meter with Shaker – student-centred teaching meets facial recognition“ at #SemesterHack – We hack the digital summer semester! (2020)
• SIG 16 Keynote Recognition 2018 Nominee at the 8th Biennial Meeting of the EARLI SIG 16 Metacognition (EARLI SIG 16 2018) in Zurich, Switzerland
• STELLAR Stakeholders Distinct Award for “Student behavior in error-correction-tasks and its relation to perception of competence” presented at the 6th European Conference on Technology Enhanced Learning (EC-TEL 2011) in Palermo, Italy

Dissertation

Schnaubert, L. (2019). Providing cognitive and metacognitive awareness information to support regulation in individual and collaborative learning settings (Doctoral dissertation, University of Duisburg-Essen, Germany). https://doi.org/10.17185/duepublico/70041

Contemporary research fields in educational psychology include research on self-regulated learning and (computer-supported) collaborative learning. While both have different research traditions, they have in common that learners have to make important decisions about their learning processes. From a metacognitive self-regulation perspective, learners have to monitor their own knowledge and cognitions to make adequate control decisions. From a collaborative learning perspective, learners additionally have to monitor each other’s knowledge and cognitions to structure and coordinate their learning process together. Knowledge‑related group awareness tools are designed to assess, transform and visualise such data to guide collaborative learning processes. This dissertation aims at integrating both research traditions by (a) adopting awareness mechanisms in individual settings to foster metacognitive self-regulation and by (b) using a metacognition framework to systematically distinguish different types of knowledge-related group awareness information and analyse how they affect regulatory processes and learning outcomes. In a series of four empirical studies, these issues were investigated. The first two studies were conducted in individual settings and analysed the impact of assessing and providing metacognitive self-information (study 1) and cognitive and metacognitive partner information (study 2) on regulatory processes and learning outcomes. The second two studies were conducted in dyadic learning settings and analysed the impact of cognitive and metacognitive group awareness information on regulatory processes and learning outcomes (study 3) with an additional focus on the dyadic data structure (study 4). The results of these studies consistently show that providing cognitive and metacognitive awareness information supports regulatory processes in both individual and collaborative settings. Moreover, learners seem to integrate available cognitive and metacognitive self-, partner and group information when making study decisions. This seems to affect the learners’ confidence in their knowledge, but not knowledge gain itself. However, especially metacognitive awareness information seems to interfere with the dyadic data structure. The research conducted yields various relevant implications for research and practice and shows how metacognition research and group awareness research can complement each other to analyse and foster learning within individual and collaborative learning settings.

Journal Articles (peer-reviewed)

Special Issue:

Schnaubert, L., & Vogel, F. (Guest Eds.). (2022). Integrating Collaboration Scripts, Group Awareness, and Self‑regulation in Computer‑Supported Collaborative Learning [Special issue]. International Journal of Computer-Supported Collaborative Learning, 17(1), 1 – 183. https://doi.org/10.1007/s11412-022-09367-9

Papers:

Schlusche, C., Schnaubert, L., & Bodemer, D. (2022). Understanding students’ academic help-seeking on digital devices – a qualitative analysis. Research and Practice in Technology Enhanced Learning, 18. Retrieved from https://rptel.apsce.net/index.php/RPTEL/article/view/2023-18017

Schnaubert, L., & Bodemer, D. (2022). Group Awareness and Regulation in Computer-Supported Collaborative Learning. International Journal of Computer-Supported Collaborative Learning, 17(1), 11–38. https://doi.org/10.1007/s11412-022-09361-1

Schneider, S., Beege, M., Nebel, S., Schnaubert, L., & Rey, G. D. (2022). The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). Educational Psychology Review, 34, 1–38. https://doi.org/10.1007/s10648-021-09626-5

Schnaubert, L., & Schneider, S. (2022). Analysing the relationship between mental load or mental effort and metacomprehension under different conditions of multimedia design. Frontiers in Education, 6, Article 648319. https://doi.org/10.3389/feduc.2021.648319

Schlusche, C., Schnaubert, L., & Bodemer, D. (2021). Perceived social resources affect help-seeking and academic outcomes in the initial phase of undergraduate studies. Frontiers in Education, 6, Article 732587. https://doi.org/10.3389/feduc.2021.732587

