Joachim Kimmerle ist seit September 2013 stellvertretender Leiter der Arbeitsgruppe Wissenskonstruktion am IWM. Er leitet Forschungsprojekte zu Prozessen der interindividuellen Wissenskonstruktion sowie zur Wissenskonstruktion mit digitalen Agenten. In seiner Forschungsarbeit befasst er sich mit kognitiven, motivationalen, emotionalen und sozialen Aspekten der medienbasierten kollektiven Wissenskonstruktion, mit Wissenschaftskommunikation und mit computer-unterstütztem kollaborativem Lernen. Außerdem befasst er sich mit Möglichkeiten des Wissenstransfers in die Praxis. Er lehrt Wissens-, Kommunikations- und Medienpsychologie an der Universität Tübingen.
Cress, U., & Kimmerle, J. (in press). Polished artifacts, fragile engagement? Tackling the challenge of reduced epistemic effort in human-AI knowledge construction. International Journal of Computer-Supported Collaborative Learning.
Daugelat, M.-C., Gregg. B., Adam, S., Kimmerle, J., Schag, K., & Giel, K. E. (in press). Improving motivation and treatment uptake behaviours of patients with eating disorders using patient narrative videos: Results of a pilot randomised controlled trial. European Eating Disorders Review. https://doi.org/10.1002/erv.70182
Kimmerle, J., Ulsperger, A., & Cress, U. (2026). The impact of authorship and AI attitude on the perception of message credibility and author competence. Social Sciences & Humanities Open, 14, Article 103339. https://doi.org/10.1016/j.ssaho.2026.103339
Henestrosa, A., Schühle, J., Luther, T., & Kimmerle, J. (2026). Evaluating AI authorship: The role of text domain and presentation style. In A. Følstad, S. Hobert, S. Papadopoulos, E. L.-C. Law, T. Araujo, E. Luger, P. B. Brandtzaeg (Ed.). Chatbots and Human-Centered AI: 9th International Symposium, CONVERSATIONS 2025 (Vol. 16440, p. 394–403). Springer Lecture Notes in Computer Science. https://doi.org/10.1007/978-3-032-26717-7_22
Thomas, J. C., Düsing, K., Van den Bogaert, V., Greving, H., Bruckermann, T., Schumann, A., Brandt, M., Lewanzik, D., Voigt, C. C., & Kimmerle, J. (2026). The role of research process presentations in science education: Perceptions of credibility and tentativeness in research findings. Humanities and Social Sciences Communications, 13, Article 983. https://doi.org/10.1057/s41599-026-08075-1
Ulsperger, A., Pfannenschwarz, L., Schetla, C., Poletilo, K., Strecker, L., Egner, M., & Kimmerle, J. (2026). Authors’ academic but not personal expertise or gender affect message credibility in science communication. Scientific Reports, 16, Article 18000. https://doi.org/10.1038/s41598-026-55148-x
Thomas, J. C., Düsing, K., Van den Bogaert, V., Greving, H., Bruckermann, T., Schumann, A., Brandt, M., Scholz, C., Lewanzik, D., Voigt, C. C., Harms, U., Wirth, J., & Kimmerle, J. (2026). Understanding scientific tentativeness through bat ecology: A video-based study to promote scientific literacy in wildlife research. Human Dimensions of Wildlife. Advance online publication. https://doi.org/10.1080/10871209.2026.2689133
Greving, H., Bruckermann, T., Hagen, R., Schumann, A., Börner, K., Kimmig, S. E., Lewanzik, D., Lorenz, J., Marggraf, L., Stillfried, M., Straka, T. M., Voigt-Heucke, S. L., Voigt, C. C., Brandt, M., Harms, U., & Kimmerle, J. (2026). Who engages in Citizen Science projects on urban wildlife ecology? Findings on participant groups from cluster analyses. Citizen Science: Theory and Practice, 11(1), Article 12. https://doi.org/10.5334/cstp.910
Thomas, J. C., Düsing, K., Van den Bogaert, V., Greving, H., Bruckermann, T., Schumann, A., Brandt, M., Lewanzik, D., Voigt, C. C., Harms, U., Wirth, J., Cress, U., & Kimmerle, J. (2026). The impact of research process presentations on secondary school student’s perception of scientific credibility and tentativeness. Discover Education, 5, Article 357. https://doi.org/10.1007/s44217-026-01441-w
Luther, T., Mayer, M., & Kimmerle, J. (2026). The role of perceived anthropomorphism and anthropomorphic design elements in willingness to delegate writing tasks to AI: Findings from a large-scale survey and a randomized controlled experiment. Journal of Psychology and AI, 2(1), Article 2652861. https://doi.org/10.1080/29974100.2026.2652861
Greving, H., Bruckermann, T., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2026). The influence of psychological ownership on pride in a Citizen Science project on wildlife ecology. PLOS ONE, 21(4), Article e0345321. https://doi.org/10.1371/journal.pone.0345321
Düsing, K.*, Van den Bogaert, V.*, Brandt, M., Bruckermann, T., Greving, H., Harms, U., Kimmerle, J., Lewanzik, D., Schumann, A., Thomas, J. C., & Wirth, J. (2026). Opening the black box of scientific practices: A systematic video development framework integrating scientific reasoning skills and insights into authentic research processes. Science & Education. Advance online publication. *shared first authorship. https://doi.org/10.1007/s11191-026-00755-3
Luther, T., Belcher, K., Kimmerle, J., Meurers, D., & Cress, U. (2026). Collaborative knowledge construction with generative AI: Exploring argumentative co-writing processes through n-gram and cluster analysis. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-026-09470-1
Fischer, V. E., Mayer, M., & Kimmerle, J. (2026). Information on judgment invariance influences contributors’ opting-in behavior in sequential collaboration. Journal of Behavioral Decision Making, 39, e70063. https://doi.org/10.1002/bdm.70063
Kimmerle, J. (2025). From Plato to AI: Knowledge and its construction from a cognitive and a sociocultural perspective. cultura & psyché: Journal of Cultural Psychology, 6(2), Article 10. https://doi.org/10.1007/s43638-025-00103-2
Matschke, C., Kehrer, M., Nieder-Steinheuer, K., Thillosen, A., & Kimmerle, J. (2026). Instructions of digital media use in higher education: The impact of text abstractness on university teachers’ psychological distance, interest, and motivation to use digital media. Computers & Education, 241, Article 105477. https://doi.org/10.1016/j.compedu.2025.105477
Mayer, M., & Kimmerle, J. (2025). Minimizing social bias with sequential collaboration: The role of contributor features in dependent judgments. Scientific Reports, 15, Article 26996. https://doi.org/10.1038/s41598-025-12227-9
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
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, pp. 83-94). Springer. https://doi.org/10.1007/978-3-031-93536-7_7
Mayer, M., Heck, D. W., & Kimmerle, J. (2025). Opting out in computer-supported sequential collaboration. Computers in Human Behavior, 165, Article 108527. https://doi.org/10.1016/j.chb.2024.108527
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
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
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
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
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., 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
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
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
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
Schumann, A., Greving, H., Bruckermann, T., Kimmerle, J., Harms, U., & Brandt, M. (2024). We want you! Recruitment strategies for the success of a citizen science project on urban wildlife ecology. Frontiers in Environmental Science, 12, Article 1258813. https://doi.org/10.3389/fenvs.2024.1258813
Oehler, F., Kimmig, S. E., Hagen, R., Kimmerle, J., Cress, U., Hackländer, K., Arnold, J., Flemming, D., & Brand, M. (2024). The role of information presentation for wildlife knowledge, attitude, and risk perception. Conservation Science and Practice, 6(3), Article e13089. https://doi.org/10.1111/csp2.13089
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
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
Kimmerle, J., Timm, J., Festl-Wietek, T., Cress, U., & Herrmann-Werner, A. (2023). Medical students’ attitudes toward AI in medicine and their expectations for medical education. Journal of Medical Education and Curricular Development, 10. https://doi.org/10.1177/23821205231219346
Cress, U., & Kimmerle, J. (2023). Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective. International Journal of Computer-Supported Collaborative Learning, 18(4), 607-614. https://doi.org/10.1007/s11412-023-09409-w
Greving, H., Bruckermann, T., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2023). Attitudes toward engagement in citizen science increase self-related, ecology-related, and motivation-related outcomes in an urban wildlife project. BioScience, 73(3), 206-219. https://doi.org/10.1093/biosci/biad003
Lermann Henestrosa, A., Greving, H., & Kimmerle, J. (2023). Automated journalism: The effects of AI authorship and evaluative information on the perception of a science journalism article. Computers in Human Behavior, 138, Article 107445. https://doi.org/10.1016/j.chb.2022.107445
Béchard, B., Kimmerle, J., Lawarée, J., Bédard, P.-O., Straus, S. E., & Ouimet, M. (2022). The impact of information presentation and cognitive dissonance on processing systematic review summaries: A randomized controlled trial on bicycle helmet legislation. International Journal of Environmental Research and Public Health, 19(10), Article 6234. https://doi.org/10.3390/ijerph19106234
von Hoyer, J. F., Kimmerle, J., & Holtz, P. (2022). Acquisition of false certainty: Learners increase their confidence in the correctness of incorrect answers after online information search. Journal of Computer Assisted Learning, 38(3), 833-844. https://doi.org/10.1111/jcal.12657
Pammer-Schindler, V., Ley, T., Kimmerle, J., & Littlejohn, A. (2022). Guest Editorial: Designing technologies to support professional and workplace learning for situated practice. IEEE Transactions on Learning Technologies, 15(5), 523-525. https://doi.org/10.1109/TLT.2022.3207306
von Hoyer, J. F., Bientzle, M., Cress, U., Großer, J., Kimmerle, J., & Holtz, P. (2022). False certainty in the acquisition of anatomical and physiotherapeutic knowledge. BMC Medical Education, 22(1), Article 765. https://doi.org/10.1186/s12909-022-03820-x
Greving, H.*, Bruckermann, T.*, Schumann, A., Straka, T. M., Lewanzik, D., Voigt-Heucke, S. L., Marggraf, L., Lorenz, J., Brandt, M., Voigt, C. C., Harms, U., & Kimmerle, J. (2022). Improving attitudes and knowledge in a Citizen Science project about urban bat ecology. Ecology and Society, 27(2), Article 24. *shared first authorship. https://doi.org/10.5751/es-13272-270224
Bientzle, M., Eggeling, M., Kanzleiter, M., Thieme, K., & Kimmerle, J. (2021). The impact of narrative writing on empathy, perspective-taking, and attitude: Two randomized controlled experiments on violations of Covid-19 protection regulations. PLOS ONE, 16(7), Article e0254501. https://doi.org/10.1371/journal.pone.0254501
Bührle, H., & Kimmerle, J. (2021). Psychological determinants of collective action for climate justice: Insights from semi-structured interviews and content analysis. Frontiers in Psychology, 12, Article 695365. https://doi.org/10.3389/fpsyg.2021.695365
Bientzle, M., Kölle, A., Lechner, C., & Kimmerle, J. (2021). Challenges and opportunities of cooperation across medical schools. Medical Teacher, 43(11), 1341-1341. https://doi.org/10.1080/0142159x.2021.1908527
Bientzle, M., Restle, A., & Kimmerle, J. (2021). Perception of purposeful and recreational smartphone use in physiotherapy: Randomized controlled trial. JMIR mHealth and uHealth, 9(4), Article e25717. https://doi.org/10.2196/25717
Bientzle, M., Eggeling, M., Korger, S., & Kimmerle, J. (2021). The impact of patient narratives on medical students’ perceptions of shared decision making: A randomized controlled trial. Medical Education Online, 26, Article 1886642. https://doi.org/10.1080/10872981.2021.1886642
Greving, H., & Kimmerle, J. (2021). You poor little thing! The role of compassion for wildlife conservation. Human Dimensions of Wildlife, 26(2), 115-131. https://doi.org/10.1080/10871209.2020.1800146
Korger, S., Eggeling, M., Cress, U., Kimmerle, J., & Bientzle, M. (2021). Decision aids to prepare patients for shared decision making: Two randomized controlled experiments on the impact of awareness of preference-sensitivity and personal motives. Health Expectations, 24(2), 257-268. https://doi.org/10.1111/hex.13159
Meinhardt, A.-L., Eggeling, M., Cress, U., Kimmerle, J., & Bientzle, M. (2021). The impact of a physician’s recommendation and gender on informed decision making: A randomized controlled study in a simulated decision situation. Health Expectations, 24, 269-281. https://doi.org/10.1111/hex.13161
Eggeling, M., Bientzle, M., Cress, U., Shiozawa, T., & Kimmerle, J. (2020). The impact of physicians’ recommendations on treatment preference and attitudes: a randomized controlled experiment on shared decision-making. Psychology, Health & Medicine, 25(3), 259-269. https://doi.org/10.1080/13548506.2019.1687917
Greving, H., & Kimmerle, J. (2020). Better to be informed: Threatening bats increase recall of information. Human Dimensions of Wildlife, 25(1), 94-99. https://doi.org/10.1080/10871209.2020.1691685
Greving, H., Bruckermann, T., & Kimmerle, J. (2020). This is my project! The influence of involvement on psychological ownership and wildlife conservation. Current Research in Ecological and Social Psychology, 1, Article 100001. https://doi.org/10.1016/j.cresp.2020.100001
