Wissenschaftliche Mitarbeiterin

Dr. Lenka Schnaubert

Postdoc (Forschung und Lehre)
Projektleitung "Datenverarbeitung und lernrelevante Funktionen von kognitiven Group Awareness Tools"
Assoziierte Mitarbeiterin im DFG-Projekt "Soziale Eingebundenheit und die Nutzung sozialer Ressourcen in der Studieneingangsphase"

 

Email

Raum

Telefon

lenka.schnaubert@uni-due.de

LE 635

+ 49 203 379 / 1997

Sprechstunde nach Vereinbarung

Postanschrift

Fachgebiet Psychologische Forschungsmethoden
Medienbasierte Wissenskonstruktion

Abteilung für Informatik und Angewandte Kognitionswissenschaft
Fakultät für Ingenieurwissenschaften

Universität Duisburg-Essen, Campus Duisburg
Lotharstraße 65
D-47057 Duisburg

Forschungsinteressen

  • Computer-Supported Collaborative Learning

  • Group Awareness

  • Metacognition

  • Self-Regulated Learning

  • Multimedia Learning

Curriculum Vitae und Lehrerfahrung

Mitarbeit in wissenschaftlichen Komitees

  • Co-Chair der Special Interest Group “Computer-supported Collaborative Learning and Learning Sciences” der Asia-Pacific Society for Computers in Education (2020/2021).
  • Mitglied des Workshopkomitees (Workshops and Tutorials Co-Chair) der 13th International Conference on Computer Supported Collaborative Learning (CSCL 2019) in Lyon, Frankreich.

Mitgliedschaften

  • DGPs - Deutsche Gesellschaft für Psychologie (Fachgruppe Pädagogische Psychologie) https://www.dgps.de/
  • EARLI - European Association for Research on Learning and Instruction (Special Interest Group Metacognition) https://earli.org/
  • iZfB - Interdisziplinäres Zentrum für Bildungsforschung https://www.uni-due.de/izfb/
  • ISLS - International Society of the Learning Sciences https://www.isls.org/
  • APSCE - Asia-Pacific Society for Computers in Education https://apsce.net/
  • UniWiND Netzwerk "Gute wissenschaftliche Praxis vermitteln“

Förderungen und Auszeichnungen

  • 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.

  • 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.

  • 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

Publikationen in Fachzeitschriften (peer-reviewed)

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. doi: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. doi:10.1007/s13138-011-0031-5

Buchkapitel und Beiträge in Konferenzbänden (peer-reviewed)

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

Schnaubert, L., Harbarth, L., & Bodemer, D. (in press). A psychological perspective on data processing in cognitive Group Awareness Tools. Proceedings of the 14th International Conference of the Learning Sciences (ICLS 2020). Nashville, TN: International Society of the Learning Sciences.

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.

Bodemer, D., & Schnaubert, L. (2018). Group Awareness-Tools beim technologieunterstützen Lernen. In H. Niegemann, & A. Weinberger (Eds.). Lernen mit Bildungstechnologien. Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-662-54373-3_30-1

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.

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. Retrieved from: https://www.isls.org/icls/2016/docs/ICLS2016_Volume_1_30June2016.pdf

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. doi: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. doi: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. doi:10.1007/978-3-642-23985-4_29

Eichelmann, A., Schnaubert, L., Narciss, S., Melis, E. & Goguadze, G. (2011). Design und Evaluation von interaktiven webbasierten Bruchrechenaufgaben. In H. Rohland, A. Kienle & S. Friedrich (Hrsg.), DeLFI 2011 – Die 9. e-Learning Fachtagung Informatik (S. 31-42). Bonn: Köllen Verlag. Retrieved from http://www.academia.edu/1799097/Design_und_Evaluation_von_interaktiven_webbasierten_Bruchrechenaufgaben

Organisation von Symposien und Workshops

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.

Konferenzbeiträge

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.

Bodemer, D., Erkens, M., Schlusche, C., & Schnaubert, L. (2019, September). Unterstützung kooperativer Lernprozesse durch Erfassung, Transformation und Darstellung wissensbezogener Informationen über Lernpartner. In H. Bellhäuser (Organiser), Kooperatives Lernen in der online-gestützten Hochschullehre: Interventionen zur Verbesserung von Gruppenformation, Wissens-ko-konstruktion und Group Awareness. Symposium conducted at 17. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (paEpsy), 09. – 12.09.2019, Leipzig, Germany.

Schnaubert, L., Kowalski, L., & Bodemer, D. (2019, August). Providing metacomprehension-ratings to support self-regulated learning with texts. Paper presented at the 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), 12. – 16.08.2019, Aachen, Germany.

