- Learning by exploration and by instruction
- Learner restrict their problem space remarkably well when exploring the algebra tutor. In cooperation with John R. Anderson we investigate limits of learning by exploration and how to imrove these processes by instruction.
- Correspondingly, German learners improve their English grammar skills most when exploring freely examples of a web grammar. In cooperation with Josef F. Krems we investigate which kind of instruction supports which kind of learning most for which kind of materials provided.
- he-she-it? In cooperation with Maria Pilar Larranaga we investigate how English learners acquire the Spanish gebus system. In parallel, German students rated characters of the Harry Potter story and produced magical correspondances...
- Complex Problem Solving
- Which engine, brakes and transmission result in the fastest car for a specific racing track? And which type of instruction, feedback and level of complexity enable my students to be good constructors?
- Learning with (Adaptive) Hypertext
- Smart learners adapt to tutoring systems and learn from their errors. Smart tutors adapt to their learners and support them to improve their performance. In cooperation with Peter Brusilovsky we investigate how the learner model can profit from online learning processes and can help learners to reach their actual learning and processing goals.
- Cognitive Modeling, Eye Movement Studies
- For understanding in detail, which strategies learners use when interacting with the algebra tutor, the online-grammar, or the car racing system we record their eye movements in addition to their performance and model their behavior in ACT-R models for each task.
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