Konferenzbeiträge

• Abbott, C., & Zentel, P. (2006, August). Researching Symbol Use: Ethical and Methodological Issues. 12th Biennial Conference of the International Society for Augmentative and Alternative Communication. Düsseldorf. [Talk]
   
• Aberle, S., Glaser, M., & Schwan, S. (2023, August 22-26). Instruction of reception goals as a method to direct the processing of uncertain information. 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
   
• Ainsworth, S., & Scheiter, K. (2013, August). What can drawings tell us about drawing to learn? 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). München. [Symposium Organisation]
   
• Akef, S., Mendes, A., Meurers, D., & Rebuschat, P. (2024, March 13-15). Investigating the generalizability of Portuguese readability assessment models trained using linguistic complexity features. 16th International Conference on Computational Processing of Portuguese (PROPOR 2024). Universidade de Santiago de Compostela, Spain. https://propor2024.citius.gal/ [Talk]
   
• Al-Saggaf, Y., Utz, S., & Lin, R. (2016, June). Expressing feelings on twitter and network size. 10th Conference on Culture, Technology, Communication. London, UK. [Talk]
   
• Anderl, C. (2020, November). Adolescent oral contraceptive use and future major depressive disorder. Tri-Cluster Research Day: The Future of Health (online conference). Vancouver, Canada. [Talk]
   
• Anderl, C., & Chen, F. S. (2021, April 21-22). Adolescent oral contraceptive use and future major depressive disorder. Netzwerktagung der Alexander-von-Humboldt-Stiftung. [Poster]
   
• Anderl, C., Chen, F. S., Zareian, B., Nelson, M. A., & Edwards, N. (2024, June 20-21). Hormonal contraceptive use in adolescence and risk for depression: Are sampling biases masking long-term effects? 4M Conference. University of Exeter, UK. https://4mhealth.uk/activities/4m-conference-2024/ [Talk]
   
• Anderl, C., Gaiser, F., & Utz, S. (2023, September 6–8). Professional benefits of work-related social media use - a multi-wave study. 13th Conference of the Media Psychology Division (German Psychological Society, DGPs). Luxembourg. [Talk]
   
• Anderl, C., & Utz, S. (2021, September 8-10). Camera on: Predictors of webcam use during group video conferencing. 12th Conference of the Media Psychology Division of the German Psychological Association (DGPs). Aachen. [Poster]
   
• Anderl, C., de Wit, A., Giltay, E., Oldehinkel, A., & Chen, F. S. (2021, June 2-4). Adolescent oral contraceptive use and future major depressive disorder. 46. Jahrestagung Psychologie und Gehirn (PuG). Tübingen. [Talk]
   
• Anders, G., & Buder, J. (2024, June 14-15). Large scale analysis of comment polarization in online news media: A case study of Spiegel Online. ADok 2024. Universität Heidelberg. [Talk]
   
• Anders, G., Buder, J., Merkt, M., Egger, E., & Huff, M. (2023, July 6-8). Mind wandering, user interactions and event segmentation in educational videos. Current Issues in Mind-Wandering Research. Universität Heidelberg. [Talk]
   
• Anders, G., Buder, J., Merkt, M., Egger, E., & Huff, M. (2023, November 16-19). Deciphering learner engagement: Relationships between user behavior, mind wandering, and event segmentation in videos. 64th Annual Meeting of the Psychonomic Society. San Francisco, CA, USA. [Poster]
   
• Anders, G., Buder, J., Rausch, L., & Huff, M. (2024, November 21-24). Mind wandering as perceptual decoupling and the effect on learning in educational videos. 65th Annual Meeting of the Psychonomic Society. New York, NY, USA. [Poster]
   
• Anders, G., Huff, M., & Gerjets, P. (2023, Juli 25). Video-SRS live-kickoff-Workshop. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
   
• Anders, G., Huff, M., & Gerjets, P. (2024, July 5). Video-SRS annual meeting. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
   
• Andrews, M. E., Sanders-Jackson, A., Neumann, D., Hanby, E., Cordero, D., & Tan, A. (2021, April 23-24). The intersection of race, sexual orientation, and gender in perceived argument strength of anti-smoking messages. 6th Biennial D.C. Health Communication Conference (DCHC). [Talk]
   
• Ang, N., Brucker, B., Dresler, T., Ehlis, A.-C., & Gerjets, P. (2018, June). Implicit spatial perspective taking: An fNIRS investigation into the role of the mirror neuron system. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 22: Neuroscience and Education. London, UK. [Poster]
   
• Ang, N., Brucker, B., Dresler, T., Ehlis, A.-C., & Gerjets, P. (2019, October). The interplay of certainty and perspective in implicit spatial perspective-taking judgments. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Altheim-Heiligkreuztal, Germany. [Poster]
   
• Ang, N., Dresler, T., Ehlis, A.-C., Rebuschat, P., & Gerjets, P. (2018, September). The mirror neuron system and embodied learning of written Chinese: An fNIRS-EEG-TMS investigation. Cognitive Neuroscience of Second and Artificial Language Learning (CoNSALL). Pontio, UK. [Talk]
   
• Ang, N., Dresler, T., Ehlis, A.-C., Rebuschat, P., & Gerjets, P. (2018, October). The human mirror neuron system in embodied learning of Chinese characters: Paradigm design. Retreat of the Learning, Educational Achievement, and Life Course Development (LEAD) Graduate School & Research Network. Schwäbisch Gmünd. [Poster]
   
• Ang, N., Dresler, T., Ehlis, A.-C., Rebuschat, P., & Gerjets, P. (2019, April). Embodied learning of Chinese characters: What role does the human mirror neuron system play? Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Blaubeuren, Germany. [Poster]
   
• Antes, N. (2023, September 8). How to become right when you are wrong. University of Notre Dame. South Bend, Indiana, USA. [Talk]
   
• Antes, N., Huff, M., & Radvansky, G. A. (2024, March 17-20). How to become right when you are wrong. 66. Tagung experimentell arbeitender Psycholog:innen – 66th Conference of Experimental Psychologists 2024 (TeaP). Universität Regensburg. [Talk]
   
• Antes, N., Huff, M., & Radvansky, G. A. (2024, November 21-24). The order of (mis)information affects event memory. Psychonomic Society 65th Annual Meeting. New York, NY, USA. [Poster]
   
• Antes, N., Huff, M., & Schwan, S. (2022, July 24-29). The effects of metainformation about the truthfulness of information on scene memory. Royster Global Conference. Tübingen. [Talk]
   
• Antes, N., Huff, M., & Schwan, S. (2023, January 8-10). Veracity and memory: How processing of meta-information affects scene memory. Winter School Eye Tracking – Experimental Design, Implementation and Analysis. Monte Verita, Switzerland. [Poster]
   
• Antes, N., Huff, M., & Schwan, S. (2023, March 26-29). Memory and meta-information: How meta-information about statements’ veracity affects scene memory. 65. Tagung experimentell arbeitender Psycholog:innen - Conference of Experimental Psychologists 2023 (TeaP). Trier. [Talk]
   
• Antes, N., Huff, M., & Schwan, S. (2023, June 28-30). How the distinguishability of meta-information about the veracity of sentences affects memory. Annual Meeting of the Society for Text and Discourse (ST&D). Oslo, Norway. [Poster]
   
• Antes, N., & Said, N. (2024, July 25). The spread of misinformation on social media platforms - a (meta) cognitive perspective. Adaptive Rationality Center. Berlin. [Talk]
   
• Appel, T., Kasneci, E., & Gerjets, P. (2018, October). Examining the connection between self-regulated learning and eye tracking. Retreat of the Learning, Educational Achievement, and Life Course Development (LEAD) Graduate School & Research Network. Schwäbisch Gmünd. [Poster]
   
• Appel, T., Scharinger, C., Gerjets, P., & Kasneci, E. (2018, June). Cross-subject workload classification using pupil-related measures. Tenth ACM Symposium on Eye Tracking Research & Applications (ETRA). Warsaw, Poland. [Talk]
   
• Appel, T., Sevcenko, N., Wortha, F., Tsarava, K., Moeller, K., Ninaus, M., Kasneci, E., & Gerjets, P. (2019, October). Predicting cognitive load in an emergency simulation based on behavioral and physiological measures. 21st ACM International Conference on Multimodal Interaction (ICMI). Suzhou, Jiangsu, China. [Talk]
   
• Arndt, J., Schüler, A., & Scheiter, K. (2011, August). Is there an integration process of pictures and words in working memory? Round table at the 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Roundtable]
   
• Arndt, J., Schüler, A., & Scheiter, K. (2012, August). Examining the integration of text and pictures. Meeting of the EARLI SIG2 Text and Graphics Comprehension. Grenoble, Frankreich. [Talk]
   
• Arndt, J., Schüler, A., & Scheiter, K. (2012, September). Integration von Texten und Bildern beim multimedialen Lernen. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Vortrag]
   
• Arndt, J., Schüler, A., & Scheiter, K. (2012, July). Investigations about the integration of text and pictures. 16th Conference of Junior Researchers of EARLI. Regensburg. [Poster]
   
• Arndt, J., Schüler, A., & Scheiter, K. (2013, August). Learning with multimedia: Evidence for text-picture integration. 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). München. [Talk]
   
• Arndt, J., Schüler, A., & Scheiter, K. (2013, September). Text-Bild-Integration beim Lernen mit Multimedia. 14. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Vortrag]
   
• Arndt, J., Schüler, A., & Scheiter, K. (2013, März). Lernen mit Texten und Bildern: Werden verbale und piktoriale Informationen integriert? 55. Tagung experimentell arbeitender Psychologen (TEAP). Wien, Österreich. [Vortrag]
   
• Arndt, J., Schüler, A., & Scheiter, K. (2014, March). Text-picture integration when learning with multimedia. 56. Tagung experimentell arbeitender Psychologen (TEAP). Gießen. [Poster]
   
• Arndt, J., Schüler, A., & Scheiter, K. (2014, August). How do we integrate text and pictures? Meeting of the EARLI SIG2 Text and Graphics Comprehension. Rotterdam, The Netherlands. [Talk]
   
• Arnold, F., Moskaliuk, J., Schümmer, T., & Cress, U. (2010, September). Pattern-mediated Knowledge Exchange in Non-Governmental Organization. EC-TEL 2010. Barcelona, Spain. [Talk]
   
• Arslan, B., Lehman, B., Keehner, M., & Lindner, M. A. (2023, August 21-27). The interplay between technology-enhanced item formats and test-taker cognition. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
   
• Artemenko, C., Soltanlou, M., Moeller, K., Nuerk, H.-C., & Bahnmueller, J. (2018, June). Re-inverting inversion of German number words through changes in writing direction. Mathematics Education Centre’s Third Annual Symposium. Loughborough, UK. [Poster]
   
• Atkins, P., Wilhelm, M., Meyerhoff, H. S., Schenk, T., & Foecker, J. (2020, April). Auditory, visual and audio-visual cues in a multiple object tracking task. British Conference of Undergraduate Research. University of Leeds, UK. [Poster]
   
• Aydın, T., Hamaloğlu, S., Nolasco, S., Said, N., & Huff, M. (2024, March 17-20). Grain of events shape modality of their representations: Fine context triggers modal representations. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP); Conference of Experimental Psychologists. Universität Regensburg. [Poster]
   
• Aydın, T., Hamaloğlu, S., Nolasco, S., Said, N., Levin, D., & Huff, M. (2024, June 14-15). Modal and amodal event representations. ADok 2024. Universität Heidelberg. https://www.psychologie.uni-heidelberg.de/workshop/a-dok/ [Talk]
   
• Aydın, T., Hamaloğlu, S., Nolasco, S., Said, N., Levin, D., & Huff, M. (2024, May, 15-17). Grain size in modal and amodal event representations. International Workshop on Modal and Amodal Cognition. Eberhard Karls Universität Tübingen. [Poster]
   
• Açar, A. E., Haug, S., & Kohls, C. (2007, November). Web 2.0 in der Lehre. GMW-Qualifizierungsworkshop. CeDiS. Berlin. [Vortrag]
   
• Backfisch, I. (2019, Oktober). Digitale Medien im Unterricht. Möglichkeiten und Chancen. Eingeladener Vortrag beim medienpädagogischen Tag am Friedrich-Schiller Gymnasium Pfullingen. Pfullingen, Deutschland. [Vortrag]
   
• Backfisch, I. (2019, August). Quality of Technology enhanced Teaching - the Teachers‘ Role. Invited Talk in Teacher Education Training of University of South-Eastern Norway. Drammen, Norway. [Talk]
   
• Backfisch, I., Jacob, L., Lachner, A., Plicht, C., Bohl, T., Stürmer, K., & Scheiter, K. (2020, August). Research-practice collaboration for technology-enhanced adaptive teaching: A design-based study. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
   
• Backfisch, I., & Lachner, A. (2019, August). Support teachers with the challenges of technology-integration. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Symposium Organisation]
   
• Backfisch, I., Lachner, A., Hammer, M., Stürmer, K., & Scheiter, K. (2018, April). Mediendidaktische Kompetenzen von Lehrerinnen und Lehrern. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN). Tübingen. [Poster]
   
• Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2019, August). Effects of teachers’ professional competence on technology-enhanced teaching quality. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
   
• Backfisch, I., Lachner, A., Hische, C., & Scheiter, K. (2019, February). Does a utility-value intervention foster preservice teachers’ instructional reasoning for technology-enhanced teaching? REASON Winter School. Munich, Germany. [Talk]
   
• Backfisch, I., Lachner, A., Scheiter, K., Hische, C., & Loose, F. (2017, September). Kognitiv aktivierender Mathe-Unterricht mit Tablets – Was benötigen Lehrkräfte? Tagung der Sektion Empirische Bildungsforschung 2017. Tübingen. [Vortrag]
   
• Backfisch, I., Lachner, A., Scheiter, K., Hische, C., & Loose, F. (2018, September). Erfassung mediendidaktischer Kompetenzen von Lehrkräften und Effekte auf den Einsatz von digitalen Medien im Unterricht. Einfluss von Lehrexpertise auf die Qualität medienbasierter Unterrichtskonzepte. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Symposium Organisation]
   
• Backfisch, I., Lachner, A., Scheiter, K., Hische, C., & Loose, F. (2018, März). Lehrkräfte als Digitalmuffel? Einfluss von fachdidaktischem Wissen und technologischen Überzeugungen auf die kognitive Aktivierung medienbasierten Unterrichts. 6. Tagung der Gesellschaft für Empirische Bildungsforschung. Basel. [Vortrag]
   
• Backfisch, I., Lachner, A., Scheiter, K., Hische, C., & Loose, F. (2018, Juni). What Makes Teachers Act Competently in Technology-Enhanced Instruction? Pedagogical Content Knowledge and Perceived Utility matter. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 11: Teaching and Teacher Education in a Changing Society. Kristiansand, Norwegen. [Talk]
   
• Backfisch, I., Lachner, A., Scheiter, K., & Stürmer, K. (2019, Februar). Förderliche motivationale Faktoren für den effektiven Einsatz von Tablets im Unterricht. 7. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) 2019. Köln, Deutschland. [Vortrag]
   
• Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2018, Juni). Longitudinal development of teachers’ TPACK– a work in progress report. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 11 Preconference: Teaching and Teacher Education in a Changing Society. Kristiansand, Norwegen. [Roundtable]
   
• Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2019, August). Modelling and supporting teachers’ technology-integration with a self-monitoring reflection tool. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
   
• Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2020, April). Effects of teachers’ self-efficacy and Utility-value on the Quality of Technology Integration. The American Educational Research Association (AERA). San Francisco, USA. (Conference cancelled). https://www.aera.net/ [Roundtable]
   
• Backfisch, I., Wegner, E., & Nückles, M. (2017, März). Bild-basierte Erhebung von Lernüberzeugungen. Entwicklung einer bild-basierten Conjoint-Analyse. 5.Tagung der Gesellschaft für Empirische Bildungsforschung. Heidelberg. [Poster]
   
• Backfisch, I., Wegner, E., & Nückles, M. (2017, September). Bergsteigen oder befüllt werden. Bild-basierte Erfassung des Erlebens von Lernen. Tagung der Sektion Empirische Bildungsforschung 2017. Tübingen. [Vortrag]
   
• Bahlinger, R., Feldmann, N., Riedel, S., Wessolowski, K., Wiedemann, E., & Ruiz Fernández, S. (2011, März). Auf welcher Achse fliegt die Zeit, wenn man sie lässt? Ein direkter Vergleich zweier Zeit-Raum-Projektionen. 53. Tagung experimentell arbeitender Psychologen (TeaP). Halle. [Poster]
   
• Bahnmueller, J. (2018, August). Mathematical cognition and its potential way into the classroom. Sciencidade Brasileira de Neurosciência e Comportamento: Shades of Interdisciplinarity in Neuroscience. Belo Horizonte, Brasilien. [Talk]
   
• Bahnmueller, J. (2018, October). Non-transparent number word systems – Pitfalls, mechanisms, and potential ways out. Colloquium on Developmental Research. York, UK. [Talk]
   
• Bahnmueller, J. (2018, November). Mechanisms and developmental changes underlying cross-linguistic differences in multi-digit number processing – Towards a registered report. Research Colloquium of the Mathematics Education Center. Loughborough, UK. [Talk]
   
• Bahnmueller, J. (2018, September). Obstacles in non-transparent number word systems - Is there a way out? Mini-Symposium on Numerical Cognition. Belo Horizonte, Brasilien. [Talk]
   
• Bahnmueller, J. (2019, August). Ties of math and language. Brazilian-German Winter School on Numerical Cognition. Belo Horizonte, Brazil. [Talk]
   
• Bahnmueller, J., Barrocas, R., Moeller, K., & Roesch, S. (2022, June 1-3). Inter-individual variability in the emergence of canonical finger pattern recognition. Mathematical Cognition and Learning Society Conference (MCLS). Antwerp, Belgium. [Talk]
   
• Bahnmueller, J., Bloechle, J., Huber, S., Dackermann, T., Roesch, S., Moeller, K., & Klein, E. (2015, June). Time matters – Temporal dynamics of number magnitude processing and arithmetic fact retrieval. 21st Annual Meeting of the Organization for Human Brain Mapping. Honolulu, HI, USA. [Poster]
   
• Bahnmueller, J., Dackermann, T., Dietrich, J. F., Mock, J., Huber, S., & Moeller, K. (2015, January). The bounded number line task - A reliable measure? 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Bahnmueller, J., Galefki, S., Moeller, K., Nuerk, H.-C., & Artemenko, C. (2019, June). Re-inverting inversion: Natural offloading in number transcoding? 2nd Conference of the Mathematical Cognition and Learning Society. Ottawa, Canada. [Poster]
   
• Bahnmueller, J., Göbel, S., Huber, S., & Nuerk, H.-C. (2014, January). Language effects in three-digit number processing - A cross-cultural eye tracking study. 32th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Bahnmueller, J., Göbel, S. M., Pixner, S., Dresen, V., & Moeller, K. (2017, September). Linguistic influences on place-value processing in arithmetic fact retrieval. 20th Conference of the European Society for Cognitive Psychology. Potsdam, Germany. [Poster]
   
• Bahnmueller, J., Huber, S., Moeller, K., & Nuerk, H.-C. (2013, October). Strategies in number line estimation: task dependency and influence of skills. Workshop on Development of Numerical Processing and Language. Tübingen. [Poster]
   
• Bahnmueller, J., Huber, S., Moeller, K., & Nuerk, H.-C. (2013, August). The relationship between number line estimation and arithmetic competencies depends on age, operation and skill. European Society for Cognitive Psychology (ESCoP). Budapest, Hungary. [Poster]
   
• Bahnmueller, J., Maier, C., Göbel, S. M., & Moeller, K. (2018, June). Evidence on co-activation of number words in symbolic number processing. Mathematics Education Centre’s Third Annual Symposium. Loughborough, UK. [Poster]
   
• Bahnmueller, J., Maier, C. A., Göbel, S. M., & Moeller, K. (2018, April). Number word inversion influences mental arithmetic in English-speaking adults. 1st Conference of the Mathematical Cognition and Learning Society. Oxford, UK. [Talk]
   
• Bair, J. L., Fetterman, A. K., & Robinson, M. D. (2013, April). Submissive, inhibited, avoidant, and prone to escape: The correlates and consequences of crossing one’s arms. 27th Annual Red River Psychology Conference. Fargo, ND, USA. [Talk]
   
• Balau, N., & Utz, S. (2013, June). Information sharing as strategic behavior: The role of social motivation, time pressure, and information display. 63rd Annual International Communication Association (ICA) Conference. London, UK. [Talk]
   
• Balau, N., & Utz, S. (2014, July). Strategic information sharing: the role of power construal and buttons. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Talk]
   
• Balau, N., & Utz, S. (2014, July). Strategic information sharing: the role of power construal and buttons. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Talk]
   
• Ballew, J. L., Muscanell, N. L., & Guadagno, R. E. (2010, May). A qualitative look at jealousy and aggression on Facebook. Annual Meeting for the Midwestern Psychological Association. Chicago, IL, USA. [Poster]
   
• Balslev, T., Jarodzka, H., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P., & Eika, B. (2012, May). Enhancing learners’ visual search in video cases. 12th International Child Neurology Congress. Brisbane, Australia. [Poster]
   
• Balzert, S., Wessel, D., Kleinert, T., Knipfer, K., Fettke, P., & Loos, P. (2012, June). Towards a solution to support reflective learning at the workplace. European Conference on Information Systems (ECIS). Barcelona, Spain. [Talk]
   
• Bardach, L., Knoos, M., & Lüftenegger, M. (2018, Februar). Grit: Prädiktor von Erfolg im Studium? Der Zusammenhang zwischen Grit und Studiennoten vs. subjektiv wahrgenommenem Studienerfolg. 6. Tagung der Gesellschaft für Empirische Bildungsforschung. Basel, Schweiz. [Vortrag]
   
• Barrocas, R., & Moeller, K. (2019, November). Zahlen begreifen – Wie uns unsere Finger dabei helfen, Zahlen zu verstehen. Eingeladener Vortrag an der Pädagogischen Hochschule Thurgau. Thurgau, Schweiz. [Vortrag]
   
• Barrocas, R., & Moeller, K. (2020, September). Age matters, but is there more to it? Cognitive and sensorimotor influences on preschool numerical skills. Virtuelles Symposium im Rahmen der MCLS-Online Konferenz. [Talk]
   
• Barrocas, R., Moeller, K., & Gawrilow, C. (2020, May). Digits Grasp Digits. Development and evaluation of a digital app for self-regulated training of finger-based numerical strategies. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
   
• Barrocas, R., Ninaus, M., Tsarava, K., Gawrilow, C., Lachmair, M., Roesch, S., & Moeller, K. (2019, July). Digits grasp digits: Numbers on your fingertips. 11th International Conference on Education and New Learning Technologies (EDULEARN19). Palma, Spain. [Talk]
   
• Barrocas, R., Roesch, S., Dresen, V., Kreilinger, I., Moeller, K., & Pixner, S. (2018, June). The longitudinal influence of fingers on the acquisition of discrete cardinal number knowledge. 3rd Jean Piaget Conference: The origins of number. Geneva, Switzerland. [Poster]
   
• Barrocas, R., Roesch, S., Dresen, V., Kreilinger, I., Moeller, K., & Pixner, S. (2018, September). Finger-based numerical representations predict preschoolers' cardinal number knowledge longitudinally. Workshop Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]
   
• Barrocas, R., Roesch, S., Dresen, V., Moeller, K., & Pixner, S. (2018, January). Different aspects of non-canonical finger patterns and their association with arithmetic performance. 36th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Barrocas, R., Roesch, S., & Moeller, K. (2019, June). Fingers come in handy: does finger use support learning a pseudo-number-word sequence? 2nd Conference of the Mathematical Cognition and Learning Society. Ottawa, Canada. [Poster]
   
• Barth, J. M., Yang, Y., Muscanell, N. L., Guadagno, R. E., & Goodwin, M. K. (2013, January). The effects of Facebook images on stress after a natural disaster. Annual Meeting for the Society for Personality and Social Psychology. New Orleans, LA, USA. [Poster]
   
• Bauer, D. (2009, October). Wild Idea Nr. 7: Exhibition Gaming. MuseumNext. Newcastle-upon-Tyne, GB. [Talk]
   
• Bauer, D. (2010, September). Looking through the "expert-coloured glasses": training visual competences of museum visitors to help them understand works of art. InterMedia, Interdisciplinary Research and Development Centre, University of Oslo. Oslo, Norway. [Talk]
   
• Bauer, D., & Hampp, C. (2013, April). Capturing visitors' gazes: Three eye tracking studies in museums. The Deutsches Museum: Exhibiting “The Real Thing”: Do visitors perceive authentic objects differently? [Talk]
   
• Bauer, D., Hampp, C., & Schwan, S. (2010, Februar). Vermittlung konflikthafter naturwissenschaftlicher Sachverhalte in Museen und Ausstellungen: Die Rolle authentischer Objekte. Positionstreffen des DFG-Schwerpunktprogramms SPP 1409 "Wissenschaft + Öffentlichkeit". Deutsches Museum, München. [Poster]
   
• Bauer, D., Hampp, C., & Schwan, S. (2010, September). Authentizitätsforschung: Die Rolle authentischer Objekte bei der Vermittlung konfligierender, naturwissenschaflticher Sachverhalte im Museum. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPS). Bremen. [Vortrag]
   
• Bauer, D., Hampp, C., Schwan, S., & Kampschulte, L. (2012, July). Do objects play a special role in knowledge acquisition? 25th Annual Visitor Studies Association Conference (VSA). Raleigh, North Carolina, USA. [Talk]
   
• Bauer, D., Hampp, C., Schwan, S., & Kampschulte, L. (2012, April). Knowledge transfer of conflictual natural scientific issues in museums and exhibitions: The role of authentic objects. 12th International Public Communication of Science and Technology Conference (PCST). Florence, Italy. [Talk]
   
• Bauhoff, V., Huff, M., Fischer, S., & Schwan, S. (2009, März). Der Einfluss von Darstellungsgeschwindigkeiten auf die Wiedererkennung dynamischer Szenen. 51. Tagung experimentell arbeitender Psychologen (TeaP). Jena. [Poster]
   
• Bauhoff, V., Huff, M., & Schwan, S. (2008, September). Bild-Bild Relationen bei multiplen dynamischen Repräsentationen in der Chemie. Lernen im Museum: Die Rolle digitaler Medien. Rückblick und Bilanz - Ausblick und Perspektiven. Workshop im Deutschen Museum. München. [Vortrag]
   
• Bauhoff, V., Huff, M., & Schwan, S. (2010, März). Der Einfluss von Vorwissen auf die vergleichende visuelle Suche. 52. Tagung experimentell arbeitender Psychologen (TeaP). Saarbrücken. [Vortrag]
   
• Bauhoff, V., Huff, M., & Schwan, S. (2010, May). The influence of expertise on comparative visual search performance. Vision Sciences Society 10th Annual Meeting. Naples, Florida, USA. [Poster]
   
• Bauhoff, V., Huff, M., & Schwan, S. (2010, August). Influence of Domain Knowledge on Search Behavior. Tagung der European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Text and Graphics Comprehension. Tübingen. [Talk]
   
• Bauhoff, V., Huff, M., & Schwan, S. (2011, May). The effect of temporal distance on comparative visual search. Vision Sciences Society 11th Annual Meeting. Naples, Florida, USA. [Poster]
   
• Baumann, L. (2018, October). Professional Networking Online: How do people socially categorize their business network when they network on professional social networking sites (PSNS)? European Association of Social Psychology (EASP). Brussels, Belgium. [Talk]
   
• Baumann, L. (2018, October). Professional Networking Online: How do people socially categorize their business network when they network on professional social networking sites (PSNS)? European Association of Social Psychology (EASP). Brüssel, Belgien. [Talk]
   
• Baumann, L., & Utz, S. (2019, September). Wie kann man Menschen dazu ermutigen, diverse Business-Netzwerke aufzubauen? Implikationen aus einer experimentellen Studie zur Verbesserung Professioneller Social-Networking-Sites (PSNS). 11. Tagung der Fachgruppe Arbeits-, Organisations- und Wirtschaftspsychologie (AOW) der Deutschen Gesellschaft für Psychologie. Braunschweig, Deutschland. [Vortrag]
   
• Baumann, L., & Utz, S. (2019, September). How do explanations in contact recommender systems influence people’s professional networking behavior online? Implications from an experimental study on how to improve professional social networking sites (PSNS). 11th Conference of the DGPs Media Psychology Division. Chemnitz, Germany. [Poster]
   
• Baumann, L., & Utz, S. (2019, August). How to encourage people to build diverse business networks? 2019 IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining (ASONAM). Vancouver, BC, Canada. [Talk]
   
• Baumann, L., Utz, S., & Kasneci, E. (2020, May). Overcoming Cognitive and Motivational Barriers for Networking: Contact Recommender Systems in Professional settings. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
   
• Baumann, L., Utz, S., & Kirsch, A. (2018, September). Professional networking behavior: Differences between offline and online networking. 51. Kongress der deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]
   
• Baumeister, A., Engelmann, T., & Hesse, F. W. (2008, June). The potential of computer-supported collaboration and knowledge awareness for supporting analogical problem solving. Eighth International Conference for the Learning Sciences. Utrecht, The Netherlands. [Poster]
   
• Baumeister, A., Engelmann, T., & Hesse, F. W. (2008, June). Can knowledge awareness enhance computer-supported dyadic analogical problem solving? Doctoral Consortium Workshop of the Eighth International Conference for the Learning Sciences. Utrecht, The Netherlands. [Talk]
   
• Baumeister, A., Engelmann, T., & Hesse, F. W. (2008, July). Can knowledge awareness enhance computer-supported dyadic analogical problem solving? 11th Conference of Junior Researchers of EARLI. Leuven, Belgium. [Talk]
   
• Baumeister, A., Engelmann, T., & Hesse, F. W. (2008, July). Impact of computer-supported collaboration and knowledge awareness on analogical problem solving. XXIX International Congress of Psychology. Berlin. [Poster]
   
• Baumeister, A., Engelmann, T., & Hesse, F. W. (2009, September). Der Einfluss von „Knowledge Awareness“ auf die individuelle ähnlichkeitsbasierte Fallzuordnung. 12. Fachtagung Pädagogische Psychologie der DGPs. Saarbrücken. [Poster]
   
• Baumeister, A., Engelmann, T., & Hesse, F. W. (2013, July). Peer talk in a cognitive conflict task. 13th European Congress of Psychology. Stockholm, Sweden. [Talk]
   
• Bause, I. M., Brich, I. R., Müller, T., Probst, L.-M., Rahn, J., Schweitzer, J., & Wesslein, A.-K. (2018, October). Turn the tables: An exploratory field study in higher education. Fachtagung IWM #LearnMap zum Thema “Lernprozess im Fokus: Forschung zu digitalen Medien in der Hochschullehre”. Tübingen. [Poster]
   
• Bause, I. M., Brich, I. R., Wesslein, A., & Hesse, F. W. (2017, March). Developing a paradigm to purely measure favorism of preference-consistent information. Tagung experimentell arbeitender Psychologen (TeaP) 2017 - 59th Conference of Experimental Psychologists. Dresden. [Talk]
   
• Bause, I. M., Brich, I. R., Wesslein, A.-K., & Hesse, F. W. (2018, April). Intuitive Use of Technological-Support-Kit Fosters Problem-Solving Processes in Human-to-Human Collaboration. National Council on Measurement in Education (NCME) 2018 Annual Meeting. New York, NY, USA. [Talk]
   
• Becker, D. (2017, September). Conflict mindsets and (self-control) decision making. 16. Tagung der Fachgruppe Sozialpsychologie. Ulm. [Vortrag]
   
• Becker, D. (2019, December). The effect of decisional conflict on memory. Associatie van Sociaal Psychologische Onderzoekers (ASPO). Wageningen, The Netherlands. [Talk]
   
• Becker, D. (2019, December). The implications of (not) having free choice. Associatie van Sociaal Psychologische Onderzoekers (ASPO). Wageningen, The Netherlands. [Symposium Organisation]
   
• Becker, D. (2019, January). The benefits and limitations of taking a cognitive perspective on self-control conflicts. Invited talk at the University of Freiburg. Freiburg, Germany. [Talk]
   
• Becker, D. (2019, November). The effect of decisional conflict on memory. Invited talk at the University of Gent. Gent, Belgium. [Talk]
   
• Becker, D. (2020, January). The benefits and limitations of taking a cognitive perspective on self-control conflicts. Invited talk (Skype) at the Tehran Research Institute in fundamental sciences. Islam Republic Iran. [Talk]
   
• Becker, D. (2020, January). The benefits and limitations of taking a cognitive perspective on self-control conflicts. Invited Talk at the University of Saarbrücken. Saarbrücken. [Talk]
   
• Becker, D., & Bernecker, K. (2018, September). The ability to pursue hedonic goals - A necessary counterbalance to the concept of trait self-control? European Social Cognition Network (ESCON). Köln. [Talk]
   
• Becker, D., & Bernecker, K. (2018, June). The ability to pursue hedonic goals - A necessary counterbalance to the concept of trait self-control? 30th Annual Meeting of the Association for Psychological Science (APS). San Francisco, USA. [Poster]
   
• Becker, D., & Bernecker, K. (2018, December). The ability to pursue hedonic goals - A necessary counterbalance to the concept of trait self-control? Associatie van Sociaal-Psychologische Onderzoekers (ASPO). Nijmegen, The Netherlands. [Talk]
   
• Becker, D., Jostmann, N., Hofmann, W., & Holland, R. (2016, September). Torn: Emotional and behavioral consequences of self-control conflict. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Talk]
   
• Becker, D., Jostmann, N., Hofmann, W., & Holland, R. (2017, August). Torn: Emotional Reactions to the Experience of Self-control Conflict. 18th General Meeting of the European Association of Social Psychology (EASP). Granada, Spain. [Talk]
   
• Becker, D., & Sassenberg, K. (2018, September). Conflict mindset and (self-control) decision making. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]
   
• Becker, F., Buder, J., Bareiß, J., & Huff, M. (2021, September 8-10). Grounding of humans and agents - Malleability of attitudes towards humans and agents during a grounding task. 12th Media Psychology Conference (Mediapsych2021). Aachen. [Poster]
   
• Becker, F., Buder, J., & Huff, M. (2022, July 27-30). Theory of mind as a learning task. 44th Annual Meeting of the Cognitive Science Society (CogSci). Toronto, ON, Canada. [Talk]
   
• Becker, F., Buder, J., & Huff, M. (2022, March 20-23). Cognitive functions for cooperation with Artificial Intelligence in a game setting. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
   
• Becker, F., Buder, J., & Huff, M. (2022, September 10-15). Can humans learn to anticipate what an agent will do? 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
   
• Becker, F., Buder, J., & Huff, M. (2023, March 26-29). Learning the prediction of skilled behavior. 65. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Trier. [Talk]
   
• Becker, F., Spannagl, C. I., Buder, J., & Huff, M. (2024, March 17-20). An agent's reputation and skill affect self-reported trust differently from behavioral trust. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Talk]
   
• Becker, J., & Matschke, C. (2014, July). Ingroup disidentification: Concept, measurement, antecedents, and consequences. 17th General Meeting der European Association of Social Psychology. Amsterdam, The Netherlands. [Symposium Organisation]
   
• Begovic, H., Kathmann, J., Hebel, M., Bargiel, D., & Brandenburg, M. (2024, August, 22). Press play for engagement – was leisten Games in Bildung und Forschung? gamescom congress. Köln. https://bizcommunity.gamescom.global/widget/event/gamescom-congress-2024/planning/UGxhbm5pbmdfMjA1ODk1OQ== [Panel]
   
• Behringer, N., & Sassenberg, K. (2011, September). Privatsphäre in sozialen Netzwerken: Schüchterne und Gesellige geben mehr Information preis. 13. Tagung der Fachgruppe Sozialpsychologie der DGPs. Hamburg. [Poster]
   
• Behringer, N., & Sassenberg, K. (2011, July). Privacy online: The shy and the sociable reveal more information in social networking sites. 16th General Meeting of the European Association of Social Psychology (EASP). Stockholm, Sweden. [Poster]
   
• Behringer, N., & Sassenberg, K. (2013, September). Wissensaustausch in Social Software Plattformen: Nutzer mit starker sozialer Bindung an die Community geben mehr Wissen weiter. 14. Tagung der Fachgruppe Sozialpsychologie. Hagen. [Poster]
   
• Bernecker, K., & Becker, D. (2018, June). The ability to pursue hedonic goals - A necessary counterbalance to the concept of trait self-control? 11th Annual Meeting of the Society for the Science of Motivation (SSM). San Francisco, USA. [Poster]
   
• Bernecker, K., & Becker, D. (2018, September). The ability to pursue hedonic goals - A necessary counterbalance to the concept of (trait) self-control? 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]
   
• Bernecker, K., & Becker, D. (2018, June). The ability to pursue hedonic goals - A necessary counterbalance to the concept of trait self-control? 30th Annual Meeting of the Association for Psychological Science (APS). San Francisco, USA. [Talk]
   
• Bernecker, K., & Job, V. (2017, July). Beliefs about willpower and sleep procrastination. Preconference “The Self-Regulation of Health”, 18th General Meeting of The European Association of Social Psychology (EASP). Granada, Spain. [Talk]
   
• Bernecker, K., & Ninaus, M. (2018, April). Effects of Willpower Theories and Game Elements on Math Performance. Workshop on Selective Information Processing during Digital Media Use. Tübingen. [Poster]
   
• Bernecker, K., Wenzler, M. P., & Sassenberg, K. (2018, June). Tweeting anger predicts county-level results of the 2016 United States Presidential Election. 30th Annual Meeting of the Association for Psychological Science (APS). San Francisco, USA. [Poster]
   
• Bertram, J., Moskaliuk, J., & Cress, U. (2010, Oktober). Virtual training for the police. The construction of knowledge-in-use in virtual realities. IberSim. Madrid, Spanien. [Talk]
   
• Bertram, J., Moskaliuk, J., & Cress, U. (2010, Juni). Evaluation der virtuellen Trainingsumgebung ViPol. Kompetenz- und Entwicklungszentrum Einsatztraining der Polizei Baden-Württemberg, Biberach. [Talk]
   
• Bertram, J., Moskaliuk, J., & Cress, U. (2011, July). Learning in virtual environments: The role of social presence for virtual team training. multi.player - International Conference on the Social Aspects of Digital Gaming. Hohenheim. [Talk]
   
• Bertram, J., Moskaliuk, J., & Cress, U. (2011, March). Acquiring knowledge-in-use in virtual training environments: A theory driven design process. IEEE Virtual Reality Conference (IEEE VR). Singapore. [Poster]
   
• Bertram, J., Moskaliuk, J., & Cress, U. (2011, March). Virtual police: Acquiring knowledge-in-use in virtual training environments. IEEE 1st International Symposium on Virtual Reality Innovations (IEEE ISVRI). Singapore. [Poster]
   
• Bethge, M., Meurers, D., Stockmann, N., Haaf, M., Cress, U., & Boser, S. (2024, Oktober 21). KI - Chancen für die Bildung. Gründung des KI-Zentrums Schule. TUM Campus Heilbronn. [Panel]
   
• Betrancourt, M., Scheiter, K., & Tabbers, H. (2007, August). Learning with dynamic visualizations (Part I): When and why dynamic visualizations help. Symposium auf der 12th Biennial Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary. [Talk]
   
• Bett, K. (2000, Juli). Förderprogramm "Virtuelle Hochschule" des Landes Baden-Württemberg. Neue Medien - neue Bildung? Pädagogische Hochschule Freiburg. [Vortrag]
   
• Bett, K. (2003, Mai). "Tools to communicate" - am Beispiel eines virtuellen Seminars Gruppenpuzzle online. Informationstag "Lernen in virtuellen Welten". Veranstaltung des IWM in Kooperation mit dem Referat für Sonderpädagogik am Ministerium für Kultus, Jugend und Sport Baden-Württemberg. Tübingen. [Vortrag]
   
• Bett, K. (2003, November). Virtuelle Lernszenarien an deutschen Hochschulen - eine Studie im Rahmen des BMBF-Förderprogramms "Neue Medien in der Bildung". Symposium med:u - eLearning in der medizinischen Lehre. Universität Kiel. [Vortrag]
   
• Bett, K. (2004, Januar). (Teil)virtuelle Lernszenarien an deutschen Hochschulen - Ergebnisse des Projektes kevih. Know-How-Forum Mediendidaktik. Stuttgart. [Vortrag]
   
• Bett, K. (2004, Mai). Didaktische Konzepte und Anwendungen in der (teil)virtuellen Hochschullehre - wo steht das Fach Medizin? Perspectives of E-Learning in Medicine. Internationales Meducase-Statussymposium. Berlin. [Vortrag]
   
• Bett, K. (2004, Juni). Referenzbeispiele innovativer Lehre an Hochschulen. Know-How-Forum Mediendidaktik. Stuttgart. [Vortrag]
   
• Bett, K. (2004, September). Lernszenarien an deutschen Hochschulen - State-of-the-art. WebCT-Designer Konferenz. Kaiserslautern. [Vortrag]
   
• Bett, K., & Rinn, U. (2002, September). Das Gruppenpuzzle als Strukturierungsmethode in virtuellen Kursen - ein Erfahrungsbericht. Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW). Basel, Schweiz. [Vortrag]
   
• Bett, K., & Rinn, U. (2003, Februar). Lernszenarien und didaktische Konzepte in der virtuellen Hochschule. Begleitkongress zur Learntec 2003, Forum Hochschule-Wirtschaft, Sektion "Bundesinitiative Neue Medien in der Bildung". Karlsruhe. [Vortrag]
   
• Beylat, M., Woltin, K. A., & Sassenberg, K. (2022, August 29-31). Whom to seek orientation from in the work context? The role of regulatory mode and social orientation motives. European Social Cognition Network (ESCON) Transfer of Knowledge Conference. Milan, Italy. [Talk]
   
• Beylat, M., Woltin, K. A., & Sassenberg, K. (2022, June 2-3). Whom to seek orientation from in the work context? The role of regulatory mode and social orientation motives. 75th Annual Meeting of the Belgian Association of Psychological Sciences. Leuven, Belgium. [Poster]
   
• Beylat, M., Woltin, K. A., Sassenberg, K., & Yzerbyt, V. (2022, July 11-13). Leadership directif versus leadership participatif: Le rôle des caractéristiques contextuelles et du mode régulateur des suiveurs. Congrès International De Psychologie Sociale En Langue Française (CIPSLF). Bordeaux, France. [Talk]
   
• Bieck, S. M., Bahnmueller, J., Huber, S., Keuler, M., Moeller, K., & Nuerk, H.-C. (2017, September). Strategies in negative fraction comparison. Workshop on Linguistic and Cognitive Influences on Numerical Cognition. Tübingen. [Poster]
   
• Bieck, S. M., Barrocas, R., Krauss, D., & Tsarava, K. (2018, July). Wie macht lernen Spaß? Experimente zum spielerischen Lernen. Kinderuni Workshop. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
   
• Bieck, S. M., Bloechle, J., Klein, E., Bahnmueller, J., Kiili, K., Ninaus, M., & Moeller, K. (2018, June). Neurofuctional changes in fraction learning: results of a training study. 3rd Jean Piaget Conference: The origins of number. Geneva, Switzerland. [Poster]
   
• Bieck, S. M., Bloechle, J., Klein, E., Bahnmueller, J., Ninaus, M., Kiili, K., Dresler, T., & Moeller, K. (2018, September). Neurofunctional plasticity in fraction learning. 6th International Mind, Brain and Education Society Conference. Los Angeles, USA. [Talk]
   
• Bieck, S. M., Braithwaite, D., Klein, E., Dresler, T., Siegler, R. S., & Moeller, K. (2018, September). Evaluating a computational model of fraction arithmetic in adults. Workshop on Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]
   
• Bieck, S. M., Klein, E., Bloechle, J., Bahnmueller, J., & Moeller, K. (2018, June). Task preparation and emotion regulation in numerical cognition. European Association for Research on Learning and Instruction. Special Interest Group (SIG) 22: Neuroscience and Education Conference. London, UK. [Poster]
   
• Bieck, S. M., Klein, E., Huber, S., Bloechle, J., Bahnmueller, J., Mock, J., & Moeller, K. (2017, January). Math anxiety - it’s all about emotion regulation. 35th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Bieck, S. M., Ninaus, M., Klein, E., Kiili, K., Bloechle, J., Bahnmueller, J., Dresler, T., & Moeller, K. (2018, April). Neurofunctional plasticity in fraction learning assessed by pre-post intervention fMRI. 1st Conference of the Mathematical Cognition and Learning Society. Oxford, UK. [Talk]
   
• Biel, C., Cierniak, G., & Hesse, F. W. (2012, September). Selbstbestimmtes Lernen im Klassenzimmer des 21. Jahrhunderts. 2. Leibniz-Doktorandenforum der Sektion A, Römisch-Germanisches Zentralmuseum. Mainz. [Poster]
   
• Biel, C., Cierniak, G., Hesse, F. W., & Schrader, J. (2013, Juni). Selbstbestimmtes Lernen im Klassenzimmer des 21. Jahrhunderts. Junges Forum Medien und Hochschulentwicklung. Potsdam. [Talk]
   
• Biel, C., Cierniak, G., Hesse, F. W., & Schrader, J. (2013, August). Enhancing teachers' assessment for learning practices through implicit and explicit job aids. 17th JURE pre-conference of the European Association for Research in Learning and Instruction (EARLI). München. [Roundtable]
   
• Bientzle, M. (2018, Juni). Nutzung der Onlineplattform mahara in der Physiotherapie Ausbildung. Eingeladener Vortrag am ulmkolleg. Ulm. [Vortrag]
   
• Bientzle, M. (2020, September). Begegnungen mit schmerztherapeutisch arbeitenden Berufsgruppen – Physiotherapie. Eingeladener Vortrag im Rahmen des Jahreskonvent der Krankenhaus-, Kur- und Reha-Seelsorgenden in Württemberg zum Thema „Kaum auszuhalten!“ Schmerzbegleitende Seelsorge. Bad Boll. [Vortrag]
   
• Bientzle, M. (2021, September 23-24). Akademisierung in der Therapie - aus der Sicht der Wissenschaft. Reha Symposium der BG-Kliniken. Frankfurt am Main. [Vortrag]
   
• Bientzle, M., & Cress, U. (2008, June). Supporting face-to-face communication through ICT for pupils with cognitive disabilities. Workshop Perspectives of ICT in special education. Tübingen. [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]
   
• 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]
   
• Bientzle, M., Heinzelmann, T., & Schwieder, H. (2019, November). „Ich hab da mal ne Frage…“ - Wie und wo finde ich (vielleicht) eine Antwort. Eingeladener Vortrag im Rahmen der Journal Club Veranstaltung der AG Evidence Based Practice der BG-Unfallklinik Tübingen. Tübingen, Deutschland. [Vortrag]
   
• 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]
   
• 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]
   
• Bientzle, M., Wodzicki, K., Lingnau, A., & Cress, U. (2009, June). Enhancing pair learning of pupil with cognitive disabilities: Structural support with help of floor control. International Conference on Computer Supported Collaborative Learning (CSCL). Rhodes, Greece. [Talk]
   
• Binnewies, C., Metzler, N., Scholl, A., & Sonnentag, S. (2008, July). Teaching with a smile: A diary study on emotion regulation and its short-term outcomes at work and at home. Sixth International Conference on Emotions and Worklife (Emonet VI). Fontainebleau, France. [Talk]
   
• Birkenhake, B., & Panke, S. (2005, November). Hamlet goes XML: CrossAnnotationLinking and Personal Learning Experiences. Open Source for Education in Europe Conference 2005 - Research and Practice. Open University. Heerlen, NL. [Talk]
   
• Blank, C., Kajda, B., Mertens, I., Ruiz Fernández, S., & Preilowski, B. (2006, July). Changes in ear-advantage during a dichotic listening task through visual stimulation. INS Conference: From Plasticity to Rehabilitation. Zürich, Switzerland. [Poster]
   
• Blattner, E. (2012, Oktober). Digital informiert - Zum Einsatz von Medien in Museen. Tagung der Arbeitsgemeinschaft pharmaziehistorischer Museen und Sammlungen. Radolfzell. [Vortrag]
   
• Bloechle, J., Bahnmueller, J., Klein, E., Moeller, K., & Rennig, J. (2018, January). Neuronal mechanisms of higher visual perception in visual quantification. 36th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Bloechle, J., Dietrich, J., Rennig, J., Klein, E., Bieck, S., Ninaus, M., Moeller, K., & Huber, S. (2017, June). Spatial arrangement and set size influence the coding of non-symbolic quantities in the IPS. Annual Meeting of the Organization for Human Brain Mapping. Vancouver, Canada. [Poster]
   
• Bloechle, J., Dietrich, J. F., Klein, E., Bahnmueller, J., Rennig, J., Moeller, K., & Huber, S. (2017, January). Spatial arrangement and set size influence the coding of non-symbolic quantities in intraparietal sulcus. 35th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Bloechle, J., Dietrich, J. F., Klein, E., Bahnmueller, J., Rennig, J., Moeller, K., & Huber, S. (2017, June). Dots and Dice - Coding of non-symbolic quantities in the Intraparietal sulcus. 23rd Annual Meeting of the Organization for Human Brain Mapping. Vancouver, BC, Canada. [Poster]
   
• Bloechle, J., Huber, S., Bahnmueller, J., Rennig, J., Willmes, K., Moeller, K., & Klein, E. (2015, January). Fact learning in complex arithmetic – The role of the angular gyrus revisited. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Bloechle, J., Huber, S., Dackermann, T., Scholl, A., Sassenberg, K., & Moeller, K. (2016, September). Manipulated Social power influences magnitude estimation. Workshop on Domain-General and Domain-Specific Foundations of Numerical and Arithmetic Processing. Tübingen. [Poster]
   
• Bodemer, D. (2000, August). Learning with dynamic and interactive visualisations. Computer-based Learning Unit. Leeds, GB. [Talk]
   
• Bodemer, D. (2001, October). Facilitating learning with multiple and dynamic-interactive external representations. PHASE I Conference of the German-American Early Career Research Exchange: Research on Learning and Technology-Supported Education. Tübingen. [Poster]
   
• Bodemer, D. (2002, September). Unterstützung aktiver Informationsverarbeitung beim Lernen mit multiplen und interaktiven Repräsentationen. 43. Kongress der Deutschen Gesellschaft für Psychologie. Berlin. [Vortrag]
   
• Bodemer, D. (2004, August). Enhancing simulation-based learning through active external integration of representations. 26th Annual Conference of the Cognitive Science Society. Chicago, IL, USA. [Talk]
   
• Bodemer, D. (2004, September). Aktives Integrieren unterschiedlicher Darstellungsformen beim Lernen mit dynamisch-interaktiven Diagrammen. 44. Kongress der Deutschen Gesellschaft für Psychologie. Göttingen. [Vortrag]
   
• Bodemer, D. (2007, Mai). Implizite besucherorientierte Museumsführungen. Workshop Lernen im Museum. München. [Vortrag]
   
• Bodemer, D. (2007, August). Supporting collaborative learning with multiple external representations. 12th Biennial Conference for Research on Learning and Instruction. Budapest, Hungary. [Talk]
   
• Bodemer, D. (2007, November). Lernen, Erinnern und Vergessen aus Sicht der Kognitiven Psychologie. KBF-Fachtagung Lernen Erinnern Vergessen: Erwerb und Verlust kognitiver Fähigkeiten. Mössingen. [Vortrag]
   
• Bodemer, D. (2008, September). Implizite besucherorientierte Museumsführungen. Workshop Lernen im Museum. Deutsches Museum, München. [Vortrag]
   
• Bodemer, D. (2009, September). Unterstützung kooperativen Lernens mit multiplen externen Repräsentationen. 12. Fachtagung Pädagogische Psychologie der DGPs. Saarbrücken. [Vortrag]
   
• Bodemer, D. (2009, Februar). Kooperatives netzbasiertes Lernen. Fachtagung „Professional E-Learning“ im Rahmen der didacta 2009. Hannover. [Vortrag]
   
• Bodemer, D. (2010, September). Discussant: Lernen mit dynamischen vs. statischen Visualisierungen. 47. Kongress der Deutschen Gesellschaft für Psychologie. Bremen. [Symposium Diskussion]
   
• Bodemer, D. (2010, September). Implizite Strukturierung von Wissensaustauschprozessen beim Lernen mit multiplen externen Repräsentationen. 47. Kongress der Deutschen Gesellschaft für Psychologie. Bremen. [Vortrag]
   
• Bodemer, D. (2011, July). How can group awareness tools tacitly guide collaborative learning with multiple representations? MUPEMURE Symposium at the 9th International Conference on Computer Supported Collaborative Learning (CSCL). Hong Kong, China. [Talk]
   
• Bodemer, D. (2011, July). Group awareness tools in practice. MUPEMURE CSCL in practice showcase at the 9th International Conference on Computer Supported Collaborative Learning (CSCL). Hong Kong, China. [Talk]
   
• Bodemer, D., Bauer, S., & Kleinmann, P. (2007, September). Implizite besucherorientierte Museumsführungen. 11. Fachtagung Pädagogische Psychologie. Berlin. [Vortrag]
   
• Bodemer, D., & Buder, J. (2006, July). Supporting collaborative learning with augmented group awareness tools. 28th Annual Conference of the Cognitive Science Society. Vancouver, Canada. [Talk]
   
• Bodemer, D., & Buder, J. (2006, September). Augmented Group Awareness Tools zur Unterstützung kooperativer Wissenserwerbsprozesse. 45ter Kongress der Deutschen Gesellschaft für Psychologie. Nürnberg. [Vortrag]
   
• Bodemer, D., & Buder, J. (2007, August). Augmented group awareness tools for supporting collaborative learning. 12th Biennial Conference for Research on Learning and Instruction. Budapest, Hungary. [Talk]
   
• Bodemer, D., Kapur, M., Molinari, G., Rummel, N., & Weinberger, A. (2011, July). Towards a model of computer-supported collaborative learning with multiple representations. Symposium at the 9th International Conference on Computer Supported Collaborative Learning (CSCL). Hong Kong, China. [Symposium Organisation]
   
• Bodemer, D., & Plötzner, R. (2002, April). Facilitating the mental integration of multiple sources of information. SRI International. Menlo Park, CA, USA. [Talk]
   
• Bodemer, D., & Plötzner, R. (2002, April). Facilitating the mental integration of multiple sources of information. Stanford University. Stanford, CA, USA. [Talk]
   
• Bodemer, D., & Plötzner, R. (2002, June). Encouraging the active integration of information during learning with multiple and interactive representations. Fifth Workshop of EARLI SIG 6: Instructional Design for Multimedia Learning. Erfurt. [Talk]
   
• Bodemer, D., & Plötzner, R. (2002, July). Encouraging the active integration of information during learning with multiple and interactive representations. International Workshop on Dynamic Visualizations and Learning. Tübingen. [Talk]
   
• Bodemer, D., & Scholvien, A. (2008, October). Support for collaborative multimedia learning: considering the individual and the group. 16th International Conference on Computers in Education. Taipei, Taiwan. [Talk]
   
• Bodemer, D., & Weinberger, A. (2010, August). Organisation: Multiple perspectives on multiple representations. Stellar MUPEMURE Theme Team Kick-Off Meeting. Tübingen. [Symposium Organisation]
   
• Borchers, M., Zahn, C., & Hesse, F. W. (2011, September). Zwischen Perzeption und Produktion: Untersuchungen mediengestützter Zugänge zu ästhetischer Erfahrung im Museum. 1. Leibniz-Doktorandenforum der Sektion A, Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik. Kiel. [Poster]
   
• Boyd, R. L., Robinson, M. D., & Fetterman, A. K. (2012, January). Stuck between a rock and a hard place: Avoidance conflicts are more difficult to resolve than approach conflicts. Society for Personality and Social Psychology. San Diego, CA, USA. [Poster]
   
• Braeuning, D., Hornung, C., Hoffmann, D., Lambert, K., Ugen, S., Fischbach, A., Schiltz, C., Huebner, N., Nagengast, B., & Moeller, K. (2018, September). Differential association of symbolic and non-symbolic numerical abilities in children with and without MLD – Evidence from large-scale assessment data. Workshop on Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]
   
• Braeuning, D., Hornung, C., Hoffmann, D., Lambert, K., Ugen, S., Fischbach, A., Schiltz, C., Huebner, N., Nagengast, B., & Moeller, K. (2018, September). Differential association of symbolic and non-symbolic numerical abilities in children with and without MLD – Evidence from large-scale assessment data. European Association for Research on Learning and Instruction. Special Interest Group (SIG) 15: Special Educational Needs Conference. Potsdam. [Poster]
   
• Braeuning, D., Lambert, K., Hirsch, S., & Moeller, K. (2017, November). Diskriminante Validität basisnumerischer Kompetenzen zur Vorhersage späterer mathematischer Leistungen. IDeA Winter School. Rodgau, Germany. [Poster]
   
• Braeuning, D., Lambert, K., Hirsch, S., Schils, T., Borghans, L., Nagengast, B., & Moeller, K. (2019, February). Diagnose von Rechenschwäche bei Grundschulkindern - Evaluation gängiger Kriterien und Vorgehensweisen. 7. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF). Köln, Deutschland. [Vortrag]
   
• Brand, A.-K., Scholl, A., & Meyerhoff, H. S. (2019, October). “In case of doubt for the suspicion”? A Memory biases from fact to uncertainty in causal explanations. Herbsttreffen der experimentellen kognitiven Psychologie (HExKoP). Hildesheim, Germany. [Talk]
   
• Brand, A.-K., Scholl, A., & Meyerhoff, H. S. (2020, March). In Case of Doubt for the Suspicion? – A Memory Bias from Fact toward Uncertainty in News Headlines. 62th Conference of Experimental Psychologists (TeaP). Jena. (Conference cancelled). https://teap2020.dryfta.com [Talk]
   
• Brand, A.-K., Scholl, A., & Meyerhoff, H. S. (2020, November). When Linguistic Uncertainty Cues Spread: Confusing Facts in the News with Speculations. 61th Psychonomic Society's Annual Meeting (online conference). [Poster]
   
• Brand, A.-K., Scholl, A., & Meyerhoff, H. S. (2021, March 14-17). When linguistic uncertainty spreads across pieces of information: Confusing facts in the news with speculations. 63. Tagung experimentell arbeitender Psychologen (TeaP). Ulm. [Talk]
   
• Bremer, C., Ehlers, U., Schmidt, M., & Lorenz, A. (2014, September). Open Educational Ressources und ihre Rolle an Hochschulen. Unter welchen Bedingungen Hochschulen OER nutzen, erzeugen und bereitstellen. Berlin. [Vortrag]
   
• Bremer, C., Lißner, A., Köhler, T., Ebner, M., Lorenz, A., Schmidt, M., & Hofhues, S. (2015, September). Open Educational Ressources und ihre Rolle an Hochschulen. GMW-Tagung & DeLFI 2015. München. [Workshop Organisation]
   
• Bremer, C., & Thillosen, A. (2013, September). Der deutschsprachige Open Online Course OPCO12. Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW). Frankfurt am Main. [Vortrag]
   
• Breuer, J., Bowman, N. D., Kieslich, K., Elson, M., Kowert, R., Kneer, J., Quandt, T., Lange, A., & Lange, R. (2016, June). Grand Theft Morals: The role of cultural differences and moral views for the evaluation of violent and sexual content in video games. International Communication Association (ICA) Game Studies Division Preconference "Just Games?". Tokio, Japan. [Talk]
   
• Breuer, J., & Utz, S. (2016, November). The use of social media and civic engagement - Results from a cross-lagged panel study. 6th European Communication Conference. Prague, Czech Republic. [Talk]
   
• Brich, I., Schenk, A., Papenmeier, F., & Huff, M. (2023, March 26-29). Text in comics: Cross-codal information integration during visual narrative comprehension. 65th Conference of Experimental Psychologists (TeaP). University of Trier. [Talk]
   
• Brich, I., Varkentin, E., Gagarina, N., & Huff, M. (2021, November 1-3). Do education and age influence visual narrative comprehension processes? (A representative study). MODE 2021: Methods of Online Discourse Elicitation Conference (Text & Tea with LITMUS-MAIN Meeting). Berlin. [Talk]
   
• Brich, I., Varkentin, E., Gagarina, N., & Huff, M. (2022, März 30). Digitale Comics als Weg zur Teilhabe – Narrationsverstehen in verschiedenen Alters- und Bildungsgruppen. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN). Frankfurt am Main (virtuelle Konferenz). [Vortrag]
   
• Brich, I. R., Bause, I. M., Wesslein, A., & Hesse, F. W. (2017, March). Raising Hidden Profile Solution Rate by Supporting Working Memory Processes with Touch Technology. Tagung experimentell arbeitender Psychologen (TeaP) 2017 - 59th Conference of Experimental Psychologists. Dresden. [Talk]
   
• Brich, I. R., & Gebhardt, M. (2024, April 24-25). Schüler:innen im Fokus: Gemeinsam eine chancengerechte digitale Zukunft gestalten. 8. Konferenz Bildung Digitalisierung (KonfBD). Berlin. https://www.forumbd.de/veranstaltungen/konfbd24/ [Workshop Organisation]
   
• Brich, I. R., Henner, J., Papenmeier, F., & Huff, M. (2021, March 14-16). Cross-codal information integration in narrative comprehension occurs immediately upon encounter. Tagung experimentell arbeitender Psychologen (TeaP) 2021 - 63th Conference of Experimental Psychologists. Ulm. [Talk]
   
• Brich, I. R., Irle, G., Gebhardt, M., Nieder-Steinheuer, K., & Schilling, T. (2024, Juni 21). Frag den Zukunftsraum! Eure Fragen an die Zukunft der digitalen Schulbildung. 2. KI-Fachtag. Tübingen. [Poster]
   
• Brockhoff, A., Meyerhoff, H. S., Papenmeier, F., Jahn, G., & Huff, M. (2014, September). Der Einfluss von Objektgeschwindigkeit beim Multiple-Object Tracking. 49. Kongress der deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
   
• Brucker, B., Adam, J., Marcus, N., De Koning, B., & Gerjets, P. (2021, August 23-27). Learning with dynamic visualizations: Influence of observing hands, spatial ability, and perspective. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Gothenburg, Sweden. [Talk]
   
• Brucker, B., Brömme, R., Bernecker, A., Schopp, B., Barth, B., Ehlis, A.-C., & Gerjets, P. (2024, August 21-23). An fNIRS study on reading sentences in hand proximity: The influence of cognitive flexibility. European Association for Research on Learning and Instruction (EARLI) Conference, Special Interest Group (SIG) 6 & 7: Instructional Design and Technology-Enhanced Learning: Current States and Future Perspectives. University of Tübingen, Tübingen Center for Digital Education (TüCeDE). [Poster]
   
• Brucker, B., Brömme, R., Weber, S.-C., & Gerjets, P. (2017, August). Learning on multi-touch devices: Is directly touching dynamic visualizations helpful? 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Tampere, Finland. [Talk]
   
• Brucker, B., Dischinger, E., Ehlis, A.-C., & Gerjets, P. (2022, August 29-31). The influence of hand proximity and visuospatial ability on visuospatial learning: An fNIRS study. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 2). Kiel. [Talk]
   
• Brucker, B., Edelmann, J., Brömme, R., & Gerjets, P. (2014, August). The proximity of the hands to the objects influences learning on multi-touch devices: Touch pictures, but don’t touch words! Meeting of the EARLI SIG6 Instructional Design & SIG7 Learning and Instruction with Computers. Rotterdam, The Netherlands. [Poster]
   
• Brucker, B., Ehlis, A.-C., Häußinger, F. B., & Gerjets, P. (2014, August). Watching corresponding gestures facilitates learning about movements from spoken texts: An fNIRS Study. Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Rotterdam, The Netherlands. [Talk]
   
• Brucker, B., Ehrmann, A., & Gerjets, P. (2016, July). Learning on multi-touch devices: Don't cover texts and touch pictures long enough. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Geneva, Switzerland. [Talk]
   
• Brucker, B., Hornuff, S., Halfmann, M., & Gerjets, P. (2021, August 23-27). Online dance instructor: The influence of multiple perspectives and model orientation on learning. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Gothenburg, Sweden. [Talk]
   
• Brucker, B., Just, P., & Gerjets, P. (2020, August). Learning with dynamic visualizations: The influence of hand proximity, multiple perspectives and learners’ visuospatial ability. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6: Instructional Design & Special Interest Group (SIG) 7: Technology-Enhanced Learning and Instruction (online conference). Tübingen. [Poster]
   
• Brucker, B., Marcus, N., de Koning, B., Ehlis, A.-C., Ayres, P., & Gerjets, P. (2019, August). Learning with dynamic and static visualizations: Influence of observing hands and spatial ability. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
   
• Brucker, B., Pardi, G., Uehlin, F., Moosmann, L., Halfmann, M., Lachmair, M., & Gerjets, P. (2024, September 4-6). Learning about movements in virtual realities: Role of visuospatial ability and interaction formats. European Association for Research on Learning and Instruction (EARLI) Conference, Special Interest Group (SIG) 2: Comprehension of Texts and Graphics: From Human to Artificial Intelligence. University of Valencia, Spain. [Talk]
   
• Brucker, B., Scatturin, L., & Gerjets, P. (2017, July). Learning on Multi-Touch Devices: The influence of the distance between information in pop-ups and the hands of the users. 39th Annual Conference of the Cognitive Science Society (Cogsci 2017). London, UK. [Talk]
   
• Brucker, B., Uehlin, F., Moosmann, L., Halfmann, M., & Gerjets, P. (2023, June 15-16). Learning about dynamic movement patterns in desktop and true virtual reality environments: The influence of different ways of changing the point of view and learners’ visuospatial ability. Knowledge through Digitized Material? Objects, Images, Perspectives. German Maritime Museum and Leibniz Association, Bremen. [Talk]
   
• Brucker, B., de Koning, B., Ehlis, A.-C., Rosenbaum, D., & Gerjets, P. (2017, July). Watching Non-Corresponding Gestures Helps Learners with High Visuospatial Ability to Learn about Movements with Dynamic Visualizations: An fNIRS Study. 39th Annual Conference of the Cognitive Science Society (Cogsci 2017). London, UK. [Talk]
   
• Bruckermann, T., Greving, H., & Harms, U. (2020, September). To know about science is to love it? Unraveling the knowledge-attitude relationship in Citizen Science on urban wildlife. 13th Conference of European Researchers in Didactics of Biology (ERIDOB). Nicosia, Zypern. (Conference cancelled). https://www.ucy.ac.cy/eridob2020/ [Talk]
   
• Bruckermann, T., Greving, H., & Harms, U. (2020, March). I’m fine with just collecting data: Engagement profiles differ in Citizen Science. 93rd Annual Meeting of the National Association for Research in Science Teaching (NARST). Portland, OR, USA. (Conference cancelled). [Talk]
   
• Bruckermann, T., Greving, H., & Harms, U. (2021, August 30-September 3). Scientific reasoning skills predict topic-specific knowledge after participation in a citizen science project. 14th Conference of the European Science Education Research Association (ESERA). Braga, Portugal. [Talk]
   
• Bruckermann, T., Greving, H., Harms, U., & WTimpact-Konsortium (2020, January). WTimpact: Does Citizen Science promote transfer from science to society? Citizen Science as a tool for education/promotion of scientific literacy in evolution: Cross-COST Action Citizen Science Meeting. Museum für Naturkunde, Berlin. [Talk]
   
• Bruckermann, T., Greving, H., Schumann, A., Harms, U., & Brandt, M. (2022, Mai 4). Wie und warum beteiligen sich Bürger*innen an CS-Projekten? Und was lernen sie dabei? Citizen Science: Gemeinsam Wissen schaffen? Leibniz Universität Hannover. [Poster]
   
• Bruckermann, T., Greving, H., Schumann, A., Harms, U., & Brandt, M. (2022, April 29). Wie und warum beteiligen sich Bürger*innen an CS-Projekten? Und was lernen sie dabei? Citizen-Science-Strategie 2030 für Deutschland: Launch und Citizen-Science-Festival. Freie Universität Berlin. [Poster]
   
• Bruckermann, T., Greving, H., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S., Brandt, M., & Harms, U. (2021, September 13-16). Beeinflusst wissenschaftliches Denken den Erwerb von Fachwissen über die Wildtierökologie in Bürgerwissenschaftsprojekten? Internationale Tagung der Fachsektion Didaktik der Biologie (FDdB im VBIO) 2021. [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. [Vortrag]
   
• Bruckermann, T., Greving, H., Schumann, A., Stillfried, M., Hagen, R., Börner, K., Kimmig, S., Brandt, M., & Harms, U. (2021, Mai 6-7). WTimpact – Wissenschaftliches Denken beeinflusst Fachwissen in einem Citizen-Science-Projekt. Forum Citizen Science #digital. Berlin. [Vortrag]
   
• Bruckermann, T., Greving, H., Schumann, A., Stillfried, M., Hagen, R., Börner, K., Kimmig, S., Brandt, M., & Harms, U. (2021, Mai 6-7). WTimpact – Wie aktiv sind die Citizen Scientists in verschiedenen Phasen des Forschungsprozesses? Forum Citizen Science #digital. Berlin. [Vortrag]
   
• 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. [Vortrag]
   
• Bruckermann, T., Greving, H., Stillfried, M., Börner, K., Hagen, R., Kimmig, S., Schumann, A., Harms, U., & Brandt, M. (2020, October). Do I have to analyze the data, too? Engagement patterns for data collection and analysis in a Citizen Science project on urban wildlife. Citizen Science SDG Conference. Berlin. [Poster]
   
• Bruckermann, T., Greving, H., Stillfried, M., Börner, K., Schumann, A., Harms, U., & Brandt, M. (2020, September). Data collectors or analysts? Different engagement profiles in Citizen Science. 3rd International European Citizen Science Association (ECSA) Conference. Trieste, Italien. [Poster]
   
• Brömme, R., Brucker, B., & Gerjets, P. (2015, March). In touch or out of control: The influence of hand proximity on inhibitory control processes in younger and older adults. 57. Tagung experimentell arbeitender Psychologen (TeaP). Hildesheim. [Poster]
   
• Brömme, R., Brucker, B., & Gerjets, P. (2017, August). Hands on and action: Near-hand film presentation boosts attentional control on multi-touch devices. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Tampere, Finland. [Talk]
   
• Brömme, R., Brucker, B., & Gerjets, P. (2018, August). Embodied interaction during handheld reading: The role of codality- and content-specific processing near the hands for multitouch-based instructional environments. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6: Instructional Design & Special Interest Group (SIG) 7:Technology-Enhanced Learning and Instruction. Bonn. [Talk]
   
• Brömme, R., Brucker, B., Kammerer, Y., Tibus, M., & Gerjets, P. (2019, September). Can a training and self-paced reading in a speed reading app reduce the detrimental effects of RSVP reading? 11th Conference of the Media Psychology Division. Chemnitz, Germany. [Talk]
   