Großer, J., Kimmerle, J., Shiozawa, T., Hirt, B., & Bientzle, M. (2020). Observing Inter-Professional Videos: Impact of Collaboration Between Physicians and Psychologists on Attitude and Knowledge Acquisition. Journal of Medical Education and Curricular Development, 7, 238212052095764. https://doi.org/10.1177/2382120520957648
Flemming, D., Kimmerle, J., Cress, U., & Sinatra, G. M. (2020). Research is tentative, but that’s okay: Overcoming misconceptions about scientific tentativeness through refutation texts. Discourse Processes, 57(1), 17-35. https://doi.org/10.1080/0163853x.2019.1629805
Greving, H., & Kimmerle, J. (2020). The impact of event type and geographical proximity on threat appraisal and emotional reactions to Wikipedia articles. PLOS ONE, 15(6): e0233770. https://doi.org/10.1371/journal.pone.0233770
Bientzle, M., Kimmerle, J., Eggeling, M., Cebi, I., Weiss, D., & Gharabaghi, A. (2020). Evidence-Based Decision Aid for Patients With Parkinson Disease: Protocol for Interview Study, Online Survey, and Two Randomized Controlled Trials. JMIR Research Protocols, 9(7), e17482. https://doi.org/10.2196/17482
Großer, J., Bientzle, M., & Kimmerle, J. (2020). A Literature Review on the Foundations and Potentials of Digital Teaching Scenarios for Interprofessional Health Care Education. International Journal of Environmental Research and Public Health, 17(10), Article 3410. https://doi.org/10.3390/ijerph17103410
Kimmig, S. E., Flemming, D., Kimmerle, J., Cress, U., & Brandt, M. (2020). Elucidating the socio-demographics of wildlife tolerance using the example of the red fox (Vulpes vulpes) in Germany. Conservation Science and Practice, 2(7), e212. https://doi.org/10.1111/csp2.212
Kümmel, E., Moskaliuk, J., Cress, U., & Kimmerle, J. (2020). Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes. Education Sciences, 10(3), Article 78. https://doi.org/10.3390/educsci10030078
Kimmerle, J., Anikin, A., & Bientzle, M. (2020). The Impact of Perceived Etiology, Treatment Type, and Wording of Treatment Information on the Assessment of Gastritis Treatments. Frontiers in Public Health, 8, Article 35. https://doi.org/10.3389/fpubh.2020.00035
Kimmerle, J. (2020). In the face of digitalization and AI - Organizations need to take an EPIC approach to learning. Development and Learning in Organizations, 34(5), 9-12. https://doi.org/10.1108/dlo-11-2019-0257
Kümmel, E., & Kimmerle, J. (2020). The effects of a university’s self-presentation and applicants’ regulatory focus on emotional, behavioral, and cognitive student engagement. Sustainability, 12(23), Article 10045. https://doi.org/10.3390/su122310045
Greving, H., Kimmerle, J., Oeberst, A., & Cress, U. (2019). Emotions in Wikipedia: The role of intended negative events in the expression of sadness and anger in online peer production. Behaviour & Information Technology, 38(8), 796-806. https://doi.org/10.1080/0144929x.2018.1554702
Bientzle, M., Cress, U., & Kimmerle, J. (2019). Development of domain-specific epistemological beliefs of physiotherapists: a longitudinal study. BMC Medical Education, 19(1), Article 401. https://doi.org/10.1186/s12909-019-1844-z
Bientzle, M., Lechner, C., Cress, U., & Kimmerle, J. (2019). Online peer consulting for health professionals. The Clinical Teacher, 16(5), 463-467. https://doi.org/10.1111/tct.12950
Großer, J., Bientzle, M., Shiozawa, T., Hirt, B., & Kimmerle, J. (2019). Acquiring Clinical Knowledge from an Online Video Platform: A Randomized Controlled Experiment on the Relevance of Integrating Anatomical Information and Clinical Practice. Anatomical Sciences Education, 12(5), 478-484. https://doi.org/10.1002/ase.1841
Bientzle, M., Minje, J., Cress, U., & Kimmerle, J. (2019). Therapeutic Touch in Exercise Videos: A Randomized Experiment of the Impact on the Evaluation of Therapists' Competence and Viewers' Self-Reliance. Frontiers in Sports and Active Living, 1:35. https://doi.org/10.3389/fspor.2019.00035
Bientzle, M., Hircin, E., Kimmerle, J., Knipfer, C., Smeets, R., Gaudin, R., & Holtz, P. (2019). Association of Online Learning Behavior and Learning Outcomes for Medical Students: Large-Scale Usage Data Analysis. JMIR Medical Education, 5(2), e13529. https://doi.org/10.2196/13529
Greving, H., Cress, U., & Kimmerle, J. (2019). Anger in Wikipedia: Perceived intentionality and threat appraisal as mediators of anger about man-made attacks. Journal of Applied Social Psychology, 49(2), 99-116. https://doi.org/10.1111/jasp.12568
Eggeling, M., Bientzle, M., Shiozawa, T., Cress, U., & Kimmerle, J. (2018). The impact of visualization format and navigational options on laypeople’s perception and preference of surgery information videos: Randomized controlled trial and online survey. Journal of Participatory Medicine, 10, e12338. https://doi.org/10.2196/12338
Flemming, D., Cress, U., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2018). Emotionalization in science communication: The impact of narratives and visual representations on knowledge gain and risk perception. Frontiers in Communication, 3(3). https://doi.org/10.3389/fcomm.2018.00003
Greving, H., Oeberst, A., Kimmerle, J., & Cress, U. (2018). Emotional content in Wikipedia articles on negative man-made and nature-made events. Journal of Language and Social Psychology, 37, 267-287. https://doi.org/10.1177/0261927X17717568
Holtz, P., Fetahu, B., & Kimmerle, J. (2018). Effects of contributor experience on the quality of health-related Wikipedia articles. Journal of Medical Internet Research, 20:e171. https://doi.org/10.2196/jmir.9683
Holtz, P., Kimmerle, J., & Cress, U. (2018). Using big data techniques for measuring productive friction in mass collaboration online environments. International Journal of Computer-Supported Collaborative Learning, 13, 439-456. https://doi.org/10.1007/s11412-018-9285-y
Yenikent, S., Buttliere, B., Fetahu, B., & Kimmerle, J. (2018). Wikipedia article measures in relation to content characteristics of lead sections. In S. Dietze, M. d'Aquin, D. Gasevic, E. Herder, & J. Kimmerle (Eds.). 7th International Workshop on Learning and Education with Web Data (#LILE2018) in conjunction with the 10th ACM Conference on Web Science (WebSci18) (pp. 5-8). Association for Computing Machinery.
Yenikent, S., Holtz, P., Thalmann, S., d’Aquin, M., & Kimmerle, J. (2018). Evaluating the AFEL learning tools: Didactalia users’ experiences with personalized recommendations and interactive visualizations. 13th European Conference on Technology Enhanced Learning (Paper 3). Springer.
Bientzle, M., Fissler, T., Cress, U., & Kimmerle, J. (2017). The impact of physicians’ communication styles on evaluation of physicians and information processing: A randomized study with simulated video consultations on contraception with an intrauterine device. Health Expectations, 20, 845-851. https://doi.org/10.1111/hex.12521
d’Aquin, M., Adamou, A., Dietze, S., Fetahu, B., Gadiraju, U., Hasani-Mavriqi, I., Holtz, P., Kimmerle, J., Kowald, D., Lex, E., Lopez Sola, S., Maturana, R., Sabol, V., Troullinou, P., & Veas, E. (2017). AFEL: Towards Measuring Online Activities Contributions to Self-directed Learning. Proceedings of the 7th Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL) in conjunction with the 12th European Conference on Technology Enhanced Learning: Adaptive and Adaptable Learning (EC-TEL 2017).
Flemming, D., Cress, U., & Kimmerle, J. (2017). Processing the scientific tentativeness of medical research: An experimental study on the effects of research news and user comments in online media. Science Communication, 39, 745-770. https://doi.org/10.1177/1075547017738091
Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2017). User comments about research findings: How conflictual information in online science journalistic articles influences laypeople’s understanding of scientific tentativeness. Communications, 42, 465-480. https://doi.org/10.1515/commun-2017-0037
Jeong, H., Cress, U., Moskaliuk, J., & Kimmerle, J. (2017). Joint interactions in large online knowledge communities: The A3C framework. International Journal of Computer-Supported Collaborative Learning, 12, 133-151. https://doi.org/10.1007/s11412-017-9256-8
Jirschitzka, J., Kimmerle, J., Halatchliyski, I., Hancke, J., Meurers, D., & Cress, U. (2017). A productive clash of perspectives? The interplay between articles’ and authors’ perspectives and their impact on Wikipedia edits in a controversial domain. PLOS ONE, 12: e0178985. https://doi.org/10.1371/journal.pone.0178985
Kimmerle, J., Bientzle, M., & Cress, U. (2017). “Scientific evidence is very important for me”: The impact of behavioral intention and the wording of user inquiries on replies and recommendations in a health-related online forum. Computers in Human Behavior, 73, 320-327. https://doi.org/10.1016/j.chb.2017.03.064
Kimmerle, J., Moskaliuk, J., Brendle, D., & Cress, U. (2017). All in good time: Knowledge introduction, restructuring, and development of shared opinions as different stages in collaborative writing. International Journal of Computer-Supported Collaborative Learning, 12, 195-213. https://doi.org/10.1007/s11412-017-9258-6
Yenikent, S., Holtz, P., & Kimmerle, J. (2017). The impact of topic characteristics and threat on willingness to engage with Wikipedia articles: Insights from laboratory experiments. Frontiers in Psychology, 8, Article 1960. https://doi.org/10.3389/fpsyg.2017.01960
Feinkohl, I., Cress, U., & Kimmerle, J. (2016). Reheating breakfast: Age and multitasking on a computer-based and a non-computer-based task. Computers in Human Behavior, 55, 432-438. https://doi.org/10.1016/j.chb.2015.09.040
Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2016). The impact of epistemological beliefs and cognitive ability on recall and critical evaluation of scientific information. Cognitive Processing, 17, 213-223. https://doi.org/10.1007/s10339-015-0748-z
Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2016). The impact of personality factors and preceding user comments on the processing of research findings on deep brain stimulation: A randomized controlled experiment in a simulated online forum. Journal of Medical Internet Research, 18, e59. https://doi.org/10.2196/jmir.4382
Griewatz, J., Lammerding-Köppel, M., Bientzle, M., Cress, U., & Kimmerle, J. (2016). Using simulated forums for training of online patient counselling. Medical Education, 50, 576-577. https://doi.org/10.1111/medu.2016.50.issue-5
Jirschitzka, J., Kimmerle, J., & Cress, U. (2016). A new method for re-analyzing evaluation bias: Piecewise growth curve modeling reveals an asymmetry in the evaluation of pro and con arguments. PLOS ONE, 11, e0148283. https://doi.org/10.1371/journal.pone.0148283
Renner, B., Prilla, M., Cress, U., & Kimmerle, J. (2016). Effects of prompting in reflective learning tools: Findings from experimental field, lab, and online studies. Frontiers in Psychology, 7, Article 820. https://doi.org/10.3389/fpsyg.2016.00820
Fissler, T., Bientzle, M., Cress, U., & Kimmerle, J. (2015). The impact of advice seekers’ need salience and doctors’ communication style on attitude and decision making: a web-based mammography consultation role play. JMIR Cancer, 1(2), e10. https://doi.org/10.2196/cancer.4279
Bientzle, M., Cress, U., & Kimmerle, J. (2015). The role of tentative decisions and health concepts in assessing information about mammography screening. Psychology, Health & Medicine, 20, 670-679. https://doi.org/10.1080/13548506.2015.1005017
Bientzle, M., Griewatz, J., Kimmerle, J., Küppers, J., Cress, U., & Lammerding-Köppel, M. (2015). Impact of scientific versus emotional wording of patient questions on doctor-patient communication in an Internet forum: A randomized controlled experiment with medical students. Journal of Medical Internet Research, 17, e268. https://doi.org/10.2196/jmir.4597
Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2015). Individual uncertainty and the uncertainty of science: The impact of perceived conflict and general self-efficacy on the perception of tentativeness and credibility of scientific information. Frontiers in Psychology, 6, Article 1859. https://doi.org/10.3389/fpsyg.2015.01859
Kimmerle, J., Flemming, D., Feinkohl, I., & Cress, U. (2015). How laypeople understand the tentativeness of medical research news in the media: An experimental study on the perception of information about deep brain stimulation. Science Communication, 37, 173-189. https://doi.org/10.1177/1075547014556541
Kimmerle, J., Moskaliuk, J., Oeberst, A., & Cress, U. (2015). Learning and collective knowledge construction with social media: A process-oriented perspective. Educational Psychologist, 50, 120-137. https://doi.org/10.1080/00461520.2015.1036273
Kump, B., Moskaliuk, J., Cress, U., & Kimmerle, J. (2015). Cognitive foundations of organizational learning: Re-introducing the distinction between declarative and non-declarative knowledge. Frontiers in Psychology, 6, 1489. https://doi.org/10.3389/fpsyg.2015.01489
Bientzle, M., Cress, U., & Kimmerle, J. (2014). Epistemological beliefs and therapeutic health concepts of physiotherapy students and professionals. BMC Medical Education, 14, 208. https://doi.org/10.1186/1472-6920-14-208
Bientzle, M., Cress, U., & Kimmerle, J. (2014). The role of inconsistencies in collaborative knowledge construction. Proceedings of the 11th International Conference of the Learning Sciences (pp. 102-109). International Society of the Learning Sciences.
