Matthias Nückles

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Although learning protocols seem to be a promising possibility as a form of follow-up course work, cognitive and metacognitive learning activities proved to be suboptimal in “naive” protocols. Therefore, learning protocols were structured by prompts to elicit cognitive and metacognitive learning activities and thereby improve their effects. An experiment(More)
Despite a plethora of recommendations for personalization techniques, such approaches often lack empirical justification and their benefits to users remain obscure. The study described in this paper takes a step towards filling this gap by introducing an evidence-based approach for deriving adaptive interaction techniques. In a dialogue experiment with 36(More)
To give effective and efficient advice to laypersons, experts should adapt their explanations to the layperson's knowledge. However, experts often fail to consider the limited domain knowledge of laypersons. To support adaptation in asynchronous helpdesk communication, researchers provided computer experts with information about a layperson's knowledge. A(More)
Learning protocols are a promising follow-up course work. A learning protocol is a written explication of one’s learning processes and outcomes. According to the self-regulation view of writing-to-learn, such writing assignments have to be supported. In this study, learning protocols were structured by prompts to elicit important learning activities as they(More)
How flexible are Internet experts in taking the perspective of laypersons? A Web experimental approach is presented that examines the Internet experts' perspective taking in planning explanations for laypersons. The Internet was the topic to be communicated and it also provided the means to implement the experimental method. Participants rated how(More)
Cognitive and metacognitive prompts are a central support procedure in eHELp a computer-based environment that supports the writing of learning protocols. In order to investigate the effectiveness of adapting prompts, 79 students revised a learning protocol in eHELp either supported by prompts that were adapted on the basis of the results of an integrated(More)