• Brömme, R., Brucker, B., Tibus, M., & Gerjets, P. (2024, August 21-23). The influence of hand proximity on text comprehension: the role of individual differences. European Association for Research on Learning and Instruction (EARLI) Conference, Special Interest Group (SIG) 6 & 7: Instructional Design and Technology-Enhanced Learning: Current States and Future Perspectives. University of Tübingen, Tübingen Center for Digital Education (TüCeDE). [Talk]
   
• Brömme, R., Esser, S., Wothge, J., & Stahl, J. (2012, Juni). Der Einfluss perzeptueller Erwartung bei der Fehlerdetektion. Psychologie und Gehirn. Jena. [Poster]
   
• Brömme, R., Gottschling, S., Brucker, B., & Gerjets, P. (2017, March). Upside down: hand proximity fosters attentional processing but not cognitive control in a visuospatial task-switching paradigm. 59. Tagung experimentell arbeitender Psychologen (TeaP). Dresden. [Talk]
   
• Brömme, R., Tibus, M., & Gerjets, P. (2015, September). Effizienter lernen mit der Schnelllese-App. 15. Fachgruppentagung Pädagogische Psychologie (PAEPS). Kassel. [Vortrag]
   
• Brömme, R., Tibus, M., & Gerjets, P. (2015, September). Speed up your reading: Higher efficiency of reading with an RSVP-based speed reading app. 9th Conference of the Media Psychology Division. Tübingen. [Talk]
   
• Buchanan, E. M., Cuccolo, K. M., Lewis, S. C., & the Psychological Science Accelerator (2021, November 4-7). Creating a cross-referenced multi-linguistic dataset to investigate semantic priming. Annual Meeting of the Psychonomic Society. [Talk]
   
• Buchanan, E. M., & the Psychological Science Accelerator (2021, November 4). Adaptive algorithms for stimuli sampling in cognitive studies. Annual Meeting of the Society for Computation in Psychology. [Talk]
   
• Buchanan, E. M., & the Psychological Science Accelerator (2022, November 17-20). Is priming consistent across languages? Preliminary findings from the SPAML: Semantic priming across many languages. 63rd Annual Meeting of the Psychonomic Society. Boston, MA, USA. [Talk]
   
• Buder, J. (2001, Mai). Netzbasierte Wissenskommunikation in Gruppen: Eine kognitionswissenschaftliche Perspektive. Virtuelle Kommunikation. Basel, Schweiz. [Vortrag]
   
• Buder, J. (2002, May). Remarks on the accomplishments of the Tuebingen workshop. Learning Technologies and Technology-Supported Education Conference. St. Petersburg, FL, USA. [Talk]
   
• Buder, J. (2002, Juni). Lernen und Wissenserwerb in virtuellen Realitäten. Workshop Aneignungsaspekte in der Cyberbildung: Der Anwendungsfall Weiterbildung. Tübingen. [Vortrag]
   
• Buder, J. (2002, September). Differences between artifact-driven and phenomena-driven research. International Faculty Partnership Conference. Humboldt State University, Arcata, CA, USA. [Talk]
   
• Buder, J. (2004, September). Netzbasierte Wissenskommunikation in Gruppen - Bestimmungsstücke eines Rahmenmodells. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen. [Vortrag]
   
• Buder, J. (2014, März). Rahmenkonzepte der Bildung in Informationsumelten. 2. Tagung der Gesellschaft für Empirische Bildungsforschung. Frankfurt am Main. [Vortrag]
   
• Buder, J. (2018, November). Digitale Technologien: Potenziale und Herausforderungen aus der Sicht psychologischer Forschung. Eingeladener Vortrag auf der Jahrestagung der Kirchlich-Theologischen Arbeitsgemeinschaften in Württemberg. Rothenburg o.d.T. [Vortrag]
   
• Buder, J. (2018, November). From artificial intelligence to artificial sociality in learning and education. Artificial Intelligence – International Research and Applications: 1st Japanese-German-French DWIH Symposium. Tokio, Japan. [Talk]
   
• Buder, J. (2018, November). From cognitive to social interfaces. Internationaler Workshop des Leibniz-WissenschaftsCampus Tübingen "WCT meets HCI". Tübingen. [Talk]
   
• Buder, J. (2019, May). Empirical evidence for the echo chamber hypothesis. 69th International Conference on Computers and Education (ICA). Washington, USA. [Talk]
   
• Buder, J. (2019, September). Wieviel Mensche steckt in der Maschine? Eingeladener Vortrag auf dem Forum der Deutschen Gesellschaft für Information und Wissen (DGI) „KI macht Schule“. Wittenberg, Deutschland. [Vortrag]
   
• Buder, J. (2019, May). Polarization Research and Emerging Platform Regulation. 69th Annual International Communication Association (ICA) Conference. Washington, USA. [Panel]
   
• Buder, J. (2020, May). What’s Cognitive About Cognitive Interfaces? Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
   
• Buder, J. (2021, Juli 6). Künstliche Intelligenz: Auswirkungen auf Mensch und Gesellschaft. Eingeladener Vortrag auf dem Pfarrkonvent der Evangelischen Landeskirche Württemberg. Kloster Roggenburg. [Vortrag]
   
• Buder, J. (2022, Juni 27). Ist das deine Meinung oder kann das weg? Eingeladener Vortrag im Rahmen des Web-TV-Formats Science Slam Challenge. Tübingen. https://www.youtube.com/watch?v=1-9vQhZ0nJk [Vortrag]
   
• Buder, J. (2022, April 13). Polarisierung als Phänomen unserer Zeit. Eingeladener Vortrag und Podiumsgast in der Talk-Reihe sITZung des Zimmertheaters. Tübingen. https://www.youtube.com/watch?v=8t7dWHxJ4-0 [Vortrag]
   
• Buder, J. (2022, September 10-15). Human-agent interaction. Symposium auf dem 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Symposium Organisation]
   
• Buder, J. (2023, November 23). From selective exposure to selective response. Invited talk at the Adaptive Rationality Center, Max Planck Institute for Human Development. Berlin. [Talk]
   
• Buder, J., & Bodemer, D. (2003, November). Redefining group awareness through visualized collaboration. NSF-DFG Workshop on Technology-Supported Education. Tübingen. [Poster]
   
• Buder, J., & Bodemer, D. (2006, September). Group Awareness und metakognitive Tools. 45ter Kongress der Deutschen Gesellschaft für Psychologie. Nürnberg. [Vortrag]
   
• Buder, J., & Bodemer, D. (2007, July). Supporting controversial CSCL discussions with augmented group awareness tools. Seventh Computer Supported Collaborative Learning Conference. New Brunswick, NJ, USA. [Talk]
   
• Buder, J., & Bodemer, D. (2011, July). Group awareness tools for controversial CSCL discussions: Dissociating rating effects and visualized feedback effects. 9th International Conference on Computer Supported Collaborative Learning (CSCL). Hong Kong, China. [Talk]
   
• Buder, J., Bodemer, D., Dehler, J., & Engelmann, T. (2009, June). SCAN tools for collaborative learning. International Conference on Computer-Supported Collaborative Learning (CSCL). Rhodes, Greece. [Talk]
   
• Buder, J., Hesse, F. W., Schwan, S., & Straub, D. (2000, Februar). Einfluss von Metawissen auf den Wissensaustausch und Wissenserwerb in Computerkonferenzen. 1. Tagung der Fachgruppe Medienpsychologie der DGPs. Köln. [Vortrag]
   
• Buder, J., & Honer, A. (2022, September 10-15). Building blocks of anthropomorphism. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Symposium “Human-Agent Interaction ”. Hildesheim. [Talk]
   
• Buder, J., Maertens, R., Roozenbeek, J., & Said, N. (2023, June 30-July 4). Developing a new inventory that captures the ability to discern manipulative online content. Invited talk at the Symposium of the European Association for Social Psychology. Krakow, Poland. [Talk]
   
• Buder, J., & Schwind, C. (2009, November). Using recommendations for learning: Theoretical and empirical contextualisations. Alpine Rendez-Vous. Garmisch-Partenkirchen. [Talk]
   
• Buder, J., & Schwind, C. (2011, July). Recommender systems: A technology to foster individual and collaborative learning. 9th International Conference on Computer Supported Collaborative Learning. Hong Kong, China. [Talk]
   
• Buder, J., Schwind, C., Rudat, A., & Bodemer, D. (2013, June). Navigating through controversial online discussions: The influence of visualized ratings. 10th International Conference on Computer Supported Collaborative Learning. Madison, Wisconsin, USA. [Talk]
   
• Buder, J. A., Bauer, K., & Hesse, F. W. (2003, September). Net-based knowledge communication in groups: How technology influences common ground. The Joint Workshop of Cognition and Learning Through Media-Communication for Advanced e-Learning. Deutsch-Japanisches Zentrum, Berlin. [Talk]
   
• Bull, S., Johnson, M. D., Alotaibi, M., Byrne, W., & Cierniak, G. (2013, July). Visualising multiple data sources in an independent open learner model. 16th International Conference on Artificial Intelligence in Education (AIED). Memphis, Tennessee, USA. [Talk]
   
• Burkhart, C., & Lachner, A. (2017, August). Cohvis. Automated concept map feedback for writing coesive texts. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
   
• Burkhart, C., Lachner, A., & Nückles, M. (2018, June). How do students use automated concept-map feedback for revising their texts? A cognitive process analysis. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 27: Online Measures of Learning Processes. Warschau, Poland. [Poster]
   
• Burkhart, C., Lachner, A., & Nückles, M. (2018, August). CohViz: An Automated Approach to Provide Concept Map Feedback on Student's Cohesive Writing: A Validation Study? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 12: Writing. Antwerp, Belgium. [Talk]
   
• Burkhart, C., Lachner, A., & Nückles, M. (2018, August). Does color coding and spatial integration of graphical concept map feedback improve text cohesion in revising instructional explanations? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics. Freiburg. [Roundtable]
   
• Burmeister, C. P. (2017, November). Office or park: Who performs better? N² Science Communication Conference. Berlin. [Poster]
   
• Burmeister, C. P., Moskaliuk, J., & Cress, U. (2016, September). Ubiquitous Working (Hot Topic: Work and Health). 50. Kongress der Deutschen Gesellschaft für Psychologie. Leipzig. [Poster]
   
• Burmeister, C. P., Moskaliuk, J., & Cress, U. (2016, June). Ubiquitous Working: Does where we work affect how we work? Konferenz "Die digitale Transformation erfolgreich gestalten - Digital Work Design, Leadership and Organizations". München. [Poster]
   
• Burmeister, C. P., Moskaliuk, J., & Cress, U. (2016, July). Context effects on cognition and work behavior: How a virtual 3D office environment enhances cognition. Virtual Environments: Current Topics in Psychological Research Workshop (VECTOR). Tübingen, Germany. [Poster]
   
• Burmeister, C. P., Moskaliuk, J., & Cress, U. (2016, November). Does where you work affect how you work? Ubiquitous Working: Herausforderungen und Chancen einer vernetzten Arbeitswelt - UbiWorkshop. Tübingen. [Poster]
   
• Burmeister, C. P., Moskaliuk, J., & Cress, U. (2017, May). Succesful working wherever you are? Effects of the environment on work and cognitive performance. Congress of the European Association of Work and Organizational Psychology 2017. Dublin, Ireland. [Poster]
   
• Burmeister, C. P., Moskaliuk, J., & Cress, U. (2017, March). When do surroundings matter? Moderators of an environmental effect on work performance. Flexible work in the Digital Age. Mannheim. [Poster]
   
• Burmeister, C. P., Moskaliuk, J., & Cress, U. (2018, September). Work versus leisure environments: Effects of surroundings on concentration. 51. Kongress der Deutschen Gesellschaft für Psychologie. Frankfurt. [Talk]
   
• Butcher, N., Correa, J. C., Sakarkar, G., Ngo, G., Ruiz Fernández, S., Yamada, Y., & Marmolejo-Ramos, F. (2015, September). A cross-linguistic study of the embodiment of joy, surprise and sadness in vertical space. 32nd BPS Cognitive Psychology Section Annual Conference. Kent, UK. [Poster]
   
• Buttliere, B. (2014, December). How should we improve science? By using science! University of Groningen, The Netherlands. [Talk]
   
• Buttliere, B. (2014, November). Psychologists on peer review: A forward focused survey. Leibniz-Institut für Wissensmedien, Tübingen. [Talk]
   
• Buttliere, B., Buder, J., & Holtz, P. (2017, September). Evidence of a negativity bias in Psychological Science. 10th Conference of the DGPs Media Psychology Division. Landau. [Poster]
   
• Buttliere, B., Yenikent, S., & Zviagintseva, K. (2018, May). A socio-computational examination of gender bias in science. 10th ACM Conference on Web Science (WebSci’18). Amsterdam, The Netherlands. [Poster]
   
• Buttliere, B., Yenikent, S., & Zviagintseva, K. (2018, December). A socio-computational examination of gender bias in science. Workshop on Reframing Research (REFRESH2018) in conjunction with 2nd European Symposium on Societal Challenges in Computational Social Science (#eurocss). Köln. [Poster]
   
• Butz, M., Gerjets, P., Halfmann, M., Lachmair, M., Wortha, F., Lohmann, J., Humaidan, D., & Sadeghi, M. (2020, May). Knowledge Spaces in Virtual Reality. Intuitive Interfacing with a Multiperspective Hypermedia Environment. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen, Deutschland. [Talk]
   
• Bétrancourt, M., & Kühl, T. (2008, July). Learning with dynamic visualizations: Cognitive and design issues. Symposium at the XXIX International Congress of Psychology (ICP). Berlin. [Talk]
   
• Böhm, B., Büsser, M., Djeffal, C., Cress, U., Heider, F., & Reinhold, T. (2024, September 26). Innovationsschub oder Kontrollverlust: Welche Auswirkungen haben KI und New Work auf unsere Arbeitskultur? KI und New Work: Zukunftsstrategien für Wissenschaftseinrichtungen. Senckenberg Naturmuseum, Frankfurt am Main. [Panel]
   
• Bücking, J., Gerards, M., Karami, M., Schmidt, M., Schwedes, K., & Thillosen, A. (2017, September). E Prüfungssymposium (ePS). Bremen. [Workshop Organisation]
   
• Bühler, B., Bozkir, E., Goldberg, P., Sümer, Ö., D’Mello, S., Gerjets, P., Trautwein, U., & Kasneci, E. (2022, August 30-September 1). Video-based mind-wandering detection employing gaze features in temporal models during reading. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 27). Southampton, UK. [Talk]
   
• Bühler, B., Kasneci, E., Trautwein, U., Gerjets, P., Bozkir, E., Deininger, H., & Goldberg, P. (2024, November 4-8). Detecting aware and unaware mind wandering during lecture Vvewing: A multimodal machine learning approach using eye tracking, facial videos and physiological data. 26th ACM International Conference on Multimodal Interaction (ICMI). San José, Costa Rica. https://icmi.acm.org/2024/ [Talk]
   
• Calvillo, D. P., DeLeeuw, K., & Revlin, R. (2006, June). Deduction with Euler circles: Diagrams that hurt. Fourth International Conference on the Theory and Application of Diagrams. Stanford University, Palo Alto, California, USA. [Talk]
   
• Candan Şimşek, A. (2023, December 6). Visual cognition across media: Viewer perception of dynamic events. Kambeitz Lab University of Cologne. [Talk]
   
• Candan Şimşek, A., Aydın, T., & Huff, M. (2023, September 6-9). Remembering everyday events: Boundaries promote event completion through backwards inferences. 23th Conference of the European Society for Cognitive Psychology (ESCOP). Porto, Portugal. [Talk]
   
• Candan Şimşek, A., Aydın, T., & Huff, M. (2024, November 21-24). How does it end? Endpoints of boundaries lead to completion in macro events. 65th Annual Meeting Psychonomic Society. New York City, NY, USA. [Poster]
   
• Candan Şimşek, A., Aydın, T., & Rooney, B. (2024, June 7). Breaking the 4th wall in movies: Mental attributions and narrative engagement. 2024 Conference of the Society for Cognitive Studies of the Moving Image (SCSMI). Budapest, Hungary. [Talk]
   
• Capparozza, M., Fröhlich, N., Dehmel, A., & Fauth, B. (2021, März 15-16). Wie können webbasierte Formate dazu beitragen, die Zusammenarbeit in Lehrkräftefortbildungen zu stärken? Empirische Ergebnisse aus einem Systematic Review. 3. Tagung der Reihe „Wie viel Wissenschaft braucht Lehrerfortbildung?" Arbeitsbündnisse im analogen und virtuellen Raum. Universität Regensburg. [Vortrag]
   
• Capparozza, M., & Irle, G. (2020, Oktober). Digitale Kompetenzen von Lehrerausbildenden: Ein Überblick über empirische Modelle. Tagung "Bildung, Schule und Digitalisierung" der Zukunftsstrategie Lehrer*innenbildung (ZuS). Köln. (Tagung abgesagt). https://zus.uni-koeln.de/tagungen/zus-tagung-bildung-schule-und-digitalisierung-2020 [Vortrag]
   
• Capparozza, M., & Irle, G. (2020, Dezember). Digitale Kompetenzen von Lehrerausbildenden: Ein Überblick über den Forschungsstand. 5. Hildesheimer CeLeB-Tagung zur Bildungsforschung (online Konferenz). [Vortrag]
   
• Capparozza, M., Irle, G., John, N., Kehrer, M., Mbak, E. S., Schmidt, M., & Thillosen, A. (2020, Oktober). e-teaching.org – das Portal für den fundierten Einsatz digitaler Medien in der Hochschullehre. Virtueller Messestand auf dem University: Future Festival, Hochschulforum Digitalisierung (HFD) (online Konferenz). [Vortrag]
   
• Capparozza, M., Irle, G., & Thillosen, A. (2020, September). Digitale Medien im Lehramtsstudium – neue Angebote auf dem E-Learning-Informationsportal e-teaching.org. Mobile.Hochschule Digital (online Tagung). [Vortrag]
   
• Capparozza, M., Kathmann, J., & Irle, G. (2023, Februar 28-März 2). Gelingensbedingungen für die Nutzung digitaler Medien von Lehramtsstudierenden in der Schulpraxis. Bildung zwischen Unsicherheit und Evidenz. 10. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Universität Duisburg-Essen, Essen. [Poster]
   
• Capparozza, M., Kathmann, J., & Irle, G. (2023, August 31). Gelingensbedingungen für die Nutzung digitaler Medien von Lehramtsstudierenden in der Schulpraxis. EdTech Research Forum: Gestaltende Bildungsforschung. Universität Duisburg-Essen, Essen. [Poster]
   
• Castner, N., Kübler, T. C., Kasneci, E., Scheiter, K., Richter, J., Eder, T., Huettig, F., & Keutel, C. (2018, June). Scanpath comparison in medical image reading skills of dental students: Distinguishing stages of expertise development. ACM Symposium on Eye Tracking Research & Applications (ETRA) 2018. Warsaw, Poland. [Talk]
   
• Cañal-Bruland, R., Meyerhoff, H. S., & Müller, F. (2018, October). On the multisensory nature of anticipation in tennis. Canadian Society for Psychomotor Learning and Sport Psychology / Société Canadienne D'Apprentissage Psychomoteur et de Psychologie du Sport. Toronto, Kanada. [Talk]
   
• Cervera-Torres, S. (2023, November 14). New tendencies in psychology: The E-psychology. Invited talk at Brandenburg University of Technology (BTU) Cottbus-Senftenberg. Cottbus. [Talk]
   
• Cervera-Torres, S., Ruiz-Fernández, S., Godbersen, H., Massó, L., Martínez-Rubio, D., Pintado-Cucarella, S., & Baños, R. M. (2022, May 12-14). Influence of resilience and optimism on distress and intention to self-isolate: Contrasting lower and higher COVID-19 illness risk samples from an extended health belief model. 5th Conference of Positive Psychology. Bilbao, Spain. [Talk]
   
• Cervera-Torres, S., Ruiz Fernández, S., Lachmair, M., Riekert, M., & Gerjets, P. (2019, April). Altering emotions near the hand: Approach-Avoidance swipe interactions modulate emotional images judgments. 61. Tagung experimentell arbeitender Psychologen (TeaP). London, UK. [Poster]
   
• Cervera Torres, S., Ruiz Fernández, S., & Gerjets, P. (2023, July 11-13). Toward a model of embodied affective interaction: Integrating space-valence associations, action-context, and hand proximity attentional biases". Cypsy26: 26th Annual Cyberpsychology, Cybertherapy & Social Networking Conference. Paris, France. [Poster]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2014, October). Multi-touch gestures and affective evaluation of pictures. LEAD Graduate School-Retreat. Blaubeuren. [Poster]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2015, April). The effect of arm movement direction on valence and arousal judgment of emotional pictures. LEAD Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School. Bad Urach. [Poster]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2015, March). The effect of arm movement direction on valence and arousal judgment of emotional pictures. 18. Herbstakademie: The Circularity of Mind and Body. Heidelberg. [Poster]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2015, October). Emotional gestures: Supporting emotional evaluation of affective pictures in a multi-touch environment. LEAD-Retreat (Learning, Educational Achievement, and Life Course Development) Graduate School. Blaubeuren. [Talk]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2015, March). The effect of picture valence and movement direction on arm movement performance. 57. Tagung experimentell arbeitender Psychologen (TeaP). Hildesheim. [Poster]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2016, April). Movement speed in a multi-touch environment moderates the valence judgments of emotional pictures. LEAD Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School. Bad Urach. [Poster]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2016, October). Affective (Multi-) touch: Interaction gestures influence affective information processing. LEAD Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School and Research Network. Blaubeuren. [Poster]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2016, March). Movement speed moderates valence evaluation of pictures in the horizontal dimension. 58. Tagung experimentell arbeitender Psychologen (TeaP). Heidelberg. [Poster]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2017, June). Touching Emotions: Evaluation of Affective Pictures is influenced by Moving Direction. 22. Annual CyberPsychology, CyberTherapie & Social Networking Conference (CyPsy22). Birmingham, UK. [Talk]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2017, July). Touch and Move: Valence Judgements of Affective Pictures Are Influenced by Interactive Upward and Downward Arm Movements. 5th World Congress on Positive Psychology (WCPP 2017) of the International Positive Psychology Association (IPPA). Montreal, Canada. [Poster]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2017, October). Emotion in the hand: A direct interaction with emotional pictures on a touchscreen influences their valence evaluation. 19th Herbstakademie: Embodied Aesthetics: Resonance in Perception, Expression and Therapy. Heidelberg. [Poster]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2017, March). Multi-touch interactions influence the valence evaluation of emotional pictures. 59. Tagung experimentell arbeitender Psychologen (TeaP). Dresden. [Talk]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2018, June). In touch with emotions: Direct hand interaction with emotional pictures in a touchscreen space influence their valence appraisal. 9th European Conference on Positive Psychology (ECPP). Budapest, Hungary. [Poster]
   
• Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2018, September). Investigating recognition of emotional pictures with touchscreen interactions: A match between picture valence and its vertical touch location raises recognition confidence. 7th International Conference on Spatial Cognition (ICSC). Rom, Italy. [Talk]
   
• Chambel, T., Zahn, C., & Finke, M. (2004, August). Hypervideo design and support for contextualized learning. 4th IEEE International Conference on Advanced Learning Technologies ICALT. Joensuu, Finland. [Talk]
   
• Chen, X., & Meurers, D. (2018, February 28). Continuation writing shows alignment in linguistic complexity. "At the Interface of Second Language Acquisition and Computational Linguistics" INDUS Network Meeting. Tübingen. [Talk]
   
• Cheng, X., Futterer, T., Stürmer, K., Fauth, B., & Scheiter, K. (2019, August). Does ICT matter for student learning activities in mathematics instruction? 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Poster]
   
• Chenk, X., Fütterer, T., Scheiter, K., Fauth, B. C., & Stürmer, K. (2020, April). ICT-Integrated Classrooms: Effects of tablet-based instruction on students’ individual learning activities. The American Educational Research Association (AERA). San Francisco, USA. (Conference cancelled). https://www.aera20.net/ [Poster]
   
• Chinkina, M., & Meurers, D. (2018, February 28). Input enrichment and questions as functionally-driven input enhancement. "At the Interface of Second Language Acquisition and Computational Linguistics" INDUS Network Meeting. Tübingen. [Talk]
   
• Cierniak, G., & Ayres, P. (2009, August). Organization: Improving cognitive load measures and broadening their applications. Symposium at the 13th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Symposium Organisation]
   
• Cierniak, G., Ayres, P., Scheiter, K., & Gerjets, P. (2009, August). Expertise reversal effect: Do cognitive load measures support the extraneous load assumption? 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Talk]
   
• Cierniak, G., Bull, S., Girard, S., Johnson, M., & Biel, C. (2013, November). Formative feedback and reflection facilitated by online technology. 8th Conference of the European Association for Practitioner Research on Improving Learning in Education and Professional Practice (EAPRIL). Biel, Switzerland. [Talk]
   
• Cierniak, G., Clark, W., Imhof, B., Hansen, C., Jewitt, C., Reimann, P., & Luckin, R. (2011, September). Der Lehrer von Morgen: Forscher und Entwickler pädagogischen Fortschritts. 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung der DGfE. Klagenfurt, Österreich. [Vortrag]
   
• Cierniak, G., Gerjets, P., Walter, C., Bogdan, M., & Rosenstiel, W. (2011, August). Detecting cognitive load levels by means of brain-computer-interface methodology. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
   
• Cierniak, G., Imhof, B., Hesse, F., Wasson, B., & Hansen, C. (2012, July). Teachers' views of the role of formative assessment and teacher-led research. 14th International Conference of the Learning Sciences (ICLS). Sydney, Australien. [Talk]
   
• Cierniak, G., Scheiter, K., & Gerjets, P. (2007, March). Subjective and objective load measures: Subjective load ratings vs. Dual-task methodology. Cognitive Load Theory Conference. UNSW, Sydney, Australia. [Talk]
   
• Cierniak, G., Scheiter, K., & Gerjets, P. (2007, August). Eye Movements of Different Knowledgeable Learners during Learning with Split-Source or Integrated Format. 12th Earli Conference. Budapest, Hungary. [Talk]
   
• Cierniak, G., Scheiter, K., & Gerjets, P. (2007, September). Split-Attention Effekt: Kognitive Überlastung oder mentale Anstrengung? 11. Fachtagung Pädagogische Psychologie. HU, Berlin. [Poster]
   
• Cierniak, G., Scheiter, K., & Gerjets, P. (2007, November). Viewing Behavior of Beginners and Advanced Learners during Learning with Integrated or Split-Source Format. Eye Tracking and Multimedia Workshop. University of Burgundy, Dijon, France. [Talk]
   
• Cierniak, G., Scheiter, K., & Gerjets, P. (2008, March). How does cognitive load mediate the split-attention effect? 92nd Annual Meeting of the American Educational Research Association (AERA). New York, NY, USA. [Talk]
   
• Cierniak, G., Scheiter, K., & Gerjets, P. (2009, July). Which type of cognitive load underlies the interaction of prior knowledge and instructional format in multimedia learning? 19th Annual Meeting of the Society for Text and Discourse. Rotterdam, The Netherlands. [Poster]
   
• Cierniak, G., Scheiter, K., & Gerjets, P. (2009, July). Expertise reversal in multimedia learning: Subjective load ratings and viewing behavior as cognitive process indicators? 31st Annual Conference of the Cognitive Science Society. Amsterdam, The Netherlands. [Poster]
   
• Clayton, R. B., Compton, J., Reynolds-Tylus, T., Neumamn, D., Sarra, E., Deshmukh, E., Park, J., Biangel, R., Hechlik, E., & Sarmiento, H. (2022, November 17-20). Inoculating against psychological reactance: a psychophysiological investigation. National Communication Association 108th Annual Convention. New Orleans, LA, USA. [Talk]
   
• Cohrs, J. C., & Jacoby, J. (2006, June). Anti-Americanism: Prevalence in six European countries and some antecedents. 19th Conference of the German Peace Psychology Association (Forum Friedenspsychologie). Jena. [Talk]
   
• Coles, N. A., March, D. S., Marmolejo Ramos, F., Strack, F., Ellsworth, P., Gaertner, L., Aczel, B., Banaruee, H., Basnight-Brown, D., Butcher, N., Cavallet, M., Dagaev, N., Eaves, D., Foroni, F., Gorbunova, E., Gygax, P., Hajdu, N., Ijzerman, H., Hinojosa Poveda, J. A., Ikeda, A., Kathin-Zadeh, O., Larsen, J. T., Nagy, T., Özdoğru, A. A., Parzuchowski, M., Rodríguez-Medina, D. A., Ruiz Fernández, S., Som, B., Suarez, I., Trujillo, N., Trujillo, S., van der Zee, T., Villalba-García, C., Willis, M. L., Yamada, Y., Liuzza, M. T., & Marozzi, M. (2019, September). The many smiles collaboration: A multi-lab adversarial test of the facial feedback hypothesis. Metascience 2019 Symposium: The Emerging Field of Research on the Scientific Process. Stanford, CA, USA. [Poster]
   
• Colling, L., Pieronczyk, I., Parrisius, C., Holz, H., Bodnar, S., Nuxoll, F., & Meurers, D. (2024, May 2-4). Towards task-oriented ICALL: A criterion-referenced learner dashboard organising digital practice. 16th International Conference on Computer Supported Education. Angers, France. https://csedu.scitevents.org/Home.aspx?y=2024 [Talk]
   
• Coppens, L. C., Postema, C., Schüler, A., Scheiter, K., & van Gog, T. (2020, August). Effects of gaze feedback and stimuli order on learning and attention in a categorization task. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
   
• Cress, U. (2002, Mai). Selbstgesteuertes Lernen mit neuen Medien. Workshop zum Lernen mit neuen Medien. Oberschulamt, Stuttgart. [Vortrag]
   
• Cress, U. (2003, Mai). Wissensaustausch mittels einer geteilten Datenbank - ein soziales Dilemma und seine experimentelle Untersuchung. Forschungskolloquium des Psychologischen Instituts der Universität Tübingen. [Vortrag]
   
• Cress, U. (2003, August). Strategic, metacognitive, and social aspects in resource-oriented knowledge exchange. 25th Annual Conference of the Cognitive Science Society. Boston, MA, USA. [Poster]
   
• Cress, U. (2005, May). Why member portraits can undermine participation. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan. [Talk]
   
• Cress, U. (2006, März). Lernen mit Kommunikationsmedien - ein Zukunftsmodell? Universität Paderborn. [Vortrag]
   
• Cress, U. (2006, Februar). Leitung der Sektion M: Neue Ergebnisse des Wissensmanagements. LearnTec. Karlsruhe. [Vortrag]
   
• Cress, U. (2006, Februar). Neue Ergebnisse des Wissensmanagements - Ergebnisse aus dem Labor. LearnTec. Karlsruhe. [Vortrag]
   
• Cress, U. (2006, Mai). Medien für Schule und Ausbildung. Universität Konstanz. [Vortrag]
   
• Cress, U. (2006, Juni). Wissensaustausch mit neuen Medien. Universität Braunschweig. [Vortrag]
   
• Cress, U. (2006, Juli). Bedeutung der Mehrebenenanalysen in der Statistik. Habilitationsvortrag an der Universität Tübingen. [Vortrag]
   
• Cress, U. (2006, Juli). Lernen mit Kommunikationsmedien - ein Zukunftsmodell? Universität Bielefeld. [Vortrag]
   
• Cress, U. (2006, September). Informationsaustausch mit digitalen Medien - eine psychologische Perspektive. Vortrag am L3S Hannover. [Vortrag]
   
• Cress, U. (2006, Oktober). "Ich sage allen was ich weiß - Potentiale und Barrieren des Wissensaustauschs mit digitalen Medien." Antrittsvorlesung an der Universität Tübingen. [Vortrag]
   
• Cress, U. (2006, November). Lernen mit Kommunikationsmedien - ein Zukunftsmodell? Technische Universität Karlsruhe. [Vortrag]
   
• Cress, U. (2007, März). Einsatz von Medien für das situierte Lernen. Universität Innsbruck, Österreich. [Vortrag]
   
• Cress, U. (2007, März). Lernen mit Kommunikationsmedien - ein Zukunftsmodell? Universität der Bundeswehr Hamburg. [Vortrag]
   
• Cress, U. (2007, January). Advanced statistical approaches for CSCL: Multilevel analyses. CSCL Alpine Rendez-Vous. Villars, Schweiz. [Talk]
   
• Cress, U. (2007, Februar). Das Wissen der Lehr-/Lernforschung in seiner Bedeutung für die Ausbildung von Lehrerinnen und Lehrern. Ruhr-Universität Bochum. [Vortrag]
   
• Cress, U. (2007, Juni). Wissenserwerb und Wissenskommunikation im Internet aus motivations- und kognitionspsychologischer Sicht. Universität Erfurt. [Vortrag]
   
• Cress, U. (2007, Juli). Wissensaustausch mit digitalen Medien: Experimentelle Befunde zu einem sozialen Dilemma. TU Berlin. [Vortrag]
   
• Cress, U. (2007, Oktober). Experimentelle Ansätze zum Wissensaustausch mit digitalen Medien. Universität Zürich. [Vortrag]
   
• Cress, U. (2008, June). The interaction between groups and individuals: The challenge of statistically analysing cooperative learning. International Conference of the Learning Sciences. Utrecht, The Netherlands. [Talk]
   
• Cress, U. (2008, June). Präsentation auf dem Invited Symposium Productive tensions in the learning sciences: Socio-cognitive and socio-cultural theory. International Conference of the Learning Sciences. Utrecht, The Netherlands. [Vortrag]
   
• Cress, U. (2008, November). Wissensprozesse im Web 2.0. Know Center. Graz. [Vortrag]
   
• Cress, U. (2009, Dezember). Diskutant: Workshop "Pinpointing pivotal moments in collaboration". Alpine-Rendez Vous. Garmisch-Partenkirchen. [Workshop Organisation]
   
• Cress, U. (2009, June). Handling multilevel data. Workshop on the International Conference on Computer Supported Collaborative Learning (CSCL). Rhodes, Greece. [Talk]
   
• Cress, U. (2009, November). Unendliche Weiten: die kognitive und soziale Dimension des www. Studientag des kirchlich-theologischen Arbeitskreises der PfarrerInnen des Kirchenbezirks Stuttgart. Stuttgart. [Vortrag]
   
• Cress, U. (2010, Mai). Wissensaustausch und Wissenskonstruktion. Ruhr-Universität Bochum. [Vortrag]
   
• Cress, U. (2010, June). Motivationale Aspekte zum Wissenstransfer - Ergebnisse psychologischer Forschung zum Wissensaustausch. Symposium "Wissensmanagement im Wissenschaftlichen Verbundsystem Leistungssport". Blaubeuren. [Vortrag]
   
• Cress, U. (2011, November). Teamtraining in der virtuellen Realität. Gastvortragsreihe Virtual Reality der Fraunhofer IFF. Magdeburg. [Vortrag]
   
• Cress, U. (2011, Oktober). Mobile learning - eine psychologische Perspektive. Workshop "Mobile Learning Technology". Saarbrücken. [Talk]
   
• Cress, U. (2011, Februar). Moderation: Workshop Gestaltung von Lernszenarien - Neue Lernformen 2. didacta 2011: Fachtagung Professional E-Learning. Stuttgart. [Vortrag]
   
• Cress, U. (2012, März). Reviewing scientific papers. Paper-Reviewing Workshop für Nachwuchswissenschaftler für das International Journal of Technology Enhanced Learning. [Vortrag]
   
• Cress, U. (2012, Mai). Gemeinsam Wissen konstruieren im Social Web. Abschlussveranstaltung des Open Course "Workplace Learning (ocwl11). Stuttgart. [Vortrag]
   
• Cress, U. (2013, June). Making use of collective knowledge – a cognitive approach. 10th International Conference on Computer Supported Collaborative Learning (CSCL). Winconsin, Madison (USA). [Talk]
   
• Cress, U. (2013, June). Mass collaboration - an emerging field for CSCL research. Symposium at the 10th International Conference on Computer Supported Collaborative Learning (CSCL). Madison, Wisconsin, USA. [Symposium Organisation]
   
• Cress, U. (2013, June). CSCL@Work - Bridging learning and work. Workshop auf der 10th International Conference on Computer Supported Collaborative Learning (CSCL). Madison, Wisconsin, USA. [Workshop Organisation]
   
• Cress, U. (2013, June). Mass collaboration - am emerging field for CSCL research. 10th International Conference on Computer Supported Collaborative Learning (CSCL). Winconsin, Madison (USA). [Talk]
   
• Cress, U. (2013, Juni). 10 Jahre E-Learning in Deutschland - Rückblick und Ausblick. Jubiläumsveranstaltung „10 Jahre e-teaching.org“. Leibniz-Institut für Wissensmedien. Tübingen. [Vortrag]
   
• Cress, U. (2014, May). Mass collaboration as co-evolution of cognitive and social systems. International Workshop on Mass Collaboration and Education. Tübingen. [Talk]
   
• Cress, U. (2014, April). Experimentelle Methoden in der E-Learning-Forschung. Online-Veranstaltung: Pro und Contra von experimentellen und Design-Based-Ansätzen. http://connect8.iwm-kmrc.de/p3z7f1t0xwb?launcher=false&fcsContent=true&pbMode=normal [Vortrag]
   
• Cress, U. (2015, December). How Social Media enable individual learning and collaborative knowledge creation. Invited Talk at User-Centred Social Media | Graduiertenkolleg / DFG. International Symposium on User-Centered Social Media. Duisburg. [Talk]
   
• Cress, U. (2015, October). Application of Networks: Analyzing knowledge construction. 7th International Workshop on Network Theory. Northwestern University, Evanston, IL, USA. [Talk]
   
• Cress, U. (2015, April). Wissenskonstruktion mit Wikis: Eine systemisch-kognitive Perspektive. Arbeitstagung am Museum für Naturkunde (MfN). Berlin. [Workshop Organisation]
   
• Cress, U. (2015, April). Early Career Workshop. 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015). Göteborg, Sweden. [Workshop Organisation]
   
• Cress, U. (2016, Juni). e-learning, Fluch oder Segen in der Aus- und Weiterbildung. Eingeladener Vortrag beim Festakt anlässlich des 40-jährigen Jubiläums des ulmkollegs. Ulm. [Vortrag]
   
• Cress, U. (2016, Januar). e-teaching.org als zentrale Austauschplattform. Eingeladener Vortrag auf der LEARNTEC. Karlsruhe. [Vortrag]
   
• Cress, U. (2017, Juli). Aktuelle Entwicklungen der Wissensvermittlung und des Wissenserwerbs mit digitalen Medien sowie aktuelle Forschungsprojekte des IWM. Eingeladener Vortrag auf der Sitzung des Landesfachausschusses Wissenschaft, Forschung und Kunst der CDU Baden-Württemberg. Stuttgart. [Vortrag]
   
• Cress, U. (2017, Dezember). KI - Katalysator oder Feind einer offenen Gesellschaft? OPEN! 2017 - Offene Kultur in Zeiten künstlicher Intelligenz. Stuttgart. [Symposium Diskussion]
   
• Cress, U. (2017, April). Das Phänomen Wikipedia: Wie Wissen wächst. Eingeladener Vortrag beim Open Campus, Hochschule Furtwangen. Tuttlingen. [Vortrag]
   
• Cress, U. (2017, November). Digitales Know-how – der Schüssel zur MINT-Welt. Eingeladener Vortrag auf der 6. ZEIT Konferenz Schule & Bildung „Alles digital?! Wie guter MINT-Unterricht gelingen kann“. Deutsche Telekom Stiftung, Berlin. [Vortrag]
   
• Cress, U. (2017, November). Neue Metaphern für das Lernen – Was digitale Medien in der Schule alles leisten und verändern können. Eingeladener Vortrag im Rahmen des 5. Sankelmarker Gesprächs zur Lehrerbildung „Die Digitalisierung der Welt. Herausforderungen für Schule und Lehrerbildung“. Universität Flensburg. [Vortrag]
   
• Cress, U. (2017, November). Digitales Know-how – der Schlüssel zur MINT-Welt. ZEIT KONFERENZ Schule & Bildung: Alles digital? - Wie guter MINT-Unterricht gelingen kann. Berlin. [Symposium Diskussion]
   
• Cress, U. (2017, Juli). Die soziale Dimension des Wissens - oder warum Frauen auch mal Modelleisenbahn fahren dürfen. Eingeladener Vortrag. Veranstaltung für die neuen wissenschaftlichen Direktoren/innen und die Vorgänger/innen. Leibniz-Gemeinschaft, Berlin. [Vortrag]
   
• Cress, U. (2018, July). Panelist at the Careers Programme "Science-flashmobs at shoppingmalls? From Scientific output towards scientific outreach". Euroscience Open Forum (ESOF 2018). Toulouse, France. [Panel]
   
• Cress, U. (2018, November). Learning Needs Heterogeneity & Irritation. Artificial Intelligence – International Research and Applications: 1st Japanese-German-French DWIH Symposium. Tokio, Japan. [Talk]
   
• Cress, U. (2018, February). Knowledge creation in mass-collaboration scenarios. Invited talk at the First Workshop of the International Society of the Learning Sciences (ISLS) in Africa. University of the Witwatersrand, Johannesburg, Südafrika. [Talk]
   
• Cress, U. (2018, Mai). Was sind Experten, was Laien? Wie die Digitalisierung die Wissensordnung verändert. Eingeladener Vortrag beim Deutschen StiftungsTag 2018 „Update! - Stiftungen und Digitalisierung”. [Vortrag]
   
• Cress, U. (2019, Dezember). Schwarmintelligenz, Echokammern, Verschwörungstheorien: Wie entsteht Wissen im digitalen Zeitalter? Eingeladener Vortrag im Rahmen der Leibniz-Lectures in der Urania Berlin. Leibniz-Gemeinschaft, Berlin, Deutschland. [Vortrag]
   
• Cress, U. (2019, Oktober). Wissen und Lernen im Zeitalter von Wikipedia. Eingeladener Vortrag beim Talk am RBG. Robert-Bosch-Gymnasium, Wendlingen am Neckar, Deutschland. [Vortrag]
   
• Cress, U. (2020, May). 10 years Leibniz-WissenschaftsCampus Tübingen. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
   
• Cress, U. (2020, April). Wie verändert Corona das Lernen und die Schule? Tonspur Wissen. Ein Podcast von t-online.de und der Leibniz-Gemeinschaft. [Vortrag]
   
• Cress, U. (2020, Mai). Kollaborative Wissenskonstruktion: Wie entsteht Wissen im digitalen Zeitalter? LIfBi Lectures. Eingeladener online-Vortrag am Leibniz-Institut für Bildungsverläufe e. V., Bamberg. [Vortrag]
   
• Cress, U. (2021, Juni 16). KI@Education. 1. Kuratoriumssitzung 2021, Deutsche Telekom Stiftung. Bonn. [Vortrag]
   
• Cress, U. (2021, April 9). Wissenskonstruktion oder: „Wissen ist Macht“ – aber wer „macht“ das Wissen? Identität im digitalen Wandel. Podcast von Global Young Faculty, Universitätsallianz Ruhr. Essen. [Vortrag]
   
• Cress, U. (2021, Juli 8). Megatrend Wissensgesellschaft – welche gesellschaftlichen Veränderungen bewirkt er? Gastvortrag im Rahmen der Veranstaltungen in Modul 4 des Executive Masterprogramms „Intersectoral Governance“ zum Thema „Kooperationen und Konflikte in intersektoralen Kooperationen“ (ISoG20). Duale Hochschule Baden-Württemberg, Center for Advanced Studies (CAS). Stuttgart. [Vortrag]
   
• Cress, U. (2022, September 27). Eingeladene Leitung eines Workshops zum Thema „Digitale Kompetenzen uploaded – Ziel- und Zukunftsperspektiven im multiperspektivischen Diskurs“. Bildungspolitisches Forum „Mindeststandards – ein Beitrag zu besserer Bildung für alle?“ Leibniz Forschungsnetzwerk Bildungspotenziale (LERN). Hessische Landesvertretung, Berlin. [Workshop Organisation]
   
• Cress, U. (2022, März 9-11). „Wissen“ im digitalen Zeitalter. Keynote auf der 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) „Alles auf Anfang? – Bildung im digitalen Wandel“. Bamberg (virtuelle Konferenz). [Vortrag]
   
• Cress, U. (2022, April 26). Lernökologie: Bedeutung informeller Lerngelegenheiten in unserer Wissensgesellschaft. Austausch zwischen der Leibniz-Gemeinschaft und der Deutsche Telekom Stiftung. Berlin. [Workshop Organisation]
   
• Cress, U. (2022, Oktober 6). Impulsvortrag zum Thema „Ohne kompetente Lehrkräfte keine Digitalisierung“. 10. Gespräch des Präsidiums der KMK mit im Bildungsbereich aktiven Stiftungen. Deutsche Telekom Stiftung, Berlin. [Vortrag]
   
• Cress, U. (2022, September 12-14). Wissen im digitalen Zeitalter – Herausforderung für die akademische Bildung. Keynote auf der 20. Fachtagung Bildungstechnologien der GI Fachgruppe Bildungstechnologien (DELFI 2022) „Digitale Lehre nachhaltig gestalten“. Karlsruhe. [Vortrag]
   
• Cress, U. (2023, September 26). Einführung in das Thema. Bildungspolitischen Forum 2023. Vertretung des Landes Baden-Württemberg, Berlin. [Vortrag]
   
• Cress, U. (2023, Februar 28-März 3). Medienbezogene Lehrkompetenz: Messung, Wirkung, Förderung. 10. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Universität Duisburg-Essen, Essen. [Symposium Diskussion]
   
• Cress, U. (2023, Januar 31 – Februar 1). Künstliche Intelligenz in der Schule. Eingeladener Vortrag auf der Präsenztagung zum Thema „Automatisiertes Lernen? Künstliche Intelligenz im Bildungssystem“, Veranstaltungsreihe „Demokratie im Gespräch“. Akademie für Politische Bildung, Tutzing. [Vortrag]
   
• Cress, U. (2024, Juni 26). Künstliche Intelligenz und Schule- eine Revolution unseres Bildungswesens? Tübingen-Hirschau. [Vortrag]
   
• Cress, U. (2024, Dezember 4). Vorlesung „Einführung: Vorstellung des IWM“. Eberhard Karls Universität Tübingen, Fachbereich Psychologie. [Vortrag]
   
• Cress, U. (2024, März 1). KI in der Klasse: Ein weiter und steiniger Weg? 8. LEAD-Tag der Wissenschaft „Auf zum Bildungs-Gipfel: Schule und Wissenschaft gemeinsam unterwegs“. LEAD Graduate School & Research Networks, Eberhard Karls Universität Tübingen. [Vortrag]
   
• Cress, U. (2024, Juni 12). Potenziale von KI in der Bildung. Jahrestreffen der Leitungen der Landesinstitute 2024. Esslingen. [Vortrag]
   
• Cress, U. (2024, November 8). Adäquate Konfidenz in das eigene Wissen als Bildungsziel. Gemeinsamer Workshop von Leopoldina und Ständige Wissenschaftliche Kommission (SWK). Halle (Saale). [Vortrag]
   
• Cress, U. (2024, November 11). KI in der Bildung: Impulspapier der SWK zu Large Language Models und ihren Potenzialen im Bildungssystem. BDA/BDI Ausschuss Bildung, Bundesvereinigung der Deutschen Arbeitgeberverbände. [Vortrag]
   
• Cress, U. (2024, Februar 6). Bildung braucht mehr als Bildschirm: Warum die Debatte um die Digitalisierung noch immer zu kurz greift. Podium zum Thema "Digitalisierung von Schulen". Stuttgart. [Vortrag]
   
• Cress, U. (2024, Oktober 18). Künstliche Intelligenz: Was kann und wird sie in der Bildung leisten? Auftaktveranstaltung Podium Schulmanagement und Leadership, Eröffnungsveranstaltung für Kohorte 4. Heilbronn. [Vortrag]
   
• Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2002, June). Knowledge communication via shared databases - a social dilemma. Workshop on barriers and biases in computer-mediated knowledge communication - and how they may be overcome. Münster. [Talk]
   
• Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2002, September). Wissensaustausch mittels geteilter Datenbanken - ein soziales Dilemma. 43. Kongress der Deutschen Gesellschaft für Psychologie. Berlin. [Vortrag]
   
• Cress, U., Barquero, B., & Hesse, F. W. (2000, September). Medien in der Hochschullehre - erste Ergebnisse einer Evaluationsstudie. 42. Kongress der Deutschen Gesellschaft für Psychologie. Jena. [Vortrag]
   
• Cress, U., Barquero, B., & Hesse, F. W. (2001, Mai). Online-Lernmaterialien in der Hochschullehre: Wie Studierende sie nutzen und beurteilen - Ergebnisse einer Evaluationsstudie. GOR 2001. Göttingen. [Vortrag]
   
• Cress, U., Barquero, B., Schwan, S., Buder, J., & Hesse, F. W. (2001, September). Wissensaustausch mittels geteilter Datenbanken - ein soziales Dilemma. 2. Tagung der Fachgruppe Medienpsychologie. Landau. [Vortrag]
   
• Cress, U., Blume, B., & Ebbinghaus, U. (2024, Wie sieht die Schule der Zukunft aus? 75 Jahre FAZ, Veranstaltungsreihe „Zukunft gestalten“. Stuttgart. https://unternehmen.thalia.de/pressemeldungen/thalia-und-die-frankfurter-allgemeine-zeitung-starten-gemeinsame-veranstaltungsreihe-zukunft-gestalten/ [Panel]
   
• Cress, U., & Buder, J. (2000, Oktober). Partizipation in virtuellen Seminaren: Eine Analyse aus der Sicht der Forschung zum 'information pooling'. Workshop zur Partizipation und Interaktion im virtuellen Seminar. Tübingen. [Vortrag]
   
• Cress, U., Fischer, U., Moeller, K., Sauter, C., & Nuerk, H. C. (2010, July). The use of a digital dance mat for training kindergarten children in a magnitude comparison task. 9th International Conference of the Learning Sciences (ICLS 2010). Chicago, IL, USA. [Talk]
   
• Cress, U., & Heinze, N. (2011, Februar). Hochschullehre im Zeitalter des Web 2.0 - aktuelle Tendenzen aus Sicht der Medienforschung. didacta 2011: Fachtagung Professional E-Learning. Stuttgart. [Vortrag]
   
• Cress, U., Heinze, N., & Plesch, C. (2011, März). STELLAR - ein europäisches Netzwerk für Exzellenz in technologie-unterstütztem Lernen. Online-Vorlesung. Portal e-teaching.org. http://connect.iwm-kmrc.de/p71899477 [Vortrag]
   
• Cress, U., & Hesse, F. W. (2003, September). Trittbrettfahren beim netzbasierten Wissensaustausch. 9. Fachtagung Pädagogische Psychologie. Bielefeld. [Vortrag]
   
• Cress, U., & Hesse, F. W. (2004, Juli). Knowledge sharing in groups: Experimental findings of how to overcome a social dilemma. Sixth International Conference of the Learning Sciences. Santa Monica, CA, USA. [Talk]
   
• Cress, U., Hron, A., Friedrich, F., & Hammer, K. (2006, Juni). What makes groups learning effectively in a videoconference setting. Seventh International conference of the Learning Sciences. Bloomington, USA. [Talk]
   
• Cress, U., Hron, A., & Neudert, S. (2006, Juli). Präsentation der Evaluationsergebnisse zum Schulportal "Lehrer-Online". Schule ans Netz, Bonn. [Vortrag]
   
• Cress, U., & Kimmerle, J. (2006, March). Enhancing knowledge exchange in groups: Some experimental findings. General Online Research. Bielefeld. [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. [Vortrag]
   
• 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. (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]
   
• 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]
   
• 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. (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]
   
• 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]
   
• Cress, U., & Kimmerle, J. (2018, Januar). Wie gut verstehen Laien die Fragilität wissenschaftlicher Inhalte? Interdisziplinärer Workshop „Missverstehen“. Universität Stuttgart. [Vortrag]
   
• 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. [Vortrag]
   
• 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]
   
• 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]
   
• Cress, U., Knabel, O., & Hesse, F. W. (2001, September). Previews, Lern- und Navigationshilfe in Hypertexten? 8. Fachtagung Pädagogische Psychologie. Landau. [Vortrag]
   
• Cress, U., & Köller, O. (2023, Oktober 10). KI in der Klasse: Ein weiter und steiniger Weg. Eingeladener Vortrag auf der Achten bundesweite Fachtagung KI: Wie verändert KI das Lernen und Lehren in der Schule? Zentrum für Schulqualität und Lehrerbildung (ZSL), Berlin. [Vortrag]
   
• Cress, U., & Lachner, A. (2024, Juli 9). Digitale Bildung: Verstärkung oder Lösung der Bildungskrise? Studium Generale. Eberhard Karls Universität Tübingen, Graduiertenschule & Forschungsnetzwerk LEAD. [Vortrag]
   
• Cress, U., Mbak, S., Moskaliuk, J., Schmidt, M., & Thillosen, A. (2017, Januar). university@LEARNTEC 2017. Karlsruhe. [Workshop Organisation]
   
• Cress, U., & Moskaliuk, J. (2017, Januar). Vernetzt = erfolgreich? Strategien für digitale Hochschule-Lehre. Eingeladener Vortrag auf der LEARNTEC 2017. Karlsruhe. [Vortrag]
   
• Cress, U., & Rosé, C. P. (2016, June). Towards next steps for the CSCL community: Advancing science and informing real world collaboration in Web 2.0. International Conference of the Learning Sciences (ICLS). Singapore. [Workshop Organisation]
   
• Cress, U., Thillosen, A., & Wedekind, J. (2009, Dezember). Vorstellung e-teaching.org. Vierter Nationaler IT Gipfel. Stuttgart. [Vortrag]
   
• Cress, U., Vogt, K., & Hesse, F. W. (2003, September). Einfluss von Regeln und Normen beim Wissensaustausch mittels einer geteilten Datenbank. 3. Tagung der Fachgruppe Medienpsychologie. Saarbrücken. [Vortrag]
   
• Cress, U., Wagner, D., Müller-Härlin, M., Werner, R., Dieminger, A., & Sieh, I. (2022, November 21). SWK Talks „Digitalisierung im Bildungssystem“, Folge 6: Hochschule. Ständige wissenschaftliche Kommission (SWK) der Kultusministerkonferenz (KMK). [Vortrag]
   
• 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]
   
• Dackermann, T., Fischer, U., Müller, J. M., Nuerk, H.-C., & Schneider, M. (2015, October). Optimizing embodied number line trainings: Preparing preschoolers for number relations. Second meeting of the Scientific Research Community WO.008.14N – Providing Support for Student Learning: Cornerstone findings, implications and recommendations from Cognitive Psychology for the Teaching of STEM. Leuven, Belgium. [Talk]
   
• Dackermann, T., Huber, S., Moeller, K., & Nuerk, H.-C. (2015, August). Influences of presentation format and task instruction on children’s number line estimation. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
   
• Dackermann, T., Moeller, K., & Kuhn, J. T. (2016, August). Differential influences of arithmetic abilities on number line estimation performance in children with and without mathematical learning difficulties. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 15. Leuven, Belgium. [Talk]
   
• Daltoè, T., Appel, T., Stark, P., Brucker, B., Dreher, A., Fauth, B., Friesen, M., Gerjets, P., Hansen, L., Trautwein, U., & Göllner, R. (2025, Januar 27-29). Die Qualität im Blick – Zusammenhänge von Blickverhalten und Einschätzungen der Unterrichtsqualität in verschiedenen Videoumgebungen. 12. GEBF-Tagung: Bildung als Schlüssel für gesellschaftliche Herausforderungen. Universität Mannheim. https://www.gebf-ev.de/men%C3%BC-gebf/tagungen-der-gebf/2025-12-gebf-tagung-mannheim/ [Vortrag]
   
• Daltoè, T., Ruth-Herbein, E., Brucker, B., Jaekel, A.-K., Trautwein, U., Fauth, B., Gerjets, P., & Göllner, R. (2024, April 11-14). Immersive insights: Unveiling the impact of 360-degree videos on preservice teachers' experiences during classroom observation. AERA Annual Meeting. Philadelphia, PA, USA. [Talk]
   
• Damisch, L. (2005, May). Can knowledge accessibility effects be explained by mechanisms of exemplar activation and comparison processes? Doktorandenworkshop der Fachgruppe Sozialpsychologie der DGPs. Mannheim. [Talk]
   
• Damisch, L. (2007, June). Believing is for winning: Can a “lucky ball” improve your handicap? Doktorandenworkshop der Fachgruppe Sozialpsychologie der DGPs. Köln. [Talk]
   
• Damisch, L. (2008, June). Organisation: Superstition, fate and luck: How magical beliefs affect our thinking, doing, and well-being. Symposium at the 15th General Meeting of the European Association of Experimental Social Psychology (EAESP). Opatija, Croatia. [Symposium Organisation]
   
• Damisch, L. (2009, Juli). Daumen drücken statt Doping: Der leistungssteigernde Einfluss von Aberglauben. Kolloquium des Instituts für Bewegungswissenschaft in den Sportspielen an der Deutschen Sporthochschule Köln. Köln. [Vortrag]
   
• Damisch, L. (2009, February). Organisation: Exploring the irrational: Antecedents and consequences of magical beliefs and superstitions. Symposium at the SPSP 10th Annual Meeting. Tampa, Florida, USA. [Symposium Organisation]
   
• Damisch, L. (2009, April). Der leistungssteigernde Einfluss von Aberglauben: Warum Glücksbringer helfen, besser Golf zu spielen. Kolloquium des Instituts für Psychologie I an der Universität Leipzig. Leipzig. [Vortrag]
   
• Damisch, L., & Mussweiler, T. (2005, September). Da fällt mir doch der Boris ein! Der Beitrag von Exemplaraktivierungen und Vergleichsmechanismen zur Erklärung von Priming Effekten. 10. Tagung der Fachgruppe Sozialpsychologie der DGPs. Jena. [Vortrag]
   
• Damisch, L., & Mussweiler, T. (2006, September). Donald im Vergleich: Primingeffekte als Ergebnis von Standardaktivierung und Vergleichsprozessen. 45. Kongress der Deutschen Gesellschaft für Psychologie. Nürnberg. [Vortrag]
   
• Damisch, L., & Mussweiler, T. (2007, January). Happy Birthday, Donald!: Der Einfluss spontaner Vergleichsprozesse auf Primingeffekte. Kolloquium des Psychologischen Instituts, Abteilung für Sozialpsychologie an der Universität Heidelberg. Heidelberg. [Vortrag]
   
• Damisch, L., & Mussweiler, T. (2007, September). Konsequenzen expliziter versus impliziter Vergleiche auf das Selbsturteil. 11. Tagung der Fachgruppe Sozialpsychologie der DGPs. Freiburg. [Poster]
   
• Damisch, L., & Mussweiler, T. (2008, September). Good luck – Good job? The influence of superstitious beliefs on performance. 10th European Social Cognition Network Transfer of Knowledge Conference. Volterra, Italien. [Talk]
   
• Damisch, L., & Mussweiler, T. (2008, June). Good luck – Good job? The influence of superstitious beliefs on task performance. EAESP 15th General Meeting. Opatija, Croatia. [Talk]
   
• Damisch, L., & Mussweiler, T. (2009, September). Daumen drücken statt Doping: Der leistungssteigernde Einfluss von Aberglauben. 12. Tagung der Fachgruppe Sozialpsychologie der DGPs. Walferdange, Luxemburg. [Vortrag]
   
• Damisch, L., & Mussweiler, T. (2009, Mai). Daumen drücken statt Doping: Der leistungssteigernde Einfluss von Aberglauben. 41. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (asp). Leipzig. [Vortrag]
   
• Damisch, L., & Mussweiler, T. (2009, February). Keep your fingers crossed! How superstition improves performance. SPSP 10th Annual Meeting. Tampa, Florida, USA. [Talk]
   
• Damisch, L., Mussweiler, T., & Plessner, H. (2004, September). Daumen drücken für den Vorgänger? Der Einfluss von Vergleichen auf das Kampfrichterurteil im Kunstturnen. 44. Kongress der Deutschen Gesellschaft für Psychologie. Göttingen. [Vortrag]
   
• Damisch, L., Mussweiler, T., & Plessner, H. (2005, July). Where are you from? The influence of gymnasts’ group membership on performance judgments. EAESP 14th General Meeting. Würzburg. [Talk]
   
• Damisch, L., Mussweiler, T., & Plessner, H. (2006, Mai). Daumen drücken für den Vorgänger? Der Einfluss von Vergleichen auf Bewertungsurteile im Sport. 38. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (asp). Münster. [Vortrag]
   
• Daroczy, G., De Kuthy, K., & Meurers, D. (2022, März 17-18). Wo machen die sprachlichen Anforderungen von Texten und Aufgaben eigentlich einen Unterschied? Sprache als Schlüssel – wozu? Bildungserfolg im Fokus. Otto-Friedrich-Universität Bamberg. https://sifnos.iwm-tuebingen.de/dm/talks/22-03-17-Bamberg-Meurers-Abstract.pdf [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]
   
• DeGrove, F., Breuer, J., Chen, V., Ratan, R., Quandt, T., & Van Looy, J. (2016, June). Validating the Digital Games Motivation Scale for comparative research between countries and sexes. Jahrestagung der International Communication Association (ICA). Fukuoka, Japan. [Talk]
   
• De Kuthy, K., Kolditz, T., & Meurers, D. (2018, March 8). "Questions under discussion" - Annotation, Evaluation and Generation. 40. Jahrestagung der Deutschen Gesellschaft für Sprachwissenschaft (DGfS). Universität Stuttgart. https://www.dgfs2018.uni-stuttgart.de/arbeitsgruppen/ag-7-why-indeed-questions-at-the-interface-of-theoretical-and-computational-linguistics/ [Talk]
   
• De Kuthy, K., & Meurers, D. (2022, September 22-24). Extending experimental research on the effectiveness of an intelligent tutoring system. A corpus study of authentic ESL student essays. 6th International Conference for Learner Corpus Research (LCR 2022). University of Padua, Italy. http://www.maldura.unipd.it/lcr-2022/index.html [Talk]
   
• De Kuthy, K., & Meurers, D. (2024, Juli 12). Intelligente Systeme als adaptive Lernbegleiter. Unterschiedliche Perspektiven - gemeinsam zum Ziel! Wissenschaft und Praxis im Dialog zur zeitgemäßen Schule. Eberhard Karls Universität Tübingen. https://uni-tuebingen.de/de/242752; https://eveeno.com/gemeinsam-zum-ziel [Vortrag]
   
• DeLeeuw, K. (2010, November). The perceptual load of multimedia learning. 4th International Cognitive Load Theory Conference. Hong Kong and Macau, China. [Talk]
   
• DeLeeuw, K. (2011, February). Underlying processes of learning with text and pictures. Forschungscafé der Fachrichtung Erziehungswissenschaft der Universität des Saarlandes. Saarbrücken. [Talk]
   
• DeLeeuw, K., Scheiter, K., & Hesse, F. W. (2012, September). Selektions-, Organisations- und Integrationsprozesse bei der kollaborativen Nutzung multimedialer Repräsentationsformate. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Vortrag]
   
• DeLeeuw, K. E. (2008, November). The visual impedance effect: Individual differences in mental representation. Justus-Liebig-Universität. Gießen. [Talk]
   
• DeLeeuw, K. E. (2009, March). Does all cognitive load occur in working memory? 3rd Annual Cognitive Load Theory Conference. Open University of the Netherlands, Heerlen, The Netherlands. [Poster]
   
• DeLeeuw, K. E. (2010, August). Perceptual load in multimedia learning. EARLI SIG2 Text and Graphics Comprehensions. Tübingen, Germany. [Poster]
   
• DeLeeuw, K. E. (2012, April). Cognitive and perceptual processes during learning from multimedia. Teaching of Learning and Science Graduate School (nwu-essen), Universiät Duisburg-Essen. [Talk]
   
• DeLeeuw, K. E., & Hegarty, M. (2008, September). What diagrams reveal about representations in linear reasoning, and how they help. Fifth International Conference on the Theory and Application of Diagrams. Herrsching. [Talk]
   
• DeLeeuw, K. E., & Mayer, R. E. (2006, May). Dissimilarities in measures of cognitive load. 18th Annual Convention of the Association for Psychological Science. New York City, New York, USA. [Poster]
   
• DeLeeuw, K. E., & Mayer, R. E. (2007, May). Computer-based tests do not hurt performance compared to paper-based tests. 19th Annual Convention of the Association for Psychological Science. Washington DC, USA. [Poster]
   
• DeLeeuw, K. E., & Mayer, R. E. (2007, March). A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load. 1st Annual Cognitive Load Theory Conference. University of New South Wales, Sydney, Australia. [Talk]
   
• DeLeeuw, K. E., Mayer, R. E., & Giesbrecht, B. (2010, August). When more load leads to less distraction: An event-related potential approach. 32nd Annual Conference of the Cognitive Science Society. Portland, OR, USA. [Poster]
   
• DeLeeuw, K. E., Mayer, R. E., & Giesbrecht, B. (2010, August). How does text affect the processing of diagrams in multimedia learning? Sixth International Conference on the Theory and Application of Diagrams. Portland, OR, USA. [Poster]
   
• DeLeeuw, K. E., Mayer, R. E., Giesbrecht, B., & Scheiter, K. (2011, August). Measuring perceptual load in multimedia learning. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
   
• DeLeeuw, K. E., Scheiter, K., & Hesse, F. (2011, July). Individual and collaborative learning from text and pictures: A task analysis. 33rd Annual Conference of the Cognitive Science Society. Boston, MA, USA. [Poster]
   
• De Vreeze, J., & Matschke, C. (2014, July). The effects of illegitimate group assignment on negative emotions, disidentification, and information preference. 17th General Meeting of the European Association of Social Psychology. Amsterdam, The Netherlands. [Talk]
   
• De Vreeze, J., & Matschke, C. (2015, February). Identity incompatibility as a risk factor for low social background students’ success at university. 16th Annual Meeting of the Society for Personality and Social Psychology (SPSP). Long Beach, California, USA. [Poster]
   
• De Vreeze, J., & Matschke, C. (2015, September). ”I don’t belong here!“ The effects of incompatibility between social background and university identity on disidentification, academic performance, and information seeking behaviour. 15. Tagung der Fachgruppe Sozialpsychologie (FGSP 2015). Potsdam. [Talk]
   
• De Vreeze, J., & Matschke, C. (2015, December). "I’m not telling you": Information exchange in groups depends on peoples’ relation with the group. Associatie van Sociaal-Psychologische Onderzoekers (ASPO). Amsterdam, The Netherlands. [Poster]
   
• De Vreeze, J., & Matschke, C. (2016, September). Identifying students at risk: A longitudinal study of the effects of incompatibility between social background and university identity on disidentification, information preference, academic performance, and university drop-out. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Talk]
   
• De Vreeze, J., Matschke, C., & Cress, U. (2016, December). Falling between two stools: Differences in value endorsement as an underlying cause for identity incompatibility. Associatie van Sociaal-Psychologische Onderzoekers (ASPO). Leiden, The Netherlands. [Talk]
   
• De Vreeze, J., Matschke, C., & Cress, U. (2017, September). Straddling two cultures: A mismatch in cultural norms and values between other students and people back home undermines adaptation to university. 16. Tagung der Fachgruppe Sozialpsychologie (FGSP). Ulm. [Talk]
   
• Decker, R., Oestermeier, U., Hesse, F. W., & Plötzner, R. (2003, August). Do graphs improve causal learning? Tenth Biennial Conference of the European Association for Research on Learning and Instruction. Padova, Italy. [Talk]
   
• Dehler, J. (2006, October). Fostering computer-mediated knowledge communication with Knowledge Mirroring. Workshop "CSCL and Group Cognition". Tübingen. [Talk]
   
• Dehler, J. (2007, Fostering audience design and learning of computer-mediated knowledge communication with knowledge mirroring. The CSCL Alpine Rendez-Vous: Mutual Modeling Workshop. Villars, Switzerland. [Talk]
   
• Dehler, J., Bodemer, D., & Buder, J. (2007, July). Fostering Audience Design of Computer-Mediated Knowledge Communication by Knowledge Mirroring. Seventh Computer Supported Collaborative Learning Conference. New Brunswick, NJ, USA. [Talk]
   
• Dehler, J., Bodemer, D., & Buder, J. (2007, September). Using Knowledge Mirroring to foster computer-mediated biomedical knowledge communication. 12th Biennial Conference for Research on Learning and Instruction. Budapest, Hungary. [Talk]
   
• Dehler, J., Buder, J., & Bodemer, D. (2006, June). Knowledge Mirroring Tool (KMT) for computermediated knowledge communication: impact on communication efficiency and effectiveness. Earli´s 9th JURE conference. Tartu, Estonia. [Talk]
   
• Dehler, J., Buder, J., & Bodemer, D. (2008, Juni). Knowledge convergence in asynchronous CMC: The impact of convergence-related external representations. International Conference for the Learning Sciences (ICLS). Utrecht, The Netherlands. [Poster]
   
• Dehler, J., Engelmann, T., & Hesse, F. (2007, June). Group awareness: Impact on participation and personalization. International Follow-Up Workshop on Distributed Learning and Collaboration (DLAC II). Singapore, Singapore. [Talk]
   
• Dehler, J., & Hesse, F. W. (2006, September). Unterstützung von computer-vermittelter Wissenskommunikation durch "Knowledge Mirroring". 45ter Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Nürnberg. [Vortrag]
   
• Dehler, J., Sangin, M., Bodemer, D., & Buder, J. (2008, July). Influencing partner modelling processes by providing collaborative learners with partner knowledge awareness. 29th International Conference of Psychology. Berlin. [Talk]
   
• Deleeuw, K. E. (2009, March). Does all cognitive load occur in working memory? Knowledge Media Research Center (IWM). Tübingen. [Talk]
   
• Delle, F., Sanders-Jackson, A., Rhodes, N., & Neumann, D. (2022, May 26-30). Examining the influence of the LGBT community and their social norms on anti-smoking message processing. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
   
• Demaree, D., Jarodzka, H., Brand-Gruwel, S., & Kammerer, Y. (2020, March). The influence of device type on querying behavior and learning outcomes in a searching as learning task with a laptop or smartphone. Conference on Human Information Interaction and Retrieval (CHIIR). Vancouver, British Columbia, Canada. (Conference cancelled). http://sigir.org/chiir2020/index.html [Poster]
   
• Demetriadis, S., Dettori, G., & Fischer, F. (2005, June). Scripts and narratives in case-based learning environments for supporting students" context awareness. 3rd International Conference on Multimedia and Information & Communication Technologies (m-ICTE). Cáceres, Spain. [Poster]
   
