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Akef, S., Mendes, A., Meurers, D., & Rebuschat, P. (2024, März 13-15). Investigating the generalizability of Portuguese readability assessment models trained using linguistic complexity features. 16th International Conference on Computational Processing of Portuguese (PROPOR 2024). Universidade de Santiago de Compostela, Spain. https://propor2024.citius.gal/ [Vortrag]
Akef, S., Mendes, A., Meurers, D., & Rebuschat, P. (2024). Investigating the generalizability of Portuguese readability assessment models trained using linguistic complexity features. In P. Gamallo, D. Claro, A. Teixeira, L. Real, M. Garcia, H. Gonçalo Oliveira, & R. Amaro (Eds.). Proceedings of the 16th International Conference on Computational Processing of Portuguese (Vol. 1, pp. 332-341). Association for Computational Lingustics. https://aclanthology.org/2024.propor-1.34.pdf
Al-Baghdadi, S., Gundermann, A., Wilmers, A., Kathmann, J., Anda, C., & Achenbach, M. (2024). Transferformate im Metavorhaben Digitalisierung im Bildungsbereich. In A. Wilmers (Hrsg.). Bildung im digitalen Wandel. Forschungssynthesen im Metavorhaben Digi-EBF. Methode, Auswertung, Perspektiven (1. Aufl., Bd. 5, S. 211-231). Waxmann. https://doi.org/10.31244/9783830999126.10
Alvarez, G., & Cress, U. (2024). The uses of digital technologies in dissertation writing: Perspectives of Argentine graduate students in social sciences and humanities. Journal of Applied Learning & Teaching. Advance online publication. https://doi.org/10.37074/jalt.2024.7.2.16
Anderl, C. (in press). Individual differences in teleworking outcomes. In O. A. Acar, A. Tuncdogan, H. Volberda, & K. de Ruyter (Eds.). The Oxford handbook of individual differences in organizational contexts. Oxford University Publications.
Anderl, C., Chen, F. S., Zareian, B., Nelson, M. A., & Edwards, N. (2024, Juni 20-21). Hormonal contraceptive use in adolescence and risk for depression: Are sampling biases masking long-term effects? 4M Conference. University of Exeter, UK. https://4mhealth.uk/activities/4m-conference-2024/ [Vortrag]
Anderl, C., Hofer, M. K., & Chen, F. S. (2024). Directly-measured smartphone screen time predicts well-being and feelings of social connectedness. Journal of Social and Personal Relationships, 41(5), 1073-1090. https://doi.org/10.1177/02654075231158300
Anderl, C., Klein, S. H., Ehrhardt, N., & Utz, S. (2024). Einfluss psychologischer Faktoren auf die KI-Nutzung und -Wahrnehmung. In T. Hug, P. Missomelius, & H. Ortner (Hrsg.). Künstliche Intelligenz im Diskurs: Interdisziplinäre Perspektiven zur Gegenwart und Zukunft von KI-Anwendungen (S. 43-57). innsbruck university press. https://doi.org/10.15203/99106-139-7-07
Anderl, C., Klein, S. H., Sarigül, B., Schneider, F. M., Han, J., Fiedler, P., & Utz, S. (2024). Dataset for: Conversational presentation mode increases credibility judgements during information search with ChatGPT [Datensatz]. https://osf.io/5dqxe/
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Anderl, C.*, Levordashka, A.*, & Utz, S. (2024). Ambient awareness of who knows what: Spontaneous inferences of domain expertise. Media Psychology, 27(3), 329-351. https://doi.org/10.1080/15213269.2023.2239144
Anders, G. (2025, April 2-4). Can information theory help us understand the spread of misinformation? Combating Misinformation in the Digital Age: Cognitive Biases, Societal Challenges and Ethical Considerations. Leibniz-Inistitut für Wissensmedien & Eberhard Karls Universität Tübingen, Tübingen. [Vortrag]
Anders, G., & Buder, J. (2024, Juni 14-15). Large scale analysis of comment polarization in online news media: A case study of Spiegel Online. ADok 2024. Psychologisches Institut der Universität Heidelberg. [Vortrag]
Anders, G., Buder, J., Merkt, M., Egger, E., & Huff, M. (2024). Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos. Computers & Education, 212, Article 104996. https://doi.org/10.1016/j.compedu.2024.104996
Antes, N., & Said, N. (2024, Juli 25). The spread of misinformation on social media platforms - a (meta) cognitive perspective. Adaptive Rationality Center. Max Planck Institute for Human Development, Berlin. [Eingeladener Vortrag]
Antes, N., Gierlich, M., Kozyreva, A., & Said, N. (2025, April 2-4). Can community notes serve as correction for misinformation? Combating Misinformation in the Digital Age: Cognitive Biases, Societal Challenges, and Ethical Consideration. Leibniz-Institut für Wissensmedien & Eberhard Karls Universität Tübingen. [Vortrag]
Antes, N., Gierlich, M., Kozyreva, A., & Said, N. (2025, Juni 11-14). Exploring the role of community notes in mitigating misinformation on social media. 15th Biennial Meeting of the Society for Applied Research in Memory and Cognition (SARMAC 2025). Naas, Ireland. https://www.sarmac2025.org/ [Vortrag]
Antes, N., Gierlich, M., Kozyreva, A., & Said, N. (2025, März 9-12). Can community notes serve as retraction on social media platforms? Studying the continued influence effect on social media. 67. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Johann Wolfgang Goethe-Universität Frankfurt am Main. [Vortrag]
Antes, N., Huff, M., & Radvansky, G. A. (2024, März 17-20). How to become right when you are wrong. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Vortrag]
Antes, N., Schwan, S., & Huff, M. (2025). Processing of veracity cues: How processing difficulty affects the memory of event description and judgment of confidence. Cognitive Research: Principles and Implications(10), 22. https://doi.org/10.1186/s41235-025-00629-2
Aydın, T., Hamaloğlu, S., Nolasco, S., Said, N., Levin, D., & Huff, M. (2024, Juni 14-15). Modal and amodal event representations. ADok 2024. Psychologisches Institut der Universität Heidelberg. https://www.psychologie.uni-heidelberg.de/workshop/a-dok/ [Vortrag]
Bardach, L., Schumacher, A., Trautwein, U., Kasneci, E., Tibus, M., Wortha, F., Gerjets, P., & Appel, T. (2024). Taking another look at intelligence and personality using an eye-tracking approach. npj Science of Learning, 9(1), 41. https://doi.org/10.1038/s41539-024-00252-8
Bear, E., Chen, X., Verratti Suoto, D., Ribeiro-Flucht, L., Rudzewitz, B., & Meurers, D. (2024). Designing a task-based conversational agent for EFL in German schools: Student needs, actions, and perceptions. System, 126, Article 103460. https://doi.org/10.1016/j.system.2024.103460
Becker, D., & Bernecker, K. (2024). Happy hour: The association between trait hedonic capacity and motivation to drink alcohol. Addictive Behaviors Reports, 19, Article 100537. https://doi.org/10.1016/j.abrep.2024.100537
Becker, F., Spannagl, C. I., Buder, J., & Huff, M. (2024, März 17-20). An agent's reputation and skill affect self-reported trust differently from behavioral trust. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Vortrag]
Becker, F., Spannagl, C. I., Buder, J., & Huff, M. (2025). Performance rather than reputation affects humans’ trust towards an artificial agent. Computers in Human Behavior: Artificial Humans, 3, 100122. https://doi.org/10.1016/j.chbah.2025.100122
Belschner, S., & Löfflad, D. (2024, September 5). KI im MINT-Unterricht. DABEI 2024 - Digitalität als Bildungschance erlebbarer Individualität im Kontext von KI. Beratungs- und Förderzentrum Kassel. [Vortrag]
Bethge, M., Meurers, D., Stockmann, N., Haaf, M., Cress, U., & Boser, S. (2024, Oktober 21). Eingeladene Teilnahme an einer Podiumsdiskussion zum Thema KI - Chancen für die Bildung. Gründung des KI-Zentrums Schule. TUM Campus Heilbronn. [Podiumsdiskussion]
Beuttler, B., Holz, H., & Nuxoll, F. (2024, November 12). Künstliche Intelligenz in Schule und Unterricht. St. Klara Schule, Rottenburg. [Vortrag]
Beylat, M., Woltin, K.-A., Yzerbyt, V., & Sassenberg, K. (2024). With whom do people compare at work? The role of regulatory mode and social comparison motives. Journal of Applied Social Psychology, 54(6), 319-331. https://doi.org/10.1111/jasp.13032
Beylat, M., Woltin, K., Barbedor, J., Sassenberg, K., & Yzerbyt, V. (2025). Followers’ locomotion mode predicts preferring assertive leaders: Regulatory fit by means of valued social characteristics of others. European Journal of Social Psychology. Advance online publication. https://doi.org/10.1002/ejsp.3141
Bientzle, M., Eggeling, M., & Kimmerle, J. (2024). Good reasons for bad behavior: A randomized controlled experiment on the impact of narrative reading and writing on empathic concern, perspective-taking, and attitude. Frontiers in Public Health, 12, Article 1343225. https://doi.org/10.3389/fpubh.2024.1343225
Böhm, B., Büsser, M., Djeffal, C., Cress, U., Heider, F., & Reinhold, T. (2024, September 26). Eingeladene Teilnahme an einer Podiumsdiskussion zum Thema Innovationsschub oder Kontrollverlust: Welche Auswirkungen haben KI und New Work auf unsere Arbeitskultur? KI und New Work: Zukunftsstrategien für Wissenschaftseinrichtungen. Senckenberg Naturmuseum, Frankfurt am Main. [Podiumsdiskussion]
Boser, S., Cress, U., Freudenberg, J., & Haschler, S. (2025, Februar 11-15). Eingeladene Teilnahme an einer Podiumsdiskussion zum Thema KI - Chancen nutzen und Potential entfalten. didacta - die Bildungsmesse. Ministerium für Kultus, Jugend und Sport Baden-Württemberg, Stuttgart. https://www.messe-stuttgart.de/didacta/ [Podiumsdiskussion]
Brandt, M., Schumann, A., Bruckermann, T., Greving, H., Harms, U., & Kimmerle, J. (2024). Wie gelingt erfolgreicher Wissenstransfer in Citizen Science-Projekten? Ergebnisse, Erfahrungen und Empfehlungen aus dem Verbundprojekt WTimpact. Transfer & Innovation(1), 113-126.