Schnaubert, L., Krukowski, S. & Bodemer, D. (2021). Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation. Metacognition and Learning, 16, 855–887. https://doi.org/10.1007/s11409-021-09269-5

Schnaubert, L., & Bodemer, D. (2019). Providing different types of group awareness information to guide collaborative learning. International Journal of Computer-Supported Collaborative Learning, 14(1), 7-51. https://doi.org/10.1007/s11412-018-9293-y

Schnaubert, L., & Bodemer, D. (2018). What interdependence can tell us about collaborative learning: a statistical and psychological perspective. Research and Practice in Technology Enhanced Learning, 13(1), 1-18. https://doi.org/10.1186/s41039-018-0084-x

Schnaubert, L., & Bodemer, D. (2017). Prompting and visualising monitoring outcomes: guiding self-regulatory processes with confidence judgments. Learning and Instruction, 49, 251-262. https://doi.org/10.1016/j.learninstruc.2017.03.004

Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G., & Melis, E. (2014). Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers & Education, 71(C), pp. 56-76. https://doi.org/10.1016/j.compedu.2013.09.011

Eichelmann, A., Narciss, S., Schnaubert, L., & Melis, E. (2012). Typische Fehler bei der Addition und Subtraktion von Brüchen – Ein Review zu empirischen Fehleranalysen. Journal für Mathematik-Didaktik. 33(1), S. 29-57. https://doi.org/10.1007/s13138-011-0031-5

Book Chapters and Publications in (peer-reviewed) Conference Proceedings

Radtke, A., & Schnaubert, L. (2022). Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 274 – 281). Hiroshima, Japan: International Society of the Learning Sciences.

Schnaubert, L., Lichte, A., & Vogel, F. (2022). Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), Proceedings of the 15th International Conference of Computer Supported Collaborative Learning - CSCL 2022 (pp. 399 – 402). Hiroshima, Japan: International Society of the Learning Sciences.

Krüger, J. M., Tasdelen, O., Küther, T., & Schnaubert, L. (2021). ATLAS – Ambient Teacher-Learner Awareness Solution: Ein ambient Design zur niederschwelligen Bereitstellung wissensbezogener Studierenden-Informationen in der digitalen Lehre [An ambient design for providing knowledge-related student information in digital teaching]. In A. Kienle, A. Harrer, J. M. Haake, & A. Lingnau (Eds.), DELFI 2021 – Die 19. Fachtagung Bildungstechnologien, Lecture Notes in Informatics (pp. 127-132). Bonn, Germany: Gesellschaft für Informatik e.V. https://dblp.org/rec/conf/delfi/KrugerTKS21

Schnaubert, L., & Herold, B. (2020). Social-distance education: struggling with cognition, emotion or motivation during SRL? In H. J. So, M. M. Rodrigo, J. Mason, & A. Mitrovic (Eds.), Proceedings of the 28th International Conference on Computers in Education, Volume 2 (pp. 7-13). Asia-Pacific Society for Computers in Education. https://apsce.net/upfile/icce2020/ICCE2020-Proceedings-Vol2-FinalUpdated.pdf

Krüger, J. M., Vogel, F., & Schnaubert, L. (2020). Synchronous online lectures in emergency remote teaching: the role of immersion, social scripts and group awareness. In H. J. So, M. M. Rodrigo, J. Mason, & A. Mitrovic (Eds.), Proceedings of the 28th International Conference on Computers in Education, Volume 2 (pp. 29-37). Asia-Pacific Society for Computers in Education. https://apsce.net/upfile/icce2020/ICCE2020-Proceedings-Vol2-FinalUpdated.pdf

Schnaubert, L., Vogel, F., Bodemer, D., Fischer, F., Radkowitsch, A., Schmidmaier, R., Fischer, M., Tsovaltzi, D., Puhl, T., & Azevedo, R. (2020). Combining scripts, group awareness tools and self-regulated learning – theoretical implications and practical implementations. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 350-357). Nashville, TN: International Society of the Learning Sciences. https://repository.isls.org/handle/1/6658

