Lenka Schnaubert

Assistant Professor

University of Nottingham

United Kingdom

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Lenka Schnaubert is an Assistant Professor at the University of Nottingham, UK. Her research focuses on integrating technology in education, exploring cognitive learning strategies, and promoting sustainable practices in academic environments. Recent publications include studies on AI's impact on decision-making, the efficacy of mHealth interventions, and group dynamics in collaborative learning.

Articles (13)

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2025

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2024

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2024

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2022

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2022

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2022

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2021

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2021

Collaborators (5)

Jonathan Hirst

Professor at School of Chemistry

University of Nottingham

UNITED KINGDOM

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Daniel Bodemer

Full Professor

Universität Duisburg-Essen

GERMANY

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Sascha Schneider

Prof. Dr.

University of Zurich

SWITZERLAND

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Eva Gößwein

Universität Duisburg-Essen

GERMANY

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Christos Rammos

Universität Duisburg-Essen

GERMANY

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Lenka Schnaubert

Research Interests

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Articles (13)

AI4Green4Students: Promoting Sustainable Chemistry in Undergraduate Laboratories with an Electronic Lab Notebook

(Over)Trusting AI Recommendations: How System and Person Variables Affect Dimensions of Complacency

External and internal sources of cognitive group awareness information: Effects on perception and usage

Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties

Effect of visual presentation of atherosclerotic carotid plaque on adherence to secondary preventive therapy using mHealth technologies (PreventiPlaque app): Study protocol for a randomized controlled trial

A mHealth intervention to reduce perceived stress in patients with ischemic heart disease: study protocol of the randomized, controlled confirmatory intervention “mStress-IHD” trial

Understanding students’ academic help-seeking on digital devices – a qualitative analysis

Group awareness and regulation in computer-supported collaborative learning

Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning

Analysing the Relationship Between Mental Load or Mental Effort and Metacomprehension Under Different Conditions of Multimedia Design

Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation

Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

Collaborators (5)

Jonathan Hirst

Daniel Bodemer

Sascha Schneider

Eva Gößwein

Christos Rammos

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