Emely Hoch
Leibniz Institute for Neurobiology
9 Papers
10 Citations
Emely Hoch is an academic researcher from Leibniz Institute for Neurobiology. The author has contributed to research in topics: Cognition & Computer science. The author has an hindex of 2, co-authored 5 publications. Previous affiliations of Emely Hoch include University of Tübingen.
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Papers
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?
Tim Fütterer,Emely Hoch,Andreas Lachner,Katharina Scheiter,Kathleen Stürmer +4 more
TL;DR: In this article , the authors used data from 729 ninth graders to investigate how student-observed learning activities when using technology at a distance were related to students' effort in learning in two subjects (mathematics, German).
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[Concerns of teachers during school closings: analyzing communication in the twitter-lehrerzimmer regarding opportunities and challenges of digital teaching].
Tim Fütterer,Emely Hoch,Kathleen Stürmer,Andreas Lachner,Christian Fischer,Katharina Scheiter,Katharina Scheiter +6 more
TL;DR: In this paper, eine analyzes der Kommunikation der Online-Community Twitter-Lehrerzimmer erlaubte Einblick in aktuelle Themen and ermoglichte zudem den Vergleich von Themen vor und wahrend der Schulschliesungen.
Comparing Mental Effort, Difficulty, and Confidence Appraisals in Problem-Solving: A Metacognitive Perspective
TL;DR: In this paper , the authors examined the potential underlying bases and the predictive value of mental effort and difficulty appraisals compared to confidence appraisal by applying metacognitive concepts and paradigms.
The intention was good: How promoting strategy use does not improve multimedia learning for secondary students.
TL;DR: In this paper, the authors investigated whether students would benefit from instructional support regarding the use of multimedia learning strategies and found that additional support like prompts or if-then plans would be necessary to enhance learning.
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Can Monitoring Prompts Help to Reduce a Confidence Bias When Learning With Multimedia?
TL;DR: This paper investigated whether monitoring prompts affect metacognitive accuracy, subsequent learning behavior, and performance: one group repeatedly received prompts, whereas a control group did not, and found that prompted learners provided longer answers to retrieval tasks, which increased their posttest performance (indirect mediation).
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