Brich, I. R., & Gebhardt, M. (2024, April 24-25). Schüler:innen im Fokus: Gemeinsam eine chancengerechte digitale Zukunft gestalten. 8. Konferenz Bildung Digitalisierung (KonfBD), Berlin. https://www.forumbd.de/veranstaltungen/konfbd24/. [Meet-Up Session]
Brich, I. R., Papenmeier, F., Huff, M., & Merkt, M. (2024). Construction or updating? Event model processes during visual narrative comprehension. Psychonomic Bulletin & Review, 31(5), 2092–2101. https://doi.org/10.3758/s13423-023-02424-w
Brömme, R., Brucker, B., Tibus, M., & Gerjets, P. (2024, August 21-23). The influence of hand proximity on text comprehension: the role of individual differences. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 6 & 7: Instructional Design and Technology-Enhanced Learning: Current States and Future Perspectives. Eberhard Karls Universität Tübingen. [Vortrag]
Brucker, B., Pardi, G., Peiffer-Siebert, L., Oezbek, O., Maiero, J., Halfmann, M., & Gerjets, P. (2024, Dezember 4). Future Innovation Space at IWM: Preparing for future learning. Digital Education Day. [Project/Pitch]
Brucker, B., Pardi, G., Uehlin, F., Moosmann, L., Halfmann, M., Lachmair, M., & Gerjets, P. (2024, September 4-6). Learning about movements in virtual realities: Role of visuospatial ability and interaction formats. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 2: Comprehension of Texts and Graphics: From Human to Artificial Intelligence. Valencia, Spain. [Vortrag]
Brucker, B., Pardi, G., Uehlin, F., Moosmann, L., Lachmair, M., Halfmann, M., & Gerjets, P. (2024). How learners’ visuospatial ability and different ways of changing the perspective influence learning about movements in desktop and immersive virtual reality environments. Educational Psychology Review, 36, Article 65. https://doi.org/10.1007/s10648-024-09895-w
Buder, J., & Said, N. (2024). To whom do people reply in comment sections? Effects of attitude (un)congeniality, age, confidence, and knowledge. New Media & Society. Advance online publication. https://doi.org/10.1177/14614448241247214
Buder, J., Becker, F., Bareiß, J., & Huff, M. (2024). Beyond mere algorithm aversion: Are judgments about computer agents more variable? Communication Research. https://doi.org/10.1177/00936502241303588
Buder, J., Lindner, M. A., Oestermeier, U., Huff, M., Gerjets, P., Utz, S., & Cress, U. (2025). Generative Künstliche Intelligenz: Mögliche Auswirkungen auf die psychologische Forschung. Psychologische Rundschau(3), 171-183. https://doi.org/10.1026/0033-3042/a000699
Bühler, B., Bozkir, E., Deininger, H., Gerjets, P., Trautwein, U., & Kasneci, E. (2024). On task and in sync: Examining the relationship between gaze synchrony and self-reported attention during video lecture learning. Proceedings of the ACM on Human-Computer Interaction, 8(ETRA), Article 230. https://doi.org/10.1145/3655604
Bühler, B., Bozkir, E., Deininger, H., Gerjets, P., Trautwein, U., & Kasneci, E. (2025, Januar 27-29). Aufmerksam und synchron: Untersuchung der Beziehung zwischen Blicksynchronität und selbstberichteter Aufmerksamkeit beim Online Unterricht. Mehr als ein Augenblick – Wie Eye-Tracking die Unterrichtsforschung bereichert. GEBF Mannheim 2025. Bildung als Schlüssel für gesellschaftliche Herausforderungen. 12. Tagung der Gesellschaft für Empirische Bildungsforschung. Universität Mannheim. https://www.sowi.uni-mannheim.de/gebf-2025 [Vortrag]
Bühler, B., Bozkir, E., Goldberg, P., Deininger, H., D'Mello, S., Gerjets, P., Trautwein, U., & Kasneci, E. (2025). Temporal dynamics of meta-awareness of mind wandering during lecture viewing: Implications for learning and automated assessment using machine learning. Journal of Educational Psychology, 117(1), 38–62. https://doi.org/10.1037/edu0000903
Bühler, B., Bozkir, E., Goldberg, P., Sümer, Ö., D’Mello, S., Gerjets, P., Trautwein, U., & Kasneci, E. (2024). From the lab to the wild: Examining generalizability of video-based mind wandering detection. International Journal of Artificial Intelligence in Education. Advance online publication. https://doi.org/10.1007/s40593-024-00412-2
Bühler, B., Kasneci, E., Trautwein, U., Gerjets, P., Bozkir, E., & Deininger, H. (2024). Detecting aware and unaware mind wandering during lecture viewing: A multimodal machine learning approach using eye tracking, facial videos and physiological data. Proceedings of the 26th ACM International Conference on Multimodal Interaction (ICMI), 244-253. https://doi.org/10.1145/3678957.3685710
Burkhardt, L., Antes, N., & Said, N. (2025, März 9-12). Understanding sharing behavior on social media platforms: How the ability to discern between manipulative and non-manipulative content influences sharing manipulative and false information. 67. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Johann Wolfgang Goethe-Universität Frankfurt am Main. [Vortrag]
Cañada, Y., Cervera Torres, S., Andreu-Martínez, J., Beltrán Cristancho, D., Chicchi Giglioli, I. A., García-Blanco, A., Adriasola, A., Navalón, P., Sierra, P., & Alcañiz Raya, M. (2024). Characterization and assessment of executive functions through a virtual cooking task in euthymic patients with bipolar disorder. Journal of Psychiatric Research, 178, 349-358. https://doi.org/10.1016/j.jpsychires.2024.08.007
Candan Şimşek, A., & Kurum, E. (2024). Remembering cinematic sequences: Boundaries disrupt memory in fast paced visual events. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/https://doi.org/10.1037/aca0000661
Candan Şimşek, A., Anders, G., Göth, J., Specht, L., & Huff, M. (2025, August 25-29). The role of AI-generated summaries and questions in learning from educational videos. Learning With, Not Just Learning From, Videos – Interactivity as Key Element in Video-based Learning. EARLI 2025 Conference. University of Graz, Austria. [Vortrag]
Candan Şimşek, A., Aydın, T., & Huff, M. (2024). How does it end? Endpoints of boundaries lead to completion in macro-events [Datensatz]. https://doi.org/10.3758/s13421-024-01657-x
Candan Şimşek, A., Aydın, T., & Huff, M. (2024). How does it end? Endpoints of boundaries lead to completion in macro-events. Memory & Cognition. Advance online publication. https://doi.org/10.3758/s13421-024-01657-x
Candan Şimşek, A., Aydın, T., & Ozkan, Z. G. (2024). Dataset for: One perspective or two? Viewpoint dependency in visual events [Datensatz]. https://osf.io/qx5hd/
Candan Şimşek, A., Aydın, T., & Ozkan, Z. G. (2024). One perspective or two? Viewpoint dependency in visual events. Current Psychology, 43, 8624–8635. https://doi.org/10.1007/s12144-023-04997-0
Candan Şimşek, A., Aydın, T., & Rooney, B. (2024, Juni 7). Breaking the 4th wall in movies: Mental attributions and narrative engagement. 2024 Conference of the Society for Cognitive Studies of the Moving Image (SCSMI). Budapest, Hungary. [Vortrag]
Candan Şimşek, A., Aydın, T., Demirgüneş, E. A., & Şafak, P. A. (2025). Space in movies: Continuity and perceptual load guide spatial judgements [Datensatz]. https://doi.org/10.1163/22134913-BJA10068
Candan Şimşek, A., Aydın, T., Demirgüneş, E. A., & Şafak, P. A. (2025). Space in movies: Continuity and perceptual load guide spatial judgements. Art & Perception. Advance online publication. https://doi.org/10.1163/22134913-BJA10068
Cervera Torres, S. (2025). Does digital grabbing boost affectivity in less empathic users? An interactive approach to affective laterality: Empathy, Hand dominance, and Action-Context shape pleasantness experience. Computers in Human Behavior Reports, 17, Article 100568. https://doi.org/10.1016/j.chbr.2024.100568
Cervera Torres, S., Gracia Laso, D. I., Minissi, M. E., Maddalon, L., Chicchi Giglioli, I. A., & Alcañiz Raya, M. (2024). Social signal processing in affective virtual reality: Human-shaped agents increase electrodermal activity in an elicited negative environment. Cyberpsychology, Behavior, and Social Networking, 27(4), 268-274. https://doi.org/10.1089/cyber.2023.0273
Cervera Torres, S., Ruiz Fernández, S., & Gerjets, P. (2024). Positive-right and negative-left: Affective spatialization by digital “grab” interactions. In C. Stephanidis, M. Antona, S. Ntoa, S., & G. Salvendy (Eds.). HCI International 2024 Posters. HCII 2024. Communications in Computer and Information Science (Vol. 2114, pp. 215-223). Springer. https://doi.org/10.1007/978-3-031-61932-8_26
Chen, F. S., Zareian, B., Nelson, M. A., Edwards, N., & Anderl, C. (2025). Research review: Are sampling biases masking long‐term effects of hormonal contraceptive use in adolescence on risk for depression? Journal of Child Psychology and Psychiatry. Advance online publication. https://doi.org/10.1111/jcpp.14180
Colling, L. (2025, Juni 23). Individuelle Förderung im Fremdsprachenunterricht und die Rolle der Lehrkraft am Beispiel des AI2Teach-FeedBooks (Individual support in foreign language lessons and the role of the teacher exemplified by the AI2Teach-FeedBook). TEFL Lounge. Ludwig-Maximilians-Universität München. [Eingeladener Vortrag]
Colling, L., Kholin, M., & Meurers, D. (2024, Juli 1-4). A learning analytics dashboard for K-12 English teachers - Bridging the gap between student process data and teacher needs. The 32nd ACM Conference on User Modeling, Adaptation and Personalization. Cagliari, Italy. http://ukde2024.isti.cnr.it/index.html [Vortrag]
Colling, L., Kholin, M., & Meurers, D. (2024). A learning analytics dashboard for K-12 English teachers - Bridging the gap between student process data and teacher needs. Proceedings of the 32nd ACM Conference on User Modeling, Adaptation and Personalization (UMAP), Adjunct Proceedings (UMAP Adjunct '24), 538-548. https://doi.org/10.1145/3631700.3665228
Colling, L., Pieronczyk, I., Parrisius, C., Holz, H., Bodnar, S., Nuxoll, F., & Meurers, D. (2024, Mai 2-4). Towards task-oriented ICALL: A criterion-referenced learner dashboard organising digital practice. 16th International Conference on Computer Supported Education. Angers, France. https://csedu.scitevents.org/Home.aspx?y=2024 [Vortrag]
Colling, L., Pieronczyk, I., Parrisius, C., Holz, H., Bodnar, S., Nuxoll, F., & Meurers, D. (2024). Towards task-oriented ICALL: A criterion-referenced learner dashboard organising digital practice. In O. Poquet, A. Ortega-Arranz, O. Viberg, I.-A. Chounta, B. McLaren, & J. Jovanovic (Eds.). Proceedings of the 16th International Conference on Computer Supported Education (CSEDU) (Vol. 1: EKM, pp. 668-679). https://doi.org/10.5220/0012753000003693
Cologna, V., Mede, N. G., Berger, S., Besley, J., Brick, C., Joubert, M., Maibach, E. W., Mihelj, S., Oreskes, N., Schäfer, M. S., van der Linden, S., Abdul Aziz, N. I., Abdulsalam, S., Shamsi, N. A., Aczel, B., Adinugroho, I., Alabrese, E., Aldoh, A., Alfano, M., ... Zwaan, R. A. (2025). Trust in scientists and their role in society across 68 countries. Nature Human Behaviour. https://doi.org/10.1038/s41562-024-02090-5
Cologna, V., Meiler, S., Kropf, C. M., Lüthi, S., Mede, N. G., Bresch, D. N., Lecuona, O., Berger, S., Besley, J., Brick, C., Joubert, M., Maibach, E. W., Mihelj, S., Oreskes, N., Schäfer, M. S., Linden, S. v., Aziz, N. I., Abdulsalam, S., Shamsi, N. A., ... Zenklusen, A. (2025). Extreme weather event attribution predicts climate policy support across the world. Nature Climate Change. https://doi.org/10.1038/s41558-025-02372-4
Cress, U. (2024, Februar 6). Bildung braucht mehr als Bildschirm: Warum die Debatte um die Digitalisierung noch immer zu kurz greift. Podium zum Thema „Digitalisierung von Schulen“. Fraktion GRÜNE im Landtag von Baden-Württemberg, Stuttgart. [Eingeladener Vortrag]
Cress, U. (2024, Juni 12). Potenziale von KI in der Bildung. Jahrestreffen der Leitungen der Landesinstitute 2024. Zentrum für Schulqualität und Lehrerbildung (ZSL) und Institut für Bildungsanalysen Baden-Württemberg (IBBW), Esslingen. [Keynote]
Cress, U. (2024, März 1). KI in der Klasse: Ein weiter und steiniger Weg? 8. LEAD-Tag der Wissenschaft „Auf zum Bildungs-Gipfel: Schule und Wissenschaft gemeinsam unterwegs“. Eberhard Karls Universität Tübingen. [Keynote]
Cress, U. (2024, November 11). KI in der Bildung: Impulspapier der SWK zu Large Language Models und ihren Potenzialen im Bildungssystem. BDA/BDI Ausschuss Bildung, Bundesvereinigung der Deutschen Arbeitgeberverbände. [Keynote]
Cress, U. (2024, November 8-9). Adäquate Konfidenz in das eigene Wissen als Bildungsziel. Gemeinsamer Workshop von Leopoldina und Ständige Wissenschaftliche Kommission (SWK). Deutsche Akademie der Naturforscher Leopoldina e. V., Nationale Akademie der Wissenschaften, Halle (Saale). [Keynote]
Cress, U. (2024, Oktober 18). Künstliche Intelligenz: Was kann und wird sie in der Bildung leisten? Auftaktveranstaltung Podium Schulmanagement und Leadership, Eröffnungsveranstaltung für Kohorte 4. Campus Schulmanagement, Akademie für Innovative Bildung und Management Heilbronn-Franken gemeinnützige GmbH, Heilbronn. [Keynote]
Cress, U. (2025). Bildung im Umbruch: Was Künstliche Intelligenz in der Schule leisten kann. KI-Schulpreis: KI-Wettbewerb. https://ki-schulpreis.land-der-ideen.de/blog [Blogbeitrag]
Cress, U., & Lachner, A. (2024, Juli 9). Digitale Bildung: Verstärkung oder Lösung der Bildungskrise? Studium Generale. Eberhard Karls Universität Tübingen, Graduiertenschule & Forschungsnetzwerk LEAD. [Vortrag]
Daltoè, T., Appel, T., Stark, P., Brucker, B., Dreher, A., Fauth, B., Friesen, M., Gerjets, P., Hansen, L., Trautwein, U., & Göllner, R. (2025, Januar 27-29). Die Qualität im Blick – Zusammenhänge von Blickverhalten und Einschätzungen der Unterrichtsqualität in verschiedenen Videoumgebungen. Mehr als ein Augenblick – wie Eye-Tracking die Unterrichtsforschung bereichert. 12. GEBF-Tagung: Bildung als Schlüssel für gesellschaftliche Herausforderungen. Universität Mannheim. https://www.sowi.uni-mannheim.de/gebf-2025 [Vortrag]
