Publikationen 2018

Artikel in referierten Zeitschriften

Anderl, C., Steil, R., Hahn, T., Hitzeroth, P., Reif, A., & Windmann, S. (2018). Reduced reciprocal giving in social anxiety – Evidence from the Trust Game. Journal of Behavior Therapy and Experimental Psychiatry, 59, 12-18. https://dx.doi.org/10.1016/j.jbtep.2017.10.005
Artemenko, C., Pixner, S., Moeller, K., & Nuerk, H.-C. (2018). Longitudinal development of subtraction performance in elementary school. British Journal of Developmental Psychology, 36, 188-205. https://dx.doi.org/10.1111/bjdp.12215
Bahnmüller, J., Nürk, H.-C., & Moeller, K. (2018). A Taxonomy Proposal for Types of Interactions of Language and Place-Value Processing in Multi-Digit Numbers. Frontiers in Psychology, 9, Article 1024. https://dx.doi.org/10.3389/fpsyg.2018.01024 Open Access
Bauer, D., & Schwan, S. (2018). Expertise influences meaning-making with renaissance portraits: Evidence from gaze and thinking-aloud. Psychology of Aesthetics, Creativity, and the Arts, 12, 193- 204. https://dx.doi.org/10.1037/aca0000085
Bause, I. M., Brich, I. R., Wesslein, A. K., & Hesse, F. W. (2018). Using technological functions on a multi-touch table and their affordances to counteract biases and foster collaborative problem solving. International Journal of Computer-Supported Collaborative Learning, 13(1), 7-33. https://dx.doi.org/10.1007/s11412-018-9271-4
Becker, D., Grapendorf, J., Greving, H., & Sassenberg, K. (2018). Perceived threat and Internet use predict intentions to get bowel cancer screening (colonoscopy): A longitudinal questionnaire study. Journal of Medical Internet Research, 20 (2):e46. https://dx.doi.org/10.2196/jmir.9144 Open Access
Becker, D., Jostmann, N. B., & Holland, R. W. (2018). Does approach bias modification really work in the eating domain? A commentary on Kakoschke et al. Addictive Behaviors, 77, 293-294. https://dx.doi.org/10.1016/j.addbeh.2017.02.025 Volltext anfordern
Bernecker, K., Job, V., & Hofmann, W. (2018). Experience, resistance, and enactment of desires: Differential relationships with trait measures predicting self-control. Journal of Research in Personality, 76, 92-101. https://dx.doi.org/10.1016/j.jrp.2018.07.007 [Data] Volltext anfordern
Bieck, S. M., Artemenko, C., Moeller, K., & Klein, E. (2018). Low to no effect: application of tRNS during two-digit addition. Frontiers in Human Neuroscience, 12:176. https://dx.doi.org/10.3389/fnins.2018.00176 Open Access
Bloechle, J., Huber, J., Klein, E., Bahnmüller, J., Rennig, J., Moeller, K., & Huber, S. (2018). Spatial arrangement and set size influence the coding of non-symbolic quantities in the intraparietal sulcus. Frontiers in Human Neuroscience, 12:54. https://dx.doi.org/10.3389/fnhum.2018.00054 Open Access
Bloechle, J., Huber, S., Klein, E., Bahnmüller, J., Moeller, K., & Rennig, J. (2018). Neuro-cognitive mechanisms of global Gestalt perception in visual quantification. NeuroImage, 181, 359-369. https://dx.doi.org/10.1016/j.neuroimage.2018.07.026 Volltext anfordern
Blömacher, K., Nöcker, G., & Huff, M. (2018). The role of system description for conditionally automated vehicles. Transportation Research Part F: Traffic Psychology and Behaviour, 54, 159-170. https://dx.doi.org/10.1016/j.trf.2018.01.010
Burmeister, C. P., Moskaliuk, J., & Cress, U. (2018). Ubiquitous working: Do work Versus non-work environments affect decision making and concentration? Frontiers in Psychology, 9, Article 310. https://dx.doi.org/10.3389/fpsyg.2018.00310 Open Access
Burmeister, C. P., Moskaliuk, J., & Cress, U. (2018). Office versus leisure environments: Effects of surroundings on concentration. Journal of Environmental Psychology, 58, 42-51. https://dx.doi.org/10.1016/j.jenvp.2018.07.011
Burmeister, C. P., Moskaliuk, J., & Cress, U. (2018). Have a look around: the effect of physical environments on risk behaviour in work-related versus non-work related decision-making tasks. Ergonomics, 61(11), 1464-1479. https://dx.doi.org/10.1080/00140139.2018.1494308
Cervera-Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2018). Valence-space associations in touchscreen interactions: Valence match between emotional pictures and their vertical touch location leads to pictures positive evaluation. PLOS ONE, 13(7): e0199972. https://dx.doi.org/10.1371/journal.pone.0199972 [Data] Open Access
Cress, U., Stahl, G., Rosé, C. P., Law, N., & Ludvigsen, S. (2018). Forming social systems by coupling minds at different levels of cognition: Design, tools, and research methods. International Journal of Computer-Supported Collaborative Learning, 13, 235-240. https://dx.doi.org/10.1007/s11412-018-9284-z Open Access
Dackermann, T., Kroemer, L., Nuerk, H.-C., Moeller, K., & Huber, S. (2018). Influences of presentation format and task instruction on children's number line estimation. Cognitive Development, 47, 53-62. https://dx.doi.org/10.1016/j.cogdev.2018.03.001
Domahidi, E., Breuer, J., Kowert, R., Festl, R., & Quandt, T. (2018). A longitudinal analysis of gaming- and non-gaming-related friendships and social support among social online game players. Media Psychology, 21(2), 288-307. https://dx.doi.org/10.1080/15213269.2016.1257393
Eggeling, M., Bientzle, M., Shiozawa, T., Cress, U., & Kimmerle, J. (2018). The impact of visualization format and navigational options on laypeople’s perception and preference of surgery information videos: Randomized controlled trial and online survey. Journal of Participatory Medicine, 10, e12338. https://dx.doi.org/10.2196/12338 Open Access
Fischer, U., Huber, S., Fischer, M. H., & Moeller, K. (2018). The influence of number magnitude on continuous swiping movements. Journal of Numerical Cognition, 4:135. https://dx.doi.org/10.5964/jnc.v4i2.135 Open Access
Fischer, U., Huber, S., Nuerk, H.-C., Cress, U., & Moeller, K. (2018). Spatial Presentations, but not Response Formats Influence Spatial-Numerical Associations in Adults. Frontiers in Psychology, 9, Article 2608. https://dx.doi.org/10.3389/fpsyg.2018.02608 Open Access
Flemming, D., Cress, U., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2018). Emotionalization in science communication: The impact of narratives and visual representations on knowledge gain and risk perception. Frontiers in Communication, 3(3). https://dx.doi.org/10.3389/fcomm.2018.00003 Open Access
Gangl, M., Moll, K., Banfi, C., Huber, S., Schulte-Koerne, G., & Landerl, K. (2018). Reading strategies of good and poor readers of German with different spelling abilities. Journal of Experimental Child Psychology, 174, 150-169. https://dx.doi.org/10.1016/j.jecp.2018.05.012 Open Access
Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W. (2018). Advancing the Science of Collaborative Problem Solving. Psychological Science in the Public Interest, 19(2), 59-92. https://dx.doi.org/10.1177/1529100618808244 Open Access
Greving, H., Oeberst, A., Kimmerle, J., & Cress, U. (2018). Emotional content in Wikipedia articles on negative man-made and nature-made events. Journal of Language and Social Psychology, 37, 267-287. https://dx.doi.org/10.1177/0261927X17717568
Greving, H., & Sassenberg, K. (2018). Threatened individuals prefer positive information during Internet search: An experimental laboratory study. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 12(1), Article 6. https://dx.doi.org/10.5817/CP2018-1-6 Open Access
Hautala, J., Kiili, C., Kammerer, Y., Loberg, O., Hokkanen, S., & Leppänen, P. H. T. (2018). Sixth graders’ evaluation strategies when reading Internet search results: An eye tracking study. Behaviour & Information Technology, 38(8), 761-773. https://dx.doi.org/10.1080/0144929X.2018.1477992
Hirsch, S., Lambert, K., Coppens, K., & Moeller, K. (2018). Basic numerical competences in large-scale assessment data: Structure and long-term relevance. Journal of Experimental Child Psychology, 167, 32-48. https://dx.doi.org/10.1016/j.jecp.2017.09.015
Hirsch, S., Lambert, K., Koppens, K., & Moeller, K. (2018). Basic numerical competences in large-scale assessment data: Structure and long-term relevance. Journal of Experimental Child Psychology, 167, 32-48. Volltext anfordern
Holtz, P., Fetahu, B., & Kimmerle, J. (2018). Effects of contributor experience on the quality of health-related Wikipedia articles. Journal of Medical Internet Research, 20:e171. https://dx.doi.org/10.2196/jmir.9683 [Data] Open Access
Holtz, P., Kimmerle, J., & Cress, U. (2018). Using big data techniques for measuring productive friction in mass collaboration online environments. International Journal of Computer-Supported Collaborative Learning, 13, 439-456. https://dx.doi.org/10.1007/s11412-018-9285-y Open Access
Holz, H., Brandelik, K., Beuttler, B., Brandelik, J., & Ninaus, M. (2018). How to train your syllable stress awareness – A digital game-based intervention for German dyslexic children. International Journal of Serious Games, 5(3), 37-59. https://dx.doi.org/10.17083/ijsg.v5i3.242 Open Access
Huff, M., Maurer, A. E., Brich, I., Pagenkopf, A., Wickelmaier, F., & Papenmeier, F. (2018). Construction and updating of event models in auditory event processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 307-320. https://dx.doi.org/10.1037/xlm0000482
Huff, M., Maurer, A. E., & Merkt, M. (2018). Producing gestures establishes a motor context for procedural learning tasks. Learning and Instruction, 58, 245-254. https://dx.doi.org/10.1016/j.learninstruc.2018.07.008
Ildirar, S., Levin, D., Schwan, S., & Smith, T. (2018). Audio Facilitates the Perception of Cinematic Continuity by First-time Viewers. Perception, 47(3), 276-295. https://dx.doi.org/10.1177/0301006617745782
Kammerer, Y., Brand-Gruwel, S., & Jarodzka, H. M. (2018). The future of learning by searching the Web: mobile, social, and multimodal. Frontline Learning Research, 6, 81-91. https://dx.doi.org/10.14786/flr.v6i2.343 Open Access
Kaufmann, L., Huber, S., Mayer, D., Moeller, K., & Marksteiner, J. (2018). The CERAD neuropsychological assessment battery is sensitive to alcohol-related cognitive deficiencies in elderly patients: A retrospective matched case-control study. Journal of the International Neuropsychological Society, 24, 360-371. https://dx.doi.org/10.1017/S1355617717001072
Kiili, K., Moeller, K., & Ninaus, M. (2018). Evaluating the effectiveness of a game-based rational number training - In-game metrics as learning indicators. Computers & Education, 120, 13-28. https://dx.doi.org/10.1016/j.compedu.2018.01.012 Open Access
Kiili, K., Ojansuu, K., Lindstedt, A., & Ninaus, M. (2018). Exploring the Educational Potential of a Game-Based Math Competition. International Journal of Game-Based Learning, 8(2), 14-28. https://dx.doi.org/10.4018/IJGBL.2018040102
Kim, S., & Utz, S. (2018). Association of Health Literacy with Health Information-Seeking Preference in Older Adults: A Correlational Descriptive Study. Nursing and Health Sciences, 20, 355-60. https://dx.doi.org/10.1111/nhs.12413
Klein, E., Moeller, K., Huber, S., Willmes, K., Kiechl-Kohlendorfer, U., & Kaufmann, L. (2018). Gestational age modulates neural correlates of intentional, but not automatic number magnitude processing in children born preterm. International Journal of Developmental Neuroscience, 65, 38-44. https://dx.doi.org/10.1016/j.ijdevneu.2017.10.004 Volltext anfordern
Kopp, T., Riekert, M., & Utz, S. (2018). When cognitive fit outweighs cognitive load: Redundant data labels in charts increase accuracy and speed of information extraction. Computers in Human Behavior, 86, 367-376. https://dx.doi.org/10.1016/j.chb.2018.04.037
Kozlov, M. D., Buder, J., & Thiemann, D. (2018). Can knowledge awareness tools help seek learning partners with complementary knowledge? IEEE Transactions on Learning Technologies, 11, 334-341. https://dx.doi.org/10.1109/TLT.2017.2740173
Krumpe, T., Scharinger, C., Rosenstiel, W., Gerjets, P., & Spüler, M. (2018). Unity and diversity in working memory load: Evidence for the separability of the executive functions updating and inhibition using machine learning. Biological Psychology, 139, 163-172. https://dx.doi.org/10.1016/j.biopsycho.2018.09.008
