Michael Sailer
Ludwig Maximilian University of Munich
Competence (human resources)Human–computer interactionHigher educationEducational psychologyMathematics educationSelf-determination theoryPsychologyDomain (software engineering)Cognitive psychologyClass (computer programming)Information retrievalAnnotationConstructiveTask (project management)Multiple sclerosisTeacher educationDiagnostic reasoningSocial relatednessAffect (psychology)Computer scienceProcess (engineering)Game designMedical educationKnowledge managementAutonomyOperationalization
46Publications
8H-index
671Citations
Publications 44
Newest
#1Shurui Bai (HKU: University of Hong Kong)H-Index: 1
#2Khe Foon Hew (HKU: University of Hong Kong)H-Index: 50
Last. Chengyuan Jia (HKU: University of Hong Kong)H-Index: 2
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Abstract null null Leaderboards, a key topic in the gamification literature, are often used to enhance student engagement and motivation through social comparison. Previous research has examined the overall effects of leaderboard versus a no leaderboard condition but paid less attention to how positions on different types of leaderboard may affect students' learning performance, intrinsic motivation, and course engagement. In the two studies, we exposed 50 postgraduate students from two fully on...
1 CitationsSource
#1Anika RadkowitschH-Index: 2
#2Michael SailerH-Index: 8
Last. Frank FischerH-Index: 63
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Abstract We investigated how medical students' collaborative diagnostic reasoning, particularly evidence elicitation and sharing, can be facilitated effectively using agent-based simulations. Providing adaptive collaboration scripts has been suggested to increase effectiveness, but existing evidence is diverse and could be affected by unsystematic group constellations. Collaboration scripts have been criticized for undermining learners' agency. We investigate the effect of adaptive and static sc...
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#1Michael Sailer (LMU: Ludwig Maximilian University of Munich)H-Index: 8
#2Florian Schultz-Pernice (LMU: Ludwig Maximilian University of Munich)H-Index: 3
Last. Frank Fischer (LMU: Ludwig Maximilian University of Munich)H-Index: 63
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Abstract We propose a model of contextual facilitators for learning activities involving technology (in short: C♭-model) for both on-site and distance learning environments in higher education. The C♭-model aims at systematizing research on digital teaching and learning and offers a roadmap for future research to understand the complex dynamic of factors that lead to successful digital teaching and learning in higher education via suitable learning activities. First, we introduce students’ learn...
12 CitationsSource
#1Michael Sailer (LMU: Ludwig Maximilian University of Munich)H-Index: 8
#2Julia Murböck (LMU: Ludwig Maximilian University of Munich)H-Index: 1
Last. Frank Fischer (LMU: Ludwig Maximilian University of Munich)H-Index: 63
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Abstract We investigated how often teachers apply digital technology in their teaching and which student learning activities teachers initiate. Further, we analyzed factors relating to technology use. 410 teachers in our sample, representative for the state of Bavaria (Germany), reported that they spend a substantial amount of time using digital technologies in a typical lesson. Results indicated that rather teachers’ basic digital skills and technology-related teaching skills than digital techn...
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#1Anne Lohr (LMU: Ludwig Maximilian University of Munich)H-Index: 1
#2Matthias Stadler (LMU: Ludwig Maximilian University of Munich)H-Index: 11
Last. Michael Sailer (LMU: Ludwig Maximilian University of Munich)H-Index: 8
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Abstract This study investigated the initiation of digitally supported learning activities and personal and institutional factors associated with them in different higher education courses, based on the C♭-model. The C♭-model is a theoretical framework that systematizes contextual factors, which influence students‘ learning activities as the most important facilitator of students’ learning success. Using a self-assessment instrument with anchored scenarios in a sample of 1625 higher education te...
6 CitationsSource
#1Matthias Stadler (LMU: Ludwig Maximilian University of Munich)H-Index: 11
#2Nicola Kolb (LMU: Ludwig Maximilian University of Munich)
Last. Michael Sailer (LMU: Ludwig Maximilian University of Munich)H-Index: 8
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To slow the spread of COVID-19, many universities have had to move to online teaching, which entails changing exams from in-person to online Online exams can facilitate cheating when there is no direct proctoring To provide some form of control in unproctored exams, Cluskey et al (2011) suggested having substantial time pressure;yet there are no clear recommendations on how to implement it We conducted an experiment comparing three implementations of time pressure (individual allocation of time,...
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#1Michael Sailer (LMU: Ludwig Maximilian University of Munich)H-Index: 8
#2Matthias Stadler (LMU: Ludwig Maximilian University of Munich)H-Index: 11
Last. Samuel Greiff (University of Luxembourg)H-Index: 29
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In pandemic crises such as the COVID-19 pandemic, individuals’ behavior has a strong impact on epidemiological processes Compliance with prevention guidelines, such as social distancing, is critical to avoid further spreading an infectious disease or to slow down its spread However, some individuals also or instead engage in panic behavior, such as hoarding We investigate how education prepares individuals to respond adequately by modelling the path from seeking information about COVID-19 to eve...
1 CitationsSource
#1Maximilian C. Fink (LMU: Ludwig Maximilian University of Munich)H-Index: 1
#2Anika Radkowitsch (LMU: Ludwig Maximilian University of Munich)H-Index: 2
Last. Martin R. Fischer (LMU: Ludwig Maximilian University of Munich)H-Index: 28
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Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The frame...
1 CitationsSource
#1Michael Sailer (LMU: Ludwig Maximilian University of Munich)H-Index: 8
#2Matthias Stadler (LMU: Ludwig Maximilian University of Munich)H-Index: 11
Last. Frank Fischer (LMU: Ludwig Maximilian University of Munich)H-Index: 63
view all 8 authors...
Abstract Instruments that assess teachers’ skills and attitudes on the basis of a broad range of specific standards and demands for teaching with digital technologies are lacking to date. Based on the K19 framework, we validated the scenario-based instrument IN.K19 that simultaneously assesses technology-related teaching skills and attitudes via self-assessment. In our study with N = 90 teachers and student teachers with teaching experience, we demonstrate that the instrument has satisfactory fa...
6 CitationsSource
#1Sabine Seufert (HSG: University of St. Gallen)H-Index: 16
#2Josef Guggemos (HSG: University of St. Gallen)H-Index: 4
Last. Michael Sailer (LMU: Ludwig Maximilian University of Munich)H-Index: 8
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Abstract This is the introductory article for the special issue “Technology-related knowledge, skills, and attitudes of pre- and in-service teachers”. It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge...
13 CitationsSource