Daugelat, M.-C., Gregg. B., Adam, S., Schag, K., Kimmerle, J., & Giel, K. E. (2024). Participatory development of evidence-based patient narrative videos for patients with eating disorders: A methodological approach and pilot data. Journal of Eating Disorders, 12, Article 188. https://doi.org/10.1186/s40337-024-01146-1
Daugelat, M.-C., Kimmerle, J., Hagmann, D., Schag, K., & Giel, K. E. (2024). Improving motivation and treatment uptake behaviors of patients with eating disorders using patient narrative videos: Study protocol of a pilot randomized controlled trial. Journal of Eating Disorders, 12, Article 1. https://doi.org/10.1186/s40337-023-00960-3
De Kuthy, K., & Meurers, D. (2024, November 19). Inwiefern lässt sich die Heterogenität der Lernenden durch adaptive digitale Systeme berücksichtigen? Modul 5 "Digitale Transformation" des Masterstudiengangs “Schulmanagement und Leadership”. Eberhard Karls Universität Tübingen. [Vortrag]
De Kuthy, K., & Meurers, D. (2025, April 2-4). Does homework practice transfer to free writing? Results from a randomized controlled field study with an Intelligent Tutoring System in authentic EFL classes. Colloquium “Technology in task-based assessment: Affordances and challenges”. 11th International Conference on Task-Based Language Teaching (TBLT 2025). Groningen University, Netherlands. https://www.rug.nl/research/clcg/research/nld2017/tblt2025/ [Eingeladener Vortrag]
De Kuthy, K., Meurers, D., Neubauer, K., Brefeld, U., Dietrich, F., Koch, M., & Loerwald, D. (2025, Januar 27-29). Adaptive Lernverläufe benötigen differenzierte Lehrprozesse. KI zur Förderung und Analyse von Lehr- und Lernprozessen. 12. Jahrestagung der Gesellschaft für empirische Bildungsforschung. Universität Mannheim. https://www.sowi.uni-mannheim.de/gebf-2025/start/ [Vortrag]
Deininger, H., Parrisius, C., Lavelle-Hill, R., Meurers, D., Kasneci, G., Trautwein, U., & Nagengast, B. (2025, Januar 27-29). Who did what to succeed? Individual differences in which learning behaviors are relevant for achievement. From Data to Performance: Understanding and Enhancing Student Learning Behaviors. 12. Jahrestagung der Gesellschaft für empirische Bildungsforschung. Universität Mannheim. https://www.sowi.uni-mannheim.de/gebf-2025/start/ [Vortrag]
Devlin, D., Moeller, K., Xenidou-Dervou, I., Reynvoet, B., & Sella, F. (2024). Concepts of order: Why is ordinality processed slower and less accurately for non-consecutive sequences? Quarterly Journal of Experimental Psychology, 77(8), 1610-1619. https://doi.org/10.1177/17470218231220912
Devlin, D., Moeller, K., Xenidou-Dervou, I., Reynvoet, B., & Sella, F. (2024). Familiar sequences are processed faster than unfamiliar sequences, even when they do not match the count‐list. Cognitive Science, 48(7), Article e13481. https://doi.org/10.1111/cogs.13481
Disch, L., Fessl, A., Franza, S., Kimmerle, J., & Pammer-Schindler, V. (2024). Using knowledge construction theory to evaluate learning processes: A randomized controlled trial on showing gradually built-up concept maps alongside a scientific text. International Journal of Human-Computer Interaction, 40(24), 8764-8780. https://doi.org/10.1080/10447318.2023.2289296
Disch, L., Fessl, A., Franza, S., Kimmerle, J., & Pammer-Schindler, V. (2025). Step by step: Promoting understanding of scientific texts through gradually built-up concept maps in informal collaboration. Discover Education, 4, Article 189. https://doi.org/10.1007/s44217-025-00613-4
Ditrich, L. (2025, April 24). Wir sehen unsre Welt, wie sie uns gefällt - Die Rolle von Identitäten und Ideologien im Umweltschutz. 64. IPU-Kongress "Die Rolle der Ideologie im Umweltschutz". Initiative Psychologie im Umweltschutz e. V., Berg. [Keynote]
Ditrich, L. (2025, Mai 20). So nicht!? Von den Gründen und Gefahren des Versuchs, eine neue Normalität zu schaffen. Studium Generale. Eberhard Karls Universität Tübingen. [Eingeladener Vortrag]
Ditrich, L. [Chair] (2024, September 16-19). The climate is changing – when do we? Shedding light on affective processes and group dynamics to foster pro-environmental action. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Symposiumsorganisation]
Ditrich, L., & Febriana, S. G. (2024, August 29-31). Scaring people into action? Affective responses to making consequences salient and their correlates. 1st Collective Action Network Meeting (CAN): Understanding the Multifaceted and Applied Nature of Collective Action Research. Durham University, UK. [Vortrag]
Ditrich, L., & Febriana, S. G. (2024, Juli 17-20). Of looming threats - Affective and behavioural responses to making crises’ consequences salient. 2024 Conference of the International Society for Research on Emotion. Queen’s University Belfast, UK. [Vortrag]
Ditrich, L., & Febriana, S. G. (2024, September 16-19). There will be CO2nsequences: Affective and behavioural responses to highlighting potential threats. The climate is changing – when do we? Shedding light on affective processes and group dynamics to foster pro-environmental action. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Vortrag]
Ditrich, L., & Lachmair, M. (2025). Dataset for: A "front-row seat" to catastrophe: Testing the effect of immersive technologies on sympathy and pro-environmental behavior in the context of rising sea levels [Datensatz]. https://doi.org/10.23668/psycharchives.15947
Ditrich, L., & Lachmair, M. (2025). A ‘front-row seat’ to catastrophe: testing the effect of immersive technologies on sympathy and pro-environmental behavior in the context of rising sea levels. Environmental Education Research. Advance online publication. https://doi.org/10.1080/13504622.2025.2459340
Ditrich, L., & Sassenberg, K. (2024). #Stand with Ukraine: Analyzing the links between Germans' emotions and their readiness to protest in response to the Russian invasion of Ukraine. Journal of Applied Social Psychology, 54(12), 731-743. https://doi.org/10.1111/jasp.13066
Ditrich, L., & Sassenberg, K. (2024). Dataset for: #Stand with Ukraine: Analysing the links between Germans’ emotions and their readiness to protest in response to the Russian invasion of Ukraine [Datensatz]. https://doi.org/10.23668/psycharchives.15434
Ditrich, L., Reinhardt, J., Roth, G., & Sassenberg, K. (2024). Integrative emotion regulation relates to sympathy and support for outgroups—Independent of situational outgroup behaviour. PLOS ONE, 19(1), Article e0296520. https://doi.org/10.1371/journal.pone.0296520
Düsing, K., Bruckermann, T., Greving, H., Thomas, J., Van den Bogaert, V., Lewanzik, D., Schuhmann, A., Brandt, M., & Harms, U. (2024, September 20). Using videos to open the black box of scientific research processes. The role of visuality in science education. European Science Education Research Association (ESERA SIG2). Universität Graz, Austria. [Vortrag]
Düsing, K., Bruckermann, T., Greving, H., Thomas, J., Van den Bogaert, V., Lewanzik, D., Schumann, A., Brandt, M., & Harms, U. (2024, Oktober 10). Bridging disciplinary and school science - Videos with authentic cases for addressing scientific reasoning competencies and epistemic beliefs. Newton-Room-visit and STEM Seminar. Nord Univerisität Bodø, Norway. [Vortrag]
Düsing, K., Van den Bogaert, V., Brandt, M., Bruckermann, T., Greving, H., Harms, U., Lewanzik, D., Schuhmann, A., Thomas, J., & Voigt, C. C. (2025, April 13). Naturwissenschaftliche Forschung in Videos erlebbar machen – ein Beispiel aus der Fledermausforschung. 16. Tagung des Bundesfachausschusses Fledermausschutz im NABU. NABU Landesverband Berlin (Zitadelle Spandau). [Vortrag]
Eder, T. F., Kuklick, L., & Lindner, M. A. (2024, August 21-23). Visual processing of elaborated feedback in assessments: Is visual attention predictive for learning? European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 6 & 7: Instructional Design and Technology-Enhanced Learning: Current States and Future Perspectives. Eberhard Karls Universität Tübingen. [Vortrag]
Eder, T. F., Kuklick, L., & Lindner, M. A. (2024, September 16-19). Gaze pattern when processing elaborated feedback in computer-based assessment: Is visual attention predictive for learning? 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Vortrag]
Ehrhardt, N., Müller, F., Franke, M., Bellon, J., & Utz, S. (2024, November 15-18). Teilnahme an einem Runden Tisch zum Thema Besser Streiten mit KI @ Science and Innovation Days Tübingen. Science & Innovation Days. Leibniz-Institut für Wissensmedien, Tübingen. [Runder Tisch]
Ehrhardt, N., Müller, F., Franke, M., Bellon, J., & Utz, S. (2025, Juli 9). Teilnahme an einem Runden Tisch zum Thema Besser streiten mit KI @ KI und Wir. KI und Wir. Tübingen. [Runder Tisch]
Ehrhardt, N., Renn, M., & Utz, S. (2025). Navigating fairness: introducing the multidimensional AIM-FAIR scale for evaluating AI decision-making [Datensatz]. https://doi.org/10.17605/OSF.IO/4K2SE
Ehrhardt, N., Renn, M., & Utz, S. (2025). Navigating fairness: introducing the multidimensional AIM-FAIR scale for evaluating AI decision-making. AI & Society: Journal of Knowledge, Culture and Communication. https://doi.org/10.1007/s00146-025-02354-2
Ehrhart, T., Höffler, T., Grund, S., & Lindner, M. A. (2024). Static versus dynamic representational and decorative pictures in mathematical word problems: Less might be more. Journal of Educational Psychology, 116(4), 532-549. https://doi.org/10.1037/edu0000821
Febriana, S. G., & Ditrich, L. (2024, August 29-31). Keeping up with the norms: Unraveling the connection between perceived norms and collective action. 1st Collective Action Network Meeting (CAN): Understanding the Multifaceted and Applied Nature of Collective Action Research. Durham University, UK. [Vortrag]
Febriana, S. G., & Ditrich, L. (2024, September 16-19). Keeping up with the norms: Unraveling the connection between perceived norms and collective action. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Vortrag]
Ferner, U., Ditrich, L., Brucker, B., Halfmann, M., Krogmann, L., Moser, M., & Gerjets, P. (2024, Dezember 4). Experience-based digital access to museum research. Digital Education Day. [Project/Pitch]
Fischer, H. (2024, April 10). Stellungnahme zur „Vertrauenssache Klimaschutz“. Webinar Klimakommunikator*innen. Klimafakten. [Eingeladener Vortrag]
Fischer, H. (2024, August 7). Inflation und planetary health – Wie Museumsbesuch Metakognition verbessern kann. Netzwerk Bildung im Museum. [Eingeladener Vortrag]
Fischer, H. (2024, Februar 20). Objective and subjective knowledge: “Feeling the truth” and its importance for science communication. Munich Science Communication Lab talk series. München. [Eingeladener Vortrag]
Fischer, H. (2024, Juni 5). Wissen, was man (nicht) weiß: Die Bedeutung der Metakognition für eine Psychologie des Klimawandels. Forschungskolloquium der Abteilung Sozialpsychologie. Otto-von-Guericke Universität, Magdeburg. [Eingeladener Vortrag]
Fischer, H. (2025, April 23). The role of metacognition in polarized domains: From climate change to COVID-19. Perspectives on Metacognition. Tübingen. [Keynote]
Fischer, H. (2025, April 4). Climate change and misinformation with societal consequences. Workshop Combating Misinformation in the Digital Age. Leibniz-Institut für Wissensmedien (IWM), Tübingen. https://misinformation-workshop.iwm-tuebingen.de/home.html [Keynote]
Fischer, H. (2025, Februar 13). Eingeladene Teilnahme an einer Podiumsdiskussion zum Thema Was macht Nachhaltigkeit zu einem Wettbewerbsvorteil? Wie kann sich die Metropolregion Rhein-Neckar hier einen Vorsprung erarbeiten? Nachhaltigkeitskonferenz in der Metropolregion Rhein-Neckar. Klimaarena Sinsheim. [Podiumsdiskussion]
Fischer, H. (2025, Januar 23). Being right vs. knowing when you're not: Exploring metacognition in climate change. Society for Judgment and Decision Making / European Association for Decision Making virtual symposium on Climate Change. Society for Judgment and Decision Making / European Association for Decision Making virtual symposium on Climate Change. [Eingeladener Vortrag]
Fischer, H. (2025, Januar 29). Psychologie und Klimawandel--ein individuell-kognitiver Blick auf ein globales Problem. Ringvorlesung Energie, Umwelt & Nachhaltigkeit. FernUniversität in Hagen. [Eingeladener Vortrag]
Fischer, H. (2025, Juni 17). The role of metacognition in polarized domains. Cognitive Science Kolloquium. Eberhard Karls Universität Tübingen. [Vortrag]
Fischer, H. (2025, Juni 27). Psychologie und Klimawandel: Geht das zusammen? IAW-Workshop Wachstum. Wohlstand. Demokratie Entscheiden und Handeln bei zunehmender Unsicherheit. Institut für Angewandte Wirtschaftsforschung, Eberhard Karls Universität Tübingen. [Eingeladener Vortrag]
Fischer, H. (2025, Juni 6). Metakognition und Klimawandel: Ein individuell-kognitiver Blick auf ein globales Problem. DGPS Fachgruppen Jour Fixe Umweltpsychologie. [Eingeladener Vortrag]
Fischer, H. (2025, Mai 5). Wissen, was man nicht weiß - die Bedeutung der Metakognition für Klimakommunikation. Klima Arena Sinsheim. [Eingeladener Vortrag]
Fischer, H. (2025, September 1-3). The role of metacognition for scientific thinking in contested domains. ESPLAT-Tagung "Scientific Thinking in Challenging Times". [Keynote]
Fischer, H., & Fleming, S. (2024). Why metacognition matters in politically contested domains. Trends in Cognitive Sciences, 28(9), 783-785. https://doi.org/10.1016/j.tics.2024.06.005
Fischer, H., & Huff, M. (2025). Metacognition as a target of science communication. Nature Reviews Psychology.
