Eetu Haataja
Cited by
Cited by
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
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
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
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
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
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
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
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
Detecting shared physiological arousal events in collaborative problem solving
M Dindar, S Järvelä, A Nguyen, E Haataja, AÇ İricioğlu
Contemporary Educational Psychology, 102050, 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
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
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
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
The role of metacognitive monitoring in regulation at multiple levels of collaborative learning
E Haataja
University of Oulu, 2022
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
Oppijan kognitio, motivaatio ja tunteet–Kuinka tukea oppimista monimuotoisissa oppimisympäristöissä?
T Törmänen, E Haataja
Digitaalista pedagogiikkaa, 97, 0
The system can't perform the operation now. Try again later.
Articles 1–16