Cress, U., Schwämmlein, E., Wodzicki, K., & Kimmerle, J. (2014). Searching for the perfect fit: The interaction of community type and profile design in online communities. Computers in Human Behavior, 38, 313-321. https://doi.org/10.1016/j.chb.2014.06.007
Halatchliyski, I., Moskaliuk, J., Kimmerle, J., & Cress, U. (2014). Explaining authors’ contribution to pivotal artifacts during mass collaboration in the Wikipedia’s knowledge base. International Journal of Computer-Supported Collaborative Learning, 9, 97-115. https://doi.org/10.1007/s11412-013-9182-3
Kimmerle, J., Bientzle, M., & Cress, U. (2014). Personal experiences and emotionality in health-related knowledge exchange in Internet forums: A randomized controlled field experiment comparing responses to facts vs personal experiences. Journal of Medical Internet Research, 16:e277. https://doi.org/10.2196/jmir.3766
Oeberst, A., Halatchliyski, I., Kimmerle, J., & Cress, U. (2014). Knowledge construction in Wikipedia: A systemic-constructivist analysis. Journal of the Learning Sciences, 23, 149-176. https://doi.org/10.1080/10508406.2014.888352
Renner, B.*, Kimmerle, J.*, Cavael, D., Ziegler, V., Reinmann, L., & Cress, U. (2014). Web-based apps for reflection: A longitudinal study with hospital staff. Journal of Medical Internet Research, 16(3), Article e85. *shared first authorship.
Kimmerle, J., & Cress, U. (2013). The effects of TV and film exposure on knowledge about and attitudes toward mental disorders. Journal of Community Psychology, 41(8), 931-943. https://doi.org/10.1002/jcop.21581
Bientzle, M., Cress, U., & Kimmerle, J. (2013). How students deal with inconsistencies in health knowledge. Medical Education, 47, 683-690. https://doi.org/10.1111/medu.12198
Cress, U., & Kimmerle, J. (2013). Computervermittelter Wissensaustausch als Soziales Dilemma: Ein Überblick. Zeitschrift für Pädagogische Psychologie, 27(1-2), 9-26. https://doi.org/10.1024/1010-0652/a000085
Cress, U., Held, C., & Kimmerle, J. (2013). The collective knowledge of social tags: Direct and indirect influences on navigation, learning, and information processing. Computers & Education, 60, 59-73. https://doi.org/10.1016/j.compedu.2012.06.015
Gerbing, K.-K., Bientzle, M., Kimmerle, J., & Thiel, A. (2013). Die Nutzung von Komplementär- und Alternativmedizin im Spitzensport. Deutsche Zeitschrift für Sportmedizin, 64, 103-107.
Kimmerle, J., & Cress, U. (2013). The impact of cognitive anchors on information-sharing behavior. Cyberpsychology, Behavior, and Social Networking, 16(1), 45-49. https://doi.org/10.1089/cyber.2012.0144
Kimmerle, J., Thiel, A., Gerbing, K.-K., Bientzle, M., Halatchliyski, I., & Cress, U. (2013). Knowledge construction in an outsider community: Extending the communities of practice concept. Computers in Human Behavior, 29, 1078-1090. https://doi.org/10.1016/j.chb.2012.09.010
Matschke, C., Moskaliuk, J., & Kimmerle, J. (2013). The impact of group membership on collaborative learning with Wikis. Cyberpsychology, Behavior, and Social Networking, 16, 127-131. https://doi.org/10.1089/cyber.2012.0254
Held, C., Kimmerle, J., & Cress, U. (2012). Learning by foraging: The impact of individual knowledge and social tags on web navigation processes. Computers in Human Behavior, 28, 34-40. https://doi.org/10.1016/j.chb.2011.08.008
Kimmerle, J., Moskaliuk, J., Bientzle, M., Thiel, A., & Cress, U. (2012). Using controversies for knowledge construction: Thinking and writing about alternative medicine. Proceedings of the 10th International Conference of the Learning Sciences (pp. 1-8). International Society of the Learning Sciences.
Moskaliuk, J., Kimmerle, J., & Cress, U. (2012). Collaborative knowledge building with wikis: The impact of redundancy and polarity. Computers & Education, 58, 1049-1057. https://doi.org/10.1016/j.compedu.2011.11.024
Kimmerle, J.*, Gerbing, K.-K.*, Cress, U., & Thiel, A. (2012). Exchange of complementary and alternative medical knowledge in sport-related Internet fora. Sociology of Sport Journal, 29, 348-364. *shared first authorship.
Halatchliyski, I., Kimmerle, J., & Cress, U. (2011). Divergent and convergent knowledge processes on Wikipedia. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.). Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. II, pp. 566-570). International Society of the Learning Sciences.
Kimmerle, J., Abels, K., Becher, K., Beckers, A., Haussmann, A., Thiel, A., & Cress, U. (2011). Construction of health knowledge in an alternative medical community of practice: Hermeneutic analysis of a web forum. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.). Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. I, pp. 1-8). International Society of the Learning Sciences.
Kimmerle, J., Moskaliuk, J., & Cress, U. (2011). Using wikis for learning and knowledge building: Results of an experimental study. Educational Technology & Society, 14(4), 138-148. http://www.ifets.info/journals/14_4/13.pdf
Kimmerle, J., Moskaliuk, J., Cress, U., & Thiel, A. (2011). A systems theoretical approach to online knowledge building. AI & Society: Journal of Knowledge, Culture and Communication, 26, 49-60. https://doi.org/10.1007/s00146-010-0281-7
Kimmerle, J., Wodzicki, K., Jarodzka, H. M., & Cress, U. (2011). Value of information, behavioral guidelines, and social value orientation in an information-exchange dilemma. Group Dynamics: Theory, Research, and Practice, 15(2), 173-186. https://doi.org/10.1037/a0021467
Moskaliuk, J., Kimmerle, J., Cress, U., & Hesse, F. W. (2011). Knowledge building in user-generated online Virtual Realities. Journal of Emerging Technologies in Web Intelligence, 3, 38-46. https://doi.org/10.4304/jetwi.3.1.38-46
Moskaliuk, J., Rath, A., Devaurs, D., Weber, N., Lindstaedt, S. N., Kimmerle, J., & Cress, U. (2011). Automatic detection of accommodation steps as an indicator of knowledge maturing. Interacting with Computers, 23(3), 247-255. https://doi.org/10.1016/j.intcom.2011.03.006
Moskaliuk, J., Weber, N., Stern, H., Kimmerle, J., Cress, U., & Lindstaedt, S. N. (2011). Evaluation of social media collaboration using task-detection methods. In C. Delgado Kloos, D. Gillet, R. M. Crespo García, F. Wild, & M. Wolpers (Eds.). Towards Ubiquitous Learning - 6th European Conference of Technology Enhanced Learning, EC-TEL 2011 (pp. 248-259). Springer.
Wodzicki, K., Schwämmlein, E., Cress, U., & Kimmerle, J. (2011). Does the type of anonymity matter? The impact of visualization on information sharing in online groups. Cyberpsychology, Behavior, and Social Networking, 14(3), 157-160.
Halatchliyski, I., Moskaliuk, J., Kimmerle, J., & Cress, U. (2010). Who integrates the networks of knowledge in Wikipedia? Proceedings of the 6th International Symposium on Wikis and Open Collaboration. ACM Press. doi 10.1145/1832772.1832774.
Kimmerle, J. (2010). Supporting participation in organizational information exchange: Psychological recommendations. Development and Learning in Organizations, 24(4), 14-16.
Kimmerle, J., Cress, U., & Held, C. (2010). The interplay between individual and collective knowledge: Technologies for organisational learning and knowledge building. Knowledge Management Research & Practice, 8, 33-44. https://doi.org/10.1057/kmrp.2009.36
Kimmerle, J., Cress, U., Held, C., & Moskaliuk, J. (2010). Social Software and Knowledge Building: Supporting Co-Evolution of Individual and Collective Knowledge. In K. Gomez, L. Lyons, & J. Radinsky (Eds.). Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) (Vol. 1 - Full Papers, pp. 9-16). International Society of the Learning Sciences.
Kimmerle, J., Moskaliuk, J., Harrer, A., & Cress, U. (2010). Visualizing co-evolution of individual and collective knowledge. Information, Communication & Society, 13(8), 1099-1121. https://doi.org/10.1080/13691180903521547
Cress, U., & Kimmerle, J. (2009). Knowledge exchange as a motivational problem – Results of an empirical research program. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.). Computer Supported Collaborative Learning Practices: CSCL 2009 Conference Proceedings (Vol. 1, pp. 444-453). International Society of the Learning Sciences (ISLS).
Cress, U., Kimmerle, J., & Hesse, F. W. (2009). Impact of temporal extension, synchronicity, and group size on computer-supported information exchange. Computers in Human Behavior, 25 (3), 731-737. https://doi.org/10.1016/j.chb.2009.01.010
Kimmerle, J., & Cress, U. (2009). Visualization of group members’ participation: How information presentation formats support information exchange. Social Science Computer Review, 27(2), 243-261. https://doi.org/10.1177/0894439309332312
Kimmerle, J., Moskaliuk, J., & Cress, U. (2009). Individual learning and collaborative knowledge building with shared digital artifacts. International Journal of Behavioral, Cognitive, Educational and Psychological Sciences, 1 (1), 25-32.
Kimmerle, J., Moskaliuk, J., & Cress, U. (2009). Learning and knowledge building with social software. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.). Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (Vol. 1, pp. 459-468). International Society of the Learning Sciences (ISLS).
Kimmerle, J., Moskaliuk, J., & Cress, U. (2009). Understanding Learning – the Wiki Way. Proceedings of the 5th International Symposium on Wikis and Open Collaboration. ACM Press.
Moskaliuk, J., & Kimmerle, J. (2009). Using wikis for organizational learning: Functional and psycho-social principles. Development and Learning in Organizations, 23 (4), 21-24.