Fischer, H., Bojarskich, V., Ziemer, C.-T., Louis, W., Huff, M., & Rothmund, T. (in press). Zone-flooding, public confusion, and signal detection theory: A theoretical framework and registered report. Political Psychology.
Fischer, H., Fuchs, T., Schmitt, T., & Weiß, M. (2024, Oktober 30). Eingeladene Teilnahme an einer Podiumsdiskussion zum Thema Das nächste heißeste Jahr kommt bestimmt: Was bringt die Kommunikation von Klimarekorden? Wissenswerte. Universität Heidelberg. [Podiumsdiskussion]
Fischer, H., Kause, A., & Huff, M. (2025). Intellectual humility links to metacognitive ability. Personality and Individual Differences. https://doi.org/10.1016/j.paid.2024.113028
Fischer, H., Krefeld-Schwalb, A., & Bruine de Bruin, W. (2025, Januar 23). Climate change behavior. SJDM-EADM symposium, Joint Symposium of the Society for Judgment and Decision Making and the European Association for Decision Making. USA. [Symposiumsdiskussion]
Fischer, N., Dischinger, E., & Gunser, V. E. (2024). Decoding the AI’s gaze: Unraveling ChatGPT’s evaluation of poetic creativity. In C. Stephanidis, M. Antona, S. Ntoa, & G. Salvendy (Eds.). HCI International 2024 Posters. HCII 2024. Communications in Computer and Information Science (Vol. 2120, pp. 186-197). Springer. https://doi.org/10.1007/978-3-031-62110-9_19
Frick, P., & Schüler, A. (2024, Juli 17-19). How pictures influence the automatic validation process and the awareness of inconsistencies. 34th Annual Meeting of the Society for Text & Discourse (ST&D). Loyola University Chicago, IL, USA. [Vortrag]
Frick, P., & Schüler, A. (2024, März 17-20). Synthesizing text comprehension and multimedia learning research: text-picture combinations are activated, integrated and validated automatically. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Vortrag]
Frick, P., Hoch, E., & Schüler, A. (2024, Juni 27-28). Cross-modal activation, integration, and validation processes when reading illustrated texts: An eye-tracking study. Visual Language (VisLang) Conference 2024. Tilburg University, Netherlands. [Vortrag]
Frick, P., Johnson, V., & Kendeou, P. (2025, April 2-4). Addressing climate change misinformation: How source credibility and graphs influence belief and engagement with climate change posts. PhD Workshop: Combating Misinformation in the Digital Age. Leibniz-Institut für Wissensmedien, Tübingen. [Vortrag]
Frick, P., Kendeou, P., & Schüler, A. (2024). Dataset and code for: Knowledge revision processes during reading: How pictures influence the activation of outdated information [Datensatz]. https://doi.org/10.17605/OSF.IO/5JQ94
Führer, C., & Gerjets, P. (2024). How to understand & write literature with AI? Potentiale und Risiken von KI-Tools für Literarisches Lesen und Schreiben. MiDU - Medien im Deutschunterricht, 6(1), 1-18. https://doi.org/10.18716/OJS/MIDU/2024.1.3
Furr, R. M., Prentice, M., Hawkins Parham, A., Hartley, A. G., & Fleeson, W. (2024). Is doing good good enough? A motivation, action, sacrifice, and temptation (MAST) view of moral praiseworthiness. Personality and Social Psychology Bulletin. Advance online publication. https://doi.org/10.1177/01461672241273243
Fütterer, T., Gerjets, P., Cress, U., Lachner, A., Meurers, D., Köller, O., Fischer, F., Scheiter, K., Nuxoll, F., Bronner, P., Blume, B., & Trautwein, U. (2024). Wissenschaftler zu Kritik an Digitalem: „Wir sollten uns nicht beirren lassen“. Sonderheft des Verband Bildung und Erziehung (VBE)(02-2024), 5-8.
Gaiser, F., & Utz, S. (2024). Is hearing really believing? The importance of modality for perceived message credibility during information search with smart speakers. Journal of Media Psychology, 36(2), 93-106. https://doi.org/10.1027/1864-1105/a000384
Garsoffky, B., & Schwan, S. (2024). Room corners and how they influence the memory of visual information arranged on walls. Scientific Reports, 14, Article 12022. https://doi.org/10.1038/s41598-024-62648-1
Garsoffky, B., Benkert, M., & Schwan, S. (2025). Being surrounded by learning content in an immersive virtual room: Spatial grouping influences the corner effect on memory. Proceedings of the 17th International Conference on Education and New Learning Technologies, edulearn2025, 4452-4455. https://doi.org/10.21125/edulearn.2025.1147
Gebhardt, M., Irle, G., & Schilling, T. (2025). Virtual Reality im Schulalltag. Über das Potenzial von erweiterten Realitäten für den Unterricht. bildungSPEZIAL, 2025(2), 8-11.
Geers, M., Fischer, H., Lewandowsky, S., & Herzog, S. M. (2024). The political (a)symmetry of metacognitive insight into detecting misinformation. Journal of Experimental Psychology: General, 153(8), 1961-1972. https://doi.org/10.1037/xge0001600
Gerjets, P. (2024, Juli 15-17). Context specific aspects of integrating approaches of self-regulation. Tübingen week on Education, Motivation, Meta-Cognition, Personality, and Self-Regulation (TEMMPS). Eberhard Karls Universität Tübingen. [Eingeladener Vortrag]
Gerjets, P. (2024, Juli 15-17). Context specific aspects of integrating approaches of self-regulation. Tübingen week on Education, Motivation, Meta-Cognition, Personality, and Self-Regulation (TEMMPS). Eberhard Karls Universität Tübingen. [Eingeladener Vortrag]
Gerjets, P. (2024, Juni 21). Future Innovation Space (FIS). 2. KI-Fachtag. Leibniz-Institut für Wissensmedien, Tübingen. [Vortrag]
Gerjets, P. (2024, Mai 7). WR-AI-TING - Kreatives Schreiben mit KI-Tools in Schul- und Museumskontexten. Deutsches Literaturarchiv Marbach, Marbach am Neckar. [Eingeladener Vortrag]
Gerjets, P. (2024, Oktober 14). Future Innovation Space. Treffen der Vorstände der Leibniz-Institute in Baden-Württemberg zum Austausch über konkrete landesbezogene Themen. Leibniz-Institut für Wissensmedien (IWM), Tübingen. [Eingeladener Vortrag]
Gerjets, P. (2025, Juli 25). Selbstreguliertes Lernen im Zeitalter von KI. Center for Interdisciplinary Reasearch on Digital Education (CIRDE)/Pädagogische Hochschule Freiburg. [Eingeladener Vortrag]
Gerjets, P., Brucker, B., Müller, J., & Özbek, O. (2024, Juni 21-23). WR-AI-TING. Kreatives Schreiben mit KI-Tools in Schul- und Museumskontexten. Sommerschule der didaktisch-empirischen Schreibforschung. Universität Siegen. https://www.dies-sommerschule2024.de/ [Eingeladener Vortrag]
Gerjets, P., Brucker, B., Müller, J., & Özbek, O. (2024, Juni 6-7). WR-Ai-TING Kreatives Schreiben mit KI-Tools in Schul- und Museumskontexten. Erstes Vernetzungstreffen & Veranstaltung für Qualifikand:innen des BMBF-Förderschwerpunkts „Kulturelle Bildung in gesellschaftlichen Transformationen“. Nürnberg. https://www.kubi-meta.de/ [Eingeladener Vortrag]
Gerjets, P., Fütterer, T., & Nuxoll, F. (2024, Juni 25). Künstliche Intelligenz in der Bildung - Teil des Problems oder Teil der Lösung? Studium Generale. Eberhard Karls Universität Tübingen. [Eingeladener Vortrag]
Gieselmann, M., Erdsiek, D., Rost, V., & Sassenberg, K. (2025). Dataset for: Do managers accept artificial intelligence? Insights into the role of business area and AI functionality [Datensatz]. https://doi.org/10.23668/psycharchives.16138
Gieselmann, M., Erdsiek, D., Rost, V., & Sassenberg, K. (2025). Do managers accept artificial intelligence? Insights into the role of business area and AI functionality. Journal of Economic Psychology, 108, Article 102804. https://doi.org/10.1016/j.joep.2025.102804
Gieselmann, M., Hagedorn, J., & Sassenberg, K. (2024). Dataset for: Do perceived benefits compensate for low provider trustworthiness in disclosure decisions? An experimental investigation [Datensatz]. https://doi.org/10.23668/psycharchives.14414
Gieselmann, M., Hagedorn, J., & Sassenberg, K. (2024). Do perceived benefits compensate for low provider trustworthiness in disclosure decisions? An experimental investigation. Journal of Media Psychology. Advance online publication. https://doi.org/10.1027/1864-1105/a000440
Glandorf, D., & Meurers, D. (2024). Towards fine-grained pedagogical control over English grammar complexity in educational text generation. In E. Kochmar, M. Bexte, J. Burstein, A. Horbach, R. Laarmann-Quante, A. Tack, V. Yaneva, & Z. Yuan (Eds.). Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2024) (pp. 299-308). Association for Computational Linguistics. https://aclanthology.org/2024.bea-1.24
Glaser, M. (2025). Lernen unsicherer Informationen in historischen virtuellen Realitäten. In Kuchler, C. & Muckel, K. (Hrsg.). Virtual Reality – Zukunft der historischen Bildung? (S. 64-74). Wallstein. https://doi.org/10.5771/9783835387881-64
Glaser, M., & Schwan, S. (2024, September 4-6). Processing uncertain information in immersive virtual reality. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 2: Comprehension of Texts and Graphics: From Human to Artificial Intelligence. Valencia, Spain. [Vortrag]
Glaser, M., Franken, L., von Lindern, K., & Samida, S. (2024, Dezember 11). Eingeladene Teilnahme an einer Podiumsdiskussion zum Thema Materialität und Digitalität. Carl von Ossietzky Universität Oldenburg. [Podiumsdiskussion]
Glaser, M., Garsoffky, B., & Schwan, S. (2024, Mai 14-15). Lernbezogene Rezeption von realen vs. holografischen Objekten in einer Experimental-Ausstellung. Wissenschaftliche Jahrestagung LERN 2024 - Wie steht es um unser Bildungssystem? Krisen anerkennen, Lösungsansätze gestalten. Leibniz-Institut für Wissensmedien (IWM), Tübingen. [Vortrag]
Glaser, M., Hug, L., Werner, S., & Schwan, S. (2025). Spatial versus normal audio guides in exhibitions: Cognitive mechanisms and effects on learning. Educational Technology Research and Development, 73, 169–198. https://doi.org/10.1007/s11423-024-10424-3
Glaser, M., Werner, S., Kröger, L., Schilling, R., & Schwan, S. (2024, Dezember 9). Influence of different types of object sound presentation on experience and knowledge acquisition in the VR of a historical tugboat. Conference Exhibiting the Sound of History - Practice and Theory of Acoustic Historical Research and Communication. Hamburg. [Vortrag]
Glaser, M., Wolf, R., Staubermann, K., & Hogervorst, S. (2024, Dezember 9). Eingeladene Teilnahme an einer Podiumsdiskussion zum Thema Exhibiting the sound of history - round-table & final discussion. Conference Exhibiting the Sound of History - Practice and Theory of Acoustic Historical Research and Communication. Hamburg. [Podiumsdiskussion]
Glass, L., Dickinson, M., Brew, C., & Meurers, D. (Eds.). (2024). Language and computers (2nd ed.). Language Science Press. https://doi.org/10.5281/zenodo.12730906
Glöckner, A., Gollwitzer, M., Hahn, L., Lange, J., Sassenberg, K., & Unkelbach, C. (2024). Quality, replicability, and transparency in research in social psychology: Implementation of recommendations in Germany. Social Psychology, 55(3), 134-147. https://doi.org/10.1027/1864-9335/a000548
Goeze, A., Hoch, E., Sailer, M., & Fütterer, T. (2025, Januar 27-29). Ein Test zur Erfassung der ICAP-basierten Analysefähigkeit von Lehrkräften bezüglich des kognitiv aktivierenden Einsatzes digitaler Medien im Unterricht. Erfassung und Förderung digitalisierungsbezogener Kompetenzen von (angehenden) Lehrkräften. 12. GEBF-Tagung der Gesellschaft für Empirische Bildungsforschung. Universität Mannheim. [Vortrag]
Greving, H., Bruckermann, T., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2024). Dataset for: I'm proud of my project! The influence of psychological ownership on pride in a Citizen Science project on wildlife ecology [Datensatz]. https://doi.org/10.23668/psycharchives.14099
Gunser, V. E. (2024, Januar 18). Kreativität im digitalen Zeitalter: Der Turing Test bei den GPT Modellen und die Wahrnehmung ihres Outputs. Workshop: Kreatives Schreiben mit generativer KI. KI Makerspace Tübingen. [Eingeladener Vortrag]
Hagenlocher, U. (2025). IWM-Study chatperception01. Leibniz-Institut für Wissensmedien.
