Tagungsbände
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- Allmendinger, K., Troitzsch, H., Hesse, F. W., & Spada, H. (2003). Nonverbal signs in virtual environments. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of the International Conference on Computer Support for Collaborative Learning - CSCL 2003 (pp. 431-440). Dordrecht, NL: Kluwer Academic Publishers.
- Appel, T., Scharinger, C., Gerjets, P., & Kasneci, E. (2018). Cross-subject workload classification using pupil-related measures. Proceedings of the 2018 ACM Symposium on Eye Tracking Research & Applications - ETRA '18 (article 4). New York, NY, USA: ACM. https://dx.doi.org/10.1145/3204493.3204531
- Appel, T., Sevcenko, N., Wortha, F., Tsarava, K., Moeller, K., Ninaus, M., Kasneci, E., & Gerjets, P. (2019). Predicting Cognitive Load in an Emergency Simulation Based on Behavioral and Physiological Measures. In W. Gao, H.M.L. Meng, M. Turk, S.R. Fussel, B. Schuller, Y. Song, & K. Yu (Eds.), Proceedings of the 21st ACM International Conference on Multimodal Interaction ICMI ’19 (pp. 154-163). New York, NY, USA: ACM. https://dx.doi.org/10.1145/3340555.3353735
- Arnab, S., Ger, P. M., Lim, T., Lameras, P., Hendrix, M., Kiili, K., Baalsrud Hauge, J., Ninaus, M., deFreitas, S., Mazzetti, A., Dahlbom, A., Degano, C., Stanescu, I., & Riveiro, M. (2015). A Conceptual Model Towards the Scaffolding of Learning Experience. Proceedings of Games and Learning Alliance conference (GALA 2014) - Lecture Notes in Computer Science (Vol. 9221, pp. 83-96). New York: Springer.
- Arnold, F. (2011). Collaborative knowledge exchange using patterns. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCSL2011 Conference Proceedings (Vol. III, pp. 1259-1263). Hong Kong: International Society of the Learning Sciences.
- Arnold, F., Moskaliuk, J., Schümmer, T., & Cress, U. (2010). Pattern-mediated Knowledge Exchange in Non-Governmental Organization. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstädt, & V. Dimitrova (Eds.), Sustaining TEL: From Innovation to Learning and Practice. Proceedings of EC-TEL 2010 (pp. 390-395). Heidelberg: Springer.
- Arnold, P., Gaiser, B., & Panke, S. (2005). Personas im Designprozess einer E-Teaching Community. In J. M. Haake, U. Lucke, & D. Tavangarian (Eds.), Proceedings DELFI 2005. 3. Deutsche e-Learning Fachtagung Informatik (pp. 469-480). Bonn: Gesellschaft für Informatik e.V.
- Arnold, P., Kilian, L., & Thillosen, A. (2002). Training of Online-Facilitators as a Key Issue in Implementing Virtual Learning: Organizational Approach and Course Design within the Virtual University of Applied Science, Germany. In NAISO (Ed.), Proceedings World Congress Networked Learning in a Global Environment, Challenges and Solutions for Virtual Education. Canada/The Netherlands: Academic Press. [CD-ROM].
- Arnold, P., Kilian, L., & Thillosen, A. (2002). "So lonely!?” – Online-Betreuung als kritische Erfolgsbedingung beim telematischen Studieren. Ergebnisse einer Befragung von Studierenden und Mentoren in der Virtuellen Fachhochschule für Technik, Informatik und Wirtschaft (VFH). In G. Bachmann, O. Haefeli, & M. Kindt (Eds.), Campus 2002. Die Virtuelle Hochschule in der Konsolidierungsphase (18, pp. 334-344). Münster: Waxmann.
- Arnold, P., Kilian, L., & Thillosen, A. (2002). Tele-Tutoren in der virtuellen Fachhochschule für Technik, Informatik und Wirtschaft. In U. Bernath (Ed.), Online Tutorien. Beiträge zum Spezialkongress "distance learning" der AG-F im Rahmen der LEARNTEC 2002 (pp. 63-75). Oldenburg: BIS.