• Denecke, M., Wick, H., Töpper, J., Friedrich, H. F., & Hron, A. (2004, Juli). Integrative Lerntechnologien in der gymnasialen Oberstufe - das Projekt Digitale Oberstufe. Expertenworkshop Lernplattformen in der Schule. Tübingen. [Vortrag]
   
• Des Champs, M. M., Muscanell, N. L., Murphy, S. Q., Rice, L. M., & Guadagno, R. E. (2011, May). Facebook jealousy: The role of gender, need-to-belong, & privacy Settings. Annual Meeting for the Midwestern Psychological Association. Chicago, IL, USA. [Poster]
   
• Des Champs, M. M., Rice, L., Muscanell, N. L., Guadagno, R. E., & Murphy, S. Q. (2012, January). Your Facebook is my homepage: An analysis of Facebook use and jealousy within romantic relationships. Annual Meeting for the Society for Personality and Social Psychology. San Diego, CA, USA. [Poster]
   
• DiGiano, C., Bodemer, D., Hegedus, S. D., Rittle-Johnson, B., Tatar, D., di Sessa, A., & Kaput, J. (2002, May). External representations and their impact on learning and performance. Phase II Conference of the German-American Early Career Research Exchange: Research on Learning and Technology-Supported Education. Tampa/St. Petersburg, FL, USA. [Talk]
   
• Diefenbacher, S., Keller, J., & Sassenrath, C. (2012, July). Empathy and implicit attitudes are relevant for health behavior: Defining lines of action to improve health care workers' hand hygiene behavior. 16th European Conference on Personality (ECP). Trieste, Italy. [Poster]
   
• Diefenbacher, S., Sassenrath, C., & Keller, J. (2014, July). Evidence for the impact of empathy on hand hygiene in critical settings. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Talk]
   
• Diefenbacher, S., Sassenrath, C., & Keller, J. (2014, September). Der positive Einfluss von Empathie auf das Händehygieneverhalten in kritischen Kontexten. Joint Conference of the German Association of Medical Psychology (DGMP) and German Association of Medical Sociology (DGMS). Greifswald. [Vortrag]
   
• Diefenbacher, S., Sassenrath, C., & Keller, J. (2014, August). Empathy as a predictor and trigger of hand hygiene behavior. 28th Conference of the European Health Psychology Society (EHPS). Innsbruck, Austria. [Talk]
   
• Diefenbacher, S., Sassenrath, C., & Keller, J. (2015, Oktober). Empathie und Händehygiene. Freiburger Infektiologie- und Hygienekongress. Freiburg. [Vortrag]
   
• Dietrich, H., & Moeller, K. (2019, March). Development of a brief verbal test of basic numeracy. Wissenschaftliche Jahrestagung LERN 2019. Nürnberg, Germany. [Talk]
   
• 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]
   
• Dignath, C., Harackiewicz, J., Gerjets, P., & Renninger, A. (2024, July 17). Oxford style debate: “A 10-million-dollar debate”: What should K-12 schools intervene in? Self-regulation, utility value, interest, or adaptive teaching technology? TEMMPS – Tübingen Week on Education, Motivation, Meta-Cognition, Personality, and Self-Regulation. Eberhard Karls Universität Tübingen. [Panel]
   
• Diller, B., Kümmel, E., Cress, U., & Moskaliuk, J. (2019, Dezember). #Learnmap Benchmarking-Tool: Hochschulstrategien für die Digitalisierung der Lehre bewerten und vergleichen. Strategies Beyond Borders. Tagung des Hochschulforums Digitalisierung (HFD). Berlin. [Poster]
   
• Diller, B., Kümmel, E., & Moskaliuk, J. (2019, November). Benchmarking an Hochschulen – Digitalisierungsstrategien. Barcamp IWM #LearnMap. Institut für Wissensmedien, Tübingen, Deutschland. [Workshop Organisation]
   
• Diller, B., Kümmel, E., & Moskaliuk, J. (2019, Juli). Die Digital Learning Map. Digitalisierungspraktiken und Hochschulbildung – sind wir auf dem richtigen Weg? Leibniz-Institut für Wissensmedien, Tübingen, Deutschland. [Poster]
   
• Diller, B., Kümmel, E., & Moskaliuk, J. (2019, October). Digital Learning Map 2020. HFDcon. World Conference Center, Bonn, Deutschland. [Poster]
   
• Ditrich, L. (2019, March). The Divided Kingdom - Psychological Perspectives on the Antecedents and Consequences of Brexit as a Geopolitical Event. 2019 International Convention of Psychological Science. Paris, France. [Symposium Organisation]
   
• Ditrich, L. (2020, June). You can’t do that! How questioning groups and their norms relates to threat experiences and confrontation. 19th General Meeting of the European Association of Social Psychology (EASP). Krakow, Poland. (Conference cancelled). https://easp2020krakow.com/ [Poster]
   
• Ditrich, L. (2020, February). Dealing with deviance - On the underpinnings of confrontation and escape responses to norm-violations. Invited talk at Group Processes and Intergroup Relations Preconference at the 2020 Annual Convention of the Society for Personality and Social Psychology. New Orleans, LA, USA. [Talk]
   
• Ditrich, L. (2022, June 10-11). Long-term or situational? How integrative emotion regulation relates to sympathy and supportiveness towards outgroups? Consortium of European Research on Emotion (CERE) 2022 conference. Granada, Spain. [Talk]
   
• Ditrich, L. (2022, September 21). Reactions to violated expectations in groups - Of chucking out bad apples and packing your bags. Invited talk at Grandes Ideas en Psicología y Neurociencias. Webinars en directo por expertos y para todos. University Pública de Navarra (UPNA), Spain. [Talk]
   
• Ditrich, L. (2023, März 27). Die Rolle von Emotionen für kollektives Handeln - Von Wutbürgern und Friedensbewegten. Eingeladener Vortrag, Margarete von Wrangell Frühjahrsseminar 2023. Universität Hohenheim. [Vortrag]
   
• Ditrich, L. (2024, September 16-19). The climate is changing – when do we? Shedding light on affective processes and group dynamics to foster pro-environmental action. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Symposium Organisation]
   
• Ditrich, L., & Febriana, S. G. (2023, June 25-28). How making the consequences of climate change salient breeds readiness for collective and individual action. EASP Small Group Meeting “Collective responses to global environmental challenges: How do collective cognition and motivation shape appraisals and responses?”. Leipzig. [Talk]
   
• Ditrich, L., & Febriana, S. G. (2024, August 29-31). Scaring people into action? Affective responses to making consequences salient and their correlates. 1st Collective Action Network Meeting. Durham University, UK. [Talk]
   
• Ditrich, L., & Febriana, S. G. (2024, September 16-19). There will be CO2nsequences: Affective and behavioural responses to highlighting potential threats. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Talk]
   
• Ditrich, L., & Febriana, S. G. (2024, July 17-20). Of looming threats - Affective and behavioural responses to making crises’ consequences salient. 2024 Conference of the International Society for Research on Emotion. Queen’s University Belfast, UK. [Talk]
   
• Ditrich, L., Febriana, S. G., & Sassenberg, K. (2023, September 11-13). Everything will go downhill from here!? How making crises’ consequences salient affects emotions and action readiness. 18. Tagung der Fachgruppe Sozialpsychologie (FGSP). Graz, Austria. [Talk]
   
• Ditrich, L., Gedeon, E., & Sassenberg, K. (2018, March). The Disunited Kingdom? How negative perceptions of the EU-referendum relate to individual mobility and collective action intentions. Symposium "Brexit & The Rise of Populism - Insights from Political and Psychological Sciences". University of Kent. Canterbury, UK. [Poster]
   
• Ditrich, L., Gedeon, E., & Sassenberg, K. (2019, September). Favouring a Disunited Kingdom? How Negative Perceptions of the EU-Referendum Process Relate to Individual Mobility and Collective Action Intentions. 17. Tagung der Fachgruppe Sozialpsychologie. Köln, Germany. [Talk]
   
• Ditrich, L., Gedeon, E. Z., & Sassenberg, K. (2019, March). Favouring a Disunited Kingdom? How Negative Perceptions of the EU-Referendum Relate to Individual Mobility and Collective Action Intentions. 2019 International Convention of Psychological Science. Paris, France. [Talk]
   
• Ditrich, L., Klackl, J., & Stollberg, J. (2023, June 30-July 4). To protest or not to protest - that is the question. A nuanced view on how affect shapes collective responses to global crises. 19th General Meeting of the European Association of Social Psychology (EASP). Krakow, Poland. [Symposium Organisation]
   
• Ditrich, L., Landkammer, F., Sassenberg, K., & Jacoby, J. (2014, September). Einfluss des regulatorischen Fokus und inititaler Meinungen auf den Entscheidungsprozess. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Poster]
   
• Ditrich, L., Landkammer, F., Sassenberg, K., & Jacoby, J. (2014, July). The impact of regualtory focus and initial opinions about decision making. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Neterlands. [Poster]
   
• Ditrich, L., Lüders, A., Jonas, E., & Sassenberg, K. (2020, February). Leader deviance changes the group – if the group-norm is not affirmed. 2020 Annual Convention of the Society for Personality and Social Psychology (SPSP). New Orleans, LA, USA. [Poster]
   
• Ditrich, L., Roth, G., & Sassenberg, K. (2021, September 13-15). Integrative emotion regulation is related to sympathy and support for outgroups - Chronic response pattern or in situ emotion regulation? European Social Cognition Network (ESCON), Transfer of Knowledge Conference 2021. Salzburg, Austria. [Talk]
   
• Ditrich, L., & Sassenberg, K. (2015, September). Ohne mich oder ohne dich? Austritt und Ausschluss als Reaktionen auf nicht-normatives Verhalten anderer Gruppenmitglieder. 15. Tagung der Fachgruppe Sozialpsychologie. Potsdam. [Vortrag]
   
• Ditrich, L., & Sassenberg, K. (2015, February). Should I stay or should they go?: Schismatic intentions in social groups. 16th Annual Meeting of the Society for Personality and Social Psychology. Long Beach, CA, USA. [Poster]
   
• Ditrich, L., & Sassenberg, K. (2016, August). That’s not what I expected! - Deviant behavior and how it motivates exclusion and leaving. ESCON Transfer of Knowledge Conference 2016. Lissabon, Portugal. [Talk]
   
• Ditrich, L., & Sassenberg, K. (2016, September). That’s not what I expected! - How deviations from norms lead to changes in group membership. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Talk]
   
• Ditrich, L., & Sassenberg, K. (2017, August). One of us does not belong here anymore! - The effects of norm-deviant behavior on confrontation and escape. Pre-Conference on Self and Identity of the International Society for Self and Identity (ISSI). Granada, Spain. [Talk]
   
• Ditrich, L., & Sassenberg, K. (2017, August). When friends turn foes – How deviant behavior motivates exclusion and leaving. 18th General Meeting of the European Association of Social Psychology (EASP). Granada, Spain. [Poster]
   
• Ditrich, L., & Sassenberg, K. (2017, September). Do I still belong here? How deviant behavior shapes exclusion and leaving intentions. 16. Tagung der Fachgruppe Sozialpsychologie. Ulm. [Talk]
   
• Ditrich, L., & Sassenberg, K. (2018, September). Hit the road! How deviant behavior shapes confrontation and escape responses. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]
   
• Ditrich, L., & Sassenberg, K. (2018, April). Gehöre ich hier noch hin? Wie deviantes Verhalten Ausschluss und Austrittsintentionen beeinflusst. Eingeladener Vortrag an der Universität Salzburg. Salzburg, Österreich. [Vortrag]
   
• Ditrich, L., & Sassenberg, K. (2021, August 25-27). Responding to deviance: Why group members choose confrontation or escape in response to norm – violations. Social Psychology Section Annual Conference of the British Psychological Society. Leicester, UK. [Talk]
   
• Ditrich, L., & Sassenberg, K. (2022, September 10-15). Threat and reactions to violated expectations in groups: Adding control to the equation. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
   
• Ditrich, L., & Sassenberg, K. (2023, June 30-July 4). Scary times ahead - How making a crisis’s consequences salient influences affect and collective action intentions. 19th General Meeting of the European Association of Social Psychology. Krakow, Poland. [Talk]
   
• Ditrich, L., & Sassenberg, K. (2023, June 30). How fear is related to policy support and collective action intentions in the context of the war in Ukraine. Pre-conference “The role of emotions in societal problems” preceding the 19th General Meeting of the European Association of Social Psychology. Krakow, Poland. [Talk]
   
• Ditrich, L., Sassenberg, K., & Roth, G. (2019, October). I feel, therefore I help - Integrative emotion regulation, out-group directed sympathy, and out-group support. Emotions 2019 - 7th International conference on emotions, well-being, and health. Tilburg, The Netherlands. [Talk]
   
• Ditrich, L., Sassenberg, K., & Roth, G. (2020, June). I feel (for you) – I’ll help! The relation between integrative emotion regulation, sympathy, and support for out-groups. Social Emotions as Regulators of Social Relations prefoncerence. Krakow, Poland. (Conference cancelled). https://easp2020krakow.com/ [Poster]
   
• Ditrich, L., Sassenberg, K., & Roth, G. (2021, June 30). I feel (for you) – I’ll help! The relation between integrative emotion regulation, sympathy, and support for out-groups. Social Emotions Meeting (SEM). [Talk]
   
• Ditrich, L., de Vreeze, J., & Sassenberg, K. (2016, September). Changes in group membership - intrapersonal and intragroup dynamics. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Symposium Organisation]
   
• Domahidi, E. (2015, May). The associations between online media use and perceived social capital/social support: A meta-analysis. Jahrestagung der International Communication Association (ICA). San Juan, Puerto Rico. [Talk]
   
• Domahidi, E., Breuer, J., Kowert, R., Festl, R., & Quandt, T. (2016, June). A longitudinal analysis of gaming- and non-gaming-related friendships and social support among social online game players. Jahrestagung der International Communication Association (ICA). Fukuoka, Japan. [Talk]
   
• Domahidi, E., Ellison, E., Utz, S., & Trepte, S. (2017, May). Tie strength and SNS affordances. 67th Annual Conference of the International Communication Association (ICA). San Diego, CA, USA. [Talk]
   
• Domahidi, E., & Günther, E. (2016, June). Research methods in communication science: A systematic review of academic practices in the past 80 years. Jahrestagung der International Communication Association (ICA). Fukuoka, Japan. [Talk]
   
• Domahidi, E., & Günther, E. (2016, September). Fast-tracking reviews and meta-analyses with dictionaries? A development and evaluation of keywords to automatically categorize research methods used in communication science studies. Jahrestagung der Methodengruppe der Deutschen Gesellschaft für Publizistik und Kommunikationswissenschaft e.V. (DGPuK). Amsterdam, The Netherlands. [Talk]
   
• Domahidi, E., & Günther, E. (2017, May). 60 Years of Research on Selective Exposure: A Systematic Review. 67th Annual Conference of the International Communication Association (ICA). San Diego, USA. [Talk]
   
• Domahidi, E., & Günther, E. (2017, September). Die Verwendung automatischer Methoden für systematische Forschungsübersichten. Jahrestagung der Fachgruppe Methoden der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft (DGPuK). Mainz. [Vortrag]
   
• Domahidi, E., & Günther, E. (2017, May). A Development and Evaluation of Keywords to Automatically Categorize Research Methods for Research Synthesis. 67th Annual Conference of the International Communication Association (ICA). San Diego, CA, USA. [Talk]
   
• Domahidi, E., Levordashka, A., Fresen, V., & Utz, S. (2017, July). Work related social support in Q&A sites. A content analysis approach. The 3rd Annual International Conference on Computational Social Science. IC2S2. Köln. [Poster]
   
• Domahidi, E., Levordashka, A., Fresen, V., & Utz, S. (2017, September). Work related social support in Q&A sites. A content analysis approach. 10th Conference of the Media Psychology Division. Universität Koblenz-Landau. [Poster]
   
• Domahidi, E., & Quandt, T. (2015, May). The relationship between regional online social network use, friendships and social capital outcomes. Jahrestagung der International Communication Association (ICA). San Juan, Puerto Rico. [Talk]
   
• Domahs, F., Moeller, K., Huber, S., Nuerk, H.-C., & Willmes, K. (2010, November). Sub-base five effects in number processing and calculation. Meeting in Honour of Professor Brian Butterworth: "Numbers in the Brain". London, Great Britain. [Poster]
   
• Domahs, F., Moeller, K., Klein, E., Nuerk, H.-C., & Willmes, K. (2011, March). Handy numbers. 53. Tagung experimentell arbeitender Psychologen (TeaP). Halle. [Talk]
   
• Domahs, F., Rath, D., Klein, E., Krinzinger, H., & Willmes, K. (2011, September). Sprachliche und numerische Kognition bei Patienten mit Aphasie. 26th Annual Meeting of the GNP (Gesellschaft fuer Neuropsychologie). Aachen. [Poster]
   
• Dorr, M., Jarodzka, H., & Barth, E. (2010, March). Space-variant spatio-temporal filtering of video for gaze visualization and perceptual learning. Eye Tracking Research & Application Symposium (ETRA). Austin, Texas, USA. [Talk]
   
• Dresler, T., Bieck, S. M., Lambert, K., & Moeller, K. (2018, April). Influences of basic numerical competencies on fraction processing. 1st Mathematical Cognition and Learning Society Conference. Oxford, UK. [Poster]
   
• Du, W., Neumann, D., Sanders-Jackson, A., & Tan, A. (2022, May 26-30). The effects of applying visual cues in culturally tailored anti-smoking messages for sexual minority women. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
   
• Dubbert, D., Friede, L.-M., Kehrer, M., Kohls, C., Nieder-Steinheuer, K., Seidel, M. F., Szczyrba, B., & Thillosen, A. (2021, September 30-Oktober 1). Wirkfaktoren und Good Practice bei der Gestaltung hybrider Lernräume (HybridLR). EdTech Research Forum 2021. [Poster]
   
• Dubbert, D., Friede, L.-M., Kehrer, M., Kohls, C., Nieder-Steinheuer, K., Seidel, M. F., & Thillosen, A. (2021, August 3). Hybride Lernräume – Forschung und Praxis. Metavorhaben „Digitalisierung im Bildungsbereich”. BILDUNGSDIALOG.DIGITAL: Insight Bildungsforschung, „Interaktionen zwischen und Zusammenarbeit von Forschung und Praxis“. Organisation: DIPF, IWM, DIE und Universität Duisburg-Essen. [Vortrag]
   
• Dubbert, D., Friede, L.-M., Kehrer, M., Seidel, M., Kohls, C., & Nieder-Steinheuer, K. (2022, September 1). Projekt HybridLR. 3. EdTech Research Forum. Universität Duisburg-Essen. [Vortrag]
   
• Dutz, S. (2014, November). "Mediennutzung in Kunstausstellungen - Einfluss auf Besucherverhalten, kognitive Verarbeitung und Ästhetikurteil". Sehen, Denken, Lernen in Museen - Empirische Bildungsforschung an informellen Lernorten. Tagung im Deutschen Museum. München. [Vortrag]
   
• Dutz, S. (2014, July). New media use in art exhibitions: enriching or annoying? 27th Annual Visitor Studies Association Conference. Albuquerque, USA. [Talk]
   
• Dutz, S. (2015, November). Authentizitätsvorstellungen in verschiedenen Museumstypen: Sichtweisen der Kuratoren und Besucher. Leibniz-Forschungsverbund Historische Authentizität: Arbeitstreffen der Themenlinie 2 im Rahmen der Jahrestagung der Leibniz-Gemeinschaft. Berlin. [Vortrag]
   
• Dutz, S. (2016, October). Curators' and Visitors' Concepts of Authenticity. Annual Conference der German Studies Association. San Diego, USA. [Talk]
   
• Dutz, S. (2016, März). Curators' and visitors' concepts of authenticity - A study in 8 (+1) Leibniz research museums. Tagung "Museen - Orte des Authentischen?". Mainz. [Talk]
   
• Dönmez, P., Rosé, C., Stegmann, K., Weinberger, A., & Fischer, F. (2005, May). Supporting CSCL with automatic corpus analysis technology. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan. [Talk]
   
• Düsing, K., Bruckermann, T., Greving, H., Thomas, J., Van den Bogaert, V., Lewanzik, D., Schuhmann, A., Brandt, M., & Harms, U. (2024, September 20). Using videos to open the black box of scientific research processes. European Science Education Research Association (ESERA SIG2). Universität Graz, Austria. [Talk]
   
• Düsing, K., Bruckermann, T., Greving, H., Thomas, J., Van den Bogaert, V., Lewanzik, D., Schumann, A., Brandt, M., & Harms, U. (2024, October 10). Bridging disciplinary and school science - Videos with authentic cases for addressing scientific reasoning competencies and epistemic beliefs. Newton-Room-visit and STEM Seminar. Nord Univerisität Bodø, Norway. [Talk]
   
• Düsing, K., Bruckermann, T., Greving, H., Thomas, J., van den Bogaert, V., Lewanzik, D., Schumann, A., Brandt, M., & Harms, U. (2023, September 18-21). Effekte der expliziten Vermittlung des Forschungsprozesses auf wissenschaftliches Denken und Wissenschaftsverständnis. Internationale Tagung der Fachsektion Didaktik der Biologie (FDdB) im VBIO 2023. Ludwigsburg. [Poster]
   
• Düsing, K., Bruckermann, T., Greving, H., Thomas, J., van den Bogaert, V., Lewanzik, D., Schumann, A., Brandt, M., & Harms, U. (2024, July 1-5). Effects of explicitly communicating the research process using learning videos with authentic cases on scientific reasoning and epistemic beliefs. 14th Conference of European Researchers in Didactics of Biology (ERIDOB). Université Claude Bernard Lyon 1, France. [Poster]
   
• Düsing, K., Bruckermann, T., Greving, H., Van den Bogaert, V., Lewanzik, D., Schumann, A., Brandt, M., & Harms, U. (2022, November 25-26). Welche Effekte haben authentische Fallbeispiele auf wissenschaftliches Denken, wenn der Forschungsprozess explizit gemacht wird? – Ein VideT-Teilprojekt. Early Career Researcher Konferenz „WiSuaL 2022 – Wissenschaftsvermittlung in Schülerlaboren und außerschulischen Lernkontexten“. Ruhr-Universität Bochum. [Poster]
   
• Düttmann, T., Irle, G., Kathmann, J., Capparozza, M., & Thillosen, A. (2022, September 1). Dialogforum „Kompetenzen von Lehrkräften in der digital geprägten Welt“. 3. EdTech Research Forum. Universität Duisburg-Essen. [Workshop Organisation]
   
• Eberhardt, K., Keim, S., Klein, E., Huber, W., & Willmes, K. (2010, September). Is 123 easier than ABC ? - A case of peripheral frontal agraphia. 6th NeuroVisionen Conference. Bochum. [Poster]
   
• Eberhardt, K., Klein, E., Keim, S., Weimer, A., & Huber, W. (2010, January). How can you write Y with a cocktail glass? A Single Case fMRI Study of Peripheral Frontal Agraphia. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Eberhardt, K., Klein, E., Keim, S., Weimer, A., & Huber, W. (2010, January). How can you write Y with a cocktail glass? A Single Case fMRI Study of Peripheral Frontal Agraphia. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Edelmann, J., Gerjets, P., Mock, P., Schilling, A., & Strasser, W. (2012, January). Face2Face - A system for multi-touch collaboration with Telepresence. IEEE International Conference on Emerging Signal Processing Applications (ESPA). Las Vegas, Nevada, USA. [Poster]
   
• Edelmann, J., Imhof, B., Kammerer, Y., Gerjets, P., & Strasser, W. (2011, Mai). Individuelle Audioinhalte für Multi-User Tabletop Installationen. Konferenz Kultur und Informatik - Multimediale Systeme. Berlin. [Vortrag]
   
• Edelmann, J., Kammerer, Y., Imhof, B., Gerjets, P., & Straßer, W. (2011, September). Tangoscope: A tangible audio device for tabletop interaction. INTERACT 2011: 13th IFIP TC13 Conference on Human-Computer Interaction. Lisbon, Portugal. [Talk]
   
• Edelmann, J., Mock, P., Schilling, A., & Gerjets, P. (2013, September). Preserving non-verbal features of face-to-face communication for remote collaboration. 10th International Conference CDVE 2013. Alcudia, Mallorca, Spain. [Talk]
   
• Edelmann, J., Mock, P., Schilling, A., Gerjets, P., Rosenstiel, W., & Straßer, W. (2012, November). Towards the keyboard of Oz: Learning soft-keyboard models from raw optical sensor data. ACM SIGCHI Interactive Tabletops and Surfaces (ITS'12). Cambridge, MA, USA. [Talk]
   
• Eder, T., Richter, J., Scheiter, K., Hüttig, F., & Keutel, C. (2020, August). How dental students improve in diagnosing radiographs. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
   
• Eder, T. F., Kuklick, L., & Lindner, M. A. (2024, August 21-23). Visual processing of elaborated feedback in assessments: Is visual attention predictive for learning? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7: Instructional design and technology-enhanced learning: current states and future perspectives. University of Tübingen. [Talk]
   
• Eder, T. F., Kuklick, L., & Lindner, M. A. (2024, September 16-19). Gaze pattern when processing elaborated feedback in computer-based assessment: Is visual attention predictive for learning? 53. Kongress der Deutschen Gesellschaft für Psychologie / 15. Kongress der Österreichischen Gesellschaft für Psychologie. Universität Wien, Austria. [Talk]
   
• Eder, T. F., Scheiter, K., Keutel, C., Huettig, F., Kasneci, E., & Richter, J. (2020, May). How dental students learn to diagnose radiographs. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
   
• Eder, T. F., Scheiter, K., Richter, J., Keutel, C., Castner, N., Kasneci, E., & Hüttig, F. (2018, August). Do gaze visualisations foster the diagnostic performance and gaze behaviour of dental students? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics. Freiburg. [Talk]
   
• Eder, T. F., Scheiter, K., Richter, J., Keutel, C., Castner, N., Kasneci, E., & Hüttig, F. (2018, June). Do eye movement visualisations foster the interpretation of radiology images and gaze behaviour of dental medicine students? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 27: Online Measures of Learning Processes. Warsaw, Poland. [Talk]
   
• Eder, T. F., Scheiter, K., Richter, J., Keutel, C., Castner, N., Kasneci, E., & Hüttig, F. (2018, September). Ich sehe was, was du nicht siehst: Verändern statische Blickbewegungsvisualisierungen das Blickverhalten und die Befundungsleistung von Zahnmedizinstudierenden bei der Interpretation von Röntgenbildern? 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Vortrag]
   
• Eggeling, M. (2017, November). Using medical learning videos for patient education. N² Science Communication Conference. Berlin. [Poster]
   
• 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]
   
• Eggeling, M., Bientzle, M., & Kimmerle, J. (2018, June). Supporting shared decision making: What do patients need? Leibniz PhD Network Conference on Interdisciplinarity. Magdeburg. [Poster]
   
• 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]
   
• 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]
   
• 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]
   
• 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]
   
• Eghbal-Azar, K. (2010, June). Bringing together Cultural Anthropology and Psychology: Chances and Challenges especially with regard to Mobile Eye-Tracking. Institut für Kulturanthropologie und Entwicklungsstudien, Universität Nijmegen. [Talk]
   
• Eghbal-Azar, K. (2010, Oktober). Mobiles Eye-tracking im Museum: Ergebnisse einer Besucherstudie im Linden-Museum. Satellite Workshop "Cognitive Anthropology" bei der KogWis 2010 - The Biannual Meeting of the German Society for Cognitive Sciences. Potsdam. [Talk]
   
• Eghbal-Azar, K. (2010, Oktober). Mobiles Eye-tracking im Feld: Anwendung, Reaktionen und potentielle Probleme. Satellite Workshop "Cognitive Anthropology" bei der KogWis 2010 - The Biannual Meeting of the German Society for Cognitive Sciences. Potsdam. [Vortrag]
   
• Eghbal-Azar, K. (2010, Oktober). Kognitionswissenschaftliche Besucherforschung: Eine Verknüpfung ethnologischer und psychologischer Methoden und Theorien. KogWis 2010 - The Biannual Meeting of the German Society for Cognitive Sciences. Potsdam. [Vortrag]
   
• Eghbal-Azar, K. (2010, July). Knowledge Exchange between Oceanic people, curators and museum visitors. 8th Conference of the European Society for Oceanists (ESFO 2010). St. Andrews, Great Britain. [Talk]
   
• Eghbal-Azar, K. (2010, Oktober). wissen&museum. Archiv – Exponat – Evidenz. Institutskolloquium des Ludwig-Uhland-Instituts für Empirische Kulturwissenschaft. Universität Tübingen. [Vortrag]
   
• Eghbal-Azar, K. (2010, September). Appropriation and Experience at the Museum: a cognitive science approach to visitor studies. Workshop der Society for Anthropological Sciences 2010 (SASci 2010). Pilsen, Tschechien. [Talk]
   
• Eghbal-Azar, K. (2010, Mai). Kulturgeprägte Raum- und Kunst-Wahrnehmung. Workshop "Raum ausstellen!". Kunsthistorisches Institut, Universität Tübingen. [Vortrag]
   
• Eghbal-Azar, K. (2011, July). Exploring mobile eye-tracking in visitor studies. 24th Annual Conference of the Visitor Studies Association (VSA). Chicago, USA. [Talk]
   
• Eghbal-Azar, K. (2011, July). Knowledge and museum: Archive, exhibit, evidence. 24th Annual Conference of the Visitor Studies Association (VSA). Chicago, USA. [Poster]
   
• Eghbal-Azar, K. (2012, März). Präsenz – ausstellen, erfahren, erforschen. Abschlusstagung im Rahmen des Projekts "wissen&museum: Archiv-Exponat-Evidenz. Marbach. [Workshop Organisation]
   
• Eghbal-Azar, K. (2012, März). Transformationsprozesse im Literaturmuseum der Moderne: Besucherforschung aus kognitionswissenschaftlicher Perspektive. Deutsches Literaturarchiv Marbach a. N. [Vortrag]
   
• Ehlis, A.-C., Brucker, B., Häußinger, F. B., Schneider, S., & Gerjets, P. (2014, Juni). Der Einfluss von Gesten auf das Lernen nicht-menschlicher Bewegungen anhand von dynamischen Visualisierungen: Die Rolle des menschlichen Spiegelneuronensystems (eine fNIRS-Studie). 40. Tagung Psychologie und Gehirn (PuG). Lübeck. [Poster]
   
• Ehrhardt, N., Müller, F., Franke, M., Bellon, J., & Utz, S. (2024, November 18). Besser Streiten mit KI. Science & Innovation Days. Eberhard Karls Universität Tübingen. [Runder Tisch]
   
• Eikmeier, V., Ruiz Fernández, S., Maienborn, C., & Ulrich, R. (2011, März). Der mentale Zeitpfeil bei lokations-irrelevanten vokalen Reaktionen. 53. Tagung experimentell arbeitender Psychologen (TeaP). Halle. [Poster]
   
• Eitel, A., Kühl, T., Scheiter, K., & Gerjets, P. (2011, July). When harder to read means better to understand! Cognitive load theory meets disfluency research when learning with multimedia. 21st Annual Meeting of the Society for Text and Discourse. Poitiers, France. [Talk]
   
• Eitel, A., Kühl, T., Scheiter, K., & Gerjets, P. (2014, August). Disfluency meets cognitive load in multimedia learning: Does harder to read mean better to understand? Meeting of the EARLI SIG 6&7 Instructional Design & Learning with Computers. Rotterdam, The Netherlands. [Talk]
   
• Eitel, A., Richter, J., & Scheiter, K. (2014, June). How to design digital textbooks for natural sciences education. Collaborative Workshop "Digital Media in Education". University of Alberta, Canada. [Talk]
   
• Eitel, A., & Scheiter, K. (2012, September). Prozesse beim Lernen mit Text und/oder Bild. Symposium auf dem 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Symposium Organisation]
   
• Eitel, A., & Scheiter, K. (2013, September). Müssen hervorgehobene Elemente in Texten und Bildern korrespondieren um lernförderlich zu sein? 14. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Vortrag]
   
• Eitel, A., & Scheiter, K. (2014, September). Ist wiederholtes Lernen und Testen besonders hilfreich für das Lernen mit Multimedia? 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
   
• Eitel, A., & Scheiter, K. (2014, März). Müssen hervorgehobene Elemente in Texten und Bildern korrespondieren, um lernförderlich zu sein? 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt am Main. [Vortrag]
   
• Eitel, A., & Scheiter, K. (2014, August). Amplifying multimedia effects by repeating the study-test cycle: Evidence for underconfidence with practice? Meeting of the EARLI SIG2 Text and Graphics Comprehension. Rotterdam, The Netherlands. [Talk]
   
• Eitel, A., & Scheiter, K. (2015, August). Multimedia effects at repeated studying and testing: Evidence for adaptation to task demands. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
   
• Eitel, A., & Scheiter, K. (2016, June). Implementation intentions to process pictures early foster comprehension – for those who follow them. International Cognitive Load Conference. Bochum. [Talk]
   
• Eitel, A., & Scheiter, K. (2017, August). Twice is good! Tast-taking fosters repeated but not initial study of multimedia materials. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
   
• Eitel, A., Scheiter, K., & Schüler, A. (2010, August). Getting a clue: How initially attending to a picture fosters learning from subsequent text. Meeting of the EARLI SIG2 Text and Graphics Comprehension. Tübingen. [Talk]
   
• Eitel, A., Scheiter, K., & Schüler, A. (2010, August). Getting a clue: Gist extraction from scenes and causal systems. Sixth International Conference on the Theory and Application of Diagrams. Portland, OR, USA. [Talk]
   
• Eitel, A., Scheiter, K., & Schüler, A. (2010, July). Getting a clue: Rapid information extraction from instructional material. 12th JURE Conference (Junior Researchers of the European Association for Research on Learning and Instruction, EARLI). Frankfurt am Main. [Poster]
   
• Eitel, A., Scheiter, K., & Schüler, A. (2010, August). What can information extraction from scenes and causal systems tell us about learning from text and pictures? 32nd Annual Conference of the Cognitive Science Society. Portland, OR, USA. [Talk]
   
• Eitel, A., Scheiter, K., & Schüler, A. (2011, September). Die lernförderliche Funktion einer kurzen, initialen Bildbetrachtung beim Lernen mit Multimedia. 13. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Erfurt. [Vortrag]
   
• Eitel, A., Scheiter, K., & Schüler, A. (2011, July). How brief initial inspection of a picture may foster comprehension of text. 33rd Annual Conference of the Cognitive Science Society. Boston, MA, USA. [Talk]
   
• Eitel, A., Scheiter, K., & Schüler, A. (2011, July). Comprehension of text fostered by short initial presentation of picture. 21st Annual Meeting of the Society for Text and Discourse. Poitiers, France. [Poster]
   
• Eitel, A., Scheiter, K., & Schüler, A. (2011, August). Getting a clue: How initially attending to a picture fosters learning from subsequent text. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
   
• Eitel, A., Scheiter, K., & Schüler, A. (2012, September). Wie eine kurze initiale Bildbetrachtung nachfolgende Textverarbeitung beeinflusst. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Vortrag]
   
• Eitel, A., Scheiter, K., & Schüler, A. (2013, August). How a picture fosters comprehension of text: Evidence from eye movements on blank screen. 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). München. [Talk]
   
• Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2012, August). How a picture can scaffold comprehension of text. Meeting of the EARLI SIG2 Text and Graphics Comprehension. Grenoble, France. [Talk]
   
• Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2012, May). How a picture can foster comprehension of text: Evidence for scaffolding. Scandinavian Workshop on Applied Eye-Tracking (SWAET). Stockholm, Sweden. [Talk]
   
• Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2013, August). How a picture fosters comprehension of text: Evidence from eye movements on blank screen. 17th European Conference on Eye Movement Research. Lund, Sweden. [Talk]
   
• Eitel, A., & Schmidt, M. A. (2014, März). Multimedia-Effekte beim Lernen und Testen: Eine Verbindung der Perspektiven. 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt am Main. [Symposium Organisation]
   
• Engelmann, T. (2006, November). Der Einfluss von Dimensionalität und Chromatik beim Wissenserwerb mit Informationsvisualisierungen. Hochschule für Medien. Symposium: Neue Wege der Informations- und Wissensvisualisierung. Stuttgart. [Vortrag]
   
• Engelmann, T. (2012, September). Ein impliziter Ansatz für netzbasiert kollabierende Gruppen zur Reduktion unerwünschter Einflüsse von gegenseitigem Vertrauen und gegenseitiger Skepsis. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Vortrag]
   
• Engelmann, T., Baumeister, A., Dingel, A., & Hesse, F. W. (2010, October). The added value of communication in a cscl-scenario compared to just having access to the partners’ knowledge and information. 4th International Conference on Concept Mapping. Viña del Mar, Chile. [Talk]
   
• Engelmann, T., Dehler, J., & Hesse, F. (2007, Juni). Participation and personalization: The main factors of Social Software. International Follow-Up Workshop on Distributed Learning and Collaboration (DLAC II). Singapore, Singapore. [Talk]
   
• Engelmann, T., Dehler, J., & Hesse, F. (2007, June). Social Networking Spaces in Future Learning Environments. Symposium at the International Follow-Up Workshop on Distributed Learning and Collaboration (DLAC II). Singapore, Singapore. [Talk]
   
• Engelmann, T., & Dingel, A. (2011, August). The impact of situational circumstances on the decision of virtual groups in favor of a suited coordinated problem-solving procedure. 7th Conference of the Media Psychology Division (German Psychological Society). Bremen. [Talk]
   
• Engelmann, T., & Hesse, F. W. (2010, September). Potential und Wirkfaktoren eines „Knowledge and Information Awareness“-Tools zur Unterstützung netzbasierter kooperativer Problemlösung. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Vortrag]
   
• Engelmann, T., & Hesse, F. W. (2011, August). Overcoming the unshared knowledge barrier by fostering awareness of the partners’ meta-knowledge. 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
   
• Engelmann, T., Koenig, K., & Kozlov, M. D. (2014, June). Fostering awareness content creation by self-determined regulation. 11th International Conference of the Learning Sciences. Boulder, USA. [Poster]
   
• Engelmann, T., & Kolodziej, R. (2012, September). Do virtual groups recognize situations in which it is advantageous to create digital concept maps? 5th International Conference on Concept Mapping. Valetta, Malta. [Talk]
   
• Engelmann, T., & Kolodziej, R. (2013, September). Förderung der Normentwicklung und -orientierung bei der Selbsterstellung von Awareness-Inhalten zur Verbesserung der Problemlöseperformanz virtueller Gruppen. 14. Tagung der Fachgruppe für Sozialpsychologie der Deutschen Gesellschaft für Psychologie. Hagen. [Vortrag]
   
• Engelmann, T., Kolodziej, R., & Kozlov, M. (2013, Juni). Inhibiting undesirable effects of mutual trust in net-based collaborative groups. 10th International Conference on Computer Supported Collaborative Learning. Madison, USA. [Talk]
   
• Engelmann, T., König, K., & Hesse, F. W. (2014, September). Steigerung der Problemlöseeffizienz durch selbstbestimmte Organisation von Kontextawareness. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Poster]
   
• Engelmann, T., & Tergan, S.-O. (2007, Mai). "Knowledge and information awareness" for enhancing computer-supported collaborative problem solving by spatially distributed group members. The European Cognitive Science Conference (EuroCogSci 07). Delphi, Greece. [Talk]
   
• Engelmann, T., & Tergan, S.-O. (2007, July). An innovative approach for fostering computer-supported collaboration. 7th Computer Supported Collaborative Learning Conference. New Jersey, USA. [Talk]
   
• Engelmann, T., & Tergan, S.-O. (2007, August). Concept-map based knowledge and information visualization for fostering computer-supported collaboration. 12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI 2007). Budapest, Hungary. [Talk]
   
• Engelmann, T., Tergan, S.-O., & Hesse, F. W. (2007, January). "Knowledge and information awareness" for fostering computer-supported collaborative problem solving of spatially distributed group members. The CSCL Alpine Rendez-Vous: Mutual Modeling Workshop. Villars, Switzerland. [Talk]
   
• Ertl, B., Fischer, F., & Mandl, H. (2004, September). Einfluss gemeinsamer externaler Repräsentationen auf das kooperative Lernen in Videokonferenzen. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen. [Vortrag]
   
• Febriana, S. G., & Ditrich, L. (2024, September 16-19). Keeping up with the norms: Unraveling the connection between perceived norms and collective action. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Talk]
   
• Febriana, S. G., & Ditrich, L. (2024, August 29-31). Keeping up with the norms: Unraveling the connection between perceived norms and collective action. 1st Collective Action Network (CAN) Meeting: Understanding the Multifaceted and Applied Nature of Collective Action Research. Durham University, UK. [Talk]
   
• Febriana, S. G., & Gordijn, E. (2023, June 30-July 4). How to increase apology intentions in members of a transgressing group? The role of empathy with discriminated Papuan Indonesians. 19th General Meeting of the European Association of Social Psychology (EASP). Kraków, Poland. [Poster]
   
• Febriana, S. G., & Gordijn, E. (2023, September 11-13). How to increase apology intentions in members of a transgressing group? The role of empathy with discriminated Papuan Indonesians. 18. Tagung der Fachgruppe Sozialpsychologie (FGSP). Graz, Austria. [Poster]
   
• Fehr, J., & Sassenberg, K. (2007, June). The challenge of being unprejudiced: The impact of internal motivation on reactions to discrimination. 10th Jena Workshop on Intergroup Processes. Oppurg. [Talk]
   
• Fehr, J., & Sassenberg, K. (2007, September). The challenge of being tolerant: The impact of internal motivation on reactions to discrimination. 9th ESCON Meeting. Brno, Czech Republic. [Talk]
   
• Fehr, J., & Sassenberg, K. (2007, September). Das Gegenteil von gut ist gut gemeint: Der Einfluss internaler Motivation auf Verhaltensänderung nach benevolent diskriminierendem Verhalten. 11. Tagung der Fachgruppe Sozialpsychologie der DGPs. Freiburg. [Vortrag]
   
• Fehr, J., & Sassenberg, K. (2008, June). Risks and benefits of motivation to be unprejudiced in the context of benevolent discrimination. 11th Jena Workshop on Intergroup Processes. Oppurg. [Talk]
   
• Fehr, J., & Sassenberg, K. (2008, June). Willing and able: How internal motivation can help to overcome prejudice. EAESP 15th General Meeting. Opatija, Croatia. [Poster]
   
• Fehr, J., & Sassenberg, K. (2008, February). When failing to be unprejudiced: The impact of internal motivation on affect, effort and behavior after failure. SPSP 9th Annual Meeting. Albuquerque, New Mexico, USA. [Poster]
   
• Fehr, J., & Sassenberg, K. (2009, September). Die (negativen) Konsequenzen internaler Motivation im Kontext benevolenter Diskriminierung. 12. Tagung der Fachgruppe Sozialpsychologie der DGPs. Walferdange, Luxemburg. [Vortrag]
   
• Fehr, J., Sassenberg, K., & Jonas, K. J. (2011, July). The impact of internal motivation to respond without prejudice on the regulation of activated stereotypes. 16th General Meeting of the European Association of Social Psychology (EASP). Stockholm, Sweden. [Talk]
   
• Feinkohl, I., Aung, P. P., Keller, M., Robertson, C. M., Morling, J. R., McLachlan, S., Deary, I. J., Frier, B. M., Strachan, M. W. J., & Price, J. F. (2013, April). Relationship between severe hypoglycaemia and cognitive function in older people with type 2 diabetes: the Edinburgh Type 2 Diabetes Study. Annual Diabetes UK Professional Conference. Manchester, UK. [Poster]
   
• 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]
   
• 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]
   
• Festl, R. (2018, November). Adolescents' social competencies in digitalized worlds. European Communication Research Association Conference. Lugano, Switzerland. [Talk]
   
• Festl, R. (2018, September). Cyberbullying & Resilience: The Role of Online Social Competencies. European Association for Research on Adolescence Conference. Ghent, Belgium. [Talk]
   
• Festl, R. (2018, November). Digitale Medien im Jugendalter – Nutzung, Folgen und die Bedeutung von sozialen Kompetenzen. Fachtag "Schöne digitale Welt!? Kinder und Jugendliche auf dem Weg begleiten". Rastatt. [Vortrag]
   
• Festl, R. (2019, May). Being socially competent online – measuring and explaining a social competent behavior among high school pupils in Germany. 69th Annual International Communication Association Conference. Washington D.C., USA. [Poster]
   
• Festl, R. (2019, September). Being socially competent online: the role of social media literacy for a socially competent online behavior. Invited talk at the Wee Kim Wee School of Communication and Information. Nanyang Technological University. Singapore. [Talk]
   
• Festl, R. (2020, Februar). Kommunikation im Netz: Risiken & Ressourcen. Eingeladener Vortrag beim Safer Internet Day. Stuttgart. [Vortrag]
   
• Festl, R., & Langmeyer-Tornier, A. (2020, May). The role of computer-mediated communication for children’s and adolescents’ friendship quality after experiencing relocation. 70th Annual International Communication Association (ICA) Conference (online conference). Brisbane, Australia. [Talk]
   
• Festl, R., Reer, F., & Quandt, T. (2018, Mai). Der Einfluss von sexuellem Risikoverhalten und Viktimisierungserfahrungen online auf das psychosoziale Wohlbefinden von Jugendlichen und jungen Erwachsenen. 63. Jahrestagung der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft. Mannheim. [Vortrag]
   
• Festl, R., Reer, F., & Quandt, T. (2018, May). Online Sexual Risk Behavior, Victimization & Psychosocial Well-Being Among Adolescents and Young Adults. 68th Annual International Communication Association Conference. Prague, Czech Republic. [Talk]
   
• Festl, R., Reer, F., & Quandt, T. (2020, May). A cross-lagged panel study on online sexual victimization and psychosocial well-being. 70th Annual International Communication Association (ICA) Conference (online conference). Brisbane, Australia. [Poster]
   
• Fetterman, A., & Robinson, M. (2014, July). Are metaphors helpful in understanding our experiences? Measuring metaphor usage and testing important theoretical assumptions. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Poster]
   
• Fetterman, A. K. (2013, March). The role of metaphors in emotion processing and personality. North Dakota State University, Department of Psychology, Social/Health Brown Bag Series. Fargo, North Dakota, USA. [Talk]
   
• Fetterman, A. K. (2013, May). The benefits of metaphoric thinking: Using individual differences in metaphor usage to understand the utility of conceptual metaphors. North Dakota State University, Department of Psychology, Colloquium Series. Fargo, North Dakota, USA. [Talk]
   
• Fetterman, A. K. (2014, January). Do metaphors aid in understanding? A metaphor usage measure and its usefulness in testing important theoretical assumptions. Friedrich-Alexander-Universität, Department of Psychology, Erlangen. [Talk]
   
• Fetterman, A. K., & Robinson, M. D. (2014, February). Do metaphors help us understand our experiences? A metaphor usage measure and its utility in theory testing. Society for Personality and Social Psychology. [Poster]
   
• Fetterman, A. K., Robinson, M. D., & Gordon, R. D. (2012, July). Seeing Red: Anger and the perception of red. IDeA States Mini-Conference on Visual and Cognitive Neuroscience. Fargo, ND, USA. [Poster]
   
• Fetterman, A. K., Robinson, M. D., Gordon, R. D., & Elliot, A. J. (2011, January). Anger as seeing red: Perceptual sources of evidence. Society for Personality and Social Psychology, Embodiment Pre-Conference. San Antonio, TX, USA. [Talk]
   
• Fetterman, A. K., Robinson, M. D., Gordon, R. D., & Elliot, A. J. (2011, January). "Seeing red again": Anger and its effects on perception. Society for Personality and Social Psychology. San Antonio, TX, USA. [Poster]
   
• Fetterman, A. K., Robinson, M. D., & Meier, B. P. (2010, January). "I’m so angry I’m seeing red"!: Reaction time evidence for an implicit association. Society for Personality and Social Psychology. Las Vegas, NV, USA. [Poster]
   
• Fetterman, A. K., Robinson, M. D., & Meier, B. P. (2012, January). The head is rational and the heart is emotional: Metaphor-consistent effects of an embodied manipulation. Society for Personality and Social Psychology, Embodiment Pre-Conference. San Diego, CA, USA. [Talk]
   
• Fetterman, A. K., Robinson, M. D., & Meier, B. P. (2012, January). Go with your heart or use your head?: When body organs become decision making structures. Society for Personality and Social Psychology. San Diego, CA, USA. [Poster]
   
• Fetterman, A. K., Robinson, M. D., & Meier, B. P. (2013, January). Are you in your head or your heart?: Metaphoric self-locations and their consequences. Society for Personality and Social Psychology. New Orleans, LA, USA. [Poster]
   
• Fink, J., & Heinze, N. (2010, September). Characteristics of a Technology-Enhanced Learning Community - A Social Network Analysis in STELLAR European Network of Excellence. 7th Conference on Applications of Social Network Analysis (ASNA 2010). Zürich, Schweiz. [Talk]
   
• Fischer, A., Schenkel, P., & Tergan, S.-O. (2004, Oktober). Ein Netzwerk zur Evaluation von E-Learning-Angeboten. Fachgespräch Evaluationsnetz. Competence Center Digitale Medien an der FH Brandenburg, Potsdam. [Vortrag]
   
• Fischer, F. (2003, Februar). Wissenskonstruktion in computerunterstützten Lernumgebungen. Analyse und Förderung. Universität Erfurt. [Vortrag]
   
• Fischer, F. (2003, Juli). Wann virtuelle Lerngruppen so funktionieren, wie sie eigentlich sollten - Aktuelle Befunde aus der Lehr-/Lernforschung. Workshop Neue Medien in der Bildung. TU Ilmenau. [Vortrag]
   
• Fischer, F. (2003, August). Discussant: Understanding Mathematical Solutions: Designing Example-Based and Problem-Based Learning. Sympsosium at the Tenth Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Padova, Italy. [Symposium Discussion]
   
• Fischer, F. (2003, Oktober). Wissenskonstruktion in computerunterstützten Lernumgebungen - Beiträge der Lehr-Lern-Forschung zur Verbesserung des Unterrichts. Pädagogische Hochschule Ludwigsburg. [Vortrag]
   
• Fischer, F. (2003, November). Nutzeninspirierte Grundlagenforschung. Werkstattgespräch zum Einsatz neuer Medien an Schulen. Institut für Wissensmedien, Tübingen. [Vortrag]
   
• Fischer, F. (2004, März). Nutzeninspirierte Grundlagenforschung im Bildungsbereich: Argumente einer internationalen Diskussion. DFG-Workshop Nutzeninspirierte Forschung in den Sozial- und Geisteswissenschaften. Berlin. [Vortrag]
   
• Fischer, F. (2004, Februar). Nutzeninspirierte Grundlagenforschung am Institut für Wissensmedien. Werkstattgespräch mit Referendaren des Staatlichen Seminars für Didaktik und Lehrerbildung (Pforzheim). Tübingen. [Vortrag]
   
• Fischer, F. (2004, Juli). Nutzeninspirierte Grundlagenforschung zum Lernen mit neuen Medien. Workshop Lernplattformen in der Schule. Tübingen. [Vortrag]
   
• Fischer, F. (2004, Oktober). Probleme von Teilnehmenden an e-Learning-Kursen - Hinweise zur Gestaltung von web-basierten Lernumgebungen. Workshop "Edupolis" des DGB Bildungswerks. Hattingen. [Vortrag]
   
• Fischer, F. (2005, August). Discussant: Analyzing (Self-)Monitoring in Computer Assisted Learning. Symposium ath the 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Symposium Discussion]
   
• Fischer, F. (2005, September). Diskutant: Visualisierungen als Lern- und Denkwerkzeuge. Symposium auf der 67. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Salzburg, Österreich. [Symposium Discussion]
   
• Fischer, F., Bouillion, L., Mandl, H., & Gomez, L. (2003, April). Bridging theory and practice in learning environment research. 83th Annual Meeting of the American Educational Research Assiociation (AERA). Chicago, IL, USA. [Poster]
   
• Fischer, F., Bouillion, L., Mandl, H., & Gomez, L. (2003, June). A conceptual and methodological anatomy of Pasteur"s Quadrant. Conference on Computer Support for Collaborative Learning (CSCL2003). Bergen, Norway. [Talk]
   
• Fischer, F., & Hesse, F. W. (2005, July). The virtual Ph.D. program "Knowledge Acquisition and Knowledge Exchange with new Media". First International Kaleidoscope Symposium on Technology Enhanced Learning. Oberhausen. [Talk]
   
• Fischer, F., & Kollar, I. (2003, November). Scripting collaborative knowledge construction in inquiry-based learning environments. DFG-NSF Workshop on Technology-Supported Education. Tübingen. [Poster]
   
• Fischer, F., & Kollar, I. (2005, August). Web-based inquiry learning at secondary schools: Effects of internal and external collaboration scripts on argumentation. 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
   
• Fischer, F., Kollar, I., Zahn, C., & Hesse, F. W. (2004, July). The interaction of internal and external representations in computer-supported collaborative learning. Kaleidoscope JEIRP Meeting. Thessaloniki, Greece. [Talk]
   
• Fischer, F., & Mandl, H. (2004, September). Arbeitsgruppe Skripts für die netzbasierte Wissenskommunikation in Gruppen - psychologische, informatorische und pädagogische Perspektiven. 44. Kongress der Deutschen Gesellschaft für Psychologie. Göttingen. [Vortrag]
   
• Fischer, F., Wecker, C., Schrader, J., Gerjets, P., & Hesse, F. W. (2005, August). Use-inspired basic research on the orchestration of cognition, instruction and technology in the classroom. 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
   
• Fischer, F., Weinberger, A., & Mandl, H. (2002, April). Effects of scripted cooperation and scaffolding in text-based online learning environments. 83rd Annual Meeting of the American Educational Research Association (AERA). New Orleans, LA, USA. [Talk]
   
• Fischer, F., Weinberger, A., & Mandl, H. (2003, August). Collaborative knowledge construction: Effects of scripted cooperation in the domain of education. Tenth Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Padova, Italy. [Talk]
   
• Fischer, F., Weinberger, A., & Mandl, H. (2003, September). Kooperationsskripts für die gemeinsame Wissenskonstruktion in Web-basierten Lernumgebungen: Epistemische Aktivität, Transaktivität und individueller Wissenserwerb. Fachgruppentagung Pädagogische Psychologie. Bielefeld. [Vortrag]
   
• Fischer, F., Weinberger, A., & Mandl, H. (2004, June). It is more than just one nut to crack. A multidimensional approach to analyzing collaborative knowledge construction in computer-supported learning environments. International Conference of the Learning Sciences. Santa Monica, CA, USA. [Talk]
   
• Fischer, F., Weinberger, A., & Stegmann, K. (2005, April). Collaboration scripts for productive online discussions. Center of Lifelong Learning and Design, University of Colorado. Boulder, CO, USA. [Talk]
   
• Fischer, F., Weinberger, A., & Stegmann, K. (2005, May). Collaborative knowledge construction in online discussions: Effects of computer-supported collaboration scripts. Pittsburgh Science of Learning Center, Carnegie Mellon University. Pittsburgh, PA, USA. [Talk]
   
• Fischer, F., Weinberger, A., & Stegmann, K. (2005, May). Learning in online discussions. Scripting collaborative processes to facilitate individual knowledge acquisition. Workshop "Talk and Dialog. A festschrift for Lauren Resnick". Learning Research and Development Center (LRDC), University of Pittsburgh, PA, USA. [Talk]
   
• Fischer, F., Weinberger, A., & Stegmann, K. (2005, July). Discourse and cognition in online peer discussions. First International Kaleidoscope Symposium on Technology Enhanced Learning. Oberhausen. [Talk]
   
• Fischer, F., Weinberger, A., Stegmann, K., & Mandl, H. (2004, September). Effekte computerunterstützter Kooperationsskripts auf die Wissenskonvergenz beim Lernen in Kleingruppen. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen. [Poster]
   
• Fischer, H. (2022, December 13). Knowing what you know in noisy information environments. Invited talk at the Kolloquium Department Wissenschaftskommunikation. KIT, Karlsruhe. [Talk]
   
• Fischer, H. (2022, May 3). How good are IPCC graphs at communicating climate change to policy-makers? Invited talk at The Laboratory for Interdisciplinary Evaluation of Public Policies (LIEPP), Sciences Po. Paris, France. [Talk]
   
• Fischer, H. (2022, June 23-25). Communicating politicized science – A cognitive perspective. Invited talk at the Jubilee Symposium. The Heidelberg Institute of Global Health, Heidelberg University Hospital. [Talk]
   
• Fischer, H. (2022, May 18). A metacognitive perspective on politicized science. Invited talk at the Psychonomic Society's One World Cognitive Psychology Seminar Series. University of Mannheim. [Talk]
   
• Fischer, H. (2023, November 20). Inflation und planetary health: Ergebnisse einer metakognitiven Begleitstudie. Eingeladener Vortrag im Munich Science Communication Lab und Deutsches Museum. München. [Vortrag]
   
• Fischer, H. (2023, Juli 6). Echtes Wissen und gefühltes Wissen: Bedeutung für Wissenschaftskommunikation und Handeln im Bereich politisierter Wissenschaft. Eingeladener Vortrag auf dem Tag der interdisziplinären Wissenschaftskommunikation. Heidelberger Akademie der Wissenschaften, Heidelberg. [Vortrag]
   
• Fischer, H. (2023, June 30 - July 4). To confuse rather than convince: A metacognitive perspective on the zone-flooding strategy of misinformation. Invited talk at the Symposium of the European Association for Social Psychology (EASP 2023). Krakow, Poland. [Talk]
   
• Fischer, H. (2023, Mai 23). Metakognition und Klimawandel: Ein individuell-kognitiver Blick auf ein globales Problem. Eingeladener Vortrag zum Kolloquium im Rahmen der Vortragsreihe Seele-Körper-Geist. Universitätsklinikum Freiburg. [Vortrag]
   
• Fischer, H. (2023, Januar 24). Wissen, was man weiß und verrauschte Informationsumgebungen. Eingeladener Vortrag auf dem Forschungskolloquium des Departments für Wissenschaftskommunikation. KIT, Karlsruhe. [Vortrag]
   
• Fischer, H. (2024, February 20). Objective and subjective knowledge: “Feeling the truth” and its importance for science communication. Munich Science Communication Lab talk series. Munich. [Talk]
   
• Fischer, H. (2024, August 7). Inflation und planetary health – Wie Museumsbesuch Metakognition verbessern kann. Netzwerk Bildung im Museum. [Vortrag]
   
• Fischer, H. (2024, June 5). Wissen, was man (nicht) weiß: Die Bedeutung der Metakognition für eine Psychologie des Klimawandels. Forschungskolloquium der Abteilung Sozialpsychologie. Magdeburg. [Vortrag]
   
• Fischer, H. (2024, May 5). Psychologie der Metakognition. AG Philosophie & Psychologie. Kolleg Köln. https://www.phi-psy.de/tagungsplan-kolleg-koeln-6-8-mai-2024/ [Vortrag]
   
• Fischer, H. (2025, September 1-3). The role of metacognition for scientific thinking in contested domains. ESPLAT-Tagung "Scientific Thinking in Challenging Times". [Talk]
   
• Fischer, H., Fuchs, T., Schmitt, T., & Weiß, M. (2024, Oktober 30). Das nächste heißeste Jahr kommt bestimmt: Was bringt die Kommunikation von Klimarekorden? Wissenswerte Wissen | Daten | Medien. Heidelberg. [Panel]
   
• Fischer, H., Huff, M., & Said, N. (2022, September 10-15). Political polarization and climate science: No evidence for science literacy driving motivated reasoning in a US national study. Eingeladener Vortrag auf dem 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Symposium "Science Communication--Quo vadis?". Hildesheim. [Talk]
   
• Fischer, H., Krefeld-Schwalb., & Bruine de Bruin, W. (2025, Climate change behavior. SJDM-EADM symposium, Joint Symposium of the Society for Judgment and Decision Making and the European Association for Decision Making. [Symposium Discussion]
   
• Fischer, H., Said, N., & Huff, M. (2021, September 14-16). Knowing what you know in the age of misinformation: Importance of metacognitive insight for beliefs and behavior regarding climate change and COVID-19. Data for Policy-conference 2021. London, UK. [Talk]
   
• Fischer, N., Dischinger, E., & Gunser, V. E. (2024, June 29-July 4). Decoding the AI’s gaze: Unraveling ChatGPT’s evaluation of poetic creativity. HCI International 2024 – 26th International Conference on Human-Computer Interaction. Washington, D.C., USA. [Poster]
   
• Fischer, S. (2006, July). Effects of Presentation Speed of a Dynamic Visualization on the Understanding of a Mechanical System. 28th Annual Conference of the Cognitive Science Society. Vancouver, Kanada. [Poster]
   
• Fischer, S. (2006, November). Manipulating Time in Animation Design: Effects on Comprehension and Learning. Fakultät "Devision of Humanities", Curtin University of Technology. Perth, Australien. [Talk]
   
• Fischer, S., Huff, M., & Schwan, S. (2007, Februar). Erfahrungsoptimierung mit Cybermedien. 53. Arbeitswissenschaftlicher Kongress der Gesellschaft für Arbeitswissenschaft e.V. (GfA). Magdeburg. [Vortrag]
   
• Fischer, S., Lowe, R. K., & Schwan, S. (2006, September). Zeitmanipulation bei dynamischen Visualisierungen. 45ter Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Nürnberg. [Vortrag]
   
• Fischer, S., Papenmeier, F., & Huff, M. (2007, November). Dynamic AOIs by the use of Blenders 3D-Engine. Eye Tracking and Multimedia Workshop. University of Burgundy, Dijon, France. [Talk]
   
• Fischer, S., & Schwan, S. (2005, September). Zeit als Gestaltungsmittel in Animationen. 10. Fachtagung Pädagogische Psychologie. Halle. [Talk]
   
• Fischer, S., & Schwan, S. (2007, März). Nutzung zeitlicher Gestaltungsmittel in Animationen zur Förderung des Verstehens. 4. Tagung der Sektion "Empirische Bildungsforschung" der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE). Wuppertal. [Vortrag]
   
• Fischer, S., & Schwan, S. (2007, März). Auswirkungen zeitlicher Gestaltungsmittel auf das Verstehen von Animationen. 49. Tagung experimentell arbeitender Psychologen (TeaP). Trier. [Talk]
   
• Fischer, S., & Schwan, S. (2007, August). Temporal Manipulations for Instructional Design: Effects of Presentation Speed. 12th Biennal Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary. [Talk]
   
• Fischer, S., & Schwan, S. (2008, März). Zeitliche Gestaltungsmittel bei instruktionalen Animationen: Darbietungsgeschwindigkeit übertrifft Cueing. 50. Tagung experimentell arbeitender Psychologen (TeaP). Marburg. [Vortrag]
   
• Fischer, S., & Schwan, S. (2008, July). Temporal Manipulations for Animation Design: Presentation Speed Outperforms Cueing. XXIX International Congress of Psychology (ICP). Berlin. [Talk]
   
• Fischer, U. (2014, Mai). Aktuelle Befunde zu Zahlenstrahltrainings – Verschiedene Ansätze und deren Wirksamkeit. 18. Bundeskongress des Bundesverbandes Legasthenie und Dyskalkulie e.V.: Übergänge gestalten – von der frühen Kindheit bis ins Erwachsenenalter. Erfurt. [Vortrag]
   
• Fischer, U., Dackermann, T., Moeller, K., Cress, U., & Nuerk, H.-C. (2015, January). Turning around children’s number line – associations between number line direction and number magnitude. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Fischer, U., Moeller, K., Bientzle, M., Sauter, C., Cress, U., & Nuerk, H.-C. (2010, January). Embodied spatial training of number magnitude representation: an intervention study. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]
   
• Fischer, U., Moeller, K., Class, F., Huber, S., Cress, U., & Nuerk, H.-C. (2013, March). Eliciting and measuring access to magnitude information in embodied comparisons. 55. Tagung experimentell arbeitender Psychologen (TeaP). Wien, Austria. [Talk]
   
• Fischer, U., Moeller, K., Cress, U., & Nuerk, H.-C. (2011, April). Effects of stimulus-response congruency: Embodied training of the mental number line on an interactive whiteboard. Workshop of the Israel Science Foundation: Typical and Atypical Neurocognitive Aspects of Numerical Processing. Be'er Sheva/Haifa, Israel. [Poster]
   
• Fischer, U., Moeller, K., Cress, U., & Nuerk, H.-C. (2011, January). Development and evaluation of a small-group intervention program for children with dyscalculia. 29th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]
   
• Fischer, U., Moeller, K., Huber, S., Cress, U., & Nuerk, H.-C. (2013, February). Eliciting and measuring access to magnitude information. Workshop in Paris - Interactions between space, time and number: 20 years of research. Paris, France. [Poster]
   
• Fleig, K., Hoch, E., Lachner, A., Padó, U., & Scheiter, K. (2022, April 27-29). NLP-based learner assessment for feedback generation. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Untermarchtal. [Poster]
   
• Fleig, K., Hoch, E., Lachner, A., Padó, U., & Scheiter, K. (2022, October 19-21). NLP-based learner assessment for feedback generation. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Tübingen. [Poster]
   
• Fleig, K., Hoch, E., Lachner, A., Padó, U., & Scheiter, K. (2022, März 30). Implementierung einer automatischen Auswertung offener Antwortformate. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN) (virtuelle Konferenz). Frankfurt am Main. [Poster]
   
• Fleig, K., Hoch, E., Lachner, A., & Scheiter, K. (2024, April 11). The effects of AI-generated feedback in the context of adaptive learning systems. Interactions With Language-Based AI: Concluding Conference of the Human-Agent Interaction Network. Tübingen. [Poster]
   
• Fleig, K., Padó, U., Hoch, E., Lachner, A., & Scheiter, K. (2022, März 9-11). Evidenzbasierte Entwicklung eines KI-Systems. 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Bamberg (virtuelle Konferenz). [Vortrag]
   
• Fleig, K., Padó, U., Hoch, E., Lachner, A., & Scheiter, K. (2022, August 29-31). Evidence-based implementation of automatic response assessment. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Kiel. [Roundtable]
   
• Flemming, D. (2015, March). Laypeoples Understanding of Tentativeness. REASON Spring School. München. [Poster]
   
• Flemming, D. (2016, Juli). Verständnis für die Fragilität medizinischer Befunde in partizipativen Medienformaten. Wissenschaft – Medien – Öffentlichkeit: Wissenstransfer und seine Herausforderungen. Tübingen. [Vortrag]
   
• Flemming, D. (2021, May 24-27). Laypeople’s misconceptions of the tentativeness and credibility of novel scientific findings. 16th International Public Communication of Science and Technology Conference 2020+1. Aberdeen, Scotland, UK. [Talk]
   
• Flemming, D. (2021, April 16). Wissenschaftskommunikation und Psychologie hinsichtlich der Akzeptanz von Wildtieren in Deutschland. 8. Denzlinger Wildtierforum. Denzlingen. [Vortrag]
   
• 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]
   
• 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]
   
• 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]
   
• 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. [Vortrag]
   
• 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. [Vortrag]
   
• Flemming, D., Kimmerle, J., & Sinatra, G. (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]
   
• Flemming, D., Sinatra, G., & 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]
   
• Franke, U., Backfisch, I., Fabian, A., Scheiter, K., & Lachner, A. (2022, März 9-11). „Ich weiß, dass ich (noch) nichts weiß?“ – Metakognitive Akkuratesse moderiert die Validität von Selbsteinschätzungen technologisch-pädagogischen Wissens (TPK). 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Bamberg (virtuelle Konferenz). [Vortrag]
   
• Frehmann, K., Peter, E., Klein, S., Greussing, E., & Gaiser, F. (2023, Mai 18-20). World Café: Die (Un-)Beständigkeit der Forschungsobjekte in der HMC. 68. Jahrestagung der deutschen Gesellschaft für Publizistik und Kommunikationswissenschaft (DGPuK). Zentrum für Medien-, Kommunikations- und Informationsforschung (ZeMKI), Bremen. [Workshop Organisation]
   
• Frick, P., Hoch, E., & Schüler, A. (2024, June 27-28). Cross-modal activation, integration, and validation processes when reading illustrated texts: An eye-tracking study. Visual Language (VisLang) Conference 2024. Tilburg University, Netherlands. [Talk]
   
• Frick, P., Kendeou, P., & Schüler, A. (2023, August 22-26). Knowledge revision during reading – do pictures reduce the activation of outdated information? 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
   
• Frick, P., Kendeou, P., & Schüler, A. (2023, June 28-30). The influence of pictures on knowledge revision processes during reading. 33rd Annual Meeting of the Society for Text & Discourse (ST&D). University of Oslo, Norway. [Talk]
   
• Frick, P., Kendeou, P., & Schüler, A. (2023, September 18-20). When learning requires revision – how pictures influence knowledge revision processes. 19. Tagung der Fachgruppe Pädagogische Psychologie. Kiel. [Talk]
   
• Frick, P., & Schüler, A. (2021, September 14-16). Reaktivierungs- und Validierungsprozesse beim Lernen mit Text und Bild. 18. Tagung der Fachgruppe Pädagogische Psychologie (PaePsy) 2021. Pädagogische Hochschule Heidelberg. [Runder Tisch]
   
• Frick, P., & Schüler, A. (2022, July 19-21). Does the RI-Val model also apply to illustrated texts? 32nd Annual Meeting of the Society for Text & Discourse (ST&D). Georgia State University. Atlanta, GA, USA. [Talk]
   
• Frick, P., & Schüler, A. (2022, August 29-31). Not just texts – reactivation, integration, and validation processes also apply to illustrated texts. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Kiel. [Talk]
   
• Frick, P., & Schüler, A. (2022, March 20-23). Text-picture combinations are integrated and validated automatically. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
   
• Frick, P., & Schüler, A. (2023, January 8-13). The cognitive processes when reading and learning with illustrated texts. Winter School Eye Tracking - Experimental Design, Implementation, and Analysis. ETH Zürich, Monte Verita, Switzerland. [Poster]
   
• Frick, P., & Schüler, A. (2024, June 17-19). How pictures influence the automatic validation process and the awareness of inconsistencies. 34th Annual Meeting of the Society for Text & Discourse (ST&D). Chicago, IL. [Talk]
   
• Frick, P., & Schüler, A. (2024, March 17-20). Synthesizing text comprehension and multimedia learning research: text-picture combinations are activated, integrated and validated automatically. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Regensburg. [Talk]
   
• Friedrich, H. F. (2000, Juni). Strategien für das selbstgesteuerte Lernen. Fachhochschule Gelsenkirchen. [Vortrag]
   
• Friedrich, H. F. (2000, Juli). Zusammenfassen von Texten: Kognitive Analyse und Training einer Lern- und Verstehensstrategie. Pädagogische Hochschule Ludwigsburg. [Vortrag]
   