Lachmair, M., Ruiz Fernández, S., & Gerjets, P. (2018). Does Grammatical Number influence the semantic priming between number cues and words related to vertical space? An investigation using Virtual Reality. Frontiers in Psychology, 9, Article 573. https://dx.doi.org/10.3389/fpsyg.2018.00573 Open Access
Lachmair, M., Ruiz Fernández, S., Moeller, K., Nürk, H.-C., & Kaup, B. (2018). Magnitude or multitude - What counts? Frontiers in Psychology, 9, Article 522. https://dx.doi.org/10.3389/fpsyg.2018.00522 Open Access
Lachner, A., Backfisch, I., & Nückles, M. (2018). Does the accuracy matter? Accurate concept map feedback helps students improve the cohesion of their explanations. Educational Technology Research and Development, 66, 1051-1067. https://dx.doi.org/10.1007/s11423-018-9571-4
Lachner, A., Ly, K., & Nückles, M. (2018). Providing written or oral explanations? Differential effects of the modality of explaining on students’ conceptual learning and transfer. Journal of Experimental Education, 86, 344-361. https://dx.doi.org/10.1080/00220973.2017.1363691
Lachner, A., & Schurer, T. (2018). Effects of the specificity and the format of external representations on students’ revisions of fictitious others’ texts. Journal of Writing Research, 9, 333-351. https://dx.doi.org/10.17239/jowr-2018.09.03.04
Law, N., Rose, C. P., Cress, U., & Ludvigsen, S. (2018). Different technologies, methodologies and epistemologies - is CSCL a community or communities? International Journal of Computer-Supported Collaborative Learning, 13, 131-136. https://dx.doi.org/10.1007/s11412-018-9280-3
Lin, R., Van de Ven, N., & Utz, S. (2018). What triggers envy on Social Network Sites? A comparison between shared experiential and material purchases. Computers in Human Behavior, 85, 271-281. https://dx.doi.org/10.1016/j.chb.2018.03.049 Open Access
Ludvigsen, S., Cress, U., Law, N., Stahl, G., & Rosé, C. P. (2018). Multiple forms of regulation and coordination across levels in educational settings. International Journal of Computer-Supported Collaborative Learning, 13(1), 1-6. https://dx.doi.org/10.1007/s11412-018-9274-1
Ludvigsen, S., Cress, U., Rosé, C. P., Law, N., & Stahl, G. (2018). Developing understanding beyond the given knowledge and new methodologies for analyses in CSCL. International Journal of Computer-Supported Collaborative Learning, 13, 359-364. https://dx.doi.org/10.1007/s11412-018-9291-0 Open Access
Merkt, M., Ballmann, A., Felfeli, J., & Schwan, S. (2018). Pauses in educational videos: Testing the transience explanation against the structuring explanation. Computers in Human Behavior, 89, 399-410. https://dx.doi.org/10.1016/j.chb.2018.01.013
Meyerhoff, H. S., Merz, S., & Frings, C. (2018). Tactile stimulation disambiguates the perception of visual motion paths. Psychonomic Bulletin & Review, 25, 2231-2237. https://dx.doi.org/10.3758/s13423-018-1467-0 [Data]
Meyerhoff, H. S., & Scholl, B. J. (2018). Auditory-induced bouncing is a perceptual (rather than a cognitive) phenomenon: Evidence from illusory crescents. Cognition, 170, 88-94. https://dx.doi.org/10.1016/j.cognition/2017.08.007
Meyerhoff, H. S., Schwan, S., & Huff, M. (2018). Oculomotion Mediates Attentional Guidance Toward Temporarily Close Objects. Visual Cognition, 26, 166-178. https://dx.doi.org/10.1080/13506285.2017.1399950 Volltext anfordern
Meyerhoff, H. S., & Suzuki, S. (2018). Beep, be-, or –ep: The impact of auditory transients on perceived bouncing/streaming. Journal of Experimental Psychology: Human Perception and Performance, 44(12), 1995-2004. https://dx.doi.org/10.1037/xhp0000585 [Data] Volltext anfordern
Mock, J., Huber, S., Bloechle, J., Dietrich, J. F., Bahnmüller, J., Rennig, J., Klein, E., & Moeller, K. (2018). Magnitude processing of symbolic and non-symbolic proportions: an fMRI study. Behavioral and Brain Functions, 14:9. https://dx.doi.org/10.1186/s12993-018-0141-z Open Access
Moritz, J., Meyerhoff, H. S., Meyer-Dernbecher, C., & Schwan, S. (2018). Representation control increases task efficiency in complex graphical representations. PLOS ONE, 13(4):e0196420. https://dx.doi.org/10.1371/journal.pone.0196420 [Data] Open Access
Moritz, J., Novak, M., & Schwan, S. (2018). Digitalisierung am Berg - Ersetzen digitale Angebote traditionelle Wanderkarten? KN - Journal of Cartography and Geographic Information, 68(3), 134-140. Volltext anfordern
Moskaliuk, J., & Matschke, C. (2018). Impact of information incongruity and authors group membership on assimilation and accommodation. Journal of Computer Assisted Learning, 34, 204-210. https://dx.doi.org/10.1111/jcal.12235
Oeberst, A., von der Beck, I., Back, M., Cress, U., & Nestler, S. (2018). Biases in the production and reception of collective knowledge: The case of hindsight bias in Wikipedia. Psychological Research, 82, 1010-1026. https://dx.doi.org/10.1007/s00426-017-0865-7
Pixner, S., Dresen, V., & Moeller, K. (2018). Differential development of children’s understanding of the cardinality of small numbers and zero. Frontiers in Psychology, 9, Article 1636. https://dx.doi.org/10.3389/fpsyg.2018.01636 Open Access
Putra, I. E., Holtz, P., Pitaloka, A., Kronberger, N., & Arbiyah, N. (2018). Positive Essentialization Reduces Prejudice: Reminding Participants of a Positive Human Nature Alleviates the Stigma of Indonesian Communist Party (PKI) Descent. Journal of Social and Political Psychology, 6(2), 291-314. https://dx.doi.org/10.5964/jspp.v6i2.794 Open Access
Putra, I. E., Holtz, P., & Rufaidah, A. (2018). Who is to blame, the victims or the perpetrators? A study to understand a series of violence targeting the accused heretic group Ahmadiyya. Psychology of Religion and Spirituality, 10(2), 166-173. https://dx.doi.org/10.1037/rel0000186
Ribner, A., Moeller, K., Willoughby, M., & Blair, C. (2018). Cognitive abilities and mathematical competencies at school entry. Mind, Brain, and Education, 12, 175-185. https://dx.doi.org/10.1111/mbe.12160
Ribner, A., Moeller, K., Willoughby, M., Blair, C., & the Family Life Project Key Investigators (2018). Cognitive abilities and mathematical competencies at school entry. Mind, Brain, and Education, 12, 175-185. Volltext anfordern
Richter, J., Scheiter, K., & Eitel, A. (2018). Signaling text–picture relations in multimedia learning: The influence of prior knowledge. Journal of Educational Psychology, 110, 544-560. https://dx.doi.org/10.1037/edu0000220 Volltext anfordern
Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & Van Gog, T. (2018). Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions. Journal of Computer Assisted Learning, 34, 458-470. https://dx.doi.org/10.1111/jcal.12287 Open Access
Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & Van Gog, T. (2018). The effect of layout and pacing on learning from diagrams with unnecessary text. Applied Cognitive Psychology, 32, 610-621. https://dx.doi.org/10.1002/acp.3445 Open Access
Sassenrath, C., Greving, H., & Sassenberg, K. (2018). Are you concerned? Patient testimonials in medical communication affect healthy recipients' emotions and memory. Frontiers in Communication, 3:18. https://dx.doi.org/10.3389/fcomm.2018.00018 Open Access
Scharinger, C. (2018). Fixation-related EEG frequency band power analysis: A promising methodology for studying instructional design effects of multimedia learning material. Frontline Learning Research, 6(3), 57-71.
Scheiter, K., Schubert, C., & Schüler, A. (2018). Self-regulated learning from illustrated text: Eye Movement Modeling to support use and regulation of cognitive processes during learning from multimedia. British Journal of Educational Psychology, 88, 80-94. https://dx.doi.org/10.1111/bjep.12175 Volltext anfordern
Scholl, A., Sassenberg, K., Ellemers, N., Scheepers, D., & de Wit, F. (2018). Highly identified power-holders feel responsible: The interplay between social identification and social power within groups. British Journal of Social Psychology, 57, 112-129. https://dx.doi.org/10.1111/bjso.12225 Volltext anfordern
Scholl, A., de Wit, F., Ellemers, N., Fetterman, A. K., Sassenberg, K., & Scheepers, D. (2018). The burden of power: Construing power as responsibility (rather than as opportunity) alters threat-challenge responses. Personality and Social Psychology Bulletin, 44(7), 1024-1038. https://dx.doi.org/10.1177/0146167218757452 Volltext anfordern
Schwan, S., Dutz, S., & Dreger, F. (2018). Multimedia in the Wild: Testing the Validity of Multimedia Learning Principles in an Art Exhibition. Learning and Instruction, 55, 148-157. https://dx.doi.org/10.1016/j.learninstruc.2017.10.004
Sebastian, K., Ghose, T., & Huff, M. (2018). Repeating virtual assembly training facilitates memory for coarse but not fine assembly steps. Journal of Computer Assisted Learning, 34(6), 787-798. https://dx.doi.org/10.1111/jcal.12285
Suhlmann, M., Sassenberg, K., Nagengast, B., & Trautwein, U. (2018). Belonging mediates effects of student-university fit on well-being, motivation, and dropout intention. Social Psychology, 49, 16-28. https://dx.doi.org/10.1027/1864-9335/a000325 Volltext anfordern
Trafimow, D., Amrhein, V., Areshenkoff, C. N., Barrera-Causil, C. J., Beh, E. J., Bilgiç, Y. K., Bono, R., Bradley, M. T., Briggs, W. M., Cepeda-Freyre, H. A., Chaigneau, S. E., Ciocca, D. R., Correa, J. C., Cousineau, D., de Boer, M. R., Dhar, S. S., Dolgov, I., Gómez-Benito, J., Grendar, M., Grice, J. W., Guerrero-Gimenez, M. E., Gutiérrez, A., Huedo-Medina, T. B., Jaffe, K., Janyan, A., Karimnezhad, A., Korner-Nievergelt, F., Kosugi, K., Lachmair, M., Ledesma, R. D., Limongi, R., Liuzza, M. T., Lombardo, R., Marks, M. J., Meinlschmidt, G., Nalborczyk, L., Nguyen, H. T., Ospina, R., Perezgonzalez, J. D., Pfister, R., Rahona, J. J., Rodríguez-Medina, D. A., Romão, X., Ruiz-Fernández, S., Suarez, I., Tegethoff, M., Tejo, M., van de Schoot, R., Vankov, I. I., Velasco-Forero, S., Wang, T., Yamada, Y., Zoppino, F. C. M., & Marmolejo-Ramos, F. (2018). Manipulating the Alpha Level Cannot Cure Significance Testing. Frontiers in Psychology, 9, Article 699. https://dx.doi.org/10.3389/fpsyg.2018.00699 Open Access
Tsarava, K., Moeller, K., & Ninaus, M. (2018). Training Computational Thinking through board games: The case of Crabs & Turtles. International Journal of Serious Games, 5(2), 25-44. https://dx.doi.org/10.17083/ijsg.v5i2.248 Open Access
Utz, S., & Maaß, C. H. (2018). Understanding the relationship between Facebook use and adaptation to financial hardship: evidence from a longitudinal panel study. Computers in Human Behavior, 89, 221-229. https://dx.doi.org/10.1016/j.chb.2018.08.021 Open Access
Utz, S., & Muscanell, N. L. (2018). Your Co-author Received 150 Citations: Pride, but Not Envy, Mediates the Effect of System-Generated Achievement Messages on Motivation. Frontiers in Psychology, 9, Article 628. https://dx.doi.org/10.3389/fpsyg.2018.00628 Open Access
Van 'T Noordende, J., Volman, M. J. M., Leseman, P. P. M., Moeller, K., Dackermann, T., & Kroesbergen, E. (2018). The use of local and global ordering strategies in number line estimation in early childhood. Frontiers in Psychology, 9, Article 1562. https://dx.doi.org/10.3389/fpsyg.2018.01562 Open Access
Wille, E., Gaspard, H., Trautwein, U., Oschatz, K., Scheiter, K., & Nagengast, B. (2018). Gender stereotypes in a children's television program: Effects on girls' and boys' stereotype endorsement, math performance, motivational dispositions, and attitudes. Frontiers in Psychology, 9, Article 2435. https://dx.doi.org/10.3389/fpsyg.2018.02435 Open Access
Woltin, K.-A., Sassenberg, K., & Albayrak, N. (2018). Regulatory focus, coping strategies and symptoms of anxiety and depression: A comparison between Syrian refugees in Turkey and Germany. PLOS ONE, 13(10): e0206522. https://dx.doi.org/10.1371/journal.pone.0206522 [Data] Open Access
de Vreeze, J., Matschke, C., & Cress, U. (2018). Neither fish nor fowl: A perceived mismatch in norms and values between oneself, other students, and people back home undermines adaptation to university. British Journal of Social Psychology, 57, 684-702. https://dx.doi.org/10.1111/bjso.12253