- Arnold, P., Kilian, L., & Thillosen, A. (2003). Pädagogische Metadaten im e-Learning: Allgemeine Problemfelder und exemplarische Fragestellungen am Beispiel der Virtuellen Fachhochschule. In M. Kerres, & B. Voß (Eds.), Digitaler Campus. Vom Medienprojekt zum nachhaltigen Medieneinsatz in der Hochschule. Reihe Medien in der Wissenschaft, Bd. 24 (pp. 379-390). Münster: Waxmann u.a.
- Arnold, P., Kumar, S., Thillosen, A., & Ebner, M. (2014). Offering cMOOCs collaboratively: The COER13 experience from the convenors’ perspective. In U. Cress & C. Delgado Klos (Eds.), Proceedings of the European MOOC Stakeholder Summit 2014 (pp. 184-188). Lausanne, Schweiz: P.A.U. Education. http://www.emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf
- Arnold, P., & Thillosen, A. (2002). Aufgabenorientiertes Lernen in telematischen Studienmodulen: Aufgabenformen, Aufgabentypen und Aufgabengestaltung. In G. Zimmer (Ed.), High Tech or High Teach. Lernen in Netzen zwischen Aktualität und Potenzialität. Dokumentation der Beiträge im Workshop 7 der Hochschultage Berufliche Bildung 2002 an der Universität zu Köln (pp. 35-45). Bielefeld: Bertelsmann.
- Bachta, E., Bauer, D., Filippini-Fantoni, S., & Stofer, S. (2013). Capturing Visitors' Gazes: Three Eye Tracking Studies in Museums. Museums and the Web 2013: Proceedings.
- Barrocas, R., Ninaus, M., Tsarava, K., Gawrilow, C., Lachmair, M., Roesch, S., & Moeller, K. (2019). Digits grasp digits: Numbers on your fingertips. Proceedings of the 11th International Conference on Education and New Learning Technologies (EDULEARN19) (pp. 7165-7174). Barcelona, Valencia: IATED Academy. https://dx.doi.org/10.21125/edulearn.2019.1714
- Baumann, L., & Utz, S. (2019). How to encourage people to build diverse business networks? Proceedings of the 2019 IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining (ASONAM). (pp. 474-479). New York : ACM. https://dx.doi.org/10.1145/3341161.3342906
- Bett, K., & Rinn, U. (2003). Lernszenarien und didaktische Konzepte in der virtuellen Hochschule. In U. Beck (Ed.), LearnTec 2003, 11. Europäischer Kongress und Fachmesse für Bildungs- und Informationstechnologie. Karlsruhe: KKA.
- Bett, K., Rinn, U., Friedrich, H. F., Hron, A., & Mayer-Picard, R. E. (2002). Das Gruppenpuzzle als kooperative Lernmethode in virtuellen Seminaren - ein Erfahrungsbericht. In G. Bachmann, O. Haefeli, & M. Kindt (Eds.), Campus 2002: Die virtuelle Hochschule in der Konsolidierungsphase (pp. 337-365). Münster: Waxmann.
- Bientzle, M., Cress, U., & Kimmerle, J. (2014). The role of inconsistencies in collaborative knowledge construction. Proceedings of the 11th International Conference of the Learning Sciences (Vol. I, pp. 102-109). Boulder, CO: International Society of the Learning Sciences.
- Bientzle, M., Wodzicki, K., Lingnau, A., & Cress, U. (2009). Enhancing pair learning of pupil with cognitive disabilities: Structural support with help of floor control. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (Vol. 1, pp. 517-521). International Society of the Learning Sciences (ISLS).
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- Bodemer, D. (2005). Enhancing simulation-based learning through active external integration of representations. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society (pp. 138-143). Mahwah, NJ: Lawrence Erlbaum.
- Bodemer, D., & Buder, J. (2006). Supporting collaborative learning with augmented group awareness tools. In R. Sun, & N. Miyake (Eds.), Proceedings of the Twenty-Eighth Annual Conference of the Cognitive Science Society (pp. 77-82). Mahwah, NJ: Lawrence Erlbaum.
- Bodemer, D., Kapur, M., Molinari, G., Rummel, N., & Weinberger, A. (2011). MUPEMURE: Towards a model of computer-supported collaborative learning with multiple representations. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCSL2011 Conference Proceedings (Vol. III, pp. 1065-1072). Hong Kong: International Society of the Learning Sciences.