Moskaliuk, J., Kimmerle, J., & Cress, U. (2009). Wiki-Supported learning and knowledge building: Effects of Incongruity between Knowledge and Information. Journal of Computer Assisted Learning, 25 (6), 549-561. https://doi.org/10.1111/j.1365-2729.2009.00331.x
Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), 105-122. https://doi.org/10.1007/s11412-007-9035-z
Cress, U., & Kimmerle, J. (2008). Endowment heterogeneity and identifiability in the Information-Exchange Dilemma. Computers in Human Behavior, 24, 862-874. https://doi.org/10.1016/j.chb.2007.02.022
Harrer, A., Moskaliuk, J., Kimmerle, J., & Cress, U. (2008). Visualizing Wiki-Supported Knowledge Building: Co-Evolution of Individual and Collective Knowledge. Proceedings of the International Symposium on Wikis 2008 (Wikisym). ACM Press.
Kimmerle, J., & Cress, U. (2008). Group awareness and self-presentation in computer-supported information exchange. International Journal of Computer-Supported Collaborative Learning, 3 (1), 85-97. https://doi.org/10.1007/s11412-007-9027-z
Kimmerle, J., Moskaliuk, J., & Cress, U. (2008). Individual learning and collaborative knowledge building with shared digital artifacts. Proceedings of World Academy of Science, Engineering and Technology (pp. 719-726). World Academy of Science, Engineering and Technology.
Kimmerle, J., Wodzicki, K., & Cress, U. (2008). The social psychology of knowledge management. Team Performance Management, 14(7/8), 381-401. https://doi.org/10.1108/13527590810912340
Moskaliuk, J., Kimmerle, J., & Cress, U. (2008). Learning and Knowledge Building with Wikis: The Impact of Incongruity between People’s Knowledge and a Wiki’s Information. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F.J. Prins (Eds.). International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 2, pp. 99-106). International Society of the Learning Sciences, Inc.
Cress, U., & Kimmerle, J. (2007). A Theoretical Framework of Collaborative Knowledge Building with Wikis - a Systemic and Cognitive Perspective. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.). Proceedings of the 7th Computer Supported Collaborative Learning Conference (pp. 153-161). International Society of the Learning Sciences.
Cress, U., & Kimmerle, J. (2007). Guidelines and feedback in information-exchange: The impact of behavioral anchors and descriptive norms in a social dilemma. Group Dynamics: Theory, Research, and Practice, 11, 42-53. https://doi.org/10.1037/1089-2699.11.1.42
Kimmerle, J., & Cress, U. (2007). Group Awareness and Self-Presentation in the Information-Exchange Dilemma: An interactional Approach. In C. A. Chinn, G. Erkens, & S. Puntambekar (Eds.). Proceedings of the Computer Supported Collaborative Learning Conference 2007: International Society of the Learning Sciences (pp. 367-374). International Society of the Learning Sciences.
Kimmerle, J., Cress, U., & Hesse, F. W. (2007). An Interactional Perspective on Group Awareness: Alleviating the Information-Exchange Dilemma (for everybody?). International Journal of Human-Computer Studies, 65 (11), 899-910. https://doi.org/10.1016/j.ijhcs.2007.06.002
Riss, U. V., Cress, U., Kimmerle, J., & Martin, S. (2007). Knowledge transfer by sharing task templates: Two approaches and their psychological requirements. Knowledge Management Research & Practice, 5, 287-296. https://doi.org/10.1057/palgrave.kmrp.8500155
Cress, U., Kimmerle, J., & Hesse, F. W. (2006). Information Exchange
with Shared Databases as a Social Dilemma: The Effect of Metaknowledge,
Bonus Systems, and Costs. Communication Research, 33, 370-390. https://doi.org/10.1177/0093650206291481
Kimmerle, J., Cress, U., & Hesse, F. W. (2006). A challenge for knowledge management: Situational and personal factors of influence in web-based information-exchange. In M. Boumedine, & C. Touzet (Eds.). Knowledge Sharing and Collaborative Engineering (pp. 57-62). ACTA Press.
Riss, U. V., Cress, U., Kimmerle, J., & Martin, S. (2006). Knowledge transfer by sharing task patterns: From experiment to application. In J. S. Edwards (Ed.). Proceedings of KMAC2006, The Third Knowledge Management Aston Conference (pp. 121-133). Operational Research Society.
Düsing, K., Van den Bogaert, V., Brandt, M., Bruckermann, T., Greving, H., Harms, U., Kimmerle, J., Lewanzik, D., Schumann, A., Thomas, J., & Wirth, J. (2026). Konzeption eines videobasierten Transferinstruments mit authentischen Fällen zur Vermittlung naturwissenschaftlicher Forschungsprozesse – Fachdidaktische Fundierung und Einsatzmöglichkeiten in Schüler*innenlaboren. In A. Wenzel & T. Schmäing (Hrsg.). Außerschulisches Lernen in der naturwissenschaftlichen Bildung – Eine multiperspektive Betrachtung (S. 113-133). Springer Nature. https://doi.org/10.1007/978-3-658-50864-7_6
Kimmerle, J. (2025). Partizipation und Citizen Science. In S. Samida, M. Glaser, & L. Franken (Hrsg.). Handbuch Materialität und Digitalität. J.B. Metzler. https://doi.org/10.1007/978-3-662-69987-4_54-1
Greving, H., Bruckermann, T., & Kimmerle, J. (2023). Praxisbeitrag: Experimentelle Methoden in der evaluativen Wissenschaftskommunikationsforschung am Beispiel von Bürgerwissenschaftsprojekten. In P. Niemann, V. van den Bogaert, & R. Ziegler (Eds.). Evaluationsmethoden der Wissenschaftskommunikation (pp. 305-317). Springer. https://doi.org/10.1007/978-3-658-39582-7_19
Kimmerle, J. (2021). How laypeople process health news articles: Effects on perception and participation on the internet. In O. Kramer & M. Gottschling (Eds.). Recontextualized knowledge. Rhetoric – situation – science communication (pp. 169-181). De Gruyter.
Kimmerle, J., Fischer, F., & Cress, U. (2021). Argumentation and knowledge construction. In U. Cress, C. Rosé, A. F. Wise, & , J. Oshima (Eds.). International handbook of computer-supported collaborative learning (pp. 183-198). Springer International Publishing.
Holtz, P., Cress, U., & Kimmerle, J. (2020). Lernen in sozialen Medien. In H. Niegemann & A. Weinberger (Eds.). Handbuch Bildungstechnologie (pp. 677-687). Springer.
Cress, U., Kimmerle, J., & Hesse, F. W. (2019). Bedeutung des Internets und sozialer Medien für Wissen und Bildung. In O. Köller, M. Hasselhorn, F. W. Hesse, K. Maaz, J. Schrader, H. Solga, C. K. Spieß, & K. Zimmer (Eds.). Das Bildungswesen in Deutschland. Bestand und Potenziale (pp. 895-916). Klinkhardt.
Holtz, P., & Kimmerle, J. (2019). „Lügenpresse“ und der Hostile Media Effekt. In M. Appel (Ed.). Die Psychologie des Postfaktischen. Über „Fake News“, „Lügenpresse“, Clickbait & Co (pp. 21-31). Springer.
Cress, U., & Kimmerle, J. (2018). Collective knowledge construction. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.). International handbook of the learning sciences (pp. 137-146). Routledge.
Cress, U., & Kimmerle, J. (2017). The interrelations of individual learning and collective knowledge construction: A cognitive-systemic framework. In S. Schwan & U. Cress (Eds.). The psychology of digital learning (pp. 123-145). Springer International Publishing.
Kimmerle, J., Bientzle, M., Cress, U., Flemming, D., Greving, H., Grapendorf, J., Sassenrath, C., & Sassenberg, K. (2017). Motivated processing of health-related information in online environments. In J. Buder & F. W. Hesse (Eds.). Informational environments: Effects of use, effective designs (pp. 75-96). Springer International Publishing. https://doi.org/10.1007/978-3-319-64274-1_4
Sassenberg, K., Kimmerle, J., Utz, S., & Cress, U. (2017). Soziale Beziehungen und Gruppen im Internet. In H.W. Bierhoff & D. Frey (Eds.). Enzyklopädie der Psychologie. Kommunikation, Interaktion und soziale Gruppenprozesse (pp. 441-467). Hogrefe.
Cress, U., & Kimmerle, J. (2016). Gemeinsame Wissenskonstruktion im Internet. In N. C. Krämer, S. Schwan, D. Unz, & M. Suckfüll (Eds.). Medienpsychologie: Schlüsselbegriffe und Konzepte (pp. 441-446). Kohlhammer.
Cress, U., Feinkohl, I., Jirschitzka, J., & Kimmerle, J. (2016). Mass collaboration as co-evolution of cognitive and social systems. In U. Cress, J. Moskaliuk, & H. Jeong (Eds.). Mass collaboration and education (pp. 85-104). Springer International Publishing.
Kimmerle, J., Bientzle, M., & Cress, U. (2016). Learning communication skills for dealing with different perspectives: Technologies for health sciences education. In S. Bridges, L. K. Chan, & C. E. Hmelo-Silver (Eds.). Educational Technologies in Medical and Health Sciences Education (pp. 139-157). Springer.
Oeberst, A., Kimmerle, J., & Cress, U. (2016). What is knowledge? Who creates it? Who possesses it? The need for novel answers to old questions. In U. Cress, J. Moskaliuk, & H. Jeong (Eds.). Mass collaboration and education (pp. 105-124). Springer International Publishing.
Matschke, C., Kimmerle, J., Moskaliuk, J., Schümmer, T., & Cress, U. (2014). Motivation bei der Nutzung von Web 2.0 in der Bildung. In N. C. Krämer, N. Sträfling, N. Malzahn, T. Ganster, & U. Hoppe (Eds.). Lernen im Web 2.0 – Erfahrungen aus Berufsbildung und Studium (pp. 227-243). Bundesinstitut für Berufsbildung.
Cress, U., & Kimmerle, J. (2013). Successful knowledge building needs group awareness: Interaction analysis of a 9th grade CSCL biology lesson. In D. Suthers, K. Lund, C. P. Rosé, C. Teplovs, & N. Law (Eds.). Productive multivocality in the analysis of group interactions (pp. 495-509). Springer.
Kimmerle, J. (2013). Agenda-Setting; Digital Divide; Displacement; Hostile-Media-Effekt; Kultivierungshypothese; Media Richness Theory; Media Synchronicity Theory; Medienrezeption; Reduced-Social-Cues-Ansatz; SIDE-Modell; Theorie der sozialen Informationsverarbeitung; u.a. In M. A. Wirtz (Hrsg.). Dorsch - Lexikon der Psychologie (16th edition Aufl., S. 107 ff). Huber.
Kimmerle, J., & Hesse, F. W. (2013). Computervermittelte Kommunikation. In M. A. Wirtz (Ed.). Dorsch – Lexikon der Psychologie (16. Aufl., p. 337). Huber.
Kimmerle, J., Cress, U., & Moskaliuk, J. (2011). Wiki-supported knowledge building – theory, research and application. In S. Bocconi & G. Trentin (Eds.). Wiki Supporting Formal and Informal Learning (pp. 41-56). Nova Science Publishers.
Moskaliuk, J., & Kimmerle, J. (2011). Die Wikipedia als Werkzeug für individuelle und kooperative Lernprozesse. In Wikimedia Deutschland e.V. (Ed.). Alles über Wikipedia – und die Menschen hinter der größten Enzyklopädie der Welt (pp. 243-246). Hoffmann und Campe. https://doi.org/None
Cress, U., & Kimmerle, J. (2010). Wissensaustausch als motivationales Problem – Resultate eines empirischen Forschungsprogramms. In H. Risku & M. Peschl (Eds.). Kognition und Technologie im kooperativen Lernen: Vom Wissenstransfer zur Knowledge Creation (pp. 57-76). Vienna University Press / V&R Unipress.
Kimmerle, J. (2009). Agenda-Setting; Displacement; Kultivierungshypothese; Media Richness Theorie; Media Synchronicity Theorie; Reduced Social Cues Ansatz; SIDE-Modell; Theorie der sozialen Informationsverarbeitung; Third Person Effekt; Wissenskluft-Hypothese. In H. Häcker & K.-H. Stapf (Eds.). Dorsch – Psychologisches Wörterbuch (15. Aufl.). Huber.