Tagungsbände

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
Castner, N., Kasneci, E., Kübler, T., Scheiter, K., Richter, J., Eder, T., Hüttig, F., & Keutel, C. (2018). Scanpath comparison in medical image reading skills of dental students: distinguishing stages of expertise development. Proceedings of the 2018 ACM Symposium on Eye Tracking Research & Applications (pp. 39-48). New York: ACM. https://dx.doi.org/10.1145/3204493.3204550
Castner, N., Klepper, S., Kopnarski, L., Hüttig, F., Keutel, C., Scheiter, K., Richter, J., Eder, T., & Kasneci, E. (2018). Overlooking: the nature of gaze behavior and anomaly detection in expert dentists. Proceedings of the Workshop on Modeling Cognitive Processes from Multimodal Data (MCPMD '18) (Article No. 8). New York: ACM. https://dx.doi.org/10.1145/3279810.3279845
Dietze, S., d'Aquin, M., Gasevic, D., Herder, E., & Kimmerle, J. (Eds.). (2018). Proceedings of the 7th International Workshop on Learning and Education with Web Data (#LILE2018) in conjunction with the 10th ACM Conference on Web Science (WebSci18). Amsterdam, The Netherlands: Association for Computing Machinery.
Gadiraju, U., Yu, R., Dietze, S., & Holtz, P. (2018). Analyzing knowledge gain of users in informational search sessions on the web. In C. Shah & N. J. Belkin (Eds.), Proceedings of the 2018 Conference on Human Information Interaction & Retrieval CHIIIR (pp. 2-11). New Brunswick, NJ: ACM.
Hafer, J., Bremer, C., Himpsl-Gutermann, K., Köhler, T., Thillosen, A., & Vanvinkenroye, J. (2018). E-Learning. Ein Nachruf. In B. Getto, P. Hintze, & M. Kerres (Eds.), Digitalisierung und Hochschulentwicklung. Proceedings zur 26. Tagung der Gesellschaft für Medien in der Wissenschaft e.V. (pp. 26-35). Münster: Waxmann.
Holz, H., Beuttler, B., & Ninaus, M. (2018). Design Rationales and Evaluation of Game Elements of a Mobile Intervention for German Dyslexic Primary School Children. CHI PLAY ’18 Extended Abstracts (pp. 205-219). New York, NY, USA: ACM Press. https://dx.doi.org/10.1145/3270316.3272053
Holz, H., Meurers, D., Ninaus, M., & Kirsch, A. (2018). Validity and Player Experience of a Mobile Game for German Dyslexic. CHI PLAY ’18 Extended Abstracts (pp. 469-478). New York, NY, USA: ACM Press. https://dx.doi.org/10.1145/3270316.3271523
Hoppe, A., Holtz, P., Kammerer, Y., Yu, R., Dietze, S., & Ewerth, R. (2018). Current Challenges for Studying Search as Learning Processes. In S. Dietze, M. D’Aquin, D. Gasevic, E. Herder, & J. Kimmerle (Eds.), Proceedings of the 7th Workshop on Learning & Education with Web Data (LILE2018) in conjunction with ACM Web Science 2018 (WebSci18) (pp. 19-22). Amsterdam: VU.
Kehrer, M. (2018). Erfolgsfaktoren und Hindernisse bei der Umsetzung innovativer Digitalisierungsprojekte – Eine Interviewstudie an Hochschulen in Baden-Württemberg. In B. Getto, P. Hintze, & M. Kerres (Eds.), Digitalisierung und Hochschulentwicklung. Proceedings zur 26. Tagung der Gesellschaft für Medien in der Wissenschaft e.V. mit elearn.nrw (pp. 235-243). Münster: Waxmann.
Kiili, K., Lindstedt, A., & Ninaus, M. (2018). Exploring characteristics of students’ emotions, flow and motivation in a math game competition. In J. Koivisto & J. Hamari (Eds.), Proceedings of the 2nd International GamiFIN Conference (pp. 20-29). Pori: CEUR Workshop Proceedings.
Leifheit, L., Jabs, J., Ninaus, M., Moeller, K., & Ostermann, K. (2018). Programming Unplugged: An Evaluation of Game-Based Methods for Teaching Computational Thinking in Primary School. Proceedings of the 12th European Conference on Game Based Learning (pp. 344-353). Reading, UK: Academic Conferences and Publishing International Limited.
Mock, P., Tibus, M., Ehlis, A.-C., Baayen, H., & Gerjets, P. (2018). Predicting ADHD risk from touch interaction data. Proceedings of the 20th ACM International Conference on Multimodal Interaction (pp. 446-454). New York, NY, USA: ACM. https://dx.doi.org/10.1145/3242969.3242986
Polgar, S., Mychajliw, C., Wortha, F., Ninaus, M., & Holz, H. (2018). Towards the development of a tablet-based screening for cognitive symptoms of neuropsychiatric disorders. Proceedings of the 20th International Conference on Human-Computer Interaction with Mobile Devices and Services Adjunct (pp. 253-260). New York, NY, USA: ACM.
Pontual Falcão, T., Dackermann, T., Schüler, M., Ulrich, C., Klemke, A., & Moeller, K. (2018). Tangible Tens: Evaluating a Training of Basic Numerical Competencies with an Interactive Tabletop. Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (paper 551). New York: ACM:. https://dx.doi.org/10.1145/3173574.3174125
Stieff, M., Scheiter, K., Ainsworth, S., Bohrmann-Linde, C., & Schall, M. (2018). Drawing for learning from dynamic visualizations in science. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count. Proceedings of the 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 2, pp. 937-940). London, UK: International Society of the Learning Sciences.
Sümer, Ö., Goldberg, P., Stürmer, K., Seidel, T., Gerjets, P., Trautwein, U., & Kasneci, E. (2018). Teachers' perception in the classroom. Proceedings of the IEEE Conference on Computer Vision and Pattern Recognition (CVPR) Workshops (pp. 2315-2324).
Yenikent, S., Buttliere, B., Fetahu, B., & Kimmerle, J. (2018). Wikipedia article measures in relation to content characteristics of lead sections. In S. Dietze, M. d'Aquin, D. Gasevic, E. Herder, & J. Kimmerle (Eds.), 7th International Workshop on Learning and Education with Web Data (#LILE2018) in conjunction with the 10th ACM Conference on Web Science (WebSci18) (pp. 5-8). Amsterdam, The Netherlands: Association for Computing Machinery.
Yenikent, S., Holtz, P., Thalmann, S., d'Aquin, M., & Kimmerle, J. (2018). Evaluating the AFEL learning tools: Didactalia users’ experiences with personalized recommendations and interactive visualizations. 13th European Conference on Technology Enhanced Learning (Paper 3). Heidelberg, Dordrecht, London, New York: Springer.
Yu, R., Gadiraju, U., Holtz, P., Rokicki, M., Kemkes, P., & Dietze, S. (2018). Predicting User Knowledge Gain in Informational Search Sessions. In K. Collins-Thompson & Q. Mei (Eds.), Proceedings of SIGIR '18: The 41st International ACM SIGIR Conference on Research & Development in Information Retrieval (pp. 75-84). New York: ACM. https://dx.doi.org/10.1145/3209978.3210064