Schnaubert, L., Harbarth, L., & Bodemer, D. (2020). A psychological perspective on data processing in cognitive Group Awareness Tools. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 951-958). Nashville, TN: International Society of the Learning Sciences. https://repository.isls.org/handle/1/6839

Bodemer, D., & Schnaubert, L. (2020). Group Awareness-Tools beim technologieunterstützen Lernen. In H. Niegemann, & A. Weinberger (Eds.), Handbuch Bildungstechnologie: Konzeption und Einsatz digitaler Lernumgebungen (pp. 321 – 331). Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-662-54368-9_30

Schnaubert, L., Heimbuch, S., Erkens, M., & Bodemer, D. (2019). Cognitive group awareness tools: versatile devices to guide learners towards discrepancies. In M. Chang, H.-J. So, L.-H. Wong, F.-Y. Yu, & J. L. Shih (Eds.), Proceedings of the 27th International Conference on Computers in Education (pp. 158–164). Taiwan: Asia-Pacific Society for Computers in Education.

Schlusche, C., Schnaubert, L., & Bodemer, D. (2019). Group awareness information to support academic help-seeking. In M. Chang, H.-J. So, L.-H. Wong, F.-Y. Yu, & J.-L. Shih (Eds.), Proceedings of the 27th International Conference on Computers in Education (pp. 131–140). Taiwan: Asia-Pacific Society for Computers in Education.

Bodemer, D., Janssen, J., & Schnaubert, L. (2018). Group awareness tools for computer-supported collaborative learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.). International Handbook of the Learning Sciences (pp. 351-358).  New York, NY: Routledge/Taylor & Francis. https://doi.org/10.4324/9781315617572-34

Schnaubert, L., & Bodemer, D. (2018). Interdependence as a treatment effect: an example from group awareness research. In J. Kay & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3 (pp. 1457-1458). London, UK: International Society of the Learning Sciences. https://repository.isls.org//handle/1/677 

Schnaubert, L. & Bodemer, D. (2016). How socio-cognitive information affects individual study decisions. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016 (Vol. 1). Singapore: International Society of the Learning Sciences.  https://repository.isls.org/handle/1/126

Schnaubert, L., & Bodemer, D. (2015). Subjective validity ratings to support shared knowledge construction in CSCL. In O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015 (Vol. 2). Gothenburg, Sweden: The International Society of the Learning Sciences. Retrieved from: http://www.isls.org/cscl2015/papers/CSCL2015ProceedingsVolume2.pdf

Schnaubert, L., & Bodemer, D. (2014). Supporting regulatory processes by prompting and visualising monitoring judgments. In C.-C. Liu et al. (Eds.), Proceedings of the 22nd International Conference on Computers in Education (pp. 13-15). Japan: Asia-Pacific Society for Computers in Education. Retrieved from http://icce2014.jaist.ac.jp/icce2014/wp-content/uploads/2014/11/ICCE2014-WIPP-Proceedings-lite.pdf

Andrès, E., Sosnovsky, S., Schnaubert, L., & Narciss, S. (2013). Using fine-grained interaction data to improve models of problem solving. In F. Mödritscher, V. Luengo, E. Lai-Chong Law, U. Hoppe (Eds.), Proceedings of the Workshop on Data Analysis and Interpretation for Learning Environments (DAILE’13) at the 4th STELLAR Alpine Rendez-Vous (ARV), 28.01 - 01.02.2013, Villard-de-Lans, France. https://doi.org/:10.13140/2.1.1257.0246

Schnaubert, L., Andrès, E., Narciss, S., Sosnovsky, S., Eichelmann, A., & Goguadze, G. (2012). Using local and global self-evaluations to predict students' problem solving behaviour. In A. Ravenscroft, S. Lindstaedt, C. Delgado Kloos, & D. Hernández-Leo (Eds.), 21st Century Learning for 21st Century Skills, Lecture Notes in Computer Science 7563 (pp. 334-347). Berlin: Springer. https://doi.org/10.1007/978-3-642-33263-0_26