• Friedrich, H. F. (2000, Juli). Strategien für das selbstgesteuerte Lernen. Staatliche Akademie für Lehrerfortbildung Esslingen. [Vortrag]
   
• Friedrich, H. F. (2001, März). Lernen in virtuellen Seminaren. Probleme und Lösungsansätze. Kompetenzzentrum für Multimedia und Telematik am DIFF. Tübingen. [Vortrag]
   
• Friedrich, H. F. (2001, Juni). Netzbasierter Wissenserwerb. Fachhochschule Gelsenkirchen. [Vortrag]
   
• Friedrich, H. F. (2001, Oktober). Neue Medien und selbstgesteuertes Lernen. Fraunhofer-Institut für Arbeitswirtschaft und Organisation. Stuttgart. [Vortrag]
   
• Friedrich, H. F. (2002, Juni). Selbstgesteuertes Lernen in Aus- und Weiterbildung. Pädagogisches Forum 2002 der Bayerischen Verwaltungsschule. Würzburg. [Vortrag]
   
• Friedrich, H. F. (2002, Juni). Strategien für das selbstgesteuerte Lernen. Fachhochschule Gelsenkirchen. [Vortrag]
   
• Friedrich, H. F. (2003, Mai). Lernen in virtuellen Welten - Forschungsparadigma am IWM. Informationstag "Lernen in virtuellen Welten". Veranstaltung des IWM in Kooperation mit dem Referat für Sonderpädagogik am Ministerium für Kultus, Jugend und Sport Baden-Württemberg. Tübingen. [Vortrag]
   
• Friedrich, H. F. (2003, September). Diskussion der Beiträge in der Arbeitsgruppe 9 "Lehr-/Lernexperimente zur Optimierung computerbasierten Lernens". Tagung der Fachgruppe Pädagogische Psychologie der DGPs. Bielefeld. [Vortrag]
   
• Friedrich, H. F. (2006, April). E-Learning in der Schule: Neue Perspektiven für das Lernen mit Medien. Länderoffener Workshop der gemischten Kommission KMK Länderseite. Erfurt. [Vortrag]
   
• Friedrich, H. F., & Heers, R. (2002, Oktober). Lernspiele und Simulationen: Evaluation aus kognitionspsychologischer Sicht. Roundtable zum Thema Lernspiele in der betrieblichen Weiterbildung am Fraunhofer-Institut für Arbeitswirtschaft und Organisation. Stuttgart. [Vortrag]
   
• Friedrich, H. F., & Hron, A. (2002, July). Supporting collaborative writing in asynchronous virtual seminars. 8th EARLI SIG Writing Conference. Staffordshire, UK. [Talk]
   
• Friedrich, H. F., & Hron, A. (2003, September). Unterstützung kollaborativen Schreibens in virtuellen Lerngruppen. Tagung der Fachgruppe Pädagogische Psychologie der DGPs. Bielefeld. [Vortrag]
   
• Friedrich, H. F., Hron, A., & Hesse, F. W. (2001, Oktober). Eine Rahmenkonzeption für die Evaluation virtueller Seminare. Jahrestagung der Deutschen Gesellschaft für Evaluation. Speyer. [Vortrag]
   
• Friedrich, H. F., Hron, A., Tergan, S.-O., & Jechle, T. (2000, April). Unterstützung kooperativen Schreibens im virtuellen Seminar. 4. PROWITEC-Tagung: Textproduzieren in elektronischen Medien. Wien, Österreich. [Vortrag]
   
• Friedrich, H. F., Hron, A., & Töpper, J. (2003, Juli). Projekt Digitale Oberstufe, Teilprojekt C: Qualitätssicherung und Evaluation. Projektworkshop. Stuttgart. [Vortrag]
   
• Friedrich, H. F., Hron, A., & Töpper, J. (2003, August). Projekt Digitale Oberstufe, Qualitätssicherung und Evaluation: Konzeption, Arbeitspakete, aktueller Stand. Projektworkshop. Stuttgart. [Vortrag]
   
• Friedrich, H. F., Hron, A., & Töpper, J. (2003, November). Integrative Lerntechnologien in der gymnasialen Oberstufe: Das Projekt DIGIO. Werkstattgespräch zum Thema "Neue Medien im Unterricht". Institut für Wissensmedien, Tübingen. [Vortrag]
   
• Friedrich, H. F., Hron, A., & Töpper, J. (2004, Februar). Integrative Lerntechnologien in der gymnasialen Oberstufe - das Projekt Digitale Oberstufe. Werkstattgespräch mit Referendaren des Staatlichen Seminars für Didaktik und Lehrerbildung. Pforzheim. [Vortrag]
   
• Friedrich, H. F., Hron, A., & Töpper, J. (2004, Juli). Zum Thema: Lernplattformen in der Schule. Workshop Lernplattformen in der Schule. Tübingen. [Vortrag]
   
• Friedrich, H. F., Hron, A., & Töpper, J. (2004, November). Digitale Oberstufe - Qualitätssicherung und Evaluation. Kick off-Workshop zum Projekt "Digitale Oberstufe" mit Test-Schulen. Kassel. [Vortrag]
   
• Friedrich, H. F., Hron, A., & Töpper, J. (2004, November). Digitale Oberstufe - Qualitätssicherung und Evaluation: Ziele, Arbeitspakete, aktueller Stand. Projektworkshop. Stuttgart. [Vortrag]
   
• Friedrich, H. F., Hron, A., & Töpper, J. (2006, Januar). Integrative Lerntechnologien in der gymnasialen Oberstufe: Ergebnisse der Evaluation. Beirat des Projekts "Digitale Oberstufe". Berlin. [Vortrag]
   
• Friedrich, H. F., Hron, A., & Töpper, J. (2006, Mai). Digitale Oberstufe - Integrative Lerntechnologien in der gymnasialen Oberstufe: Ergebnisse der Evaluation. Universität Paderborn. [Vortrag]
   
• Friedrich, H. F., & Töpper, J. (2003, April). Projekt e-teaching@university. Das Portal im Praxistest - ein Evaluationsvorschlag. Projektworkshop der Bertelsmann-Stiftung. Gütersloh. [Talk]
   
• Frindte, W., Geschke, D., & Jirschitzka, J. (2013, July). Intercultural accomodation and prejudice of young Muslims in Germany: Panel survey and media analysis. 36th Annual Scientific Meeting of the International Society of Political Psychology. Herzliya, Israel. [Panel]
   
• Fröhlich, N., Capparozza, M., Dehmel, A., & Fauth, B. (2021, September 22). Online-Formate in der Lehrkräftefortbildung evaluieren und gestalten: Ergebnisse eines Systematic Reviews. DigiGEBF 2021. Thementagung Digitalisierung im Bildungsbereich. Potentiale und Herausforderungen. DIPF, Frankfurt am Main. [Vortrag]
   
• Fu, P., Lin, R., Utz, S., & Wu, C.-C. (2017, October). I Am What I Bought: A Cross-Cultural Study on Consumers’ Evaluations toward Different Types of Purchases and Advertisings. Association for Consumer Research North America Conference 2017. San Diego, USA. [Poster]
   
• Föcker, J., Foivos-Christos, V., Wilhelm, M., Schenk, T., & Meyerhoff, H. S. (2021, March 29). The impact of auditory, visual and crossmodal cues during multiple object tracking. Applied Vision Association Spring Virtual Meeting. [Talk]
   
• Fütterer, T., Cheng, X., Scheiter, K., & Stürmer, K. (2020, August). Quality Beats Quantity: Investigating Learning Related Effort in Computer-Based Learning Environments. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen. [Talk]
   
• Fütterer, T., Fischer, C., Alekseeva, A., Chen, X., & Gerjets, P. (2024, April 11-14). AI in Education: Examining the global reception of ChatGPT on Twitter. Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action. American Educational Research Association (AERA). American Educational Research Association (AERA), Philadelphia, PA, USA. https://www.aera.net/Events-Meetings/Annual-Meeting/2024-Annual-Meeting [Poster]
   
• Fütterer, T., Hoch, E., & Dumont, H. (2024, May 25-27). Uncovering the relationship of technology-enhanced, adaptive teaching and situational interest in mathematics in a randomized trial. E-ADAPT Conference. Universität Potsdam. [Poster]
   
• Fütterer, T., Hoch, E., Lachner, A., Scheiter, K., & Stürmer, K. (2022, August 22-24). How cognitively activating was digitized instruction during school closures and how can teachers be supported? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7. Zollikofen, Switzerland. [Talk]
   
• Gaiser, B. (2003, Dezember). e-teaching. org - Aufbau und Betrieb des Qualifizierungsportals. Fachhochschule Brandenburg. [Talk]
   
• Gaiser, B. (2004, Februar). e-teaching. org - Qualifizierungsportal für Hochschullehrende. Expertenworkshop „eLearning Strategien – eLearning Kompetenzen an Hochschulen“. Universität Frankfurt. [Talk]
   
• Gaiser, B. (2004, June). Web educational portal "e-teaching.org" - Counseling infrastructure for academic teachers. ED-MEDIA 2004, World Conference on Educational Multimedia, Hypermedia & Telecommunications. Lugano, Switzerland. [Talk]
   
• Gaiser, B. (2004, September). e-teaching.org zur Qualifizierung und Beratung mit Blended Learning. 1. Fernausbildungskongress der Bundeswehr. Hamburg. [Vortrag]
   
• Gaiser, B. (2004, September). e-teaching.org. Qualifizierungsportal für Lehrende. Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW). Graz, Österreich. [Poster]
   
• Gaiser, B. (2005, Juni). PELe - Portal für -Lehre. Center für Digitale Systeme an der Freien Universität Berlin. [Vortrag]
   
• Gaiser, B. (2005, July). A phase model for the use of videoconferencing within e-learning. DIVERSE International Conference on Video and Videoconferencing in Education. Nashville, TN, USA. [Talk]
   
• Gaiser, B. (2005, September). Beratung und Qualifizierung an Hochschulen. Beratung plus E-Learning. Möglichkeiten und Grenzen von E-Learning in der Beratung an Hochschulen. Berlin. [Vortrag]
   
• Gaiser, B. (2005, September). Impulsreferat und Moderation eines Usability Professional Tracks. Mensch & Computer 2005. Linz, Österreich. [Talk]
   
• Gaiser, B. (2005, Dezember). PELe - Portal für E-Lehre - Historie, Stand und Ausblick. Impulse für neue Lehr-Studienkulturen - Hochschuldidaktische Tools im Internet. Ruhr-Universität Bochum. [Vortrag]
   
• Gaiser, B. (2005, Dezember). Digitale Medien zur Unterstützung von Lehre und Betreuung - www.e-teaching.org. Qualitätsssteigerung im Studium ausländischer Studierender durch Neue Medien - Erfahrungen und Perspektiven. Universität Potsdam. [Vortrag]
   
• Gaiser, B. (2006, Juni). Beratung & Qualifizierung an Hochschulen. Multimedia-Tage. Humboldt-Universität Berlin. [Vortrag]
   
• Gaiser, B. (2006, Juni). Informations- und Qualifizierungsportal e-teaching.org. E-Learning-Tag an der FH Wedel. [Vortrag]
   
• Gaiser, B. (2006, September). Didaktische Szenarien für E-Learning. Herbstschule an der FU Berlin. [Vortrag]
   
• Gaiser, B. (2006, Oktober). Community Design for e-teaching.org - The Personas Approach. E-Learn. Honolulu. [Talk]
   
• Gaiser, B. (2007, März). Das Qualifizierungsportal e-eaching.org - inhaltliche, organisatorische und ökonomische Aspekte. AMH Frühjahrstagung. Dortmund. [Vortrag]
   
• Gaiser, B. (2007, Juni). Transparenz durch Webpräsenz? E-Teaching Informationsangebote deutscher Hochschulen. 2. tele-TASK Symposium „Vom e-Learning in der Schule zur Web-Uni“. Potsdam. [Vortrag]
   
• Gaiser, B. (2007, July). Desperately seeking E-Learning? German University Websites. IADIS International Conference e-Learning. Lisbon, Portugal. [Talk]
   
• Gaiser, B. (2007, September). Evaluation als Impulsgeber für Innovationen im E-Learning. GMW-Tagung. Hamburg. [Vortrag]
   
• Gaiser, B., Haug, S., Rinn, U., & Wedekind, J. (2006, September). E-Teaching - verzweifelt gesucht. Online-Informationen deutscher Hochschulen. GMW-Tagung 2006. Zürich, Schweiz. [Poster]
   
• Gaiser, B., & Panke, S. (2005, März). Medientypen und Content Management: Interdisziplinäre Technikgenese zum Portal e-teaching.org. 3. Workshop "Grundfragen multimedialen Lehrens und Lernens" (GML). Cottbus. [Vortrag]
   
• Gaiser, B., & Panke, S. (2006, September). Blogs in Aktion: private, berufliche und pädagogische Einsatzpraktiken. 9. Workshop Gemeinschaften in Neuen Medien der Fakultät für Informatik (GeNeMe 2006) der TU Dresden. Dresden. [Vortrag]
   
• Gaiser, B., & Panke, S. (2007, September). (Beratungs-)Workshop zum Thema Portalentwicklung. Gerda Henkel Stiftung. Düsseldorf. [Talk]
   
• Gaiser, B., & Reinhardt, J. (2003, November). e-teaching. org - ein Qualifizierungsportal für Hochschullehrende. AK Interaktive Systeme (Arbeitskreis der GI). Stuttgart. [Talk]
   
• Gaiser, B., & Thillosen, A. (2011, September). Bericht zum Projekt e-teaching.org. Leibniz-Ausbildungstag. Berlin. [Vortrag]
   
• Gaiser, B., & Thillosen, A. (2011, September). E-Learning in der praktischen Ausbildung - Tipps für Planung und Einsatz von digitalen Medien. Workshop auf dem Leibniz-Ausbildungstag. Berlin. [Workshop Organisation]
   
• Gaiser, B., & Wedekind, J. (2003, September). e-teaching@university. Campus Innovation. Universität Hamburg. [Poster]
   
• Gaiser, B., & Werner, B. (2006, Dezember). e-teaching.org - Qualitätssicherung beim Aufbau und Betrieb eines Bildungsportals. Workshop Bildungsportale am Institut für Wissensmedien. Tübingen. [Vortrag]
   
• Gaiser, F., Klein, S., Utz, S., & Greussing, E. (2022, Februar 22-24). „Human-Machine Communication“ in der deutschen Kommunikationswissenschaft – Theoretische, methodische und fachbezogene Herausforderungen. 67. Jahrestagung der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft (DGPuK). Hannover (virtuelle Konferenz). [Workshop Organisation]
   
• Gaiser, F., & Utz, S. (2021, September 8-10). Is hearing really believing? The importance of modality, sponsor credibility and message accuracy for perceived message credibility during information search. 12th Conference of the Media Psychology Division of the German Psychological Association (DGPs). Aachen. [Poster]
   
• Gaiser, F., & Utz, S. (2021, November 17-19). Meine tägliche Beruhigungsdosis: Der Erfolg des Podcasts „Das Coronavirus-Update“ mit dem Virologen Christian Drosten und Auswirkungen auf Hörer*innen während der COVID-19 Pandemie. 6. Jahrestagung der DGPuK-Fachgruppe Gesundheitskommunikation. Universität Hohenheim, Stuttgart. [Vortrag]
   
• Gaiser, F., & Utz, S. (2022, May 26-30). Is hearing really believing? The importance of modality for perceived message credibility during information search with smart speakers. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
   
• Gaiser, F., & Utz, S. (2022, March 20-23). "Alexa, can I believe you?": How specific characteristics of voice assistants can affect message credibility perceptions during information search. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
   
• Gaiser, F., & Vogelgesang, J. (2020, März). „Hallo Alexa!“: Intelligente Lautsprecher als neue digitale Mitbewohner – Eine Analyse von Online-Beiträgen. 65. Jahrestagung der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft. München. [Vortrag]
   
• Gaiser, F., & Vogelgesang, J. (2020, May). “Hello Alexa!”: Smart speakers as new digital roommates. an analysis of online posts and reviews. 70th Annual International Communication Association (ICA) Conference (online conference). Brisbane, Australia. [Talk]
   
• Galefski, S., Artemenko, C., Moeller, K., Nuerk, H.-C., & Bahnmueller, J. (2018, September). Lower Working Memory in Individuals with Inverse Writing Direction of Two-Digit Numbers. Workshop Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]
   
• Gallagher-Mitchell, T., Romero-Rivas, C., Rodriguez-Cuadrado, S., & Dackermann, T. (2017, September). Age, cross-linguistic, and modality effects on children's number line estimation. ESCOP 2017 - 20th Conference of the European Society for Cognitive Psychology. Potsdam. [Poster]
   
• Garsoffky, B. (2006, March). The influence of camera height on the recognition performance of a dynamic scene. TWK 2006. Tübingen. [Poster]
   
• Garsoffky, B. (2023, May 4-5). BILAD – Ein internationales Forschungsnetzwerk zu Authentizität und Digitalität in informellen Lernorten. LERN-Tagung. Mannheim. [Poster]
   
• Garsoffky, B. (2023, March 9-11). Picture arrangements on the walls of a virtual room. International Convention of Psychological Science (ICPS) 2023. Brussels, Belgium. [Poster]
   
• Garsoffky, B., Benkert, M., & Schwan, S. (2024, July 1-3). The corner effect on memory. 16th Annual International Conference on Education and New Learning Technologies (Edulearn24). Palma de Mallorca, Spain. [Poster]
   
• Garsoffky, B., Glaser, M., & Schwan, S. (2010, July). The attentional component of transportation: What physiological measures can tell us about watching movies. 12th biennial IGEL conference. International Society for the Empirical Study of Literature and Media. Utrecht, The Netherlands. [Poster]
   
• Garsoffky, B., Glaser, M., & Schwan, S. (2010, September). Transportation beim Fernsehen: Die physiologische Messung der Aufmerksamkeitskomponente. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPS). Bremen. [Talk]
   
• Garsoffky, B., Huff, M., & Schwan, S. (2005, July). Changing viewpoints during dynamic events. 27. Annual Conference of the Cognitive Science Society. Stresa, Italy. [Poster]
   
• Garsoffky, B., Huff, M., & Schwan, S. (2018, May). Observing activity streams: Temporal gaps influence perceived duration of actions. International Meeting of the Psychonomic Society (IMPS). Amsterdam, Niederlande. [Poster]
   
• Garsoffky, B., & Schwan, S. (2002, März). Die Bedeutung der Darstellungsperspektive. 44. Tagung experimentell arbeitender Psychologen. Chemnitz. [Poster]
   
• Garsoffky, B., & Schwan, S. (2002, September). Horizontale und vertikale Perspektivepräferenzen bei Objektbewegungen. 43. Kongress der Deutschen Gesellschaft für Psychologie. Berlin. [Poster]
   
• Garsoffky, B., & Schwan, S. (2003, February). Canonical views on dynamic events. 6. Tübinger Wahrnehmungskonferenz (TWK). Tübingen. [Poster]
   
• Garsoffky, B., & Schwan, S. (2003, August). Visual dynamic events in 3D environments: The role of viewpoint in multimedia presentations. Tenth Biennial Conference of the European Association for Research on Learning and Instruction. Padova, Italy. [Poster]
   
• Garsoffky, B., & Schwan, S. (2004, September). Der Einfluss kanonischer Perspektiven bei dynamischen Geschehen auf den Wissenserwerb. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen. [Vortrag]
   
• Garsoffky, B., & Schwan, S. (2014, March). Filmic ellipses influence perceived duration of movie slots. 56. Tagung experimentell arbeitender Psychologen (TeaP). Gießen. [Poster]
   
• Garsoffky, B., Schwan, S., & Hesse, F. W. (2000, Februar). Die Repräsentation von Filmszenen ist perspektivisch. 1. Tagung der Fachgruppe Medienpsychologie. Köln. [Poster]
   
• Garsoffky, B., Schwan, S., & Hesse, F. W. (2001, März). Das visuelle Wiedererkennen von Geschehensabläufen ist perspektivenabhängig. 4. Tübinger Wahrnehmungskonferenz (TWK). Tübingen. [Poster]
   
• Garsoffky, B., Schwan, S., & Hesse, F. W. (2002, September). Die Wiedererkennensleistung von Szenen aus dynamischen Geschehensabläufen ist perspektivenabhängig. 42. Kongress der Deutschen Gesellschaft für Psychologie. Jena. [Poster]
   
• Garsoffky, B., Schwan, S., & Hesse, F. W. (2004, August). Does the viewpoint deviation effect diminish if canonical viewpoints are used for the presentation of dynamic sequences? 26th Annual Conference of the Cognitive Science Society. Chicago, IL, USA. [Poster]
   
• Garsoffky, B., Schwan, S., & Huff, M. (2005, February). Influencing visual recognition of dynamic scenes by the use of canonical viewpoints. Tübinger Wahrnehmungskonferenz (TWK). Tübingen. [Poster]
   
• Garsoffky, B., Schwan, S., & Huff, M. (2005, May). Is recognition of visual sequences better if canonical viewpoints are used? 5th Annual Meeting of the Vision Sciences Society (VSS). Sarasota, FL, USA. [Poster]
   
• Garsoffky, B., Steinborn, M. B., & Schwan, S. (2013, March). The influence of viewpoint height on the processing of soccer scenes. 55. Tagung experimentell arbeitender Psychologen (TeaP). Wien, Austria. [Poster]
   
• Gebhardt, M., Brich, I. R., & Irle, G. (2024, September 30-Oktober 2). Frag den Zukunftsraum! Digitale Transformation für Schule und Lehrkräftebildung gestalten. Potsdam. https://lernen.digital/veranstaltungen/tagung-digitale-transformation-fuer-schule-und-lehrkraeftebildung-gestalten/ [Poster]
   
• Gebhardt, M., Nieder-Steinheuer, K., & Schilling, T. (2024, September 30-Oktober 2). IWM-Schulportal: schule-mal-digital.de. Digitale Transformation für Schule und Lehrkräftebildung. Universität Potsdam. https://lernen.digital/veranstaltungen/tagung-digitale-transformation-fuer-schule-und-lehrkraeftebildung-gestalten/ [Poster]
   
• Gehrer, N. A., & Meyerhoff, H. S. (2015, March). Audio-visual synchrony increases the saliency of visual direction changes: Pip-and-pop effect revisited. 57. Tagung experimentell arbeitender Psychologen (TeaP). Hildesheim. [Poster]
   
• Geißler, S., Hellwig, L., Herrmann, F., Bertram, J., & Unz, D. (2011, August). Changing mental illness stigma by media presentation. 7th Conference of the Media Psychology Division of the German Psychological Society. Bremen. [Talk]
   
• Gerjets, P. (2000, June). Knowledge acquisition in combinatorics with example-based hypertext environments. Forschungsbereich Adaptives Verhalten und Kognition, Max-Planck-Institut für Bildungsforschung. Berlin. [Talk]
   
• Gerjets, P. (2002, Januar). Nutzung ausgearbeiteter Beispielaufgaben in hypermedialen Lernumgebungen: Strategische Defizite und instruktionale Förderungsmaßnahmen. Ringvorlesung des Graduiertenkollegs "Menschliche und maschinelle Intelligenz". Albert-Ludwigs-Universität Freiburg. [Vortrag]
   
• Gerjets, P. (2002, March). Instructional examples in hypertext-based learning and problem solving: Comparing transformational and derivational approaches to example design. Educational Technology Expertise Center, Open University of the Netherlands. Heerlen, The Netherlands. [Talk]
   
• Gerjets, P. (2002, Juli). Nutzung ausgearbeiteter Beispielaufgaben in hypermedialen Lernumgebungen: Strategische Defizite und instruktionale Förderungsmaßnahmen. Forschungskolloquium des Psychologischen Instituts der Eberhard-Karls-Universität Tübingen. [Vortrag]
   
• Gerjets, P. (2002, Oktober). Nutzung ausgearbeiteter Beispielaufgaben in hypermedialen Lernumgebungen: Strategische Defizite und instruktionelle Förderungsmaßnahmen. Institut für Psychologie, Universität Basel. [Vortrag]
   
• Gerjets, P. (2002, November). Instruktionsdesign beim Lernen mit ausgearbeiteten Lösungsbeispielen: Beispielkombinationen und Beispielformate. Fakultät für empirische Humanwissenschaften, Universität des Saarlandes. Saarbrücken. [Vortrag]
   
• Gerjets, P. (2003, Februar). Beispielbasierter Erwerb von Problemlösefertigkeiten mit Hypermedia: Kognitive Grundlagen und instruktionelle Anwendungen. Institut für Psychologie, Universität Erfurt. [Vortrag]
   
• Gerjets, P. (2003, Mai). Cognitive tools - tools to think: Potenziale und Probleme des Lernens mit Hypermedia. Informationstag"Lernen in virtuellen Welten". Institut für Wissensmedien, Tübingen. [Vortrag]
   
• Gerjets, P. (2004, January). Exploration of hypermedia environments: Learner control and adaptive user strategies. Kick-off meeting of the NWO-DFG research cooperation "Affordances for learning in multimedia learning environments". University of Twente, Netherlands. [Talk]
   
• Gerjets, P. (2004, Juli). Lernen mit Multimedia und Hypermedia. Akademische Feier aus Anlass der Emeritierung von Prof. Dr. Werner H. Tack. Fakultät für Empirische Humanwissenschaften, Universität des Saarlandes. Saarbrücken. [Vortrag]
   
• Gerjets, P. (2004, November). Kann Hypermedia das Verständnis mathematischer Lösungsprozeduren unterstützen? Bildungszentrum Südwestmetall. Reutlingen. [Vortrag]
   
• Gerjets, P. (2005, Juni). Hypermediale Lernumgebungen in der Mathematik: Unter welchen Umständen fördern vernetzte Lernmaterialien und dynamische Visualisierungen das Verständnis für mathematische Lösungsprozeduren? Institut für Psychologie, Universität Göttingen. [Vortrag]
   
• Gerjets, P. (2005, August). Discussant: Instructional design implications of cognitive load theory: Sequencing and designing learning tasks. Symposium at the 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Symposium Discussion]
   
• Gerjets, P. (2005, September). Diskutant: Förderung der Kohärenzbildung beim Wissenserwerb mit Multimedia. Symposium auf der 10. Fachtagung Pädagogische Psychologie. Halle. [Symposium Discussion]
   
• Gerjets, P. (2006, January). Cognitive load in learning from hypertext. Workshop "Cognitive and linguistic factors in interactive knowledge construction: A developmental perspective". Behavioral Science Center, Radboud University. Nijmegen, Niederlande. [Talk]
   
• Gerjets, P. (2006, Januar). Förderung des mathematischen Verständnisses durch Hypermedia: Vernetzte Lösungsbeispiele und dynamische Visualisierungen. Institut für Psychologie, Universität Trier. [Vortrag]
   
• Gerjets, P. (2006, Juni). Förderung des mathematischen Verständnisses durch Hypermedia: Vernetzte Lösungsbeispiele und dynamische Visualisierungen. Fakultät für Psychologie, Universität Wien. Österreich. [Vortrag]
   
• Gerjets, P. (2007, August). Discussion "When Learners can Control: Guidelines for Effective Learner-Controlled Instruction". 12th Biennial Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary. [Talk]
   
• Gerjets, P. (2010, August). Bridge over troubled water: From Cognitive Science to designing digital instruction. 32nd Annual Conference of the Cognitive Science Society. Portland, OR, USA. [Talk]
   
• Gerjets, P. (2010, August). Bridge over troubled water: From Cognitive Science to designing digital instruction. Meeting of the EARLI SIG6 Instructional Design & SIG7 Learning and Instruction with Computers. Ulm. [Talk]
   
• Gerjets, P. (2012, Juni). (Multi-)Touch Nature: Biodiversität dynamisch entdecken. Senckenberg international convention: Exhibit Nature - Explain Science. Frankfurt am Main. [Vortrag]
   
• Gerjets, P. (2012, November). Das Multi-Touch System EyeVisit: Intuitive und personalisierte Kontextualisierung von Besucherinformation im Museum. Tagung 2012 der Kommission Sachkulturforschung und Museum in der Deutschen Gesellschaft für Volkskunde. Waldenbuch. [Vortrag]
   
• Gerjets, P. (2013, September). Diskussion zur Konstruktion und Erfassung des Konstrukts ICT-Literacy. 14. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Vortrag]
   
• Gerjets, P. (2014, May). Innovative technology at KMRC. International Workshop on Mass Collaboration and Education. Tübingen. [Talk]
   
• Gerjets, P. (2014, Dezember). Designing adaptive digital instruction: Can neuro-cognitive methodologies help? Kolloquiumsvortrag. ETH Zürich, Schweiz. [Talk]
   
• Gerjets, P. (2015, September). Potentiale von Tablets im Unterricht. Tag der Wissenschaft im Rahmen des Kooperationsprogramms „Schule & Wissenschaft“. Universität Tübingen. [Vortrag]
   
• Gerjets, P. (2017, Januar). Denken mit interaktiven Tischen. Studium Generale der Universität Tübingen. Tübingen. [Vortrag]
   
• Gerjets, P. (2022, September 5-6). AI, VR, Learning Analytics und Co.: Einblicke in ein Future Education Lab. Eingeladener Vortrag auf der Zweiten Fachtagung Künstliche Intelligenz von ZSL und IBBW. Zentrum für Schulqualität und Lehrerbildung (ZSL) und Institut für Bildungsanalysen Baden-Württemberg (IBBW). Esslingen. [Vortrag]
   
• Gerjets, P. (2022, Dezember 15). DigiSelbst: Digitale Selbstporträts zeichnen im Kunstmuseum: Welche rezeptiven und produktiven Prozesse vermitteln soziale Transfereffekte auf Empathie und Selbstwahrnehmung von Jugendlichen? Eingeladener Impulsvortrag auf dem virtuellen Workshop „Vernetzung & Kooperation zwischen Einrichtungen des Forschungs-, Kultur- und Bildungsbereichs verbessern“ des BMBF-Projektträgers DLR. [Vortrag]
   
• Gerjets, P. (2022, October 19-21). The day after tomorrow: Creating a future education lab as integrative research facility for innovation. 10 Years Anniversary Conference of LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Tübingen. [Talk]
   
• Gerjets, P. (2023, Juli 21). Neugier, Empathie, Engagement – Neue Rollen für digitale Medien in Ausstellungen? Eingeladener Vortrag zur Ausstellungseröffnung “Die Anderen Wespen”. Staatliches Naturkundemuseum Stuttgart. [Vortrag]
   
• Gerjets, P. (2023, September 26). Innovative und evidenzbasierte Gestaltung von Vermittlungsformaten in Museen und Ausstellungen: Mit instruktionspsychologischen Ansätzen informelle Lernprozesse fördern. Bildungspolitisches Forum des Leibniz Forschungsnetzwerks Bildungspotentiale (LERN). Berlin. [Vortrag]
   
• Gerjets, P. (2023, Juni 20). Chat GPT – Hype oder Zeitenwende? Eingeladener Vortrag im Café Willi. Tübingen. [Vortrag]
   
• Gerjets, P. (2023, Juni 16). The day after tomorrow: Der Future Innovation Space am IWM als integrative Forschungsplattform für digitale Bildung. Eingeladener Vortrag am KI-Fachtag der Universität Tübingen und der Regionalstelle des Zentrums für Schulqualität und Lehrerbildung (ZSL). Tübingen. [Vortrag]
   
• Gerjets, P. (2023, Februar 28-März 3). Unterrichtserleben in Virtual Reality als Chance für die Lehrkräftebildung. Eingeladener Diskutant bei der 10. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Universität Duisburg-Essen, Essen. [Symposium Diskussion]
   
• Gerjets, P. (2024, Mai 7). WR-AI-TING - Kreatives Schreiben mit KI-Tools in Schul- und Museumskontexten. Marbach am Neckar. [Talk]
   
• Gerjets, P. (2024, July 15-17). Context specific aspects of integrating approaches of self-regulation. TEMMPS – Tübingen Week on Education, Motivation, Meta-Cognition, Personality, and Self-Regulation. Eberhard Karls Universität Tübingen. [Talk]
   
• Gerjets, P. (2024, Oktober 14). Future Innovation Space. Treffen der Vorstände der Leibniz-Institute in Baden-Württemberg zum Austausch über konkrete landesbezogene Themen. Tübingen. [Vortrag]
   
• Gerjets, P. (2024, Juni 21). Future Innovation Space (FIS). 2. KI-Fachtag. Tübingen. [Vortrag]
   
• Gerjets, P., & Azevedo, R. (2007, August). Cognitive, metacognitive, and instructional issues in learning with hypermedia. Symposium auf der 12th Biennial Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary. [Talk]
   
• Gerjets, P., & Blume, F. (2021, Mai 3). Selbststudium (mit digitalen Medien): selbstverständlich oder neue Herausforderung in den Corona-Semestern? Eingeladener Vortrag bei dem e-teaching.org-Themenspecial „Das Selbststudium mit digitalen Medien unterstützen". Tübingen. [Vortrag]
   
• Gerjets, P., & Brand-Gruwel, S. (2009, August). Organization: Evaluation processes while searching the WWW for information. Symposium at the 13th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Symposium Organisation]
   
• Gerjets, P., Brucker, B., Halfmann, M., Maiero, J., & Pardi, G. (2024, Mai 14-15). Ein Blick in das Lernen von Übermorgen: Der Future Innovation Space am IWM. Wissenschaftliche Jahrestagung LERN 2024 - Wie steht es um unser Bildungssystem? Krisen anerkennen, Lösungsansätze gestalten. Tübingen. https://www.leibniz-bildung.de/veranstaltung/lern-jahrestagung-2024-krisen/#:~:text=%E2%80%9EWie%20steht%20es%20um%20unser%20Bildungssystem?%20Krisen%20anerkennen,%20L%C3%B6sungsans%C3%A4tze%20gestalten%22 [Vortrag]
   
• Gerjets, P., Brucker, B., & Lachmair, M. (2023, April 5). Embodied processing in VR. Colloquium Future of Education in Virtual and Augmented Realities (FEVAR) series. Arizona State University, USA. [Talk]
   
• Gerjets, P., Brucker, B., Müller, J., & Özbek, O. (2024, Juni 21-23). WR-AI-TING. Kreatives Schreiben mit KI-Tools in Schul- und Museumskontexten. Sommerschule der didaktisch-empirischen Schreibforschung. Universität Siegen. https://www.dies-sommerschule2024.de/ [Talk]
   
• Gerjets, P., Brucker, B., Müller, J., & Özbek, O. (2024, Juni 6-7). WR-Ai-TING Kreatives Schreiben mit KI-Tools in Schul- und Museumskontexten. Erstes Vernetzungstreffen & Veranstaltung für Qualifikand:innen des BMBF-Förderschwerpunkts „Kulturelle Bildung in gesellschaftlichen Transformationen“. Nürnberg. [Vortrag]
   
• Gerjets, P., Brucker, B., Scharinger, C., & Kasneci, E. (2021, August 23-27). Can and should we assess and optimize learners’ engagement and cognitive load with machine learning? Invited talk at the SIG 7 Symposium „What does machine learning offer for learning and instruction: Potentials and ethical considerations” at 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 7. Gothenburg, Sweden. [Talk]
   
• Gerjets, P., Cierniak, G., & Scheiter, K. (2008, October). The scientific value of cognitive load theory: A research agenda based on the structuralist view of theories. Workshop “Cognitive Load Theory and its Application to Instructional Design”, University of Macau. Macao, China. [Talk]
   
• Gerjets, P., Fütterer, T., & Nuxoll, F. (2024, Juni 25). Künstliche Intelligenz in der Bildung - Teil des Problems oder Teil der Lösung? Studium Generale. Eberhard Karls Universität Tübingen. [Vortrag]
   
• Gerjets, P., Fütterer, T., & Nuxoll, F. (2024, Juni 25). Künstliche Intelligenz in der Bildung – Teil des Problems oder Teil der Lösung? Studium Generale. Eberhard Karls Universität Tübingen. [Vortrag]
   
• Gerjets, P., & Gottschling, S. (2017, März). Kontroverse Wissenschaft: Wie beurteilen Laien Informationen im Internet? Workshop Nanosicherheit 2.0 (Leibniz-Forschungsverbund Nanosicherheit), INM – Leibniz Institut für Neue Materialen. Saarbrücken. [Vortrag]
   
• Gerjets, P., Graw, T., Heise, E., Westermann, R., & Rothenberger, A. (2000, Oktober). Probleme der Handlungssteuerung bei der Hyperkinetischen Störung. Jubiläumskongress 50 Jahre Kinder- und Jugendpsychiatrie. Göttingen. [Poster]
   
• Gerjets, P., Hesse, F. W., & Frings, S. (2003, September). Knowledge acquisition and knowledge exchange with new media - Knowledge Media Research Center, Tuebingen. European Cognitive Science Conference. Osnabrück. [Poster]
   
• Gerjets, P., Huff, M., Trautwein, U., Heinze, A., Ewerth, R., Kasneci, E., & Pfeifer, N. (2023, Juni 16). Unterstützung der Selbstregulation beim Lernen mit Videos (Video-SRS). KI-Fachtag der Universität Tübingen und der Regionalstelle des Zentrums für Schulqualität und Lehrerbildung (ZSL). Tübingen. [Poster]
   
• Gerjets, P., & Kammerer, Y. (2010, September). Der Einfluss des Suchmaschinen-Designs auf die Bewertung der Vertrauenswürdigkeit von Suchergebnissen im World Wide Web. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Vortrag]
   
• Gerjets, P., & Kammerer, Y. (2010, August). Topical relevance and information quality in cognitive models of Web search behavior: Introducing epistemic scent into information foraging theory. 32nd Annual Conference of the Cognitive Science Society. Portland, OR, USA. [Poster]
   
• Gerjets, P., Müller, J., & Oestermeier, U. (2015, November). Digitale Medien in der Begabtenförderung – „Mathematik zum Anhören: Kinder komponieren mit LEGO“. Austausch zwischen empirischer Bildungsforschung und Bildungsadministration in Baden-Württemberg. Stuttgart. [Poster]
   
• Gerjets, P., & Opfermann, M. (2006, September). Selbstgesteuertes Lernen mit multiplen Repräsentationen. 45ter Kongress der Deutschen Gesellschaft für Psychologie (DGPs, Arbeitsgruppe). Nürnberg. [Vortrag]
   
• Gerjets, P., Pardi, G., Brucker, B., Maiero, J., Franke, U., van Waveren, L., Becker, M., Flegr, S., & Kuhn, J. (2024, März 13). Netzwerktreffen „MINT-ProNeD Future Innovation Hub". Leibniz-Institut für Wissensmedien (IWM), Tübingen. [Workshop Organisation]
   
• Gerjets, P., Pardi, G., Maiero, J., Seyboldt, A., & Seeberger, F. (2024, Juli 10). Durchführung einer Studie zum Einsatz einer VR-Anwendung zum Thema Atome und insbesondere Molekülaufbau mit zwei Schulklassen im Future Innovation Space. Tübingen. [Symposium Organisation]
   
• Gerjets, P., Peiffer-Siebert, L., & Müller, T. (2024, März 18). Digitale Vermittlungsangebote in Gedenkstätten evidenzbasiert gestalten: Eine lernpsychologische Perspektive. Eröffnung der Ausstellung "Verwaltung als Verbrechen. Die SS-Behörde 'Inspektion der Konzentrationslager". Stiftung Brandenburgische Gedenkstätten, Gedenkstätte und Museum Sachsenhausen. https://www.sachsenhausen-sbg.de/veranstaltungen/2024-03-18t000000z-eroeffnung-der-ausstellung-verwaltung-als-verbrechen-die-ss-behoerde-inspektion-der-konzentrationlager/ [Vortrag]
   
• Gerjets, P., Richter, S., Führer, C., & Padó, S. (2023, Juni 16). WR-AI-TING: Kreatives Schreiben mit KI-Tools. Potenziale und Risiken digitaler Innovationen in Schulen und Museen. KI-Fachtag der Universität Tübingen und der Regionalstelle des Zentrums für Schulqualität und Lehrerbildung (ZSL). Tübingen. [Poster]
   
• Gerjets, P., Rummer, R., Scheiter, K., & Schweppe, J. (2007, August). Reconsidering the modality principle in multimedia learning. 29th Annual Conference of the Cognitive Society. Nashville, Tennessee, USA. [Poster]
   
• Gerjets, P., & Scheiter, K. (2000, September). Handlungssteuerung und Ressourcenadaptivität in Hypertext-Umgebungen. 42. Kongress der Deutschen Gesellschaft für Psychologie. Jena. [Vortrag]
   
• Gerjets, P., & Scheiter, K. (2001, Februar). Computer-based Learning: Problems of distraction and information selection in hypertext environments. 4. Computers & Dyslexia Conference. University of Cyprus, Nicosia, Cyprus. [Talk]
   
• Gerjets, P., & Scheiter, K. (2002, January). Goal configurations and processing strategies as mediators between instructional design and cognitive load. Evidence from hypertext-based instruction. International Workshop on Cognitive Load Theory. Erfurt. [Talk]
   
• Gerjets, P., & Scheiter, K. (2002, February). Learning from worked-out examples using transformational and derivational example formats. Department of Counsel or Education and Educational Psychology, Mississippi State University. Starkville, MS, USA. [Talk]
   
• Gerjets, P., & Scheiter, K. (2003, September). Beispielbasierter Erwerb von Problemlösefertigkeiten mit Hypermedia. 9. Fachgruppentagung Pädagogische Psychologie. Bielefeld. [Vortrag]
   
• Gerjets, P., & Scheiter, K. (2008, November). Adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences. CNRS-Workshop: Cognition and Learning Technologies. Poitiers, France. [Talk]
   
• Gerjets, P., & Scheiter, K. (2008, November). Ressourcenadaptiver Einsatz dynamischer Visualisierungen zur Unterstützung des naturwissenschaftlichen Verständnisses. Informationsveranstaltung der Leibniz-Gemeinschaft: Exzellenz durch Vernetzung. Berlin. [Vortrag]
   
• Gerjets, P., & Scheiter, K. (2010, November). And I still haven’t found what I’m looking for? Cognitive load theory revisited. The 4th International Cognitive Load Theory Conference. Hong Kong and Macau, China. [Talk]
   
• Gerjets, P., & Scheiter, K. (2014, März). Die Nutzung von Tablet Computern im Unterricht: Segen oder Grund zur Sorge? didacta. Stuttgart. [Vortrag]
   
• Gerjets, P., Scheiter, K., & Catrambone, R. (2003, April). Designing example-based hypermedia environments: Molar versus modular presentation of solution steps. 84th Annual Meeting of the American Educational Research Association. Chicago, IL, USA. [Talk]
   
• Gerjets, P., Scheiter, K., & Catrambone, R. (2003, August). Acquiring problem-type schemas versus understanding individual solution steps: Comparing learning outcomes and cognitive load for two formats of worked-out examples. Tenth Biennial Conference of the European Association for Research on Learning and Instruction. Padova, Italy. [Talk]
   
• Gerjets, P., Scheiter, K., & Catrambone, R. (2003, August). Reducing cognitive load and fostering cognitive skill acquisition: Benefits of category-avoiding examples. 25th Annual Conference of the Cognitive Science Society. Boston, MA, USA. [Talk]
   
• Gerjets, P., Scheiter, K., & Catrambone, R. (2003, September). Reducing cognitive load and fostering cognitive skill acquisition: Benefits of category-avoiding examples. European Cognitive Science Conference. Osnabrück. [Poster]
   
• Gerjets, P., Scheiter, K., & Catrambone, R. (2004, June). Learning from category-avoiding instructional examples reduces cognitive load and fosters cognitive skill acquisition. 6th International Conference of the Learning Sciences. Santa Monica, CA, USA. [Poster]
   
• Gerjets, P., Scheiter, K., & Catrambone, R. (2004, September). Einsatz interaktiver Animationen zur Förderung des Verständnisses von Lösungsprozeduren in der Mathematik. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen. [Vortrag]
   
• Gerjets, P., Scheiter, K., & Catrambone, R. (2004, September). Improving procedural transfer in mathematics with interactive animations. Workshop "Designing powerful learning environments to promote deep conceptual and strategic learning in major curricular domains: mathematics, science, and language" of the FWO Network "Design, development and implementation of powerful learning environments". Bruegge, Belgium. [Talk]
   
• Gerjets, P., Scheiter, K., & Catrambone, R. (2005, July). Augmenting worked-out examples by pictorial representations: When do they aid learning? 27th Annual Conference of the Cognitive Science Society. Stresa, Italy. [Talk]
   
• Gerjets, P., Scheiter, K., & Imhof, B. (2007, August). Understanding locomotion of fish from static and dynamic visualizations. 12th Biennial Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary. [Talk]
   
• Gerjets, P., Scheiter, K., Imhof, B., Kühl, T., Pfeiffer, V., & Gemballa, S. (2008, September). Adaptive design of visualizations for supporting the comprehension of complex dynamics in the natural sciences. Workshop "Use of (external) representations in mathematical and scientific reasoning and problem solving: Analysis and improvement" des FWO Networks „Developing critical and flexible thinking”. University of Leuven, Belgium. [Talk]
   
• Gerjets, P., Scheiter, K., & Kleinbeck, S. (2002, June). Instructional examples in hypertext-based learning and problem-solving: Comparing transformational and derivational approaches to example design. Fifth Workshop of EARLI SIG 6: Instructional Design for Multimedia Learning. Erfurt. [Talk]
   
• Gerjets, P., Scheiter, K., & Kleinbeck, S. (2003, August). Designing worked-out examples for better understanding: The case against problem-type schemas. Tenth Biennial Conference of the European Association for Research on Learning and Instruction. Padova, Italy. [Talk]
   
• Gerjets, P., Scheiter, K., Kleinbeck, S., & Schmid, U. (2002, August). Learning from transformational and derivational worked-out examples. 24th Annual Conference of the Cognitive Science Society. Fairfax, VA, USA. [Poster]
   
• Gerjets, P., Scheiter, K., & Schuh, J. (2002, September). Nutzung ausgearbeiteter Beispielaufgaben in hypermedialen Lernumgebungen: Strategische Defizite und instruktionelle Förderungsmaßnahmen. 43. Kongress der Deutschen Gesellschaft für Psychologie. Berlin. [Vortrag]
   
• Gerjets, P., Scheiter, K., & Schuh, J. (2006, July). Supporting information comparisons in example-based hypertext environments. 28th Annual Conference of the Cognitive Science Society. Vancouver, Canada. [Poster]
   
• Gerjets, P., Scheiter, K., & Schuh, J. (2006, September). Einsatz statischer und dynamischer Visualisierungen zur Förderung des Verständnisses von Lösungsprozeduren in der Mathematik. 45ter Kongress der Deutschen Gesellschaft für Psychologie. Nürnberg. [Poster]
   
• Gerjets, P., Scheiter, K., & Tack, W. H. (2000, August). Resource-adaptive selection of strategies in learning from worked-out examples. 17th Annual Workshop of the European Society for the Study of Cognitive Systems. Oxford, UK. [Talk]
   
• Gerjets, P., Scheiter, K., & Tack, W. H. (2000, August). Resource-adaptive selection of strategies in learning from worked-out examples. 22nd Annual Conference of the Cognitive Science Society. Philadelphia, PA, USA. [Talk]
   
• Gerjets, P., Scheiter, K., & Tack, W. H. (2001, September). Cognitive load in hypertext-based learning: Prior knowledge, time pressure, and number of worked-out examples. 9th European Conference for Research on Learning and Instruction. Fribourg, Switzerland. [Talk]
   
• Gerjets, P., Scheiter, K., & Tack, W. H. (2001, September). Defizite der ressourcenadaptiven Informationsnutzung beim Lernen und Problemlösen in beispielbasierten Hypertext-Umgebungen. 5. Fachtagung der Gesellschaft für Kognitionswissenschaft. Leipzig. [Poster]
   
• Gerjets, P., Scheiter, K., Vollmann, B., & Catrambone, R. (2007, August). Beyond media comparison studies: The role of learner characteristics, information utilization strategies - an instructional approach in hypermedia learning. 12th Biennial Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary. [Talk]
   
• Gerjets, P., Schuh, J., & Scheiter, K. (2005, July). Interactive tools for acquiring transferable problem-solving knowledge. 4th Annual Interdisciplinary Conference. Briancon, France. [Poster]
   
• Gerjets, P., Schuh, J., & Scheiter, K. (2006, April). Augmenting worked examples with an interactive comparison tool and dynamic visualizations of solution procedures. 90th Annual Meeting of the American Educational Research Association. San Francisco, CA, USA. [Talk]
   
• Gerjets, P., Schuh, J., Scheiter, K., & Tack, W. H. (2000, April). Ressourcenadaptive Strategiewahl beim Wissenserwerb aus Beispielen in Hypertext-Umgebungen. 42. Tagung experimentell arbeitender Psychologen. Braunschweig. [Vortrag]
   
• Gerjets, P., & Schwan, S. (2019, Oktober). Der Nutzen instruktionspsychologischer Modelle und Methoden für die digitale Vermittlung im Museum. Eingeladener Vortrag auf der Jahrestagung des Landesverbands Museumspädagogik Baden-Württemberg e.V. Karlsruhe, Deutschland. [Vortrag]
   
• Gerjets, P., Wortha, F., Nagengast, B., Wigfield, A., Azevedo, R., Roberts, B., & Trautwein, U. (2022, August 24-26). An integrative framework for self-regulation in educational contexts. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 8 & 16. Dresden. [Talk]
   
• Gerjets, P., & Zander, T. O. (2011, November). Using passive brain-computer interfaces for cognitive workload assessment during learning: A novel methodological approach. 13th International Conference on Multimodal Interaction (ICMI). Alicante, Spain. [Talk]
   
• Geschke, D., Sassenberg, K., Ruhrmann, G., & Sommer, D. (2009, July). Effects of linguistic abstractness in the mass media: How newspaper articles shape reader's attitudes towards migrants. 32nd annual scientific meeting of the ISPP. Dublin, Ireland. [Talk]
   
• Getto, B., & Thillosen, A. (2021, November 17). Hybride Lehre Gestalten – analoge und digitale Lernumgebungen verknüpfen. Eingeladener Vortrag auf der Online-Veranstaltung "Digitaler Wandel in der Hochschullehre. Ist Online-Lehre gekommen um zu bleiben?". Universität Klagenfurt, Österreich. [Vortrag]
   
• Ghidini, C., Kump, B., Lindstaedt, S., Mahbub, N., Pammer, V., Rospocher, M., & Serafini, L. (2009, June). MoKi: The Enterprise Modelling Wiki. European Semantic Web Conference (ESWC). Heraklion, Greece. [Poster]
   
• Ghidini, C., Rospocher, M., Serafini, L., Faatz, A., Kump, B., Ley, T., Pammer, V., & Lindstaedt, S. (2008, September). Collaborative enterprise integrated modeling. 16th International Conference on Knowledge Engineering and Knowledge Management Knowledge Patterns (EKAW 2008). Acitrezza, Catania, Italy. [Poster]
   
• Gieselmann, M., & Sassenberg, K. (2022, September 10-15). How do perceived competencies affect privacy concerns towards conversational AIs? 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
   
• Gieselmann, M., & Sassenberg, K. (2022, March 20-23). How do perceived competencies affect privacy concerns towards conversational AIs? 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
   
• Gieselmann, M., & Sassenberg, K. (2023, July 23-28). The relevance of interactivity for disclosure towards conversational artificial intelligence. 25th International Conference on Human-Computer Interaction (HCII). Copenhagen, Denmark. [Talk]
   
• Gieselmann, M., & Sassenberg, K. (2023, March 6-7). The more competent, the better? The effects of perceived competencies on disclosure towards conversational AI. Conversing with Artificial Intelligence - Implications for Communication, Relationship-Building and Understanding. Berlin. [Poster]
   
• Gieselmann, M., & Sassenberg, K. (2023, September 12-15). Wann akzeptieren Manager den Einsatz von KI-Systemen? Der Einfluss des Unternehmensbereichs und der KI-Funktionalität. 13. Fachgruppentagung der Fachgruppe Arbeits-, Organisations- und Wirtschaftspsychologie. Kassel. [Vortrag]
   
• Gieselmann, M., & Sassenberg, K. (2024, April 11). Towards a better understanding of information disclosure in human-AI interactions. Closing Conference of the Human-Agent Interaction Network: Interactions With Language-Based AI. Tübingen. [Poster]
   
• Glandorf, D., & Meurers, D. (2024, June 20). Towards fine-grained pedagogical control over english grammar complexity in educational text generation. 19th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2024). Mexico City. https://sig-edu.org/bea/2024#workshop-description [Poster]
   
• Glaser, M. (2011, Januar). Was macht Geschichte unterhaltsam? Medienpsychologische Aspekte historischer Themen. Lehrstuhl für Didaktik der Geschichte der Philosophisch Historischen Fakultät der Universität Augsburg. [Talk]
   
• Glaser, M. (2011, December). Hybrid documentary formats: How entertaining elements in archaeological television documentaries influence processing, experience, and knowledge acquisition. Seminar Hybrid Documentaries. Sint-Lukas Brussels University College of Art and Design. Brussel. [Talk]
   
• Glaser, M. (2012, April). Was lernen wir von Docutainment-Programmen? Die Verarbeitung hybrider TV-Dokumentationen. Fachhochschule Nordwestschweiz (FHNW), Hochschule für Angewandte Psychologie. Olten, Schweiz. [Vortrag]
   
• Glaser, M. (2014, Juli). Geschichte als Erlebnis: Darstellungsformen und ihre psychologische Verarbeitung. Tagung Geschichte als Erlebnis: Performative Praktiken in der Geschichtskultur. Potsdam. [Vortrag]
   
• Glaser, M. (2017, October). The influence of spoken text on attention and knowledge acquisition during picture processing. Invited talk at Biblia Docet. World, Image and Education in Sixteenth-Century Netherlandish Art and Theatre. International Colloquium. Tübingen. [Talk]
   
• Glaser, M., Franken, L., von Lindern, K., & Samida, S. (2024, Dezember 11). Materialität und Digitalität. Carl von Ossietzky Universität Oldenburg. [Panel]
   
• Glaser, M., & Garsoffky, B. (2009, June). Re-enactments in archaeological documentaries and their influence on reception processes. Society for Cognitive Studies of the Moving Image 2009 Conference (SCSMI). Kopenhagen, Denmark. [Talk]
   
• Glaser, M., & Garsoffky, B. (2010, September). Organisation: Narrationen in Medien. Symposium auf der Tagung der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Symposium Organisation]
   
• Glaser, M., Garsoffky, B., & Schwan, S. (2008, July). Do reconstructions influence familiarity and dating of past periods? A preliminary study. XXIX International Congress of Psychology (ICP). Berlin. [Talk]
   
• Glaser, M., Garsoffky, B., & Schwan, S. (2008, September). Rekonstruktionen archäologischer Objekte in Dokumentationen. Lernen im Museum: Die Rolle digitaler Medien. Rückblick und Bilanz - Ausblick und Perspektiven. Workshop im Deutschen Museum. München. [Vortrag]
   
• Glaser, M., Garsoffky, B., & Schwan, S. (2008, February). Fictional formats in archaeological television documentaries and transportation into past periods - a work in progress. Workshop: WMEBR - When media environments become real. Bern, Schweiz. [Poster]
   
• Glaser, M., Garsoffky, B., & Schwan, S. (2009, April). Re-enactments in archaeological television documentaries and their influence on the reception process. Workshop: Narrative fact and fiction. Patterns of narrative construction in media stories and differential effects. Vienna, Austria. [Talk]
   
• Glaser, M., Garsoffky, B., & Schwan, S. (2009, Januar). Re-enactments in archäologischen Fernseh-Dokumentationen und ihr Einfluss auf den Rezeptionsprozess. Geschichtsjournalismus - zwischen Information und Inszenierung. Jahrestagung der Fachgruppe Kommunikationsgeschichte. Eichstätt. [Vortrag]
   
• Glaser, M., Garsoffky, B., & Schwan, S. (2010, July). Processing, experience, and knowledge acquisition with hybrid documantary formats. 12th biennial IGEL conference. International Society for the Empirical Study of Literature and Media. Utrecht, The Netherlands. [Talk]
   
• Glaser, M., Garsoffky, B., & Schwan, S. (2010, September). Wissenserwerb mit Narrationen in archäologischen Fernseh-Dokumentationen. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPS). Bremen. [Vortrag]
   
• Glaser, M., Garsoffky, B., & Schwan, S. (2012, Februar). Narrativierung von historischen Rekonstruktionen. Geschichtsdidaktik empirisch 12. Basel, Schweiz. [Vortrag]
   
• Glaser, M., Garsoffky, B., & Schwan, S. (2022, März 30). Einfluss von Digitalisaten auf Objekt-, Installations- und Ausstellungsrezeption. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN). Frankfurt am Main (virtuelle Konferenz). [Vortrag]
   
• Glaser, M., Garsoffky, B., & Schwan, S. (2023, June, 15-16). Potential of digital models of exhibition objects for reception. Eingeladener Vortrag auf der Internationalen Tagung “Knowledge through Digitized Material? - Objects, Images, Perspectives“. Bremerhaven, Bremen. [Talk]
   
• Glaser, M., Garsoffky, B., & Schwan, S. (2024, Mai 14-15). Lernbezogene Rezeption von realen vs. holografischen Objekten in einer Experimental-Ausstellung. LERN-Jahrestagung 2024 (Leibniz-Forschungsnetzwerk Bildungspotenziale). Tübingen. [Vortrag]
   
• Glaser, M., Lengyel, D., Toulouse, C., & Schwan, S. (2015, May). Designing computer based archaeological 3D-reconstructions: How camera zoom influences attention. Eurographics Workshop on Intelligent Cinematography and Editing (WICED) 2015. Zurich, Switzerland. [Talk]
   
• Glaser, M., Lengyel, D., Toulouse, C., & Schwan, S. (2020, August). Influence of Certainty Visualizations on Memory for Architectural Information and its Certainties. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 2): Comprehension of Text and Graphics (online conference). Prague, Czech Republic. [Talk]
   
• Glaser, M., & Schwan, S. (2014, August). Multimedie effect within a single presentation. European Association for Research on Learning and Instruction (EARLI). Special Interest Group 2 (SIG 2: Text and Graphics Comprehension). Rotterdam, The Netherlands. [Talk]
   
• Glaser, M., & Schwan, S. (2017, August). The Interplay Between Verbal And Visual Cueing. 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
   
• Glaser, M., & Schwan, S. (2018, August). Processing uncertainty in science communication: The Interplay Between Uncertain Text and Picture Information on Perceived Certainty and Knowledge Acquisition of Archaeological Reconstructions. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 2): Comprehension of Text and Graphics. Freiburg. [Poster]
   
• Glaser, M., & Schwan, S. (2024, September 4). Processing uncertain information in immersive virtual reality. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 2): Comprehension of Text and Graphics. Valencia, Spain. [Talk]
   
• Glaser, M., Werner, S., Kröger, L., Schilling, R., & Schwan, S. (2024, December 9). Influence of different types of object sound presentation on experience and knowledge acquisition in the VR of a historical tugboat. Conference Exhibiting the Sound of History - Practice and Theory of Acoustic Historical Research and Communication. Hamburg. [Talk]
   
• Glaser, M., Werner, S., & Schwan, S. (2022, August 29-31). Audio-visual spatial contiguity in three-dimensional space. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Kiel. [Poster]
   
• Glaser, M., Wolf, R., Staubermann, K., & Hogervorst, S. (2024, December 9). Exhibiting the sound of history - round-table & final discussion. Conference Exhibiting the Sound of History. Hamburg. [Panel]
   
• Godbersen, H., & Ruiz Fernández, S. (2019, Juli). Die Werte der Medien und unser Medienkonsum. 1. Stuttgarter Wissenschaftsfestival. Stuttgart, Deutschland. [Vortrag]
   
• Goldberg, P., Sümer, Ö., Stürmer, K., Göllner, R., Wagner, W., Gerjets, P., Kasneci, E., & Trautwein, U. (2019, Februar). Aufmerksam oder nicht? Die kontinuierliche Erfassung von beobachtbarem Aufmerksamkeits-Verhalten in Instruktionssituationen. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Aachen, Deutschland. [Poster]
   
• Goldberg, P., Sümer, Ö., Stürmer, K., Wagner, W., Göllner, R., Gerjets, P., Kasneci, E., & Trautwein, U. (2019, April). Attentive or not? Towards a machine learning approach to assessing students’ visible engagement in classroom instruction. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Blaubeuren, Germany. [Poster]
   
• Goldberg, P., Trautwein, U., Gerjets, P., Kasneci, E., & Sümer, Ö. (2020, May). Attention Awareness in Classrooms. Assessing Students’ Attentional Focus in the Classroom. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen, Deutschland. [Talk]
   
• Golsteyn, B., & Hirsch, S. (2016, September). Survey non-response and the estimated relationship between parental income and children’s schooling. 28th European Association of Labour Economists (EALE) Annual Conference. Ghent, Belgium. [Poster]
   
• Golsteyn, B., & Hirsch, S. (2016, June). Are estimates of intergenerational mobility biased by non-response? 30th Annual Conference of the European Society for Population Economics. Berlin. [Talk]
   
• Goodwin, M. K., Guadagno, R. E., Muscanell, N. L., Barth, J. M., & Yang, Y. (2013, January). Communicating after disaster: Gender and social support predict first Facebook post. Annual Meeting for the Society for Personality and Social Psychology. New Orleans, LA, USA. [Poster]
   
• Goodwin, M. K., Muscanell, N. L., & Guadagno, R. E. (2011, May). Gender and communication modality effects on persuasion. Annual Meeting for the Midwestern Psychological Association. Chicago, IL, USA. [Poster]
   
• Goodwin, M. K., Muscanell, N. L., Guadagno, R. E., Barth, J. M., & Yang, Y. (2012, May). Connecting with others when catastrophe strikes: An examination of communication after disaster. Annual Meeting for the Association of Psychological Science. Chicago, IL, USA. [Poster]
   
• Gottschling, S., & Kammerer, Y. (2019, July). Reducing reliance on misinformation through psychoeducation in combination with an error-marking task. Annual Meeting of the Society for Text & Discourse (ST&D). New York, USA. [Talk]
   
• Gottschling, S., & Kammerer, Y. (2019, September). Reduktion des Fehlinformationseffekts durch eine kombinierte Intervention aus Psychoedukation und dem Anstreichen von Fehlern. Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY). Leipzig, Deutschland. [Vortrag]
   
• Gottschling, S., & Kammerer, Y. (2019, August). Reducing reliance on misinformation through psychoeducation and an error marking task. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
   
• Gottschling, S., & Kammerer, Y. (2020, July). Eyes on the Source! – The Role of Differences in Source Trustworthiness on Lay Persons’ Attention to Source Information during the Resolution of Scientific Conflicts. Annual Meeting of the Society for Text & Discourse (ST&D) (online conference). [Talk]
   
• Gottschling, S., Kammerer, Y., & Gerjets, P. (2018, November). Readers’ processing and use of source information as a function of its usefulness to explain conflicting scientific claims. Workshop on Multiple Documents Literacy. Bochum. [Talk]
   
• Gottschling, S., Kammerer, Y., & Gerjets, P. (2018, July). Readers’ Attention to and Use of Source Information as a Function of its Usefulness to Explain Conflicting Scientific Claims. Annual Meeting of the Society for Text & Discourse (ST&D). Brighton, UK. [Talk]
   
• Gottschling, S., Kammerer, Y., & Gerjets, P. (2020, October). Differences in experts and laypersons’ sourcing when reading about a scientific conflict in nanosafety an eye tracking study. Nanosafety 2020 (online conference). [Poster]
   
• Gottschling, S., Kammerer, Y., & Gerjets, P. (2021, August 2-4). Investigating differences in experts’ and laypersons’ evaluation of a scientific conflict with eye-tracking and cued-retrospective thinking aloud. Annual Meeting of the Society for Text & Discourse (ST&D). [Talk]
   
• Gottschling, S., Kammerer, Y., & Gerjets, P. (2023, June 28-30). Illusion of truth? Effects of repeated exposure to textual misinformation on readers’ knowledge and response confidence. Annual Meeting of the Society for Text and Discourse (ST&D). Oslo, Norway. [Talk]
   
• Gottschling, S., Kammerer, Y., Thomm, E., & Gerjets, P. (2017, September). Der Einfluss von Quelleninformationen und persönlichen Einstellungen auf die Interpretation eines wissenschaftlichen Konflikts. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY). Münster. [Poster]
   
• Gottschling, S., Kammerer, Y., Thomm, E., & Gerjets, P. (2018, August). ‘Down to the source!’ ‒ Lay peoples’ use of source information in the evaluation of conflicting scientific claims. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 2): Comprehension of Text and Graphics. Freiburg. [Poster]
   
• Gottschling, S., Kammerer, Y., Thomm, E., & Gerjets, P. (2018, June). How Source Information Influences Lay People's Interpretation of a Scientific Conflict. International Summer School “Trust in mediated communication”. Münster. [Poster]
   
• Grapendorf, J., & Sassenberg, K. (2015, September). Mindfulness hilft!? Nicht um Gruppenleistung zu steigern. 15. Fachgruppentagung der Sozialpsychologie. Potsdam. [Vortrag]
   
• Grapendorf, J., & Sassenberg, K. (2016, September). Offenheit für multiple Perspektiven: Eine Möglichkeit Gruppenleistung zu steigern? 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Talk]
   
• Grapendorf, J., Sassenberg, K., Trötschel, R., & Majer, J. (2014, September). Weniger ist mehr: Verhandlungen via Videokonferenz. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Poster]
   
• Greipl, S., Kiili, K., Bieck, S. M., Moeller, K., & Ninaus, M. (2018, January). Effectiveness and benefits of game-based training for rational number understanding. 36th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Greipl, S., Kiili, K., Lindstedt, A., Klein, E., Moeller, M., & Ninaus, M. (2020, April). Neurofunctional underpinnings of game-based learning: contrasting game and non-game-based learning in an active fMRI paradigm. Learning and Plasticity 2020. Lapland, Finland. (Conference cancelled). [Poster]
   
• Greipl, S., Kiili, K., Lindstedt, A., Moeller, K., Klein, E., Karnath, H., & Ninaus, M. (2018, July). Quantifying emotions in a game-based vs a non-games-based learning task. 2nd VECTOR Workshop on Virtual Environments: Current TOpics in psychological Research. Tübingen. [Talk]
   
• Greipl, S., Kiili, K., Moeller, K., Klein, E., Karnath, H. O., & Ninaus, M. (2018, August). Increased emotional engagement in game-based learning. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 8: Motivation and Emotion - 16th International Conference on Motivation (ICM 2018). Aarhus, Dänemark. [Talk]
   
• Greipl, S., Ninaus, M., Bauer, D., Kiili, K., & Moeller, K. (2018, December). A fun-accuracy trade-off in game-based learning. 7th International Games and Learning Alliance conference – GALA2018. Palermo, Italy. [Talk]
   
• Greipl, S., Ninaus, M., Karnath, H.-O., Moeller, K., Klein, E., & Killi, K. (2020, May). Game-based Nuber Learning. Benefits of a game-based cognitive interface for knowledge work. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
   
• 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]
   
• 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]
   
• 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. [Vortrag]
   
• 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., 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]
   
• 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]
   
• 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. [Vortrag]
   
• 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]
   
• 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]
   
• Greving, H., & Epstude, K. (2011, July). Music and mind-sets: The influence of music on creative idea generation. 16th General Meeting of the European Association of Social Psychology (EASP). Stockholm, Sweden. [Poster]
   
• Greving, H., & Epstude, K. (2011, September). Aktiviert Musik bestimmte Denkstile? Der Einfluss von Musik auf Kreativität. 13. Tagung der Fachgruppe Sozialpsychologie der DGPs. Hamburg. [Vortrag]
   
• Greving, H., Oeberst, A., & Cress, U. (2016, September). Kollektiv verärgert berichtet? Ergebnisse zu Berichten über Terroranschläge auf Wikipedia. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Poster]
   
• 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]
   
• Greving, H., & Sassenberg, K. (2012, September). Der Einfluss von gesundheitlicher Bedrohung auf die Informationssuche und -rezeption. 48. Kongress der Deutschen Gesellschaft für Psychologie. Bielefeld. [Vortrag]
   
• Greving, H., & Sassenberg, K. (2013, September). Selbstwertdienlich informiert? Der Einfluss von Bedrohung auf die Informationsrezeption. 14. Tagung der Fachgruppe Sozialpsychologie. Hagen. [Vortrag]
   
• Greving, H., & Sassenberg, K. (2013, January). Health threats prompt self-serving bias: When risk perception is reduced and health self-esteem increased. 14th Annual Meeting of the Society for Personality and Social Psychology. New Orleans, LA, USA. [Poster]
   
• Greving, H., & Sassenberg, K. (2014, September). Wenn die Informierung den Selbstwert steigert: Der Einfluss von Bedrohung auf die Informationssuche im Internet. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
   
• Greving, H., & Sassenberg, K. (2014, July). When health threat prompts self-serving bias: How health threat influences information search on the Internet. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Talk]
   
• Greving, H., & Sassenberg, K. (2014, July). Motivated information processing online: How threat is regulated during Internet search. European Association of Social Psychology (EASP) Small Group Meeting: Self-regulation of threat. Amsterdam, The Netherlands. [Talk]
   
• Greving, H., & Sassenberg, K. (2015, February). When threat prompts self-serving bias: How threat influences Internet search. 16th Annual Meeting of the Society for Personality and Social Psychology. Long Beach, CA, USA. [Poster]
   
• Greving, H., Sassenberg, K., & Sassenrath, C. (2015, September). "Bei vollem Bewusstsein wurde mir der Kopf aufgebohrt": Der Einfluss von persönlichen Berichten in journalistischen Texten auf Emotionen der Leser. 15. Tagung der Fachgruppe Sozialpsychologie. Potsdam. [Vortrag]
   
• 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]
   
• 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. [Vortrag]
   
• Grinschgl, S., Meyerhoff, H. S., & Papenmeier, F. (2019, October). Offloading working memory: Determinants and consequences. WissenschaftsCampus Tübingen (WCT) Autumn School. Bad Teinach, Germany. [Talk]
   
• Grinschgl, S., Meyerhoff, H. S., & Papenmeier, F. (2020, May). Offloading working memory with cognitive interfaces: a systematic investigation of potentials, benefits, and risks of mobile touch devices. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen, Deutschland. [Talk]
   
• Grinschgl, S., Papenmeier, F., & Meyerhoff, H. S. (2018, November). The impact of working memory capacity and tool design on cognitive offloading. 59th Annual Meeting of the Psychonomic Society. New Orleans, LA, USA. [Poster]
   
• Grinschgl, S., Papenmeier, F., & Meyerhoff, H. S. (2019, September). Offloading working memory improves performance but impairs long-term memory. European Society for Cognitive Psychology (ESCoP). Tenerife, Spain. [Talk]
   