Hagenlocher, U. (2025). IWM-Study chatperception02. Leibniz-Institut für Wissensmedien.
Hagenlocher, U., & Klemke, A. (2024). Versuchsumgebung: IWM-Study HoloCoBA01. Leibniz-Institut für Wissensmedien, Tübingen.
Hagenlocher, U., & Klemke, A. (2024). Versuchsumgebung: IWM-Study InterpretGPT01. Leibniz-Institut für Wissensmedien, Tübingen.
Hagenlocher, U., & Klemke, A. (2024). Versuchsumgebung: IWM-Study LearnAI02. Leibniz-Institut für Wissensmedien, Tübingen.
Hagenlocher, U., & Klemke, A. (2024). Versuchsumgebung: IWM-Study NewOrder12. Leibniz-Institut für Wissensmedien, Tübingen.
Hagenlocher, U., & Klemke, A. (2024). Versuchsumgebung: IWM-Study WrAIting01. Leibniz-Institut für Wissensmedien, Tübingen.
Hagenlocher, U., & Klemke, A. (2024). Versuchsumgebung: IWM-Study WraitingDE01. Leibniz-Institut für Wissensmedien, Tübingen.
Hagenlocher, U., & Klemke, A. (2025). Versuchsumgebung: IWM-Study dfgpergamon01. Leibniz-Institut für Wissensmedien.
Hagenlocher, U., & Klemke, A. (2025). Versuchsumgebung: IWM-Study NewOrder03. Leibniz-Institut für Wissensmedien.
Hagenlocher, U., & Klemke, A. (2025). Versuchsumgebung: IWM-Study NewOrder04. Leibniz-Institut für Wissensmedien, Tübingen.
Halfmann, M., & Glaser, M. (2024). Virtual Reality Umgebung des Hochsee-Bergungsschleppers Seefalke für eine Studie zu historischen Klängen mit räumlichen Audio. Leibniz-Institut für Wissensmedien, Tübingen.
Halfmann, M., & Maiero, J. (2024). Mixed Reality App der Kretschmannwespe als Multi-User Anwendung zur gemeinsamen Interaktion mit dem 3D Modell. Leibniz-Institut für Wissensmedien, Tübingen.
Halfmann, M., Wagner, R., Pardi, G., & Gerjets, P. (2024). Versuchsanwendung zum Betrachten von 360 Grad Videos im Vergleich mit 2D Videos zum Thema Wissenschaftskommunikation. Leibniz-Institut für Wissensmedien, Tübingen.
Hamaloğlu, S., Huff, M., Fleming, S., Papenmeier, F., & Said, N. (2024, Juni 13-15). Insights into metacognitive efficiency: Unraveling the interplay between accuracy and confidence during event completion. Doktorand:innen-Workshop (A-Dok). Universität Heidelberg. [Vortrag]
Hampel, N., Sassenberg, K., Scholl, A., & Ditrich, L. (2024). Enactive mastery experience improves attitudes towards digital technology via self-efficacy – a pre-registered quasi-experiment. Behaviour & Information Technology, 43(2), 298-311. https://doi.org/10.1080/0144929x.2022.2162436
Hampp, C., Novak, M., Lange, A., & Schwan, S. (in press). Please touch the hedgehog: Haptic exploration of mounted specimens increases inspection time and positive evaluation of an exhibit. Science Education.
Heck, T., & Meurers, D. (2024). Exercise parameters influencing exercise difficulty. Proceedings of the EUROCALL 2023: CALL for all Languages, 236-241. https://doi.org/10.4995/EuroCALL2023.2023.16921
Heijselaar, E., Block Santos, L. L., Sarigül, B., & Müller, B. (2024, Juni 20-21). Are robots really uncanny? A ManyLabs study to assess the uncanny valley after real-life human-robot interaction. European Communication Science Event (ECSE). Radboud University, Nijmegen, Netherlands. [Vortrag]
Hernández-Leo, D., Theophilou, E., Oshima, J., Minematsu, T., Matsueda, K., Naganuma, S., Cress, U., Chen, B., Zhu, X., del Castillo, F. D., Chen, W., Lyu, Q., Chen, X., Zheng, L., & Weinberger, A. (2025). Collaborating with generative AI for learning? Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning-CSCL 2025, 525-533. https://doi.org/10.22318/cscl2025.882858
Herrmann, A., Krippl, N., Fischer, H., Nieder, J., Griesel, S., Bärninghausen, T., Schildmann, J., Mikolajczyk, R., Danquah, I., Mezger, N., & Kantelhardt, E. (2025). Acceptability of health-only vs. health-and-climate framings in lifestyle-related climate-sensitive health counselling: Results of a randomised survey experiment in Germany. Lancet Planetary Health. https://doi.org/10.1016/S2542-5196(25)00110-X
Hoberg, N. G., & Kathmann, J. (2025, Mai 19-21). Denk mal an was Cooles! Mit Spiel zum Spaß in der Denkmalpflege. Wege in die Denkmalpflege. Jahrestagung der Vereinigung der Denkmalfachämter in den Ländern, München. [Workshop]
Hoch, E., Brouër, B., & Fütterer, T. (2024, September 11-13). The relation of self-concept and metacognitive judgments in a sample of secondary school students. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 16: Metacognition and Self-Regulated Learning. Ruprecht-Karls-Universität Heidelberg. [Vortrag]
Hoch, E., Brouër, B., & Fütterer, T. (2025, Januar 27-29). Metakognitive Einschätzungen und Selbstkonzept: Eine Längsschnittuntersuchung bei Schüler*innen der Sekundarstufe. 12. GEBF-Tagung der Gesellschaft für Empirische Bildungsforschung. Universität Mannheim. [Vortrag]
Hoch, E., Flegr, S., Kuhn, J., Burde, J.-P., Scheiter, K., & Lindner, M. A. (2024, September 4-6). A joint investigation of multimedia effects in learning material and test item response options. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 2: Comprehension of Texts and Graphics: From Human to Artificial Intelligence. Valencia, Spain. [Vortrag]
Hoch, E., Scheiter, K., & Sassenberg, K. (2024). Promotion focus, but not prevention focus of teachers and students matters when shifting towards technology-based instruction in schools. Scientific Reports, 14, Article 22030. https://doi.org/10.1038/s41598-024-73463-z
Hoch, E., Stürmer, S., Jonkmann, K., & Scheiter, K. (2024, August 21-23). Investigating the screen inferiority effect in a naturalistic and ecologically valid setting. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 6 & 7: Instructional Design and Technology-Enhanced Learning: Current States and Future Perspectives. Eberhard Karls Universität Tübingen. [Vortrag]
Holz, H., Wendebourg, K., Pieronczyk, I., Bodnar, S., Meurers, D., & Parrisius, C. (2025). Design and user preferences of pedagogical agents for an intelligent tutoring system for EFL. Proceedings of the 27th International Conference on Human-Computer Interaction.
Hou, R., Fütterer, T., Bühler, B., Bozkir, E., Gerjets, P., Trautwein, U., & Kasneci, E. (2024). Automated assessment of encouragement and warmth in classrooms leveraging multimodal emotional features and ChatGPT. In A. M. Olney, I.-A. Chounta, Z. Liu, O. C. Santos, & I. Bittencourt (Eds.). Artificial Intelligence in Education. AIED 2024. Lecture Notes in Computer Science (Vol. 14829, pp. 60-74). Springer. https://doi.org/10.1007/978-3-031-64302-6_5
Huff, M. (2024, Dezember 12-13). ArchiveGPT: Psychological and technological perspectives on the AI-supported archiving of image material. Artificial Intelligence in Archives and Collections: Practices, Potentials, and Evidence Production in Dealing with Images and Multimodal Cultural Heritage. Herder Institut für historische Ostmitteleuropaforschung, Marburg. https://www.herder-institut.de/en/event/artificial-intelligence-in-archives-and-collections-conference/ [Eingeladener Vortrag]
Huff, M., & Bongartz, E. C. (2025). Research data availability in a selection of journals in educational research [Datensatz]. https://doi.org/10.5281/zenodo.15099435
Huff, M., Boehnisch, A., & Fischer, H. (2025, Mai 21-22). Science communication (WP 5). 3rd General Assembly of the Leibniz-Lab "Systemic Sustainability". Leibniz Zentrum für Marine Tropenforschung (ZMT), Bremen. [Eingeladener Vortrag]
Huff, M., Gagarina, N., Varkentin, E., & Brich, I. R. (2024, November 21-24). Education, not age, linked to narrative comprehension. 65th Annual Meeting of the Psychonomic Society. New York City, NY, USA. http://www.psychonomic.org/page/2024annualmeeting [Vortrag]
Huff, M., Jacobsen, C., & Papenmeier, F. (2025). Edit blindness is not related to immersion and presence in Hollywood movies. Psychology of Aesthetics, Creativity, and the Arts, 19(2), 353-361. https://doi.org/10.1037/aca0000542
Huff, M.*, Gagarina, N., Varkentin, E., & Brich, I. R.* (2025). Education, not age, linked to narrative comprehension. Learning and Instruction, 97, 102102. *shared first authorship. https://doi.org/10.1016/j.learninstruc.2025.102102
Hutmacher, F., Appel, M., & Schwan, S. (2024). Understanding autobiographical memory in the digital age: The AMEDIA-model. Psychological Inquiry, 35(2), 83-105. https://doi.org/10.1080/1047840X.2024.2384125
Hutmacher, F., Conrad, B., Appel, M., & Schwan, S. (2025). Mediated autobiographical remembering in the digital age: Insights from an experimental think-aloud study. Cognitive Research: Principles and Implications, 10, Article 18. https://doi.org/10.1186/s41235-025-00627-4
Ivan, I. V., Hoch, E., Brucker, B., Lindner, M. A., & Gerjets, P. (2024, Dezember 4). Assisting video learning with ChatGPT interpolated tests. Digital Education Day. [Project/Pitch]
John, N., Kehrer, M., & Thillosen, A. (2024, Juni 5-7). Partner:Space e-teaching.org. University:Future Festival 2024. [Partner:Space]
Kang, S., Potinteu, A.-E., & Said, N. (2025). ExplainitAI: When do we trust artificial intelligence? The influence of content and explainability in a cross-cultural comparison. https://doi.org/10.1145/3706599.3720222
Kathmann, J. (2024, Juni 13). Praxisvortrag Medienpsychologie. Lehrveranstaltung "Anwendungsfelder der Medien- und Wirtschaftspsychologie". Hochschule der Medien (HdM) Stuttgart. [Eingeladener Vortrag]
Kathmann, J. (2024, November 1-2). Kafka or not? Concept for an AI-supported multi-touch tabletop game for literature classes. Digital Kafka Symposium. Georgetown University, Washington, D.C, USA. [Vortrag]
Kathmann, J. (2024). Ressource oder Realitätsflucht? Gaming unter Kindern und Jugendlichen in Zeiten von Unsicherheit und Krisen. In C. Seidenfus, U. Hagehülsmann, R. Balling (Hrsg.). Stabilität auf schwankendem Boden - Reifer Umgang mit den Unsicherheiten unserer Zeit (S. 129-140). Springer. https://doi.org/10.1007/978-3-658-43059-7_11
Kathmann, J. (2025, Januar 16). Praxisvortrag Medienpsychologie. Lehrveranstaltung "Anwendungsfelder der Medien- und Wirtschaftspsychologie". Hochschule der Medien, Stuttgart. [Eingeladener Vortrag]
Kathmann, J. (2025, Juni 5). Praxisvortrag Medienpsychologie. Lehrveranstaltung "Anwendungsfelder der Medien- und Wirtschaftspsychologie". Hochschule der Medien, Stuttgart. [Eingeladener Vortrag]
Kathmann, J., & Strobel, B. (2024, August 7-8). 5 Strategien für interessantere Serious Games - Erkenntnisse aus der Psychologie. German Dev Days 2024. Frankfurt am Main. [Eingeladener Vortrag]
Kathmann, J., Gerjets, P., & Brucker, B. (2025). Kafka or not? Concept for an AI-supported multi-touch tabletop game for literature classes. In J. L. Plass, & X. Ochoa (Eds.). Serious Games. 10th Joint International Conference, JCSG 2024, New York City, NY, USA, November 7–8, 2024, proceedings (1 ed., Vol. 15259, pp. 375-383). Springer. https://doi.org/10.1007/978-3-031-74138-8
Kathmann, J., Hoberg, N. G., & Strobel, B. (2025, Juli 9-10). Gestaltung motivierender Spielerlebnisse: Von der psychologischen Theorie in die Spielentwicklungspraxis. German Dev Days, Frankfurt am Main. [Workshop]
Kaup, B., Ulrich, R., Bausenhart, K. M., Bryce, D., Butz, M. V., Dignath, D., Dudschig, C., Franz, V. H., Friedrich, C. K., Gawrilow, C., Heller, J., Huff, M., Hütter, M., Janczyk, M., Leuthold, H., Mallot, H. A., Nürk, H.-C., Ramscar, M., Said, N., ... Wong, H. Y. (2024). Modal and amodal cognition: an overarching principle in various domains of psychology. Psychological Research, 88, 307-337. https://doi.org/10.1007/s00426-023-01878-w
Kehrer, M. (2024, Februar 7). Hybride Lernräume für Lehre und Studium. Projektwerkstatt „Hybride TU – Optionen moderner Lehre“. Technische Universität Berlin. [Eingeladener Vortrag]
Kimmerle, J. (2025, Juni 17-18). Collaborative knowledge construction from a socio-cognitive and a sociocultural perspective. Workshop Memory and Media in the 21st Century. Bavarian Academy of Sciences and Humanities, München. [Eingeladener Vortrag]
Kimmerle, J. (in press). Partizipation und Citizen Science. In S. Samida, M. Glaser, & L. Franken (Hrsg.). Handbuch Materialität und Digitalität. Springer Nature.