Bücher

Arnold, P., Kilian, K., Thillosen, A., & Zimmer, G. (2018). Handbuch E-Learning: Lehren und Lernen mit digitalen Medien. Bielefeld: Bertelsmann.
Scheiter, K., & Riecke-Baulecke, T. (Eds.). (2018). Schule 4.0 - Zukunftstrends, Rahmenbedingungen, Praxisbeispiele. Schulmanagement-Handbuch 165. München: Oldenbourg.

Buchbeiträge

Braun, M., von Pape, T., Wolfers, L. N., Teutsch, D., & Trepte, S. (2018). Perspektiven und Trends der Privatheit. In M. Friedewald (Ed.), Privatheit und selbstbestimmtes Leben in der digitalen Welt: Interdisziplinäre Perspektiven auf aktuelle Herausforderungen des Datenschutzes (pp. 221-250). Wiesbaden: Springer. https://dx.doi.org/10.1007/978-3-658-21384-8_7
Cress, U., & Kimmerle, J. (2018). Collective knowledge construction. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 137-146). New York, NY: Routledge.
Kober, S. E., Ninaus, M., Friedrich, E. V. C., & Scherer, R. (2018). BCI and Games: Playful, Experience-Oriented Learning by Vivid Feedback? . In C. S. Nam, A. Nijholt, & F. Lotte (Eds.), Brain–Computer Interfaces Handbook: Technological and Theoretical Advances (pp. 209-234). Boca Raton: CRC Press - Taylor & Francis Group.
Matschke, C. (2018). Dekategorisierung in der Inklusionspädagogik aus sozialpsychologischer Sicht. In O. Musenberg, J. Riegert, & T. Sansour (Eds.), Pädagogische Differenzen: Band 1. Dekategorisierung in der Pädagogik - notwendig und riskant? (pp. 132-141). Bad Heilbrunn: Klinkhardt.
Merkt, M., & Huff, M. (2018). Digitale Medien in der frühen Bildung (Kindertagesstätten und Kindergärten).. In J. Stromer (Ed.), Psychologie-Wissen für Fachkräfte in Kita, Krippe und Hort. (pp. 333-339). Bern: Hogrefe.
Moskaliuk, J., & Cress, U. (2018). Zukunftstrends Technologie: Vom Web 1.0 zum Web 4.0. In K. Scheiter & T. Riecke-Baulecke (Eds.), Schulmanagement-Handbuch 165: Schule 4.0 – Rahmenbedingungen (pp. 8-22). München: Oldenburg.
Oeberst, A., de Vreeze, J., & Cress, U. (2018). The norm of neutrality in collaborative knowledge construction: A comparison between Wikipedia and the extreme right-wing Metapedia. In O. Zlatkin-Troitschanskaia, G. Wittum, & A. Dengel (Eds.), Positive Learning in the Age of Information (PLATO) – A blessing or a curse? (pp. 209-219). Wiesbaden: Springer.
Salmerón, L., Kammerer, Y., & Delgado, P. (2018). Non-academic multiple source use in the Internet. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), Handbook of multiple source use (pp. 285-302). New York: Routledge.
Salmerón, L., Strømsø, H. I., Kammerer, Y., Stadtler, M., & van den Broek, P. (2018). Comprehension processes in digital reading. In M. Barzillai, J. Thomson, S. Schroeder, & P.W. van den Broek (Eds.), Learning to read in a digital world (pp. 91-120). Amsterdam: John Benjamins Publishing.
Scheiter, K., Richter, J., & Renkl, A. (2018). Multimediales Lernen: Lehren und Lernen mit Texten und Bildern. In H. Niegemann & A. Weinberger (Eds.), Lernen mit Bildungstechnologien Berlin, Heidelberg: Springer. https://dx.doi.org/10.1007/978-3-662-54373-3_4-1
Thillosen, A. (2018). Schriftlichkeit und Digitalisierung: Indikatoren für Veränderungen an Hochschulen. In A. Weich, J. Othmer, & K. Zickwolf (Eds.), Medien, Bildung und Wissen in der Hochschule (pp. 195-211). Wiesbaden: Springer VS.
Utz, S. (2018). Die Rolle sozialer Medien im Sport – eine Einführung. [The role of social media in sports – an introduction]. In C. G. Grimmer (Ed.), Sportkommunikation in digitalen Medien. Vielfalt, Inszenierung, Professionalisierung. [Sport communication in digital media. Variety, staging, professionalization] (pp. 3-17). Wiesbaden: Springer.

Magazinbeiträge

Bientzle, M., Kimmerle, J., Hirt, B., & Shiozawa, T. (2018). Einer operiert und Tausende schauen zu. physiopraxis, 4(18), 46.
Bientzle, M., Kimmerle, J., Hirt, B., & Shiozawa, T. (2018). OPs mit tausenden von Zuschauern. ergopraxis, 11, 46.
Bientzle, M., Lechner, C., & Kimmerle, J. (2018). Physiotherapieausbildung 3.0 - Online Peer Tutoring in der fachpraktischen Ausbildung: Umsetzung und Ergebnisse. pt_Zeitschrift für Physiotherapeuten, 70(3), 95-99.
Cress, U., Diethelm, I., Eickelmann, B., Köller, O., Nickolaus, R., Anand Pant, H., & Reiss, K. (2018). Schule in der digitalen Transformation - Perspektiven der Bildungswissenschaften (acatech Diskussion). Deutsche Akademie der Technikwissenschaften (acatech).
Cress, U., & Renner, B. (2018). Neue Metaphern für das Lernen - Was digitale Medien in der Schule alles leisten und verändern können. Fünftes Sankelmarker Gespräch: „Digitalisierung der Welt. Herausforderungen für Schule und Lehrerbildung”. ZBV, Zeitschrift für Bildungsverwaltung, 2, 49-57.
Fischer, U., Roesch, S., & Stoeger, H. (2018). Mit geschickten Händen besser rechnen - Die Relevanz der Feinmotorik für die Entwicklung mathematischer Fertigkeiten. begabt & exzellent - Zeitschrift für Begabtenförderung und Begabungsforschung, 46(2), 8-12.
Hesse, F. W. (2018). Bildungspotenziale in Zeiten digitalen Wandels. DIPF informiert, 26, 19-21.
Hesse, F. W., Hunger, A., Kayser, K. H., Köhler, J., Pethe, D., Post, P., Salander, C., Schwarz, B., & Speidel, W. (2018). Die Zukunft der Ingenieurwissenschaften. VDI nachrichten, 33/34, Kapitel 4.
Irion, T., & Scheiter, K. (2018). Didaktische Potenziale digitaler Medien für den Grundschulunterricht. Der Einsatz digitaler Technologien aus grundschuldidaktischer und mediendidaktischer Sicht. Grundschule aktuell, 142, 8-11.
Kehrer, M. (2018). Digitalisierung als Megatrend – ein Konferenzbericht zur Campus Innovation 2017. Universitätskolleg-Schriften, 23, 15-19.
Lechner, C., Bientzle, M., & Kimmerle, J. (2018). Physiotherapieausbildung 3.0 - Online Peer Tutoring in der fachpraktischen Ausbildung: Ausgangssituation und didaktisches Konzept. pt_Zeitschrift für Physiotherapeuten, 70(2), 87-90.
Ninaus, M., Moeller, K., Pinkwart, N., & Fortenbacher, A. (2018). LISA - ein mobiler, sensorbasierter Lernbegleiter für adaptives Lernen. HR Performances, 6, 34-36.
Sassenberg, K. (2018). Interview zum Thema „Macht Print den Unterschied?“. Deutschlandradio.
Sassenberg, K. (2018). Interview zum Thema „Macht Print den Unterschied?“. Deutschlandradio.
Schiefner-Rohs, M., & Autorinnen- und Autorengruppe (2018). Lehrerbildung für die digitale Zukunft. Synergie. Fachmagazin für Digitalisierung in der Lehre, 6, 48-55.
Scholl, A. (2018). Macht - Verantwortung oder Gelegenheit? Sonderheft zum Schwerpunkt Macht und Ohnmacht. Wirtschaftspsychologie aktuell, 2, 36-42.