Kimmerle, J., & Cress, U. (2009). Knowledge communication with shared databases. In J. Erickson (Ed.). Database Technologies: Concepts, Methodologies, Tools, and Applications (Vol. III, pp. 1670-1681). Information Science Reference.
Kimmerle, J., & Hesse, F. W. (2009). Computervermittelte Kommunikation. In H. Häcker & K.-H. Stapf (Eds.). Dorsch – Psychologisches
Wörterbuch (15. Aufl.). Huber.
Moskaliuk, J., Kimmerle, J., & Cress, U. (2009). Virtual Reality 2.0 and Its Application in Knowledge Building. In S. Murugesan (Ed.). Handbook of Research on Web 2.0, 3.0 and X.0: Technologies, Business, and Social Applications (pp. 573-595). IGI Global.
Kimmerle, J. (2008). Partizipation an Wikis: motivationale und soziale Erklärungsansätze. In J. Moskaliuk (Ed.). Konstruktion und Kommunikation von Wissen mit Wikis (pp. 69-82). Verlag Werner Hülsbusch.
Kimmerle, J., & Cress, U. (2008). Knowledge communication with shared databases. In S. Kelsey, & K. St. Amant (Eds.). Handbook of Research on Computer-Mediated Communication (pp. 424-435). Hershey, PA: Information Science Reference.
Moskaliuk, J., & Kimmerle, J. (2008). Analyse und Visualisierung von Prozessen der Wissenskonstruktion am Beispiel von Wikipedia. In J. Moskaliuk (Ed.). Konstruktion und Kommunikation von Wissen mit Wikis (pp. 151-162). Verlag Werner Hülsbusch.
Cress, U., & Kimmerle, J. (2006). Teilen von Wissen - eine psychologische Perspektive. In U. Cress (Ed.). Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement (pp. 15-29). Huber.
Kimmerle, J. (2006). Persönlichkeit und Group Awareness im Wissensmanagement: Aptitude-Treatment-Interaktionseffekte im Informationsaustausch-Dilemma, Band 3 der Reihe Wissensprozesse und digitale Medien. Logos.
Kimmerle, J. (2006). Datenbanken im personenorientierten Wissensmanagement. In U. Cress (Ed.). Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement (pp. 49-68). Huber.
Pammer-Schindler, V., Ley, T., Kimmerle, J., & Littlejohn, A. (Eds.). (2022). Designing technologies to support professional and workplace learning for situated practice. IEEE Transactions on Learning Technologies, 15(5).
Dietze, S., d'Aquin, M., Gasevic, D., Herder, E., & Kimmerle, J. (Eds.). (2018). Proceedings of the 7th International Workshop on Learning and Education with Web Data (#LILE2018) in conjunction with the 10th ACM Conference on Web Science (WebSci18). Association for Computing Machinery.
Thomas, J. C., Düsing, K., Van den Bogaert, V., Greving, H., Bruckermann, T., Schumann, A., Brandt, M., Lewanzik, D., Voigt, C. C., & Kimmerle, J. (2026). The role of research process presentations in science education: Perceptions of credibility and tentativeness in research findings [Datensatz]. https://osf.io/cah39/overview?view_only=fd98e0280e864776a925619174ec7256
Greving, H., Bruckermann, T., Hagen, R., Schumann, A., Börner, K., Kimmig, S. E., Lewanzik, D., Lorenz, J., Marggraf, L., Stillfried, M., Straka, T. M., Voigt-Heucke, S. L., Voigt, C. C., Brandt, M., Harms, U., & Kimmerle, J. (2026). Dataset for: Who engages in Citizen Science projects on urban wildlife ecology? Findings on participant groups from cluster analyses [Datensatz]. https://doi.org/10.23668/psycharchives.21910
Luther, T., Mayer, M., & Kimmerle, J. (2026). The role of perceived anthropomorphism and anthropomorphic design elements in willingness to delegate writing tasks to AI: Findings from a large-scale survey and a randomized controlled experiment [Datensatz]. https://osf.io/vwmq8/overview
Matschke, C., Kehrer, M., Nieder-Steinheuer, K., Thillosen, A., & Kimmerle, J. (2026). Data for: Instructions of digital media use in higher education: The impact of text abstractness on university teachers’ psychological distance, interest, and motivation to use digital media [Datensatz]. https://doi.org/10.23668/psycharchives.14186
Luther, T., Belcher, K., Kimmerle, J., Meurers, D., & Cress, U. (2026). Collaborative knowledge construction with generative AI: Exploring argumentative co-writing processes through n-gram and cluster analysis [Datensatz]. https://doi.org/10.31234/osf.io/8kmyz_v1
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 [Datensatz]. https://osf.io/ktnme/
Proksch, S., Schühle, J., Streeb, E., Weymann, F., Luther, T., & Kimmerle, J. (2024). Dataset for: The impact of text topic and assumed human vs. AI authorship on competence and quality assessment [Datensatz]. https://doi.org/10.17605/OSF.IO/SRVAB
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://doi.org/10.17605/OSF.IO/SN75H
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://doi.org/10.17605/OSF.IO/GPKC6
Luther, T., Kimmerle, J., & Cress, U. (2024). Dataset for: Co-writing with AI: How do people interact with ChatGPT in a writing scenario? [Datensatz]. https://doi.org/10.17605/OSF.IO/7RXQ2
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://doi.org/10.17605/OSF.IO/7RXQ2
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
Disch, L., Fessl, A., Franza, S., Kimmerle, J., & Pammer-Schindler, V. (2023). Supplemental material for: Using knowledge construction theory to evaluate learning processes: A randomized controlled trial on showing gradually built-up concept maps alongside a scientific text [Datensatz]. https://doi.org/10.6084/m9.figshare.24903232
von Hoyer, J. F., Kimmerle, J., Cress, U., & Holtz, P. (2023). Dataset for: False certainty as an unwanted side effect of knowledge acquisition in computer-based online search and content learning [Datensatz]. https://osf.io/rc87v/
Greving, H., Bruckermann, T., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2022). Dataset for: Attitudes toward engagement in Citizen Science increase self-related, ecology-related, and motivation-related outcomes in an urban wildlife project. https://doi.org/10.23668/psycharchives.7971
von Hoyer, J. F., Kimmerle, J., & Holtz, P. (2022). Dataset for: Acquisition of false certainty: Learners increase their confidence in the correctness of incorrect answers after online information search. https://osf.io/v75ba/?view_only=0a35d7fdf4cf440393d0d39d8d1585ed
Greving, H.*, Bruckermann, T.*, Schumann, A., Straka, T. M., Lewanzik, D., Voigt-Heucke, S. L., Marggraf, L., Lorenz, J., Brandt, M., Voigt, C. C., Harms, U., & Kimmerle, J. (2022). Dataset for: Improving attitudes and knowledge in a Citizen Science project on urban bat ecology [Datensatz]. *shared first authorship. https://doi.org/10.23668/psycharchives.5363
von Hoyer, J. F., Bientzle, M., Cress, U., Großer, J., Kimmerle, J., & Holtz, P. (2021). Dataset for: False certainty in the acquisition of anatomical and physiotherapeutic knowledge [Datensatz]. https://osf.io/6v8za/?view_only=4a8fd507cceb42c1b8a8e9070d247728
Eggeling, M., Korger, S., Cress, U., Kimmerle, J., & Bientzle, M. (2021). Dataset for: Decision aids to prepare patients for shared decision making: Two randomized controlled experiments on the impact of awareness of preference-sensitivity and personal motives. https://osf.io/6tvpk/
Eggeling, M., Meinhardt, A.-L., Cress, U., Kimmerle, J., & Bientzle, M. (2020). Dataset for: The impact of a physician’s recommendation and gender on informed decision making: A randomized controlled study in a simulated decision situation. https://osf.io/y467e
Greving, H., & Kimmerle, J. (2020). The impact of event type and geographical proximity on threat appraisal and emotional reactions to Wikipedia articles. https://doi.org/10.1371/journal.pone.0233770#sec025
Jirschitzka, J., Kimmerle, J., Halatchliyski, I., Hancke, J., Meurers, D., & Cress, U. (2017). Dataset for: A productive clash of perspectives? The interplay between articles’ and authors’ perspectives and their impact on Wikipedia edits in a controversial domain. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0178985#sec014
Luther, T., Mayer, M., Kimmerle, J., & Henestrosa, A. (2026). Handing over control: A longitudinal study of delegation and disclosure in human-AI interaction. OSF. https://doi.org/10.31234/osf.io/8daky_v1
Thomas, J. C., Düsing, K., Van den Bogaert, V., Greving, H., Bruckermann, T., Schumann, A., Brandt, M., Lewanzik, D., Voigt, C. C., Harms, U., Wirth, J., Cress, U., & Kimmerle, J. (2026). The impact of research process presentations on secondary school student’s perception of scientific credibility and tentativeness. Research Square. https://doi.org/10.21203/rs.3.rs-8213759/v1
Greving, H., Bruckermann, T., Hagen, R., Schumann, A., Börner, K., Kimmig, S. E., Lewanzik, D., Lorenz, J., Marggraf, L., Stillfried, M., Straka, T. M., Voigt-Heucke, S. L., Voigt, C. C., Brandt, M., Harms, U., & Kimmerle, J. (2025). Who engages in Citizen Science projects on urban wildlife ecology? Findings on participant groups from cluster analyses. PsychArchives. https://doi.org/10.23668/psycharchives.21263
Luther, T., Reuter, J., & Kimmerle, J. (2026). Empowered by a bot? The influence of anthropomorphic traits in AI chatbots on self-efficacy and technology acceptance in professional writing tasks. OSF. https://doi.org/10.31234/osf.io/cpz4b_v2
Fischer, V. E., Mayer, M., & Kimmerle, J. (2025). Information on judgment invariance influences contributors' opting-in behavior in sequential collaboration. Psyarxiv. https://doi.org/10.31234/osf.io/z9pnq_v1
Luther, T., Mayer, M., & Kimmerle, J. (2025). The role of perceived anthropomorphism and anthropomorphic design elements in willingness to delegate writing tasks to AI: Findings from a large-scale survey and a randomized controlled experiment. PsyArXiv Preprints.
Matschke, C., Kehrer, M., Nieder-Steinheuer, K., Thillosen, A., & Kimmerle, J. (2025). Instructions of digital media use in higher education: The impact of text abstractness on university teachers’ psychological distance, interest, and motivation to use digital media. OSF. https://doi.org/10.31219/osf.io/t75qj
Lermann Henestrosa, A., & Kimmerle, J. (2025). “Always check important information!” - The role of disclaimers in the perception of AI-generated content. PsyArXiv. https://doi.org/10.31234/osf.io/sbqjk
Mayer, M., & Kimmerle, J. (2025). Minimizing social bias with sequential collaboration: The role of contributor features in dependent judgments. OSF. https://doi.org/10.31234/osf.io/skz4p
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.
Lermann Henestrosa, A., & Kimmerle, J. (2024). The effects of assumed AI vs. human authorship on the perception of a GPT-generated text. OSF. https://doi.org/10.31234/osf.io/wrusc
Greving, H., Bruckermann, T., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2024). I’m proud of my project! The influence of psychological ownership on pride in a Citizen Science project on wildlife ecology. PsychArchives. https://doi.org/10.23668/psycharchives.14144
Bientzle, M., Kimmerle, J., Hirt, B., & Shiozawa, T. (2018). Einer operiert und Tausende schauen zu. physiopraxis, 4(18), 46.
Bientzle, M., Kimmerle, J., Hirt, B., & Shiozawa, T. (2018). OPs mit tausenden von Zuschauern. ergopraxis, 11, 46.
Bientzle, M., Lechner, C., & Kimmerle, J. (2018). Physiotherapieausbildung 3.0 - Online Peer Tutoring in der fachpraktischen Ausbildung: Umsetzung und Ergebnisse. pt_Zeitschrift für Physiotherapeuten, 70(3), 95-99.
Lechner, C., Bientzle, M., & Kimmerle, J. (2018). Physiotherapieausbildung 3.0 - Online Peer Tutoring in der fachpraktischen Ausbildung: Ausgangssituation und didaktisches Konzept. pt_Zeitschrift für Physiotherapeuten, 70(2), 87-90.
