| What multimodal data can tell us about the students’ regulation of their learning process S Järvelä, J Malmberg, E Haataja, M Sobocinski, PA Kirschner Learning and Instruction. https://doi. org/10.1016/j. learninstruc 4, 2019 | 142 | 2019 |
| Going beyond what is visible: What multichannel data can reveal about interaction in the context of collaborative learning? J Malmberg, S Järvelä, J Holappa, E Haataja, X Huang, A Siipo Computers in Human Behavior 96, 235-245, 2019 | 123 | 2019 |
| Monitoring in collaborative learning: Co-occurrence of observed behavior and physiological synchrony explored E Haataja, J Malmberg, S Järvelä Computers in Human Behavior 87, 337-347, 2018 | 111 | 2018 |
| A collaborative learning design for promoting and analyzing adaptive motivation and emotion regulation in the science classroom H Järvenoja, J Malmberg, T Törmänen, K Mänty, E Haataja, S Ahola, ... Frontiers in Education, 111, 2020 | 69 | 2020 |
| What does physiological synchrony reveal about metacognitive experiences and group performance? M Dindar, S Järvelä, E Haataja British Journal of Educational Technology 51 (5), 1577-1596, 2020 | 59 | 2020 |
| Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning E Haataja, M Dindar, J Malmberg, S Järvelä Learning and Individual Differences 96, 102146, 2022 | 53 | 2022 |
| Are we together or not? The temporal interplay of monitoring, physiological arousal and physiological synchrony during a collaborative exam J Malmberg, E Haataja, T Seppänen, S Järvelä International Journal of Computer-Supported Collaborative Learning 14 (4 …, 2019 | 49 | 2019 |
| Matching self-reports with electrodermal activity data: Investigating temporal changes in self-regulated learning M Dindar, J Malmberg, S Järvelä, E Haataja, PA Kirschner Education and Information Technologies 25 (3), 1785-1802, 2020 | 47 | 2020 |
| Detecting shared physiological arousal events in collaborative problem solving M Dindar, S Järvelä, A Nguyen, E Haataja, AÇ İricioğlu Contemporary Educational Psychology, 102050, 2022 | 36 | 2022 |
| The pivotal role of monitoring for collaborative problem solving seen in interaction, performance, and interpersonal physiology E Haataja, J Malmberg, M Dindar, S Järvelä Metacognition and Learning 17 (1), 241-268, 2022 | 26 | 2022 |
| Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations J Malmberg, E Haataja, S Järvelä Metacognition and Learning, 1-19, 2022 | 13 | 2022 |
| Modeling the complex interplay between monitoring events for regulated learning with psychological networks J Malmberg, M Saqr, H Järvenoja, E Haataja, HJ Pijeira-Díaz, S Järvelä The Multimodal Learning Analytics Handbook, 79-104, 2022 | 7 | 2022 |
| Multimodal Measures Characterizing Collaborative Groups’ Interaction and Engagement in Learning J Malmberg, E Haataja, T Törmänen, H Järvenoja, K Zabolotna, S Järvelä Unobtrusive Observations of Learning in Digital Environments: Examining …, 2023 | 2 | 2023 |
| The role of metacognitive monitoring in regulation at multiple levels of collaborative learning E Haataja University of Oulu, 2022 | 1 | 2022 |
| A momentary view of engagement in collaborative learning: Triangulation through multimodal data E Haataja, T Törmänen, M Somerville, J Malmberg, H Järvenoja, ... Frontline Learning Research, 2024 | | 2024 |
| Learners’ Linguistic Alignment and Physiological Synchrony: Identifying Trigger Events that Invite Socially Shared Regulation of Learning J Lämsä, J Edwards, E Haataja, M Sobocinski, P Peña, A Nguyen, ... Journal of Learning Analytics, 1-18, 2024 | | 2024 |
| Oppijan kognitio, motivaatio ja tunteet–Kuinka tukea oppimista monimuotoisissa oppimisympäristöissä? T Törmänen, E Haataja Digitaalista pedagogiikkaa, 97, 2023 | | 2023 |
| Designing and implementing multimodal data collection in classroom to capture metacognition in collaborative learning. J Malmberg, S Järvelä, H Järvenoja, E Haataja, A Cini CrossMMLA@ LAK, 23-29, 2020 | | 2020 |
Sanna JarvelaProfessor in Learning Sciences and Educational Technology, University of Oulu在 oulu.fi 的电子邮件经过验证