Konferenzbeiträge

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., 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]
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]
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]
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., 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., 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., 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]
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., 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]
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., 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., 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., 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]
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., & 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]
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.-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., & 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, 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., & 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., & Sassenberg, K. (2018, September). Conflict mindset and (self-control) decision making. 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., & 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? 11th Annual Meeting of the Society for the Science of Motivation (SSM). San Francisco, USA. [Poster]
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]
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., 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]
Bientzle, M. (2018, Juni). Nutzung der Onlineplattform mahara in der Physiotherapie Ausbildung. Eingeladener Vortrag am ulmkolleg. Ulm. [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]
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]
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]
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]
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., Moskaliuk, J., & Cress, U. (2018, September). Work versus leisure environments: Effects of surroundings on concentration. 51. Kongress der Deutschen Gesellschaft für Psychologie. Frankfurt. [Talk]
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]
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]
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., 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]
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]
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]
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]
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. (2018, November). Learning Needs Heterogeneity & Irritation. Artificial Intelligence – International Research and Applications: 1st Japanese-German-French DWIH Symposium. Tokio, Japan. [Talk]
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., & Kimmerle, J. (2018, Januar). Wie gut verstehen Laien die Fragilität wissenschaftlicher Inhalte? Interdisziplinärer Workshop „Missverstehen“. Universität Stuttgart. [Vortrag]
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]
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]
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., & 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. (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]
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]
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, 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, 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., 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. (2018, June). Supporting shared decision making: What do patients need? Leibniz PhD Network Conference on Interdisciplinarity. Magdeburg. [Poster]
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). Adolescents' social competencies in digitalized worlds. European Communication Research Association Conference. Lugano, Switzerland. [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., 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. (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]
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., & 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]
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]
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]
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]
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. (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., 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]
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., 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]
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]
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]
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., & 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., 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]
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]
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]
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]
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]
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. (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). Die Architektur von Lernräumen. Eingeladener Vortrag auf der Tagung "Teaching Trends 2018", ELAN e.V. TU Braunschweig. [Vortrag]
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, 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, 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, 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, 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., & 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]
Hirt, B., & Kimmerle, J. (2018, Januar). Gemeinsam online Lernen in unterschiedlichen medizinischen Berufen - das Projekt OpenTeach. LEARNTEC 2018. Karlsruhe. [Vortrag]
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. (2018, Oktober). tabletBW trifft Wissenschaft – ein Schulversuch zum Einsatz von Tablets im Unterricht. LEAD Tag der Wissenschaft. Tübingen. [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]
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., 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., & 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]
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]
Irle, G., Kümmel, E., & Moskaliuk, J. (2018, Januar). Was macht Lernen mit digitalen Medien wirksam? LEARNTEC. Karlsruhe. [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]
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]
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]
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., & Heller, J. (2018, Juni). Bleistift oder Tastatur – Ist Schreiben gleich Schreiben. 47. Jahreskongress des Deutschen Bundesverbands für Logopädie. Bielefeld. [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., 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]
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., 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]
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). 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). 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, 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, June). Moved by Emotions: How Emotional Life Events Influence Where we Move. 9th European Conference on Positive Psychology (ECPP). Budapest, Hungary. [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]
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., & 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]
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., Ojansuu, K., Lindstedt, A., & Ninaus, M. (2018, April). Game Competitions, Leaderboards, and Learning. Interaktiivinen Tekniikka Koulutuksessa (ITK) – Konferenssi 2018. Hämeenlinna, Finnland. [Poster]
Kimmerle, J. (2018, Februar). Medienpsychologie: Medienwahl, Mediennutzung, Medienwirkung. Regionale Lehrerfortbildung Medienpsychologie, Referat 75, Regierungspräsidium Stuttgart. Stuttgart. [Vortrag]
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]
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]
Klein, E. (2018, October). Connective brain architecture underlying numerical cognition. Invited talk at the Symposium Numerical Cognition. Aachen. [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]
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]
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]
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., 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., 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, 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, 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]
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]
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]
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]
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., 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., & 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]
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]
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]
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]
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, Juli 27). Möglichkeiten der Digitalisierung. Eröffnung des Mehrsprachigkeitszentrums. Eberhard Karls Universität Tübingen. https://www.bilingualism-matters.org/network/tubingen [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, 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, 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, July 24). Computational linguistics and second language research. Tübingen Summer School in Second Language Learning. [Talk]
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 11). Was bietet die Digitalisierung für den Fremdspracherwerb? Interaktivität & Adaptivität: Lösungen für reale Probleme der Schule. Landesinstitut für Schulentwicklung, Stuttgart. [Vortrag]
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]
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., & 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., & 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]
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, 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., Jung, S., Roesch, S., Lonnemann, J., Hasselhorn, M., & Heinze, A. (2018, September). Muster, Form und Raum: Geometrische Fähigkeiten im Kindergarten. Bildungspolitisches Forum des Leibniz-Forschungsverbundes Bildungspotenziale (LERN). Berlin. [Poster]
Moskaliuk, J. (2018, September). Digital Learning Map. Netzwerktreffen Hochschulforum Digitalisierung. Berlin. [Talk]
Moskaliuk, J., Irle, G., Kümmel, E., Cress, U., & Hesse, F. W. (2018, März). Digital Learning Map 2020: Erfolgsfaktoren & Vernetzungsstrategien für digitale Hochschulbildung. Tagung „Digitalisierung als Herausforderung für die Hochschuldidaktik“. Johannes Gutenberg-Universität Mainz. [Poster]
Moskaliuk, J., Kümmel, E., & Irle, G. (2018, Oktober). Rahmenmodell zur Vorhersage von Lernerfolg mit digitalen Medien. Fachtagung #LearnMap. Lernprozess im Fokus: Forschung zu digitalen Medien in der Hochschullehre. Leibniz-Institut für Wissensmedien, Tübingen. [Vortrag]
Müller, J., Moeller, K., Oestermeier, U., & Gerjets, P. (2018, April). Haptic Feedback Improves Bodily Number Magnitude Estimation. LEAD Retreat. Blaubeuren. [Poster]
Müller, J., Moeller, K., Oestermeier, U., & Gerjets, P. (2018, October). Embodied number magnitude estimation. Retreat of the Learning, Educational Achievement, and Life Course Development (LEAD) Graduate School & Research Network. Schwäbisch Gmünd. [Poster]