• Grinschgl, S., Papenmeier, F., & Meyerhoff, H. S. (2019, July). Benefits and risks of offloading working memory processes. A-Dok. Mannheim, Germany. [Talk]
   
• Grinschgl, S., Papenmeier, F., & Meyerhoff, H. S. (2020, March). Consequences of cognitive offloading: Boosting performance but diminishing memory. 62. Tagung experimentell arbeitender Psychologen (TeaP). Jena. (Konferenz abgesagt). https://teap2020.dryfta.com/ [Poster]
   
• 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. [Vortrag]
   
• 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]
   
• 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., & 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]
   
• 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]
   
• 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]
   
• 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]
   
• Gräber, W., Neumann, A., & Tergan, S.-O. (2004, May). Mind Mapping for fostering self-regulated resource-based learning in science classes. International Workshop on Visual Artifacts for the Organization of Information and Knowledge. Knowledge Media Research Center, Tübingen. [Talk]
   
• Gräber, W., Neumann, A., & Tergan, S.-O. (2005, April). ParIS: Cognitive Apprenticeship and Digital Mindmapping. Fostering Scientific Literacy through a Situated Learning approach. National Association for Science Teaching (NARST). Dallas, TX, USA. [Talk]
   
• Gräber, W., Neumann, A., Tergan, S.-O., & Lindner, M. (2006, April). "Digital Mind Mapping to Support Students Resource Based Learning". NARST 2006 Annual Meeting. San Francisco, USA. [Talk]
   
• Gräber, W., & Tergan, S.-O. (2003, August). Knowledge mapping for fostering self-regulated studying in chemistry classes. Tenth Biennial EARLI Conference. Padova, Italy. [Talk]
   
• Guadagno, R. E., Muscanell, N. L., Barth, J. M., Goodwin, M. K., & Yang, Y. (2012, May). Dealing with disaster: Gender differences in Facebook users’ coping after the Tuscaloosa EF4 tornado. Annual Meeting for the Association of Psychological Science. Chicago, IL, USA. [Talk]
   
• Gunalp, P., Rathbun, Z., Meyerhoff, H. S., Stieff, M., Franconeri, S., & Hegarty, M. (2018, November). Working Memory for Complex Objects: Effects of Explicit Stimulus Regularities. 59th Annual Meeting of the Psychonomic Society. New Orleans, LA, USA. [Poster]
   
• Gunser, V. E. (2023, May 25). Creative writing and Artificial Intelligence. Invited talk at the Workshop Teaching and Learning with AI. Opencampus, Wissenschaftszentrum Kiel. [Talk]
   
• Gunser, V. E. (2024, Januar 18). Kreativität im digitalen Zeitalter: Der Turing Test bei den GPT Modellen und die Wahrnehmung ihres Outputs. Workshop Kreatives Schreiben mit generativer KI. KI Makerspace Tübingen. [Vortrag]
   
• Gunser, V. E., Brucker, B., & Gerjets, P. (2022, October 19-21). Reading differences of AI-texts and human-written texts – an eye-tracking study of AI-poems. 10 Years Anniversary Conference of LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Tübingen. [Poster]
   
• Gunser, V. E., Brucker, B., Richter, S., & Gerjets, P. (2024, April 11). NarrAItions: Creative writing with GPT-models. Closing Conference of the Human-Agent Interaction Network: Interactions With Language-Based AI. Tübingen. [Poster]
   
• Gunser, V. E., Dischinger, E., Fischer, N., Pons, P., Rösser, J., & Wagner-Hartl, V. (2020, July). Do user requirements of mHealth devices have differences for gender and age? International Conference on Human-Computer Interaction (online conference). Copenhagen, Denmark. [Poster]
   
• Gunser, V. E., & Foran, H. M. (2016, September). Family relationships and child physical health status 10 years later. 12th Alps Adria Psychology Conference. Rijeka, Croatia. [Poster]
   
• Gunser, V. E., & Gerjets, P. (2022, Juli 1). Ko-Kreation kurzer narrativer Texte mit Künstlicher Intelligenz. Eingeladener Vortrag am Tübinger Science and Innovation Day 2022. Leibniz-Institut für Wissensmedien, Tübingen. [Vortrag]
   
• Gunser, V. E., Gottschling, S., Brucker, B., & Gerjets, P. (2022, March 20-23). Same same but different? Readers differentiation between human and AI poetry. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
   
• Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., & Gerjets, P. (2021, October 20-22). Can users distinguish narrative texts written by an artificial intelligence writing tool from purely human text? Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Schwäbisch Gmünd. [Poster]
   
• Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., & Gerjets, P. (2021, July 24-29). Can user distinguish narrative texts written by an artificial intelligence writing tool from purely human text? HCI International 2021 – 23rd International Conference on Human-Computer Interaction (online conference). Washington DC, USA. [Poster]
   
• Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D. C., & Gerjets, P. (2022, August 27-30). The pure poet: How good is the subjective credibility and stylistic quality of literary short texts written with an artificial intelligence tool as compared to texts written by human authors? 44th Annual Meeting of the Cognitive Science Society (CogSci). Toronto, ON, Canada. [Poster]
   
• Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D. C., & Gerjets, P. (2022, May 22-27). The pure poet: How good is the subjective credibility and stylistic quality of literary short texts written with an artificial intelligence tool as compared to texts written by human authors? First Workshop on Intelligent and Interactive Writing Assistants (In2Writing) at the 60th Annual Meeting of the Association for Computational Linguistic. Dublin, Ireland. Underline Science Inc. https://doi.org/10.48448/g6y5-sr73 [Talk]
   
• Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D. C., & Gerjets, P. (2022, May 22-27). The pure poet: How good is the subjective credibility and stylistic quality of literary short texts written with an artificial intelligence tool as compared to texts written by human authors? First Workshop on Intelligent and Interactive Writing Assistants (In2Writing) at the 60th Annual Meeting of the Association for Computational Linguistic. Dublin, Ireland. [Poster]
   
• Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D. C., & Gerjets, P. (2022, April 27-29). Readers differentiation between human and AI poetry. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Untermarchtal. [Poster]
   
• Gunser, V. E., Gottschling, S., Brucker, B., Said, N., & Gerjets, P. (2022, September 10-15). Metacognitive awareness of readers in differentiation between human and AI poetry. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Symposium “Human-Agent Interaction”. Hildesheim. [Talk]
   
• Gunser, V. E., Gottschling, S., Said, N., Brucker, B., Richter, S., & Gerjets, P. (2023, April 19-21). NarrAItions: Co-creating short narrative texts with AI - metacognition and stylistic properties. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Schwäbisch Gmünd. [Poster]
   
• Gunser, V. E., Provorse, D., & Foran, H. M. (2017, November). Family relationships and child mental health status ten years later. Day of Transformation, Washburn University. Topeka, USA. [Poster]
   
• Gunser, V. E., Richter, S., & Gerjets, P. (2022, June 20-22). Creativity in the digital age: How do readers perceive and evaluate AI-written poetry? Invited talk at the Conference of the American Friends of Marbach in Cooperation with the Stuttgart Research Centre for Text Studies. Deutsches Literaturarchiv Marbach, Marbach am Neckar. [Talk]
   
• Gussmann, M., Merkt, M., & Schwan, S. (2017, November). Wirkung authentischer Orte auf die Wahrnehmung von Bildmaterialien. Lernen mit Sachquellen in Gedenkstätten und Museen. Celle. [Vortrag]
   
• Gussmann, M., Merkt, M., & Schwan, S. (2018, September). Authentic places: Does knowing about the history of a place influence the emotional impact of place-related pictures? International Conference on Spatial Cognition (ICSC). Rom, Italy. [Poster]
   
• Günther, E., & Domahidi, E. (2016, June). The changing research landscape of our field. A topic model of 80 years in communication research journals. Jahrestagung der International Communication Association (ICA). Fukuoka, Japan. [Talk]
   
• Haberstroh, S., & Oeberst, A. (2008, November). The overweighting of rare events and sample size. 29. Conference of the Society for Judgement and Decision Making. Chicago. [Poster]
   
• Haberstroh, S., & Oeberst, A. (2010, January). Applying paired distinctiveness to experience-based decisions. 11. Conference of the Society for Personality and Social Psychology. Las Vegas, USA. [Poster]
   
• Haberstroh, S., & Oeberst, A. (2010, November). Experience-based decisions and paired distinctiveness of rare events. 31. Conference of the Society for Judgment and Decision Making. St. Louis, USA. [Poster]
   
• Hagedorn, J., & Sassenberg, K. (2022, September 10-15). Examining AI-based changes to message emotionality in online interactions. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
   
• Hagedorn, J., & Sassenberg, K. (2023, September 9-13). Users‘ acceptance of AI-based writing assistants for message emotionality. 18. Tagung der Fachgruppe Sozialpsychologie (FGSP). Graz, Austria. [Talk]
   
• Hagedorn, J., Sassenberg, K., & Klinger, R. (2024, April 11). On AI-based writing assistants for message emotionality in online negotiations. Concluding Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. [Poster]
   
• Halatchliyski, I. (2009, December). Social Network Analysis of Knowledge Building in Wikipedia. Alpine Rendez-Vous - STELLAR Doctoral Consortium. Garmisch-Partenkirchen. [Talk]
   
• Halatchliyski, I. (2010, März). Die Integration von Wissensdomänen in Wikipedia. Tagung der AG Netzwerkforschung in der Deutschen Gesellschaft für Soziologie "Netzwerke erfassen, analysieren und verstehen". Berlin. [Vortrag]
   
• Halatchliyski, I. (2010, September). Boundary spanners between knowledge domains in Wikipedia. 7th Conference on Applications of Social Network Analysis. Zürich. [Talk]
   
• Halatchliyski, I. (2010, September). Die Integration von Wissen in Wikipedia. 47. Kongress der Deutschen Gesellschaft für Psychologie. Bremen. [Vortrag]
   
• Halatchliyski, I. (2011, July). Social network analysis of collaborative knowledge creation in Wikipedia. 9th International Conference on Computer-Supported Collaborative Learning. Hong Kong, China. [Talk]
   
• Halatchliyski, I. (2012, September). Social network analysis of collaborative knowledge. Universität Duisburg-Essen. [Talk]
   
• Halatchliyski, I. (2013, February). Main path analysis of collaborative learning. Alpine Rendez-Vous 2013 - Workshop "It’s About Time: Addressing the Many Challenges of Analyzing Multi-Scale Temporal Data". Villard-de-Lans, France. [Talk]
   
• Halatchliyski, I. (2014, May). Network analysis of Mass Collaboration in Wikipedia and Wikiversity. International Workshop on Mass Collaboration and Education. Tübingen. [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]
   
• Halatchliyski, I., & Moskaliuk, J. (2009, November). Making knowledge building visible. ZEW-KMRC-Workshop "The potential of social software for knowledge creation and economic performance”. Mannheim. [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]
   
• Halatchliyski, I., Oeberst, A., Bientzle, M., Bokhorst, F., & van Aalst, J. (2012, July). Unraveling idea development in discourse trajectories. 10th International Conference of the learning sciences. Sydney, NSW, Australia. [Talk]
   
• Halfmann, A., Lutz, S., Schneider, F. M., Freytag, A., & Hefner, D. (2023, September 6–8). Take a deep breath, then check your messages: Experimentally investigating the moderating effect of mindfulness in the interplay of social pressure to be available and messenger users’ well-/ill-being. 13th Conference of the Media Psychology Division (German Psychological Society, DGPs). Luxembourg. [Poster]
   
• Halfmann, M., Stenzhorn, H., Gerjets, P., Kohlbacher, O., & Oestermeier, U. (2018, November). User-driven development of an innovative software tool to support molecular tumor boards. Data Integration in the Life Sciences (DILS2018). Hannover. [Workshop Organisation]
   
• Halfmann, M., Stenzhorn, H., Oestermeier, U., Gerjets, P., & Kohlbacher, O. (2018, September). User-driven development of an innovative software tool to support molecular tumor boards. 63. Jahrestagung der Gesellschaft für Medizinische Informatik, Biometrie und Epidemologie e. V. (GMDS). Osnabrück. [Poster]
   
• Hamaloğlu, S., Huff, M., Fleming, S., Anders, G., Papenmeier, F., & Said, N. (2024, March 17-20). Metacognition and the event completion paradigm: The role of metacognitive sensitivity during event perception. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Poster]
   
• Hamaloğlu, S., Huff, M., Fleming, S., Papenmeier, F., & Said, N. (2024, May 15-17). Unraveling the relationship between accuracy and confidence: A meta-cognitive perspective within event perception. International Workshop on Modal and Amodal Cognition. Eberhard Karls Universität Tübingen. [Poster]
   
• Hamaloğlu, S., Huff, M., Fleming, S., Papenmeier, F., & Said, N. (2024, June 13-15). Insights into metacognitive efficiency: Unraveling the interplay between accuracy and confidence during event completion. Doktorand:innen-Workshop (A-Dok). Universität Heidelberg. [Talk]
   
• Hammer, M., Scheiter, K., Fauth, B. C., & Stürmer, K. (2020, April). How do parents’ beliefs and behavior affect students’ media self-efficacy? The American Educational Research Association (AERA). San Francisco, USA. (Conference cancelled). https://www.aera20.net/ [Poster]
   
• Hammer, M., Scheiter, K., & Stürmer, K. (2020, August). How do parents’ beliefs and behavior regarding digital media affect students’ digital media self-efficacy? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
   
• Hammer, M., Stürmer, K., Scheiter, K., & Fauth, B. (2018, July). Student characteristics and their perceptions in tablet-instruction. Conference of the JUnior REsearchers (JURE) of European Association for Research on Learning and Instruction (EARLI). Antwerp, The Netherlands. [Poster]
   
• Hammer, M., Stürmer, K., Scheiter, K., & Fauth, B. (2019, August). How do student learning prerequisites affect perceptions of supportive climate in ICT instruction? 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
   
• Hampp, C., Bauer, D., & Schwan, S. (2010, November). Setting-up Conflicting Natural Scientific Issues in Museums and Exhibitions: The Role of Authentic Objects. 22nd General Conference & 25th General Assembly of the International Council of Musems (ICOM). Shanghai, China. [Talk]
   
• Hampp, C., Bauer, D., & Schwan, S. (2011, March). Knowledge transfer of conflictual natural scientific issues in museums and exhibitions: The role of authentic objects. Workshop Science Learning in Informal Settings im Rahmen des DFG-SPP 1409. Tübingen. [Poster]
   
• Hampp, C., Bauer, D., Schwan, S., & Kampschulte, L. (2011, May). Beyond paper and pencil – New methods in visitors evaluation. Investigating the role of objects in museums and exhibitions via mobile eyetracking. Ecsite Annual Conference 2011. Warschau, Poland. [Talk]
   
• Hampp, C., & Novak, M. (2022, März 17-18). Anfassen erwünscht? Eine experimentelle Studie zur Wirkung von haptischen Erfahrungen im Naturkundemuseum. Neue Wege der Konzeption und Reflexion von Museumsausstellungen. DASA-Online-Forschungskolloquium „Neue Wege der Konzeption und Reflexion von Museumsausstellungen". Dortmund. [Vortrag]
   
• Hamstra, M., Sassenberg, K., Van Yperen, N., & Wisse, B. (2010, June). The impact of leaders' regulatory focus. Conference Motivation, Self- Regulation and Gender: Perspectives and Applications. Gdansk, Poland. [Talk]
   
• Hamstra, M., van Yperen, N., Wisse, B., & Sassenberg, K. (2009, November). Regulatory Flexibility: Personnel Selection and Performance. Conference of the Werkgemeenschap van onderzoekers in de Arbeids- & Organisatiepsychologie. Amsterdam, The Netherlands. [Talk]
   
• Hansen, N., & Sassenberg, K. (2007, September). Der Einfluss von legitimierenden Ideologien über soziale Diskriminierung in sozialen Interaktionen. 11. Tagung der Fachgruppe Sozialpsychologie der DGPs. Freiburg. [Vortrag]
   
• 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]
   
• Harris, J. N., Guadagno, R. E., & Muscanell, N. L. (2012, May). Do intentions lead to actions? The role of preference for consistency. Annual Meeting for the Association for Psychological Science. Chicago, IL, USA. [Poster]
   
• Hasselhorn, M., & Kornmann, J. (2012, Februar). Bericht der wissenschaftlichen Begleitung. Infoveranstaltung der Landeskoordination der Hector-Kinderakademien. Stuttgart. [Vortrag]
   
• Haug, S. (2006, Februar). Einsatz und Perspektiven von www.e-teaching.org . Learntec. Karlsruhe. [Vortrag]
   
• Haug, S. (2006, Juli). "e-teaching.org - Community". E-Learning Kreis des Verbunds Internationale Bodenseehochschule. Zeppelin University. Friedrichshafen. [Talk]
   
• Haug, S. (2006, Oktober). E-Learning Information in German University Websites- A Game of Hide-and-Seek. EDEN Research Workshop. Castelldefels, Spanien. [Talk]
   
• Haug, S. (2006, November). e-teaching.org - Ein Informations- und Qualifizierungsportal für Hochschullehrende. E-Learning Day. FH St. Pölten. [Vortrag]
   
• Haug, S. (2006, November). e-teaching.org - Einsatzszenarien für Beratung & Qualifizierung an der Hochschule. e-teaching.org-Partnerworkshop. Duisburg. [Vortrag]
   
• Haug, S. (2007, January). Ready for E-Teaching? Lehrende zwischen Didaktik, Technik und Organisation. Gemeinsamer E-Learning-Tag von Fachhochschule und Universität Trier. Trier. [Vortrag]
   
• Haug, S. (2007, Juli). Web 2.0 Perspektiven & Potenziale für die Lehre. Tagung für die pädagogischen IT-Beauftragten und Medienausbilder der hessischen Studienseminare. Frankfurt am Main. [Vortrag]
   
• Haug, S. (2007, October). News at first Sight: Weblog Technology for News Services in Higher Education. 6th European Conference on e-Learning (ECEL). Kopenhagen. [Talk]
   
• Haug, S. (2008, October). Syndication of e-learning content. IADIS International Conference WWW/Internet. Freiburg. [Talk]
   
• Haug, S. (2008, Januar). e-teaching.org. Ein Portal auf dem Weg ins Web 2.0. Zukunftswerkstatt, Learntec. Karlsruhe. [Talk]
   
• Haug, S. (2010, September). Neues auf Virtuelle-Hochschule.de. Inhalte & Schnittstellen. VHBW-Workshop 2010. Universität Tübingen. [Vortrag]
   
• Haug, S., & Kohls, C. (2006, September). Das Informations- und Qualifizierungsportal e-teaching.org. Marktplatz auf der 11ten Europäischen Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW). Zürich, Schweiz. [Poster]
   
• Haug, S., Kohls, C., Rinn, U., & Wedekind, J. (2006, Februar). Das Informations- und Qualifizierungsportal e-teaching.org. Learntec 2006, BMBF Stand. Karlsruhe. [Poster]
   
• Haug, S., & Schmidt, M. (2013, April). COER13 - der Online Course zu OER. pb21-WebTalk im Rahmen des Forums Politische Bildung, Bereich Computer und Medien. Hattingen. [Vortrag]
   
• Haug, S., Schmidt, M., & Weiß, D. (2012, Juli). Auswertung des OPCO 12 – Erste Ergebnisse aus Umfrage und Logdaten. OCPO 12. Frankfurt. http://opco12.de/files/2012/01/OPCO12_statistik.pdf [Vortrag]
   
• Heijselaar, E., Block Santos, L. L., Sarigül, B., & Müller, B. (2024, June 20-21). Are robots really uncanny? A ManyLabs study to assess the uncanny valley after real-life human-robot interaction. The European Communication Science Event 2024 (ECSE). Radboud University Nijmegen, Netherlands. [Talk]
   
• Heinze, N. (2007, Oktober). Propädeutisches Lehr-/Lernangebot als Ergänzung des Studienangebots der Universität Augsburg. DGI-Online Tagung. Frankfurt am Main. [Vortrag]
   
• Heinze, N. (2008, November). E-Learning Umgebungen zur Förderung von Kompetenzen im Hochschulstudium. Campus Innovation. Hamburg. [Vortrag]
   
• Heinze, N. (2008, November). Developing Information Literacy Skills by Using E-Learning Environments in Higher Education. European Conference on e-Learning (ECEL). Agia Napa, Zypern. [Talk]
   
• Heinze, N. (2008, September). Projekt i-literacy: Modell zur Förderung von Informationskompetenz im Verlauf des Hochschulstudiums. GMW Tagung. Krems, Österreich. [Vortrag]
   
• Heinze, N. (2008, April). Die Bedeutung von Web Usability im Bildungskontext. Netzwerkforum Politische Bildung Bayern - Creating a Community of Practice. Nürnberg. [Vortrag]
   
• Heinze, N. (2008, April). Informationskompetenz als Baustein lebenslangen Lernens. Workshop "Perspektiven des lebenslangen Lernens - dynamische Bildungsnetzwerke, Geschäftsmodelle, Trends" des Instituts für Wirtschaftsinformatik. Universität Hannover. [Vortrag]
   
• Heinze, N. (2009, August). Developing a Learning Environment to Foster Scientific Competencies in Higher Education. European Association for Research on Learning and Instruction (EARLI). Amsterdam. [Talk]
   
• Heinze, N. (2009, Juni). Qualitätssicherung im E-Learning. Interdisciplinary approaches to technology-enhanced learning (IATEL). Darmstadt. [Vortrag]
   
• Heinze, N. (2009, April). Informationskompetenz: Defizite, Bedeutung, Förderung (Studie zu Informationskompetenz im Hochschulstudium). Internationales Symposium für Informationswissenschaft (ISI). Konstanz. [Vortrag]
   
• Heinze, N. (2009, December). Digital Media to Foster Information Literacy in University Studies: Design and Development of the Project i-literacy. Alpine Rendez-Vous 2009, STELLAR Doctoral Academy. Garmisch-Partenkirchen. [Talk]
   
• Heinze, N. (2009, December). Development of a Recommender System for Science Proxies in Scientific Collaboration Networks. Alpine Rendez-Vous 2009. Garmisch-Partenkirchen. [Talk]
   
• Heinze, N. (2010, June). Panel "Climate Change in Social Media". Global Media Forum. Bonn. [Panel]
   
• Heinze, N. (2010, September). Connecting Early Career Researchers. EC-TEL 2010. Barcelona, Spain. [Talk]
   
• Heinze, N. (2010, November). Social und Semantic Web in Wissenschaft und Praxis: Anwendungen, Potentiale und Risiken. LaKoG Fachtagung Neue Medien. Universität Heidelberg. [Vortrag]
   
• Heinze, N. (2011, February). Future social learning networks: challenges and possibilities. Learntec. Karlsruhe. [Talk]
   
• Heinze, N., Joubert, M., & Gillet, D. (2010, June). Organisation: Creating a virtual doctoral community of practice. Workshop at the Joint European Summer School on Technology Enhanced Learning. Ohrid, Macedonia. [Workshop Organisation]
   
• Heise, E., Scheiter, K., & Gerjets, P. (2002, Februar). Ablenkung und Abschirmung beim Lernen und Problemlösen in einer Hypertext-Umgebung. 5. Dortmunder Symposion für Pädagogische Psychologie. Dortmund. [Vortrag]
   
• Heise, E., Zachowski, K.-P., & Gerjets, P. (2000, April). Spezifische Defizite der Interferenzkontrolle bei Kindern mit HKS. Klinik für Kinder- und Jugendpsychiatrie, Georg-August-Universität Göttingen. [Talk]
   
• Heise, E., Zachowski, K.-P., & Gerjets, P. (2000, August). Handlungsbeeinträchtigung durch motivational relevante Distraktoren: Spezifische Selbstregulationsdefizite bei Kindern mit Hyperkinetischer Störung. 20. Motivationspsychologisches Kolloquium. Dortmund. [Vortrag]
   
• Heise, E., Zachowski, K.-P., Gerjets, P., Kuhl, J., & Rothenberger, A. (2000, September). Motivationale Selbstregulationsdefizite bei Kindern mit Hyperkinetischem Syndrom (HKS). 42. Kongress der Deutschen Gesellschaft für Psychologie. Jena. [Talk]
   
• Heisterueber, M., Klein, E., Huber, W., Heim, S., & Domahs, F. (2012, September). Wie verarbeiten „Akzenttaube“ Wortakzent? 27. Jahrestagung der GNP (Gesellschaft fuer Neuropsychologie). Marburg. [Poster]
   
• Held, C. (2009, September). The Impact of Social Tags on Information Search and Knowledge Acquisition. European Conference on Technology Enhanced Learning - Doctoral Consortium. Nice, France. [Talk]
   
• Held, C., & Cress, U. (2008, Februar). Social Tagging aus kognitionspsychologischer Sicht. Workshop zu Social Tagging in der Wissensorganisation - Perspektiven und Potenziale. Tübingen. [Vortrag]
   
• Held, C., & Cress, U. (2009, October). Learning by Foraging: The Impact of Social Tags on Knowledge Acquisition. European Conference on Technology Enhanced Learning. Nice, France. [Talk]
   
• Held, C., & Cress, U. (2009, November). Using the Collective Knowledge of the Web: The Effect of Social Tags on Web Search and Knowledge Acquisition. ZEW-KMRC-Workshop "The potential of social software for knowledge creation and economic performance". Mannheim. [Poster]
   
• Held, C., & Cress, U. (2010, August). Using the Social of Tagging: The Interplay of Social Tags and the Strength of Association in Navigation and Learning Processes. 32nd Annual Conference of the Cognitive Science Society. Portland, OR, USA. [Poster]
   
• Hellermann, M., & Kehrer, M. (2017, September). Smart Slam: Digital Innovations. Zukunft Digitale Lehre BW. Offenburg. [Vortrag]
   
• Hellermann, M., & Kehrer, M. (2018, Januar). Workflow bei der Produktion von OER. Workshop zum Förderprogramm "Digital Innovations for Smart Teaching - Better Learning". LEARNTEC 2018. Karlsruhe. [Workshop Organisation]
   
• Hesse, F. W. (2000, Februar). Der virtuelle Campus - Eine Chance für neues Lehren an der Hochschule. "Werkstatt Multimedia" auf der Bildungsmesse Interschul/didacta. Köln. [Vortrag]
   
• Hesse, F. W. (2003, Februar). Neue Medien in der Bildung - Überblick. Begleitkongress zur Learntec 2003, Forum Hochschule-Wirtschaft, Sektion J "Bundesinitiative Neue Medien in der Bildung". Karlsruhe. [Vortrag]
   
• Hesse, F. W. (2003, April). Self-Assessment. Lernpsychologische Begründungen und Beispiele. E-Quality. Swiss Virtual Campus. ETH Zürich, Schweiz. [Talk]
   
• Hesse, F. W. (2003, Mai). Das Institut für Wissensmedien - Inhalte - Schwerpunkte - Visionen. Informationstag "Lernen in virtuellen Welten". Veranstaltung des IWM in Kooperation mit dem Referat für Sonderpädagogik am Ministerium für Kultus, Jugend und Sport Baden-Württemberg. Tübingen. [Vortrag]
   
• Hesse, F. W. (2003, Juni). Neue Ansätze in der Medienforschung. Alumni-Treffen der Universität Tübingen. [Vortrag]
   
• Hesse, F. W. (2003, Juli). Neues Lernen durch neue Medien. 8. Baden-Badener Sommerakademie. Baden-Baden. [Vortrag]
   
• Hesse, F. W. (2003, Juli). Qualität in der Lehre - Potenziale aus der Sicht der Neuen Medien. HRK-Tagung zur Qualität in der Lehre. Bonn. [Vortrag]
   
• Hesse, F. W. (2003, September). Idee und Entwicklung des Portals e-teaching@university. Campus Innovation. Hamburg. [Talk]
   
• Hesse, F. W. (2003, Dezember). Der Weg zum DFG-Antrag. DGPs-Workshop "Vorbereiten und Verfassen von Forschungsanträgen" für den wissenschaftlichen Nachwuchs. Institut für Wissensmedien, Tübingen. [Talk]
   
• Hesse, F. W. (2004, Januar). E-Learning als Chance für eine neue Lernkultur. 1. Schweizer Lehrmittelsymposium. Ermatingen, Schweiz. [Vortrag]
   
• Hesse, F. W. (2004, Februar). e-teaching@university - ein Webportal mit hochschulspezifischem Zugang. Begleitkongress zur Learntec 2004, Forum Hochschule - Wirtschaft, Sektion J "Nachhaltige Entwicklung von E-Learning an Hochschulen". Karlsruhe. [Talk]
   
• Hesse, F. W. (2004, August). Conceptions about educational technology and its use in instruction. 28. International Congress of Psychology. Beijing, China. [Talk]
   
• Hesse, F. W. (2004, Oktober). Das Informationsangebot des Portals e-teaching.org. Die Zukunft der Hochschullehre. Transferveranstaltung der Qualifizierungsinitiative e-teaching@university. Berlin. [Talk]
   
• Hesse, F. W. (2004, November). Geteiltes Wissen beim Common Good Dilemma. Kolloquium des Instituts für Informationssysteme der Universität Hannover und des Forschungszentrums L3S. Hannover. [Vortrag]
   
• Hesse, F. W. (2004, Dezember). Nicht surfen, den Dingen auf den Grund gehen im computergestützten Unterricht. Geisteswissenschaft im Dialog: Surfen statt büffeln? - Netzbasierte Wissensmedien für die Schule von morgen. Bonn. [Vortrag]
   
• Hesse, F. W. (2005, April). Information and communication technology and education for the achievement of knowledge society. International Conference "Europe heading for the Knowledge (-based) Society. Lisbon, Portugal. [Talk]
   
• Hesse, F. W. (2005, April). Concepts and conceptions about educational technology and its use in teaching, learning, and communicating. Centre for Research on Computer-supported Learning and Cognition (CoCo). Sydney, Australia. [Talk]
   
• Hesse, F. W. (2005, May). Discussant's Contribution to the Panel CSCL in the Next 10 Years. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan. [Panel]
   
• Hesse, F. W. (2008, October). Skills for the knowledge society. European University Association (EUA) Autumn Conference. Rotterdam. [Talk]
   
• Hesse, F. W. (2008, März). Nutzung und Erwerb externales Wissen – Lernen in einer vernetzten Wissensgesellschaft. 24. Senatssitzung der Leibniz-Gemeinschaft. Köln. [Vortrag]
   
• Hesse, F. W. (2008, April). Social Software. Universität Darmstadt. Darmstadt. [Talk]
   
• Hesse, F. W. (2008, April). Dynamik bildungsrelevanter Informationsumwelten. InetBib-Tagung. Würzburg. [Talk]
   
• Hesse, F. W. (2008, March). Potential of social software for learning (and teaching). NSF-Kooperationstreffen. Malibu, USA. [Talk]
   
• Hesse, F. W. (2008, Mai). Internet als Lernmedium: informelles und institutionelles Lernen. Konferenz "Neue Medien in der Bildung - Lernformen der Zukunft" der Friedrich-Ebert-Stiftung. Berlin. [Vortrag]
   
• Hesse, F. W. (2008, March). Cognitive view on social software. Pepperdine University. Los Angeles. [Talk]
   
• Hesse, F. W. (2008, September). Vorstellung von Forschungsmöglichkeiten in außeruniversitären Forschungseinrichtungen in Deutschland im Auftrag des Präsidiums der Leibnizgemeinschaft. GAIN (German Academic International Network)-Konferenz. Boston. [Vortrag]
   
• Hesse, F. W. (2009, January). Key note: Knowledge Acquisition through Social Software - The Role of External Knowledge. Conference on Knowledge Media. Aarhus, Dänemark. [Talk]
   
• Hesse, F. W. (2009, September). Knowledge Acquisition through Social Software - The Role of External Knowledge. Universidal Nacional Autónomade México (UNAM)/ Espacio Común de Educación Superior a Distancia (ECOSAD). Mexico. [Talk]
   
• Hesse, F. W. (2009, September). Use and Acqusition of externalized Knowledge. Universidal Nacional Autónomade México (UNAM)/ Espacio Común de Educación Superior a Distancia (ECOSAD). Mexiko. [Talk]
   
• Hesse, F. W. (2009, Oktober). Key note: Use and Acqusition of externalized Knowledge. 4. European Conference on Technology Enhanced Learning (EC-TEL 2009) - Learning in the Synergy of Multiple Disciplines. Nizza, Frankreich. [Talk]
   
• Hesse, F. W. (2009, September). Key note: Externalisiertes Wissen - Wie die Medien Wissensbildung und Wissensnutzung verändern. E-Learning 2009 - Lernen im Digitalen Zeitalter. Berlin. [Vortrag]
   
• Hesse, F. W. (2010, September). Diskutant: Wissenschaft und Öffentlichkeit: Das Verständnis fragiler und konfligierender Evidenz. Symposium auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Symposium Discussion]
   
• Hesse, F. W. (2010, April). Studieren 2.0: Das Potenzial externalisierten Wissens im Social Web. Symposium „Medizinstudium 2.0“. Georg Thime Verlag KG, Stuttgart. [Vortrag]
   
• Hesse, F. W. (2010, November). Externalisiertes Wissen im Internet. Kolloquium Universität Ulm. Ulm. [Vortrag]
   
• Hesse, F. W. (2011, Mai). Empirische Bildungsforschung in Tübingen. Unirat. Tübingen. [Vortrag]
   
• Hesse, F. W. (2011, May). Augmented knowledge communication spaces. International Conference on Computer Supported Education (CSEDU). Noordwijkerhout, The Netherlands. [Talk]
   
• Hesse, F. W. (2011, September). Die Nutzung sozialer Netzwerke zur Kommunikation zwischen Universität und Studierenden. 54. Jahrestagung der Kanzlerinnen und Kanzler der Universitäten Deutschlands. Hamburg. [Vortrag]
   
• Hesse, F. W. (2011, Dezember). Wissensbildung durch Kommunikation und deren Fallstricke. Fachtagung im Rahmen von "Mainz Stadt der Wissenschaft 2011" der Leibniz-Gemeinschaft. [Vortrag]
   
• Hesse, F. W. (2011, September). Mehr Objektivität durch netzbasierte Wissenskommunikation? Fachgruppentagung Pädagogische Psychologie. Erfurt. [Vortrag]
   
• Hesse, F. W. (2011, July). Fostering conceptual change with technologies. 9th International Conference on Computer Supported Collaborative Learning (CSCL). [Symposium Discussion]
   
• Hesse, F. W. (2012, April). Gesundheitswissen im Internet aus der Patientenperspektive. Center for e-Learning Technology (CelTech) am Deutschen Forschungszentrum für Künstliche Intelligenz (DFKI), Saarbrücken. [Vortrag]
   
• Hesse, F. W. (2012, September). Vortrag anlässlich der Preisverleihung des ADAM-MICKIEWICZ PRIZE 2012. Warschau, Polen. [Vortrag]
   
• Hesse, F. W. (2012, Mai). Neue digitale Werkzeuge für den Wissensaustausch. Heinz Nixdorf Museum. Paderborn. [Vortrag]
   
• Hesse, F. W. (2012, Oktober). Wissen und Partizipation. 2nd Tübingen International Conference on Ehtics and Society: Wissen im Netz – auf der Suche nach einer Ethik des Internet-Zeitalters. Tübingen. [Vortrag]
   
• Hesse, F. W. (2012, Oktober). Discussant: Das deutsche Wissenschaftssystem und seine Postdocs: Perspektiven für die Qualifizierungsphase nach der Promotion. Symposium der Graduierten-Akademie der Friedrich-Schiller-Universität. Jena. [Symposium Diskussion]
   
• Hesse, F. W. (2012, Januar). Augmented knowledge communication spaces in the era of the information society and globalization, Computer-Supported Collaboration (CSC) in virtual groups. VET-TECH 2012. Villars, Schweiz. [Talk]
   
• Hesse, F. W. (2013, Januar). Wissensbildung und Wissenskommunikation mit digitalen Medien. Kolloquium Fachbereich Psychologie. Universität Tübingen. [Vortrag]
   
• Hesse, F. W. (2013, November). Informal learning in higher education – The role of the changing environment. Beijing Forum. Peking, China. [Talk]
   
• Hesse, F. W. (2014, January). Augmented Knowledge Communication Spaces. Interdisciplinary Workshop Coordination, Collaboration and Cooperation. Max Planck Institut, Berlin. [Talk]
   
• Hesse, F. W. (2014, März). Bildung in Informationsumwelten (WissenschaftsCampus, Tübingen). Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Kiel. [Symposium Organisation]
   
• Hesse, F. W. (2014, August). Nutzung der digitalen Medien für Wissenserwerb und -kommunikation. Tagung, BMBF, Berlin. [Vortrag]
   
• Hesse, F. W. (2016, November). Führt die Digitalisierung zu einem Wandel in der Bildung? Eingeladener Vortrag beim Festakt anlässlich des 50-jährigen Jubiläums des Deutschen Bildungsservers. Frankfurt/Main. [Talk]
   
• Hesse, F. W. (2016, November). Der veränderte Charakter von Wissensarbeit. Eingeladener Vortrag bei Campus Innovation & Konferenztag Digitalisierung von Lehren und Lernen. Hamburg. [Vortrag]
   
• Hesse, F. W. (2016, November). Anforderung an die Ausbildung. Eingeladener Vortrag auf dem Workshop "Zukunft der Mechatronik". Esslingen. [Vortrag]
   
• Hesse, F. W. (2016, Juni). Digitale Bildung - Fastfood oder Vollwertkost? Eingeladener Vortrag auf der Konferenz von BMBF und KMK "Digitaler Wandel in der Bildung - Perspektiven für Deutschland". Berlin. [Vortrag]
   
• Hesse, F. W. (2016, November). Digitaler Wandel in der Bildung. Eingeladener Vortrag auf der Sitzung des Fachausschusses Bildung, Berufliche Bildung von BDA und BDI. Berlin. [Vortrag]
   
• Hesse, F. W. (2017, September). Die Bedeutung von digitaler Unterstützung in Denkräumen. Keynote auf der Tagung "Bildungsräume". Technische Universität Chemnitz. [Vortrag]
   
• Hesse, F. W. (2017, Mai). Neue Medien in der Hochschullehre. Eingeladener Vortrag zum Workshop "Hochschuldidaktik in Zeiten der Digitalisierung". Österreichische Forschungsgemeinschaft, Wien, Österreich. [Vortrag]
   
• Hesse, F. W. (2017, November). Digitale Bildung in der Berufsfachschule: Welche Voraussetzungen braucht es in der formalen Bildung um in der digitalen vernetzten Welt den komplexen Anforderungen gerecht zu werden. Eingeladener Vortrag auf der Tagung ICT im Berufsschulunterricht. Eidgenössisches Hochschulinstitut für Berufsbildung (EHB), Zillikofen, Schweiz. [Vortrag]
   
• Hesse, F. W. (2017, Februar). Digitalisierung und Auswirkungen auf den (Vor-)schulbereich. Eingeladener Vortrag auf dem Workshop "Digitalisierung und Auswirkungen auf die Bildungsbereiche". Aktionsrat Bildung, Vereinigung der Bayrischen Wirtschaft e.V. (vbw), München. [Vortrag]
   
• Hesse, F. W. (2017, Mai). Bedeutung der digitalen Wende für Wissensprozesse. Eingeladener Vortrag zum Festakt zur Einrichtung der Dieter von Holtzbrink-Stiftungsprofessur für Ökonomische Bildung und Wirtschaftsdidaktik. Universität Tübingen. [Vortrag]
   
• Hesse, F. W. (2017, Juli). Einfluss der Digitalisierung auf menschliches Lernen und Kogntion. Eingeladener Vortrag auf dem Symposium "Die Zukunft der Empirischen Bildungsforschung". Leopldina, Halle/Saale. [Vortrag]
   
• Hesse, F. W. (2017, Oktober). Anforderungen an die Schnittstelle zwischen Wissen im Kopf und Wissen in digitalen Ressourcen entlang der Bildungskette. Eingeladener Vortrag. Projekt Digitalisierung in der Bildung - Pädagogisch-didaktische Konzepte. Baden Württemberg Stiftung gGmbH, Stuttgart. [Vortrag]
   
• Hesse, F. W. (2017, September). Wie digitale Medien unser Denken verändern können. Keynote auf der Fachtagung Bildungsräume 2017. Technische Universität Chemnitz. [Vortrag]
   
• Hesse, F. W. (2017, November). Cognitive Interfaces: Potential of Digital Informational Environments. Invited talk at Cognitive Science Seminar. University of Memphis, US. [Talk]
   
• Hesse, F. W. (2018, September). Cognitive Interfaces: Potential of Digital Informational Environments. Invited talk at the Summerschool, ANIMATAS Innovative Training Network. Sorbonne University, Paris, Frankreich. [Talk]
   
• Hesse, F. W. (2018, October). Architecture of Learning Spaces. Eingeladener Vortrag auf dem Berufsbildungsforschungskongress "Technologischer Fortschritt und berufliche Bildung", Eidgenössisches Departement für Wirtschaft, Bildung und Forschung (WBF). Lausanne, Schweiz. [Talk]
   
• Hesse, F. W. (2018, October). Die visuelle Ergänzung des Arbeitsgedächtnisses. Eingeladener Vortrag auf dem Bundeskongress "Visuelles Wissen", Bildungsinitiative "Jugend präsentiert", Brandenburgische Akademie der Wissenschaften. Berlin. [Talk]
   
• Hesse, F. W. (2018, November). Das Potenzial digitaler Bildung. Eingeladener Vortrag auf dem Expertenworkshop Bildungsbericht "Digitalisierung in der Bildung", Deutsches Institut für Internationale Pädagogische Forschung (DIPF). Berlin. [Vortrag]
   
• Hesse, F. W. (2018, April). Der Einsatz digitaler Medien zur Steigerung der digitalen Kompetenz. Eingeladener Vortrag bei der Wissenschaftlichen Kommission Digitalisierte Gesellschaft der Leopoldina. Berlin. [Vortrag]
   
• Hesse, F. W. (2018, July). Cognitive Interfaces: Potential of Digital Informational Environments. Eingeladener Vortrag beim Deutsch-Brasilianischer Roundtable "Digitalisierung in der (Hochschul-)Bildung, Deutsches Wissenschafts- und Innovationshaus (DWIH). Sao Paulo, Brasililen. [Talk]
   
• Hesse, F. W. (2018, November). Die Architektur von Lernräumen. Eingeladener Vortrag auf der Tagung "Teaching Trends 2018", ELAN e.V. TU Braunschweig. [Vortrag]
   
• Hesse, F. W. (2019, Mai). Strategieworkshop zu „Leibniz digital". Berlin. [Workshop Organisation]
   
• Hesse, F. W., & Anzai, Y. (2018, November). The Role of Digital Technologies in Learning and Education. 1st Japanese-German-French DWIH Symposium on Artificial Intelligence. Tokio. [Symposium Organisation]
   
• Hesse, F. W., & Bauer, K. (2005, September). Reflecting on knowledge exchange via web-based forums: What promotes contribution? The 2nd Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning. Tokyo, Japan. [Talk]
   
• Hesse, F. W., Buder, J., & Sassenberg, K. (2011, September). A framework for teachable collaborative problem solving skills. European Conference on Educational Research (ECER). Berlin. [Talk]
   
• Hesse, F. W., Buder, J., & Sassenberg, K. (2011, April). Collaborative problem solving a (measurable) skill of the 21 st.century. ATC21S Board Planing Meeting, New Orleans, USA. [Talk]
   
• Hesse, F. W., & Cress, U. (2004, October). Why group-awareness tools can undermine participation - The effect of providing participants - portraits in a virtual information-exchange environment. First Symposium of the CSCL SIG of the Kaleidoscope European Network of Excellence. Lausanne, Switzerland. [Talk]
   
• Hesse, F. W., Cress, U., Barquero, B., & Schwan, S. (2000, November). Database-inherent tools to promote knowledge sharing via databases - theory and experimental design from a psychological view. International Workshop on New Technologies for Collaborative Learning. Awaji Island, Japan. [Talk]
   
• Hesse, F. W., & Friedrich, H. F. (2001, April). Programme and scope of the Knowledge Media Research Center (KMRC) Tuebingen. 20th World Conference on Open Learning and Distance Education. Düsseldorf. [Talk]
   
• Hesse, F. W., & Gerjets, P. (2003, May). Conceptions about educational technology and its use in instruction. Workshop "Conceptions of students that affect the power of powerful learning environments"of the FWO Network "Design, development and implementation of powerful learning environments". University of Antwerp, Belgium. [Talk]
   
• Hesse, F. W., Huff, M., Garsoffky, B., & Schwan, S. (2007, Dezember). Kulturelle Codes und natürliche Wahrnehmung: Der Filmschnitt im Experimentallabor. Interdisziplinäres Forum Schnittstelle "Mensch". Universität Tübingen. [Vortrag]
   
• Hesse, F. W., & Schwan, S. (2008, Juli). Von Cybermedien bis Social Tagging – Wissenserwerb mit digitalen Informationsressourcen. Vortrag im Rahmen der Ringvorlesung "Von linguistischen Datenstrukturen, Gravitationswellen und anderen Forschungsschwerpunkten unserer Universität". Tübingen. [Vortrag]
   
• Hesse, F. W., & Stahl, G. (2009, June). Organisation: Productive tensions in CSCL: Should design be driven by theory, research or practice? Symposium at the 8th International Conference on Computer Supported Collaborative Learning (CSCL). Rhodos, Griechenland. [Symposium Organisation]
   
• Hesse, F. W., Wodzicki, K., & Cress, U. (2008, December). Learning in a Cross-linked Knowledge Society. Zentrum für Europäische Wirtschaftsorganisation (ZEW). Mannheim. [Talk]
   
• Hesse, F. W., & Zahn, C. (2003, November). Collaborative knowledge Building based on hyperlinked videos. DFG-NSF Workshop "Creation of an American-German Research Network in the Field of Technology-Supported Education". Tübingen. [Poster]
   
• Hirn, J., Kuppinger, C., Traub, E., Gantner, M., Fischer, F., & Nückles, M. (2003, März). Reduziert Kooperationserfahrung den False Consensus Effekt? Bericht aus dem Experimentalpsychologischen Praktikum. 45. Tagung Experimentell Arbeitender Psychologen (TEAP). Kiel. [Poster]
   
• Hirsch, S., & Jungbluth, P. (2015, June). Parental education and schooling outcomes in primary education: Evidence from panel data on overall development and within year patterns. Fourth SOLE | EALE World Meeting. Montréal, Canada. [Talk]
   
• Hirsch, S., Lambert, K., Coppens, K., & Moeller, K. (2017, January). The structure of number sense and its predictive value for future mathematic achievement. XXXV European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Hirt, B., Bientzle, M., & Shiozawa, T. (2021, Januar 11-15). Reanimation von Dinosauriern: Vorlesungen – offen, digital, interaktiv. Präsentation der Medizinischen Fakultät Tübingen im Rahmen des Modul 2: „Kommunikation im Team" des Studiengangs „Master of Medical Education". Tübingen. [Vortrag]
   
• Hirt, B., & Kimmerle, J. (2018, Januar). Gemeinsam online Lernen in unterschiedlichen medizinischen Berufen - das Projekt OpenTeach. LEARNTEC 2018. Karlsruhe. [Vortrag]
   
• Hoch, E. (2018, Oktober). tabletBW trifft Wissenschaft – ein Schulversuch zum Einsatz von Tablets im Unterricht. LEAD Tag der Wissenschaft. Tübingen. [Poster]
   
• Hoch, E. (2018, Juni). Digitale Medien und Lehr-Lern-Forschung – psychologische Grundlagen. Fachtagung der Koordinierungsstelle für Mehrsprachigkeit und sprachliche Bildung (KoMBi). Hamburg. [Vortrag]
   
• Hoch, E. (2022, April 8). tabletBW trifft Wissenschaft – Übersicht über das Projekt und ausgewählte Ergebnisse. 7. Tag der Wissenschaft „Bildung und Digitalisierung: Quo vadis?“ des LEAD Graduate School & Research Networks-Programm „Schule & Wissenschaft“. Eberhard Karls Universität Tübingen. Stuttgart. [Poster]
   
• Hoch, E. (2024, August 24). EFG3MRE: Project meeting of the former EARLI Emerging Field Group "Unifying cognitive load and self-regulated learning research: Monitoring and regulation of effort (MRE)". Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
   
• Hoch, E., Brouër, B., & Fütterer, T. (2024, September 11-13). The relation of self-concept and metacognitive judgments in a sample of secondary school students. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 16. Ruprecht-Karls-Universität Heidelberg. [Talk]
   
• Hoch, E., Flegr, S., Kuhn, J., Burde, J.-P., Scheiter, K., & Lindner, M. A. (2024, September 4-6). A joint investigation of multimedia effects in learning material and test item response options. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Valencia, Spain. [Talk]
   
• Hoch, E., Fleig, K., & Scheiter, K. (2022, August 29-31). Explicit monitoring increases learning time but not performance. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Kiel. [Talk]
   
• Hoch, E., Fleig, K., & Scheiter, K. (2023, Februar 28-März 2). Wirkt sich die explizite Bewertung des eigenen Lernprozesses auf Lernverhalten, Lernergebnis und metakognitive Urteilsgenauigkeit aus? 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Universität Duisburg-Essen, Essen. [Vortrag]
   
• Hoch, E., Fleig, K., & Scheiter, K. (2023, August 22–26). Monitoring in multimedia learning: Does monitoring one's learning process affect learning? 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
   
• Hoch, E., & Fütterer, T. (2020, Dezember). Welche Kompetenzen sind nötig, um in einer digitalen Welt zu lernen? ZfE-Forum Bildung für eine digitale Zukunft. Hamburg, Deutschland (virtuelle Konferenz). [Vortrag]
   
• Hoch, E., Sassenberg, K., & Scheiter, K. (2019, September). Welche Rolle spielen Selbstregulationsstrategien für die Innovationsbereitschaft von Lehrpersonen? Gemeinsame Tagung der Fachgruppen Pädagogische Psychologie und Entwicklungspsychologie der Deutschen Gesellschaft für Psychologie (paEpsy) 2019. Leipzig, Deutschland. [Vortrag]
   
• Hoch, E., Sassenberg, K., & Scheiter, K. (2020, August). The impact of students’ self-regulatory preferences on their perception of digital media. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
   
• Hoch, E., Sassenberg, K., & Scheiter, K. (2020, März). The impact of students’ self-regulatory preferences on their perception of digital media. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) 2020. Potsdam. (Konferenz abgesagt). [Talk]
   
• Hoch, E., Sassenberg, K., & Scheiter, K. (2022, März 9-11). Wie hängen Selbstregulationsstrategien von SchülerInnen mit ihrer Wahrnehmung digitaler Medien zusammen? 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Bamberg (virtuelle Konferenz). [Vortrag]
   
• Hoch, E., & Scheiter, K. (2016, September). Der Einsatz von Vorsätzen im pädagogischen Kontext. Arbeitsgruppe auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Symposium Organisation]
   
• Hoch, E., Scheiter, K., & Gerjets, P. (2016, July). Instructing learning strategies to support learning with static and dynamic visualizations. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Geneva, Switzerland. [Talk]
   
• Hoch, E., Scheiter, K., Hoogerheide, V., & Ackerman, R. (2021, September 14-16). Wie hängen subjektive Urteile mit objektiver Aufgabenschwierigkeit und Antwortzeit zusammen? 18. Tagung der Fachgruppe Pädagogische Psychologie (PaePsy) 2021. Pädagogische Hochschule Heidelberg. [Vortrag]
   
• Hoch, E., Scheiter, K., & Mack, M. (2015, September). Vorsätze beim Lernen mit statischen und dynamischen Visualisierungen. 15. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Kassel. [Vortrag]
   
• Hoch, E., Scheiter, K., & Schüler, A. (2016, September). Ein Vergleich motivationaler und kognitiver Vorsätze zur Unterstützung multimedialen Lernens. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Vortrag]
   
• Hoch, E., Scheiter, K., & Schüler, A. (2016, August). Implementation intentions for self-regulating multimedia learning. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 16. Nijmegen, The Netherlands. [Talk]
   
• Hoch, E., Scheiter, K., & Schüler, A. (2017, August). Using implementation intentions to support self-regulation in multimedia learning. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
   
• Hoch, E., Scheiter, K., & Schüler, A. (2017, September). Wenn-Dann-Pläne zur Unterstützung der Selbstregulation beim Lernen mit Multimedia. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und pädagogische Psychologie (PAEPSY). Münster. [Vortrag]
   
• Hoch, E., Schmidgall, S., Sassenberg, K., & Scheiter, K. (2019, August). The role of selfregulatory preferences in teachers' willingness to innovate. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
   
• Hoch, E., Sidi, Y., Ackerman, R., Hoogerheide, V., & Scheiter, K. (2024, Bridging metacognition and cognitive load perspectives: Insights into cognitive resource allocation through a metacognitive lens. TEMMPS – Tübingen Week on Education, Motivation, Meta-Cognition, Personality, and Self-Regulation. [Poster]
   
• Hoch, E., Stalbovs, K., Scheiter, K., & Gerjets, P. (2018, September). Unterstützung kognitiver Verarbeitungsstrategien beim Lernen mit Multimedia: eine Feldstudie. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Poster]
   
• Hoch, E., Stürmer, K., Fütterer, T., Lachner, A., & Scheiter, K. (2022, September 10-15). Kann digitaler Unterricht auf Distanz lernwirksam sein? Eine Studie zur kognitiven Aktivierung während der Schulschließungen. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Vortrag]
   
• Hoch, E., Stürmer, S., Jonkmann, K., & Scheiter, K. (2024, August 21-23). Investigating the screen inferiority effect in a naturalistic and ecologically valid setting. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7. Tübingen. [Talk]
   
• Hod, Y., Eberle, J., Benichou, M., Charles, E., Cress, U., Fischer, F., Goodyear, P., Kali, Y., Kollar, I., Slotta, J. D., Thompson, K., Tjietjen, P., & Yeoman, P. (2017, June). Synthesizing CSCL perspectives on the theory, methods, design, and implementation of future learning spaces. The 12th International Conference on Computer Supported Collaborative Learning (CSCL 2017). Philadelphia, USA. [Workshop Organisation]
   
• Holland, R., Chen, Z., Becker, D., Jostmann, N., Wiers, R., Dijksterhuis, A., & Veling, H. (2017, July). Training your unhealthy preferences away? Changing evaluations towards food by employing training procedures. 18th General Meeting of the European Association of Social Psychology (EASP). Granada, Spain. [Talk]
   
• Holtz, P. (2014, Juni). Kompetenzgewinne im Jenaer Praxissemester aus Sicht von Studierenden, MentorInnen und SchülerInnen. Eingeladener Vortrag an der Universität Oldenburg. [Vortrag]
   
• Holtz, P. (2014, Juni). Digitale Spuren des Hasses: Gewalt legitimierende Diskurse in einem deutschen Neo-Nazi-Internetforum in den Jahren 2006-2008. 27. Jahrestagung des "Forums Friedenspsychologie". Jena. [Vortrag]
   
• Holtz, P. (2015, June). Falsificationism is not the same as Falsifiability! Social Psychology and Critical Rationalism. 15th Biennial Conference of the International Society for Theoretical Psychology. Coventry, UK. [Talk]
   
• Holtz, P. (2016, September). Weit verbreitete Missverständnisse bezüglich Karl Poppers Wissenschaftsphilosophie in (Sozial-) Psychologischen Arbeiten und deren Implikationen für die gegenwärtige Krise. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Vortrag]
   
• Holtz, P. (2017, Oktober). Big Data studies on echo chamber effects. Invited talk at the Workshop Agent-based modeling of information spread online, echo chambers and cyberbalkanization. Jacobs Universität Bremen. [Talk]
   
• Holtz, P. (2018, July). How to Extract Latent Psychological Constructs from Textual Data. Invited talk at the CSS Summer School for Computational Social Science. Bremen. [Talk]
   
• Holtz, P. (2019, September). The Triple Filter Bubble: An Agent Based Model of the Emergence of Filter Bubbles and Echo Chambers. 11th Conference of the Media Psychology Division 2019. Chemnitz, Germany. [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]
   
• Holtz, P., Deutschmann, E., & Dobewall, H. (2017, September). Scientific articles as media products: Linguistic changes in research articles from the field of cross-cultural psychology (1970-2014) indicate a trend towards academic capitalism. 10th Conference of the DGPs Media Psychology Division. Landau. [Talk]
   
• Holtz, P., & Odağ, Ö. (2018, January). Popper was not a positivist: Why critical rationalism could be an epistemology for qualitative as well as quantitative social scientific research. Invited talk at the 1st Workshop of the DFG-Network Mixed Methods and Multimethod Research MMMR. Hamburg. [Talk]
   
• Holtz, P., & von Hoyer, J. (2019, September). Searching as Learning (SAL): Ergebnisse und epistemische Probleme der Lernforschung im Schnittfeld von Psychologie und Data. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPSY). Leipzig, Deutschland. [Vortrag]
   
• Holz, H., Mychajliw, C., Wortha, F., Polgar, S., Dawidowsky, K., Ninaus, M., & Eschweiler, G. (2018, July). Towards the development of a tablet-based screening for neuropsychiatric disorders. 2nd Virtual Environments: Current Topics in Psychological Research (VECTOR) Workshop. Tübingen. [Talk]
   
• Hoppe, A., Yu, R., Brich, I., & Liu, J. (2021, November 1). Second International Workshop on Learning During Web Search (IWILDS’21). 30th ACM International Conference on Information and Knowledge Management (CIKM ’21). [Workshop Organisation]
   
• Hoppe, A., Yu, R., Kammerer, Y., & Salmerón, L. (2020, October). IWILDS'20. The 1st International Workshop on Investigating Learning during Web Search collocated with the CIKM 2020 Conference. [Workshop Organisation]
   
• Hron, A. (2003, März). Probleme einer qualitativen Evaluationsmethodik für Lernplattformen. kevih-Workshop"Evaluation von E-Learning". Tübingen. [Vortrag]
   
• Hron, A. (2004, November). Potentiale und Problemfelder schulischer Lernplattformen. Edutr@in 2004 - Kongress und Fachmesse für neue Lernkonzepte in Schule, Berufs- und Erwachsenenbildung. Karlsruhe. [Vortrag]
   
• Hron, A., & Boy, J. (2006, September). New technologies to transform the learning experience: designing and evaluating an international school learning community. ICL International Conference Interactive Computer Aided Learning. Villach, Austria. [Talk]
   
• Hron, A., & Neudert, S. (2006, Dezember). Merkmale von Schul- und Bildungsportalen - Methode und Ergebnisse einer Portalanalyse. Workshop Bildungsportale am Institut für Wissensmedien. Tübingen. [Talk]
   
• Huber, S., Klein, E., Moeller, K., & Willmes, K. (2013, February). An interrelation of working memory and spatial-numerical associations? Workshop in Paris - Interactions between space, time and number: 20 years of research. Paris, France. [Poster]
   
• Huber, S., Klein, E., Moeller, K., & Willmes, K. (2015, January). Comparing a single case to a control group using linear mixed models. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Huber, S., Klein, E., Moeller, K., & Willmes, K. (2015, January). Comparing a single case to a control group using linear mixed models. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Huber, S., Moeller, K., & Nuerk, H.-C. (2011, September). Evaluating arithmetic abilities in secondary school: are there differential achievement gains? 26. Jahrestagung der Gesellschaft für Neuropsychologie (GNP). Aachen. [Talk]
   
• Huber, S., Moeller, K., & Nuerk, H.-C. (2011, January). You can learn any number line function you want in three minutes: But does this tell anything about your representation? 29th European Workshop on Cognitive Neuropsychology. Bressanone, Italien. [Poster]
   
• Huber, S., Moeller, K., & Nuerk, H.-C. (2012, January). Not all multi-digit numbers are processed equally: The special role of zero and length in decimal fractions. 30th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Huber, S., Moeller, K., Nuerk, H.-C., Macizo, P., Herrera, A., & Willmes, K. (2013, July). Cognitive control in number processing - A computational model. 12th International Conference on Cognitive Modeling. Ottawa, Canada. [Poster]
   
• Huber, S., Moeller, K., Nuerk, H.-C., Macizo, P., Herrera, A., & Willmes, K. (2013, October). Simulating effects of cognitive control in two-digit number processing. Workshop on Development of Numerical Processing and Language. Tübingen. [Poster]
   
• Huber, S., Moeller, K., Nuerk, H.-C., & Willmes, K. (2013, March). Cognitive control in two-digit number processing – A computational modelling approach. 55. Tagung experimentell arbeitender Psychologen (TeaP). Wien, Austria. [Talk]
   
• Huber, S., Nuerk, H.-C., Willmes, K., & Moeller, K. (2014, January). A general model of multi-symbol number comparison. 32th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Huber, S., Nuerk, H.-C., Willmes, K., & Moeller, K. (2014, January). A general model of multi-symbol number comparison. 32th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Huber, W., Weimer, A., Klein, E., Keim, S., Eberhardt, K., & Willmes, K. (2009, November). "D wie dicker Bauch" – Dissoziation zwischen Buchstaben und Zahlen und deren Kompensation bei peripherer frontaler Agraphie. 9th Annual Conference of the GAB (Gesellschaft für Aphasieforschung und –behandlung). Erfurt. [Vortrag]
   
• Huber, W., Weimer, A., Klein, E., Keim, S., Eberhardt, K., & Willmes, K. (2009, November). "D wie dicker Bauch" – Dissoziation zwischen Buchstaben und Zahlen und deren Kompensation bei peripherer frontaler Agraphie. 9th Annual Conference of the GAB (Gesellschaft für Aphasieforschung und –behandlung). Erfurt. [Poster]
   
• Huff, M. (2006, March). The Verbal Overshadowing of Dynamic Scenes: The Influence of Source Confusion. TWK 2006. Tübingen. [Poster]
   
• Huff, M. (2006, July). The Influence of the Serial Order of Visual and Verbal Presentation on the Verbal Overshadowing Effect of Dynamic Scenes. 28th Annual Conference of the Cognitive Science Society. Vancouver, Kanada. [Poster]
   
• Huff, M. (2007, Juli). Ereignismodelle bei dynamischen Szenen und ihr Einfluss auf die visuelle Rekognitionsleistung. Kolloquium des Psychologischen Instituts der TU Chemnitz. Chemnitz. [Vortrag]
   
• Huff, M. (2008, October). Tracking multiple objects in complex scenarios. Washington University. St. Louis, MO, USA. [Talk]
   
• Huff, M. (2008, October). Tracking multiple objects across viewpoint changes. Vanderbilt University. Nashville, TN, USA. [Talk]
   
• Huff, M. (2021, September 15-16). What the Hollywood cinema teaches us about human perception. Invited call on the TIB AV-Analytics Workshop. Hannover. [Talk]
   
• Huff, M. (2021, Dezember 16). Die wahrnehmungspsychologischen Grundlagen des Filmemachens oder warum Menschen Filme verstehen. Indiefilmtalk Folge zum Thema Warnehmungspsychologie. Podcast Indiefilmtalk. Berlin. [Vortrag]
   
• Huff, M. (2022, September 20). Low research data availability in educational psychology journals and how to overcome it. A meta-scientific approach. Cognitive Development Special Interest Group. Eberhard Karls Universität Tübingen. [Talk]
   
• Huff, M. (2022, September 19-22). Low research data availability in educational psychology journals and how to overcome it. A meta-scientific approach. Workshop Promoting Transparency & Replicability in Research. Eberhard Karls Universität Tübingen. [Talk]
   
• Huff, M. (2023, Oktober 9). Die Wahrnehmung von Risiken und Chancen von Künstlicher Intelligenz: Der Einfluss von Wissen und Vertrauen in das eigene Wissen. Eingeladener Vortrag, Fachgespräch des Bundesamts für Strahlenschutz. München. [Vortrag]
   
• Huff, M. (2023, November 22). Generative KI: Eine psychologische Perspektive. Fachschaft des Fachbereichs Psychologie. Eberhard Karls Universität Tübingen. [Vortrag]
   
• Huff, M. (2023, Oktober 5). Die Nutzungsperspektive. Eine psychologische Perspektive auf das Potential der Analyse des Nutzungsverhaltens in elektronischen Archivsuchstrukturen. Eingeladener Vortrag, Treffen beim Leibniz-Forschungsverbund "Wert der Vergangenheit". Marburg. [Vortrag]
   
• Huff, M. (2023, März 29-31). Mensch-Roboter Interaktion: Eine psychologische Perspektive auf hilfsbedürftige Roboter. Eingeladener Vortrag auf dem Workshop Rethinking Human-Technology Relations. Ludwig-Maximilians-Universität München. [Vortrag]
   
• Huff, M. (2024, April 19). Digital video learning: Lessons from event cognition. Cognitive Science Colloquium. Boulder, CO. [Talk]
   
• Huff, M. (2024, November 8). Psychologische Exploration von (multimodaler) generativer KI. Workshop Große Sprachmodelle in der Bildung. Hannover. https://events.l3s.uni-hannover.de/de/e/1/large-language-models-in-der-bildung [Vortrag]
   
• Huff, M. (2024, November 8). Große Sprachmodelle im Klassenzimmer: Chance oder Risiko? Workshop Große Sprachmodelle in der Bildung. L3S Research Center, Hannover. https://personal.l3s.uni-hannover.de/~gottschalk/misc/Workshop.pdf; https://events.l3s.uni-hannover.de/de/e/1/large-language-models-in-der-bildung [Panel]
   
• Huff, M. (2024, April 19). Digital video learning: Lessons from event cognition. Spring 2024 Colloquium Series. Boulder, CO. [Talk]
   
• Huff, M., Anders, G., Hoppe, A., Ewerth, R., & Merkt, M. (2023, Mai 4-5). Pushing the Button: Wahrnehmungspsychologische Grundlagen von Lehr-Lernvideos. Wissenschaftliche Jahrestagung LERN 2023. Mannheim. [Vortrag]
   
• Huff, M., Bauhoff, V., & Schwan, S. (2010, July). A closer look at the split attention effect: Integrated presentation formats for troubleshooting tasks. 9th International Conference of the Learning Sciences. Learning in the Disciplines. Chicago, IL, USA. [Talk]
   
• Huff, M., & Fischer, S. (2006, September). Erfahrungsoptimierung bei dynamischen Darstellungen. 45ter Kongress der Deutschen Gesellschaft für Psychologie (DGPs, Arbeitsgruppe). Nürnberg. [Vortrag]
   
• Huff, M., Gagarina, N., Varkentin, E., & Brich, I. R. (2024, November 21-24). Education, not age, linked to narrative comprehension. Annual Meeting Psychonomic Society. New York City, NY, USA. http://www.psychonomic.org/page/2024annualmeeting [Talk]
   
• Huff, M., Garsoffky, B., & Schwan, S. (2005, February). Can a-priori instructions induce a viewpoint independent mental representation of a dynamic scene? Tübinger Wahrnehmungskonferenz (TWK). Tübingen. [Poster]
   
• Huff, M., Garsoffky, B., & Schwan, S. (2005, May). Viewpoint independent scene recognition through a-priori instruction? 5th Annual Meeting of the Vision Sciences Society (VSS). Sarasota, FL, USA. [Poster]
   
• Huff, M., Garsoffky, B., & Schwan, S. (2005, September). Einfluss von Instruktionen auf die mentale Verarbeitung von dynamischen Visualisierungen. 10. Fachtagung Pädagogische Psychologie. Halle. [Vortrag]
   
• Huff, M., Garsoffky, B., & Schwan, S. (2006, September). Verbal Overshadowing bei dynamischen Szenen: Der Einfluss der Reihenfolge von visueller und verbaler Präsentation. 45ter Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Nürnberg. [Vortrag]
   
• Huff, M., Hoppe, A., Bruns, G., Ewerth, R., & Merkt, M. (2020, August). Pushing the button: Why do learners pause online videos? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6-7: Instructional Design and Technology: From the lab to the classroom (online conference). University of Tuebingen. [Talk]
   
• Huff, M., Jahn, G., Papenmeier, F., & Meyerhoff, H. S. (2009, November). Apparent scene rotation in updating locations of invisible moving objects. Object Perception, Attention, & Memory (OPAM). Boston, USA. [Poster]
   
• Huff, M., Jahn, G., & Schwan, S. (2008, May). Abrupt viewpoint changes during multiple object tracking. 8th Annual Meeting of the Vision Sciences Society. Naples, Florida/USA. [Poster]
   
• Huff, M., Maurer, A. E., Brich, I., & Pagenkopf, A. (2016, September). Wahrnehmung dynamischer auditiver Ereignisse: Wie Menschen Hörspiele segmentieren und erinnern. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Vortrag]
   
• Huff, M., Meitz, T., & Meyerhoff, H. S. (2014, November). Using Hollywood movie to explore human long-term memory for audio-visual scenes. 55th Annual Meeting of the Psychonomic Society. Long Beach, CA, USA. [Talk]
   
• Huff, M., Meyerhoff, H. S., & Jahn, G. (2009, May). Tracking invisible objects across viewpoint changes: The role of scene information. Vision Sciences Society 9th Annual Meeting. Naples, Florida, USA. [Poster]
   
• Huff, M., Meyerhoff, H. S., Jahn, G., & Schwan, S. (2008, November). Tracking invisible objects across viewpoint changes. OPAM. Object, Perception, Attention & Memory 2008. Chicago, Illinois, USA. [Poster]
   
• Huff, M., Papenmeier, F., & Jahn, G. (2009, März). Stabilität von Blick-Objekt-Relationen beim gleichzeitigen Verfolgen mehrerer Objekte: Einfluss abrupter Perspektivenwechsel. 51. Tagung experimentell arbeitender Psychologen (TeaP). Jena. [Vortrag]
   
• Huff, M., Papenmeier, F., & Jahn, G. (2010, May). The spatial representation in multiple-object tracking. Vision Sciences Society 10th Annual Meeting. Naples, Florida, USA. [Poster]
   
• Huff, M., Papenmeier, F., Meyerhoff, H. S., & Jahn, G. (2011, May). Maintaining visual spatial attention across abrupt spatiotemporal discontinuities: The role of feature information. 11th Annual Meeting of the Vision Sciences Society. Naples, USA. [Poster]
   
• Huff, M., & Schwan, S. (2007, März). Was können wir von Filmen über die menschliche Orientierung im Raum lernen? Die Bedeutung kinematographischer Prinzipien. 8. Fachtagung der Gesellschaft für Kognitionswissenschaft. Saarbrücken. [Vortrag]
   
• Huff, M., & Schwan, S. (2007, März). Integrierte Darstellung dynamischer Repräsentationen. Die Rolle von Aufmerksamkeitsprozessen. 4. Tagung der Sektion "Empirische Bildungsforschung" der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE). Wuppertal. [Vortrag]
   
• Huff, M., & Schwan, S. (2007, März). Ereignismodelle als Determinanten der Perspektivenabhängigkeit der visuellen Rekognitionsleistung von dynamischen Szenen. 49. Tagung experimentell arbeitender Psychologen (TeaP). Trier. [Vortrag]
   