Eichelmann, A., Andrès, E., Schnaubert, L., Narciss, S., & Sosnovsky, S. (2012). Interaktive Fehler-Finde- und Korrektur-Aufgaben. Eine Akzeptanz und Usability-Studie bei Sechst- und Siebtklässlern. In G. Csanyi, F. Reichl & A. Steiner (Hrsg.), Digitale Median - Werkzeuge für Forschung und Lehre (S. 401-412). Münster: Waxmann. Retrieved from http://www.pedocs.de/volltexte/2013/8392/pdf/Digitale_Medien_2012_Eichelmann_Interaktive_Fehler_Finde.pdf

Schnaubert, L., Andrès, E., Narciss, S., Eichelmann, A., Goguadze, G., & Melis, E. (2011). Student behavior in error-correction-tasks and its relation to perception of competence. In C. Delgado Kloos, D. Gillet, R. Crespo Garcìa, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning, Lecture Notes in Computer Science 6964 (pp. 370-383). Berlin: Springer. https://doi.org/10.1007/978-3-642-23985-4_29

Organized Symposia and Workshops

Schnaubert, L. (2021, September). Awareness Tools beim digitalen Lehren und Lernen [Awareness tools in digital learning and instruction]. Symposium conducted at the conference of the Educational Psychology section of the German Psychological Society (PaePsy), 14.09. – 16.09.2021, Heidelberg, Germany (virtual).

Schnaubert, L., & Teo, C. L. (2020, November). Hopes and challenges of social-distance education beyond Covid-19: rethinking social interaction and computer-supported collaborative learning theory in practice. Workshop conducted at the 28th International Conference on Computers in Education (ICCE), 23. – 27.11.2020, Darwin, Australia (virtual).

Schnaubert, L., Vogel, F., Bodemer, D., Fischer, F., Radkowitsch, A., Schmidmaier, R., Fischer, M., Tsovaltzi, D., Puhl, T., & Azevedo, R. (2020, June). Combining scripts, group awareness tools and self-regulated learning – theoretical implications and practical implementations. Symposium at the 14th International Conference of the Learning Sciences (ICLS) 2020, 19.06. – 23.06.2020, Nashville, TN (virtual).

Schnaubert, L., Lam, R., D’Angelo, C., Deiglmayr, A., Mazziotti, C., & Vogel, F. (2018, June). Collaborative learning, interdependence, and dyadic data analyses: building knowledge and community practices. Workshop conducted at the 13th International Conference of the Learning Sciences (ICLS), 23. – 27.06.2018, London, United Kingdom.

Tsovaltzi, D., Bodemer, D., Erkens, M., Heimbuch, S., Puhl, T., Schnaubert, L., & Weinberger, A. (2017, August). Effects of explicit and implicit guidance on external and self-regulation through conflict awareness. Symposium conducted at the 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), 29.08. – 02.09.2017, Tampere, Finland.

Contributions to Conferences

Radtke, A., & Schnaubert, L. (2022, September). Effekte von Unsicherheitsmarkern auf metakognitive Group Awareness und Regulationsprozesse in sozialen Medien. Paper presented at 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), 10.09. - 15.09.2022, Hildesheim, Germany.

Schnaubert, L., Aziz, R., & Schneider, S. (2022, September). The relationship between cognitive load and metacognition in multimedia learning. In S. Schneider (Organiser), Current findings on learning with multimedia. Symposium conducted at the 17th Conference of the Swiss Psychological Society, 04. – 06.09.2022, Zurich, Switzerland.

Schnaubert, L. (2022, August). Mechanisms of Group Awareness Tool Design. Paper presented at the joint EARLI 6 & 7 (Instructional Design & Technology-Enhanced Learning and Instruction) Meeting: Multidisziplinary Perspectives on Instructional Design and Technology Across all Educational Levels, 22.08. – 24.08.2022, Zollikofen, Switzerland.

Radtke, A., & Schnaubert, L. (2022, June). Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation. Paper presented at the 16th International Conference of the Learning Sciences (ICLS 2022), 06. – 10.06.2022, Hiroshima, Japan (virtual).