Müller, J., Oestermeier, U., & Gerjets, P. (2018, June). Multimodal Interaction in Education: Making Music and Math tangible. IWM Summer School: Multimodality and Knowledge Processes. Tübingen. [Poster]
Müller, J., Oestermeier, U., Moeller, K., & Gerjets, P. (2018, March). Haptic feedback improves number magnitude estimation. 60. Tagung experimentell arbeitender Psychologen (TeaP). Marburg. [Poster]
Müller, J., Oestermeier, U., Trautwein, U., & Gerjets, P. (2018, Oktober). Entwicklung neuer Lehr- und Lernmethoden: Mathe zum Anhören als Beispiel für eine Wissenschaft-Praxis-Kooperation. 5. Tag der Wissenschaft im Rahmen des Kooperationsprogramms Schule & Wissenschaft. Tübingen. [Poster]
Müller, J., Oestermeier, U., Trautwein, U., & Gerjets, P. (2018, Juli). Digitale Bildung für Talentförderung: Musik und Mathematik begreifbar machen. Festival für Digitale Bildung. Heidelberg. [Poster]
Müller, T. (2018, July). "Why Pictures? - the picture superiority effect". Human-Centered Computing Lab. FU Berlin. [Talk]
Ninaus, M. (2018, March). Emotional engagement in game-based learning. Keynote at International Summit on Serious Health Games. London, UK. [Talk]
Ninaus, M., Greipl, S., Kiili, K., & Moeller, K. (2018, September). Game-based training of rational number knowledge. Workshop on Integrating Educational and Cognitive Perspectives on Mathematics. Tübingen. [Poster]
Ninaus, M., Greipl, S., Kiili, K., & Moeller, K. (2018, May). Increased emotional engagement in game-based math learning. International Symposium on Dyslexia & Dyscalculia: Digital Diagnostics, Intervention, and Game-Based Learning. Munich, Germany. [Poster]
Ninaus, M., Kiili, K., Lambert, K., Dackermann, T., & Moeller, K. (2018, April). Spiel-basierte Intervention zur Verbesserung des Verständnisses von Brüchen. Leibniz-Forschungsverbund Bildungspotenziale (LERN) 2018 - Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung. Tübingen. [Poster]
Ninaus, M., Kiili, K., & Moeller, K. (2018, Oktober). Digitale Lernspiele zur Förderung des Bruchverständnisses. 5. Tag der Wissenschaft “Schule und Wissenschaft”. Tübingen. [Poster]
Ninaus, M., & Moeller, K. (2018, June). Semideus - A Game-Based Approach on Rational Number Learning: From Design to Implementation. Invited talk at Behavioural Science Institute. Nijmegen, Netherlands. [Talk]
Oeberst, A. (2018, March). Hindsight Bias (and Law). Invited talk at the Seminar of the Spanish AIPPI (Asociación Internacional para la Protección de la Propriedad Industrial e intelectual) group. Madrid, Spain. [Talk]
Oeberst, A. (2018, November). Internationale Konflikte in Wikipedia. Eingeladener Vortrag an den Beruflichen Schulen Reutlingen. Reutlingen. [Vortrag]
Oeberst, A. (2018, März). Der Rückschaufehler in der psychologischen Forschung. Eingeladener Vortrag auf der Tagung "Rückschaufehler im Recht". Ruhr Universität Bochum. [Vortrag]
Polgar, S., Mychajliw, C., Wortha, F., Ninaus, M., & Holz, H. (2018, September). Towards the development of a tablet-based screening for cognitive symptoms of neuropsychiatric disorders. 20th International Conference on Human-Computer Interaction with Mobile Devices and Services (MobileHCI 2018.). Barcelona, Spain. [Poster]
Rebholz, F., Moeller, K., Trautwein, U., & Golle, J. (2018, Februar). Sagen kognitive und motivationale Faktoren eine erfolgreiche Teilnahme an einem mathematischen Schülerwettbewerb vorher? 6. Tagung der Gesellschaft für Empirische Bildungsforschung. Basel, Schweiz. [Poster]
Richter, J. (2018, Oktober). Digitale Medien im Unterricht. Workshop im Rahmen des LEAD - Tag der Wissenschaft. Im Rahmen des Kooperationsprogramms "Schule und Wissenschaft". Leibniz-Institut für Wissensmedien. Tübingen. [Workshop Organisation]
Richter, J., & Berndt, M. (2018, September). Radiologische Aufnahmen befunden: Analyse und Förderung visueller Expertise. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Symposium Organisation]
Richter, J., Scheiter, K., Eder, T. F., Hüttig, F., Castner, N., Kasneci, E., & Keutel, C. (2018, August). How massed practice improves reading radiographs: An eye-tracking study in dental education. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics. Freiburg. [Talk]
Richter, J., Scheiter, K., Eder, T. F., Hüttig, F., Castner, N., Kasneci, E., & Keutel, C. (2018, September). Effekte massierten Übens bei der Betrachtung von Röntgenbildern: Eine Blickbewegungsuntersuchung in der zahnmedizinischen Ausbildung. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Vortrag]
Richter, J., & Schüler, A. (2018, July). Using eye-tracking to study reading of illustrated text. Summer School on Reading and Learning in the Digital World (READI) 2018. Würzburg. [Workshop Organisation]
Richter, J., Wehrle, A., & Scheiter, K. (2018, June). Signaling text-graph combinations: Shedding light on the expertise reversal effect by means of eye tracking? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 27: Online Measures of Learning Processes. Warsaw, Poland. [Poster]
Richter, J., Wermelskerken, M., & Kok, E. (2018, March). The Use of Eye Tracking in Educational Research. ICO International Spring School. Kerkrade, The Netherlands. [Workshop Organisation]
Richter, S., & Schwan, S. (2018, Juni). Original digital. Symposium Literatur ausstellen. Zürich, Schweiz. [Vortrag]
Richter, S., & Schwan, S. (2018, September). Original digital. 7. Jahrestagung der Gesellschaft für Universitätssammlungen e. V. Johannes Gutenberg-Universität Mainz. [Vortrag]
Riesmeyer, C., Naab, T., & Festl, R. (2018, May). Media literacy as intergenerational process: skills, norms, and mediation. International Communication Association (ICA)-Preconference. Ludwig-Maximilians-Universität München. [Workshop Organisation]
Roesch, S., Fischer, U., Suggate, S. P., Moeller, K., & Stoeger, H. (2018, March). Helping hands: Fine motor skills predict basic arithmetic abilities in preschool and first grade. 60. Tagung experimentell arbeitender Psychologen (TeaP). Marburg. [Talk]
Ruiz Fernández, S., Lachmair, M., Rahona López, J. J., Cervera-Torres, S., & Gerjets, P. (2018, September). Moving non-affective pictures in the horizontal space on a touchscreen. Valence ratings depend on movement direction. 7th International Conference on Spatial Cognition (ICSC). Rom, Italy. [Talk]
Ruiz Fernández, S., Roessler, L., Lachmair, M., Gerjets, P., & Rahona López, J. J. (2018, June). Attitudes and Subjective Life Expectancy: An Introduction of a New Measurement. 9th European Conference on Positive Psychology (ECPP). Budapest, Hungary. [Poster]
Sassenberg, K. (2018, November). The intrapersonal and interpersonal dynamics of self-regulation in the leadership process. Melbourne Business School. Melbourne, Australien. [Talk]
Sassenberg, K. (2018, November). Emotion regulation online: The impact of threat on information searches online. DigiLab Colloquium Series. Sydney, Australien. [Talk]
Sassenberg, K. (2018, May). Birds of a feather flock together or opposites attract? Does leaders’ behavior better suit followers with similar or different self-regulatory preference? Interdisciplinary Leadership Symposium. Chania, Greece. [Talk]
Sassenberg, K. (2018, September). Implementing Open Science: Let's Apply Psychological Knowledge. 2018 Open Science Conference. Brisbane, Australien. [Talk]
Sassenberg, K., & Ditrich, L. (2018, September). Should I stay or should they go? The impact of norm violations on intentions to leave a group and to confront the deviants. Social Identity and Groups Network Workshop. Brisbane, Australien. [Talk]
Sassenberg, K., & Winter, K. (2018, August). Enhancing trust in outgroups among the distrusting. Colloquium of the Center of Research in Social Psychology. Brisbane, Australien. [Talk]
Scharinger, C. (2018, June). EEG and eye-tracking as measures of cognitive load in instructional psychology. IWM Summer School: Multimodality and Knowledge Processes. Tübingen. [Poster]
Scharinger, C., Halfmann, M., Lachmair, M., & Gerjets, P. (2018, June). Using the EEG and Virtual Reality to study the effect of immersion on cognitive processing and learning. 2nd Earli SIG 27 Conference & 6th Polish Eye Tracking Conference. Warsaw, Poland. [Talk]
Scharinger, C., Lachmair, M., & Gerjets, P. (2018, July). Selective information processing nearby the hands: The near-hand effect revisited using Virtual Reality (VR) and EEG. 2. Vector-Workshop 'Virtual Environments: Current Topics in Psychological Research'. Tübingen. [Poster]
Scharinger, C., Soutschek, A., Schubert, T., & Gerjets, P. (2018, March). Sensitivity of pupil dilation and EEG alpha frequency band power for working memory load in n-back and span working memory tasks. 60. Tagung experimentell arbeitender Psychologen (TeaP). Marburg. [Talk]
Scheiter, K. (2018, September). Learning with multiple representations: From cognitive foundations to educational practice. Invited talk at The Science of Learning. Convergence of educational science, developmental psychology and cognitive neuroscience perspectives. Berlin. [Talk]
Scheiter, K. (2018, July). Using gaze displays to enhance self-regulated learning from illustrated texts: Are cognitive, meta-cognitive and/or social factors at play? Invited talk at the EYE LEARN Symposium. Utrecht, The Netherlands. [Talk]
Scheiter, K. (2018, Juni). Eingeladener Kommentar zur Tagung „Dimension Digitalisierung – Lehrkräfte stärken“. Kultusministerkonferenz. Hamburg. [Vortrag]
Scheiter, K. (2018, November). Erfassung von Interaktionen im Klassenraum. Eingeladener Vortrag auf der Fachtagung "Künstliche Intelligenz - Chancen und Herausforderungen für Schule und Unterricht". Berlin. [Vortrag]
Scheiter, K. (2018, June). Offline and online gaze-based interventions: From fundamental lab research to real-world learning tools. Invited talk at the Meeting of the European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 27: Online Measures of Learning Processes. Warsaw, Poland. [Talk]
Scheiter, K. (2018, Oktober). Lernen mit multiplen Repräsentationen: Herausforderungen und Implikationen für die Unterrichtsgestaltung. Eingeladener Vortrag auf der Tagung Formen der (Re-)Präsentation fachlichen Wissens. Ansätze und Methoden für die Lehrerbildung in den Fachdidaktiken und in den Bildungswissenschaften. Christian-Albrechts-Universität zu Kiel. [Vortrag]
Scheiter, K. (2018, März). Lehr-Lernprozesse mit digitalen Medien optimal gestalten. Arbeitskreis Schule 4.0 (Südwestmetall). Stuttgart. [Vortrag]
Scheiter, K. (2018, September). Learning with multiple representations: From cognitive foundations to educational practice. Invited talk at the Symposium "The Science of Learning. Convergence of educational science, developmental psychology and cognitive neuroscience perspectives". Max-Planck-Institut, Berlin. [Talk]
Scheiter, K., Stürmer, K., Lachner, A., & Fauth, B. (2018, April). Lehren und Lernen mit dem Tablet – der Schulversuch tabletBW. Wissenschaftliche Jahrestagung LERN 2018 „Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung. Tübingen. [Symposium Organisation]
Schmidt, M. (2018, Juli). Das Qualifizierungsportal e-teaching.org. Medienpädagogischer Tag der Hochschule für angewandte Wissenschaften. Würzburg-Schweinfurt. [Vortrag]
Scholl, A. (2018, September). Discussing new directions in power research. 51. Kongress der Deutschen Gesellschaft für Psychologie. Frankfurt am Main. [Symposium Discussion]
Scholl, A. (2018, April). Responsibility among the powerful: When and why social power benefits, rather than corrupts, behavior towards others. Invited talk at University of Zurich. Zürich, Schweiz. [Talk]
Scholl, A. (2018, March). When great power comes with great responsibility: Understanding when and why power may benefit, rather than corrupt. Invited talk at University of Groningen. Groningen, The Netherlands. [Talk]
Scholl, A. (2018, Juni). Verantwortung in Führungspositionen: Welche Folgen gehen damit einher? Wie lässt sie sich fördern? Eingeladener Vortrag an der Universität Lüneburg. Lüneburg. [Vortrag]