Kläffling, L., Sittel, J., & Huff, M. (2024). Modality influences perceived film suspense but not time perception. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000684
Klein-van 't Noordende, J. E., Moeller, K., van Hoogmoed, A. H., & Kroesbergen, E. (2024). Can you count on what you see? Numerosity extraction and its association with verbal number skills in early childhood. Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale. Advance online publication. https://doi.org/10.1037/cep0000356
Klein, S. H. (2024, Juni 20-21). The impact of human-like characteristics of text-based conversational agents on user-related outcomes: a meta-analysis. European Communication Science Event (ECSE). Radboud University, Nijmegen, Netherlands. [Vortrag]
Klein, S. H. (2024, Juni 20-24). The impact of human-like characteristics of text-based conversational agents on user-related outcomes: a meta-analysis. 74th Annual Conference of the International Communication Association (ICA). Gold Coast, Australia. [Vortrag]
Klein, S. H., & Utz, S. (2024). Dataset for: Chatbot vs. human: The impact of responsive conversational features on users’ responses to chat advisors [Datensatz]. https://doi.org/10.17605/OSF.IO/W8DZV
Klein, S. H., & Utz, S. (2024). Chatbot vs. human: The impact of responsive conversational features on users’ responses to chat advisors. Human-Machine Communication, 8, 73-99. https://doi.org/10.30658/hmc.8.4
Klein, S. H., Papies, D., & Utz, S. (2024). Dataset for: How interaction mechanism and error responses influence users’ responses to customer service chatbots [Datensatz]. https://doi.org/10.17605/OSF.IO/J8HDE
Klein, S. H., Papies, D., & Utz, S. (2025). How interaction mechanism and error responses influence users’ responses to customer service chatbots. International Journal of Human-Computer Interaction, 41(7), 4300-4318. https://doi.org/10.1080/10447318.2024.2351707
Kohls, C., Dubbert, D., & Kehrer, M. (2024). The dynamic campus – flexible learning spaces for hybrid education. Proceedings of the 28th European Conference on Pattern Languages of Programs (EuroPLoP '23), Article 28. https://doi.org/10.1145/3628034.3628062
Köller, O., & Cress, U. (2024, Dezember 11). Vorstellung der Eckpunkte des Impulspapiers der SWK „Large Language Models und ihre Potenziale im Bildungssystem“. SWK Talk „KI in der (Grund-)Schule“. Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK). [Vortrag]
Krebs, M.-C., Oeberst, A., & Von der Beck, I. (2024). The wisdom of the crowd is not a forgone conclusion. Effects of self‐selection on (collaborative) knowledge construction. Topics in Cognitive Science, 16(2), 206-224. https://doi.org/10.1111/tops.12647
Kubsch, M., Neumann, K., Cress, U., & Drachsler, H. (2025, Januar 27-29). Ursachen unproduktiver Lernverläufe im naturwissenschaftlichen Unterricht identifizieren und adressieren. KI zur Förderung und Analyse von Lehr- und Lernprozessen. 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF): Bildung als Schlüssel für gesellschaftliche Herausforderungen. Universität Mannheim. [Vortrag]
Kupke, S. (2024). SharePoint-Erweiterungen 2.0: Generische Listenansichten und Formulare zur Erweiterung und Spezialisierung der Standard-Webparts. Leibniz-Institut für Wissensmedien, Tübingen.
Kupke, S. (2024). Urlaubsanträge - Workflow und Intraneteinbindung zur Antragstellung und Verwaltung von Urlaubsanträgen für Hilfskräfte. Leibniz-Institut für Wissensmedien, Tübingen.
Kupke, S., & Klemke, A. (2024). IWMAuthor 2.0 - Autorensystem für IWMStudy mit WYSIWYG-Editor. Leibniz-Institut für Wissensmedien, Tübingen.
Kupke, S., & Wickelmaier, N. (2024). Forschungsdatenmanagement. Metadatenverwaltung von Studien- und Forschungsdaten. Leibniz-Institut für Wissensmedien, Tübingen.
Kupke, S., Bohnet, E., & Garsoffky, B. (2024). Publikationskosten - Workflow und Intraneteinbindung zur Antragstellung und Verwaltung von Publikationskosten. Leibniz-Institut für Wissensmedien, Tübingen.
Kupke, S., Oestermeier, U., Rosing, K., & Wickelmaier, N. (2024). Forschungsinformationssystem CRIS. Leibniz-Institut für Wissensmedien, Tübingen.
Lachmair, M., Ruiz Fernández, S., Brucker, B., & Gerjets, P. (2025). Approaching or just observing? The interplay of behavior and environment in the retention of pictorial details of ambivalent Nazi propaganda images. Computers in Human Behavior, 164, Article 108503. https://doi.org/10.1016/j.chb.2024.108503
Lehmann, C. (2025, Februar 12-13). Präsent im Leben der anderen: Freundschaft auf Distanz. Präsenz gestalten. Interdisziplinäre Positionen. Universität Stuttgart. [Eingeladener Vortrag]
Lehmann, C., & Utz, S. (2024, September 16-19). Media use patterns of distant friend groups. (Social) Media. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Vortrag]
Lehmann, C., & Utz, S. (2025, Juni 12-16). Media use in groups of friends: Relationships with connectedness. 75th Annual International Communication Association Conference (ICA). Denver, USA. [Vortrag]
Lehmann, C., & Utz, S. (2025). Dataset for: Media use in groups of friends: Relationships with connectedness [Datensatz]. https://doi.org/10.17605/OSF.IO/3CZ5F
Lehmann, C., & Utz, S. (2025). Media use in groups of friends: Relationships with connectedness. New Media & Society. Advance online publication. https://doi.org/10.1177/14614448251351282
Lermann Henestrosa, A. (2024, Februar 24). Wer glaubt schon einer KI? – Vertrauen und Einstellungen gegenüber automatisierten Texten. Gott digital: digitale Pioniere für eine bessere Zukunft. https://www.youtube.com/watch?v=vC5X7dh6mYg [Vortrag]
Lermann Henestrosa, A. (2024, November 21). Eingeladene Teilnahme an einer Podiumsdiskussion zum Thema KI für alle: Wissenschaftskommunikation neu gedacht – Interkulturalität, Migration und Gender im Fokus. Vielfaltsdiskurse. Hochschule Osnabrück. [Podiumsdiskussion]
Lermann Henestrosa, A., & Kimmerle, J. (2024, November 12-14). Perceptions of AI authorship in the context of science communication. Persuasive Algorithms? The Rhetorics of Generative AI. Center for Rhetorical Science Communication Research on Artificial Intelligence (RHET AI), Tübingen. https://rhet.ai/2024/05/02/persuasive-algorithms-the-rhetorics-of-generative-ai/ [Vortrag]
Lermann Henestrosa, A., & Kimmerle, J. (2024). Dataset for: The effects of assumed AI vs. human authorship on the perception of a GPT-generated text [Datensatz]. https://osf.io/gpkc6/
Lermann Henestrosa, A., & Kimmerle, J. (2024). Dataset for: Understanding and perception of automated text generation among the public: two surveys with representative samples in Germany [Datensatz]. https://osf.io/sn75h/
Lermann Henestrosa, A., & Kimmerle, J. (2024). Data descriptor for “Understanding and perception of automated text generation among the public: Two surveys with representative samples in Germany”. Data, 9(10), Article 116. https://doi.org/10.3390/data9100116
Lermann Henestrosa, A., & Kimmerle, J. (2024). The effects of assumed AI vs. human authorship on the perception of a GPT-generated text. Journalism and Media, 5(3), 1085-1097. https://doi.org/10.3390/journalmedia5030069
Lermann Henestrosa, A., & Kimmerle, J. (2024). Understanding and perception of automated text generation among the public: Two surveys with representative samples in Germany. Behavioral Sciences, 14(5), Article 353. https://doi.org/10.3390/bs14050353
Lermann Henestrosa, A., & Kimmerle, J. (2025). "Always check important information!”: The role of disclaimers in the perception of AI-generated content. Computers in Human Behavior: Artificial Humans, 4, Article 100142. https://doi.org/10.1016/j.chbah.2025.100142
Liu, Y., Stivers, A. W., Murphy, R. O., Van Doesum, N. J., Joireman, J., Gallucci, M., Aharonov-Majar, E., Athenstaedt, U., Bai, L., Böhm, R., Buchan, N. R., Chen, X.-P., Dumont, K. B., Engelmann, J. B., Eriksson, K., Euh, H., Fiedler, S., Friesen, J., Gächter, S., ... Van Lange, P. A. (2024). Wherefore art thou competitors? How situational affordances help differentiate among prosociality, individualism, and competition. European Journal of Personality. Advance online publication. https://doi.org/10.1177/08902070241298850
Löfflad, D., & Meurers, D. (2025, März 20-21). Lexical development between cognition and tradition: Frequency norms and vocabulary lists of testing institutions. International Workshop on Foreign Language Learning and Proficiency-Rated Reading Materials: SLA Research and AI Methods Supporting Analysis and Effective Didactics in Real-Life Education. Eberhard Karls Universität Tübingen, Leibniz-Institut für Wissensmedien (IWM). [Vortrag]
Löfflad, D., Schnaper, E., Beuttler, B., & Meurers, D. (2024, Dezember 17-18). Automatic CEFR-Based linguistic analysis for LLM generated texts. Natural Language and AI. 48. Österreichische Linguistiktagung 2024. Innsbruck, Austria. https://www.uibk.ac.at/de/congress/oelt2024/ [Vortrag]
Luther, T., Kimmerle, J., & Cress, U. (2024). Dataset for: Teaming up with an AI: Exploring human-AI collaboration in a writing scenario with ChatGPT [Datensatz]. https://osf.io/7rxq2/
Luther, T., Kimmerle, J., & Cress, U. (2024). Co-writing with AI: How do people interact with ChatGPT in a writing scenario? In C. Stephanidis, M. Antona, S. Ntoa, & G. Salvendy (Eds.). HCI International 2024 Posters. HCII 2024. Communications in Computer and Information Science (Vol. 2120, pp. 198-207). Springer. https://doi.org/10.1007/978-3-031-62110-9_20
Luther, T., Kimmerle, J., & Cress, U. (2024). Teaming up with an AI: Exploring human-AI collaboration in a writing scenario with ChatGPT. AI, 5(3), 1357-1376. https://doi.org/10.3390/ai5030065
Luther, T., Mayer, M., & Kimmerle, J. (2025, Juli 2-4). Shaping perception and interaction: The role of anthropomorphism and task type in human-AI writing. Interdisciplinary PhD Workshop "Beyond Commands: The Evolving Relationship between Humans and Voice-Enabled AI". Tübingen. [Vortrag]
Luther, T., Sommer, M., & Kimmerle, J. (2025, Juni 22-27). Investigating interaction patterns of co-writing with AI: A randomized vignette study on the impact of writing perspectives. Communication and Creativity in the AI Era. HCI International 2025 – 27th International Conference on Human-Computer Interaction. Gothenburg, Sweden. [Eingeladener Vortrag]
Luther, T., Sommer, M., & Kimmerle, J. (2025). Investigating Interaction Patterns of Co-writing with AI: A Randomized Vignette Study on the Impact of Writing Perspectives. In A. Coman & S. Vasilache (Eds.). Social Computing and Social Media. HCII 2025. Lecture Notes in Computer Science (Vol. 15787). Springer. https://doi.org/10.1007/978-3-031-93536-7_7
Lutz, S., Büttner, C. M., & Neumann, D. (2024). A window to what we missed: Effects of self- versus other-exclusion on social media users’ fundamental needs, emotional responses, and online coping behaviors. Media Psychology, 27(3), 401-427. https://doi.org/10.1080/15213269.2023.2242769
Maiero, J. (2024). Demo: SoundSpace – VR-Anwendung zum Erlernen von Noten anhand von MIDI-Daten. Leibniz-Institut für Wissensmedien, Tübingen.
