Being able to regulate one's own thoughts, feelings and actions is an important prerequisite for the successful realization of a goal, especially in learning situations. This ability, known as self-control, can be trained by means of short-term measures. This can make it easier for learners, for example, to direct their attention back to the teacher or lecturer in the case of teaching disruptions, or to be less distracted by a disturbing person sitting next to them. But also the seat, as our own studies indicate, depending on whether it is in the classroom or seminar room directly in front of the blackboard or in the back row is predictive for the learning performance.
In this project, we aim to explore the question of the extent to which learning in a virtual seminar room can be influenced by short-term self-regulation interventions and which interactions arise with the seating position.
The results should give indications of which measures teachers or lecturers can use to improve the self-control of learners so that they achieve a better learning outcome.