Bodemer, D., Erkens, M., Schlusche, C., & Schnaubert, L. (2019, February). Unterstützung kooperativer Lernprozesse durch Erfassung, Transformation und Darstellung wissensbezogener Informationen über Lernpartner. In H. Bellhäuser (Organiser), Kooperatives Lernen in der online-gestützten Hochschullehre: Interventionen zur Verbesserung von Gruppenformation, Wissens-ko-konstruktion und Group Awareness. Symposium conducted at 7. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 25. – 27.02.2019, Cologne, Germany.

Schnaubert, L., Krukowski, S., & Bodemer, D. (2018, September). Der Einfluss sozio-kognitiver Informationen auf die metakognitive Steuerung von Lernprozessen. Paper presented at 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), 15. – 20.09.2018, Frankfurt, Germany.

Schnaubert, L., Krukowski, S., & Bodemer, D. (2018, August). Socio-cognitive information as trigger for metacognitive re-evaluation processes. Paper presented at the 8th Biennial Meeting of the EARLI SIG 16 Metacognition, 27. – 30.08.2018, Zurich, Switzerland.

Schnaubert, L. (2018, August). Discussion. In J. G. G. M. A. Kielstra (Organiser), How to support student regulation by manipulating task conditions. Symposium conducted at the 8th Biennial Meeting of the EARLI SIG 16 Metacognition, 27. – 30.08.2018, Zurich, Switzerland.

Schlusche, C., Schnaubert, L., & Bodemer, D. (2018, August). Supporting academic help-seeking: providing group awareness information in a Moodle-based blended-learning course. Paper presented at the joint EARLI SIG 7 (Technology-Enhanced Learning and Instruction) and SIG 6 (Instructional Design) Meeting, 22. – 24.08.2018, Bonn, Germany.

Schnaubert, L., & Bodemer, D. (2018, June). Interdependence as a treatment effect: an example from group awareness research. Poster presented at the 13th International Conference of the Learning Sciences, (ICLS), 23. – 27.06.2018, London, United Kingdom.

Schnaubert, L., & Bodemer, D. (2017, September). Der Einfluss kognitiver und metakognitiver Group Awareness-Informationen auf kollaborative Lernprozesse und Lernergebnisse. Paper presented at 16. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PaEpsy), 11. – 14.09.2017, Münster, Germany.

Schnaubert, L., Erkens, M., Heimbuch, S., & Bodemer, D. (2017, August). Implicit guidance by fostering conflict awareness in collaborative learning scenarios. In D. Tsovaltzi, D. Bodemer, M. Erkens, S. Heimbuch, T. Puhl, L. Schnaubert, & A. Weinberger (Organisers), 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.

Schnaubert, L., & Bodemer, D. (2017, August). Confidence- and conflict-based regulation in individual and collaborative learning. Paper presented at the 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), 29.08. – 02.09.2017, Tampere, Finland.

Schnaubert, L., Heimbuch, S., & Bodemer, D. (2016, November). Extracting selection strategies: comparing measures to analyze sequential data. Poster presented at the 1st Biennial Meeting of the EARLI SIG 27 Online Measures of Learning Processes, 29.11. – 01.12.2016, Oulu, Finland.

Schnaubert, L., & Bodemer, D. (2016, September). Kognitive und metakognitive Group Awareness-Informationen in individuellen und kollaborativen Lernszenarien. Paper presented at 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), 18. – 22.09.2016, Leipzig, Germany. 

Schnaubert, L., Geerdes, K., & Bodemer, D. (2016, August). Socio-cognitive conflict and individual regulation of study. Paper presented at the 7th Biennial Meeting of the EARLI SIG 16 Metacognition, 23. – 26.08.2016, Nijmegen, Netherlands.

Schnaubert, L., & Bodemer, D. (2016, June). How socio-cognitive information affects individual study decisions. Paper presented at the 12th International Conference of the learning Sciences (ICLS), 20. – 24.06.2016, Singapore.

Schnaubert, L., & Bodemer, D. (2015, September). Unterstützung von Lernprozessen durch Prompting von metakognitiven Überwachungsprozessen und die Visualisierung deren Ergebnisse im Lernprozess. Poster presented at 15. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPs), 14. – 16.09.2015, Kassel, Germany.

Schnaubert, L. (2015, June). Subjective validity ratings to support shared knowledge construction in CSCL. Poster presented at the Doctoral Consortium Workshop of the 11th International Conference on Computer Supported Collaborative Learning (CSCL), 07. – 08.06.2015, Gothenburg, Sweden.

Schnaubert, L., & Bodemer, D. (2014, December). Supporting regulatory processes by prompting and visualising monitoring judgments. Poster presented at the 22nd International Conference on Computers in Education (ICCE), 30.11. – 04.12.2014, Nara, Japan.