Scholl, A., & Gleibs, I. (2018, September). When others make a healthy day: How social processes contribute to health and well-being. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Symposium Organisation]
Scholl, A., Sassenberg, K., & Pfattheicher, S. (2018, September). Pressured to perform well? How social identification can protect well-being under highly demanding social norms. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]
Scholl, A., Sassenberg, K., & Pfattheicher, S. (2018, July). The stressful striving for excellence? Social identification buffers stress from social norms about excellence. 4th International Conference on Social Identity and Health. Lausanne, Switzerland. [Talk]
Schwan, S. (2018, Juli). Authentische Objekte in Ausstellungen. Workshop im Rahmen der Landesvolontärstagung 2018. Tübingen. [Vortrag]
Schwan, S. (2018, Mai). Den Mehrwert überprüfen – Überlegungen zu Untersuchungen zur Wirkung beim Publikum. Eingeladener Vortrag auf dem Workshop „Virtual, Mixed und Augmented Reality als Mittel der Wissensvermittlung im Museum“. [Vortrag]
Schwan, S. (2018, June). Cuts, Pans, Zooms - Effects of Filmic Devices on Learning with Multimedia. Eingeladener Vortrag an der Universität Ulm. Ulm. [Talk]
Schwan, S. (2018, Januar). Ein Bild kommt selten allein. Begleitmedien und Bildrezeption. Interdisziplinäre Ringvorlesung des Themenverbundes "Sehen und Verstehen" anlässlich seines 10-jährigen Bestehens "Challenging the Iconic Turn - Den Iconic Turn neu denken". Universität Regensburg. [Vortrag]
Schwan, S. (2018, Juni). Der Reiz des Echten aus psychologischer Perspektive. Eingeladener Vortrag auf der Tagung „Wir haben die Echten! Dimensionen des Authentischen in Naturkundemuseen“. Görlitz. [Vortrag]
Schwan, S. (2018, Januar). (Miss-)Verstehen von Text-Bild-Kombinationen. Interdisziplinärer Workshop "Missverstehen". Universität Stuttgart. [Vortrag]
Schweitzer, J., Wesslein, A. K., & Hesse, F. W. (2018, March). Do irrelevant conceptual features automatically trigger crossmodal response retrieval? 60. Tagung experimentell arbeitender Psychologen (TeaP). Marburg. [Talk]
Schüler, A., & Merkt, M. (2018, September). Integrationsprozesse in dynamischen Medien. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Vortrag]
Schüler, A., & Merkt, M. (2018, August). Integration during learning from a video. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics. Freiburg. [Talk]
Schüler, A., & Wesslein, A. K. (2018, September). Förderung der Text-Bild-Integration am Touch-Display. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Vortrag]
Shiozawa, T., Bientzle, M., Großer, J., Kimmerle, J., & Hirt, B. (2018, September). TwitchTMing medical education – das Potential von Live Stream Lectures. GMA-Jahrestagung (Gesellschaft für Medizinische Ausbildung). Wien, Österreich. [Talk]
Stieff, M., Hegarty, M., Franconeri, S., Werner, S., DeSutter, D., Gunalp, P., Rathbun, Z., Jardine, N., & Meyerhoff, H. S. (2018, September). Mechanisms of visuospatial thinking in STEM. Spatial Cognition 2018. Tübingen. [Poster]
Stieff, M., Scheiter, K., Ainsworth, S., Bohrmann-Linde, C., & Schall, M. (2018, June). Drawing for learning from dynamic visualizations in science. International Conference of the Learning Sciences (ICLS) 2018. London, UK. [Talk]
Suhlmann, M., Sassenberg, K., Nagengast, B., & Van Laar, C. (2018, August). Acculturation at University: Evidence for two opposing pathways to enhance the understanding of minority students’ well-being and academic success. 2nd Conference of Cultural Diversity, Migration and Education. Potsdam. [Talk]
Sümer, Ö., Goldberg, P., Stürmer, K., Seidel, T., Gerjets, P., Trautwein, U., & Kasneci, E. (2018, June). Teachers' perception in the classroom. The IEEE Conference on Computer Vision and Pattern Recognition (CVPR) Workshops. Salt Lake City, USA. [Talk]
Thillosen, A. (2018, Juni). Lehren mit digitalen Medien - was führt zum Lernerfolg? Eingeladener Vortrag auf dem Symposium „Digitale Lehre: Herausforderungen - Chancen – Modelle“. Ludwig-Maximilians-Universität, München. [Vortrag]
Thillosen, A. (2018, März). Was macht Lernen mit digitalen Medien erfolgreich? Keynote auf dem E-Teaching-Day. TU Dresden. [Vortrag]
Thillosen, A. (2018, Juni). Das Selbststudium anregen – ein systematischer Blick in die Praxis. Eingeladener Vortrag im Rahmen der Veranstaltungsreihe Coffee@Learn. Wirtschaftsuniversität Wien. [Vortrag]
Tsarava, K., Leifheit, L., Moeller, K., & Ninaus, M. (2018, October). "Crabs & Turtles: A Series of Computational Adventures". 12th European Conference on Game Based Learning. Sophia Antipolis, France. [Talk]
Tsarava, K., Moeller, K., & Ninaus, M. (2018, December). Board Games for Training Computational Thinking. 7th International Games and Learning Alliance conference – GALA2018. Palermo, Italy. [Talk]
Tsarava, K., Moeller, K., & Ninaus, M. (2018, July). Design and Game-Experience Evaluation of Three Games to Foster Computational Thinking. 2nd Virtual Environments: Current TOpics in Psychological Research (VECTOR) Workshop 2018. Tübingen. [Poster]
Umbach, N. (2018, August). Forschungsdatenmanagement am Leibniz-Institut für Wissensmedien (IWM) in Tübingen. Eingeladener Vortrag beim Leibniz-Zentrum für Psychologische Information und Dokumentation (ZPID). Trier. [Vortrag]
Utz, S. (2018, November). LinkedIn, Twitter, Xing – was bringt (mir) das? Eingeladener Vortrag auf der Mercedes-Benz Social Media Night. Bad Cannstatt. [Vortrag]
Utz, S. (2018, May). The effects of Facebook use after self-threat: decrease of negative mood, but no increase of self-esteem. 68th Annual International Communication Association (ICA) Conference. Prag, Tschechien. [Talk]
Utz, S. (2018, November). YouTube, Twitter, Xing: Das Potential sozialer Medien in der informellen Weiterbildung. Eingeladener Vortrag auf dem Forum Fortbildung BW. Qualifizierung 4.0 – mit neuen Konzepten in die digitale Zukunft. Plieningen. [Vortrag]
Utz, S. (2018, October). Warum sich die Nutzung von Social Media lohnt – die Perspektive der Wissenschaft. Keynote auf den 14. Stuttgarter Wissensmanagement-Tagen. Stuttgart. [Vortrag]
Utz, S., & Muscanell, N. L. (2018, September). Social comparison on social media: Effects on emotions and motivation. 51. Kongress der deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]
Wahl, J., Geidel, S., Hoyer, T., König, C., Moritz, J., Schwan, S., & Moser, J. (2018, June). Do we get „better“ data at national scale if we enhance feedback locally? - A trial with ornitho.de using interactive maps. Second International European Citizen Science Association (ECSA) Conference. Genf, Schweiz. [Poster]
Weinhuber, M., Lachner, A., Leuders, T., & Nückles, M. (2018, April). How Does the Instructional Context Affect Teachers’ Explanations in Math? American Educational Research Association (AERA) Annual Meeting. New York, USA. [Talk]
Wenzler, M., & Scholl, A. (2018, September). What is moral or what is best for public good? How social roles, action features, and reasoning preferences shape judgments of right and wrong. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt. [Symposium Organisation]
Wenzler, M., Scholl, A., & Sassenberg, K. (2018, September). Keep calm and decide rationally: Power predicts utilitarian judgments in sacrificial moral dilemmas by reducing distress experience. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt. [Talk]
Winter, K. (2018, September). Chances and challenges for successful integration of refugees: What can social psychology contribute? 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt. [Symposium Organisation]
Winter, K., & Sassenberg, K. (2018, September). Prejudice reduction through mediated communication - how messages with negations enhance outgroup trust among the highly prejudiced. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt. [Talk]
Winter, K., Sassenberg, K., & Scholl, A. (2018, November). Shaping outgroup trust through cognitive flexibility. Colloquium of the Social Psychology Lab. Groningen, The Netherlands. [Talk]
Winter, K., Sassenberg, K., & Scholl, A. (2018, November). Building intergroup trust through cognitive flexibility. European Association Social Psychology (EASP) Meeting: "Polarization, Populism, Political Alienation: Causes and Consequences of Social Diversity and Inequality?". Landau. [Talk]
Winter, K., Sassenberg, K., & Scholl, A. (2018, December). Stereotype change through cognitive flexibility - how messages with negations enhance outgroup trust among the distrusting. 2018 Associatie van Sociaal-Psychologische Onderzoekers (ASPO) Conference. Nijmegen, The Netherlands. [Talk]
Wolfers, L. N. (2018, September). Selbstoffenbarung in Online- und Offline-Kontexten – ein Vergleich. Jahrestagung der Fachgruppe Methoden der Publizistik- und Kommunikationswissenschaft der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft (DGPuK). Ilmenau. [Vortrag]
Wortha, F., Appel, T., Gerjets, P., & Kasneci, E. (2018, June). Predicting conceptual understanding in art learning from eye-movements and metacognitive judgments. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 27): Online Measures of Learning Processes. Warsaw, Poland. [Poster]
Wortha, F., Brucker, B., & Gerjets, P. (2018, October). Response confidence and study medium: Does touch-based interaction affect metacognitive accuracy? Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Schwäbisch Gmünd. [Poster]
Wortha, F., Brucker, B., & Gerjets, P. (2018, August). Response confidence and study medium: Does touch-based interaction affect metacognitive accuracy. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 16): Metacognition. Zurich, Switzerland. [Poster]
Wortha, F., Scatturin, L., Brucker, B., & Gerjets, P. (2018, August). Art learning with touch devices: The impact of hand proximity to pop-up information on learning. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 2): Comprehension of Text and Graphics. Freiburg. [Talk]
Yenikent, S., Buttliere, B., Fetahu, B., & Kimmerle, J. (2018, May). Wikipedia article measures in relation to content characteristics of lead sections. 7th International Workshop on Learning and Education with Web Data (#LILE2018) in conjunction with the 10th ACM Conference on Web Science (WebSci18). Amsterdam, The Netherlands. [Talk]
Yenikent, S., Buttliere, B., Fetahu, B., & Kimmerle, J. (2018, April). What drives online knowledge production? A textual analysis of Wikipedia articles. International Conference on Education in Mathematics, Science and Technology (ICEMST2018). Marmaris, Türkei. [Poster]
Yenikent, S., Holtz, P., & Kimmerle, J. (2018, September). Keep calm and wiki on: How do topic characteristics and threat perception influence Wikipedia engagement? 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]
Yenikent, S., Holtz, P., Thalmann, S., D‘Aquin, M., & Kimmerle, J. (2018, September). Evaluating the AFEL learning tool: Didactalia users’ experiences with personalized recommendations and interactive visualizations. European Conference of Technology Enhanced Learning (EC-TEL). Leeds, UK. [Talk]
Yenikent, S., & Kimmerle, J. (2018, December). How political actions affect Wikipedia: The case of the Turkish Wikipedia ban. 2nd European Symposium on Societal Challenges in Computational Social Science (#eurocss). Köln. [Poster]
Yenikent, S., & Kimmerle, J. (2018, December). How political actions affect Wikipedia: The case of the Turkish Wikipedia ban. European Symposium Series on Societal Challenges in Computational Social Science. Köln. [Poster]
Zapf, B., Scholl, A., & Sassenberg, K. (2018, September). "I perform, therefore, I am“: Do organizational demands for excellent performance influence stress at work? 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Poster]
von der Beck, I., & Oeberst, A. (2018, June). What's in a name? How labels of online-encyclopedias attract (certain) users and foster or attenuate bias. 16th International Conference on Language & Social Psychology (ICLASP 16). Edmonton, AB, Canada. [Poster]