Maiero, J. (2024). Einbindung von Motion-Capturing-Daten in eine virtuelle Umgebung – mit Fokus auf Tanz und Bewegung. Leibniz-Institut für Wissensmedien, Tübingen.
Maiero, J. (2024). Generische Implementierung eines Fahrrad-Interface für die Navigation in virtuellen Welten. Leibniz-Institut für Wissensmedien, Tübingen.
Maiero, J. (2024). Versuchs- und Fahrsimulationsumgebung, einschließlich einer auditiven, dualen Reaktionszeitaufgabe. Leibniz-Institut für Wissensmedien, Tübingen.
Maiero, J., & Halfmann, M. (2024). Virtuelle Umgebung zum Betrachten von Breakdance-Videos. Leibniz-Institut für Wissensmedien, Tübingen.
Maiero, J., Halfmann, M., & Gerjets, P. (2024). Immersive Kafka-Universum für die Kafka-Ausstellung im Deutschen Literaturarchiv. Leibniz-Institut für Wissensmedien, Tübingen.
Maiero, J., Pardi, G., & Halfmann, M. (2024). Immersive Versuchsumgebung für das Erlernen des Atomaufbaus und der Molekülgeometrie. Leibniz-Institut für Wissensmedien, Tübingen.
Maiero, J., Pardi, G., & Peiffer-Siebert, L. (2025, Februar 11-15). Vorstellung von KuMuS-ProNeD und MINT-ProNeD. didacta - die Bildungsmesse, Stuttgart. https://www.messe-stuttgart.de/didacta/. [Standbetreuung]
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Malitzke, P., Richter, C., & Schwan, S. (in press). Relationship between eye movement behavior and vocational interests. Personality and Individual Differences.
Matschke, C. (2024, September 16-19). Consistency in the social self: Insights into how people organize multiple social identities. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Symposiumsdiskussion]
Matschke, C. (2024). Diskriminierung durch wohlwollende Darstellungen und positive Stereotypisierung. In U. Backofen (Ed.), Blickwinkel Blindheit. Blindheit und Sehbehinderung in Büchern und Filmen. https://www.blickwinkel-blindheit.de/positive-stereotypisierung [Onlineartikel]
Matschke, C.*, Roth, J.*, Deutsch, R., Heineck, P.-M., & de Vreeze, J. (2025). Dataset for: Indirect measures of social identities: Implicit association tests assess self-categorization, match-mismatch-paradigms distinguish identification from disidentification [Datensatz]. *shared first authorship. https://doi.org/10.17605/OSF.IO/WXMKC
Matschke, C.*, Roth, J.*, Deutsch, R., Heineck, P.-M., & de Vreeze, J. (2025). Indirect measures of social identities: implicit association tests assess self-categorization, match–mismatch paradigms distinguish identification from disidentification. Self and Identity. Advance online publication. *shared first authorship. https://doi.org/10.1080/15298868.2025.2499138
Mayer, M., & Heck, D. W. (2024, März 17-20). Modeling sequential collaboration: exploring cognitive mechanisms of collaborative judgments. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Vortrag]
Mayer, M., & Heck, D. W. (2024, September 4-6). Understanding judgment aggregation with sequential collaboration: A computational modeling approach. European Mathematical Psychology Group Meeting 2024. Eberhard Karls Universität Tübingen. [Vortrag]
Mayer, M., & Heck, D. W. (2024). Sequential collaboration: The accuracy of dependent, incremental judgments. Decision, 11(1), 212–237. https://doi.org/10.1037/dec0000193
Mayer, M., & Heck, D. W. (2025). Modeling dependent group judgments: A computational model of sequential collaboration. Psychonomic Bulletin & Review, 32, 1142–1164. https://doi.org/10.3758/s13423-024-02619-9
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Mayer, M., & Rebholz, T. R. (2025, März 9-12). Navigating anchor relevance skillfully: Expertise reduces susceptibility to anchoring effects. 67. Tagung experimentell arbeitender Psycholog*innen | Conference of Experimental Psychologists (TeaP 2025). Johann Wolfgang Goethe-Universität Frankfurt am Main. [Vortrag]
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Merkt, M., & Huff, M. (2025). Dynamic visualizations: How to overcome challenges and seize opportunities. In A. Gegenfurtner & I. Kollar (Eds.). Designing effective digital learning environments (1st ed.). Routledge. https://doi.org/10.4324/9781003386131-8
Meurers, D. (2024, Dezember 12). Linking SLA research and foreign language learning with digitally-supported studies in real-life school contexts. Workshop "Intervention studies on Pedagogical Construction Grammar in Foreign Language Teaching" of the the Scientific Network “CoPreSpa - The dynamics of prepositions and prepositional constructions in Spanish”. Eberhard Karls Universität Tübingen. [Eingeladener Vortrag]
Meurers, D. (2024, November 18). Language and AI in education. Antrittsvortrag im Fachbereich Informatik. Eberhard Karls Universität Tübingen. [Vortrag]
Meurers, D. (2024, Oktober 2). Adaptive Sprachförderung mit digitalen Medien – Grundlagen und Potenziale. Fachforum des Kultusministeriums Rheinland-Pfalz „Diagnosegeleitete Sprachförderung mit 2P für Deutsch und DaZ“. Mainz. [Eingeladener Vortrag]
Meurers, D. (2024, September 16-20). Towards reflecting student heterogeneity in adaptive systems for authentic school contexts. 19th European Conference on Technology Enhanced Learning (ECTEL 2024). Universität für Weiterbildung Krems, Austria. https://ea-tel.eu/ectel2024 https://ea-tel.eu/ectel2024/keynote-speakers [Keynote]
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Molitor, M. K., & Maiero, J. (2024). Entwicklung einer Studienumgebung zur Analyse der Unterschiede zwischen virtuellen und physischen Ausstellungsräumen sowie die Auswirkungen auf die Kunsterfahrung und das Lernen. Leibniz-Institut für Wissensmedien, Tübingen.
Molitor, M. K., Maiero, J., Peiffer-Siebert, L., Schmidts, C., Hauser, S., Brucker, B., & Gerjets, P. (2024, Dezember 4). Museal VR-replicas: Effects on art-experience and learning. Digital Education Day. [Project/Pitch]
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Odontides, L., Scheiter, K., Shiozawa, T., Fischer, M. R., Kugelmann, D., & Berndt, M. (2024). Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students. Annals of Anatomy - Anatomischer Anzeiger, 256, Article 152320. https://doi.org/10.1016/j.aanat.2024.152320
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Oestermeier, U., & Kupke, S. (2024). Kafkatisch - Multiuser-Applikation für die Kafka-Ausstellung im Deutschen Literaturarchiv in Marbach. Leibniz-Institut für Wissensmedien, Tübingen.
Ostrricher, Y., Ditrich, L., Sassenberg, K., Kanat-Maymon, Y., & Roth, G. (2025). Integration of negative emotions, empathy, and support for conciliatory policies in intractable conflicts. Cognition and Emotion. Advance online publication. https://doi.org/10.1080/02699931.2025.2488985
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Proksch, S., Schühle, J., Streeb, E., Weymann, F., Luther, T., & Kimmerle, J. (2024). The impact of text topic and assumed human vs. AI authorship on competence and quality assessment. Frontiers in Artificial Intelligence, 7, Article 1412710. https://doi.org/10.3389/frai.2024.1412710
Pummerer, L. (2024). On different operationalizations and conceptualizations of the tendency to believe in conspiracy theories: A comment on Nera (2024). Zeitschrift für Psychologie, 232(1), 55-58. https://doi.org/10.1027/2151-2604/a000547
Pummerer, L., Fock, L., Winter, K., & Sassenberg, K. (2024). Conspiracy beliefs and majority influence. Journal of Social Psychology. Advance online publication. https://doi.org/10.1080/00224545.2024.2397491
Pummerer, L.*, Ditrich, L.*, Winter, K., & Sassenberg, K. (2025). Datasets and codebooks for: Belief in a norm‐consistent climate policy conspiracy theory and non‐normative collective action [Datensatz]. *shared first authorship. https://doi.org/10.23668/psycharchives.16188
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Rebholz, T. R., & Mayer, M. [Chair] (2025, März 9-12). Numerical assimilation in anchoring, advice taking, and hindsight bias. 67. Tagung experimentell arbeitender Psycholog*innen | Conference of Experimental Psychologists (TeaP 2025). Johann Wolfgang Goethe-Universität Frankfurt am Main. [Symposiumsorganisation]
Ribeiro-Flucht, L., Chen, X., & Meurers, D. (2024). Explainable AI in language learning: Linking empirical evidence and theoretical concepts in proficiency and readability modeling of Portuguese. In E. Kochmar, M. Bexte, J. Burstein, A. Horbach, R. Laarmann-Quante, A. Tack, V. Yaneva, & Z. Yuan (Eds.). Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2024) (Vol. 19, pp. 199-209). Association for Computational Linguistics. https://aclanthology.org/2024.bea-1.17.pdf
Riemenschneider, A., Weiss, Z., Schröter, P., & Meurers, D. (2024). The interplay of task characteristics, linguistic complexity, and language proficiency in high-stakes English as a foreign language writing. tesol QUARTERLY, 58(2), 775-801. https://doi.org/10.1002/tesq.3254
Ries, M., & Schwan, S. (2024). Becoming aware of an authentic historic place: effects on affective and cognitive outcomes. European Journal of Psychology of Education, 39, 3463-3482. https://doi.org/10.1007/s10212-023-00765-7
Roesch, S., Moeller, K., & Bahnmüller, J. (2024). Finger counting, finger number gesturing, and basic numerical skills: A cross-sectional study in 3- to 5-year-olds. Journal of Experimental Child Psychology, 242, Article 105892. https://doi.org/10.1016/j.jecp.2024.105892
Ronconi, A., Mason, L., Manzione, L., & Schüler, A. (2025). Effects of digital reading with on-screen distractions: An eye-tracking study. Journal of Computer Assisted Learning, 41(1), Article e13106. https://doi.org/10.1111/jcal.13106
Roos, C., Utz, S., Koudenburg, N., & Postmes, T. (2024). Diplomacy online: A case of mistaking broadcasting for dialogue. European Journal of Social Psychology, 54(1), 314-331. https://doi.org/10.1002/ejsp.3015
Rudholzer, E., & Utz, S. (2025, April 2-4). Skimming content on social media: Are users susceptible to misinformation? Combating misinformation in the digital age: Cognitive biases, societal challenges and Ethical Considerations. Leibniz-Institut für Wissensmedien (IWM), Tübingen. [Vortrag]
Rudholzer, E., & Utz, S. (2025, Juni 11-16). Who said what? Confusing scientists and laypeople on social media. 75th International Communication Association Conference (ICA). Denver, CO, USA. [Vortrag]
Rudholzer, E., & Utz, S. (2025, Mai 27-29). Science communication on social media: Are users confused who’s speaking? Public Communication of Science and Technology (PCST) 2025. University of Aberdeen, UK. [Vortrag]
Said, N., Burkhardt, L., Plötz, L., Brich, I. R., & Antes, N. (2024, Mai 8). Understanding sharing behavior on social media platforms. Universität Jena. [Eingeladener Vortrag]
Said, N., Debnath, C., & Antes, N. (2025, März 9-12). Does content matter? – Comparing the continued influence effect for different materials. 67. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Johann Wolfgang Goethe-Universität Frankfurt am Main. [Vortrag]
Said, N., Lindner, D., & Varkentin, E. (2025, September 8). How induced controllability affects climate change risk perception and learned helplessness. Workshop on the Psychology of Climate Change Risk. University of Leeds, UK. [Vortrag]
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Sánchez-García, R., Dominguez-Rodriguez, A., Ocegueda-Miramontes, V., Aguilar, L., Rodríguez-Díaz, A., Cervera Torres, S., & Sanchez, M. A. (2024). Human behavioral anomaly pattern mining within an IoT environment: An exploratory study. In G. Marques (Ed.). Advances in Computers (Vol. 133, pp. 33-57). Elsevier. https://doi.org/10.1016/bs.adcom.2023.10.003
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Schachner, M., Ardag, M., Holtz, P., Großer, J., Hartz, C., van Herk, H., Bender, M., Boehnke, K., & Dobewall, H. (2024). Extracting organizational culture from text: the development and validation of a theory-driven tool for digital data. European Journal of Work and Organizational Psychology, 33(5), 571-582. https://doi.org/10.1080/1359432X.2024.2360225
Scharinger, C. (2024). Task-irrelevant decorative pictures increase cognitive load during text processing but have no effects on learning or working memory performance: an EEG and eye-tracking study. Psychological Research(88), 1362–1388. https://doi.org/10.1007/s00426-024-01939-8
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Schwan, S. (2025). Erleben und Verstehen? Virtuelle und Augmentierte Realitäten als innovative Formen historischen Lernens. In C. Kuchler & K. Muckel (Hrsg.). Virtual Reality. Zukunft der historischen Bildung? (S. 40-53). Wallstein.