Eichelmann, A., Narciss, S., & Schnaubert, L. (2013, August). Learning from errors through tasks-with-typical-errors. Paper presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), 27. – 31.08.2013, Munich, Germany.

Andrès, E., Sosnovsky, S., Schnaubert, L., & Narciss, S. (2013, January). Using fine-grained interaction data to improve models of problem solving. Paper presented at the Workshop on Data Analysis and Interpretation for Learning Envionments (DAILE) at the 4th STELLAR Alpine Rendez-Vous, 28. – 30.01.2013, Villard-de-Lans, France.

Eichelmann, A., Narciss, S., Schnaubert, L., Goguadze, G., & Melis, E. (2012, September).  Lernen aus Fehlern mit tasks-with-typical-errors. Poster presented at 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), 23. – 27.09.2012, Bielefeld, Germany.

Schnaubert, L., Andrès, E., Narciss, S., Sosnovsky, S., Eichelmann, A., & Goguadze, G. (2012, September). Using local and global self-evaluations to predict students' problem solving behaviour. Paper presented at the 7th European Conference on Technology Enhanced Learning (EC-TEL), 18. – 21.09.2012, Saarbrücken, Germany.

Eichelmann, A., Andrès, E., Schnaubert, L., Narciss, S., & Sosnovsky, S. (2012, September). Interaktive Fehler-Finde und Korrektur-Aufgaben. Eine Akzeptanz und Usability-Studie bei Sechst- und Siebtklässlern. Paper presented at Jahrestagung der Gesellschaft für Medien und Wissenschaft (GMW): Digitale Medien – Werkzeuge für exzellente Forschung und Lehre, 10. – 13.09.2012, Vienna, Austria.

Schnaubert, L., Andrès, E., Narciss, S., Eichelmann, A., Goguadze, G., & Sosnovsky, S. (2012, September). The impact of students’ self-evaluation of competence on learning behaviour within multi-trial learning tasks. In L. Moták (Organiser), Self-evaluation, but not only? On links that rely self-evaluation to (better) learning outcomes. Symposium conducted at the 5th Biennial Meeting of the EARLI SIG 16 Metacognition, 05. – 08.09.2012, Milan, Italy. 

Schnaubert, L., Andrès, E., Eichelmann, A., Narciss, S., Goguadze, G., & Sosnovsky, S. (2012, September). Behavioural differences following high- vs. low-confidence errors within a tutoring learning environment for fraction learning. Paper presented at the 5th Biennial Meeting of the EARLI SIG 16 Metacognition, 05. – 08.09.2012, Milan, Italy.

Schnaubert, L., Andrès, E., Narciss, S., Sosnovsky, S., Eichelmann, A., & Goguadze, G. (2012, September). Differential feedback effects within multi-trial web-based learning tasks. Paper presented at the joint EARLI SIG 7 (Learning and Instruction with Computers) and SIG 6 (Instructional Design) Meeting, 11. – 13.09.2012, Bari, Italy.

Narciss, S., Schnaubert, L., Eichelmann, A., Andrès, E., & Goguadze, G. (2012, August). Investigating the impact of perceived competence on student behaviour through logfile analyses. Paper presented at the 13th International Conference on Motivation – Motivation in all Spheres of Life, 28. – 30.08.2012, Frankfurt am Main, Germany.

Schnaubert, L., Andrès, E., Narciss, S., Eichelmann, A., Goguadze, G., & Melis, E. (2011, September). Student behavior in error-correction-tasks and its relation to perception of competence. Paper presented at the 6th European Conference on Technology Enhanced Learning (EC-TEL), 20. – 23.09.11, Palermo, Italy.

Schnaubert, L., Andrès, E., Narciss, S., Eichelmann, A., Goguadze, G. & Melis, E. (2011, September). Lernerverhalten beim Bearbeiten von web-basierten Fehler-Korrektur-Aufgaben. Paper presented at 13. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPs), 14. – 16.09.11, Erfurt, Germany.

Eichelmann, A., Schnaubert, L., Narciss, S., Goguadze, G. & Melis, E. (2011, September). Lernen aus Fehlern mit Task-with-Typical-Error-Aufgaben: Usability und Vorwissen. Paper presented at 13. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPs), 14. – 16.09.2011, Erfurt, Germany.

Eichelmann, A., Narciss, S., Schnaubert, L., Melis, E. & Goguadze, G. (2011, September). Design und Evaluation von interaktiven webbasierten Bruchrechenaufgaben. Paper presented at DeLFI – Die 9. e-Learning Fachtagung Informatik, 05. – 08.09.2011, Dresden, Germany.

Schnaubert, L., & Narciss, S. (2011, September). Assessment of fraction competencies on the basis of a two-dimensional competency-model. Paper presented at the 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), 30.08. – 03.09.11, Exeter, United Kingdom.

Eingeladene Vorträge

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.