Schnaubert, L., Lichte, A., & Vogel, F. (2022, June). Interplay between group awareness and internal scripts: How information about knowledge and controversies triggers the activation of problem-solving script components. Paper presented at the 15th International Conference of Computer Supported Collaborative Learning (CSCL 2022), 06. – 10.06.2022, Hiroshima, Japan (virtual).

Schnaubert, L., & Krüger, J. M. (2021, September). Unterstützung von Teacher-Student Awareness in der digitalen Vorlesung. In L. Schnaubert (Organiser). Awareness Tools beim digitalen Lehren und Lernen. Symposium conducted at the conference of the Educational Psychology section of the German Psychological Society (PaePsy), 14.09. – 16.09.2021, Heidelberg, Germany (virtual).

Schlusche, C., Schnaubert, L., & Bodemer, D. (2021, September). Group Awareness Tools zur Unterstützung der akademischen Hilfesuche. In L. Schnaubert (Organiser). Awareness Tools beim digitalen Lehren und Lernen. Symposium conducted at the conference of the Educational Psychology section of the German Psychological Society (PaePsy), 14.09. – 16.09.2021, Heidelberg, Germany (virtual).

Krüger, J. M., Tasdelen, O., Küther, T., & Schnaubert, L. (2021, September). ATLAS – Ambient Teacher-Learner Awareness Solution: Ein ambient Design zur niederschwelligen Bereitstellung wissensbezogener Studierenden-Informationen in der digitalen Lehre. Paper presented at DELFI 2021 – Die 19. Fachtagung Bildungstechnologien. 15. – 16.09.2021, Dortmund, Germany (virtual).

Schnaubert, L., Schneider, S., & Baars, M. (2021, May). Multimedia effects and metacognitive monitoring – how do they relate? Paper presented at the online EARLI SIG 16 (Metacognition) Meeting, 11. – 27.05.2021 (virtual).

Schneider, S., & Schnaubert, L. (2021, May). Instructional design combined with cognitive and metacognitive processing. Paper presented at the online EARLI SIG 16 (Metacognition) Meeting, 11. – 27.05.2021 (virtual).

Greisel, M., Krukowski, S., & Schnaubert, L. (2021, April). Der Einfluss von Kursformat und Unterrichtsqualität auf Probleme Studierender beim selbstregulierten Lernen im digitalen Semester. In Greisel, M. & Drechsel, B. (Organiser). Effekte von Unterrichtsformen, Unterrichtsgestaltung und Kontextbedingungen auf Bedürfnisbefriedigung, Motivation, Probleme des selbstregulierten Lernens von Studierenden und deren Outcomes. Symposium conducted at “Corona und Bildung – Herausforderungen und Chancen aus Sicht der Bildungsforschung” of Gesellschaft für Empirische Bildungsforschung (GEBF), 22. – 24.04.2021, virtual.

Krüger, J. M., Vogel, F., & Schnaubert, L. (2020, November). Synchronous online lectures in emergency remote teaching: the role of immersion, social scripts and group awareness. Paper presented at the pre-conference workshop “Hopes and challenges of social-distance education beyond Covid-19: rethinking social interaction and computer-supported collaborative learning theory in practice” at the 28th International Conference on Computers in Education, 23. – 27.11.2020, Darwin, Australia (virtual).

Schnaubert, L., & Herold, B. (2020, November). Social-distance education: struggling with cognition, emotion or motivation during SRL? Paper presented at the pre-conference workshop “Hopes and challenges of social-distance education beyond Covid-19: rethinking social interaction and computer-supported collaborative learning theory in practice” at the 28th International Conference on Computers in Education, 23. – 27.11.2020, Darwin, Australia (virtual).

Schnaubert, L., Schneider, S., & Baars, M. (2020, September). Multimedia effects and metacognitive monitoring – how do they relate? Paper accepted to be presented at the joint conference of the EARLI SIGs 8 and 16 “Motivation and Emotion meets Metacognition and Self-Regulated Learning”, 06. – 08.09.2020, Dresden, Germany (postponed due to covid-19).

