Inge Molenaar
Cited by
Cited by
Sequential and temporal characteristics of self and socially regulated learning
I Molenaar, S Järvelä
Metacognition and Learning 9, 75-85, 2014
Metacognitive scaffolding in an innovative learning arrangement
I Molenaar, CAM van Boxtel, PJC Sleegers
Instructional Science 39, 785-803, 2011
Dynamic scaffolding of socially regulated learning in a computer-based learning environment
I Molenaar, C Roda, C van Boxtel, P Sleegers
Computers & Education 59 (2), 515-523, 2012
How teachers make dashboard information actionable
I Molenaar, CAN Knoop-van Campen
IEEE Transactions on Learning Technologies 12 (3), 347-355, 2018
Metacognitive scaffolding during collaborative learning: A promising combination
I Molenaar, P Sleegers, C van Boxtel
Metacognition and learning 9, 309-332, 2014
Dissecting sequences of regulation and cognition: Statistical discourse analysis of primary school children’s collaborative learning
I Molenaar, MM Chiu
Metacognition and learning 9, 137-160, 2014
The effects of scaffolding metacognitive activities in small groups
I Molenaar, CAM Van Boxtel, PJC Sleegers
Computers in Human Behavior 26 (6), 1727-1738, 2010
Detecting emotions through electrodermal activity in learning contexts: A systematic review
A Horvers, N Tombeng, T Bosse, AW Lazonder, I Molenaar
Sensors 21 (23), 7869, 2021
Scaffolding of small groups’ metacognitive activities with an avatar
I Molenaar, MM Chiu, P Sleegers, C van Boxtel
International journal of computer-supported collaborative learning 6, 601-624, 2011
The concept of hybrid human-AI regulation: Exemplifying how to support young learners’ self-regulated learning
I Molenaar
Computers and Education: Artificial Intelligence 3, 100070, 2022
Teacher dashboards in practice: Usage and impact
I Molenaar, C Knoop-van Campen
Data Driven Approaches in Digital Education: 12th European Conference on …, 2017
Advances in Temporal Analysis in Learning and Instruction.
I Molenaar
Frontline Learning Research 2 (4), 15-24, 2014
Towards hybrid human‐AI learning technologies
I Molenaar
European Journal of Education 57 (4), 632-645, 2022
Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data
I Molenaar, S de Mooij, R Azevedo, M Bannert, S Järvelä, D Gašević
Computers in Human Behavior 139, 107540, 2023
What can moment-by-moment learning curves tell about students’ self-regulated learning?
I Molenaar, A Horvers, RS Baker
Learning and Instruction 72, 101206, 2021
Technology‐enhanced storytelling stimulating parent–child interaction and preschool children's vocabulary knowledge
RC Teepe, I Molenaar, L Verhoeven
Journal of Computer Assisted Learning 33 (2), 123-136, 2017
How to see the classroom through the eyes of a teacher: Consistency between perceptions on diversity and differentiation practices
S Civitillo, E Denessen, I Molenaar
Journal of Research in Special Educational Needs 16, 587-591, 2016
Personalisation of learning: Towards hybrid human-AI learning technologies
I Molenaar
Blockchain, and Robots, 57-77, 2021
Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
L Lim, M Bannert, J van der Graaf, S Singh, Y Fan, S Surendrannair, ...
Computers in Human Behavior 139, 107547, 2023
Personalized visualizations to promote young learners' SRL: The learning path app
I Molenaar, A Horvers, R Dijkstra, RS Baker
Proceedings of the tenth international conference on learning analytics …, 2020
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