• Huff, M., & Schwan, S. (2007, September). Integrierte Darstellung dynamischer Repräsentationen - die Rolle von Aufmerksamkeitsprozessen. 5.Tagung der Fachgruppe Medienpsychologie. Dresden. [Vortrag]
   
• Huff, M., & Schwan, S. (2007, September). Crossing the Line - das 180° System des Continuity Editing in der Raumkognition. 5.Tagung der Fachgruppe Medienpsychologie. Dresden. [Vortrag]
   
• Huff, M., & Schwan, S. (2008, März). Die Rekognition von dynamischen Szenen: Ereignismodelle beeinflussen die Perspektivenabhängigkeit. 50. Tagung experimentell arbeitender Psychologen (TeaP). Marburg. [Vortrag]
   
• Huff, M., & Schwan, S. (2008, July). Crossing the line: Understanding the 180° system of continuity editing. XXIX International Congress of Psychology (ICP). Berlin. [Talk]
   
• Huff, M., & Schwan, S. (2009, August). The Interaction of Complexity and Cognitive Prerequisites: Examining the Picture-Picture Relationship in Multimedia Problem Solving. 13th Conference of the European Association for Research on Learning and Instruction (EARLI). Amsterdam. [Talk]
   
• Huff, M., & Schwan, S. (2011, November). Heuristic spatial updating across abrupt perspective changes in dynamic scenes. 52nd Annual Meeting of the Psychonomic Society. Seattle/WA, USA. [Talk]
   
• Huff, M., Schwan, S., & Garsoffky, B. (2006, September). The Spatial Representation of Dynamic Scenes - An Integrative Approach. Spatial Cognition 2006. Bremen. [Talk]
   
• Huff, M., St. Clair, R., & Seiffert, A. (2011, März). Konfligierende Bewegungsinformationen beeinträchtigt das gleichzeitige Verfolgen mehrerer bewegter Objekte. 53. Tagung experimentell arbeitender Psychologen (TeaP). Halle. [Vortrag]
   
• Huff, M., Vanes, L. D., & Meyerhoff, H. S. (2015, November). Spatiotemporal predictability alters perceived duration of visual events: Memento effect revisited. 56th Annual Meeting of the Psychonomic Society. Chicago, IL, USA. [Talk]
   
• Huff, M., & Zacks, J. (2010, September). Ereignisstrukturen beim gleichzeitigen Verfolgen mehrerer bewegter Objekte. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPS). Bremen. [Talk]
   
• Huff, M., & Zacks, J. M. (2010, März). Der Einfluss von Ereignisstrukturen auf das gleichzeitige Verfolgen mehrerer bewegter Objekte. 52. Tagung experimentell arbeitender Psychologen (TeaP). Saarbrücken. [Talk]
   
• Huth, F., Koch, S., Ertl, T., & Utz, S. (2020, May). Context changes in social media contributions. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
   
• Ildirar, S., & Schwan, S. (2008, June). Perceiving Editing Features By First-Time Adult Viewers. Society for Cognitive Studies of the Moving Image 2008 Conference. Madison, Wisconsin/USA. [Talk]
   
• Ildirar, S., & Schwan, S. (2008, July). Do film illiterates understand basic cinematographic principles? XXIX International Congress of Psychology (ICP). Berlin. [Talk]
   
• Ildirar, S., & Schwan, S. (2009, June). Perceiving the Violation of Continuity. Editing Rules by First-Time Adult Viewers. Society for Cognitive Studies of the Moving Image (SCSMI). Kopenhagen, Denmark. [Talk]
   
• Ildirar, S., & Schwan, S. (2011, June). Does Kuleshov effect have an effect on inexperienced viewers? 9th International Conference of the Society of Cognitive Studies of the Moving Image (SCSMI). Budapest, Hungary. [Talk]
   
• Ildirar, S., & Schwan, S. (2013, June). The role of different types of links between shots on comprehension by film illiterate viewers. Society for Cognitive Studies of the Moving Image (SCSMI). Berlin. [Talk]
   
• Imhof, B. (2013, Juni). Projekt EyeVisit: Besucherinformation im Museum mit interaktiven Displays. Universität Tübingen. [Vortrag]
   
• Imhof, B., & Ayres, P. (2009, August). Organization: Investigating perceptual and cognitive processes during knowledge acquisition by animation. Symposium at the 13th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Symposium Organisation]
   
• Imhof, B., Cierniak, G., Moe, E., Hesse, F., Wasson, B., & Reimann, P. (2011, September). Technologiegestützte Beurteilungsmethoden in der Schule von Morgen. 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung der DGfE. Klagenfurt, Österreich. [Vortrag]
   
• Imhof, B., Ehlis, A.-C., Häußinger, F. B., & Gerjets, P. (2012, August). Learning with dynamic visualizations: The role of the human mirror neuron system. Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Grenoble, France. [Poster]
   
• Imhof, B., Ehlis, A.-C., Häußinger, F. B., & Gerjets, P. (2013, August). Watching gestures during learning about movements with dynamic visualization activates the human mirror neuron system: A fNIRS study. 35th Annual Conference of the Cognitive Science Society. Berlin. [Poster]
   
• Imhof, B., Ehlis, A.-C., Häußinger, F. B., & Gerjets, P. (2013, August). Watching gestures facilitates learning about movements with dynamic visualizations. 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). München. [Talk]
   
• Imhof, B., Jarodzka, H., & Gerjets, P. (2009, March). Is visualization equal to visualization? Internationale Tagung "Bilder - Sehen - Denken". Chemnitz. [Talk]
   
• Imhof, B., & Lebens, M. (2009, September). Organisation: Lernen mit visuell-räumlichen Informationen: Der Einfluss von räumlichen Fähigkeiten und Cognitive Load - Teil 1. Arbeitsgruppe auf der 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Saarbrücken. [Symposium Organisation]
   
• Imhof, B., Scheiter, K., Edelmann, J., von Ulardt, J., & Gerjets, P. (2011, July). Is enriching static-simultaneous visualizations with motion-indicating arrows helpful for learning about locomotion patterns? 33rd Annual Conference of the Cognitive Science Society. Boston, MA, USA. [Poster]
   
• Imhof, B., Scheiter, K., & Gerjets, P. (2007, May). Realism in static or dynamic visualizations: Effects on the construction of mental models of fish locomotion. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Protaras, Cyprus. [Talk]
   
• Imhof, B., Scheiter, K., & Gerjets, P. (2008, May). Using new materials (3D-models) in teaching fish locomotion. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
   
• Imhof, B., Scheiter, K., & Gerjets, P. (2008, August). Realism in dynamic, sequential-static, and simultaneous-static presented visualizations. Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Tilburg, Niederlande. [Poster]
   
• Imhof, B., Scheiter, K., & Gerjets, P. (2008, May). Classifying fish locomotion patterns: Effects of realism and dynamism in visualizations. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
   
• Imhof, B., Scheiter, K., & Gerjets, P. (2008, March). Classifying fish locomotion patterns: Effects of realism and dynamism in visualizations. 92nd Annual Meeting of the American Educational Research Association (AERA). New York, NY, USA. [Talk]
   
• Imhof, B., Scheiter, K., & Gerjets, P. (2008, July). Realism in understanding fish locomotion from dynamic or static visualizations. XXIX International Congress of Psychology (ICP). Berlin. [Talk]
   
• Imhof, B., Scheiter, K., & Gerjets, P. (2009, September). Beeinflussen das Präsentationsformat statischer und dynamischer Visualisierungen und das räumliche Vorstellungsvermögen die Prozesse beim Lernen dynamischer Inhalte? 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Saarbrücken. [Vortrag]
   
• Imhof, B., Scheiter, K., & Gerjets, P. (2009, August). Do simultaneous static visualizations lead to the same processes and effects as dynamic or sequential static visualizations? 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Talk]
   
• Imhof, B., Scheiter, K., & Gerjets, P. (2009, March). Do simultaneous presentation formats of static visualizations lead to different processes and effects than sequential static or dynamic formats? 3rd International Cognitive Load Theory Conference. Heerlen, The Netherlands. [Talk]
   
• Imhof, B., Scheiter, K., & Gerjets, P. (2009, June). Presentation formats of visualizations. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
   
• Imhof, B., Scheiter, K., & Gerjets, P. (2009, July). Realism in dynamic, static-sequential, and static-simultaneous visualizations during knowledge acquisition on locomotion patterns. 31st Annual Conference of the Cognitive Science Society. Amsterdam, The Netherlands. [Poster]
   
• Imhof, B., Scheiter, K., Gerjets, P., & Edelmann, J. (2010, August). The role of dynamic visualizations and spatial layout of static visualizations for learning how to classify locomotion patterns. 32nd Annual Conference of the Cognitive Science Society. Portland, OR, USA. [Poster]
   
• Imhof, B., Scheiter, K., Gerjets, P., & Edelmann, J. (2010, September). Der Einfluss des zeitlichen und räumlichen Präsentationsformates statischer Visualisierungen auf den Vergleich zu dynamischen Visualisierungen beim Lernen. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Vortrag]
   
• Imhof, B., Scheiter, K., Gerjets, P., & Edelmann, J. (2011, August). Learning about locomotion patterns with static-simultaneous visualizations and motion-indicators. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
   
• Imhof, B., Scheiter, K., von Ulardt, J., & Gerjets, P. (2011, September). Lernen mit statisch-simultanen Visualisierungen: Der Einfluss von bewegungsanzeigenden Pfeilen und dem räumlichen Vorstellungsvermögen. 13. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Erfurt. [Vortrag]
   
• Irle, G. (2017, February). The user's emotional experience in learning and search processes. Eingeladener Vortrag beim Seminar "Search as Learning". Schloss Dagstuhl - Leibniz-Zentrum für Informatik. Wadern. [Talk]
   
• Irle, G. (2017, Juni). Warum wirkt digitale Hochschullehre eigentlich? Ein Rahmenmodell aus psychologischer Perspektive. Grundfragen Multimedialen Lehrens und Lernens (GML² 2017): Digital (Re-)Turn. Lehren für die Zukunft. Barcamp. Freie Universität Berlin. [Workshop Organisation]
   
• Irle, G., Capparozza, M., John, N., Kehrer, M., Nieder-Steinheuer, K., Schmidt, M., & Thillosen, A. (2021, Januar 19). e-teaching.org goes Lehrerbildung: Internetangebote zur Digitalisierung in der Lehrerbildung empfehlen und kennenlernen. Leibniz-Institut für Wissensmedien. Tübingen. [Workshop Organisation]
   
• Irle, G., Gebhardt, M., Nieder-Steinheuer, K., Brich, I. R., Schilling, T., Busch, P., & Karnebogen, M. (2024, November 6). Organisation des Community Calls "Schule der Zukunft: Welche Rolle könnten Augmented und Virtual Reality spielen?". Kompetenzverbund lernen:digital. https://www.schule-mal-digital.de/alle-beitraege/event-aufzeichnungen/online-event-schule-der-zukunft-welche-rolle-koennten-augmented-und-virtual-reality-spielen; https://lernen.digital/veranstaltungen/schule-der-zukunft-welche-rolle-koennten-augmented-und-virtual-reality-spielen/ [Symposium Organisation]
   
• Irle, G., Kümmel, E., & Moskaliuk, J. (2018, Januar). Was macht Lernen mit digitalen Medien wirksam? LEARNTEC. Karlsruhe. [Vortrag]
   
• Irle, G., Kümmel, E., Moskaliuk, J., & Cress, U. (2017, November). Von der Lehre zum Lernerfolg: Wie tragen digitale Medien zu wirksamer Lehre bei? Eingeladener Vortrag auf der Campus Innovation. Hamburg. [Vortrag]
   
• Irle, G., Kümmel, E., Moskaliuk, J., Schmidt, M., Cress, U., & Hesse, F. W. (2018, September). Digital Learning Map – Datenbank für Praxisbeispiele zur digitalen Hochschullehre. 2. Treffen des Netzwerks für die Hochschullehre des Hochschulforums Digitalisierung. Berlin. [Poster]
   
• Irle, G., Kümmel, E., Schmidt, M., & Moskaliuk, J. (2018, März). Die Best-Practice-Datenbank Digital Learning Map. Frühjahrstreffen 2018, Arbeitskreis der E-Learning-Landesinitiativen und Ländereinrichtungen, Hochschulnetzwerk Digitalisierung der Lehre Baden-Württemberg (HND BW). Stuttgart. [Vortrag]
   
• Irle, G., Kümmel, E., Schmidt, M., & Moskaliuk, J. (2018, Juli). Digital Learning Map. 18. Konferenz der Bundes-AG digitale Lehre an den Hochschulen für den öffentlichen Dienst in Deutschland. Wuppertal. [Vortrag]
   
• Irle, G., & Moskaliuk, J. (2017, September). Was macht Lernen mit digitalen Medien in der Hochschule erfolgreich: Eine Einladung zum Perspektivenwechsel. 25. Jahrestagung der Gesellschaft für Medien in der Wissenschaft. Chemnitz. [Vortrag]
   
• Ivan, I. V., Hoch, E., Brucker, B., Lindner, M. A., & Gerjets, P. (2024, April 11). Assisting video learning with ChatGPT generated interpolated tests. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. [Poster]
   
• Ivan, I. V., Hoch, E., Brucker, B., Lindner, M. A., & Gerjets, P. (2024, Assisting video learning with ChatGPT generated interpolated tests. Tübingen week on Education, Motivation, Meta-Cognition, Personality, and Self-Regulation (TEMMPS). [Poster]
   
• Ivan, I. V., Hoch, E., Brucker, B., Lindner, M. A., & Gerjets, P. (2024, Assisting video learning with ChatGPT generated interpolated tests. LEAD Retreat. Schwäbisch-Gmünd. [Poster]
   
• Jacob, L., Lachner, A., & Scheiter, K. (2018, August). Oral explaining holds lead over written explaining? Task difficulty matters. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7: Instructional Design and Technology for 21st Century Learning: Challenges, Solutions, and Future Directions. Bonn, Germany. [Talk]
   
• Jacob, L., Lachner, A., & Scheiter, K. (2019, August). Is generating oral explanations more effective than writing explanations? Text difficulty matters. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
   
• Jacob, L., Lachner, A., & Scheiter, K. (2019, September). Lernen durch Erklären: Die Schwierigkeit des Lernmaterials moderiert den Effekt des mündlichen und schriftlichen Erklärens. Gemeinsame Tagung der Fachgruppen Pädagogische Psychologie und Entwicklungspsychologie der Deutschen Gesellschaft für Psychologie (PaePsy) 2019. Leipzig, Deutschland. [Vortrag]
   
• Jacob, L., Lachner, A., & Scheiter, K. (2020, August). Self-concept moderates the effectiveness of learning by teaching. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
   
• Jacob, L., Lachner, A., & Scheiter, K. (2020, April). Explaining orally holds lead over writing explanations: Text difficulty and Self-Concept matter. The American Educational Research Association (AERA). San Francisco, USA. (Conference cancelled). https://www.aera.net/ [Talk]
   
• Jacob, L., Lachner, A., & Scheiter, K. (2021, August 23-27). Does inducing social presence enhance the effectiveness of teaching in written form? 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Session N. Gothenburg, Sweden. [Talk]
   
• Jacoby, J. (2008, June). The moderator vs. mediator variable distinction revisited - When it may be more promising to use moderation to test mediation. EAESP 15th General Meeting. Opatija, Croatia. [Talk]
   
• Jacoby, J. (2008, July). Testing mediation by moderation: Some conceptual suggestions. XXIX International Congress of Psychology (ICP). Berlin. [Talk]
   
• Jacoby, J. (2009, August). Rejection and Boredom as distinct processes in ostracism. 11th Congress of the Swiss Psychological Society. Université de Neuchâtel. [Poster]
   
• Jacoby, J. (2012, September). Korrelative und nichtkorrelative Ansätze zur experimentellen Testung von Prozesshypothesen: Für Methodendiversität über traditionelle Mediationsanalyse hinaus. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Vortrag]
   
• Jacoby, J., & Boos, M. (2003, September). Relevanz und Genauigkeit in Uhrzeitauskünften. IX. Tagung der Fachgruppe Sozialpsychologie in der Deutschen Gesellschaft für Psychologie (DGPs). Heidelberg. [Vortrag]
   
• Jacoby, J., & Cohrs, J. C. (2006, June). Contemporary anti-Americanism: A reflection of anti-modernism? 19th Conference of the German Peace Psychology Association (Forum Friedenspsychologie). Jena. [Talk]
   
• Jacoby, J., & Keller, J. (2009, September). Erleben und Langeweile - Neue Studien zum Erleben von Tätigkeiten im Alltag und im Labor. 12. Tagung der Fachgruppe Sozialpsychologie der DGPs. Walferdange, Luxemburg. [Vortrag]
   
• Jacoby, J., & Otten, S. (2004, September). Die Rolle von Gruppenmitgliedschaft in aggressiven Interaktionsverläufen. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen. [Vortrag]
   
• Jacoby, J., & Otten, S. (2004, November). Hostile attribution bias and escalatory reaction tendencies in intra- versus intergroup contexts. IX. workshop aggression. Bern. [Talk]
   
• Jacoby, J., & Otten, S. (2005, September). Diskriminierung in Reaktionen auf Normverletzungen: Fremdgruppenabwertung? X. Tagung der Fachgruppe Sozialpsychologie in der Deutschen Gesellschaft für Psychologie (DGPs). Jena. [Vortrag]
   
• Jacoby, J., & Otten, S. (2005, July). Discrimination in punishment reactions? Towards understanding outgroup derogation. 14th General Meeting of the European Association of Experimental Social Psychology. Würzburg. [Talk]
   
• Jacoby, J., & Sassenberg, K. (2009, February). Is being excluded boring? SPSP 10th Annual Meeting. Tampa, Florida, USA. [Poster]
   
• Jacoby, J., & Sassenberg, K. (2009, September). Zurückgewiesen und gelangweilt: Zur Komplexität von Ostrakismos-Effekten. 12. Tagung der Fachgruppe Sozialpsychologie der DGPs. Walferdange, Luxemburg. [Vortrag]
   
• Jacoby, J., & Sassenberg, K. (2009, June). Is being excluded boring? Academic Symposium "Intergroup Relations: The Role of Motivation and Emotion". Jena. [Poster]
   
• Jacoby, J., & Sassenberg, K. (2010, September). Das Gegenteil von Flow: Soziale und nicht-soziale Folgen von Ostrakismos. 47. Kongress der Deutschen Gesellschaft für Psychologie. Bremen. [Talk]
   
• Jacoby, J., & Sassenberg, K. (2010, January). What does boredom have to do with it? Social exclusion and boredom as distinct processes in ostracism. SPSP 11th Annual Meeting. Las Vegas, Nevada, USA. [Poster]
   
• Jacoby, J., & Sassenberg, K. (2011, September). Langeweile als Appraisal-basierte Emotion. 13. Tagung der Fachgruppe Sozialpsychologie der DGPs. Hamburg. [Vortrag]
   
• Jacoby, J., & Sassenberg, K. (2011, July). A non-social ostracism effect: Understimulation is involved in effects of being excluded and ignored. 16th General Meeting of the European Association of Social Psychology (EASP). Stockholm, Sweden. [Talk]
   
• Jacoby, J., & Sassenberg, K. (2012, January). Fully experimental strategies to process research: Advantages, challenges, and similarities. 13th Annual Meeting of the Society for Personality and Social Psychology. San Diego, CA, USA. [Poster]
   
• Jaggy, O., Meyerhoff, H. S., & Schwan, S. (2021, November 4-7). Classifying human voice similarity with Artificial Intelligence. Psychonomic Society 62nd Annual Meeting, A Virtual Conference. [Poster]
   
• Jaggy, O., Papenmeier, F., & Meyerhoff, H. S. (2018, November). Long-term memory for naturalistic scenes: Audition enhances vision, but vision controls audition. 59th Annual Meeting of the Psychonomic Society. New Orleans, LA, USA. [Talk]
   
• Jaggy, O., Schwan, S., & Meyerhoff, H. S. (2022, March 20-23). Do not trust your ears: AI-determined similarity increases likability and trustworthiness of human voices. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Poster]
   
• Jahn, G., Huff, M., & Papenmeier, F. (2008, August). Tracking multiple objects across abrupt viewpoint changes. Max Planck Institut für biologische Kybernetik. Tübingen. [Talk]
   
• Jahn, G., Huff, M., Papenmeier, F., & Meyerhoff, H. S. (2009, August). Tracking multiple objects across abrupt viewpoint changes. 32nd European Conference on Visual Perception (ECVP). Regensburg. [Poster]
   
• Jahn, G., Huff, M., & Schwan, S. (2008, März). Abrupte Perspektivenwechsel beim Verfolgen mehrerer bewegter Objekte in dreidimensionalen Szenen. 50. Tagung experimentell arbeitender Psychologen (TeaP). Marburg. [Talk]
   
• Jahn, G., Huff, M., & Schwan, S. (2008, July). Tracking multiple objects across abrupt viewpoint changes. XXIX International Congress of Psychology (ICP) 2008. Berlin. [Talk]
   
• Jahn, G., Huff, M., & Schwan, S. (2009, März). Szenenbasierte und objektbasierte Reorientierung nach abrupten Perspektivenwechseln beim Verfolgen mehrerer bewegter Objekte. 51. Tagung experimentell arbeitender Psychologen (TeaP). Jena. [Vortrag]
   
• Jahn, G., Papenmeier, F., & Huff, M. (2010, September). Räumliche Referenz beim Verfolgen mehrerer bewegter Objekte. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPS). Bremen. [Vortrag]
   
• Jahn, G., Papenmeier, F., & Huff, M. (2010, May). Spatial reference in multiple object tracking. Vision Sciences Society 10th Annual Meeting. Naples, Florida, USA. [Poster]
   
• Jahn, G., Papenmeier, F., Meyerhoff, H. S., & Huff, M. (2011, März). Farbe und Konfiguration zur Lösung des Korrespondenzproblems für Verfolgungsziele in dynamischen Szenen. 53. Tagung experimentell arbeitender Psychologen (TeaP). Halle. [Vortrag]
   
• Jahn, G., Wendt, J., Papenmeier, F., & Huff, M. (2010, März). Dynamische visuelle Aufmerksamkeit beim Verfolgen temporär unsichtbarer Zielobjekte. 52. Tagung experimentell arbeitender Psychologen (TeaP). Saarbrücken. [Vortrag]
   
• Jarodzka, H. (2008, May). Using mobile devices to link formal and informal learning. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spanien. [Talk]
   
• Jarodzka, H. (2009, November). Okulografie - die Lehre darüber, wie wir unsere Welt betrachten. Polnischer Kulturverein. Stuttgart. [Vortrag]
   
• Jarodzka, H., & Armbruster, M. (2008, May). Development of a learning game focusing on the topic of biodiversity: Gnomtilus – Treasures of the Sea. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spanien. [Talk]
   
• Jarodzka, H., Balslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P., & Eika, B. (2010, August). Learning perceptual aspects of diagnosis in medicine via eye movement modeling examples on patient video cases. 32nd Annual Conference of the Cognitive Science Society. Portland, OR, USA. [Poster]
   
• Jarodzka, H., Balslev, T., Holmqvist, K., Nyström, M., Scheiter, K., Gerjets, P., & Eika, B. (2010, May). Learning perceptual skills for medical diagnosis via eye movement modeling examples on patient video cases. The Scandinavian Workshop on Applied Eye-Tracking (SWAET). Lund, Sweden. [Talk]
   
• Jarodzka, H., Balslev, T., Holmqvist, K., Scheiter, K., Nyström, M., Gerjets, P., & Eika, B. (2010, August). Fostering perceptual skills in medical diagnosis. Meeting of the EARLI SIG2 Text and Graphics Comprehension. Tübingen. [Talk]
   
• Jarodzka, H., Gerjets, P., & Scheiter, K. (2008, Juni). Blickbewegungs-Modeling: Wie man Novizen kognitive und perzeptuelle Strategien von Experten vermitteln kann. Forschungskolloquium „Lehr- und Lernforschung“. Pädagogische Hochschule Ludwigsburg. [Vortrag]
   
• Jarodzka, H., Gerjets, P., & Scheiter, K. (2008, June). Eye movement modeling: How to teach experts perceptual and conceptual strategies to novices. Workshop „Four Eyes: Eye tracking methods in collaborative / learning research“ at the 8th International Conference of the Learning Sciences. Utrecht, Niederlande. [Talk]
   
• Jarodzka, H., Grebner, O., Ong, E., & Riss, U. V. (2007, March). Motivate users to construct collective knowledge via IT - A psychological view on pattern-based task management. 4. Konferenz Professionelles Wissensmanagement. Potsdam. [Talk]
   
• Jarodzka, H., Holmqvist, K., & Nyström, M. (2010, March). A vector-based, multidimensional scanpath similarity measure. Eye Tracking Research & Application Symposium (ETRA). Austin, Texas, USA. [Talk]
   
• Jarodzka, H., Holmqvist, K., Scheiter, K., & Gerjets, P. (2009, May). The relation of dispersion of eye movements during mental imagery and accuracy of memory - A new integrated multilevel approach to scanpath similarity. The Scandinavian Workshop on Applied Eye-Tracking (SWAET). Stavanger, Norway. [Poster]
   
• Jarodzka, H., Imhof, B., & Gerjets, P. (2011, August). A picture among pictures: A classification system for instructional visualizations. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
   
• Jarodzka, H., Kimmerle, J., & Cress, U. (2007, September). Einfach empfehlen! Wie man den Wissensaustausch beim computerunterstützten kollaborativen Lernen steigern kann. 11. Fachtagung Pädagogische Psychologie. Berlin. [Vortrag]
   
• Jarodzka, H., Scheiter, K., & Gerjets, P. (2007, May). In the eyes of experts - Capturing differences in visual strategies of experts and novices. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics ion the Natural Sciences". Protaras, Cyprus. [Talk]
   
• Jarodzka, H., Scheiter, K., & Gerjets, P. (2007, September). Durch die Augen eines Experten blicken - Modelling basierend auf Blickbewegungen. 11. Fachtagung Pädagogische Psychologie. Berlin. [Talk]
   
• Jarodzka, H., Scheiter, K., & Gerjets, P. (2007, Oktober). Praktischer Umgang mit dynamischem Stimulusmaterial. Workshop "Eye-Tracking". Freiburg. [Vortrag]
   
• Jarodzka, H., Scheiter, K., & Gerjets, P. (2007, November). Challenges in the Diagnosis and Training of Visual Strategies in Inspecting Dynamic Scenes. Workshop "Eye-Tracking". Dijon, France. [Talk]
   
• Jarodzka, H., Scheiter, K., & Gerjets, P. (2007, November). Using mobile devices to link formal and informal learning. Kaleidoscope VDS Workshop "Design Challenges for Future Mobile Learning Environments". Växjö, Sweden. [Talk]
   
• Jarodzka, H., Scheiter, K., & Gerjets, P. (2008, April). Detailed analysis of expertise differences in a visual classification task. The Scandinavian Workshop on Applied Eye-Tracking (SWAET). Lund, Schweden. [Talk]
   
• Jarodzka, H., Scheiter, K., & Gerjets, P. (2008, September). How does it swim? Comparing strategies of experts and novices in fish locomotion classification. Meeting of EARLI SIG 7 Learning and Instruction with Computers & SIG 6 Instructional Design. Salzburg, Österreich. [Talk]
   
• Jarodzka, H., Scheiter, K., & Gerjets, P. (2008, May). Eye movement modeling: How to teach experts perceptual and conceptual strategies to novices. Kolloquium des Instituts für Neuro- und Bioinformatik. Lübeck. [Talk]
   
• Jarodzka, H., Scheiter, K., & Gerjets, P. (2008, July). A process-oriented approach to natural sciences by means of eye-tracking and verbal protocols. XXIX International Congress of Psychology (ICP). Berlin. [Talk]
   
• Jarodzka, H., Scheiter, K., & Gerjets, P. (2008, May). In the eyes of the beholder: How experts and novices classify dynamic stimuli. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spanien. [Talk]
   
• Jarodzka, H., Scheiter, K., & Gerjets, P. (2009, October). Eye movements in processing complex, dynamic visualizations. Aarhus University. Denmark. [Talk]
   
• Jarodzka, H., Scheiter, K., Gerjets, P., & Gemballa, S. (2008, June). In the eyes of experts: Teaching dynamic features in biology by modeling experts’ eye movement strategies to novices. Eighth International Conference of the Learning Sciences - ICLS 2008. Utrecht, Niederlande. [Talk]
   
• Jarodzka, H., Scheiter, K., Gerjets, P., Van Gog, T., & Dorr, M. (2009, July). How to convey perceptual skills by displaying experts' gaze data. 31st Annual Conference of the Cognitive Science Society. Amsterdam, The Netherlands. [Poster]
   
• Jarodzka, H., & Van Gog, T. (2008, July). Applications of eye tracking in research on learning and instruction. Symposium at the XXIX International Congress of Psychology (ICP). Berlin. [Talk]
   
• Jarodzka, H., Van Gog, T., Dorr, M., Scheiter, K., & Gerjets, P. (2009, March). Training perceptual skills in the Natural Sciences by eye movement modeling. 3rd International Cognitive Load Theory Conference. Heerlen, The Netherlands. [Talk]
   
• Jarodzka, H., Van Gog, T., Dorr, M., Scheiter, K., & Gerjets, P. (2009, June). Attention guidance via eye movements in example-based learning: A perceptual task. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
   
• Jarodzka, H., Van Gog, T., Dorr, M., Scheiter, K., & Gerjets, P. (2009, May). Attention guidance via eye movements in example-based learning - Part 2: A perceptual task. The Scandinavian Workshop on Applied Eye-Tracking (SWAET). Stavanger, Norway. [Talk]
   
• Jarodzka, H., Van Gog, T., Dorr, M., Scheiter, K., & Gerjets, P. (2009, August). Teaching conceptual and perceptual skills in the natural sciences by eye movement modeling. 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Talk]
   
• Jirschitzka, J. (2013, July). Personal and contextual influences on judgements about the war on terrorism. 36th Annual Scientific Meeting of the International Society of Political Psychology. Herzliya, Israel. [Poster]
   
• John, N., & Kehrer, M. (2023, November 21-24). Organisation des e-teaching.org-Content-Sprints „Prüfungen“. Leibniz-Institut für Wissensmedien. Tübingen. [Workshop Organisation]
   
• John, N., Schmidt, M., & Thillosen, A. (2021, November 2-4). e-teaching.org – das Portal für den fundierten Einsatz digitaler Medien in der Hochschullehre. Virtueller Messestand auf dem University:Future Festival, Hochschulforum Digitalisierung (HFD). [Vortrag]
   
• Johnson, M., Cierniak, G., Hansen, C., Bull, S., Wasson, B., Biel, C., & Debus, K. (2013, November). Teacher approaches to adopting a competency based open learner model. 21st International Conference on Computers in Education (ICCE). Denpasar Bali, Indonesia. [Talk]
   
• Johnson, V., Frick, P., & Kendeou, P. (2024, November 21-24). The joint effects of source credibility and graph presence on communicating climate science. Psychonomic Society 65th Annual Meeting. New York, NY, USA. [Poster]
   
• Jonas, E., Mackinger, B., & Sassenberg, K. (2013, September). Giving Social Psychology Away - Zusammenspiel von Theorie und Praxis. Symposium auf der 14. Tagung der Fachgruppe Sozialpsychologie. Hagen. [Symposium Organisation]
   
• Jonas, K., & Sassenberg, K. (2008, July). Goals as moderators of automatic response priming. XXIX International Congress of Psychology (ICP). Berlin. [Talk]
   
• Jonas, K., & Sassenberg, K. (2010, January). Goals as moderators of automatic response priming. SPSP 11th Annual Meeting. Las Vegas, Nevada, USA. [Talk]
   
• Jonas, K. J., Cesario, J., & Sassenberg, K. (2011, July). Do categories really prime automatic behavior? Evidence from motor schema activation and blocking. 16th General Meeting of the European Association of Social Psychology (EASP). Stockholm, Sweden. [Talk]
   
• Jonas, K. J., Cesario, J., & Sassenberg, K. (2011, September). Primen Kategorien tatsächlich automatisches Verhalten? Die Aktivierung und Blockierung von Motor Schemata als proximale Indikatoren. 13. Tagung der Fachgruppe Sozialpsychologie der DGPs. Hamburg. [Vortrag]
   
• Jonas, K. J., & Sassenberg, K. (2007, August). Goals as moderators of automatic response priming. EAESP Small Group Meeting on Group Processes and Self-Regulation. Oud Poelgeest Castle. Leiden, The Netherlands. [Talk]
   
• Jung, S. (2010, November). Basisparameter der Spontansprache: Differenzierung zwischen Restaphasie, Aphasie und Kontrollsprechern. 14. Aachener Kolloquium der Logopädie. Aachen. [Vortrag]
   
• Jung, S. (2018, März). Mit Sprache wachsen und die Welt entdecken. Eingeladener Vortrag im Rahmen des Projekts „Erziehung stärken - starke Erziehung“. Familienzentrum Bondorf. [Vortrag]
   
• Jung, S., Brandelik, K., & Heller, J. (2015, December). Predictors for upper case writing in German: What makes it difficult? Workshop Studying Language Learning: From the Laboratory to the Classroom. Tuebingen, Germany. [Poster]
   
• Jung, S., Brandelik, K., & Heller, J. (2016, March). Predictors for upper case writing in German: What makes it difficult? 58. Tagung experimentell arbeitender Psychologen (TeaP). Heidelberg, Germany. [Poster]
   
• Jung, S., & Heller, J. (2016, Februar). Adaptive Rechtschreibdiagnostik: Auf dem Weg zur individuell angepassten Sprachförderung und -therapie. 17. Symposium des Bundesverbands akademischer Sprachtherapeuten (dbs): Schule und Inklusion. Hannover. [Poster]
   
• Jung, S., & Heller, J. (2018, Juni). Bleistift oder Tastatur – Ist Schreiben gleich Schreiben. 47. Jahreskongress des Deutschen Bundesverbands für Logopädie. Bielefeld. [Vortrag]
   
• Jung, S., & Heller, J. (2018, Juni). Bleistift oder Tastatur – Ist Schreiben gleich Schreiben. 47. Jahreskongress des Deutschen Bundesverbands für Logopädie. Bielefeld. [Poster]
   
• Jung, S., Hußmann, K., Meffert, E., Willmes, K., Huber, W., & Grande, M. (2011, Juni). Basisparameter der Spontansprache: Differenzierung zwischen Restaphasie, Aphasie und Kontrollsprechern". 40. Jahreskongress des dbl. Karlsruhe. [Vortrag]
   
• Jung, S., Janssen, R., & Klein, E. (2021, January 25). No hemispheric specialization of arithmetic fact retrieval in simple multiplication. 39th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Jung, S., Klein, E., & Moeller, K. (2021, May 20-21). Writing mode: Does it equally affect children with and without developmental dyslexia? British Dyslexia Association. International Conference. Advancing dyslexia and dyscalculia. UK. [Talk]
   
• Jung, S., Roesch, S., Klein, E., Dackermann, T., Heller, J., & Moeller, K. (2018, September). Solution strategies in bounded and unbounded number line estimation: A comparison of contour analysis and data modelling. Workshop Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]
   
• Jung, S., Roesch, S., Klein, E., Nuerk, H.-C., Heller, J., & Moeller, K. (2017, September). Impact of phonology and rule knowledge beyond domains? Workshop on Linguistic and Cognitive Influences on Numerical Cognition. Tübingen. [Poster]
   
• Jung, S., Roman, J., Moeller, K., Karnath, H.-O., & Klein, E. (2021, Juni 2-4). Facts and Figures: Zwei Studien zur hemisphärischen Spezialisierung des Abrufs arithmetischer Fakten. 46. Jahrestagung Psychologie und Gehirn (PuG). Tübingen. [Poster]
   
• Jung, S. M., & Heller, J. (2020, November). Ist Schreiben gleich Schreiben? Wie digitale Medien Schreibprozesse bereits bei Kindern beeinflussen. 11. Interdisziplinäre Tagung über Sprachentwicklungsstörung (ISES 11) (online Konferenz). Marburg, Deutschland. [Poster]
   
• Järvelä, S., & Fischer, F. (2003, August). Enhancing awareness and shared understanding of distributed collaboration. Symposium at the Tenth Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Padova, Italy. [Talk]
   
• Kadosh, R. C., Looi, C. Y., Duta, M., Huber, S., & Nuerk, H.-C. (2013, March). Stimulating the brain while playing a computer-based maths game to enhance domain-specific and domain-general cognitive abilities. 5th International Conference on Non-invasive Brain Stimulation. Leipzig. [Talk]
   
• Kainz, V., Boehn, C., Utz, S., & Enßlin, T. (2022, July 18-22). Upscaling reputation communication simulations. International Workshop on Bayesian Inference and Maximum Entropy Methods in Science and Engineering (MaxEnt2022). Institut Henri Poincare (IHP), Paris, France. [Talk]
   
• Kammerer, Y. (2009, May). How to overcome the inaccuracy of fixation data – The development and evaluation of an offset correction algorithm. The Scandinavian Workshop on Applied Eye-Tracking (SWAET). Stavanger, Norway. [Talk]
   
• Kammerer, Y. (2010, May). Further improvement of an offset correction method to overcome the inaccuracy of fixation data. The Scandinavian Workshop on Applied Eye-Tracking (SWAET). Lund, Sweden. [Poster]
   
• Kammerer, Y. (2011, June). The role of evaluation instructions, user characteristics, and the search interface in evaluating information quality during Web search on medical and health-related issues. Seminario Psicotext. University of Valencia, Spain. [Talk]
   
• Kammerer, Y. (2012, March). Laypeople’s source evaluations on the Web: The role of resource and individual variables. Centre for Learning Sciences and Technologies (CELSTEC). Heerlen, The Netherlands. [Talk]
   
• Kammerer, Y. (2012, February). Searching and evaluating information on the Web – a psychological perspective. Workshop on Web Epistemics. Center for Interdisciplinary Research, University of Bielefeld. [Talk]
   
• Kammerer, Y. (2014, Mai). Erfassung von Fertigkeiten im Umgang mit dem Social Web. Symposium "Informationskompetenz im Hochschulkontext – Interdisziplinäre Forschungsperspektiven". Leibniz-Zentrum für Psychologische Information und Dokumentation (ZPID), Trier. [Vortrag]
   
• Kammerer, Y. (2014, April). The impact of hyperlinks on text comprehension in encyclopedic texts. Le Laboratoire des Usages en Technologies d'Information Numériques (LUTIN Userlab). Paris, France. [Talk]
   
• Kammerer, Y. (2014, December). How contradictions between web pages stimulate source evaluation. Welten Institute Heerlen, Open University of the Netherlands. [Talk]
   
• Kammerer, Y. (2015, Juni). Die Rolle epistemischer Überzeugungen bei der Informationssuche und Informationsbewertung im Internet. Eingeladener Vortrag auf dem Symposium "Epistemologische Überzeugungen". Leibniz-Zentrum für Psychologische Information und Dokumentation (ZPID), Trier. [Vortrag]
   
• Kammerer, Y. (2017, September). Der Einfluss der Einstellungskonsistenz auf die Berücksichtigung von Quelleninformationen beim Lesen wissenschaftsbezogener Online-Informationen. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Münster. [Vortrag]
   
• Kammerer, Y. (2017, September). Entwicklung bildungswissenschafts-bezogener epistemischer Überzeugungen im Lehramtsstudium: Diskussion der Beiträge. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Tübingen. [Vortrag]
   
• Kammerer, Y. (2017, February). Search as learning – a psychological perspective. Invited talk at Dagstuhl Seminar “Search as Learning”. Dagstuhl. [Talk]
   
• Kammerer, Y. (2017, Mai). Wie bewerten Nutzer Informationen im Netz? Einflussfaktoren auf Quellenbewertungen bei der Informationsrecherche im Internet. Eingeladener Vortrag im Rahmen der Ringvorlesung “Digitale Information und Manipulation”. Hochschule für Angewandte Wissenschaften (HAW) Hamburg. [Vortrag]
   
• Kammerer, Y. (2018, September). The role of preexisting attitudes in the consideration of source information when reading nutrition information on the Internet. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]
   
• Kammerer, Y. (2019, April). Die Stavanger-Erklärung von E-READ und Forschung zu Informationssuche und Informationsbewertung im WWW. Eingeladener Vortrag auf der Bibliotheksleiterkonferenz 2019. Karlsruhe, Deutschland. [Vortrag]
   
• Kammerer, Y., Amann, D., & Gerjets, P. (2011, August). Improving non-academic laypersons' knowledge and skills to evaluate source information on the web. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
   
• Kammerer, Y., Amann, D., & Gerjets, P. (2011, July). The role of internet-specific epistemic beliefs in non-academic adults' web search for medical information. 21st Annual Meeting of the Society for Text and Discourse. Poitiers, France. [Talk]
   
• Kammerer, Y., & Beinhauer, W. (2010, March). Gaze-based Web search: The impact of interface design on search result selection. Eye Tracking Research & Application Symposium (ETRA). Austin, Texas, USA. [Poster]
   
• Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H. (2010, August). Internet-specific epistemic beliefs predict users' source monitoring during Web search. Meeting of the EARLI SIG2 Text and Graphics Comprehension. Tübingen. [Talk]
   
• Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H. (2010, September). Der Zusammenhang zwischen internetspezifischen epistemologischen Überzeugungen und der Bewertung von Quelleninformationen bei der Informationssuche im World Wide Web. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Vortrag]
   
• Kammerer, Y., & Gerjets, P. (2008, July). Informal learning on the web: Individual differences and evaluation processes. Symposium at the XXIX International Congress of Psychology (ICP). Berlin. [Talk]
   
• Kammerer, Y., & Gerjets, P. (2009, May). How do web searchers evaluate search results? The impact of the search results interface. The Scandinavian Workshop on Applied Eye-Tracking (SWAET). Stavanger, Norway. [Talk]
   
• Kammerer, Y., & Gerjets, P. (2010, August). Effects of Internet-specific epistemic beliefs and search interface design on the selection of Web search results. Meeting of the EARLI SIG6 Instructional Design & SIG7 Learning and Instruction with Computers. Ulm. [Talk]
   
• Kammerer, Y., & Gerjets, P. (2010, May). Objective, subjective, and commercial information: The impact of presentation format on the visual inspection and selection of Web search results. The Scandinavian Workshop on Applied Eye-Tracking (SWAET). Lund, Sweden. [Talk]
   
• Kammerer, Y., & Gerjets, P. (2010, March). Searching the Web for science-related information: The impact of evaluation instructions, user characteristics, and search interface design on evaluations of information quality. Seminar on Computational Cognitive Modeling of Web-Navigation. Utrecht, The Netherlands. [Talk]
   
• Kammerer, Y., & Gerjets, P. (2010, March). How the interface design influences users’ spontaneous trustworthiness evaluations of Web search results: Comparing a list and a grid interface. Eye Tracking Research & Application Symposium (ETRA). Austin, Texas, USA. [Talk]
   
• Kammerer, Y., & Gerjets, P. (2011, August). Effects of search interface and epistemic beliefs on source evaluations during medical web search. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
   
• Kammerer, Y., & Gerjets, P. (2012, August). The impact of discrepancies across Web pages on high-school students' trustworthiness evaluations. Meeting of the EARLI SIG2 Text and Graphics Comprehension. Grenoble, Frankreich. [Talk]
   
• Kammerer, Y., & Gerjets, P. (2012, July). When Web sources contradict each other: Does discrepant Web information trigger high-school students' source evaluations? 22nd Annual Meeting of the Society for Text and Discourse. Montreal, Canada. [Talk]
   
• Kammerer, Y., & Gerjets, P. (2012, September). Der Einfluss von konsistenten versus inkonsistenten Informationen auf die Bewertung der Vertrauenswürdigkeit von Webseiten. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Vortrag]
   
• Kammerer, Y., & Gerjets, P. (2012, September). In Google we trust? Die Bewertung der Vertrauenswürdigkeit von Suchergebnissen bei der Websuche zu einem medizinischen Thema. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Vortrag]
   
• Kammerer, Y., & Gerjets, P. (2013, July). The impact of discrepancies between web pages on source evaluation in an online reading and information communication task. 23rd Annual Meeting of the Society for Text and Discourse. Valencia, Spain. [Talk]
   
• Kammerer, Y., & Gerjets, P. (2013, August). The role of thinking-aloud instructions and prior domain knowledge in information processing and source evaluation during Web search. 35th Annual Conference of the Cognitive Science Society. Berlin. [Talk]
   
• Kammerer, Y., & Gerjets, P. (2013, October). Students' source evaluation when reading multiple documents on the Web: experimental analysis, instructional support, and integration with psychometric assessment. Workshop on Multiple Documents Comprehension. University of Münster. [Talk]
   
• Kammerer, Y., & Jarodzka, H. (2010, September). Das Auge als Datenquelle: Triangulation von Blickbewegungsdaten zur Analyse perzeptueller und kognitiver Prozesse in der angewandten Psychologie. Arbeitsgruppe auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Vortrag]
   
• Kammerer, Y., Kalbfell, E., & Gerjets, P. (2014, October). How contradictions between web pages stimulate source evaluation. Workshop on Multiple Documents Comprehension. University of Valencia, Spain. [Talk]
   
• Kammerer, Y., Kalbfell, E., & Gerjets, P. (2015, August). How contradictions between web pages stimulate source evaluations. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
   
• Kammerer, Y., Kalbfell, E., & Gerjets, P. (2015, July). Encountering contradictions between web pages stimulate the consideration of source information: Evidence from online and offline measures. 25th Annual Meeting of the Society for Text and Discourse. Minneapolis, USA. [Talk]
   
• Kammerer, Y., Nairn, R., Pirolli, P., & Chi, E. H. (2009, April). Signpost from the masses: Learning effects in an exploratory social tag search browser. 27th Conference on Human Factors in Computing Systems, CHI 2009. Boston, MA, USA. [Talk]
   
• Kammerer, Y., Oloff, C., Bracklow, J., Schwertel, U., & Gerjets, P. (2015, September). Trainingsmodule zur Förderung spezifischer Fertigkeiten im Umgang mit dem Social Web – eine Studie mit IT-Auszubildenden. . Fachgruppentagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Kassel. [Poster]
   
• Kammerer, Y., Oloff, C., & Gerjets, P. (2014, August). Vocational IT students' Social Media skills. Meeting of the EARLI SIG6 Instructional Design & SIG7 Learning and Instruction with Computers. Rotterdam, Netherlands. [Poster]
   
• Kammerer, Y., Oloff, C., & Gerjets, P. (2014, August). The role of Social-Web specific epistemic beliefs in sourcing strategies on the Social Web. Meeting of the EARLI SIG2 Text and Graphics Comprehension. Rotterdam, Netherlands. [Poster]
   
• Kammerer, Y., Oloff, C., & Gerjets, P. (2014, März). Fertigkeiten für eine reflektierte Nutzung des Social Web. Zweite Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt am Main. [Poster]
   
• Kammerer, Y., Oloff, C., Scharinger, C., & Gerjets, P. (2013, August). The impact of hyperlinks on text comprehension in encyclopedic texts. 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). München. [Talk]
   
• Kammerer, Y., Pardi, G., von Hoyer, J., & Holtz, P. (2019, August). Predicting knowledge gain during multimodal Web search by means of query and navigation logs. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI. Aachen, Germany. [Talk]
   
• Kammerer, Y., Pirolli, P., Nairn, R., & Gerjets, P. (2009, March). The effects of an exploratory search system on performance and cognitive load. 3rd International Cognitive Load Theory Conference. Heerlen, The Netherlands. [Talk]
   
• Kammerer, Y., & Salmerón, L. (2013, August). Students' navigation strategies and text comprehension in hypertext. 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). München. [Symposium Organisation]
   
• Kammerer, Y., Salmerón, L., & Gil, L. (2014, August). The role of topic-specific epistemic beliefs in students' sourcing on the internet. 24th Annual Meeting of the Society for Text and Discourse. Chicago, USA. [Talk]
   
• Kammerer, Y., Salmerón, L., & Gil, L. (2014, August). The role of topic-specific epistemic beliefs in students' sourcing on the internet: a multi-method study. Meeting of the EARLI SIG6 Instructional Design & SIG7 Learning and Instruction with Computers. Rotterdam, The Netherlands. [Talk]
   
• Kammerer, Y., Salmerón, L., & Gil, L. (2018, June). Learning about controversial scientific issues on the Internet: Relations between attention to source information and sourcing and argumentation in essays. 2nd Earli SIG 27 Conference & 6th Polish Eye Tracking Conference. Warsaw, Poland. [Talk]
   
• Kammerer, Y., Scheiter, K., & Beinhauer, W. (2007, September). Just looking my way through the menu: Die Bedienung von Computermenues über Blickbewegungen. Usability Professionals. Weimar. [Vortrag]
   
• Kammerer, Y., Scheiter, K., & Beinhauer, W. (2008, April). How to improve gaze-based menu selection by menu design and multimodal input. The Scandinavian Workshop on Applied Eye-Tracking (SWAET). Lund, Sweden. [Talk]
   
• Kammerer, Y., Scheiter, K., & Beinhauer, W. (2008, March). Looking my way through the menu: The impact of menu design and multimodal input on gaze-based menu selection. Eye Tracking Research & Application Symposium (ETRA). Savannah, Georgia, USA. [Talk]
   
• Kammerer, Y., & Schoor, C. (2021, August 23-27). Beyond mere content: contextual and metatextual aspects in multiple document comprehension. Eingeladenes Symposium auf der 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI SIG 2). Gothenburg, Sweden. [Symposium Organisation]
   
• Kammerer, Y., Werner, B., & Gerjets, P. (2008, July). What evaluation processes are performed during web search? An eye-tracking study. XXIX International Congress of Psychology (ICP). Berlin. [Talk]
   
• Kammerer, Y., Wollny, E., & Gerjets, P. (2009, August). The impact of salience of source information and of epistemological beliefs on web search result evaluation: An eyetracking study. 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Talk]
   
• Kammerer, Y., Wollny, E., Gerjets, P., & Scheiter, K. (2009, July). How authority-related epistemological beliefs and salience of source information influence the evaluation of web search results – An eye tracking study. 31st Annual Conference of the Cognitive Science Society. Amsterdam, The Netherlands. [Talk]
   
• Kant, J., Scheiter, K., & Oschatz, K. (2015, August). Fostering scientific reasoning with worked examples in a simulation-based learning environment. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
   
• Kant, J., Scheiter, K., & Oschatz, K. (2017, September). Wie sollten videobasierte Lösungsbeispiele und Experimentieraufgaben kombiniert werden, um wissenschaftliches Denken zu fördern? Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY). Münster. [Vortrag]
   
• Karim, A., Schüler, A., Hegner, Y. L., Friedel, E., & Godde, B. (2005, February). Facilitating effect of 15-Hz repetitive transcranial magnetic stimulation on tactile perceptual learning. 6th Meeting of the German Neuroscience Society 2005 and the 30th German Neurobiology Conference. Göttingen. [Poster]
   
• Kastner, L., Jusyte, A., Ruiz Fernández, S., & Gerjets, P. (2018, März). Digitalisierung und Kulturelle Bildung. Nutzung digitaler Medien für kulturelle Bildungsangebote: Fluch oder Segen? 2. BMBF Vernetzungstreffen "Förderung von Forschungsvorhaben zur Kulturellen Bildung". Köln. [Vortrag]
   
• Kastner, L., Jusyte, A., Ruiz Fernández, S., & Gerjets, P. (2018, September). The effects of digital drawing on socio-emotional skills: A pilot study. 7th International Conference on Spatial Cognition (ICSC). Rome, Italy. [Poster]
   
• Kastner, L., Jusyte, A., Ruiz Fernández, S., & Gerjets, P. (2018, März). DigiSelbst - Zeichnen digitaler Porträts im Kunstmuseum: Transfereffekte kultureller Bildung auf soziale Fertigkeiten. 2. BMBF Vernetzungstreffen "Förderung von Forschungsvorhaben zur Kulturellen Bildung". Köln. [Vortrag]
   
• Kastner, L., Jusyte, A., Ruiz Fernández, S., Nommensen, S., & Gerjets, P. (2018, März). DigiSelbst - Effekte des Digitalen Zeichnens auf sozial-emotionale Fähigkeiten. 2. BMBF Vernetzungstreffen "Förderung von Forschungsvorhaben zur Kulturellen Bildung". Köln. [Vortrag]
   
• Kastner, L., Jusyte, A., Ruiz Fernández, S., Nommensen, S., & Gerjets, P. (2018, März). Effekte des Digitalen Zeichnens auf sozial-emotionale Fähigkeiten. 2. BMBF Vernetzungstreffen "Förderung von Forschungsvorhaben zur Kulturellen Bildung". Köln. [Vortrag]
   
• Kastner, L., Jusyte, A., Ruiz Fernández, S., Nommensen, S., & Gerjets, P. (2018, April). Drawing Portraits in the Art Museum: Effects of Digital Drawing on Social-Emotional Skills. LEAD Retreat. Blaubeuren. [Poster]
   
• Kastner, L., Müller, J., Rahona López, J. J., Gerjets, P., & Ruiz Fernández, S. (2018, March). Personal time-related events influence the direction of whole-body movements. 60. Tagung experimentell arbeitender Psychologen (TeaP). Marburg. [Poster]
   
• Kastner, L., Müller, J., Rahona López, J. J., Gerjets, P., & Ruiz Fernández, S. (2018, June). Moved by Emotions: How Emotional Life Events Influence Where we Move. 9th European Conference on Positive Psychology (ECPP). Budapest, Hungary. [Poster]
   
• Kastner, L., Umbach, N., Jusyte, A., Ruiz-Fernández, S., Nommensen, S., & Gerjets, P. (2019, November). Körper, Digitalisierung, Kulturelle Bildung. Was wir von kultureller Bildung lernen können, um Bildung zu fördern. Eingeladener Vortrag auf der Netzwerktagung "Wieviel Körper braucht die Kulturelle Bildung?". Merseburg, Deutschland. [Vortrag]
   
• Kastner, L., Umbach, N., Jusyte, A., Ruiz Fernández, S., Nommensen, S., & Gerjets, P. (2019, August). Digital drawing in the Art Museum: Can digital portrait drawing help to enhance socio-emotional skills of adolescents? 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
   
• Kastner, L., Umbach, N., Nommensen, S., Jusyte, A., Ruiz Fernández, S., & Gerjets, P. (2019, Oktober). Projekt DigiSelbst – Zeichnen digitaler Porträts im Kunstmuseum: Transfereffekte kultureller Bildung auf sozial-emotionale Fähigkeiten. Bundesministerium für Bildung und Forschung "Förderung von Forschungsvorhaben zur Kulturellen Bildung". Berlin, Deutschland. [Vortrag]
   
• Kastner, L., Umbach, N., Nommensen, S., Jusyte, A., Ruiz Fernández, S., & Gerjets, P. (2019, Oktober). Kulturelle Bildung im Museum gestalten: Kursprogramm zu Förderung sozial-emotionaler Fähigkeiten bei Jugendlichen. Bundesministerium für Bildung und Forschung "Förderung von Forschungsvorhaben zur Kulturellen Bildung". Berlin, Deutschland. [Poster]
   
• Kathmann, J. (2024, June 13). Praxisvortrag Medienpsychologie. Lehrveranstaltung "Anwendungsfelder der Medien- und Wirtschaftspsychologie". Hochschule der Medien (HdM) Stuttgart. [Vortrag]
   
• Kathmann, J. (2024, November 1-2). Kafka or not? Concept for an AI-supported multi-touch tabletop game for literature classes. Digital Kafka Symposium. Washington, D.C. [Talk]
   
• Kathmann, J., Gerjets, P., & Brucker, B. (2024, November 7-8). Kafka or not? Concept for an AI-supported multi-touch tabletop game for literature classes. Joint Conference on Serious Games 2024. New York City, NY. [Poster]
   
• Kathmann, J., & Hoberg, N. G. (2023, Juni 6-7). Wie Games mentale Gesundheit beeinflussen: Einblick in Psychologie und empirische Befunde. German Dev Days 2023. Frankfurt am Main. [Vortrag]
   
• Kathmann, J., & Strobel, B. (2024, August 7-8). 5 Strategien für interessantere Serious Games - Erkenntnisse aus der Psychologie. German Dev Days 2024. Frankfurt am Main. [Vortrag]
   
• Kathmann, J., & Strobel, B. (2024, August 7-8). 5 Strategien für interessantere Serious Games: Erkenntnisse aus der Psychologie. German Dev Days. Frankfurt am Main. [Vortrag]
   
• Kaufmann, L., Scherndl, T., Wood, G., Moeller, K., Nuerk, H.-C., & Pixner, S. (2010, September). Domain-general and domain-specific abilities as predictors of complex arithmetic skills. Biennial Meeting of EARLI SIG 15: Special Educational Needs. Frankfurt am Main. [Talk]
   
• Keck, D., Kammerer, Y., & Starauscheck, E. (2013, July). Reading science texts online: Does source type influence the detection of inconsistencies? 23rd Annual Meeting of the Society for Text and Discourse. Valencia, Spain. [Poster]
   
• Kehrer, M. (2018, September). Smart Teaching Baden-Württemberg. Wissenschaftliches Begleit- und Forschungsprojekt zum Förderprogramm "Digital Innovations for Smart Teaching – Better Learning". Von der Digitalen Innovation in die Lehrpraxis, Konferenz des HND BW und des Förderprogramms Digital Innovations for Smart Teaching – Better Learning. Hochschule Karlsruhe - Technik und Wirtschaft. [Vortrag]
   
• Kehrer, M. (2018, September). Erfolgsfaktoren und Hindernisse bei der Umsetzung innovativer Digitalisierungsprojekte – Eine Interviewstudie an Hochschulen in Baden-Württemberg. 26. Tagung der Gesellschaft für Medien in der Wissenschaft e.V. mit elearn.nrw. Universität Duisburg-Essen, Campus Essen. [Vortrag]
   
• Kehrer, M. (2023, November 6). Hybride Lernräume gestalten. Eingeladener Vortrag in der Online-Sitzung der Fachgruppe „Neue Medien und Mobiles Lernen“. Bündnis Lebenslanges Lernen des Ministeriums für Kultus, Jugend und Sport Baden-Württemberg. [Vortrag]
   
• Kehrer, M. (2024, Februar 7). Hybride Lernräume für Lehre und Studium. Projektwerkstatt „Hybride TU – Optionen moderner Lehre“. Technische Universität Berlin. [Vortrag]
   
• Kehrer, M., & Hellermann, M. (2017, September). Digital Innovations for Future: Mobile Learning/ Mobile Teaching. Zukunft Digitale Lehre BW. Offenburg. [Workshop Organisation]
   
• Kehrer, M., & Hellermann, M. (2018, März). Nachhaltige Einführung von E-Learning-Technologien in Bildungseinrichtungen – Praxis- und Projekterfahrungen. Workshop zum Förderprogramm "Digital Innovations for Smart Teaching - Better Learning". Infrastrukturen für digitale Lehre. Mannheim. [Workshop Organisation]
   
• Kehrer, M., & Hellermann, M. (2018, Mai). Nachhaltigkeit innovativer Digitalisierungsprojekte an Hochschulen. Workshop-Tag zum Förderprogramm "Digital Innovations for Smart Teaching - Better Learning". Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
   
• Kehrer, M., Hellermann, M., Thillosen, A., & Cress, U. (2018, April). Erfolgsfaktoren und Hindernisse bei der Umsetzung innovativer Digitalisierungsprojekte an Hochschulen in Baden-Württemberg. Wissenschaftliche Fachtagung LERN 2018 "Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung". Tübingen. [Poster]
   
• Kehrer, M., Hellermann, M., Thillosen, A., & Cress, U. (2018, September). Smart Teaching Baden-Württemberg. Wissenschaftliches Begleit- und Forschungsprojekt zum Förderprogramm "Digital Innovations for Smart Teaching – Better Learning". Von der Digitalen Innovation in die Lehrpraxis, Konferenz des HND BW und des Förderprogramms Digital Innovations for Smart Teaching – Better Learning. Hochschule Karlsruhe - Technik und Wirtschaft. [Poster]
   
• Kehrer, M., & John, N. (2024, November 19-21). e-teaching.org-Workshop „Schreiben mit KI – gemeinsam ausprobieren, anwenden und diskutieren“. Herrenberg. [Workshop Organisation]
   
• Kehrer, M., John, N., & Thillosen, A. (2023, Juni 16). Content(-Schreib-)Workshop. Workshop zum Jubiläum „20 Jahre e-teaching.org”. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
   
• Kehrer, M., & Kohls, C. (2021, Juni 21-24). Physische und digitale Lernräume verbinden - wie geht "hybride Lehre"? LEARNTEC 2021. Karlsruhe (Konferenz abgesagt). https://www.learntec.de/de/messe-planen/fuer-presse/pressemitteilungen/learntec-2021-findet-nicht-statt.html [Vortrag]
   
• Kehrer, M., & Kohls, C. (2022, Mai 31-Juni 2). Die Zukunft des Campus mit hybriden Lernräumen gestalten. LEARNTEC. Karlsruhe. [Vortrag]
   
• Kehrer, M., Kohls, C., Nieder-Steinheuer, K., Dubbert, D., & Friede, L.-M. (2022, November 3-4). Hybride Lernräume in der Hochschullehre gestalten. TURN Conference. Kiel. [Poster]
   
• Kehrer, M., & Nieder-Steinheuer, K. (2021, July 7-9). Design patterns for synchronous hybrid university courses for multiple sites. European Conference on Pattern Languages of Programs 2021 (EuroPLoP 2021). [Talk]
   
• Kehrer, M., Nieder-Steinheuer, K., Dubbert, D., & Kohls, C. (2022, September 12-14). Nachhaltigkeit durch Transfer - Ein Entwurfsmuster-Repositorium zur Gestaltung hybrider Lernräume. 30. Jahrestagung der Gesellschaft für Medien in der Wissenschaft e. V. (GMW). Karlsruhe. [Poster]
   
• Kehrer, M., Nieder-Steinheuer, K., & Thillosen, A. (2022, September 6-9). Hybride Lernräume in der Hochschullehre – Ein Repositorium für den Wissenstransfer. 50. Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik (dghd). Universität Paderborn. [Poster]
   
• Keilmann, F., de la Rosa, S., Cress, U., & Meilinger, T. (2017, March). How do individual and collaborative spatial problem solving differ? The case of environmental search. 59th Conference of Experimental Psychologists (TeaP). Dresden. [Talk]
   
• Keilmann, F., de la Rosa, S., Schwan, S., Cress, U., Mohler, B. J., Bülthoff, H. H., & Meilinger, T. (2017, July). Comparing individual and collaborative problem solving in environmental search. 39th Annual Conference of the Cognitive Science Society (CogSci). London, UK. [Talk]
   
• Keim, S. (2009, August). Language-specific aphasia in a multilingual speaker - Naming therapy in a cross-linguistic facilitation mode. Socrates International Programme Stockholm "Moving towards harmonisation of SLT programmes in the European context". Stockholm, Sweden. [Talk]
   
• Keim, S., Eberhardt, K., Klein, E., Willmes, K., & Huber, W. (2010, October). What letters can "learn" from numbers or Writing Y with a cocktail glass - A Single Case fMRI Study of peripheral frontal agraphia. Academy of Aphasia. Athens, Greece. [Poster]
   
• Keim, S., Klein, E., Eberhardt, K., Willmes, K., & Huber, W. (2010, January). What letters can “learn” from numbers – An fMRI study of agraphia. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Keim, S., Klein, E., Eberhardt, K., Willmes, K., & Huber, W. (2010, January). What letters can “learn” from numbers – An fMRI study of agraphia. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Keller, J., Diefenbacher, S., & Sassenrath, C. (2012, May). Empathy and implicit attitudes as relevant factors regarding a critical type of health behavior (hand hygiene). 24th Annual Convention of the Association for Psychological Science (APS). Chicago, USA. [Poster]
   
• Keller, J., Florack, A., & Sassenberg, K. (2011, September). Aktuelle Kontroversen und problematische Aspekte im Feld der Forschung zur Theorie des regulatorischen Fokus. 13. Tagung der Fachgruppe Sozialpsychologie der DGPs. Hamburg. [Vortrag]
   
• Keller, T. (2003, March). The Influence of Dimensionality on Knowledge Acquisition and Information Utilization in the Context of Information Visualizations and in Consideration of Display Size. Interdisciplinary College 2003 - Applications, Brains and Computers. Günne. [Poster]
   
• Keller, T. (2003, September). The Influence of Dimensionality on Knowledge Acquisition and Information Utilization in the Context of Information Visualizations. Summerschool of the Virtual Ph. D. Program Knowledge Acquisition and Knowledge Exchange with New Media. Tuebingen. [Poster]
   
• Keller, T. (2004, May). The impact of dimensionality and color coding of information visualizations on knowledge acquisition. International Workshop on Visual Artifacts for the Organization of Information and Knowledge - Searching for Synergies for Enhancing Learning. Tübingen. [Talk]
   
• Keller, T. (2004, September). Der Einfluss von Dimensionalität und Chromatik auf Wissenserwerb mit Informationsvisualisierungen. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen. [Vortrag]
   
• Keller, T. (2005, March). Knowledge Acquisition with Information Visualizations: The Impact of Dimensionality and Color Coding. Department of Psychology, University of California, Santa Barbara, CA. USA. [Talk]
   
• Keller, T. (2005, June). Discussant"s contribution to the Panel Discussion "Hot Topics in Knowledge Discovery and Knowledge Visualisation". 5th International Conference on Knowledge Management (I-KNOW "05): Special Track on Knowledge and Information Visualization. Graz, Austria. [Panel]
   
• Keller, T. (2005, September). Wissenserwerb mit Informationsvisualisierungen: Der Einfluss von Dimensionalität und Chromatik in Abhängigkeit von Nutzerstrategien. 67. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Salzburg, Österreich. [Vortrag]
   
• Keller, T. (2006, Februar). Potenziale und Probleme der Informationsvisualisierung. Learntec: 14ter Internationaler Kongress und Fachmesse für Bildungs- und Informationstechnologie. Karlsruhe. [Vortrag]
   
• Keller, T. (2006, Juli). Diskussionsbeitrag "Netzbasierter Wissensaustausch und netzbasierte Wissenskonstruktion in Gruppen". Heidelberger Akademie für Wissenschaften: Akademiekolleg für den wissenschaftlichen Nachwuchs (WIN-Kolleg). Heidelberg. [Vortrag]
   
• Keller, T., Gerjets, P., Scheiter, K., & Garsoffky, B. (2004, July). Information visualizations as learning tools. 1st joint meeting of the EARLI SIGs "Instructional Design" and "Learning and Instruction with Computers". Tübingen. [Poster]
   
• Keller, T., Gerjets, P., Scheiter, K., & Garsoffky, B. (2004, August). Information visualizations for supporting knowledge acquisition: The impact of dimensionality and color coding. 26th Annual Conference of the Cognitive Science Society. Chicago, IL, USA. [Poster]
   
• Keller, T., Grimm, M., & Gerjets, P. (2003, August). Using 3-dimensional information spaces for information retrieval and learning. Tenth Biennial Conference of the European Association for Research on Learning and Instruction. Padova, Italy. [Talk]
   
• Keller, T., & Tergan, S.-O. (2005, June). Toward synergistic approaches to knowledge and information visualization. 5th International Conference on Knowledge Management (I-KNOW "05): Special Track on Knowledge and Information Visualization. Graz, Austria. [Talk]
   
• Keller, T., & Tergan, S.-O. (2006, September). KIA- Ein "Knowledge and Information Awareness"-Tool zur Unterstützung netzbasierter kooperativer Problemlösung. 45ter Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Nürnberg. [Vortrag]
   
• Keller, T., Tergan, S.-O., & Coffey, J. (2006, September). Concept maps used as a "knowledge and information awareness" tool for supporting collaborative problem solving in distributed groups. Second International Conference on Concept Mapping. San José, Costa Rica. [Talk]
   
• Keller, T., Tergan, S.-O., & Hesse, F. W. (2006, June). KIA - A knowledge and information awareness tool for supporting computer-supported collaborative problem solving. Distributed Learning and Collaboration (DLAC): Workshop on Theory, Research, & Practice. Shanghai & Hangzhou, China. [Talk]
   
• Kiili, K., Koskinen, A., Lindstedt, A., & Ninaus, M. (2018, December). Extending a Digital Fraction Game Piece by Piece with Physical Manipulatives. 7th International Games and Learning Alliance conference – GALA2018. Palermo, Italy. [Talk]
   
• Kiili, K., Koskinen, A., Moeller, K., & Ninaus, M. (2018, April). Evaluating Learning Outcomes of a Game-Based Rational Number Training. 1st Conference of the Mathematical Cognition and Learning Society. Oxford, UK. [Talk]
   
• Kiili, K., Koskinen, A., & Ninaus, M. (2019, April). Intrinsic integration in rational number games - A systematic literature review. 3rd International GamiFIN Conference. Levi, Finland. [Talk]
   
• Kiili, K., Koskinen, A., Ojansuu, K., Lindstedt, A., & Ninaus, M. (2018, April). Game Competitions, Leaderboards, and Learning. Interaktiivinen Tekniikka Koulutuksessa (ITK) – Konferenssi 2018. Hämeenlinna, Finnland. [Poster]
   
• Kilbreath, S., Neumann, D., Sanders-Jackson, A., & Tan, A. (2022, May 26-30). Comparing trust in institutions between bisexual and lesbian women: an online survey experiment. 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Poster]
   
• Killi, K., Ojansuu, K., Lindstedt, A., & Ninaus, M. (2017, October). Rational Number Knowledge Assessment and Training With a Game Competition. 11th European Conference on Game Based Learning. Graz, Österreich. [Talk]
   
• Kimbrough, A., Guadagno, R. E., Muscanell, N. L., & Dill, J. A. (2012, April). Gender differences in technology use: Women connect more than men. Annual Undergraduate Research Creative Activity Conference. University of Alabama, Tuscaloosa, AL, USA. [Talk]
   
• Kimbrough, A. M., Guadagno, R. E., Muscanell, N. L., & Dill, J. (2012, May). Gender differences in technology use: Women connect more than men. Annual Meeting for the Association for Psychological Science. Chicago, IL, USA. [Poster]
   
• Kimmerle, J. (2005, November). Führen ohne Mittel der Macht - Verführen (Motivieren?) zum Engagement. 5. Stuttgarter Sportkongress. Stuttgart. [Vortrag]
   
• Kimmerle, J. (2006, Juni). ATI-Effekte im Informationsaustausch-Dilemma. Abschlussveranstaltung des DFG-Schwerpunktprogramms „Netzbasierte Wissenskommunikation in Gruppen“. Freiburg. [Poster]
   
• Kimmerle, J. (2006, October). Personality and Group Awareness in the Information-Exchange Dilemma. Workshop “CSCL and Group Cognition”. Tübingen. [Poster]
   