Schwan, S. (2025). Verstehensprozesse in der Medienrezeption. In V. Gehrau, H. Bilandzic, H. Schramm, & C. Wünsch (Hrsg.). Medienrezeption (2. Aufl., S. 283-302). Nomos.
Schwan, S., & Specht, I. (2024, November 18-19). Feldexperimente in Museen: Daten erheben, interpretieren und präsentieren. Aus Daten lernen. Visualisierung, Anwendung und Kommunikation von Ergebnissen der Besucher*innenforschung. Jahrestagung des Netzwerk Besucher*innenforschung e. V. Deutsches Museum, München. [Keynote]
Sondermann, C., Huff, M., & Merkt, M. (2024). Distracted by a talking head? An eye tracking study on the effects of instructor presence in learning videos with animated graphic slides. Learning and Instruction, 91, Article 101878. https://doi.org/10.1016/j.learninstruc.2024.101878
Spitzer, M. W., & Moeller, K. (2024). Performance increases in mathematics within an intelligent tutoring system during COVID-19 related school closures: A large-scale longitudinal evaluation. Computers and Education Open, 6, Article 100162. https://doi.org/10.1016/j.caeo.2024.100162
Stark, P., Bozkir, E., Sójka, W., Huff, M., Kasneci, E., & Göllner, R. (2024). The impact of presentation modes on mental rotation processing: A comparative analysis of eye movements and performance. Scientific Reports(14), Article 12329. https://doi.org/10.1038/s41598-024-60370-6
Thoma, G., Moeller, K., Ninaus, M., & Bahnmüller, J. (2024). Collectible content – Towards a modular ecosystem of intrinsically integrated gameplay: The case of fractions. In P. Dondio, M. Rocha, A. Brennan, A. Schönbohm, F. de Rosa, A. Koskinen, & F. Bellotti (Eds.). Games and Learning Alliance. GALA 2023. Lecture Notes in Computer Science (Vol. 14475, pp. 353-362). https://doi.org/10.1007/978-3-031-49065-1_34
Thomas, J., & Kimmerle, J. (2024, Dezember 11-12). Die Rolle von Vorläufigkeit und Glaubwürdigkeit in wissenschaftlichen Forschungsprozessen. Forum Wissenschaftskommunikation 2024 (Wissenschaft im Dialog). Berlin. [Vortrag]
Timm, J. D., Huff, M., Schwan, S., & Papenmeier, F. (2024). Dataset for: Short-term transfer effects of tetris on mental rotation: Review and registered report – A Bayesian approach [Datensatz]. https://osf.io/d3wuc/
Timm, J. D., Huff, M., Schwan, S., & Papenmeier, F. (2024). Short-term transfer effects of Tetris on mental rotation: Review and registered report - A Bayesian approach. Attention, Perception, & Psychophysics, 86(3), 1056-1064. https://doi.org/10.3758/s13414-024-02855-0
Ulsperger, A., Koch, D., Nüesch, C., Schären, S., Mündermann, A., & Netzer, C. (2024, April 24-26). Paraspinal muscle fatigue affects posture of patients with symptomatic lumbar spinal stenosis (sLSS) and healthy elderly adults: results of a pilot study. 13. Jahrestagung der Deutschen Gesellschaft für Biomechanik (DGfB). Heidelberg. https://biomechanik-kongress.de/ [Vortrag]
Utz, S. (2024, November 27). Lernen mit KI. vhs Fachtag „Künstliche Intelligenz an der vhs“. Volkshochschulverband Baden-Württemberg. [Keynote]
Utz, S. (2024, Oktober 25). Credibility of language-based agents: The influence of social presence and social roles. 3rd INTERACT! Workshop. Kunstmuseum Bochum. [Eingeladener Vortrag]
Utz, S. (2024). How gender and type of algorithmic group discrimination influence ratings of algorithmic decision-making. International Journal of Communication, 18, 570-589. https://ijoc.org/index.php/ijoc/article/view/20806
Utz, S. (2025, April 2). Communicative AI and political information-seeking: The credibility challenge. Youth Political Socialization in Focus: Data, Psychology, and Everyday Influence. University of Salamanca, Spain. [Keynote]
Utz, S. (2025, Februar 12-13). Ein Konzept im Wandel: Von sozialer Präsenz anderer Personen zu sozialer Präsenz von kommunikativer KI. Präsenz gestalten. Interdisziplinäre Positionen. Universität Stuttgart. [Vortrag]
Utz, S. (2025, Januar 14). Credibility of communicative AI. ComAI Lectures. ZemKi Bremen. [Eingeladener Vortrag]
Utz, S. (2025, Juli 2-4). Credibility of voice-enabled AI: Insights from experimental and field research. PhD Workshop Voice-based Human-AI interaction. Universität Tübingen. [Keynote]
Utz, S., Sarigül, B., Klein, S. H., Anderl, C., Fiedler, P., & Han, J. (2024, Juni 20-24). Information search with ChatGPT: An experimental comparison of credibility judgments across different applications. 74th Annual Conference of the International Communication Association (ICA). Gold Coast, Australia. [Vortrag]
Van den Bogaert, V., Düsing, K., Greving, H., Thomas, J., Bruckermann, T., Brandt, M., Lewanzik, D., & Schuhmann, A. (2024, September 11-12). Verknüpfung von Forschung und Praxis: Eintauchen in authentische Forschungsprozesse. Wisskomm Connected. Berlin-Brandenburgische Akademie der Wissenschaften, Berlin. [Vortrag]
Varkentin, E., & Huff, M. (2024, Mai 13). The role of acute stress and age in narrative comprehension. Presentation during the Visual Language Lab Meeting at Tilburg University. Tilburg, Netherlands. [Eingeladener Vortrag]
Varkentin, E., Brich, I. R., Kurmanbekova, K., & Huff, M. (2024, März 17-20). The role of acute stress in narrative comprehension across age groups. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Vortrag]
Varkentin, E., Brich, I. R., Kurmanbekova, K., & Huff, M. (2025, April 7-9). Visual narrative comprehension in the context of aging and stress. Doctoral symposium - Context in Cognition. Eberhard Karls Universität Tübingen. [Vortrag]
Varkentin, E., Brich, I. R., Sünkel, U., von Thaler, A. K., Eschweiler, G. W., & Huff, M. (2024, Juni 27-28). Stability of narrative comprehension across age and education: The pictorial advantage and resilience to cognitive decline in older adults. Visual Language (VisLang) Conference 2024. Tilburg University, Netherlands. [Vortrag]
Varkentin, E., Brich, I. R., Sünkel, U., von Thaler, A. K., Eschweiler, G. W., & Huff, M. (2025). Inference generation in older adults: Comparing pictorial and textual comprehension in the context of cognitive decline. Memory & Cognition. https://doi.org/10.3758/s13421-025-01736-7
von Hoyer, J. F., Kimmerle, J., Cress, U., & Holtz, P. (2024). False certainty as an unwanted side effect of knowledge acquisition in computer-based online search and content learning. Computers & Education, 208, Article 104930. https://doi.org/10.1016/j.compedu.2023.104930
Wagner, R., Pardi, G., Müller, J., Brucker, B., & Gerjets, P. (2024). Work-in-Progress - How do different degrees of immersion and points of view in immersive videos affect the quality of science communication? In J. Krüger, D. Pedrosa, D. Beck, M. L. Bourguet, A. Dengel, R. Ghannam, A. Miller, A. Peña-Rios, & J. Richter (Eds.). Proceedings of 10th International Conference of the Immersive Learning Research Network (iLRN) – Selected Academic Contributions (pp. 239-245). https://doi.org/10.56198/U6C0W27CF
Wagner, R., Pardi, G., Müller, J., Brucker, B., Schwarzer, S., & Gerjets, P. (2025). Listening to scientists in immersive videos: How levels of immersion and points of view influence learning experiences. Computers & Education, 234, Article 105326. https://doi.org/10.1016/j.compedu.2025.105326
Wagner, R., Pardi, G., Peiffer-Siebert, L., Oezbek, O., Maiero, J., Halfmann, M., & Gerjets, P. (2024, Dezember 4). Effects of video designs and presentation formats on the reception of scientific content in immersive learning videos. Digital Education Day. [Project/Pitch]
Wendebourg, K., Öttl, B., Meurers, D., & Kaup, B. (2025). Semantic information boosts the acquisition of a novel grammatical system in different presentation formats. Language and Cognition. Advance online publication. https://doi.org/10.1017/langcog.2023.47
Winter, K., Hornsey, M. J., Pummerer, L., & Sassenberg, K. (2024). Public agreement with misinformation about wind farms. Nature Communications, 15, Article 8888. https://doi.org/10.1038/s41467-024-53278-2
Winter, K., Pummerer, L., von Oertzen, T., Hornsey, M. J., & Sassenberg, K. (2025). Data for: Conspiracy belief and opposition to wind farms: A longitudinal study [Datensatz]. https://doi.org/10.23668/psycharchives.16349
Winter, K., Pummerer, L., von Oertzen, T., Hornsey, M. J., & Sassenberg, K. (2025). Conspiracy belief and opposition to wind farms: A longitudinal study. Journal of Environmental Psychology, 104, Article 102620. https://doi.org/10.1016/j.jenvp.2025.102620
Wise, S. L., Kuhfeld, M. R., & Lindner, M. A. (2024). Don’t test after lunch: The relationship between disengagement and the time of day that low-stakes testing occurs. Applied Measurement in Education, 37(1), 14-28. https://doi.org/10.1080/08957347.2024.2311925
Wolfers, L. N., Lüpken, L. M., Schimmel, M., Utz, S., Nabi, R. L., & Gaiser, F. (2024). Coping with the COVID-19 pandemic by using media: Extending the coping goodness-of-fit hypothesis to media use. Communication Studies, 75(5), 712-732. https://doi.org/10.1080/10510974.2024.2365068
Wolfers, L. N., Nabi, R. L., & Walter, N. (2024). Too much screen time or too much guilt? How child screen time and parental screen guilt affect parental stress and relationship satisfaction. Media Psychology. Advance online publication. https://doi.org/10.1080/15213269.2024.2310839
Wolfers, L. N., Neumann, D., Klein, S. H., Gaiser, F., Anderl, C., & Utz, S. (in press). What do you mean by “social media”? Introducing the reporting items for social media research (RISoMeR). Annals of the International Communication Association.
Xu, W., Huff, M., & Papenmeier, F. (2024). A closer look at the agent advantage effect: An eye-tracking study on event role processing in pictures. Visual Cognition. Advance online publication. https://doi.org/10.1080/13506285.2024.2428468
Yamada, Y., Xue, J., Li, P., Ruiz Fernández, S., Özdoğru, A. A., Sarı, Ş., Cervera Torres, S., Hinojosa, J. A., Montoro, P. R., AlShebli, B., Bolatov, A. K., McGeechan, G. J., Zloteanu, M., Razpurker-Apfeld, I., Samekin, A., Tal-Or, N., Tejada, J., Freitag, R., Khatin-Zadeh, O., ... Marmolejo Ramos, F. (2024). Where the ‘bad’ and the ‘good’ go: A multi-lab direct replication report of Casasanto (2009, Experiment 1). Memory & Cognition. Advance online publication. https://doi.org/10.3758/s13421-024-01637-1