Ulsperger, A., Mayer, M., & Kimmerle, J. (2026, September 17-18). Unterscheiden Laien zwischen anekdotischer und empirischer Evidenz in der Wissenschaftskommunikation zu Digitalisierung im Bildungsbereich? 7. EdTech Research Forum 2026. Learning Lab, Universität Duisburg-Essen. [Eingeladener Vortrag]
Ulsperger, A., Mayer, M., & Kimmerle, J. (2026, März 16-18). Do laypeople differentiate between anecdotal and empirical evidence in science communication? 68. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Eberhard Karls Universität Tübingen. [Vortrag]
Mayer, M., & Kimmerle, J. (2026, März 15-18). Minimizing social biases in group judgments with sequential collaboration. Beyond Advice Taking: How do Others Influence Our Judgments and Beliefs?. 68. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Eberhard Karls Universität Tübingen. [Vortrag]
Daugelat, M.-C., Gregg. B., Adam, S., Schag, K., Kimmerle, J., & Giel, K. E. (2025, September 10-13). Participatory development of evidence-based patient narrative videos for patients with eating disorders: Results from two pilot studies. 12th Annual Scientific Conference of the European Association of Psychosomatic Medicine. München. [Vortrag]
Luther, T., & Kimmerle, J. (2025, September 10-12). Better together? Investigating willingness to delegate writing tasks to AI. 14. Tagung der Fachgruppe Medienpsychologie (MediaPsych) der Deutschen Gesellschaft für Psychologie (DGPs). Universität Duisburg-Essen. [Vortrag]
Mayer, M., Kimmerle, J., & Heck, D. W. (2025, August 31-September 4). Dependent numerical judgments in sequential collaboration: A computational modeling approach. Subjective Probability, Utility, and Decision Making (SPUDM) 2025. IMT School for Advanced Studies, Lucca, Italy. [Vortrag]
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. PhD Workshop: Beyond Commands: The Evolving Relationship Between Humans and Voice-Enabled AI. Eberhard Karls Universität 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]
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]
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]
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. [Vortrag]
Daugelat, M.-C., Kimmerle, J., Schag, K., & Giel, K. E. (2023, September 27-29). Die Entwicklung von Patient Narratives zur Verbesserung der Behandlungsmotivation bei Patientinnen mit Essstörungen. 1. Gemeinsamer Kongress der Deutschen Adipositas-Gesellschaft (DAG) und Deutschen Gesellschaft für Essstörungen (DGESS). Gera. [Vortrag]
Bruckermann, T., Greving, H., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2023, März 29-30). Sind Einstellungen zur Beteiligung an CS bereits zu Beginn wichtig? – ein Ergebnis aus dem WTimpact Projekt. CitSciHelvetia‘23. Solothurn, Schweiz. [Talk]
Bruckermann, T., Greving, H., Schumann, A., Straka, T. M., Lewanzik, D., Voigt-Heucke, S. L., Marggraf, L., Lorenz, J., Brandt, M., Voigt, C. C., Kimmerle, J., & Harms, U. (2023, März 29-30). Beeinflusst der Beteiligungsgrad in CS-Projekten die Lernergebnisse? – ein Ergebnis aus dem WTimpact Projekt. CitSciHelvetia‘23. Solothurn, Schweiz. [Talk]
Kimmerle, J. (2022, Oktober 19-21). Fragilität und Glaubwürdigkeit wissenschaftlicher Erkenntnisse. 10 Years Anniversary Conference of LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Eberhard Karls Universität Tübingen. [Talk]
Lermann Henestrosa, A., Herter, E., & Kimmerle, J. (2022, September 10-15). Perception of AI science journalism: The impact of information presentation and AI characteristics on credibility perceptions. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Symposium “Human-Agent Interaction ”. Hildesheim. [Talk]
Lermann Henestrosa, A., & Kimmerle, J. (2022, May 25). The effects of assumed authorship on the perception of automated science journalism. Preconference “The Science of Science Communication: Mapping the Field” at the 72nd Annual Conference of the International Communication Association (ICA). Sorbonne University. Paris, France. [Talk]
Lermann Henestrosa, A., Cress, U., & Kimmerle, J. (2022, March 20-23). AI for science communication: How authorship and evaluative information presentation affect the acceptance of science journalism. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). https://teap2022.uni-koeln.de/sites/teap2022/user_upload/TeaP2022_AbstractBooklet.pdf [Talk]
Shiozawa, T., Theiss, C., Scholz, M., Ödemis, V., Bräuer, J., Großer, J., Kimmerle, J., Hirt, B., & Bientzle, M. (2021, September 16-17). Was lernen Studierende in einer klinisch-anatomischen Live Stream Vorlesung? Eine multizentrische Studie an ausgewählten Regel- und Modellstudiengängen. GMA-Jahrestagung (Gesellschaft für Medizinische Ausbildung). Zürich, Schweiz. [Talk]
Greving, H., Bruckermann, T., & Kimmerle, J. (2021, Mai 6-7). WTimpact – Die Rolle von Ownership und Mitgefühl für die Beteiligung an Citizen-Science-Projekten. Forum Citizen Science #digital. Berlin. [Talk]
Eggeling, M., Kimmerle, J., Bientzle, M., Hirt, B., & Shiozawa-Bayer, T. (2020, May). Medical Online Platforms as Cognitive Interfaces. The impact of individual and technological features on learning and processing of complex medical information. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
Eggeling, M., Bientzle, M., Cress, U., Shiozawa, T., & Kimmerle, J. (2019, October). The impact of physicians’ recommendations on treatment preference and attitudes: A randomized controlled experiment on shared decision-making. 17th International Conference on Communication in Healthcare (ICCH). San Diego, USA. [Talk]
Flemming, D., & Kimmerle, J. (2019, September). Laienverständnis von Fragilität und die Glaubwürdigkeit wissenschaftlicher Befunde. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPSY). Leipzig, Deutschland. [Talk]
Riese, M., Bientzle, M., Kimmerle, J., Cress, U., & Matschke, C. (2019, September). Der Einfluss des physiotherapeutischen Ausbildungsweges auf die Identifikation mit dem Berufsstand und die gewünschte zukünftige Tätigkeit. Jahrestagung der Gesellschaft für Medizinische Ausbildung. Frankfurt am Main, Deutschland. [Talk]
Großer, J., Bientzle, M., Shiozawa-Bayer, T., Hirt, B., & Kimmerle, J. (2019, August). Educational online videos for students from different disciplines: The impact on learning and attitude toward inter-professional cooperation. Annual Conference of the Association for Medical Education in Europe (AMEE). Vienna, Austria. [Talk]
Großer, J., Bientzle, M., Shiozawa, T., Hirt, B., & Kimmerle, J. (2019, August). Learning from an applied online learning platform: Insights into Tuebingen’s Sectio Chirurgica. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
Shiozawa, T., Bientzle, M., Großer, J., Kimmerle, J., & Hirt, B. (2019, August). Twitch’ing Medical Education – the potential of live stream lectures. Association for Medical Education (AMEE) Conference 2019. Vienna, Austria. [Talk]
Eggeling, M., Bientzle, M., & Kimmerle, J. (2019, July). The impact of physicians' recommendations on treatment preference and attitudes: An experimental study on shared decision making. 10th International Shared Decision Making Conference. Quebec City, Canada. [Talk]
Kimmerle, J., & Greving, H. (2018, December). Emotions in Wikipedia: Feelings and expressions of anger about man-made attacks are mediated by threat appraisal. Hong Kong International Conference on Education, Psychology and Society. Hong Kong, China. [Talk]
Flemming, D., & Kimmerle, J. (2018, Oktober). Der Einfluss narrativer und visueller Emotionalisierung auf Wissenserwerb und Risikowahrnehmung. Lernprozess im Fokus: Forschung zu digitalen Medien in der Hochschullehre (#LearnMap-Konferenz). Leibniz-Institut für Wissensmedien, Tübingen. [Talk]
Großer, J., Bientzle, M., Koebele, A., Klier, R., & Kimmerle, J. (2018, Oktober). Der Einfluss der wahrgenommenen Referentenprofession auf informelles Lernen mit digitalen Medien. #LearnMap-Konferenz. Tübingen. [Talk]
Greving, H., Cress, U., & Kimmerle, J. (2018, September). Ärger in Wikipedia: Die Rolle von Bedrohung bei ärgerbezogenen Reaktionen in Wikipedia-Artikeln zu menschengemachten, negativen Ereignissen. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt. [Talk]
Holtz, P., Cress, U., & Kimmerle, J. (2018, September). AFEL – Reconstructing processes of everyday learning from internet activity data. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]
Shiozawa, T., Bientzle, M., Großer, J., Kimmerle, J., & Hirt, B. (2018, September). TwitchTMing medical education – das Potential von Live Stream Lectures. GMA-Jahrestagung (Gesellschaft für Medizinische Ausbildung). Wien, Österreich. [Talk]
Yenikent, S., Holtz, P., & Kimmerle, J. (2018, September). Keep calm and wiki on: How do topic characteristics and threat perception influence Wikipedia engagement? 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]
Yenikent, S., Holtz, P., Thalmann, S., d’Aquin, M., & Kimmerle, J. (2018, September). Evaluating the AFEL learning tool: Didactalia users’ experiences with personalized recommendations and interactive visualizations. European Conference of Technology Enhanced Learning (EC-TEL). Leeds, UK. [Talk]
Großer, J., Bientzle, M., Shiozawa-Bayer, T., Hirt, B., & Kimmerle, J. (2018, August). Learning from an interactive online platform: Anatomy in the inter-professional operation room. Annual Conference of the Association for Medical Education in Europe (AMEE). Basel, Switzerland. [Talk]
Yenikent, S., Buttliere, B., Fetahu, B., & Kimmerle, J. (2018, May). Wikipedia article measures in relation to content characteristics of lead sections. 7th International Workshop on Learning and Education with Web Data (#LILE2018) in conjunction with the 10th ACM Conference on Web Science (WebSci18). Amsterdam, The Netherlands. [Talk]
Eggeling, M., Bientzle, M., & Kimmerle, J. (2018, April). Using videos of live surgeries to communicate medical knowledge to the public. 15th International Public Communication of Science and Technology Conference. Dunedin, New Zealand. [Talk]
Cress, U., & Kimmerle, J. (2018, Januar). Wie gut verstehen Laien die Fragilität wissenschaftlicher Inhalte? Interdisziplinärer Workshop „Missverstehen“. Universität Stuttgart. [Talk]
Hirt, B., & Kimmerle, J. (2018, Januar). Gemeinsam online Lernen in unterschiedlichen medizinischen Berufen - das Projekt OpenTeach. LEARNTEC 2018. Karlsruhe. [Talk]
d’Aquin, M., Adamou, A., Dietze, S., Fetahu, B., Gadiraju, U., Hasani-Mavriqi, I., Holtz, P., Kimmerle, J., Kowald, D., Lex, E., Lopez Sola, S., Maturana, R., Sabol, V., Troullinou, P., & Veas, E. (2017, September). AFEL: Towards measuring online activities contributions to self-directed learning. 7th Workshop on Awareness and Reflection in Technology Enhanced Learning. Tallinn, Estonia. [Talk]
Kimmerle, J. (2017, March). Motivated processing of medical information on the Internet: Empirical findings on cognitive and affective processes: Recontextualizing Knowledge: Situation in Science Communication. Tuebingen. [Talk]
Griewatz, J., Küppers, J., Gall, C., Bientzle, M., Kimmerle, J., & Lammerding-Köppel, M. (2015, Oktober). Herausforderung Patient 2.0 - Wie können Medizinstudierende effektiv auf web-basierte Kommunikation und experten-gestützte Online-Beratung von Patienten vorbereitet werden? GMA-Jahrestagung (Gesellschaft für Medizinische Ausbildung). Leipzig. [Talk]
Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2015, September). Internet users’ critical evaluation of an online medical news article: Influencing factors of user discussions of scientific uncertainty. Symposium "How Web 2.0 influences public understanding of science". 9th Conference of the Media Psychology Division. Tübingen. [Talk]
Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2015, January). Perception of scientific uncertainty in science communication. Workshop Motivated Science Reception. Universität Koblenz-Landau. [Talk]