• Kimmerle, J. (2008, July). Impact of temporal extension, synchronicity, and group size on computer-supported information exchange. XXIX. International Congress of Psychology. Berlin. [Talk]
   
• Kimmerle, J. (2014, May). Collective knowledge in social tagging environments. International Workshop on Mass Collaboration and Education. Tübingen. [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]
   
• Kimmerle, J. (2018, Februar). Medienpsychologie: Medienwahl, Mediennutzung, Medienwirkung. Regionale Lehrerfortbildung Medienpsychologie, Referat 75, Regierungspräsidium Stuttgart. Stuttgart. [Vortrag]
   
• 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. [Vortrag]
   
• 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]
   
• 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]
   
• Kimmerle, J., & Cress, U. (2006, March). The role of personality in knowledge management. General Online Research. Bielefeld. [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. [Vortrag]
   
• 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. (2007, September). Kollaborative Wissenskonstruktion mit Wikis: Ein systemtheoretisches und kognitionspsychologisches Rahmenmodell. 5.Tagung der Fachgruppe Medienpsychologie. Dresden. [Vortrag]
   
• 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]
   
• 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., 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]
   
• 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]
   
• 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]
   
• 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]
   
• Kimmerle, J., & Greving, H. (2018, September). Beteiligung in Citizen Science Projekten: Emotionale Einflussfaktoren. Forum Citizen Science. Frankfurt am Main. [Poster]
   
• 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]
   
• 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]
   
• 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]
   
• 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., & Cress, U. (2009, June). Learning and knowledge building with social software. International Conference on Computer Supported Collaborative Learning. Rhodes, Greece. [Talk]
   
• Kitzmann, S., Wolfers, L. N., Sauer, S., Sommer, N., & Trepte, S. (2018, Mai). "Put Your Phone Down?": How Mothers' Smartphone Use Is Associated With Sensitivity. 68th Annual Conference of the International Communication Association. Prague, Czech Republic. [Poster]
   
• Klages, B. (2007, Juli). Organisationsentwicklung an Schulen. Dissemination, Diffusion und Nutzung von Evaluationsdaten: Eine empirische Untersuchung am Beispiel des Inventars zur Bestandaufnahme der Unterrichtsentwicklung an Schulen. 7. Workshop Qualitative Inhaltsanalyse. Velden, Österreich. [Vortrag]
   
• Klages, B., Zahn, C., & Hesse, F. W. (2008, February). Fostering deep understanding and skills acquisition by means of collaborative design tasks involving advanced digital video technologies in the classroom. First Inter-Science of Learning Centers (iSLC). Pittsburgh, USA. [Poster]
   
• Klein, E. (2011, October). Mental arithmetic – Integration into the framework of dorsal / ventral processing? Symposium “Processing along dorsal and ventral streams in the brain“. Freiburg. [Talk]
   
• Klein, E. (2014, September). Diffusion tensor imaging in numerical cognition. International Center for Neuroscience, SARAH network of Rehabilitation Hospitals. Brasilia, Brazil. [Talk]
   
• Klein, E. (2014, September). Voxel-based lesion symptom mapping in neuropsychologic patients. International Center for Neuroscience, SARAH network of Rehabilitation Hospitals. Brasilia, Brazil. [Talk]
   
• Klein, E. (2014, September). Fiber tractography in children and patients. International Center for Neuroscience, SARAH network of Rehabilitation Hospitals. Brasilia, Brazil. [Talk]
   
• Klein, E. (2014, September). Measuring neuronal correlates of attention by fMRI. International Center for Neuroscience, SARAH network of Rehabilitation Hospitals. Brasilia, Brazil. [Talk]
   
• Klein, E. (2014, April). It’s all about connections – Fiber tracking am Beispiel der numerischen Kognition. 3. Styrian Spring School of Neuroscience. Graz, Austria. [Talk]
   
• Klein, E. (2015, November). "Fiber pathways in arithmetics – implications for large scale patient studies". Invited talk at the Symposium "Brain. Lesion. Anatomy". Freiburg. [Talk]
   
• Klein, E. (2015, March). Voxel-based lesion symptom mapping in neuropsychologic patients. International Center for Neurosciences, SARAH network of Rehabilitation Hospitals. Brasilia, Brasilien. [Talk]
   
• Klein, E. (2016, August). "Brain Plasticity – White matter matters". Invited talk at the International Center for Neurosciences, SARAH network of Rehabilitation Hospitals. Brasilia, Brasilien. [Talk]
   
• Klein, E. (2016, November). Neurosciences and Education. The ICO International Fall School. Bad Schussenried. [Talk]
   
• Klein, E. (2016, September). "White matter matters – Neural correlates of domain specific and domain general number processing". Invited talk at the Workshop Domain-General and Domain-Specific Foundations of Numerical and Arithmetic Processing. Tübingen. [Talk]
   
• Klein, E. (2016, November). Architecture of Numerical Cognition – From a Corticocentric View to Brain Hodology. Psychology and Educational Sciences. Leuven, Belgium. [Talk]
   
• Klein, E. (2017, June). Connective Architecture of the Numerical Brain. Invited talk at the International Neuropsychological Symposium. Sitia, Greece. [Talk]
   
• Klein, E. (2017, August). Neuro-cognitive Plasticity of Literacy Acquisition in Adults. Invited talk at the International Center for Neurosciences, SARAH network of Rehabilitation Hospitals. Brasilia, Brasilien. [Talk]
   
• Klein, E. (2018, October). Connective brain architecture underlying numerical cognition. Invited talk at the Symposium Numerical Cognition. Aachen. [Talk]
   
• Klein, E. (2019, March). Where numbers meet words - Partially joint cognitive brain architecture and processes for number and language. Invited talk at Université Paris Descartes, Sorbonne. Paris, France. [Talk]
   
• Klein, E. (2019, September). Domain-specific and domain-general processes in symbolic and non-symbolic proportion processing. 7th scientific meeting of the Federation of the European Societies of Neuropsychology (FESN). Mailand, Italy. [Talk]
   
• Klein, E., Brandenburger, D., Weis, S., Willmes, K., & Nuerk, H.-C. (2009, January). The neurocognition of basic auditory number processing an fMRI study. 27th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Talk]
   
• Klein, E., Brandenburger, D., Weis, S., Willmes, K., & Nuerk, H.-C. (2009, January). The neurocognition of basic auditory number processing an fMRI study. 27th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Klein, E., Dietrich, J. F., Huber, S., Mock, J., Moeller, K., & Willmes, K. (2015, June). Considering structural connectivity in the triple code model of numerical cognition. 21st Annual Meeting of the Organization for Human Brain Mapping. Honolulu, HI, USA. [Poster]
   
• Klein, E., Dressel, K., Domahs, F., Wood, G., & Willmes, K. (2011, January). Categorical and continuous disentangling the neural correlates of the carry effect in multi-digit addition. 29th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Klein, E., Dressel, K., Domahs, F., Wood, G., & Willmes, K. (2011, January). Categorical and continuous disentangling the neural correlates of the carry effect in multi-digit addition. 29th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Klein, E., Kiechl-Kohlendorfer, U., Kremser, C., Schocke, M., Moeller, K., & Kaufmann, L. (2014, March). Neuronale Korrelate der Verarbeitung physikalischer und numerischer Größe bei frühgeborenen Kindern. 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt. [Vortrag]
   
• Klein, E., Mock, J., Dietrich, J. F., Bloechle, J., Bahnmueller, J., Huber, S., & Moeller, K. (2016, March). A common neural substrate of processing symbolic and non-symbolic proportions - Evidence from fMRI. 58th Conference of Experimental Psychologists (TeaP). Heidelberg. [Talk]
   
• Klein, E., Moeller, K., Mann, A., Huber, S., Bloechle, J., Nuerk, H.-C., & Willmes, K. (2013, January). Bilateral unipolar tDCS-induced modulation of bilateral cognitive processes. 31st European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Klein, E., Moeller, K., Weiller, C., Glauche, V., & Willmes, K. (2012, January). Differentiating dorsal and ventral processing for the case of mental arithmetic. 30th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Klein, E., Moeller, K., & Willmes, K. (2014, January). Numbers may go purely ventrally as well – A common ventral network for semantic classification in numbers and words. 32th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Klein, E., Möller, K., & Kaufmann, L. (2014, March). Neuronale Korrelate der Verarbeitung physikalischer und numerischer Größe bei frühgeborenen Kindern. 2. Tagung der Gesellschaft für Empirische Bildungsforschung in Frankfurt am Main. Frankfurt. [Vortrag]
   
• Klein, E., Nuerk, H.-C., Kettl, D., Gassner, A., Zauner, H., Wood, G., & Moeller, K. (2011, September). Representational and object-based neglect in number processing. 26th Annual Meeting of the Gesellschaft fuer Neuropsychologie (GNP). Aachen. [Talk]
   
• Klein, E., Nuerk, H.-C., & Moeller, K. (2010, January). (No) small adults – Children’s processing of carry addition problems. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Klein, E., Nuerk, H.-C., Wood, G., Knops, A., & Willmes, K. (2008, Oktober). Die Unterscheidung exakter und approximativer Rechenprozesse ist nicht exakt, sondern approximativ. 23. Jahrestagung der GNP (Gesellschaft für Neuropsychologie). Tübingen. [Vortrag]
   
• Klein, E., Willmes, K., Huber, S., Kaufmann, L., & Moeller, K. (2016, January). Premature birth selectively impairs the neural underpinnings of numerical cognition. 34th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Klein, S. (2022, Februar 22-24). Automatisierte Interaktion mit Konsumenten: Die Responsivität von textbasierten Agenten und ihr Einfluss auf die Akzeptanz und wahrgenommene Performanz. 67. Jahrestagung der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft (DGPuK). Hannover (virtuelle Konferenz). [Vortrag]
   
• Klein, S., & Neumann, D. (2022, September 10-15). Perceived moral agency of humans and chatbots: Does responsiveness matter? 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Symposium “Human-Agent Interaction”. Hildesheim. [Talk]
   
• Klein, S., Papies, D., & Utz, S. (2023, Mai 18-20). Der Einfluss von Interaktionsmechanismus und sozialen Fehler-Reaktionen auf die Akzeptanz von Chatbots. 68. Jahrestagung der deutschen Gesellschaft für Publizistik und Kommunikationswissenschaft (DGPuK). Zentrum für Medien-, Kommunikations- und Informationsforschung (ZeMKI), Bremen. [Vortrag]
   
• Klein, S., Papies, D., & Utz, S. (2023, September 6-8). The influence of interaction mechanism and social error responses on the acceptance of customer service chatbots. 13th Conference of the Media Psychology Division of the German Psychological Society (DGPs). Luxembourg. [Poster]
   
• Klein, S., & Utz, S. (2022, May 26-30). How do agent type, responsiveness, and response time affect the acceptance and perceived performance of chat agents? 72nd Annual Conference of the International Communication Association (ICA). Paris, France. [Talk]
   
• Klein, S., & Utz, S. (2022, March 20-23). How do agent type, responsiveness, and response time affect the acceptance and perceived performance of chat agents? 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
   
• Klein, S. H. (2024, June 20-24). The impact of human-like characteristics of text-based conversational agents on user-related outcomes: a meta-analysis. 74th Annual Conference of the International Communication Association (ICA). Gold Coast, Australia. [Talk]
   
• Klein, S. H. (2024, June 20-21). The impact of human-like characteristics of text-based conversational agents on user-related outcomes: a meta-analysis. European Communication Science Event (ECSE). Nijmegen. [Talk]
   
• Klein, S. H., Papies, D., & Utz, S. (2024, Automated interaction with consumers: How human-like conversational cues influence users' responses to chatbots. Closing Conference of the Human-Agent Interaction Network: Interactions With Language-Based AI. Tübingen. [Poster]
   
• Kleinbeck, S., Gerjets, P., Scheiter, K., & Schmid, U. (2001, April). Einfluss derivationaler und transformationaler Beispielformate auf Beispielnutzung und Problemlöseleistung. 43. Tagung experimentell arbeitender Psychologen. Regensburg. [Vortrag]
   
• Kleinbeck, S., Gerjets, P., Scheiter, K., & Schmid, U. (2001, September). Impact of different example formats on solving isomorphic and novel problems. 9th European Conference for Research on Learning and Instruction. Fribourg, Switzerland. [Talk]
   
• Knab, N., Steffens, M. C., & Winter, K. (2020, June). A paradoxical intervention for improving intergroup relations in the refugee context: Cognitive and behavioral effects. 19th General Meeting of the European Association of Social Psychology (EASP). Krakow, Poland. (Conference cancelled). [Talk]
   
• Knierzinger, A., Schwan, S., & Weigner, C. (2005, July). Providing digitized videos for classroom teaching: Findings from a field study in Austria. DIVERSE International Conference on Video and Videoconferencing in Education. Nashville, TN, USA. [Talk]
   
• Knipfer, K. (2006, June). The learning potential of an asynchronous discussion tool in informal learning settings. ICLS 2006 Doctoral Consortium. University of Indiana, Bloomington. [Talk]
   
• Knipfer, K. (2006, October). Knowledge Acquisition and Opinion Formation at the Museum: The Role of a Media Terminal to Support. (Collaborative) Elaboration on Controversial Issues. Workshop "CSCL and Group Cognition". Tübingen. [Poster]
   
• Knipfer, K. (2007, Mai). Pro oder Kontra Nanotechnologie? Ein Meinungsterminal zur Unterstützung von Wissenserwerb und Meinungsbildung im Museum. Workshop "Learning in museums: the role of new media". München. [Talk]
   
• Knipfer, K. (2007, August). Knowledge Acquisition and Opinion Formation at the Museum: The Role of a Media Terminal to Support (Collaborative) Elaboration on Controversial Issues. 10th EARLI JURE conference. Budapest, Hungary. [Poster]
   
• Knipfer, K. (2007, November). Discussion Terminals as Scaffold for Critical Thinking and Reflective Judgment about Controversial Socio-Scientific Issues. Workshop " Learning in Museums: International Positions". Knowledge Media Research Center, Tuebingen. [Poster]
   
• Knipfer, K. (2008, July). Learning Science at Museums: A Discussion Terminal as Scaffold for Critical Thinking and Opinion Formation about Nanotechnology. XXIX International Congress of Psychology. Berlin. [Talk]
   
• Knipfer, K. (2011, November). MIRROR - Reflective Learning at Work. Open Course Workplace Learning der Universität Tübingen. Lehrstuhl für Angewandte Kognitions- und Medienpsychologie. Tübingen. [Talk]
   
• Knipfer, K., Krauskopf, K., & Zahn, C. (2010, April). Innovative Video-Tools im Unterricht (I). 11. Symposion "Lernen lernen"/BELTZFORUM. Bad Wörishofen. [Talk]
   
• Knipfer, K., Mayr, E., & Hesse, F. W. (2006, March). The role of media for learning in museums. Workshop ICT-supported informal learning in museums and cultural heritage sites: Building the research agenda. University of Sydney. [Talk]
   
• Knipfer, K., Moskaliuk, J., Knipfer, C., Stelzle, F., Breuer, G., & Cress, U. (2013, May). How to make reflective learning effective: The significance of contextualization for reflective learning from formal training. 16th Congress of the European Association of Work and Organizational Psychology. Münster. [Poster]
   
• Knipfer, K., Prilla, M., Herrmann, T., & Cress, U. (2011, July). Computer support for collaborative reflection on captured teamwork data. 9th Computer Supported Collaborative Learning Conference. Hong Kong. [Poster]
   
• Knipfer, K., & Wessel, D. (2011, Juni). Pro oder kontra Nanotechnologie? Parlamentarischer Abend [der Leibniz Gemeinschaft] "Nanotechnologie -- Chancen eines Zukunftsfeldes", dbb Forum. Berlin. [Poster]
   
• Knipfer, K., & Zahn, C. (2007, August). Knowledge Acquisition and Opinion Formation at the Museum: The Role of a Media Terminal to Support (Collaborative) Elaboration on Controversial Issues. 12th Biennial Conference for Research on Learning and Instruction. Budapest, Hungary. [Talk]
   
• Knipfer, K., & Zahn, C. (2007, August/September). Knowledge Acquisition and Opinion Formation at the Museum: The Role of a Media Terminal to Support (Collaborative) Elaboration on Controversial Issues. 12th Biennial Conference for Research on Learning and Instruction. Budapest, Hungary. [Poster]
   
• Knipfer, K., Zahn, C., & Krauskopf, K. (2010, November). Youtube & Co.: Neue Bilderwelten im Internet - Wissenskommunikation mit digitalen Videowerkzeugen. Workshop auf dem 19. Bundeskongress für Schulpsychologie. Hameln. [Workshop Organisation]
   
• Knobloch, M. (2000, Juni). Transformation und Visualisierung von XML-Daten mit XSLT. 3. Darmstädter XML-Kongress. ZGDV, Darmstadt. [Vortrag]
   
• Knobloch, M. (2001, Juni). Einsatzgebiete von XSLT. Deutscher Internetkongress. Karlsruhe. [Vortrag]
   
• Knobloch, M., & Oestermeier, U. (2003, December). VisualGroup as a collaboration tool. Zope-Rheinland-Sprint. Düsseldorf. [Poster]
   
• Knoos, M., Glaser, M., & Schwan, S. (2019, September). Comprehending Inaccuracies in Historical Paintings: Effects of Naming Discrepancies on Transportation, Trust and Learning. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und pädagogische Psychologie (PAEPSY). Leipzig, Germany. [Talk]
   
• Knoos, M., Glaser, M., & Schwan, S. (2019, August). Verbal Cueing: Enhancing Attention on and the Learning of Low-Salient Pictorial Elements. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
   
• Knoos, M., Glaser, M., & Schwan, S. (2021, June 23-26). Audio-texts naming discrepancies between historical paintings and “real” historic events: Effects on conflict regulation, transportation, and evaluation of the paintings. 17th Conference of the International Society for the Empirical Study of Literature (IGEL). [Talk]
   
• Kobbe, L., Weinberger, A., & Fischer, F. (2005, February). Towards a specification of computer-supported script components. Kick-off meeting of the European Research Team CoSSICLE (Computer-Supported Scripting of Interaction in Collaborative Learning Environments). Zürich, Switzerland. [Talk]
   
• Kobbe, L., Weinberger, A., & Fischer, F. (2005, May). Approaches to the specification of computer-supported scripts. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan. [Talk]
   
• Kobbe, L., Zahn, C., & Hesse, F. W. (2007, September). Museumsbesuche mit Schulklassen: Neue Medien und kollaborative Gestaltungsaufträge zur Unterstützung des Explorationsverhaltens und kognitiver Elaboration im Museum. 11. Fachtagung Pädagogische Psychologie. Berlin. [Vortrag]
   
• Kohls, C. (2006, Februar). Das Informations- und Qualifizierungsportal e-teaching.org. Learntec, BMBF-Stand. Karlsruhe. [Vortrag]
   
• Kohls, C. (2006, November). Entwicklung, Trends und Visionen (Podiumsdiskussion). eCampus Tag 2006. Fachhochschule Mainz. [Talk]
   
• Kohls, C. (2007, April). Patterns - Design im Spannungsfeld zwischen Theorie und Praxis. Reihe "bt talks". Krems. [Vortrag]
   
• Kohls, C. (2007, April). Product Profiles: A base for exchange - How to describe products and services? Swiss Virtual Campus Workshop "Deployment and maintenance". Bern. [Talk]
   
• Kohls, C. (2007, Juni). Einführung in die Nutzung von e-teaching.org. eLearning open space Baden-Württemberg. Stuttgart. [Vortrag]
   
• Kohls, C. (2007, November). "Entwurfsmuster für interaktive Grafiken als Bausteine einer Informationsarchitektur". Information Architecture Konferenz. Stuttgart. [Vortrag]
   
• Kohls, C. (2008, September). E-Learning Patterns - Erfolgreiche Praxis zur Nachahmung empfohlen. E-Learning-Tag an der TU Berlin. Berlin. [Talk]
   
• Kohls, C. (2008, October). A story of pattern mining in the field of interactive graphics. Seminar at London Knowledge Lab. London. [Talk]
   
• Kohls, C. (2009, September). E-Learning-Patterns. Nutzen und Hürden des Entwurfsmuster-Ansatzes. Tagung E-Learning 2009 – Lernen im digitalen Zeitalter. Berlin. [Vortrag]
   
• Kohls, C. (2009, March). Patterns as an analysis framework to document and foster excellent e-learning designs. E-Learning Patterns Workshop. Institut für Wissensmedien, Tübingen. [Talk]
   
• Kohls, C. (2009, April). Einführung in Patterns. Forschungswerkstatt der Donau Universität Krems: Didaktische Entwurfsmuster. Wien. [Vortrag]
   
• Kohls, C., Dubbert, D., & Kehrer, M. (2023, July 5-9). The dynamic campus – flexible learning spaces for hybrid education. European Conference on Pattern Languages of Programs 2023 (EuroPLoP 2023). Kloster Irsee. [Talk]
   
• Kohls, C., Kehrer, M., Dubbert, D., & Nieder-Steinheuer, K. (2022, September 12-14). Hybride Lernräume für Hochschulen planen und gestalten - Ein Workshop zur Transformation bestehender Räume. 30. Jahrestagung der Gesellschaft für Medien in der Wissenschaft e. V. (GMW). Karlsruhe. [Workshop Organisation]
   
• Kohls, C., Panke, S., & Wedekind, J. (2006, September). Das Portal e-teaching.org. 4te e-Learning Fachtagung Informatik der Gesellschaft für Informatik (DeLFI). Technische Universität Darmstadt. [Poster]
   
• Kohls, C., Szczyrba, B., Seidel, M., Friede, L.-M., Dubbert, D., Thillosen, A., Nieder-Steinheuer, K., & Kehrer, M. (2023, März 14-17). Wirkfaktoren und Good Practice bei der Gestaltung hybrider Lernräume (HybridLR). Dialogforum „Didaktische Konzepte“ auf der BMBF-Bildungsforschungstagung 2023. Berlin. [Vortrag]
   
• Kollar, I. (2003, September). Analysis and faciliation of students"argumentative knowledge construction in computer-supported collaborative learning - the impact of internal and external cooperation scripts. Summerschool of the Virtual Ph. D. Program Knowledge Acquisition and Knowledge Exchange with New Media. Tuebingen. [Poster]
   
• Kollar, I., & Fischer, F. (2004, July). Internal and external cooperation scripts in web-based collaborative inquiry learning. Special Interest Meeting of EARLI SIG 6 and SIG 7. Tübingen. [Talk]
   
• Kollar, I., & Fischer, F. (2004, September). Effekte internaler und externaler Skripts auf die argumentative Wissenskonstruktion beim computerunterstützten kooperativen Lernen. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen. [Vortrag]
   
• Kollar, I., & Fischer, F. (2004, October). How internal and external scripts guide argumentative knowledge construction in a web-based collaborative inquiry learning environment. First Symposium of the CSCL SIG of the Kaleidoscope European Network of Excellence. Lausanne, Switzerland. [Talk]
   
• Kollar, I., & Fischer, F. (2005, September). Kooperatives computerunterstütztes Inquiry Learning - Effekte internaler und externaler Skripts in Abhängigkeit von Interaktionsprozessen. 67. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Salzburg, Österreich. [Vortrag]
   
• Kollar, I., & Fischer, F. (2005, September). Argumentieren lernen in web-basierten Lernumgebungen: Interagieren internale und externale Kooperationsskripts? 10. Fachtagung Pädagogische Psychologie. Halle. [Vortrag]
   
• Kollar, I., & Fischer, F. (2006, Juli). Webbasiertes forschendes Lernen in der Biologie: Effekte internaler und externaler Skripts auf Argumentation und Lernerfolg. Institut für die Pädagogik der Naturwissenschaften (IPN). Kiel. [Vortrag]
   
• Kollar, I., Fischer, F., & Hesse, F. W. (2003, April). Cooperation scripts for computer-supported collaborative learning. International Conference on Computer Support for Collaborative Learning - CSCL 2003. Bergen, Norway. [Poster]
   
• Kollar, I., Fischer, F., & Hesse, F. W. (2003, August). Cooperation scripts - a conceptual analysis of research on traditional and computer-supported collaborative learning. Tenth Biennial Conference of the European Association for Research on Learning and Instruction. Padova, Italy. [Talk]
   
• Kollar, I., Fischer, F., & Hesse, F. W. (2003, September). Kooperationsskripts face-to-face und computergestützt - eine konzeptuelle Analyse. 9. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie. Bielefeld. [Vortrag]
   
• Kollar, I., Fischer, F., & Hesse, F. W. (2004, April). Cooperation scripts for computer-supported collaborative learning - a conceptual analysis. Annual Meeting of the American Educational Research Association (AERA). San Diego, CA, USA. [Talk]
   
• Kollar, I., Fischer, F., & Slotta, J. D. (2005, May). Internal and external collaboration scripts in web-based science learning at schools. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years! Taipei, Taiwan. [Talk]
   
• Kollar, I., Fischer, F., & Slotta, J. D. (2006, April). Web-based inquiry learning: How internal and external scripts influence collaborative argumentation and individual learning outcomes. Annual Meeting of the American Education Research Association. San Francisco, CA, USA. [Talk]
   
• Kollar, I., Fischer, F., Slotta, J. D., Koschwitz, H. F., & Kobbe, L. (2004, April). Analysis and facilitation of scientific argumentation - The interaction of internal and external cooperation scripts in web-based inquiry learning. Annual Meeting of the National Association for Research in Science Teaching (NARST). Vancouver, Canada. [Talk]
   
• Kollar, I., Wecker, C., & Fischer, F. (2006, September). Forschendes Lernen paradox: Argumentations- und Medienkompetenz als Lernziele, aber auch als Lernvoraussetzungen. 68. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). München. [Vortrag]
   
• Kollar, I., Wecker, C., & Fischer, F. (2006, September). Argumentationskompetenz und Medienkompetenz als Lernvoraussetzungen beim webbasierten forschenden Lernen. 45. Kongress der Deutschen Gesellschaft für Psychologie (DGPS). Nürnberg. [Vortrag]
   
• Kollmer, J., Eitel, A., Schleinschok, K., & Scheiter, K. (2017, September). Effects of (supported) drawing on self-regulated learning. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
   
• Kolodziej, A., Scheich, H., Rösch, S., Wetzel, W., Deliano, M., & Ohl, F. (2014, Juni). Neurobiologische Lernforschung mit Kindern. 1. Fachtagung des Forschungsnetzes Frühe Bildung. Stendal. [Poster]
   
• Kolodziej, R., & Engelmann, T. (2014, June). Fostering priority awareness to improve joint outcomes in computer-supported bilateral multi-issue negotiations. Joint International Conference of the INFORMS GDN Section and the EURO Working Group on DSS - GDN 2014. Toulouse, France. [Talk]
   
• Kolodziej, R., & Engelmann, T. (2014, September). Förderung der Priority Awareness zur Verbesserung des gemeinsamen Verhandlungsergebnisses in computerunterstützten Verhandlungen. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
   
• Kolodziej, R., Hesse, F. W., & Engelmann, T. (2015, June). Exploring the Limits of Priority Awareness for Improving Performance in Integrative Negotiations. 11th International Conference on Computer Supported Collaborative Learning. Göteborg, Sweden. [Poster]
   
• Kornmann, J. (2011, März). Hochbegabtenförderung - Entwicklung von Hypermedia-Angeboten für Lernergruppen mit spezifischen Nutzervoraussetzungen. Doktorandenretreat des DIPF. Kleinwalsertal, Österreich. [Vortrag]
   
• Kornmann, J. (2012, März). Hochbegabtenförderung - Entwicklung einer hypermedialen Discovery Lernumgebung für hochbegabte Grundschulkinder. Doktorandenretreat des DIPF. Kleinwalsertal, Österreich. [Vortrag]
   
• Kornmann, J. (2013, June). A research project in the interplay between high-performing fourth-graders, working memory, and instructional design. Twente University, Enschede, The Netherlands. [Talk]
   
• Kornmann, J., Beißert, H., Krebs, K., Lösche, P., & Zettler, I. (2011, März). Hochbegabtenförderung - gute Investition oder rausgeworfenes Geld? Formative Evaluation der Hector-Kinderakademien. 75. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Bamberg. [Poster]
   
• Kornmann, J., Gerjets, P., Zettler, I., Kammerer, Y., & Trautwein, U. (2012, July). What really makes up giftedness? A closer consideration of specific cognitive abilities. 16th Conference of Junior Researchers of EARLI (JURE) 2012. Regensburg. [Talk]
   
• Kornmann, J., Gerjets, P., Zettler, I., Kammerer, Y., & Trautwein, U. (2012, September). Entwicklung einer hypermedialen Discovery-Lernumgebung für (hoch)begabte Grundschulkinder basierend auf ihren kognitiven Fähigkeitsvoraussetzungen. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Vortrag]
   
• Kornmann, J., Gerjets, P., Zettler, I., Kammerer, Y., & Trautwein, U. (2012, September). Development of a hypermedia discovery learning environment for gifted children based on their cognitive prerequisites. 13th International ECHA (European Council for High Ability) Conference “Giftedness across the lifespan”. Münster. [Talk]
   
• Kornmann, J., Gerjets, P., Zettler, I., & Trautwein, U. (2011, July). Working memory and highly-giftedness: How central is the 'central executive'? Excellence in Education 2011: Giftedness-Creativity-Development. Istanbul, Turkey. [Talk]
   
• Kornmann, J., Kammerer, Y., Zettler, I., Gerjets, P., & Trautwein, U. (2013, März). Wie sinnvoll ist Hypermedia-Lernen für leistungsstarke Viertklässler/innen? Eine iPad-Studie. Erste Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Kiel. [Vortrag]
   
• Kornmann, J., Kammerer, Y., Zettler, I., Gerjets, P., & Trautwein, U. (2013, August). Cognitive abilities and instructional designs. 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). München. [Symposium Organisation]
   
• Kornmann, J., Kammerer, Y., Zettler, I., Trautwein, U., & Gerjets, P. (2013, August). How effective is hypermedia learning for elementary school children high in working memory capacity? An iPad study. 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). München. [Talk]
   
• Kornmann, J., Zettler, I., Kammerer, Y., Gerjets, P., & Trautwein, U. (2012, April). Learning prerequisites of gifted children: A closer consideration of working memory. American Educational Research Association (AERA) – 2012 Annual Meeting. Vancouver, Canada. [Talk]
   
• Kowert, R., Breuer, J., Festl, R., & Quandt, T. (2015, May). Women are from FarmVille, Men are from ViceCity: The cycle of exclusion and sexism in video game content and culture. 65th Annual Conference of the International Communication Association. San Juan, Puerto Rico. [Talk]
   
• Kozlov, M. D., Engelmann, T., & Hesse, F. W. (2014, April). Can content-based knowledge awareness help overcome collaborative inhibition and improve relations by fostering transactive memory? Tagung experimentell arbeitender Psychologen. Gießen. [Poster]
   
• Kozlov, M. D., Engelmann, T., Kolodziej, R., & Clariana, R. B. (2014, June). Improving online collaboration by fostering norm-oriented content based knowledge awareness. 11th International Conference of the Learning Sciences. Boulder, USA. [Poster]
   
• Kranz, J., Imhof, B., Schwan, S., Kaup, B., & Gerjets, P. (2012, August). Learning art history on multi-touch-tables: Metaphorical meaning of interaction gestures matters. Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Grenoble, France. [Poster]
   
• Krauskopf, K. (2009, August). Teachers' conceptions of socio-cognitive functions of participatory digital media: An approach to the didactic integration of digital media in the classroom. European Association for Research in Learning and Instruction, Junior Researchers Pre-conference. Amsterdam, The Netherlands. [Talk]
   
• Krauskopf, K. (2011, September). Mentale Modelle digitaler Videotechnologien angehender Lehrkräfte: Ein Ansatz zur Integration digitaler Medien. 1. Leibniz-Doktorandenforum der Sektion A, Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik. Kiel. [Poster]
   
• Krauskopf, K., Angeli, C., Hesse, F. W., Kramarski, B., Michalsky, T., Schrader, J., Valanides, N., & Zahn, C. (2012, June). Scrutinizing Technological Pedagogical Content Knowledge (TPCK) – Theoretical issues of and empirical approaches to a framework for the role of technology in teaching. Symposium at the EARLI SIG 11 meeting. Bergen, Norway. [Symposium Organisation]
   
• Krauskopf, K., & Forssell, K. (2013, March). I have TPCK! – What does that mean? Examining the external validity of TPCK self-reports. Society for Information Technology & Teacher Education International Conference (SITE). New Orleans, Lousiana, USA. [Talk]
   
• Krauskopf, K., Knipfer, K., & Zahn, C. (2010, April). Innovative Video-Tools im Unterricht (II). 11. Symposion "Lernen lernen"/BELTZFORUM. Bad Wörishofen. [Talk]
   
• Krauskopf, K., & Kunter, M. (2009, August). Nonverbally expressive teaching and students' motivation and learning: An experimental study. European Association for Research in Learning and Instruction, 13th Biennial meeting. Amsterdam, The Netherlands. [Talk]
   
• Krauskopf, K., Williams, M. K., & Foulger, T. (2013, March). Probing TPCK usability – a pilot study on (not) understanding TPCK by a Venn-diagram. Society for Information Technology & Teacher Education International Conference (SITE). New Orleans, Lousiana, USA. [Talk]
   
• Krauskopf, K., & Zahn, C. (2010, June). Digital Video Tools in the Classroom: Empirical Studies on Constructivist Learning with Audio-visual Media in the Domain of History. 9th International Conference of the Learning Sciences (ICLS). Chicago, USA. [Talk]
   
• Krauskopf, K., & Zahn, C. (2012, July). Guiding the construction of adequate mental models of tool affordances as a means to developing TPCK. Symposium "Thinking Critically about Technology from an Educational Perspective: Implications for Developing Technological Pedagogical Content Knowledge" at the 13th International Conference of ISSEI. Nicosia, Cyprus. [Talk]
   
• Krauskopf, K., Zahn, C., & Hesse, F. W. (2008, July). Advanced Digital Video Technologies for Collaborative Design Tasks in School Classes – Empirical Evidence on the Conditions for Effective Cooperation and Learning. XXIX International Congress of Psychology (ICP). Berlin. [Poster]
   
• Krauskopf, K., Zahn, C., & Hesse, F. W. (2009, September). Digitale „Video-Tools“ für kollaborative Designaufgaben im Unterricht – Bedingungen effektiven Kooperierens und Lernens. 12. Fachtagung Pädagogische Psychologie. Saarbrücken. [Vortrag]
   
• Krauskopf, K., Zahn, C., & Hesse, F. W. (2011, March). Leveraging the affordances of YouTube: Pedagogical knowledge and mental models of technology affordances as predictors for pre-service teachers’ planning for technology integration. Society for Information Technology & Teacher Education International Conference (SITE). Nashville, Tennessee, USA. [Talk]
   
• Krauskopf, K., Zahn, C., & Hesse, F. W. (2011, August). Leveraging the affordances of YouTube: Mental models of technology affordances and aspects of pre-service teachers’ planning for technology integration. European Association for Research in Learning and Instruction, Junior Researchers Pre-conference (JURE). Exeter, United Kingdom. [Talk]
   
• Krauskopf, K., Zahn, C., Pea, R. D., Rosen, J., & Hesse, F. W. (2009, April). Advanced Digital Video Technologies for Collaborative Design Tasks in School Classes: Empirical Evidence on the Conditions for Effective Cooperation and Learning. Annual meeting of the American Educational Research Association. San Diego, CA, USA. [Talk]
   
• Krauß, I., Sassenberg, K., Sudeck, G., Durst, J., Rösel, I., & Bernecker, K. (2020, May). Osteoarthritis Exercise App - Promotion of physical-activity related health competence: can a digital application substitute human interaction? Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen, Deutschland. [Talk]
   
• Krebs, M.-C., Eder, T. F., Schüler, A., & Scheiter, K. (2017, August). When (no) more help is needed: Using eye movements to individually support multimedia learning. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
   
• Krebs, M.-C., & Oeberst, A. (2019, September). What’s in a name? Self-selection to online environments and collaborative biases. 11th Conference of the Media Psychology Division of the German Psychological Society (MediaPsych). Chemnitz, Germany. [Talk]
   
• Krebs, M.-C., Schüler, A., & Scheiter, K. (2016, July). Eye Movement Modeling Examples as an instructional tool: The influence of model and learner characteristics. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Geneva, Switzerland. [Poster]
   
• Krebs, M.-C., Schüler, A., & Scheiter, K. (2016, September). Beispielbasiertes Lernen mithilfe von Eye-Tracking - Einfluss von Lerner- und Modelleigenschaften auf die Wirkung von Eye Movement Modeling Examples. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Vortrag]
   
• Krebs, M.-C., Schüler, A., & Scheiter, K. (2017, September). Using Eye Movement Modeling Examples to support learning with multiple representations. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
   
• Krebs, M.-C., Schüler, A., & Scheiter, K. (2017, September). Blickbewegungsmodellierung als instruktionale Unterstützung beim Lernen mit multiplen Repräsentationen – Einfluss von Lerner- und Modelleigenschaften. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPSY). Münster. [Vortrag]
   
• Krebs, M.-C., Schüler, A., & Scheiter, K. (2017, August). Using Eye Movement Modeling Examples as an instructional tool for learning with multimedia: The influence of model and learner characteristics. 19th European Conference on Eye Movements (ECEM). Wuppertal. [Talk]
   
• Krebs, M.-C., Schüler, A., & Scheiter, K. (2018, August). Eye Movement Modeling Examples vs. Cuing: Does the Human Factor Matter? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics. Freiburg. [Talk]
   
• Krebs, M.-C., van der Beck, I., & Oeberst, A. (2019, September). Does the name matter? Investigating the effect of agenda-specific names of online encyclopedias on collaborative biases and self-selection. 17. Tagung der Fachgruppe Sozialpsychologie (FGSP). Köln, Germany. [Talk]
   
• Krieg, A., Laicher, H., Bahnmueller, J., Nuerk, H.-C., & Soltanlou, M. (2018, September). Probing Attentional Control Theory in Math Anxiety. Workshop Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]
   
• Krinzinger, H., Klein, E., Dressel, K., Domahs, F., & Willmes, K. (2009, January). A double dissociation of impairments in the verbal representation of numbers in two aphasic patients. 27th European Workshop of Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Krogstie, B., Knipfer, K., Wessel, D., Prilla, M., & Divitini, M. (2012, July). Computer support for reflective learning in the workplace. 12th IEEE International Conference on Advanced Learning Technologies and Technology-enhanced Learning (ICALT). Rom, Italy. [Talk]
   
• Krogstie, B., Knipfer, K., Wessel, D., Prilla, M., & Divitini, M. (2012, July). Computer support for reflective learning in the workplace. International Conference on Advanced Learning Technologies and Technology-enhanced Learning. Rome, Italy. [Talk]
   
• Kruger, N. N., Fetterman, A. K., & Robinson, M. D. (2013, April). Thinking with the genitals: Reproductive strategies as a function of genital attention and biological sex. 27th Annual Red River Psychology Conference. Fargo, ND, USA. [Talk]
   
• Krumpe, T., Gerjets, P., Rosenstiel, P., & Spüler, M. (2019, April). Using machine learning as a tool in experimental psychology. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Blaubeuren, Germany. [Poster]
   
• Kuklick, L., & Lindner, M. A. (2023, September 18-20). Elaboriertes Feedback im digitalen Testen: Die Darbietungsform federt negative affektive Effekte von Fehlerbotschaften ab. 19. Tagung der Fachgruppe Pädagogische Psychologie. Kiel. [Vortrag]
   
• Kuklick, L., & Lindner, M. A. (2023, August 21-27). Automated, negative performance feedback harms students’ emotions (less when it is elaborated). 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
   
• Kuklick, L., & Lindner, M. A. (2023, April 13-16). Automated performance feedback on incorrect responses: Can feedback content improve students’ emotions and motivation? 2023 Meeting of the American Educational Research Association (AERA). Chicago, CA, USA. [Talk]
   
• Kuklick, L., & Lindner, M. A. (2023, April 12-15). Feedback in computer-based assessment: Does adding representational pictures and emotional design matter? 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
   
• Kuklick, L., & Lindner, M. A. (2023, Februar 28-März 2). Computerbasiertes Feedback im digitalen Testen: Welche Rolle spielt das visuelle Design der Feedbackbotschaft? 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Duisburg-Essen. [Vortrag]
   
• Kummer, M., Saam, M., Halatchliyski, I., & Giorgidze, G. (2012, September). Centrality and content creation in networks - the case of German Wikipedia. 39th Annual Conference of the European Association for Research in Industrial Economics. Rome, Italy. [Talk]
   
• Kump, B., Knipfer, K., Moskaliuk, J., Wodzicki, K., & Wessel, D. (2011, September). Wissensmanagement im Dialog zwischen Wissenschaft und Praxis. I-Know. Graz, Österreich. [Vortrag]
   
• Kump, B., Knipfer, K., Pammer, V., Schmidt, A., Maier, R., Kunzmann, C., Cress, U., & Lindstaedt, S. N. (2011, September). The role of reflection in maturing organizational know-how. 1st European Workshop on Awareness and Reflection in Learning Networks (EC-TEL). Palermo, Italy. [Talk]
   
• Kump, B., Seifert, C., Beham, G., Lindstaedt, S., & Ley, T. (2010, June). MyExperiences: Visualizing Evidence in an Open Learner Model. 18th International Conference on User Modeling, Adaptation, and Personalization (UMAP 2010). Big Island, HI, USA. [Poster]
   
• Kupke, S. (2024, Fest 004. [Talk]
   
• Köller, O., & Cress, U. (2024, Dezember 11). Vorstellung der Eckpunkte des Impulspapiers der SWK „Large Language Models und ihre Potenziale im Bildungssystem“. SWK Talk "KI in der (Grund-)Schule". Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK). [Vortrag]
   
• Kühl, T., De Koning, B., Ayres, P., & Höffler, T. (2009, August). Organization: Designing effective dynamic and static visualizations in complex learning environments. Symposium at the 13th Biennial Conference of the European Conference for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Symposium Organisation]
   
• Kühl, T., Eitel, A., Damnik, G., Kapp, F., Proske, A., & Scheiter, K. (2012, September). Die Rolle von disfluent gesprochenem Text beim Lernen mit Multimedia. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Vortrag]
   
• Kühl, T., Eitel, A., Damnik, G., Proske, A., Scheiter, K., & Körndle, H. (2012, May). Disfluency research meets cognitive load theory in learning with narrated visualizations. Meeting of the EARLI SIG 6&7 Instructional Design & Learning with Computers. Bari, Italy. [Talk]
   
• Kühl, T., Eitel, A., Damnik, G., Scheiter, K., & Körndle, H. (2013, August). Introducing perceptual difficulties might actually hamper learning with narrated visualizations. 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). München. [Talk]
   
• Kühl, T., Eitel, A., Scheiter, K., & Gerjets, P. (2011, August). Disfluency research meets cognitive load theory in multimedia learning: When a bad layout leads to good performance. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
   
• Kühl, T., Eitel, A., Scheiter, K., & Gerjets, P. (2011, September). Wenn schlechte Leserlichkeit zu tieferem Verständnis führt: Disfluency-Forschung versus Cognitive Load Theory beim Lernen mit Multimedia. 13. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Erfurt. [Vortrag]
   
• Kühl, T., Gerjets, P., & Scheiter, K. (2007, September). Der Einfluss statischer und dynamischer Visualisierungen auf das Verständnis naturwissenschaftlicher Zusammenhänge. 11. Fachtagung Pädagogische Psychologie. Berlin. [Vortrag]
   
• Kühl, T., Gerjets, P., & Scheiter, K. (2008, March). The effects of static and dynamic visualizations for understanding Natural Sciences. 92nd Annual Meeting of the American Educational Research Association (AERA). New York, NY, USA. [Talk]
   
• Kühl, T., Gerjets, P., & Scheiter, K. (2008, August). Does the modality effect moderate the effectiveness of learning with either static or dynamic visualizations? Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Tilburg, Niederlande. [Poster]
   
• Kühl, T., Gerjets, P., & Scheiter, K. (2011, September). Die Rolle textlicher Information über dynamische Eigenschaften beim Lernen mit dynamischen oder statischen Visualisierungen. 13. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Erfurt. [Vortrag]
   
• Kühl, T., Gerjets, P., & Scheiter, K. (2011, August). The role of textual information on dynamics in learning with dynamic or static visualizations. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2007, May). The effects of illustrations in learning physical principles and forces of fish locomotion. Workshop "Resource-adaptive Design of Visualizations for Supporting the comprehension of complex dynamics ion the Natural Sciences". Protaras, Cyprus. [Talk]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2008, May). Understanding natural sciences: Effects of dynamic and static visualizations. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2008, July). Effects of dynamic and static visualizations in understanding natural science phenomena. XXIX International Congress of Psychology (ICP). Berlin. [Talk]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2008, May). Does the modality effect moderate the effectiveness of learning with either static or dynamic visualizations? Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2008, May). Effects of cueing in learning with static and dynamic visualizations. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2009, March). The influence of text modality on learning with static and dynamic visualizations. 3rd International Cognitive Load Theory Conference. Heerlen, The Netherlands. [Talk]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2009, Juli). Lernen mit dynamischen und statischen Visualisierungen. Kolloquium der Abteilung Kognitionspsychologie & Kognitive Ergonomie der Technischen Universität Berlin. Berlin. [Vortrag]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2009, September). Der Einfluss aufmerksamkeitslenkender Maßnahmen auf das Lernen mit dynamischen und statischen Visualisierungen. 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Saarbrücken. [Poster]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2009, August). Does the modality effect moderate the effectiveness of learning with either static or dynamic visualizations? 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Talk]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2009, September). Der Einfluss der Textmodalität auf das Lernen mit dynamischen und statischen Visualisierungen. 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Saarbrücken. [Vortrag]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2009, June). Learning with dynamic and static visualizations: Roles of learning strategies, text modality and cueing methods. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2009, August). Effects of cueing in learning with static and dynamic visualizations. Roundtable at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Talk]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2010, August). Can text compensate differences in types of graphics? Meeting of the EARLI SIG2 Text and Graphics Comprehension. Tübingen. [Poster]
   
• Kühl, T., Scheiter, K., & Gerjets, P. (2010, September). Der Einfluss aufmerksamkeitslenkender Maßnahmen auf das Lernen mit dynamischen und statischen Visualisierungen. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Vortrag]
   
• Kümmel, E. (2019, Februar). Digitalisierung und Bildung: Perspektiven und Möglichkeiten. Innovationscamp Bildung #icbildung 2019. Tübingen, Deutschland. [Vortrag]
   
• Kümmel, E., Diller, B., Schmidt, M., Irle, G., Moskaliuk, J., Cress, U., & Hesse, F. (2019, November). Digital Learning Map: Datenbank für Praxisbeispiele zur digitalen Hochschullehre. Barcamp IWM #LearnMap. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
   
• 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]
   
• 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]
   
• 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]
   
• Kümmel, E., Kupke, S., Diller, B., & Moskaliuk, J. (2019, November). Projekte der Digital Learning Map: Rahmenmodell der digitalen Landkarte als Navigator für die Praxis am Multitouch Tisch. Barcamp IWM #LearnMap. Leibniz-Institut für Wissensmedien, Tübingen, Deutschland. [Workshop Organisation]
   
• Lachmair, M., Dudschig, C., & Kaup, B. (2013, February). The highs and lows of numbers and words: Interactions with implicit up and down directional cues. Workshop Interactions Between Space, Time and Number: 20 Years of Research. Paris, France. [Poster]
   
• Lachmair, M., Dudschig, C., Ruiz Fernández, S., & Kaup, B. (2014, September). Numbers affect the processing of verbs denoting movements in vertical space. KogWis 2014 – The 12th Biannual Meeting of the German Society for Cognitive Science. Tübingen. [Talk]
   
• Lachmair, M., & Fischer, M. (2017, Juli). Magnitude as a parameter of the active self. DFG-Workshop zum Schwerpunktprogramm "The active self". Fulda. [Poster]
   
• Lachmair, M., Ruiz Fernandez, S., & Gerjets, P. (2018, September). Zooming emotions in virtual reality. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]
   
• Lachmair, M., Ruiz Fernandez, S., Moeller, K., Nuerk, H. C., & Kaup, B. (2016, September). Magnitude or multitude: What counts more? Learning, Educational Achievement, and Life Course Development (LEAD) Workshop Domain-General and Domain-Specific Foundations of Numerical and Arithmetic Processing. Tübingen. [Poster]
   
• Lachmair, M., Ruiz Fernandéz, S., & Gerjets, P. (2016, March). Priming effects between linguistic and numerical meaning referring to vertical space. 58. Tagung experimentell arbeitender Psychologen (TeaP). Heidelberg. [Poster]
   
• Lachmair, M., Ruiz Fernández, S., Bury, N., Fischer, M., & Bock, O. (2014, September). Turned upside down: body position affects availability of words related to vertical space. 6th International Congress of Medicine in Space and Extreme Environments (ICMS). Berlin. [Talk]
   
• Lachmair, M., Ruiz Fernández, S., Cervera Torres, S., & Gerjets, P. (2017, November). Zooming Emotions: The Role of Action and Presence. Invited talk at the Interdisciplinary Workshop Virtual Reality Research: Active Self and Presence. Universität Potsdam. [Talk]
   
• Lachmair, M., Ruiz Fernández, S., & Gerjets, P. (2015, September). When words meet numbers: Spatially Grounded Associated Response Codes? Invited talk at 6th International Conference on Spatial Cognition (ICSC). Rome, Italy. [Talk]
   
• Lachmair, M., Ruiz Fernández, S., & Gerjets, P. (2017, July). Space related Mental Representation in an Immersive Virtual Reality. Invited talk at Potsdam Embodied Cognition Group. University of Potsdam. [Talk]
   
• Lachmair, M., Ruiz Fernández, S., Gerjets, P., Bury, N.-A., Fischer, M. H., & Bock, O. L. (2017, March). How body orientation affects the retrieval of words related to space, time and valence. 59. Tagung experimentell arbeitender Psychologen (TeaP). Dresden. [Talk]
   
• Lachmair, M., Ruiz Fernández, S., Nuerk, H. C., & Kaup, B. (2014, July). The influence of grammatical number on a congurency-effect between numbers (high, low) and nouns with implicit directional cue (roof, root). 36th Annual Conference of the Cognitive Science Society. Quebec, Canada. [Poster]
   
• Lachmair, M., Ruiz Fernández, S., Nürk, H. C., & Kaup, B. (2014, August). Does grammatical number influences a number-word-congruency effect? Embodied and Situated Language Processing (ESLP). Rotterdam, The Netherlands. [Poster]
   
• Lachmair, M., Ruiz Fernández, S., & Rahona, J. J. (2010, October). Individual differences in dual task performance: The influence of risky behavior, behavioral inhibition and behavioral approach. KogWis 2010 – The 10th Biannual Meeting of the German Society for Cognitive Science. Potsdam. [Poster]
   
• Lachmair, M., Scharinger, C., & Gerjets, P. (2018, March). Near-hand effect revisited. Potential of Virtual Reality (VR) to study psychological processes. 60. Tagung experimentell arbeitender Psychologen (TeaP). Marburg. [Poster]
   
• Lachner, A. (2018, February). Mind the Gap! Automated Concept Map Feedback as Scaffold for Students' Writing. Keynote at the Technology-Enhanced Assessment (TEA) Conference. Hong Kong, China. [Talk]
   
• Lachner, A. (2019, Januar). Digitale Medien in der universitären Lehrerbildung. Eingeladener Vortrag bei der LEARNTEC. Karlsruhe, Deutschland. [Vortrag]
   
• Lachner, A. (2019, Januar). Lehren und Lernen mit digitalen Medien. Eingeladener Vortrag beim Staatlichen Seminar für Didaktik und Lehrerbildung (Gymnasien). Stuttgart, Deutschland. [Vortrag]
   
• Lachner, A., & Backfisch, I. (2017, September). „Emergent oder vorläufig? Lehrexpertise und situativer Kontext beeinflussen die Gestaltung von Erklärungen für den Biologieunterricht“. GFD–KOFADIS-Tagung „Fachdidaktische Forschung zur Lehrerbildung“. [Vortrag]
   
• Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2018, September). Wann sind instruktionale Erklärungen effektiv? Rahmenbedingungen, Gestaltungsmerkmale und Kontexteffekte. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Vortrag]
   
• Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2018, Juli). Lieber zu früh als zu spät? Einfluss des Erklärzeitpunktes auf die Effektivität von Lernen durch Erklären-Ansätzen. 51. Kongress der Deutschen Gesellschaft für Psychologie. Frankfurt am Main. [Vortrag]
   
• Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2018, July). In-Between or After-Study? Preponing Explaining Enhances Students’ Learning. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6-7: Instructional Design and Technology for 21st Century Learning: Challenges, Solutions und Future Directions. Bonn. [Talk]
   
• Lachner, A., Backfisch, I., & Stürmer, K. (2019, Februar). Modellierung und Erfassung von technologisch-pädagogischem Wissen von Lehrpersonen. 7. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) 2019. Köln, Deutschland. [Vortrag]
   
• Lachner, A., & Nückles, M. (2016, August). Learning by explaining: Differential effects of the modality of explaining on conceptual knowledge and transfer. European Association for Research on Learning and Instruction . Special Interest Group (SIG) 6 and 7. Dijon, France. [Talk]
   
• Lachner, A., & Nückles, M. (2017, August). Providing written or oral explanations? Modality effects of explaining on Students' learning. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
   
• Lachner, A., Richter, J., Jacob, L., Bilgenroth, F., & Scheiter, K. (2019, August). Detrimental effects of constructive learning activities on students’ learning. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
   
• Lachner, A., Wegner, E., Haziri, G., Harms, C., & Zörlein, A. (2019, August). Effects of augmented reality apps in the early astronomy classroom. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
   
• Lambert, K., Ninaus, M., Kiili, K., & Moeller, K. (2018, Februar). Spielbasiertes Assessment des Verständnisses von Brüchen an Siebtklässlern. 6. Tagung der Gesellschaft für Empirische Bildungsforschung. Basel, Schweiz. [Vortrag]
   
• Landerl, K., Schleifer, P., Neuburger, S., & Moeller, K. (2009, September). Zur Entwicklung des Subitizings und sequentiellen Zählens bei Kindern mit typischer und atypischer Entwicklung der Rechenleistungen. 19. Tagung der Fachgruppe Entwicklungspsychologie DGPs. Hildesheim. [Vortrag]
   
• Landkammer, F. (2012, April). Competitive but prosocial: overcoming carry-over effects of competition on information sharing. Lehigh University, Bethlehem, Pennsylvania, USA. [Talk]
   
• Landkammer, F. (2012, Oktober). Situationen im Studium / bei der Arbeit: Kooperation vs. Wettbewerb. Duale Hochschule Baden-Württemberg. [Vortrag]
   
• Landkammer, F. (2013, Oktober). Kooperation vs. Wettbewerb: unvereinbare Gegensätze? Duale Hochschule Baden-Württemberg. [Vortrag]
   
• Landkammer, F. (2013, September). Informationsaustausch in Gruppen. Symposium auf der 14. Tagung der Fachgruppe Sozialpsychologie. Hagen. [Symposium Organisation]
   
• Landkammer, F. (2014, Oktober). Kooperation und Wettbewerb als Gegensätze: "Alles nur in meinem Kopf"? Duale Hochschule Baden-Württemberg. [Vortrag]
   
• Landkammer, F. (2015, November). Competing while cooperating: Situational and chronic consequences of co-opetition. University of Queensland. Brisbane, Australien. [Talk]
   
• Landkammer, F., Hornsey, M., Sassenberg, K., & Scholl, A. (2016, September). Building trust between social groups: Individual trust brokers as stereotype change agents. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Talk]
   
• Landkammer, F., & Sassenberg, K. (2011, July). The impact of competition on information exchange with uninvolved others. 16th General Meeting of the European Association of Social Psychology (EASP). Stockholm, Sweden. [Poster]
   
• Landkammer, F., & Sassenberg, K. (2011, Juni). Kooperation trotz Wettbewerb: Mannschafts- vs. Individualsportler. 43. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (asp). Köln. [Vortrag]
   
• Landkammer, F., & Sassenberg, K. (2013, November). Mit Wettbewerbern kooperieren. Über die kognitiven und sozialen Konsequenzen von Co-opetition. Kognition und Kooperation - Überzeugungen in Gehirn und Gesellschaft. Tübingen. [Vortrag]
   
• Landkammer, F., & Sassenberg, K. (2013, September). Unvereinbare Gegensätze? Die Assoziation von Wettbewerb und Kooperation. 14. Tagung der Fachgruppe Sozialpsychologie. Hagen. [Vortrag]
   
• Landkammer, F., & Sassenberg, K. (2013, January). When competing keeps you pro-social: Associating competition with cooperation. 14th Annual Meeting of the Society for Personality and Social Psychology. New Orleans, LA, USA. [Poster]
   
• Landkammer, F., & Sassenberg, K. (2014, September). Auswirkungen von Mannschaftssport auf dem Umgang mit Wettbewerb abseits des Spielfelds. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Vortrag]
   
• Landkammer, F., & Sassenberg, K. (2014, July). Competing while cooperating: About the cognitive and social consequences of co-opetition. 17th General Meeting of the European Association of Social Psychology (EASP). Amsterdam, The Netherlands. [Talk]
   
• Landkammer, F., & Sassenberg, K. (2015, February). Social-cognitive consequences of competing with cooperators. 16th Annual Meeting of the Society for Personality and Social Psychology. Long Beach, CA, USA. [Poster]
   
• Landkammer, F., & Sassenberg, K. (2015, August). Social-cognitive consequences of competing while cooperating. 17th ESCON Transfer of Knowledge Conference. Bensheim. [Talk]
   
• Landkammer, F., & Sassenberg, K. (2016, July). Competing while cooperating with others: The consequences of conflicting demands in co-opetition. 11th Annual INGRoup Conference. Helsinki, Finnland. [Talk]
   
• Landkammer, F., Sassenberg, K., & Jacoby, J. (2011, September). Der Einfluss motivationaler Faktoren auf die Rezeption von Informationen in Gruppendiskussionen. 13. Tagung der Fachgruppe Sozialpsychologie der DGPs. Hamburg. [Vortrag]
   
• Landkammer, F., Sassenberg, K., & Jacoby, J. (2011, July). The influence of motivational factors on the perception of information in group discussions. European Association of Social Psychology (EASP) Small Group Meeting: The application of self-regulation approaches to social psychological phenomena. Stockholm, Sweden. [Poster]
   
• Landkammer, F., Sassenberg, K., & Jacoby, J. (2012, September). Der Einfluss motivationaler Faktoren auf den Confirmation Bias in Gruppendiskussionen. 48. Kongress der Deutschen Gesellschaft für Psychologie. Bielefeld. [Vortrag]
   
• Landkammer, F., Sassenberg, K., & Jacoby, J. (2013, May). Promotion focus and group goals reduce the confirmation bias in group decision making. 16th Congress of the European Association of Work and Organizational Psychology (EAWOP). Münster. [Poster]
   
• Landkammer, F., Sassenberg, K., & Thiel, A. (2015, Mai). Mannschaftssportler können auch mit Konkurrenten kooperieren. 47. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie (asp). Freiburg. [Vortrag]
   
• Landkammer, F., & Scholl, A. (2015, September). Gruppenziele verhindern den korrumpierenden Effekt von Macht auf die Weitergabe wichtiger Informationen. 15. Tagung der Fachgruppe Sozialpsychologie der DGPs. Potsdam. [Vortrag]
   
• Landkammer, F., & Scholl, A. (2015, September). Macht und Dominanz: Konsequenzen für sich und andere. Symposium auf der 15. Tagung der Fachgruppe Sozialpsychologie der DGPs. Potsdam. [Symposium Organisation]
   
• Lang, F., Kammerer, Y., Kramer, J., Gerjets, P., & Oschatz, K. (2015, October). Scientific reflection skills in process: Analyzing a standardized test on scientific controversies with eye-tracking and cued retrospective reporting. Workshop on Multiple Documents Comprehension. University of Oslo, Norway. [Poster]
   
• Lang, F., Kammerer, Y., Oschatz, K., & Gerjets, P. (2016, November). Epistemic beliefs in action: Integrating online and offline measures when students evaluate scientific controversies. European Assocation for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 27. Oulu, Finland. [Talk]
   
• Lang, F., Kammerer, Y., Oschatz, K., Kramer, J., & Gerjets, P. (2016, August). Assessing the processes underlying scientific thinking. 17th European Conference on Educational Research (ECER). Dublin, Ireland. [Talk]
   
• Lang, F., Kammerer, Y., Oschatz, K., Kramer, J., & Gerjets, P. (2016, September). Reflexion über wissenschaftliche Kontroversen: Der Einfluss epistemischer Überzeugungen und kognitiver Prozessmaße. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Vortrag]
   
• Lang, F., Kammerer, Y., Oschatz, K., Stürmer, K., & Gerjets, P. (2017, September). Wie denken Studierende unterschiedlicher Disziplinen über Wissenschaft nach? Befunde aus Online- und Offline-Maßen. Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY). Münster. [Vortrag]
   
• Lang, F., Kammerer, Y., Stürmer, K., & Gerjets, P. (2018, October). Epistemic cognition when students evaluate scientific controversies. Joint 2018 Meeting of the European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 20: Inquiry Learning and Special Interest Group (SIG) 26: Argumentation, Dialogue and Reasoning. Jerusalem, Israel. [Talk]
   
• Lang, F., Kammerer, Y., Stürmer, K., & Gerjets, P. (2019, April). Indicators of cognitive engagement and their relation to processing and evaluating contradictory scientific information. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Blaubeuren, Germany. [Poster]
   
• Lasthuizen, M., Gaastra, S., Utz, S., & Van Dongelen, R. (2012, October). Increasing civic engagement in 140 characters? An online experiment on the effects of different communication strategies and the use of hashtags. 4th European Communication Conference (ECREA). Istanbul, Turkey. [Talk]
   
• Lasthuizen, M., Utz, S., & Gaastra, S. (2013, February). Increasing civic engagement using 140 characters? An online experiment on the effects of different communication strategies and the use of hashtags. Etmaal van de Communicatiewetenschap. Rotterdam, The Netherlands. [Talk]
   
• Lehmann, C., & Utz, S. (2024, September 16-19). Media use patterns of distant friend groups. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Talk]
   
• Lehmann, C., & Utz, S. (2024, July 16-18). Mediated communication among long-distance friend groups. International Conference on Social Media & Society (SMSociety). London College of Communication, UK. [Poster]
   
• Leifheit, L., Jabs, J., Ninaus, M., Moeller, K., & Ostermann, K. (2018, October). Programming Unplugged: An Evaluation of Game-Based Methods for Teaching Computational Thinking in Primary School. 12th European Conference on Game Based Learning. Sophia Antipolis, France. [Talk]
   
• Leifheit, L., Tsarava, K., Moeller, K., & Ninaus, M. (2018, September). Hector Core Course: Verstehen wie Computer denken. Qualification Seminar. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
   
• Leifheit, L., Tsarava, K., Moeller, K., & Ninaus, M. (2019, February). Hector Core Course: Verstehen wie Computer denken. Qualification Seminar. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
   
• Leifheit, L., Tsarava, K., Moeller, K., & Ninaus, M. (2019, September). Hector Core Course: Verstehen wie Computer denken. Qualification Seminar. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
   
• Leifheit, L., Tsarava, K., Moeller, K., Ostermann, K., Golle, J., Trautwein, U., & Ninaus, M. (2019, October). Development of a Questionnaire on Self-concept, Motivational Beliefs, and Attitude Towards Programming. 14th Workshop in Primary and Secondary Computing Education (WiPSCE). Glasgow, UK. [Talk]
   
• Leonhard, T., Ruiz Fernández, S., Ulrich, R., & Miller, J. (2009, November). Dual-task processing when Task 1 is hard and Task 2 is easy: Reversed central processing order? 50th Annual meeting of the Psychonomic Society. Boston, USA. [Poster]
   
• Leonhard, T., Ulrich, R., Ruiz Fernández, S., Miller, J., & Rolke, B. (2009, März). Lässt sich die zentrale Verarbeitungsreihenfolge im PRP-Paradigma optimieren? 51. Tagung experimentell arbeitender Psychologen (TeaP). Jena. [Poster]
   
• Lermann Henestrosa, A. (2022, April 2-4). Credibility perceptions of AI-based science communication. PhD Workshop on Artificial Intelligence and Machine Learning research and Democracy: An interdisciplinary perspective. Eberhard Karls Universität Tübingen. [Talk]
   
• Lermann Henestrosa, A. (2023, November 28). ChatGPT in der Forschung. Hochschule Reutlingen, Fachbereich Vliesstofftechnik (online). Reutlingen (online). [Vortrag]
   
• Lermann Henestrosa, A. (2024, Februar 24). Wer glaubt schon einer KI? – Vertrauen und Einstellungen gegenüber automatisierten Texten. Gott digital: digitale Pioniere für eine bessere Zukunft. Hybrid. https://www.youtube.com/watch?v=vC5X7dh6mYg [Vortrag]
   
• Lermann Henestrosa, A. (2024, November 21). KI für alle: Wissenschaftskommunikation neu gedacht – Interkulturalität, Migration und Gender im Fokus. Vielfaltsdiskurse. Hochschule Osnabrück. [Panel]
   
• 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]
   
• 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., & Kimmerle, J. (2024, November 12-14). Perceptions of AI authorship in the context of science communication. Persuasive Algorithms? The Rhetorics of Generative AI. Tübingen. https://rhet.ai/2024/05/02/persuasive-algorithms-the-rhetorics-of-generative-ai/ [Poster]
   
• 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. https://dgps2024.univie.ac.at/home-news/ [Poster]
   
• 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. Tübingen. https://www.iwm-tuebingen.de/mai-conference [Poster]
   
• Leroy, C., Kammerer, Y., & Gerjets, P. (2018, November). Does a simultaneous rather than sequential presentation of multiple documents result in a more complete documents model? Workshop on Multiple Documents Literacy. Bochum. [Poster]
   
• Leroy, C., Kammerer, Y., & Gerjets, P. (2020, December). Overt reading strategies and their relation to multiple documents integration. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 27: Online Measures of Learning Processes (online conference)). Antwerpen, Belgien. [Talk]
   
• Leroy, C., Kammerer, Y., Oestermeier, U., Bitzer, M., Büringer, K., & Gerjets, P. (2020, May). The interactive ward round table: Development of a cognitive user interface to support clinical diagnosis – motivated by experimental-psychological research. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
   
• Leroy, C., Kammerer, Y., Oestermeier, U., Büringer, K., Bitzer, M., & Gerjets, P. (2018, June). Ward Round Table - Development and Experimental Evaluation of a Cognitive User Interface for Multi-Touch Tables to Support Diagnostic Reasoning. Computer Based Medical Systems (CBMS). Karlstad, Sweden. [Talk]
   
• Leroy, C., Kammerer, Y., Oestermeier, U., Büringer, K., Bitzer, M., & Gerjets, P. (2019, June). Inferential reasoning driving clinical diagnosis: Suggestions for new assessment approaches. IEEE 32nd International Symposium on Computer-Based Medical Systems (CBMS). Córdoba, Spain. [Poster]
   
• Leroy, C., Kammerer, Y., Oestermeier, U., Büringer, K., Bitzer, M., Hornuff, S., & Gerjets, P. (2020, November). The Interactive Ward Round Table: A Cognitive User Interface for Multi-Touch Tables to Support Clinical Diagnosis. 8th International Conference on Healthcare Informatics (ICHI) (online conference). Oldenburg. [Talk]
   
• Leroy, C., Kammerer, Y., Oestermeier, U., & Gerjets, P. (2018, August). How a simultaneous vs. sequential presentation of multiple documents affects information integration. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics. Freiburg. [Poster]
   
• Levin, D., Ildirar, S., Schwan, S., & Smith, T. (2014, June). The role of audio on perception of continuity by first-time viewers. Society for Cognitive Studies of the Moving Image (SCSMI) Annual Conference. Lancaster, USA. [Talk]
   
• Levordashka, A. (2014, October). Ambient awareness: Interpersonal knowledge in online social networks. Social Media Workshop: Scientific Research from Brain to Behavior. Berlin. [Poster]
   
• Levordashka, A. (2014, July). Ostracism online: A social media ostracism paradigm. 17th General Meeting of the European Association of Social Psychology. Amsterdam, The Netherlands. [Poster]
   
• Levordashka, A., & Lin, R. (2016, June). I read your updates, I read you: Spontaneous trait inferences on social media. 66th Annual International Communication (ICA) Conference. Fukuoka, Japan. [Talk]
   
• Levordashka, A., Lin, R., & Utz, S. (2015, May). Ambient awareness: Interpersonal knowledge in online social networks. 65th Annual International Communication Association (ICA) Conference. San Juan, Puerto Rico. [Talk]
   
• Levordashka, A., Lin, R., & Utz, S. (2016, January). Snap judgments on social media: What we infer from 140 characters or less. 17th Annual Convention of the Society for Personality and Social Psychology (SPSP). San Diego, USA. [Poster]
   
• Levordashka, A., & Utz, S. (2015, September). Spontaneous trait inferences in social media. 9th Conference of the DGPs Media Psychology Division. Tübingen. [Talk]
   
• Levordashka, A., & Utz, S. (2017, July). Spontaneous inferences of domain expertise. 18th General Meeting of the European Association of Social Psychology (EASP). Granada, Spain. [Poster]
   
• Levordashka, A., & Utz, S. (2017, May). The Signal in the Noise: Browsing Social Media Augments Users’ Awareness of Who Knows What. 29th Annual Convention of the Association for Psychological Science (APS). Boston, MA, USA. [Poster]
   
• Levordashka, A., & Utz, S. (2018, May). Ambient Awareness of Who Knows What: Spontaneous Inferences of Domain Expertise. 68th Annual International Communication Association (ICA) Conference. Prag, Tschechien. [Talk]
   
• Lewalter, D., Moser, S., Schwan, S., & Garsoffky, B. (2022, December 13). BILAD Online Winter Workshop. [Workshop Organisation]
   
• Lewalter, D., Moser, S., Schwan, S., & Garsoffky, B. (2022, December 15). BILAD Online Winter Workshop. [Workshop Organisation]
   
• Lewanzik, D., Straka, T., Lorenz, J., Marggraf, L., Voigt-Heucke, S., Greving, H., Bruckermann, T., Schumann, A., Brandt, M., & Voigt, C. C. (2021, March 22-24). WTimpact - Quantifying the citizen scientists' benefit when investigating habitat associations of urban wildlife. 6th International Berlin Bat Meeting: The human perspective on bats. Berlin. [Talk]
   
• Lin, R. (2014, March). How to rebuild your public image on Facebook. 16th General Online Research Conference. Köln. [Talk]
   