Schnaubert, L., & Vogel, F. (2020, June). Internal collaboration scripts, group awareness, and learning regulation: Towards a theoretical integration. In L. Schnaubert, F. Vogel, D. Bodemer, F. Fischer, A. Radkowitsch, R. Schmidmaier, F. Fischer, D. Tsovaltzi, T. Puhl, & R. Azevedo  (Organisers), Combining scripts, group awareness tools and self-regulated learning – theoretical implications and practical implementations. Symposium at the 14th International Conference of the Learning Sciences (ICLS) 2020, 19.06. – 23.06.2020, Nashville, TN (virtual).

Schnaubert, L., Harbarth, L., & Bodemer, D. (2020, June). A psychological perspective on data processing in cognitive Group Awareness Tools. Paper at the 14th International Conference of the Learning Sciences (ICLS) 2020, 19.06. – 23.06.2020, Nashville, TN (virtual).

Schnaubert, L., Heimbuch, S., Erkens, M., & Bodemer, D. (2019, December). Cognitive group awareness tools: versatile devices to guide learners towards discrepancies. Paper presented at the 27th International Conference on Computers in Education (ICCE), 02. – 06.12.2019, Kenting, Taiwan.

Schlusche, C., Schnaubert, L., & Bodemer, D. (2019, December). Group awareness information to support academic help-seeking. Paper presented at the 27th International Conference on Computers in Education (ICCE), 02. – 06.12.2019, Kenting, Taiwan.

Radkowitsch, A., Schnaubert, L., Vogel, F., Bodemer, D., & Fischer, F. (2019, September). Kollaborationsskripts und kognitive Group Awareness Tools: Aktivierung und Förderung von kollaborativen Lernprozessen. Poster presented at 17. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (paEpsy), 09. – 12.09.2019, Leipzig, Germany.

Schnaubert, L., Kowalski, L., & Bodemer, D. (2019, September). Metacomprehensionratings in Awareness-Tools zur Unterstützung individueller Selbstregulation. Paper presented at 17. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (paEpsy), 09. – 12.09.2019, Leipzig, Germany.

Invited Presentations

Schnaubert, L. (2022). Group Awareness und Awareness Tools. Vortrag im Rahmen des Forschungskolloquiums der Professur Psychologie digitaler Lernmedien der Technischen Universität Chemnitz, 11.01.2022, Chemnitz, Deutschland (virtuell).

Schnaubert, L. (2021). Awareness tools to support learning and instruction in higher education. Anwendungsorientierter Vortrag im Rahmen des “Pedagogical Innovation in Computer Science“-Kolloquiums (Department of Computer Science) der Durham University, 06.07.2021, Durham, UK (virtuell).

Schnaubert, L. (2021). Cognitive awareness in digital and social learning environments. Forschungsorientierter Vortrag im Rahmen des Forschungskolloquiums der Innovative Computing Arbeitsgruppe (Department of Computer Science) der Durham University, 24.06.2021, Durham, UK (virtuell).

Schnaubert, L. (2019). Bereitstellung kognitiver und metakognitiver Awareness-Informationen zur Steuerung individueller und kollaborativer Lernprozesse. Vortrag im Rahmen der interdisziplinären Vortragsreihe Bildungsforschung des Interdisziplinären Zentrums für Bildungsforschung (IZfB), 23.05.2019, Essen, Deutschland.

Schnaubert, L. (2018). Bereitstellung kognitiver und metakognitiver Informationen zur Steuerung von Lernprozessen. Eingeladener Vortrag im Rahmen des Psychologischen Forschungskolloquiums der Universität Augsburg, 18.01.2018, Augsburg, Deutschland.

Schnaubert, L. (2015). Lernen mit Group Awareness Tools: kognitive und metakognitive Informationen. Eingeladener Vortrag im Rahmen des Coffee Clubs des Lehrstuhls für Lehr- und Lernforschung der Eidgenössischen Technischen Hochschule Zürich, 10.12.2015, Zürich, Schweiz.

Schnaubert, L. (2015). Aspekte kognitiver Group Awareness Tools: kognitive und metakognitive Informationen. Eingeladener Vortrag im Rahmen des Forschungskolloquiums der Pädagogischen Psychologie und der Lehr- / Lernforschung an der Ruhr-Universität Bochum, 26.11.2015, Bochum, Deutschland.