From Conflict to Dialogue: On Attack and Defence in On-Line Assistance. - Peter W. Fach; Maria Bannert; Klaus Kunkel (VCHCI, 1993)

The influence of design decisions on the usability of direct manipulation user interfaces. - Klaus Kunkel; Maria Bannert; Peter W. Fach (Behav. Inf. Technol., 1995)

TWINS: Training Wheels für Windows-Applikationen. - Peter W. Fach; Maria Bannert (Software-Ergonomie, 1997)

Training wheels: an "old" method for designing modern and adaptable learning environments. - Peter W. Fach; Maria Bannert (HCI (2), 1999)

Design und Evaluation von EDV-Lernumgebungen. - Maria Bannert (Software-Ergonomie, 1999)

The effects of training wheels and self-learning materials in software training. - Maria Bannert (J. Comput. Assist. Learn., 2000)

Guest Editorial: approaches to the design of software training. - Maria Bannert; Peter Reimann 001 (J. Comput. Assist. Learn., 2000)

Effects of a metacognitive support device in learning environments. - Maria Bannert; Melanie Hildebrand; Christoph Mengelkamp (Comput. Hum. Behav., 2009)

A closer look on social presence as a causing factor in computer-mediated collaboration. - Miriam Weinel; Maria Bannert; Jörg Zumbach; Heinz Ulrich Hoppe; Nils Malzahn (Comput. Hum. Behav., 2011)

Exploring regulatory processes during a computer-supported collaborative learning task using process mining. - Cornelia Schoor; Maria Bannert (Comput. Hum. Behav., 2012)

e-Research and learning theory: What do sequence and process mining methods contribute? - Peter Reimann 001; Lina Markauskaite; Maria Bannert (Br. J. Educ. Technol., 2014)

Discovering the Effects of Metacognitive Prompts on the Sequential Structure of SRL-Processes Using Process Mining Techniques. - Christoph Sonnenberg; Maria Bannert (J. Learn. Anal., 2014)

Short- and long-term effects of students' self-directed metacognitive prompts on navigation behavior and learning performance. - Maria Bannert; Christoph Sonnenberg; Christoph Mengelkamp; Elisabeth Pieger (Comput. Hum. Behav., 2015)

Relevance of learning analytics to measure and support students' learning in adaptive educational technologies. - Maria Bannert; Inge Molenaar; Roger Azevedo; Sanna Järvelä; Dragan Gasevic (LAK, 2017)

Differential effects of students' self-directed metacognitive prompts. - Elisabeth Pieger; Maria Bannert (Comput. Hum. Behav., 2018)

Using Process Mining to examine the sustainability of instructional support: How stable are the effects of metacognitive prompting on self-regulatory behavior? - Christoph Sonnenberg; Maria Bannert (Comput. Hum. Behav., 2019)

Facilitating Self-Regulated Learning with Personalized Scaffolds on Student's own Regulation Activities. - Joep van der Graaf; Inge Molenaar; Kia Puay Lim; Yizhou Fan; Katharina Engelmann; Dragan Gasevic; Maria Bannert (CrossMMLA@LAK, 2020)

Do Instrumentation Tools Capture Self-Regulated Learning? - Joep van der Graaf; Lyn Lim; Yizhou Fan; Jonathan Kilgour; Johanna D. Moore; Maria Bannert; Dragan Gasevic; Inge Molenaar (LAK, 2021)

Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments? - Katharina Engelmann; Maria Bannert; Nadine Melzner (Res. Pract. Technol. Enhanc. Learn., 2021)

Using Learner Trace Data to Understand Metacognitive Processes in Writing from Multiple Sources. - Mladen Rakovic; Yizhou Fan; Joep van der Graaf; Shaveen Singh; Jonathan Kilgour; Lyn Lim; Johanna D. Moore; Maria Bannert; Inge Molenaar; Dragan Gasevic (LAK, 2022)

Effects of Internal and External Conditions on Strategies of Self-regulated Learning: A Learning Analytics Study. - Namrata Srivastava; Yizhou Fan; Mladen Rakovic; Shaveen Singh; Jelena Jovanovic 001; Joep van der Graaf; Lyn Lim; Surya Surendrannair; Jonathan Kilgour; Inge Molenaar; Maria Bannert; Johanna D. Moore; et al. (LAK, 2022)

Using HeuristicsMiner to Analyze Problem-Solving Processes: Exemplary Use Case of a Productive-Failure Study. - Christian Hartmann 005; Nikol Rummel; Maria Bannert (J. Learn. Anal., 2022)