• Lin, R. (2014, November). Browsing Facebook: Happiness, envy, and tie strength. Universität Duisburg-Essen. [Talk]
   
• Lin, R. (2017, October). The Silver Lining of Envy on Social Media? –The Relationships Between Post Content, Envy Type, and Purchase Intention. Association for Consumer Research North America Conference 2017. San Diego, USA. [Poster]
   
• Lin, R., Levordashka, A., & Utz, S. (2016, June). Ambient intimacy: Self-disclosure and parasocial relationships on Twitter. 66th Annual International Communication Assocation (ICA) Conference. Fukuoka, Japan. [Poster]
   
• Lin, R., & Utz, S. (2015, September). The emotional responses of browsing Facebook: Happiness, envy, and the role of tie strength. 9th Conference of the DGPs Media Psychology Division. Tübingen. [Talk]
   
• Lin, R., Utz, S., & Levordashka, A. (2015, May). The psychological effects of browsing Facebook: Happiness, envy, and the role of tie strength. 65th Annual International Communication Association (ICA) Conference. San Juan, Puerto Rico. [Talk]
   
• Lin, R., Utz, S., & Levordashka, A. (2016, June). Self-disclosure on SNS: The function of disclosure intimacy and narrativity on perceived closeness. 66th Annual Annual International Communication (ICA) Conference. Fukuoka, Japan. [Talk]
   
• Lin, R., Van de Ven, N., & Utz, S. (2017, May). Experiential purchases trigger more envy than material purchases on social media. The 67th Annual Conference of the International Communication Association (ICA). San Diego, CA. [Talk]
   
• Lin, R., & van de Ven, N. (2016, July). What triggers envy on Social Media: An investigation of experiential vs. material purchases. Social Sciences and the Internet Conference. Eindhoven, The Netherlands. [Talk]
   
• Lin, R., van de Ven, N., & Utz, S. (2017, October). Experiential Purchases Trigger More Envy than Material Purchases Do. Association for Consumer Research Conference 2017. San Diego, USA. [Talk]
   
• Lindner, D., Said, N., & Varkentin, E. (2024, March 17-20). How induced controllability affects climate change risk perception and learned helplessness. 66. Tagung experimentell arbeitender Psychologen (TeaP). Universität Regensburg. [Poster]
   
• Lindner, M. A. (2023, September 14). Principles for digital assessment design: Experimental results from the COMET project on multimedia and feedback design factors. Invited talk during the research stay at the University of Alberta. Edmonton, Canada. [Talk]
   
• Lindner, M. A. (2023, Juni 5 & September 25). Leitung eines Workshops (online) zum Thema „Prüfen in Zeiten von ChatGPT und generativer künstlicher Intelligenz“. GHD, Geschäftsstelle der Studienkommission für Hochschuldidaktik für angewandte Wissenschaften in Baden-Württemberg. Karlsruhe. [Workshop Organisation]
   
• Lindner, M. A. (2023, Februar 23 & März 9). Leitung eines Workshops (online) zum Thema „Potenziale und Grenzen geschlossener Aufgabenformate in Hochschulprüfungen“. Bayerisches Zentrum für Innovative Lehre BayZiel. Ingolstadt. [Workshop Organisation]
   
• Lindner, M. A. (2023, Mai 11-12). Erkenntnisse aus dem COMET-Projekt 2019-2023. Eingeladener Vortrag auf dem Retreat der Abteilung Erziehungswissenschaft und Pädagogische Psychologie am Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik IPN. Sankelmark. [Vortrag]
   
• Lindner, M. A., Mertens, U., & Kuklick, L. (2023, September 18-20). Affektiv-Motivationale Effekte von computerbasiertem Leistungsfeedback: Experimentelle Befunde aus dem COMET-Projekt. 19. Tagung der Fachgruppe Pädagogische Psychologie. Kiel. [Vortrag]
   
• Lindner, M. A., Mertens, U., Kuklick, L., Schöber, C., & Wise, S. (2023, April, 12-15). Test takers’ desire for computer-based feedback on low-stakes assessments: Insights from self-reports. 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
   
• Lindner, M. A., & Schewior, L. (2023, August 21-27). Multimedia effects in testing: A systematic review and meta-analysis. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
   
• Lindner, M. A., & Striepling, I. (2023, Januar 23 & 30). Leitung eines Workshops (online) zum Thema „Digitale Hochschulprüfungen – Didaktik und rechtliche Grundlagen“. Bayerisches Zentrum für Innovative Lehre BayZiel. Ingolstadt. [Workshop Organisation]
   
• Linek, S., & Gerjets, P. (2005, September). Geschlechtsspezifische Charakteristika der nutzeradaptiven Auswahl eines Sprechers von narrativen Animationen. 67. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Salzburg, Österreich. [Talk]
   
• Linek, S., & Gerjets, P. (2005, September). Geschlechtsspezifisches Design von narrativen Animationen. 10. Fachtagung Pädagogische Psychologie. Halle. [Poster]
   
• Linek, S., Gerjets, P., & Scheiter, K. (2005, August). Gender-specific design of narrated animations? Effects of using male versus female voices for auditory text. 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
   
• Linek, S., Gerjets, P., & Scheiter, K. (2006, July). Speaker/Gender Effect: Impact of the speaker's gender on learning with narrated animations. 28th Annual Conference of the Cognitive Science Society. Vancouver, Canada. [Talk]
   
• Linek, S., Gerjets, P., & Scheiter, K. (2006, September). Speaker/Gender Effect: Der Einfluss des Sprechergeschlechts beim Lernen mit narrativen Animationen. 45ter Kongress der Deutschen Gesellschaft für Psychologie. Nürnberg. [Vortrag]
   
• Lingnau, A. (2008, June). LMMP – Learner supporting multi media platform for pupils with cognitive disabilities. Workshop Perspectives of ICT in special education. Tübingen. [Talk]
   
• Link, T. (2012, December). Aufgabenspezifische Bewegung zur Unterstützung der Zahlenverarbeitung - ein theoriegeleitetes Interventionsprojekt. Externes Kolloquium des TansferZentrum für Neurowissenschaften und Lernen. Ulm. [Vortrag]
   
• Link, T., Huber, S., Moeller, K., & Nuerk, H.-C. (2013, October). Training the equidistance relation of the mental number line. Workshop Development of Numerical Processing and Language – From Neurocognitive Foundations to Educational Applications. Tübingen. [Poster]
   
• Link, T., Huber, S., Moeller, K., & Nuerk, H.-C. (2013, August). An embodied training of number line equidistance. ESCOP 2013 – Eighteenth Meeting of the European Society for Cognitive Psychology. Budapest, Hungary. [Poster]
   
• Link, T., Huber, S., Nuerk, H.-C., & Moeller, K. (2013, February). Children's mental number line - New evidence from an unbounded estimation task. Interactions between space, time and number: 20 years of research. Paris, France. [Poster]
   
• Link, T., Huber, S., Nuerk, H.-C., & Moeller, K. (2013, January). Unbounding the mental number line - New evidence on children’s spatial representation of numbers. 31st European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Link, T., Moeller, K., Huber, S., Fischer, U., & Nuerk, H.-C. (2012, April). Embodied training of the mental number line. 54. Tagung experimentell arbeitender Psychologen. Mannheim. [Talk]
   
• Link, T., Moeller, K., & Nuerk, H.-C. (2014, March). Embodied Trainings – räumlich-körperliche Bewegung zur Verbesserung basisnumerischer Repräsentationen. 2. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Frankfurt am Main. [Vortrag]
   
• Linke, F., & Meyer, P. (2016, Juni). Erfassung von Bildungsprozessen mit digitalen Medien - die Möglichkeiten des E-Portfolios. Junges Forum für Medien und Hochschulentwicklung (JFMH) 2016. Darmstadt. [Vortrag]
   
• Loerwald, D., & De Kuthy, K. (2023, November 27-28). Adaptives digitales Lernen in der ökonomischen Bildung. Adaptives Lernen und KI in der schulischen und beruflichen Bildung: Potenziale und Herausforderungen technologiegestützten Lehrens und Lernens. Joachim Herz Stiftung, Hamburg. https://www.joachim-herz-stiftung.de/fileadmin/Redaktion/Projekte/Naturwissenschaften/20231121_Programm_Adaptives_Lernen_und_KI_in_der_schulischen_und_beruflichen_Bildung.pdf [Vortrag]
   
• Lorenz, J., Geschke, D., & Holtz, P. (2017, October). Workshop Agent-based modeling of information spread online, echo chambers and cyberbalkanization. Jacobs Universität Bremen. [Workshop Organisation]
   
• Loviscach, J., Thillosen, A., & Wannemacher, K. (2015, September). Kleine Hindernisse nicht zu Hürden werden lassen: Lektionen für E-Learning an Hochschulen. GMW-Tagung & DeLFI 2015. München. [Workshop Organisation]
   
• Ludewig, U., Lambert, K., Dackermann, T., & Moeller, K. (2018, February). Influences of basic numerical competences on graphical literacy. 6. Tagung der Gesellschaft für Empirische Bildungsforschung. Basel, Schweiz. [Talk]
   
• Ludewig, U., & Scheiter, K. (2017, August). Pathways to integration – contrasting a text-centered vs. a multiple-representations perspective. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
   
• Ludewig, U., Scheiter, K., & Kelava, A. (2017, September). Kognitive Prozesse bei der Bearbeitung von Lesekompetenzaufgaben mit komplexen Diagrammen. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY). Münster. [Vortrag]
   
• Luther, T., Kimmerle, J., & Cress, U. (2024, June 29-July 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. [Poster]
   
• 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. https://dgps2024.univie.ac.at/home-news/ [Poster]
   
• 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. Tübingen. https://www.iwm-tuebingen.de/www/en/forschung/forschungsbereiche/MAI_Event/index.html [Poster]
   
• Luttringhaus, S., & Böhnisch, A. (2024, November 20). Leibniz Lab Coordinators Meeting. Leibniz Lab (work package 4). Leibniz Institute of Agricultural Engineering and Bio-economy e.V. (ATB), Potsdam. [Symposium Organisation]
   
• Lutz, S., Halfmann, A., & Schneider, F. M. (2023, May 25-29). Take a deep breath, then check your messages: Experimentally investigating the moderating effect of mindfulness in the interplay of social pressure to be available and messenger users’ well-/ill-being. 73rd Annual Conference of the International Communication Association (ICA). Toronto, ON, Canada. [Talk]
   
• Lüpken, L. M., Wolfers, L. N., Utz, S., Nabi, R., & Gaiser, F. (2021, September 8-10). Coping with the COVID-19 pandemic using media: Extending the coping-fit-hypothesis to media use. 12th Conference of the Media Psychology Division of the German Psychological Association (DGPs). Aachen. [Talk]
   
• Maes, F., Scheiter, K., de Vries, E., & van Meter, P. (2009, August). Organization: Future and Vision. Symposium at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Symposium Organisation]
   
• Maier, C. A., Bahnmueller, J., Moeller, K., & Goebel, S. M. (2017, September). Inversion effects on mental arithmetic in English-speaking participants. Workshop Linguistic and Cognitive Influences on Numerical Cognition. Tüibingen. [Poster]
   
• Mann, A., Moeller, K., Pixner, S., Kaufmann, L., & Nuerk, H.-C. (2012, January). Whorfian hypothesis generalized: Translingual differences in three-digit number processing. 30th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Mann, A., Pixner, S., Moeller, K., & Nuerk, H.-C. (2010, January). Unit-decade integration gets more important with increasing age: a developmental study. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]
   
• Marmolejo-Ramos, F., Correa, J. C., Sakarkar, G., Ngo, G., Ruiz Fernández, S., Butcher, N., & Yamada, Y. (2015, September). The place of joy, surprise and sadness in vertical space. The 6th International Conference on Spatial Cognition (ICSC). Rome, Italy. [Talk]
   
• Martin, S. (2006, Juni). Methoden zur Messung von Ähnlichkeit - Messung von kognitiver Konvergenz und Divergenz in Kleingruppen. Abschlussveranstaltung des DFG-Schwerpunktprogramms "Netzbasierte Wissenskommunikation in Gruppen". Freiburg. [Vortrag]
   
• Martin, S. (2007, Juni). Erstellung web-basierter Experimentalsoftware mit Zope 3. 8. Tagung der Deutschspachigen Zope User Group (DZUG). Potsdam. [Vortrag]
   
• Martiny, S., Kollar, I., & Fischer, F. (2004, September). Lernmotivation beim computergestützten Lernen: Effekte von Kooperationsskripts und Geschlecht. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen. [Poster]
   
• Mason, L., & Scheiter, K. (2015, August). Using eye movements to model the sequence of text-picture processing in multimedia learning. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
   
• Masur, P., Trepte, S., & Wolfers, L. N. (2018, Mai). Mehr als Bewusstsein für Privatheitsrisiken: Eine prozessorientierte Rekonzeptualisierung der Online-Privatheitskompetenz. . 63. Jahrestagung der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft. Mannheim. [Vortrag]
   
• Matschke, C. (2011, July). The impact of internal motivation to join a group on social identity complexity in newcomers. 16th General Meeting of the European Association of Social Psychology (EASP). Stockholm, Schweden. [Talk]
   
• Matschke, C. (2017, July). Social support in intercultural sojourns: the impact of different kinds of social support on social identification, identity integration, and well-being. 18th General Meeting of the European Association of Social Psychology (EASP). Granada, Spain. [Poster]
   
• Matschke, C. (2024, September 16-19). Consistency in the social self: Insights into how people organize multiple social identities. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Symposium Discussion]
   
• Matschke, C., & Fehr, J. (2009, September). Negatives Verhalten innerhalb und zwischen Gruppen. 12. Tagung der Fachgruppe Sozialpsychologie der DGPs. Walferdange, Luxemburg. [Vortrag]
   
• Matschke, C., & Fehr, J. (2012, July). Newcomers' internal motivation as a resource against conflict between cultural identities. IACCP 21st International Congress. Stellenbosch, Südafrika. [Talk]
   
• Matschke, C., & Fehr, J. (2015, September). Does incompatibility inflict disidentification with the receiving society? The role of internal and external motivation. 15. Tagung der Fachgruppe Sozialpsychologie. Potsdam. [Talk]
   
• Matschke, C., Kehrer, M., Nieder-Steinheuer, K., & Thillosen, A. (2024, September 16-19). Wirken praxisnahe Darstellungen vom Einsatz digitaler Medien in der Hochschullehre motivierend auf Dozierende? Der Einfluss der Text-Abstraktion auf Interesse und Anwendungsmotivation. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Poster]
   
• Matschke, C., Moskaliuk, J., Arnold, F., & Cress, U. (2011, July). Patterns as facilitators for knowledge building in learning organizations. 9th International Conference on Computer-Supported Collaborative Learning. Hong Kong. [Poster]
   
• Matschke, C., Moskaliuk, J., & Cress, U. (2010, November). Pattern-Based Knowledge Building in Learning Organizations. 18th International Conference on Computers in Education. Putrajaya, Malaysia. [Talk]
   
• Matschke, C., & Roth, J. (2014, Februar). Disidentifikation, Soziale Identifikation, und Nicht-Identifikation: Zwei indirekte Messverfahren auf dem Prüfstand. Forschungskolloquium der Sozialpsychologie. TU Dresden. [Vortrag]
   
• Matschke, C., Roth, J., & Deutsch, R. (2014, July). Can disidentification be differentiated from social identification and non-identification? Two indirect measures at the test. 17. General Meeting of the European Association of Social Psychology. Amsterdam, The Netherlands. [Talk]
   
• Matschke, C., & Sassenberg, K. (2007, August). Goals and motivation as moderators on the integration of a new group membership into the self-concept. EAESP Small Group Meeting on Group Processes and Self-Regulation. Oud Poelgeest Castle. Leiden, The Netherlands. [Talk]
   
• Matschke, C., & Sassenberg, K. (2007, September). Auslandsaufenthalte verändern: Die Inklusion der gastgebenden Gruppe in das Selbst. 11. Tagung der Fachgruppe Sozialpsychologie der DGPs. Freiburg. [Vortrag]
   
• Matschke, C., & Sassenberg, K. (2008, June). Motivation and goal strategies as facilitators of the integration of a new group into the self-concept. EAESP 15th General Meeting. Opatija, Croatia. [Talk]
   
• Matschke, C., & Sassenberg, K. (2009, February). Self-concept change as motivated process: The impact of approach and avoidance strategies. SPSP 10th Annual Meeting. Tampa, Florida, USA. [Poster]
   
• Matschke, C., & Sassenberg, K. (2009, September). Führt Ablehnung zu Disidentifikation? Die gegensätzlichen Effekte von Vermeidensstrategien und intrinsischer Motivation. 12. Tagung der Fachgruppe Sozialpsychologie der DGPs. Walferdange, Luxemburg. [Vortrag]
   
• Matschke, C., & Sassenberg, K. (2010, September). Annäherungs- und Vemeidensstrategien als Prädiktoren für die Inklusion einer neuen Gruppe ins Selbstkonzept. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Vortrag]
   
• Matschke, C., & de Vreeze, J. (2015, März). „Ich gehöre nicht hierher!“ Der Einfluss von Inkompatibilität zwischen sozialem Hintergrund und der Universität auf Disidentifikation, Diskriminierung und den akademischen Werdegang. 3. Tagung der Gesellschaft für Empirische Bildungsforschung. Bochum. [Vortrag]
   
• Matzat, U., & Lin, R. (2014, December). Self-disclosure on Facebook: Generation of social capital and the match between appropriate media channel and type of disclosed information. Workshop on Internet Research 2014. Utrecht, The Netherlands. [Talk]
   
• Maurer, A. E., Brich, I., & Huff, M. (2015, September). Perceiving and remembering audio dramas. 9th Conference of the DGPs Media Psychology Division. Tübingen. [Talk]
   
• Mayer, M. (2023, March 26-29). Advice taking and beyond: Judgment formation via advice taking, sequential collaboration, and belief updating. Tagung experimentell arbeitender Psychologen (TeaP) 2023. Trier. [Symposium Organisation]
   
• Mayer, M., & Heck, D. W. (2022, September 10-15). The role of opting out of giving a judgment for the accuracy of wisdom of crowds and sequential collaboration. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Hildesheim. [Talk]
   
• Mayer, M., & Heck, D. W. (2023, November 16-19). Sequential collaboration: Enhancing judgment aggregation through experts' iterative contributions. 64th Annual Meeting of the Psychonomic Society. San Francisco, CA, USA. [Poster]
   
• Mayer, M., & Heck, D. W. (2023, March 26-29). Sequential collaboration: Aggregating judgments in a dependent, incremental manner. Tagung experimentell arbeitender Psychologen (TeaP) 2023. Trier. [Talk]
   
• Mayer, M., & Heck, D. W. (2024, March 3). Modeling sequential collaboration: exploring cognitive mechanisms of collaborative judgments. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP); 66th Conference of Experimental Psychologists. Universität Regensburg. [Talk]
   
• Mayer, M., & Heck, D. W. (2024, September 4-6). Understanding judgment aggregation with sequential collaboration: A computational modeling approach. European Mathematical Psychology Group Meeting 2024. Eberhard Karls Universität Tübingen. [Talk]
   
• Mayer, M., & Ramon, M. (2023, May 4-5). Improving forensic perpetrator identification with Super-Recognizers. European Police Congress, Symposium „Gesichtserkennung – Super-Recognizer“. Berlin. [Talk]
   
• Mayer, M., & Rebholz, T. R. (2023, November 17-20). The influence of expertise and anchor relevance on anchoring effects. Annual Meeting of the Society for Judgment and Decision Making. San Francisco, CA, USA. [Poster]
   
• Mayer, R. E., Ayres, P., & DeLeeuw, K. E. (2005, May). Too much of a good thing: Retroactive interference in multimedia learning. 17th Annual Convention of the Association for Psychological Science. Los Angeles, California, USA. [Poster]
   
• Mayer, R. E., DeLeeuw, K., & Ayres, P. (2007, September). Creating retroactive and proactive interference in multimedia learning. 12th Biennial Conference for Research on Learning and Instruction. Budapest, Hungary. [Talk]
   
• Mayer, R. E., DeLeeuw, K. E., & Ayres, P. (2006, April). Creating retroactive interference in multimedia learning. 2006 Annual Meeting of the American Educational Research Association. San Francisco, California, USA. [Poster]
   
• Mayr, E. (2006, June). Impact of goal-orientation on collaborative learning in informal settings. ICLS 2006 Doctoral Consortium.University of Indiana, Bloomington. [Talk]
   
• Mayr, E. (2006, October). Goal-awareness and goal-adaptive information presentation to support collaborative learning in informal settings. Workshop "CSCL and Group Cognition". Tübingen. [Poster]
   
• Mayr, E. (2007, July). Goal-awareness and goal-adaptive information presentation to support collaborative learning in informal settings. CSCL - 2007 Doctoral Consortium. New Brunswick, USA. [Talk]
   
• Mayr, E. (2007, August). Goal-awareness and goal-adaptive information presentation to support collaborative learning in informal settings. JURE 2007. Budapest, Hungary. [Poster]
   
• Mayr, E. (2007, November). Goal-awareness and Goal-adaptive Information Presentation to Support Collaborative Learning in Informal Settings. Workshop "Learning in Museums: International Positions". Knowledge Media Research Center, Tübingen. [Poster]
   
• Mayr, E., Knipfer, K., & Hesse, F. W. (2006, March). Learning in museums: Methodological considerations. Workshop ICT-supported informal learning in museums and cultural heritage sites: Building the research agenda. University of Sydney. [Talk]
   
• Mayr, E., Zahn, C., & Hesse, F. W. (2008, July). Supporting learning processes in museums with personalised labels. XXIX International Congress of Psychology. Berlin. [Talk]
   
• Meier, B. P., Fetterman, A. K., Robinson, M. D., & Lappas, C. M. (2012, January). The myth of the angry atheist. Society for Personality and Social Psychology. San Diego, CA, USA. [Poster]
   
• Meinhardt, A. (2020, September). Gemeinsamkeiten und Unterschiede bei der tablet- und paper-pencil basierten Erfassung visuell-räumlicher Fähigkeiten im Kindergarten. Virtuelles IDeA-Retreat 2020. [Vortrag]
   
• Meinhardt, A., Jung, S., Braeuning, D., Pazouki, T., Cornu, V., Schiltz, C., & Moeller, K. (2021, September 13-17). On a taxonomy of early visual-spatial abilities in testing versus training. 8th International Conference on Spatial Cognition (ICSC 2021). Rome, Italy. [Poster]
   
• Meister, D., Meise, B., & Neudert, S. (2007, Oktober). Handys und die Erweiterung des sozialen Raums. Tagung der Sektion Jugendsoziologie in der Deutschen Gesellschaft für Soziologie (DGS). München. [Vortrag]
   
• Meister, D. M. (2003, Mai). Naturwissenschaftliches Argumentieren fördern und Medienkompetenzen stärken - dargestellt am Lerntool WISE. Jahrestagung der Gruppe Schule in der Gesellschaft für Medienpädagogik und Kommunikationskultur (GMK). Karlsruhe. [Vortrag]
   
• Meister, D. M. (2003, Oktober). E-Learning im Hochschulbereich - Entwicklungen in Deutschland. Campus Innovation Hamburg. Hamburg. [Talk]
   
• Meister, D. M. (2003, Oktober). Trends bei Erwartungen und Ansprüchen an Weiterbildung im Kontext gewandelter Arbeitsverhältnisse. Jahrestagung der Sektion Erwachsenenbildung in der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE). Flensburg. [Vortrag]
   
• Meister, D. M. (2003, November). ICT in German higher education - Results of the evaluation of a funding program including some comments on international developments. E-Learn 2003. AACE World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Phoenix, AZ, USA. [Talk]
   
• Meister, D. M. (2003, November). Kommentar zu Burkhard Schäffer: Generationsspezifische Medienpraxiskulturen. Herbsttagung der Kommission Medienpädagogik in der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE). Berlin. [Vortrag]
   
• Meister, D. M., Hagedorn, J., & Sander, U. (2002, Oktober). Medienkompetenz als theoretisches Konzept und Gegenstand empirischer Forschung. Herbsttagung der Kommission Medienpädagogik in der DGFE. Berlin. [Vortrag]
   
• Meister, D. M., & Rinn, U. (2003, August). New Media in Higher Education - Academic Teaching and Learning in a Process of Changes. 10th European Association for Research on Learning and Instruction Biennial Conference. Padova, Italy. [Poster]
   
• Meister, D. M., & Sander, U. (2002, März). Neue Formen betrieblicher Bildung virtuelle Bildungsräume und konkrete Interessen. 18. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft. München. [Vortrag]
   
• Meitz, T., Keene, J., & Huff, M. (2021, May 27-31). Cutting rates in sports broadcasting: Effects of shot length on event perception and recall. 71st Annual International Communication Association Conference (ICA). [Talk]
   
• Meitz, T. G. K., Wilhelm, C., Papenmeier, F., Maurer, A., Oeberst, A., Schwan, S., & Huff, M. (2014, May). Experiencing sports entertainment in the light of fan group involvement. 64th Annual Conference of the International Communication Association (ICA). Seattle, WA, USA. [Talk]
   
• Melis, E., Glasmacher, C., Ullrich, C., & Gerjets, P. (2001, August). Automated proof planning for instructional design. 23rd Annual Conference of the Cognitive Science Society. Edinburgh, Scotland. [Poster]
   
• Merkt, M. (2014, Februar). Ergebnisse der Befragungen zum Tablet-Projekt. Lehrgang zum Thema "Tablets im Unterricht" an der Landesakademie für Fortbildung und Personalentwicklung an Schulen. Esslingen. [Vortrag]
   
• Merkt, M. (2015, March). Using the HiTCH questionnaire as a predictor for performance in a multiple documents task. International Workshop HiTCH. Hamburg. [Talk]
   
• Merkt, M. (2016, July). Does congruency of text and pictures affect memory for verbal information in a slideshow? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Geneva, Switzerland. [Talk]
   
• Merkt, M. (2016, August). How can videos improve learning? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7. Dijon, Frankreich. [Symposium Organisation]
   
• Merkt, M. (2016, Februar). Optimierung von Videos in Lehr-Lern-Kontexten. Fachtagung „Erfolgsfaktor(en im) Selbststudium“. Technische Hochschule Wildau. [Vortrag]
   
• Merkt, M. (2016, Juni). Einsatz von Videos in der Hochschullehre: Tipps aus der Forschung. Eingeladener Vortrag bei Neue MedienTalks 2016. Innsbruck, Österreich. [Vortrag]
   
• Merkt, M. (2017, Juni). Kritische Analyse von Propaganda: Wie können wir Lernende unterstützen? Kolloquium am Lehrstuhl für Didaktik der Geschichte an der Ruhr-Universität Bochum. Bochum. [Vortrag]
   
• Merkt, M. (2017, September). Wir wirken sich Position und Integration von Hintergrundinformationen auf die Verarbeitung multipler historischer Dokumente aus? Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Münster. [Vortrag]
   
• Merkt, M. (2017, September). How does the presentation of source information affect processing of multiple documents? 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
   
• Merkt, M. (2017, März). Welchen Einfluss hat die Darbietung von Quellinformationen auf die Verarbeitung multipler Dokumente? 5. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF 2017). Heidelberg. [Vortrag]
   
• Merkt, M., Ballmann, A., Felfeli, J., & Schwan, S. (2016, September). Warum unterstützen Pausen in Videos den Lernprozess? 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [Vortrag]
   
• Merkt, M., Ballmann, A., Felfeli, J., & Schwan, S. (2016, August). Why do pauses in videos benefit learning? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7. Dijon, Frankreich. [Talk]
   
• Merkt, M., & Schwan, S. (2009, September). Die Nutzung interaktiver Videos im Schulunterricht: Lernstrategien und Wissenserwerb. 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Saarbrücken. [Vortrag]
   
• Merkt, M., & Schwan, S. (2009, September). Wissenserwerb mit interaktiven Unterrichtsfilmen im Fach Geschichte. geschichtsdidaktik empirisch 09. Basel. [Vortrag]
   
• Merkt, M., & Schwan, S. (2010, July). Examining the use of interactive videos in a classroom setting. 12th bienial IGEL conference. International Society for the Empirical Study of Literature and Media. Utrecht, The Netherlands. [Talk]
   
• Merkt, M., & Schwan, S. (2010, September). Der Einsatz von Videos im Geschichtsunterricht: Eine Untersuchung im Feld. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPS). Bremen. [Vortrag]
   
• Merkt, M., & Schwan, S. (2011, September). Anwendungsvoraussetzungen interaktiver Videos: Strategietraining und Aufgabenvariation. 13. Fachgruppentagung Pädagogische Psychologie der DGPS. Erfurt. [Talk]
   
• Merkt, M., & Schwan, S. (2011, September). Learning with interactive videos: The interplay of features, training and task characteristics. Tagung der European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
   
• Merkt, M., & Schwan, S. (2012, Februar). Sechs Studien zur Optimierung des Videoeinsatzes im Geschichtsunterricht. geschichtsdidaktik empirisch 12. Basel, Schweiz. [Vortrag]
   
• Merkt, M., & Schwan, S. (2012, September). Kann der Wissenserwerb bei Videos durch interaktive Funktionen optimiert werden? 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPS). Bielefeld. [Vortrag]
   
• Merkt, M., & Schwan, S. (2012, September). Optimizing the use of videos in education. European Association for Research on Learning and Instruction (EARLI). Special Interest Group 6 und 7 (SIG 6: Instructional Design, SIG 7: Learning and Instruction with Computers). Bari, Italy. [Talk]
   
• Merkt, M., & Schwan, S. (2013, September). Führen externe Cues abseits der perzeptuellen Disfluency zu besseren Lernerfolgen? 14. Fachgruppentagung Pädagogische Psychologie der DGPS. Hildesheim. [Vortrag]
   
• Merkt, M., & Schwan, S. (2013, August). Using Other Cues than Perceptual Disfluency to Trigger Deeper Learning. European Association for Research on Learning and Instruction (EARLI). München. [Talk]
   
• Merkt, M., & Schwan, S. (2014, October). Does historical literacy predict performance in a multiple documents task? Workshop on Multiple Documents Comprehension. University of Valencia, Spain. [Poster]
   
• Merkt, M., & Schwan, S. (2014, June). Potentials and risks of using dynamic presentations in digital textbooks. Collaborative Workshop "Digital Media in Education". University of Alberta, Canada. [Talk]
   
• Merkt, M., & Schwan, S. (2017, September). Does the frequency of pauses in videos affect learning? 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
   
• Merkt, M., & Sochatzy, F. (2014, September). Die Wirkung von Training und Cues auf die Analyse von Propagandafilmen. 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bochum. [Vortrag]
   
• Merkt, M., & Sochatzy, F. (2014, August). Effects of training and cueing on analyzing propaganda. EARLI SIG 6&7 Conference. Rotterdam, The Netherlands. [Poster]
   
• Merkt, M., & Sochatzy, F. (2014, März). Instruktionale Maßnahmen zur Unterstützung der Analyse von Propagandafilmen. 2. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF 2014). Frankfurt am Main. [Vortrag]
   
• Merkt, M., & Sochatzy, F. (2015, August). Differential Effects of Cueing on Analyzing Propaganda. 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Limassol, Cyprus. [Talk]
   
• Merkt, M., & Sochatzy, F. (2015, September). Instructional Support for Analyzing Propaganda. 9th Conference of the DGPs Media Psychology Division. Tübingen. [Talk]
   
• Merkt, M., Sochatzy, F., Schreiber, W., & Schwan, S. (2013, August). Teaching students to recognize filmic devices in propaganda movies. European Association for Research on Learning and Instruction (EARLI). München. [Poster]
   
• Merkt, M., & Wagner, W. (2015, September). Prädiktoren für den erfolgreichen Umgang mit multiplen Dokumenten im Fach Geschichte. 15. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Kassel. [Vortrag]
   
• Merkt, M., Weigand, S., Heier, A., & Schwan, S. (2010, August). Learning with interactive videos in history education. Tagung der European Association for Research on Learning and Instruction (EARLI). Special Interest Group 6 und 7 (SIG 6: Instructional Design, SIG 7: Learning and Instruction with Computers). Ulm. [Talk]
   
• Mertens, U., & Lindner, M. A. (2023, April 12-15). Feedback in computer-based assessments: Effects on test-taker affect and performance. 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
   
• Mertens, U., & Lindner, M. A. (2023, September 18-20). Effekte von automatisiertem Answer-Until-Correct und Elaboriertem Feedback auf leistungsbezogene Emotionen im digitalen Testkontext. 19. Tagung der Fachgruppe Pädagogische Psychologie. Kiel. [Vortrag]
   
• Mertens, U., & Lindner, M. A. (2023, August 21-27). Effects of computer-based KCR and AUC feedback on affective-motivational outcomes. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
   
• Mertens, U., & Lindner, M. A. (2023, April 13-16). Effects of computer-based KCR and AUC feedback on affective-motivational outcomes. 2023 Meeting of the American Educational Research Association (AERA). Chicago, IL, USA. [Poster]
   
• Merz, S., Meyerhoff, H. S., Spence, C., & Frings, C. (2017, March). Tactile localization is modulated by implied motion. 59. Tagung experimentell arbeitender Psychologen (TeaP). Dresden. [Talk]
   
• Meurers, D. (2018, November 30). Formative Rückmeldungen und adaptive Materialien im Fach Englisch. KI für reale Herausforderungen der Schule. Fachtagung "Künstliche Intelligenz - Chancen und Herausforderungen für Schule und Unterricht". Berlin. https://www.leibniz-ipn.de/de/das-ipn/aktuelles/veranstaltungen/sh-sommeruniversitaet-2024/03_Meurers.pdf [Vortrag]
   
• Meurers, D. (2018, October 9). How can we analyze the lingusitic complexity of texts? Zooming in on the elaborateness and variedness of language in a computational linguistic analysis. Workshop "Texte verstehen - Neue Herausforderungen im Hinblick auf die Neugestaltung der Oberstufe ab Abitur 2021". Landesakademie für Fortbildung und Personalentwicklung an Schulen, Bad Wildbad. [Talk]
   
• Meurers, D. (2018, Juli 27). Möglichkeiten der Digitalisierung. Eröffnung des Mehrsprachigkeitszentrums. Eberhard Karls Universität Tübingen. https://www.bilingualism-matters.org/network/tubingen [Vortrag]
   
• Meurers, D. (2018, Juli 11). Was bietet die Digitalisierung für den Fremdspracherwerb? Interaktivität & Adaptivität: Lösungen für reale Probleme der Schule. Landesinstitut für Schulentwicklung, Stuttgart. [Vortrag]
   
• Meurers, D. (2018, July 2). Modeling the linguistic complexity of German texts. Integrating insights from research on readability, language acquisition, and psycholinguistics. Computational Linguistics Colloquium. Universität Potsdam. https://www.uni-potsdam.de/en/ling/events/past-events-2018.html [Talk]
   
• Meurers, D. (2018, June 18). Modeling the linguistic complexity of German texts. Integrating insights from research on readability, language acquisition, and psycholinguistics. "Wie misst man Textqualität im digitalen Zeitalter?" Expertenworkshop zum Projekt MIT Qualität. Universität Mannheim. [Talk]
   
• Meurers, D. (2018, May 17). Modeling the linguistic complexity of language input and output - And linking the two. Distinguished Speakers in Language Science Colloquium. Universität des Saarlandes, Department of Language Science & Technology and iDeaL (SFB 1102), Saarbrücken. [Talk]
   
• Meurers, D. (2018, February 12). Analyzing learner corpora on annotation, task effects, and linguistic complexity analysis. Workshop "Corpus-based Approaches to Language Learning and Language Assessment". Universität Bremen. [Talk]
   
• Meurers, D. (2018, Februar 8). Was bietet die Digitalisierung für den Fremdspracherwerb? Workshop "Möglichkeiten der Digitalisierung im Englischunterricht". Landesakademie für Fortbildung und Personalentwicklung an Schulen, Bad Wildbad. [Vortrag]
   
• Meurers, D. (2018, July 24). Computational linguistics and second language research. Tübingen Summer School in Second Language Learning. [Talk]
   
• Meurers, D. (2019, Oktober 1). Computerlinguistische Methoden im Bildungskontext. Workshop "Digitale Lernwerkzeuge". Joachim Herz Stiftung, Hamburg. [Vortrag]
   
• Meurers, D. (2019, August 28-31). Analyzing linguistic complexity - And then what? #eurocall2019 CALL and complexity. Louvain-la-Neuve, Belgium. https://www.eurocall-languages.org/conferences/past-conferences [Talk]
   
• Meurers, D. (2019, July 9-10). Digital tools for real-life foreign language teaching and learning. Bikaintasuna Euskal Ikasketetan IX. Euskara eta euskal kultura eremu digitalean. Miramar Palace, University of the Basque Country, San Sebastián, Spain. https://www.uik.eus/en/activity/bikaintasuna-euskal-ikasketetan-ix-euskara-euskal-kultura-eremu-digitalean [Talk]
   
• Meurers, D. (2019, July 8). Developing broad computational linguistic analyses of linguistic complexity - And using them to explore adaptivity in theory and practice. Seminar of the Ixa research group. University of the Basque Country, San Sebastián, Spain. http://ixa.si.ehu.es/?language=en [Talk]
   
• Meurers, D. (2019, June 1). Computational linguistic analysis, assessment, and language development - Considering language and task. 16th EALTA conference, "Transitions in Language Assessment". University College Dublin, Ireland. https://sifnos.iwm-tuebingen.de/dm/talks/19-06-01-meurers.pdf; https://sifnos.iwm-tuebingen.de/dm/talks/19-06-01-meurers-ealta-keynote.mp4 [Talk]
   
• Meurers, D. (2019, April 10). Scaling up intervention studies to investigate real-life foreign language learning in school. Digital tools and AI methods that matter for students, teachers, and researchers. LEAD Retreat. Blaubeuren. [Talk]
   
• Meurers, D. (2019, September 27). Digitalisierung und Fremdsprachenlernen. 28. Kongress für Fremdsprachendidaktik der Deutschen Gesellschaft für Fremdsprachenforschung. Würzburg. https://elibrary.utb.de/doi/book/10.3278/9783763969821 [Panel]
   
• Meurers, D. (2019, February 25). Providing feedback in a language tutoring system integrated into a real-life school context. Köln. [Talk]
   
• Meurers, D. (2020, November 30-Dezember 2). Adaptivität als Potenzial digitaler Werkzeuge? Fachtagung “KI Chancen und Herausforderungen für Schule und Unterricht”. Berlin. https://www.leibniz-ipn.de/de/das-ipn/aktuelles/veranstaltungen/sh-sommeruniversitaet-2024/03_Meurers.pdf [Vortrag]
   
• Meurers, D. (2020, Dezember 2). Intelligente Tutorsysteme für die reale Schule: FeedBook und die Vision adaptiver KI-basierter Lösungen für konkrete Bildungsdesiderate. KMK Lenkungsgruppe "Bildung in der digitalen Welt". [Vortrag]
   
• Meurers, D. (2020, Dezember 16). Intelligente Tutorsysteme für die reale Schule: Das FeedBook für das Fach Englisch und die Vision adaptiver KI-basierter Lösungen für konkrete Bildungsdesiderate. Stuttgart. [Vortrag]
   
• Meurers, D. (2020, Oktober 19). Adaptive, interaktive Förderung im Fach Englisch. Institut für Bildungsanalysen Baden-Württemberg (IBBW). Stuttgart. [Vortrag]
   
• Meurers, D. (2020, Mai, 26-27). Konzepte der Binnendifferenzierung und adaptive Aufgabengestaltung. Workshop zum Adaptiven Lernen. Joachim Herz Stiftung, Hamburg. [Vortrag]
   
• Meurers, D. (2020, Februar 6-7). Wo können digitale Werkzeuge reale Probleme der Schule adressieren, basierend auf welchen Erkenntnissen der Zweitspracherwerbsforschung? Runder Tisch zum Lehrwerk 4.0. Herder Institut, Universität Leipzig. [Vortrag]
   
• Meurers, D. (2021, September 6-7). Mit KI reale Herausforderungen der Schule adressieren FeedBook: Konkretisierung eines Ansatzes für den Englischunterricht und Vision zum Hochskalieren in der Realität. Fachtagung Künstliche Intelligenz. Esslingen. [Vortrag]
   
• Meurers, D. (2021, September 6-7). Erörterung von Vorschlägen für Eckpunkte einer Landesstrategie “KI in Schule und Lehrkräftebildung” – Initiierung eines Dialogs. Fachtagung Künstliche Intelligenz. Esslingen. [Vortrag]
   
• Meurers, D. (2021, August 5). Mit KI im Bildungskontext reale Herausforderungen der Schule adressieren. AI2Teach: Individuelle Förderung auf der Basis einese erweiterten digitalen Lehr-Lern-Konzepts für den Fremdsprachenunterricht. Ministerium für Kultus, Jugend und Sport Baden-Württemberg, Abteilung 3. Stuttgart. [Vortrag]
   
• Meurers, D. (2021, Mai 6). Maschinelles Lernen und computerbasierte Sprachverarbeitung: Potentiale und Grenzen. ML und computerbasierte Textanalysen. Potentiale und Herausforderung für die Naturwissenschaftsdidaktik. Kiel. https://open.spotify.com/episode/0ghhvNgjeG9T5KUubzTtmR [Vortrag]
   
• Meurers, D. (2021, November 11-12). Wie können digitale Technologien zu sprachlicher Bildung beitragen? 2. Jahrestagung der Initiative BiSS-Transfer zum Thema „Sprachliche Bildung digital“. Bremen. https://www.biss-sprachbildung.de/angebote-fuer-die-praxis/jahrestagungen/biss-jahrestagung-2021/ [Vortrag]
   
• Meurers, D. (2021, Oktober 12). KI und Bildung: Können wir den Bildungs- und Fremdspracherwerb konkret voranbringen? Impulse Kontrovers – Podiumsgespräche 2021. Stuttgart. [Panel]
   
• Meurers, D. (2021, Oktober 2). Wo kann die Digitalisierung konkret den Bildungs- und Fremdspracherwerb voranbringen? Digitalkongress Baden-Württemberg. Stuttgart. https://www.lmz-bw.de/landesmedienzentrum/aktuelles/aktuelle-meldungen/detailseite/digitalkongress-am-2-oktober-2021-jetzt-anmelden [Vortrag]
   
• Meurers, D. (2022, Dezember 2). Künstliche Intelligenz und aufgabenorientiertes Fremdsprachenlernen: Möglichkeiten und Herausforderungen. Festakt 20 Jahre Innsbrucker Modell der Fremdsprachendidaktik (IMoF). Innsbruck, Austria. https://sifnos.iwm-tuebingen.de/dm/talks/22-12-02-meurers-innsbruck.pdf [Vortrag]
   
• Meurers, D. (2022, Oktober 25). Digitale Werkzeuge und KI Methoden. Wo bieten digitale Werkzeuge und KI Methoden einen echten Mehrwert für den Fremdsprachenunterricht? Transformation des Fremdsprachenlernens. Goethe-Institut. https://web.archive.org/web/20230105122832/https://www.goethe.de/ins/il/de/spr/unt/wuv/tdf.html [Vortrag]
   
• Meurers, D. (2022, Oktober 7). Adaptives Lernen: Diagnostik mit förderlichen Konsequenzen. 3. länderübergreifendes Austauschtreffen der Landesinstitute zu Individueller Diagnostik. [Vortrag]
   
• Meurers, D. (2022, September 16). Sprachliche Bildung digital "Webbasierte Diagnostik und Lernen im Fach Deutsch". Ministerium für Bildung des Landes Rheinland-Pfalz, Mainz. [Vortrag]
   
• Meurers, D. (2022, September 16). Adaptives Lernen. Netzwerktag Kooperationsschulen. Joachim Herz Stiftung, Hamburg. [Vortrag]
   
• Meurers, D. (2022, Juni 22-24). Künstliche Intelligenz und Pädagogik. Reale Herausforderungen der Schule adressieren. Arbeitstagung der Landesinstitutsleitungen 2022 zum Thema “Auswirkungen der Digitalisierung auf Lernen in Gegenwart und Zukunft". Radebeul. [Vortrag]
   
• Meurers, D. (2022, Januar 13). Wie können digitale Werkzeuge das Lernen in heterogenen Gruppen unterstützen? Ringvorlesung „Didaktik in heterogenen Lerngruppen“. Freie Universität Berlin, Dahlem School of Education. https://www.fu-berlin.de/sites/dse/termine/didaktik-in-heterogenen-Lerngruppen_1.html [Vortrag]
   
• Meurers, D. (2023, August 30-September 2). Scaling up SLA research in the classroom: Digitally supported randomized controlled field studies. 32nd Conference of the European Second Language Association. University of Birmingham, UK. https://www.birmingham.ac.uk/research/lacab/events/eurosla-32; https://www.birmingham.ac.uk/research/lacab/events/eurosla-32/abstracts/detmar-meures [Talk]
   
• Meurers, D. (2023, July 24). Where do digital tools and AI methods offer real added value for language education? 8.º Encontro da Rede de Ensino Português no Estrangeiro. Calouste Gulbenkian Foundation. Lisbon, Portugal. https://www.youtube.com/watch?v=c94cuUKfccc&t=5226s [Talk]
   
• Meurers, D. (2023, Januar 30). Computerlinguistische Analyse sprachlicher Komplexität von Lese- und Lernertexten. Fakultätsübergreifende Ringvorlesung "Computer, Mensch, Sprache". Carl von Ossietzky Universität Oldenburg. [Vortrag]
   
• Meurers, D. (2023, April 27-28). Linking second language acquisition research and digital language learning. 21st Annual Conference. Estonian Association for Applied Linguistics. Tallinn, Estonia. https://www.rakenduslingvistika.ee/wp-content/uploads/2023/02/Meurers_Linking-Second-Language-Acquisition-Research-and-Digital-Language-Learning-.pdf [Talk]
   
• Meurers, D. (2023, November 27-28). Intelligente Systeme als adaptive Lernbegleiter: Motivation, Methoden - und was das konkret mit der Schule zu tun hat. Adaptives Lernen und KI in der schulischen und beruflichen Bildung: Potenziale und Herausforderungen technologiegestützten Lehrens und Lernens. Joachim Herz Stiftung, Hamburg. [Vortrag]
   
• Meurers, D. (2024, March 19). On using AI methods to carry out SLA research in real-life school contexts. Vitoria-Gasteiz. https://sifnos.iwm-tuebingen.de/dm/talks/24-03-19-Meurers-Vitoria-Gasteiz.pdf [Talk]
   
• Meurers, D. (2024, September 16-20). Towards reflecting student heterogeneity in adaptive systems for authentic school contexts. 19th European Conference on Technology Enhanced Learning (ECTEL 2024). Universität für Weiterbildung Krems, Austria. https://ea-tel.eu/ectel2024; https://ea-tel.eu/ectel2024/keynote-speakers [Talk]
   
• Meurers, D. (2024, September 26-27). Adaptive individuelle Sprachförderung: Von Grundlagenfragen zu KI-basierter Unterstützung in der Bildungsrealität. Haupttagung der Österreichischen Gesellschaft für Sprachendidaktik (ÖGSD). "Partizipation – Mehrsprachigkeit – Digitalisierung. Neue Ansätze für zukunftsfähiges Sprachenlernen". Paris Lodron Universität Salzburg, Austria. https://www.oegsd.at/2024/02/05/partizipation-mehrsprachigkeit-digitalisierung-neue-ansaetze-fuer-zukunftsfaehiges-sprachenlernen/; https://www.oegsd.at/wp-content/uploads/2024/01/Detmar_Meurers_Keynote-OeGSD-Haupttagung-2024.pdf [Vortrag]
   
• Meurers, D. (2024, Oktober 2). Adaptive Sprachförderung mit digitalen Medien – Grundlagen und Potenziale. Fachforum des Kultusministeriums Rheinland-Pfalz "Diagnosegeleitete Sprachförderung mit 2P für Deutsch und DaZ". Mainz. [Vortrag]
   
• Meurers, D. (2024, December 12). Linking SLA research and foreign language learning with digitally-supported studies in real-life school contexts. Intervention studies on Pedagogical Construction Grammar in Foreign Language Teaching. Eberhard Karls Universität Tübingen. [Talk]
   
• Meurers, D., & De Kuthy, K. (2022, März 14). Von einem Framework zur personalisierten Bildung zur adaptiven Komplexitätsparametrisierung von Lernschritten in der ökonomischen Bildung. ALEE Projektworkshop. Eberhard Karls Universität Tübingen. https://sifnos.iwm-tuebingen.de/dm/talks/22-03-14-ALEE-DeKuthy-Meurers.pdf [Vortrag]
   
• Meurers, D., De Kuthy, K., Nuxoll, F., Rudzewitz, B., & Ziai, R. (2019, March 28). Supporting individual practice with immediate feedback. Motivation, design, and evaluation of an interactive workbook for English language learners. Workshop "Digital Approaches to Teaching Historical Languages (DAtTeL)". Humboldt-Universität zu Berlin. https://www.projekte.hu-berlin.de/en/callidus-en/DAtTeL-workshop [Talk]
   
• Meurers, D., & Nuxoll, F. (2022, Juni 1-2). Wie künstliche Intelligenz die Schule verändern kann. Digitale Impulstage. https://www.zeitfuerdieschule.de/veranstaltungen/zeit-fuer-lehrer-digitale-impulstage/ [Vortrag]
   
• Meurers, D., & Nuxoll, F. (2023, März 28). Künstliche Intelligenz in der Schule. Zeit für die Schule. http://medienwelten.schule/wp-content/uploads/2023/03/Zeitenwende-KI-ZEIT-oe.pptx [Vortrag]
   
• Meurers, D., Rudzewitz, B., & Quixal, M. (2022, March 9-11). Adaptive systems for real-life education need explicit domain and activity models and ways to generate them automatically. 9. GEBF-Tagung. Bamberg. https://sifnos.iwm-tuebingen.de/dm/talks/22-03-09-GEBF-Meurers-ea-abstract.pdf [Talk]
   
• Meurers, D., & Santhi Ponnusamy, H. (2022, July 27-31). Employing distributional semantics to organize task-focused vocabulary learning. 23rd International Conference on Artificial Intelligence in Education (AIED). Durham University, UK. [Talk]
   
• Meurers, D., & Weiss, Z. (2020, Februar 17-18). Methoden zur digitalen Analyse sprachlicher Komplexität im Bildungskontext. Jahrestagung des Mercator-Instituts "Hauptsache digital?! Sprachliche Bildung in der digitalisierten Gesellschaft". [Vortrag]
   
• Meyer, P. (2014, September). Einsatz digitaler Medien im Service Learning. 2. Vernetzungstreffen der Universitäten und Hochschulen in Bayern. Hochschulzentrum Illertissen. [Vortrag]
   
• Meyer, P. (2014, April). Das Informationsportal e-teaching.org. Frühjahrstagung der Arbeitsgemeinschaft der Medienzentren an Hochschulen (AMH). Hamburg. [Vortrag]
   
• Meyer, P. (2014, Oktober). e-teaching.org im Kontext sozialer Netzwerke. E-Learning NRW Netzwerktreffen am Learning Lab. Universität Duisburg-Essen. [Vortrag]
   
• Meyer, P. (2015, Juni). E-Teaching im Kontext sozialer Netzwerke – Nutzung von Netzwerkplattformen durch E-Learning-Akteure an Hochschulen. Junges Forum Medien und Hochschulentwicklung (JFMH). Düsseldorf. [Poster]
   
• Meyer, P. (2015, November). Service Learning aus Lehrendenperspektive: motivationale Faktoren und institutionelle Rahmenbedingungen. Herbsttagung des Hochschulnetzwerks Bildung durch Verantwortung. Frankfurt. [Vortrag]
   
• Meyer, P. (2015, April). Forschungs- und Entwicklungsprojekt „e-teaching.org im Kontext sozialer Netzwerke”. Länderinitiativentreffen E-Learning. Oldenburg. [Vortrag]
   
• Meyer, P. (2016, September). Service Learning aus Perspektive der Wissenschaftsdisziplinen: Gelingensbedingungen und Gestaltungsformen. Forschungstagung „Wissenschaft bildet - Perspektiven und Zukunft der Forschung zum Lehren und Lernen an Hochschulen“. Hamburg. [Vortrag]
   
• Meyer, P. (2016, November). Tagungsmoderation: Moderation der Session „Medien und Kommunikation". Engagierte Hochschule. Hochschulzentrum Vöhlinschloss, Illertissen. [Vortrag]
   
• Meyer, P., Thillosen, A., Haug, S., & Schönstein, A. (2015, September). Hochschulbildung digital – Beispiele aus Baden-Württemberg. Hochschulforum Digitalisierung (HFD)-Halbzeittreffen, Markt der Möglichkeiten. Berlin. [Poster]
   
• Meyer-Dernbecher, C., & Schwan, S. (2011, November). Die kognitive Verarbeitung digitalisierter Landkarten. 1. Doktorandenkolloquium im Rahmen des Projekts "Digitaler Atlas politischer Raumbilder zu Ostmitteleuropa im 20. Jahrhundert.". Marburg. [Vortrag]
   
• Meyer-Dernbecher, C., & Schwan, S. (2012, September). Information Graphics: Untersuchung des Wissenserwerbs mit interaktiven thematischen Karten in mediengestützten Lernszenarien. 2. Leibniz-Doktorandenforum der Sektion A. Mainz. [Poster]
   
• Meyer-Dernbecher, C., & Schwan, S. (2013, Februar). Handreichung für Storyteller: Leitfaden zur Gestaltung von Text und Nutzeroberfläche des DAPRO. Georg-Eckert-Institut für internationale Schulbuchforschung. Braunschweig. [Vortrag]
   
• Meyer-Dernbecher, C., Schwan, S., & Sachs-Hombach, K. (2013, August). Information Graphics: Research on knowledge transfer with thematic maps in media-supported interactive learning environments. 17th JURE pre-conference of the European Association for Research on Learning and Instruction (EARLI). München. [Poster]
   
• Meyer-Dernbecher, C., Schwan, S., & Sachs-Hombach, K. (2013, August). Information Graphics: Untersuchung des Wissenserwerbs mit interaktiven thematischen Karten in mediengestützten Lernszenarien. Universität Tübingen. [Vortrag]
   
• Meyer-Dernbecher, C., Schwan, S., & Sachs-Hombach, K. (2013, September). Information Graphics: Research on knowledge transfer with thematic maps in media-supported interactive learning environments. 8th Conference of Media Psychology Division. Würzburg. [Poster]
   
• Meyerhoff, H., Huff, M., Papenmeier, F., Jahn, G., & Schwan, S. (2010, November). The Importance Of Continuous Scene Information For Multiple Object Tracking And Target Updating. 51st Annual Meeting of the Psychonomic Society. St. Louis, Missouri, USA. [Poster]
   
• Meyerhoff, H. S. (2021, Oktober 26-29). Lehrvideos für Untersuchungstechniken bei Gelenkverletzungen: ein Feldexperiment zu Nutzen und Gestaltungseinflüssen. Deutscher Kongress für Orthopädie und Unfallchirurgie (DKOU). Berlin. [Vortrag]
   
• Meyerhoff, H. S. (2021, March 14-17). Individual differences in cognitive offloading: A comparison of intention offloading, pattern copy, and working memory capacity. 63. Tagung experimentell arbeitender Psychologen (TeaP). Ulm. [Talk]
   
• Meyerhoff, H. S., & Gehrer, N. (2019, October). Beep me up: Non-spatial tones increase perceived speed of visual objects. Herbsttreffen der experimentellen kognitiven Psychologie (HExKoP). Hildesheim, Germany. [Talk]
   
• Meyerhoff, H. S., & Gehrer, N. (2019, September). Beep me up: Non-spatial tones increase perceived speed of visual objects. European Society for Cognitive Psychology (ESCoP). Tenerife, Spain. [Talk]
   
• Meyerhoff, H. S., & Gehrer, N. A. (2015, May). Audio-visual synchrony increases the saliency of visual direction changes: Evidence from individual differences and probe detection performance. Annual Meeting of the Vision Sciences Society. St. Pete Beach, FL, USA. [Poster]
   
• Meyerhoff, H. S., & Huff, M. (2014, November). Integrated audio-visual information transfers to long-term memory. Object Perception, Attention, and Memory (OPAM). 55th Annual Meeting of the Psychonomic Society. Long Beach, CA, USA. [Talk]
   
• Meyerhoff, H. S., & Huff, M. (2015, June). Using Hollywood movies to explore audio-visual integration in human long-term memory. Society for the Cognitive Studies of the Moving Image (SCSMI) Annual Meeting. London, UK. [Talk]
   
• Meyerhoff, H. S., & Huff, M. (2015, March). Integrated audio-visual information transfers to long-term memory. 57. Tagung experimentell arbeitender Psychologen (TeaP). Hildesheim. [Talk]
   
• Meyerhoff, H. S., & Huff, M. (2015, November). Semantic congruency not temporal synchrony enhances long-term memory performance for audio-visual dynamic scenes. 56th Annual Meeting of the Psychonomic Society. Chicago, IL, USA. [Talk]
   
• Meyerhoff, H. S., Huff, M., & Jahn, G. (2009, März). Kann die mentale Repräsentation vorübergehend unsichtbarer Objekte durch Szeneninformationen aktualisiert werden? 51. Tagung experimentell arbeitender Psychologen (TeaP). Jena. [Poster]
   
• Meyerhoff, H. S., Huff, M., Papenmeier, F., Jahn, G., & Schwan, S. (2010, November). Spatial updating during attentive tracking. OPAM 2010. Object, Perception, Attention, & Memory. St. Louis, MO, USA. [Poster]
   
• Meyerhoff, H. S., Huff, M., Papenmeier, F., Jahn, G., & Schwan, S. (2010, März). Automatische Aktualisierung räumlicher Informationen während Szenenrotationen. 52. Tagung experimentell arbeitender Psychologen (TeaP). Saarbrücken. [Vortrag]
   
• Meyerhoff, H. S., Huff, M., & Schwan, S. (2012, November). Linking perceptual animacy to attention: Evidence from the chasing detection paradigm. 53rd Annual Meeting of the Psychonomic Society. Minneapolis, MN, USA. [Poster]
   
• Meyerhoff, H. S., Huff, M., & Schwan, S. (2012, September). Linking perceptual animacy to attention: Chasing detection among visually indistinguishable distractors. European Conference on Visual Perception (ECVP). Alghero, Italien. [Talk]
   
• Meyerhoff, H. S., Huff, M., & Schwan, S. (2012, April). Attention controls perceptual animacy: Evidence from chasing. 54.Tagung experimentell arbeitender Psychologen (TeaP). Mannheim. [Talk]
   
• Meyerhoff, H. S., Huff, M., & Schwan, S. (2012, November). Linking perceptual animacy to visual attention: Evidence from chasing detection. Object Perception, Attention, and Memory (OPAM). Minneapolis, Minnesota, USA. [Talk]
   
• Meyerhoff, H. S., Jardine, N., Stieff, M., Hegarty, M., & Franconeri, S. (2019, May). Visual ZIP files: Mental rotation overcomes capacity limits by compressing objects. Annual Meeting of the Vision Sciences Society. St. Pete Beach, FL, USA. [Talk]
   
• Meyerhoff, H. S., Merz, S., & Frings, C. (2017, December). Tactile stimulation disambiguates the perception of visual motion paths. European Society for Cognitive Psychology (ESCoP). Potsdam. [Talk]
   
• Meyerhoff, H. S., Merz, S., & Frings, C. (2017, March). Tactile stimulation disambiguates the perception of visual motion paths. 59. Tagung experimentell arbeitender Psychologen (TeaP). Dresden. [Talk]
   
• Meyerhoff, H. S., Merz, S., & Frings, C. (2017, May). Tactile stimulation disambiguates the perception of visual motion paths. Annual Meeting of the Vision Sciences Society. St. Pete Beach, FL, USA. [Talk]
   
• Meyerhoff, H. S., & Papenmeier, F. (2020, June). Individual Differences in Visual Attention: A Short, Reliable, Open Source, and Multilingual Test of Multiple Object Tracking in PsychoPy. Annual Meeting of the Vision Sciences Society. Virtual Meeting (V-VSS). [Poster]
   
• Meyerhoff, H. S., Papenmeier, F., Grinschgl, S., & Gilbert, S. J. (2021, November 4-7). Individual differences in cognitive offloading: A comparison of intention offloading, pattern copy, and short-term memory capacity. Psychonomic Society 62nd Annual Meeting, A Virtual Conference. [Talk]
   
• Meyerhoff, H. S., Papenmeier, F., & Huff, M. (2016, November). Visual activity prolongs perceived duration in naturalistic scenes. 56th Annual Meeting of the Psychonomic Society. Boston, MA, USA. [Talk]
   
• Meyerhoff, H. S., Papenmeier, F., & Huff, M. (2016, November). Visual activity prolongs perceived duration in naturalistic scenes. 56th Annual Meeting of the Psychonomic Society. Boston, MA, USA. [Talk]
   
• Meyerhoff, H. S., Papenmeier, F., & Huff, M. (2017, June). Visual activity of movie clips biases time perception. Society for the Cognitive Studies of the Moving Image (SCSMI) Annual Meeting. Helsinki, Finnland. [Talk]
   
• Meyerhoff, H. S., Papenmeier, F., & Huff, M. (2017, November). Visual dominance in long-term memory for naturalistic scenes: Evidence from study-test congruency experiments. 57th Annual Meeting of the Psychonomic Society. Vancouver, Canada. [Talk]
   
• Meyerhoff, H. S., Papenmeier, F., & Huff, M. (2018, March). Visual dominance in long-term memory for naturalistic scenes: Evidence from study-test congruency experiments. Tagung experimentell arbeitender Psychologen (TeaP). Marburg. [Talk]
   
• Meyerhoff, H. S., Papenmeier, F., Jahn, G., & Huff, M. (2011, März). Multiple Object Tracking: Positionssensitive Distraktorinhibition beim Verfolgen mehrerer bewegter Objekte. 53. Tagung experimentell arbeitender Psychologen (TeaP). Halle. [Vortrag]
   
• Meyerhoff, H. S., Papenmeier, F., Jahn, G., & Huff, M. (2011, May). Asymmetric attention foci during multiple object tracking: Evidence from distractor displacements. 11th Annual Meeting of the Vision Sciences Society. Naples, USA. [Poster]
   
• Meyerhoff, H. S., Papenmeier, F., Jahn, G., & Huff, M. (2011, November). Inhibition in multiple object tracking does not bushwhack, but follow distractors. 19th Annual Conference Object Perception, Attention, & Memory (OPAM). Seattle/WA, USA. [Poster]
   
• Meyerhoff, H. S., Papenmeier, F., Jahn, G., & Huff, M. (2016, May). Exploring the temporal dynamics of attentional reallocations with the multiple object tracking paradigm. Annual Meeting of the Vision Sciences Society. St. Pete Beach, FL, USA. [Talk]
   
• Meyerhoff, H. S., Papenmeier, F., Jahn, G., & Huff, M. (2016, May). Exploring the temporal dynamics of attentional reallocations with the multiple object tracking paradigm. Annual Meeting of the Vision Sciences Society. St. Pete Beach, FL, USA. [Talk]
   
• Meyerhoff, H. S., Papenmeier, F., Jahn, G., & Huff, M. (2017, August). Not FLEXible enough: Exploring the temporal dynamics of attentional reallocations with the multiple object tracking paradigm. European Conference on Visual Perception (ECVP). Berlin. [Talk]
   
• Meyerhoff, H. S., & Scholl, B. (2014, May). Auditory-induced bouncing is a visual (rather than a cognitive) phenomenon: Evidence from illusory crescents. Annual Meeting of the Vision Sciences Society. St. Pete Beach, FL, USA. [Poster]
   
• Meyerhoff, H. S., & Scholl, B. J. (2014, March). Auditory-induced bouncing is a visual (rather than a cognitive) phenomenon: Evidence from illusory crescents. 56. Tagung experimentell arbeitender Psychologen (TeaP). Gießen. [Talk]
   
• Meyerhoff, H. S., & Schwan, S. (2019, August). The impact of semantic congruency between vision and audition on perception, long-term memory, and learning. European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
   
• Meyerhoff, H. S., Schwan, S., & Huff, M. (2013, May). Visual search for chasing objects among distractors. Vision Sciences Society Annual Meeting (VSS). Naples, Florida. [Poster]
   
• Meyerhoff, H. S., Schwan, S., & Huff, M. (2014, November). Interobject spacing explains the attentional bias toward interacting objects. 55th Annual Meeting of the Psychonomic Society. Long Beach, CA, USA. [Poster]
   
• Meyerhoff, H. S., Schwan, S., & Huff, M. (2014, September). Räumliche Nähe lenkt visuelle Aufmerksamkeit auf interagierende Objekte. 49. Kongress der deutschen Gesellschaft für Psychologie. Bochum. [Talk]
   
• Meyerhoff, H. S., Schwan, S., & Huff, M. (2016, November). Oculomotor Capture Mediates the Attentional Bias Toward Temporarily Close Objects. Object Perception, Attention, and Memory (OPAM). Boston, MA, USA. [Talk]
   
• Meyerhoff, H. S., Schwan, S., & Huff, M. (2016, November). Oculomotor Capture Mediates the Attentional Bias Toward Temporarily Close Objects. Object Perception, Attention, and Memory (OPAM). Boston, MA, USA. [Talk]
   
• Meyerhoff, H. S., & Suzuki, S. (2018, May). Beep, be-, or ñep: The impact of auditory transients on perceived bouncing/streaming. Annual Meeting of the Vision Sciences Society. St. Pete Beach, FL, USA. [Poster]
   
• Meyerhoff, H. S., & Suzuki, S. (2018, September). Beep, be-, or ñep: The impact of auditory transients on perceived bouncing/streaming. 51. Kongress der deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]
   
• Meyerhoff, H. S., Vanes, L., & Huff, M. (2016, March). Spatiotemporal predictability alters perceived duration of visual events: Memento effect revisited. 58. Tagung experimentell arbeitender Psychologen (TeaP). Heidelberg. [Talk]
   
• Meyerhoff, H. S., Vanes, L., & Huff, M. (2016, March). Spatiotemporal predictability alters perceived duration of visual events: Memento effect revisited. 58. Tagung experimentell arbeitender Psychologen (TeaP). Heidelberg. [Talk]
   
• Mihulowicz, U., Willmes, K., Karnath, K., & Klein, E. (2013, January). Deficits in rule-based arithmetical operations due to lesion of white matter tracts in left-hemisphere stroke patients – Evidence from Voxel-wise Lesion-Symptom Mapping. 31st European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Poster]
   
• Mihułowicz, U., Nuerk, H. C., Klein, E., Willmes, K., & Karnath, H.-O. (2013, September). Displacement of small numbers on a vertical number line in spatial neglect. Joint meeting: 4th Scientific Meeting of the FESN & 28th Scientific Meeting of the GNP. Berlin. [Poster]
   
• Milicevic, V., Moeller, K., Nuerk, H.-C., Wagner, J. N., Wilhelm, B., & Schlarb, A. A. (2012, Dezember). Leistungseinschränkungen bei Studierenden mit Insomnie. 20. Jahrestagung Deutsche Gesellschaft für Schlafforschung und Schlafmedizin (DGSM). Berlin. [Vortrag]
   
• Mock, J. (2018, November). Vorläuferfertigkeiten des Schriftspracherwerbs: Entwicklung und Förderung in der frühen Kindheit. Eingeladener Vortrag im Rahmen des Kompetenznetzwerks „Frühe Kindheit“ der Universität Konstanz. Konstanz. [Vortrag]
   
• Mock, J., Huber, S., Bahnmueller, J., Bloechle, J., Dietrich, J. F., Klein, E., & Moeller, K. (2016, June). A common neural substrate for processing symbolic and non-symbolic proportions. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 22. Amsterdam, The Netherlands. [Poster]
   
• Mock, J., Huber, S., Dietrich, J. F., Bloechle, J., Bahnmueller, J., Klein, E., & Moeller, K. (2016, January). Same same, but different - on the neural correlates of processing symbolic and non-symbolic proportions. 34th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [Talk]
   
• Mock, P., Rosenstiel, W., Edelmann, J., & Gerjets, P. (2013, May). Ultrasound based positioning for museum environments - A low-cost solution for room-level localization of mobile devices. 11th Conference Culture and Computer Science (KUI). Berlin. [Poster]
   
• Mock, P., Tibus, M., Ehlis, A.-C., Baayen, H., & Gerjets, P. (2018, October). Predicting ADHD risk from touch interaction data. 20th ACM International Conference on Multimodal Interaction (ICMI). Boulder, CO, USA. [Poster]
   
• Moeller, K. (2014, Juni). Neuronale Netzwerke der numerischen Kognition - von lokalistischen zu konnektionistischen Modellen. Kolloquium Institut für Psychologie, Universität Koblenz. Koblenz. [Vortrag]
   
• Moeller, K. (2014, März). Numerisch-mathematische Fähigkeiten im Perspektivenrad empirischer Bildungsforschung. 2. Tagung der Gesellschaft für Empirische Bildungsforschung. Frankfurt am Main. [Symposium Organisation]
   
• Moeller, K. (2015, November). Basisnumerische Repräsentationen und ihre Bedeutung für Rechenschwierigkeiten. Jährliches Meeting und Symposium des BMBF-Forschungsschwerpunktes Entwicklungsstörungen schulischer Fähigkeiten. Frankurt am Main, Germany. [Vortrag]
   
• Moeller, K. (2016, November). Zahlen im Kopf: Wie unser Gehirn Zahlen verarbeitet. Wie Wissen wächst: Denke, Wissen, Lernen im 21. Jahrhundert. Studium Generale Universität Tübingen. Tübingen. [Vortrag]
   
• Moeller, K. (2016, Februar). Alles im Blick – Was Augenbewegungen über die Verarbeitung von Zahlen verraten. Tagung für Legasthenie und Dyskalkulie. Hall in Tirol, Österreich. [Vortrag]
   
• Moeller, K. (2017, June). Förderung numerischer Kompetenzen bei Kindern. 19. Bundeskongress Legasthenie und Dyskalkulie. Würzburg. [Vortrag]
   
• Moeller, K. (2017, März). Neurokognition und Rechnen. 46. Dbl-Jahreskongress. Mainz. [Vortrag]
   
• Moeller, K. (2019, August). Neuro-cognitive correlates of numerical learning. Bazilian-German Winter School on Numerical Cognition. Belo Horizonte, Brazil. [Talk]
   
• Moeller, K. (2019, October). Neuro-kognitive Grundlagen der Verarbeitung von Brüchen. Eingeladener Vortrag an der UMIT - Private Unversität für Gesundheitswissenschaft, medizinische Informatik und Technik Ges. mbH. Hall in Tirol, Österreich. [Vortrag]
   
• Moeller, K. (2019, August). Embodied numerical Learning – From fingers to whle-body interactions. Bazilian-German Winter School on Numerical Cognition. Belo Horizonte, Brazil. [Talk]