Bientzle, M., Cress, U., & Kimmerle, J. (2014, June). The role of inconsistencies in collaborative knowledge construction. 11th International Conference of the Learning Sciences. Boulder, CO, USA. [Talk]
Kimmerle, J. (2014, May). Collective knowledge in social tagging environments. International Workshop on Mass Collaboration and Education. Tübingen. [Talk]
Kimmerle, J., Moskaliuk, J., Bientzle, M., Thiel, A., & Cress, U. (2012, July). Using controversies for knowledge construction: Thinking and
writing about alternative medicine. 10th International Conference of the Learning Sciences. Sydney, Australia. [Talk]
Moskaliuk, J., Weber, N., Stern, H., Kimmerle, J., Cress, U., & Lindstaedt, S. N. (2011, September). Evaluation of social media collaboration using task-detection methods. 6th European Conference of Technology Enhanced Learning, EC-TEL. Palermo, Italy. [Talk]
Halatchliyski, I., Kimmerle, J., & Cress, U. (2011, July). Divergent and convergent knowledge processes on Wikipedia. 9th International Conference on Computer-Supported Collaborative Learning. Hong Kong, China. [Talk]
Kimmerle, J., Abels, K., Becher, K., Beckers, A., Haussmann, A., Thiel, A., & Cress, U. (2011, July). Construction of health knowledge in an
alternative medical community of practice: Hermeneutic analysis of a web
forum. 9th Computer Supported Collaborative Learning Conference. Hong Kong, China. [Talk]
Cress, U., & Kimmerle, J. (2011, March). Successful collaborative knowledge building needs group awareness. - Interaction analysis of a 9th grade CSCL biology lesson. Workshop "Leveraging researcher multivocality for insights on collaborative learning" at the third Alpine Rendez Vous. La Clusaz, Frankreich. [Talk]
Moskaliuk, J., Kimmerle, J., & Cress, U. (2010, September). Lernen und Wissenskonstruktion mit Wikis als Ko-Evolution von kognitiven und sozialen Systemen. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Talk]
Halatchliyski, I., Moskaliuk, J., Kimmerle, J., & Cress, U. (2010, July). Who integrates the networks of knowledge in Wikipedia? 6th International Symposium on Wikis and Open Collaboration. Gdansk, Poland. [Talk]
Kimmerle, J., Cress, U., Held, C., & Moskaliuk, J. (2010, July). Social Software and Knowledge Building: Supporting Co-Evolution of Individual and Collective Knowledge. 9th International Conference of the Learning Sciences (ICLS 2010). Chicago, IL, USA. [Talk]
Kimmerle, J., Moskaliuk, J., & Cress, U. (2009, October). Understanding
learning – the wiki way. 5th International Symposium on Wikis and Open Collaboration. Orlando, FL, USA. [Talk]
Kimmerle, J., & Moskaliuk, J. (2009, September). Knowledge building in
user-generated online Virtual Realities. Conference of the Media Psychology Division of the German Psychological Society. Duisburg. [Talk]
Cress, U., & Kimmerle, J. (2009, June). Knowledge exchange as a motivational problem – Results of an empirical research program. International Conference on Computer Supported Collaborative Learning (CSCL). Rhodes, Greece. [Talk]
Kimmerle, J., Moskaliuk, J., & Cress, U. (2009, June). Learning and knowledge building with social software. International Conference on Computer Supported Collaborative Learning. Rhodes, Greece. [Talk]
Kimmerle, J., Moskaliuk, J., & Cress, U. (2008, December). Individual learning and collaborative knowledge building with shared digital artifacts. International Conference on Communication and Information Technologies in Education. Bangkok, Thailand. [Talk]
Moskaliuk, J., & Kimmerle, J. (2008, November). Lernen und Wissenskonstruktion mit geteilten digitalen Artefakten als Ko-Evolution zwischen kognitiven und sozialen Systemen. Workshop der Leibniz Graduate School for Knowledge Media Research. Kollaborative Wissenskonstruktion mit Wikis. Tübingen. [Talk]
Harrer, A., Moskaliuk, J., Kimmerle, J., & Cress, U. (2008, September). Visualizing wiki-supported knowledge building: Co-evolution of individual and collective knowledge. International Symposium on Wikis 2008. Porto, Portugal. [Talk]
Kimmerle, J. (2008, July). Impact of temporal extension, synchronicity, and group size on computer-supported information exchange. XXIX. International Congress of Psychology. Berlin. [Talk]
Cress, U., & Kimmerle, J. (2008, June). A systemic and cognitive view on collaborative knowledge building with wikis. Symposium of the International Journal of Computer-Supported Collaborative Learning on “Productive tensions in the learning sciences: Socio-cognitive and socio-cultural theory”. International Conference of the Learning Sciences. Utrecht, The Netherlands. [Talk]
Cress, U., & Kimmerle, J. (2008, June). Limitations of Participation: Knowledge Exchange as a Social Dilemma. International Workshop on Distributed Learning and Collaboration (DLAC). Participation and personalization: The main factors of social software. Tübingen. [Talk]
Kimmerle, J., & Cress, U. (2008, June). Unlimited Participation: Social Software and Knowledge Building. International Workshop on Distributed Learning and Collaboration (DLAC). Participation and personalization: The main factors of social software. Tübingen. [Talk]
Moskaliuk, J., Kimmerle, J., & Cress, U. (2008, June). Learning and Knowledge Building with Wikis: The Impact of Incongruity between People’s Knowledge and a Wiki’s Information. International Conference of the Learning Sciences. Utrecht, The Netherlands. [Talk]
Jarodzka, H. M., Kimmerle, J., & Cress, U. (2007, September). Einfach empfehlen! Wie man den Wissensaustausch beim computerunterstützten kollaborativen Lernen steigern kann. 11. Fachtagung Pädagogische Psychologie. Berlin. [Talk]
Kimmerle, J., & Cress, U. (2007, September). Kollaborative Wissenskonstruktion mit Wikis: Ein systemtheoretisches und kognitionspsychologisches Rahmenmodell. 5.Tagung der Fachgruppe Medienpsychologie. Dresden. [Talk]
Cress, U., & Kimmerle, J. (2007, July). A Theoretical Framework of Collaborative Knowledge Building with Wikis - a Systemic and Cognitive Perspective. Seventh International Computer Supported Collaborative Learning Conference (CSCL 2007). New Brunswick, USA. [Talk]
Kimmerle, J., & Cress, U. (2007, July). Group awareness and self-presentation in the information-exchange dilemma: An interactional approach. Seventh International Computer Supported Collaborative Learning Conference (CSCL 2007). New Brunswick, USA. [Talk]
Kimmerle, J., Cress, U., & Hesse, F. W. (2006, November). A challenge for knowledge management: Situational and personal factors of influence in web-based information-exchange. The Fourth IASTED International Conference on Knowledge Sharing and Collaborative Engineering. St. Thomas, US Virgin Islands. [Talk]
Cress, U., & Kimmerle, J. (2006, October). The management of knowledge - Influencing factors in the information-exchange dilemma. NeuroPsychoEconomics Conference. Berlin. [Talk]
Cress, U., & Kimmerle, J. (2006, September). Förderung des
Wissensaustauschs in Gruppen: Der Einfluss von Expertise und
Identifizierbarkeit. 45ter Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Nürnberg. [Talk]
Kimmerle, J., & Cress, U. (2006, September). Der Informationsaustausch in Teams - Wer profitiert von Awareness-Tools. 45ter Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Nürnberg. [Talk]
Kimmerle, J., Cress, U., & Hesse, F. W. (2006, July). The Role of Personality in Knowledge Management - Aptitude Treatment Interactions in the Information-Exchange Dilemma. 13th European Conference on Personality. Athens, Greece. [Talk]
Riss, U. V., Cress, U., Kimmerle, J., & Martin, S. (2006, July). Knowledge Sharing: From Experiment to Application. Third Knowledge Management Aston Conference. Birmingham, UK. [Talk]
Cress, U., & Kimmerle, J. (2006, March). Enhancing knowledge exchange in groups: Some experimental findings. General Online Research. Bielefeld. [Talk]
Kimmerle, J., & Cress, U. (2006, March). The role of personality in knowledge management. General Online Research. Bielefeld. [Talk]
Kimmerle, J. (2005, November). Führen ohne Mittel der Macht - Verführen (Motivieren?) zum Engagement. 5. Stuttgarter Sportkongress. Stuttgart. [Talk]
Cress, U., Kimmerle, J., Martin, S., & Hesse, F. W. (2004, September). Barrieren beim Wissensaustausch - Ergebnisse einer Experimentalreihe. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen. [Talk]
Daugelat, M.-C., Gregg. B., Adam, S., Schag, K., Kimmerle, J., & Giel, K. E. (2026, Juni 3-5). Improving treatment motivation and uptake using patient narrative videos: Results of a pilot RCT. International Conference on Eating Disorders (ICED 2026). The Hague, Netherlands. [Posterpräsentation]
Luther, T., Belcher, K., Kimmerle, J., Meurers, D., & Cress, U. (2025, Dezember 2). To delegate or not to delegate to AI? Exploring individual and contextual factors. Digital Education Day. Leibniz-Institut für Wissensmedien, Tübingen. [Posterpräsentation]
Henestrosa, A., Schühle, J., Luther, T., & Kimmerle, J. (2025, November 12-13). Evaluating AI authorship: The role of text domain and presentation style. CONVERSATIONS 2025: 9th International Symposium on Chatbots and Human-Centred AI. Technische Hochschule Lübeck. [Posterpräsentation]
Lermann Henestrosa, A., & Kimmerle, J. (2024, September 16-19). Understanding and perception of automated text generation among the public: Two surveys with representative samples in Germany. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Posterpräsentation]
Luther, T., Kimmerle, J., & Cress, U. (2024, September 16-19). Collaborating with an AI: An exploratory study investigating human-AI interaction in a collaborative writing scenario with ChatGPT. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Posterpräsentation]
Luther, T., Kimmerle, J., & Cress, U. (2024, Juni 29-Juli 4). Co-writing with AI: How do people interact with ChatGPT in a writing scenario? HCI International 2024 – 26th International Conference on Human-Computer Interaction. Washington, D.C, USA. [Posterpräsentation]
Thomas, J., & Kimmerle, J. (2024, Mai 14-15). Wissenschaftskommunikation im Fokus. Evaluierung des Forschungsprozesses im naturwissenschaftlichen Unterricht. Wissenschaftliche Jahrestagung LERN 2024 - Wie steht es um unser Bildungssystem? Krisen anerkennen, Lösungsansätze gestalten. Leibniz-Institut für Wissensmedien (IWM), Tübingen. [Posterpräsentation]
Lermann Henestrosa, A., Kimmerle, J., & Cress, U. (2024, April 11). Perceptions of automated text generation in the context of science communication. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Leibniz-Institut für Wissensmedien, Tübingen. [Posterpräsentation]
Luther, T., Kimmerle, J., Meurers, D., & Cress, U. (2024, April 11). Collaborative writing with ChatGPT - an exploratory study. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Leibniz-Institut für Wissensmedien, Tübingen. [Posterpräsentation]
Greving, H., Bruckermann, T., Schumann, A., Börner, K., Hagen, R., Kimmig, S. E., Lewanzik, D., Lorenz, J., Marggraf, J., Stillfried, M., Straka, T. M., Wolters, M. K., Voigt-Heucke, S. L., Voigt, C. C., Brandt, M., Harms, U., & Kimmerle, J. (2023, November 29-30). Kann ich auch mitmachen? Analyse der Beteiligungsgruppen in Citizen-Science-Projekten. Forum Citizen Science 2023. Universität Freiburg. [Poster Presentation]
Thomas, J., Greving, H., Bruckermann, T., Düsing, K., Van den Bogaert, V., Lewanzik, D., Schuhmann, A., Brandt, M., & Kimmerle, J. (2023, September 18-21). Den Forschungsprozess vermitteln: Bewertung der Vorläufigkeit und Glaubwürdigkeit wissenschaftlicher Erkenntnisse anhand eines videobasierten Transferinstruments. Internationale Tagung der Fachsektion Didaktik der Biologie (FDdB) im VBIO 2023. Ludwigsburg. [Poster Presentation]