VRMeta-REG Tool to Support Student's Collaboration in Social VR. - Laura C. J. Pflieger; Christian Hartmann 005; Maria Bannert (ICAT-EGVE (Posters & Demos), 2023)

Reinforcement learning for automatic detection of effective strategies for self-regulated learning. - Ikenna Osakwe; Guanliang Chen; Yizhou Fan; Mladen Rakovic; Xinyu Li 004; Shaveen Singh; Inge Molenaar; Maria Bannert; Dragan Gasevic (Comput. Educ. Artif. Intell., 2023)

Effects of real-time analytics-based personalized scaffolds on students' self-regulated learning. - Lyn Lim; Maria Bannert; Joep van der Graaf; Shaveen Singh; Yizhou Fan; Surya Surendrannair; Mladen Rakovic; Inge Molenaar; Johanna D. Moore; Dragan Gasevic (Comput. Hum. Behav., 2023)

Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data. - Inge Molenaar; Susanne M. M. de Mooij; Roger Azevedo; Maria Bannert; Sanna Järvelä; Dragan Gasevic (Comput. Hum. Behav., 2023)

Towards a fuller picture: Triangulation and integration of the measurement of self-regulated learning based on trace and think aloud data. - Yizhou Fan; Mladen Rakovic; Joep van der Graaf; Lyn Lim; Shaveen Singh; Johanna D. Moore; Inge Molenaar; Maria Bannert; Dragan Gasevic (J. Comput. Assist. Learn., 2023)

Harnessing the potential of trace data and linguistic analysis to predict learner performance in a multi-text writing task. - Mladen Rakovic; Sehrish Iqbal; Tongguang Li; Yizhou Fan; Shaveen Singh; Surya Surendrannair; Jonathan Kilgour; Joep van der Graaf; Lyn Lim; Inge Molenaar; Maria Bannert; Johanna D. Moore; et al. (J. Comput. Assist. Learn., 2023)

Imagine & immerse yourself: Does visuospatial imagery moderate learning in virtual reality? - Christian Hartmann 005; Younes Orli-Idrissi; Laura Claudia Johanna Pflieger; Maria Bannert (Comput. Educ., 2023)

DataliVR: Transformation of Data Literacy Education through Virtual Reality with ChatGPT-Powered Enhancements. - Hong Gao 008; Haochuan Huai; Sena Yildiz-Degirmenci; Maria Bannert; Enkelejda Kasneci (ISMAR, 2024)

Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry. - Matthias Stadler; Maria Bannert; Michael Sailer (Comput. Hum. Behav., 2024)

Taking the Next Step with Generative Artificial Intelligence: The Transformative Role of Multimodal Large Language Models in Science Education. - Arne Bewersdorff; Christian Hartmann 005; Marie Hornberger; Kathrin Seßler; Maria Bannert; Enkelejda Kasneci; Gjergji Kasneci; Xiaoming Zhai; Claudia Nerdel (CoRR, 2024)

How do students learn with real-time personalized scaffolds? - Lyn Lim; Maria Bannert; Joep van der Graaf; Yizhou Fan; Mladen Rakovic; Shaveen Singh; Inge Molenaar; Dragan Gasevic (Br. J. Educ. Technol., 2024)

Towards prescriptive analytics of self-regulated learning strategies: A reinforcement learning approach. - Ikenna Osakwe; Guanliang Chen; Yizhou Fan; Mladen Rakovic; Shaveen Singh; Lyn Lim; Joep van der Graaf; Johanna D. Moore; Inge Molenaar; Maria Bannert; Alexander Whitelock-Wainwright; Dragan Gasevic (Br. J. Educ. Technol., 2024)

Investigating learning processes through analysis of navigation behavior using log files. - Kerstin Huber; Maria Bannert (J. Comput. High. Educ., 2024)

The Role of Enjoyment and Epistemic Emotions in Middle School AR Learning: A Quasi-Experimental Field Study. - Daniela Olea-Ibarra; Christian Hartmann 005; Maria Bannert (J. Comput. Assist. Learn., 2025)

FLoRA Engine: Using Analytics to Measure and Facilitate Learners' Own Regulation Activities. - Xinyu Li 004; Yizhou Fan; Tongguang Li; Mladen Rakovic; Shaveen Singh; Joep van der Graaf; Lyn Lim; Johanna D. Moore; Inge Molenaar; Maria Bannert; Dragan Gasevic (J. Learn. Anal., 2025)