- Bodemer, D., & Plötzner, R. (2004). Encouraging the active
integration of information during learning with multiple and
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- Bodemer, D., & Scholvien, A. (2008). Support for collaborative multimedia learning: considering the individual and the group. In T.-W. Chan et al. (Ed.), Proceedings ICCE 2008. The 16th International Conference on Computers in Education (pp. 245-252). Taipei, Taiwan: Asia-Pacific Society for Computers in Education.
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- Borchers, M., Mock, P., Zahn, C., Edelmann, J., & Hesse, F. W. (2013). Supporting School Class Visits to Fine Arts Museums in the 21st Century: A CSCL Approach for a Multitouch Table Based Video Tool. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings, Volume 1 — Full Papers & Symposia (pp. 57-64). Madison, Wisconsin, USA: International Society of the Learning Sciences.
- Bozkir, E., Kasneci, G., Utz, S., & Kasneci, E. (2022). Regressive saccadic eye movements on fake news. 2022 Symposium on Eye Tracking Research and Applications (ETRA '22) (Article 7). Association for Computing Machinery. https://dx.doi.org/10.1145/3517031.3529619
- Bremer, C., & Thillosen, A. (2013). Der deutschsprachige Open Online Course OPCO12. In C. Bremer & D. Krömker (Eds.), E-Learning zwischen Vision und Alltag. Zum Stand der Dinge (pp. 15-27). Münster: Waxmann.
- Brucker, B., Ehrmann, A., & Gerjets, P. (2016). Learning on multi-touch devices: Don't cover texts and touch pictures long enough. In J. Désiron, S. Berney, M. Bétrancourt, & H. Tabbers (Eds.), Proceedings EARLI Special Interest Group Text and Graphics: Learning from Text and Graphics in a World of Diversity (pp. 48-50). Geneva, Switzerland: University of Geneva.
- Brucker, B., Scatturin, L., & Gerjets, P. (2017). Learning on Multi-Touch Devices: The influence of the distance between information in pop-ups and the hands of the users. Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 174-179). Austin, TX: Cognitive Science Society.
- Brucker, B., de Koning, B. B., Ehlis, A.-C., Rosenbaum, D., & Gerjets, P. (2017). Watching Non-Corresponding Gestures Helps Learners with High Visuospatial Ability to Learn about Movements with Dynamic Visualizations: An fNIRS Study. In G. Gunzelmann, A.Howes, T. Tenbrink, & E. J. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 168-173). Austin, TX: Cognitive Science Society.
- Buder, J., Bauer, K., & Hesse, F. W. (2003). Net-based knowledge communication in groups: How technology influences common ground. In F.W. Hesse, & Y. Tamura (Eds.), The Joint Workshop of Cognition and Learning Through Media-Communication for Advanced e-Learning (pp. 36-41). Berlin: Deutsch-Japanisches Zentrum.
- Buder, J., & Bodemer, D. (2007). Supporting controversial CSCL discussions with augmented group awareness tools. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 7th Computer Supported Collaborative Learning Conference (pp. 90-98). New Brunswick: International Society of the Learning Sciences, Inc.
- Buder, J., & Bodemer, D. (2011). Group awareness tools for controversial CSCL discussions: Dissociating rating effects and visualized feedback effetcs. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. I, pp. 358-365). Hong Kong: International Society of the Learning Sciences.
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- Buder, J., Schwind, C., Rudat, A., & Bodemer, D. (2013). Navigating through controversial online discussions: The
influence of visualized ratings. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings (Vol. I, pp. 65-72). Madison, USA: International Society of the Learning Sciences.
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- Bühler, B., Bozkir, E., Deininger, H., Gerjets, P., Trautwein, U., & Kasneci, E. (2024). On task and in sync: Examining the relationship between gaze synchrony and self-reported attention during video lecture learning. Proceedings of the ACM Human-Computer Interaction (8, p. Article 230). https://dx.doi.org/10.1145/3655604
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- Bühler, B., Kasneci, E., Trautwein, U., Gerjets, P., Bozkir, E., & Deininger, H. (2024). Detecting aware and unaware mind wandering during lecture viewing: A multimodal machine learning approach using eye tracking, facial videos and physiological data. Proceedings of the 26th ACM International Conference on Multimodal Interaction (ICMI).
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