Greving, H., Bruckermann, T., Düsing, K., Van den Bogaert, V., Lewanzik, D., Schumann, A., Brandt, M., & Kimmerle, J. (2022, November 25-26). Vorläufigkeit und Glaubwürdigkeit: Wie nehmen Schüler*innen wissenschaftliche Erkenntnisse wahr? – Ein VideT-Teilprojekt. Early Career Researcher Konferenz „WiSuaL 2022 – Wissenschaftsvermittlung in Schülerlaboren und außerschulischen Lernkontexten”. Ruhr-Universität Bochum. [Poster Presentation]
Greving, H., Bruckermann, T., Stillfried, M., Börner, K., Schumann, A., Brandt, M., Harms, U., & Kimmerle, J. (2020, July). Wildlife attitudes and ownership influence attitudes toward science via active online behavior: A longitudinal citizen science study. 19th General Meeting of the European Association of Social Psychology (EASP). Krakow, Poland. (Conference cancelled). [Poster Presentation]
Greving, H., Bruckermann, T., & Kimmerle, J. (2020, February). If you want to like it, you have to own it: The role of ownership in citizen science projects. 21st Annual Meeting of the Society for Personality and Social Psychology. New Orleans, LA, USA. [Poster Presentation]
Greving, H., Cress, U., & Kimmerle, J. (2020, February). Emotions in Wikipedia: Anger in Wikipedia articles about man-made attacks and the mediating role of threat. Emotion Preconference of the 21st Annual Meeting of the Society for Personality and Social Psychology. New Orleans, LA, USA. [Poster Presentation]
Bientzle, M., Großer, J., Kimmerle, J., Shiozawa-Bayer, T., & Hirt, B. (2019, Oktober). Die Öffnung der Hochschullehre in der Medizin. Empirische Analyse offener digitaler Lehre in der Medizin - Open Teach. Fachtagung „Safety first? Datensicherheit und innovative Lehre zusammendenken“ des Hochschulforums Digitalisierung. Bonn, Deutschland. [Poster Presentation]
Eggeling, M., Bientzle, M., Meinhardt, A.-L., & Kimmerle, J. (2019, October). The impact of physicians’ recommendations and gender on informed decision making. 41st Annual Meeting of the Society for Medical Decision Making. Portland, USA. [Poster Presentation]
Flemming, D., Sinatra, G. M., & Kimmerle, J. (2019, July). How refutation texts affect meta-cognitive and behavioral variables. Annual Meeting of the Society for Text and Discourse. New York, USA. [Poster Presentation]
Großer, J., Bientzle, M., & Kimmerle, J. (2019, April). Learning from digital educational videos: The impact of the source profession on attitude, expectation, and knowledge. Tagung Experimentell Arbeitender Psychologen (TEAP 2019). London, United Kingdom. [Poster Presentation]
Greving, H., Cress, U., & Kimmerle, J. (2019, March). Oh no, the poor fox! The role of compassion for participation intentions and attitudes toward citizen science projects. International Convention of Psychological Science (ICPS). Paris, France. [Poster Presentation]
Shiozawa, T., Bientzle, M., Großer, J., Kimmerle, J., & Hirt, B. (2019, Januar). Die Öffnung der Hochschullehre – Empirische Analyse offener digitaler Lehre in der Medizin. Vorstellung der Medizinischen Fakultät Tübingen: „Lehre in Posterrounds“ im Studiengang „Master of Medical Education“. Tübingen, Deutschland. [Poster Presentation]
Yenikent, S., & Kimmerle, J. (2018, December). How political actions affect Wikipedia: The case of the Turkish Wikipedia ban. 2nd European Symposium on Societal Challenges in Computational Social Science (#eurocss). Köln. [Poster Presentation]
Yenikent, S., & Kimmerle, J. (2018, December). How political actions affect Wikipedia: The case of the Turkish Wikipedia ban. European Symposium Series on Societal Challenges in Computational Social Science. Köln. [Poster Presentation]
Kimmerle, J., & Greving, H. (2018, September). Beteiligung in Citizen Science Projekten: Emotionale Einflussfaktoren. Forum Citizen Science. Frankfurt am Main. [Poster Presentation]
Kümmel, E., Irle, G., Moskaliuk, J., Kimmerle, J., & Cress, U. (2018, September). Learners' performance criteria in digital learning environments. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt. [Poster Presentation]
Flemming, D., Kimmerle, J., & Sinatra, G. M. (2018, July). Refutation texts as tools to support laypeople’s appraisal of scientific tentativeness. Annual Meeting of the Society for Text and Discourse. Brighton, UK. [Poster Presentation]
Eggeling, M., Bientzle, M., & Kimmerle, J. (2018, June). Supporting shared decision making: What do patients need? Leibniz PhD Network Conference on Interdisciplinarity. Magdeburg. [Poster Presentation]
Kümmel, E., Irle, G., Moskaliuk, J., Kimmerle, J., & Cress, U. (2018, June). How learning outcomes are measured in digital learning environments in higher education. 13th International Conference of the Learning Sciences (ICLS). London, UK. [Poster Presentation]
Kümmel, E., Irle, G., Moskaliuk, J., Kimmerle, J., & Cress, U. (2018, April). Ambivalenz von Performanzkriterien: Lernergebnisse in digitaler Lernumgebung. Jahrestagung LERN 2018: Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung. Tübingen. [Poster Presentation]
Yenikent, S., Buttliere, B., Fetahu, B., & Kimmerle, J. (2018, April). What drives online knowledge production? A textual analysis of Wikipedia articles. International Conference on Education in Mathematics, Science and Technology (ICEMST2018). Marmaris, Türkei. [Poster Presentation]
Großer, J., Bientzle, M., & Kimmerle, J. (2018, February). Learning from an interactive online platform: Anatomy and inter-professional collaboration in the operation room. Innovations in Medical Education Conference. Los Angeles, CA, USA. [Poster Presentation]
Yenikent, S., Kimmerle, J., & Holtz, P. (2017, September). Effects of perceived topic characteristics and mortality salience on willingness to contribute to Wikipedia. 10th Conference of the Media Psychology Division of the German Psychological Society. Landau. [Poster Presentation]
Greving, H., Oeberst, A., Kimmerle, J., & Cress, U. (2017, July). Collectively angry? Emotional content in Wikipedia articles on negative man-made and nature-made events. 18th General Meeting of the European Association of Social Psychology (EASP). Granada, Spain. [Poster Presentation]
Großer, J., Bientzle, M., Kimmerle, J., Shiozawa-Bayer, T., & Hirt, B. (2017, Juli). Die Öffnung der Hochschullehre. Empirische Analyse offener digitaler Lehre in der Medizin - Open Teach. Fachtagung „Hochschulen im digitalen Zeitalter“ des Bundesministeriums für Bildung und Forschung. Berlin. [Poster Presentation]
Bientzle, M., Steffen, W., Jeong, H., Cress, U., & Kimmerle, J. (2017, June). Text chatting in collaborative writing: Its role in coordinating activities. 12th International Conference on Computer Supported Collaborative Learning. Philadelphia, PA, USA. [Poster Presentation]
Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2016, April). The impact of epistemological beliefs and cognitive ability on recall and critical evaluation of scientific information. ELSA Statusseminar. BMBF, Berlin. [Poster Presentation]
Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2016, April). Individual uncertainty and the uncertainty of science: The impact of perceived conflict and general self-efficacy on the perception of tentativeness and credibility of scientific information. ELSA Statusseminar. BMBF, Berlin. [Poster Presentation]
Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2016, April). User comments about deep brain stimulation: How conflictual information in online science journalistic articles influences laypeople's understanding of scientific tentativeness. ELSA Statusseminar. BMBF, Berlin. [Poster Presentation]
Kimmerle, J., Flemming, D., Feinkohl, I., & Cress, U. (2016, April). How laypeople understand the tentativeness of medical research news in the media. An experimental study on the perception of information about deep brain stimulation. ELSA Statusseminar. BMBF, Berlin. [Poster Presentation]
Griewatz, J., Küppers, J., Gall, C., Bientzle, M., Kimmerle, J., & Lammerding-Köppel, M. (2015, September). Between Dr. Google and the web-patient: How can medical students be prepared effectively for the task of online counselling? Annual AMEE Conference (Association for Medical Education in Europe). Glasgow, GB. [Poster Presentation]
Bientzle, M., Kimmerle, J., Cress, U., & Thiel, A. (2012, März). Einfluss des Gesundheitsverständnisses auf den Austausch und die Konstruktion medizinischen Wissens. 13. Jahrestagung des Deutschen Netzwerk Evidenzbasierter Medizin, EbM-Kongress. Hamburg. [Poster Presentation]
Moskaliuk, J., Kimmerle, J., & Cress, U. (2009, July). Effects of Incongruity between Prior Knowledge and New Information on the Acquisition of Knowledge. CogSci 2009 – The annual meeting of the cognitive science society. Amsterdam, The Netherlands. [Poster Presentation]
Moskaliuk, J., & Kimmerle, J. (2008, July). Individual Learning and Collaborative Knowledge Building with Wikis: An Experimental Study. 19th International Congress of Psychology. Berlin. [Poster Presentation]
Cress, U., Kimmerle, J., & Moskaliuk, J. (2007, September). Kollaborative Wissenskonstruktion mit Wikis: Ein systemtheoretisches und kognitionspsychologisches Rahmenmodell und erste experimentelle Befunde. 11. Fachtagung für Pädagogische Psychologie. Humboldt-Universität Berlin. [Poster Presentation]
Kimmerle, J. (2006, October). Personality and Group Awareness in the Information-Exchange Dilemma. Workshop CSCL and Group Cognition. Tübingen. [Poster Presentation]
Kimmerle, J. (2006, Juni). ATI-Effekte im Informationsaustausch-Dilemma. Abschlussveranstaltung des DFG-Schwerpunktprogramms Netzbasierte Wissenskommunikation in Gruppen. Freiburg. [Poster Presentation]
Cress, U., Kimmerle, J., Martin, S., & Hesse, F. W. (2005, April). Costs, benefits, and guidelines in computer-supported interaction - How to overcome the information-exchange dilemma. Conference on Group Processes in Computer-Supported Interaction: Technological and Social Determinism. Oxford, OH, USA. [Poster Presentation]
Kimmerle, J., & Cress, U. (2005, April). Visual anonymity in computer-supported interaction - The ambiguous effect of portraits on behavior in an information-exchange situation. Conference on Group Processes in Computer-Supported Interaction: Technological and Social Determinism. Oxford, OH, USA. [Poster Presentation]
Veranstaltungsorganisation
Yu, R., d’Aquin, M., Gasevic, D., Kimmerle, J., Herder, E., & Ewerth, R. (2019, June). Linked Learning 2019: 8th International Workshop on Learning and Education with Web Data (#LILE2019). 11th ACM Conference on Web Science (WebSci19). Boston, USA. [Workshop Organisation]
Dietze, S., d’Aquin, M., Gasevic, D., Kimmerle, J., & Herder, E. (2018, May). Workshop LILE2018 - Learning & Education with Web Data. 10th ACM Conference on Web Science (WebSci18). Amsterdam, The Netherlands. [Workshop Organisation]
Clausen, J., Wiesing, U., Cress, U., Flemming, D., Kimmerle, J., & Sassenberg, K. (2016). Wissenschaft – Medien – Öffentlichkeit: Wissenstransfer und seine Herausforderungen. Tübingen. 07.-08.07.2016. [Conference Organisation]
Cress, U., Oeberst, A., & Kimmerle, J. (2014). International Workshop on Mass Collaboration and Education. Leibniz-Institut für Wissensmedien. Tübingen. 21.-23.05.2014. [Conference Organisation]
Moskaliuk, J., Kimmerle, J., & Cress, U. (2008). Kollaborative Wissenskonstruktion mit Wikis. Tübingen. 27.-28.11.2008. [Conference Organisation]
Lehre
Kimmerle, J. (SoSe 2026). Mensch-KI-Interaktion in der Wissenschaftskommunikation. Seminar (Bachelor). Eberhard Karls Universität Tübingen.
Kimmerle, J. (WiSe 2026/27). Projektarbeit “Mensch-KI-Interaktion in der Wissenschaftskommunikation“. Praktikum (Bachelor). Eberhard Karls Universität Tübingen.
Kimmerle, J., & Ulsperger, A. (WiSe 2026/27). Forschungsseminar / Forschungspraktikum "Informationsverarbeitung in der Wissenschaftskommunikation". Praktikum (Master). Eberhard Karls Universität Tübingen.
Kimmerle, J. (WiSe 2025/26). Nutzung generativer KI: Erleben und Verhalten. Seminar (Bachelor). Eberhard Karls Universität Tübingen.