Konferenzorganisation

Artemenko, C., Bahnmueller, J., Bieck, S. M., Cipora, K., Daroczy, G., Dresler, T., Mihułowicz, U., Moeller, K., Nagengast, B., Nuerk, H. C., Schroeder, P. A., Soltanlou, M., & Trautwein, U. (2018). Integrating Educational and Cognitive Perspectives on Mathematics. Universität Tübingen, Tübingen., 26.-28.9.2018.
Benzin, A., Cress, U., & Thillosen, A. (2018). Jahrestagung LERN 2018: Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung. Leibniz-Forschungsverbund, Tübingen, 26.-27.04.2018.
Buder, J., & Cress, U. (2018). WCT meets HCI. Internationaler Workshop des Leibniz-WissenschaftsCampus Tübingen. Leibniz-Institut für Wissensmedien, Tübingen, 15.-16.11.2018.
Hellermann, M., Kaiser, M., Kehrer, M., Mandausch, M., Manegold, C., Thillosen, A., & Henning, P. (2018). Von der Digitalen Innovation in die Lehrpraxis. Konferenz des Hochschulnetzwerks Digitalisierung der Lehre Baden-Württemberg (HND BW) und des Förderprogramms Digital Innovations for Smart Teaching – Better Learning. Hochschule Karlsruhe - Technik und Wirtschaft, 27.-28.09.2018.
Kammerer, Y., Schüler, A., Domahidi, E., & Bernecker, K. (2018). Selective Information Processing during Digital Media Use. Postdoc Network Workshop. Leibniz-Institut für Wissensmedien,Tübingen, 10.-11.4.2018.
Kümmel, E., & Moskaliuk, J. (2018). Lernprozess im Fokus: Forschung zu digitalen Medien in der Hochschullehre. Fachtagung IWM #LearnMap. Leibniz-Institut für Wissensmedien, Tübingen, 11.-12.10.2018.
Ninaus, M., Lohmann, J., Schröder, p., Meilinger, T., Moeller, K., Plewnia, C., & Butz, M. (2018). 2nd VECTOR Workshop on Virtual Environments: Current TOpics in psychological Research. Leibniz-Institut für Wissensmedien, Tübingen, 25.-27.07.2018.
Richter, J., & Backfisch, I. (2018). Einsatz digitaler Tafeln im Mathematikunterricht. Leibniz-Institut für Wissensmedien. Tübingen., 26.04.2018.
Richter, J., & Holz, H. (2018). iPad-Einsatz in der Grundschule. Leibniz-Institut für Wissensmedien. Tübingen, 09.04.2018.
Scheiter, K., & Schwan, S. (2018). IWM Summer School: Multimodality and Knowledge Processes. Leibniz-Institut für Wissensmedien, Tübingen, 06.-08.06.2018.

Web Dokumente

Bientzle, M. (2018). Multiprofessionelle Lehre gestalten – Konzepte und Umsetzungserfahrungen. https://www.e-teaching.org/community/communityevents/onlinepodium/multiprofessionelle-lehre-gestalten-konzepte-und-umsetzungserfahrungen
Buder, J. (2018). Wann und warum lassen sich Menschen von Computern beeinflussen? wissens.blitz (193). http://www.wissensdialoge.de/warum_wir_computer_ vermenschlichen
Buder, J. (2018). Warum schimpfen wir manchmal mit unseren Computern? wissens.blitz (192). http://www.wissensdialoge.de/wenn_wir_computer_vermenschlichen
Burmeister, C. P. (2018). Wissensarbeit im Büro oder auf der Parkbank: Wo leisten wir mehr? wissens.dialoge (191). http://www.wissensdialoge.de/ wissensarbeit-im-buero-oder-auf-der-Parkbank
Irle, G. (2018). Rezension zu: Wilfried Sühl-Strohmenger (Hrsg.): Handbuch Informationskompetenz. https://www.socialnet.de/rezensionen/23722.php
Irle, G., Kuemmel, E., Diller, B., Schmid, M., & Moskaliuk, J. (2018). Digital Learning Map: Datenbank mit Praxisbeispielen zu digitalen Medien in der Hochschullehre. https://www.e-teaching.org/community/digital-learning-map
Irle, G., Kümmel, E., & Moskaliuk, J. (2018). „Was macht Lernen mit digitalen Medien erfolgreich?": Rückblick auf das Themenspecial. https://www.e-teaching.org/praxis/digital-learning-map-2020/was-macht-lernen-mit-digitalen-medien-erfolgreich-rueckblick-auf-das-themenspecial
Irle, G., Kümmel, E., & Moskaliuk, J. (2018). Digital Learning Map, Datenbank für Digitale Hochschullehre. https://www.e-teaching.org/community/digital-learning-map/formular_digital-learning-map_vg.pdf
Kimmerle, J., & Cress, U. (2018). Wie gut verstehen Laien wissenschaftliche Unsicherheit?. https://www.wissenschaftskommunikation.de/wie-gut-verstehen-laien-wissenschaftliche-unsicherheit-12581/
Kümmel, E., & Moskaliuk, J. (2018). Fachtagung IWM #LearnMap, Lernprozess im Fokus: Forschung zu digitalen Medien in der Hochschullehre. https://www.iwm-tuebingen.de/public/digital_learning_map/tagungsband_fachtagung_iwmlearnmap_oktober2018.pdf
Matschke, C. (2018). Vereinbarkeit von Identitäten fördert Kreativität. wissens.blitz (190). http://www.wissensdialoge.de/identitätkreativität
Scholl, A. (2018). Lieber persönlich fragen: Per E-mail ist man weniger überzeugend, als man denkt. Wissensdialog. https://www.wissensdialoge.de/lieber_persoenlich_fragen
Scholl, A. (2018). Mit Macht kommt Verantwortung - und womöglich auch Stress?! Wissensdialog. https://www.wissensdialoge.de/verantwortung_als_stress/
Scholl, A. (2018). Wie heißen Sie noch gleich? Vergessen werden kann der Zusammenarbeit schaden. Wissensdialog. https://www.wissensdialoge.de/vergessenwerden/
Scholl, A. (2018). „Klatsch und Tratsch“ im Unternehmen kann zur Zusammenarbeit motivieren. Wissensdialog. https://www.wissensdialoge.de/gossip-im-unternehmen/
Winter, K. (2018). Abstrakt oder konkret: Wie lassen sich Vorurteile durch eine geeignete Wortwahl reduzieren?. http://www.fachnetzflucht.de/abstrakt-oder-konkret-wie-lassen-sich-vorurteile-durch-eine-geeignete-wortwahl-reduzieren

Software Entwicklung

Klemke, A. (2018). Versuchsumgebung: IWM-Study WahlKarte05. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2018). Versuchsumgebung: IWM-Study Hiring05. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2018). Versuchsumgebung: IWM-Study BNO01 - 02. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2018). Versuchsumgebung: IWM-Study Chat01. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2018). IWM-Study 2.0 - Server. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2018). Versuchsumgebung: IWM-Study Hapatt01 - 02. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2018). Versuchsumgebung: IWM-Study Pergamon01. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2018). Versuchsumgebung: IWM-Study Haptik03. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2018). Versuchsumgebung: IWM-Study Alien01 - 04. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Oestermeier, U. (2018). eChembook 2.0. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Überall, M. (2018). Versuchsumgebung: IWM-Study Ownership01. Tübingen: Leibniz-Institut für Wissensmedien.
Kupke, S. (2018). Geotwitter: Eine Webseite zur räumlichen Darstellung von geolokalisierten Twitter-Tweets und Instagram-Fotos. Tübingen: Leibniz-Institut für Wissensmedien.
Kupke, S., Kümmel, E., & Irle, G. (2018). Digital Learning Map: Eine Multitouch-Applikation zur Darstellung von lernrelevanten Prozessen und lernbezogenen Medieneigenschaften. Tübingen: Leibniz-Institut für Wissensmedien.
Kupke, S., & Oestermeier, U. (2018). PixiJS UI: Eine JavaScript Bibliothek bestehend aus wiederverwendbaren User-Interface-Komponenten für PixiJS. Tübingen: Leibniz-Institut für Wissensmedien.
Kupke, S., & Rahn, J. (2018). Puzzle: Eine Multitouch-Applikation zur Darstellung eines kooperativen, zeitlimitierten Spiels. Tübingen: Leibniz-Institut für Wissensmedien.
Kupke, S., Rahn, J., Müller, T., & Oestermeier, U. (2018). Ideas to Market: Eine Multitouch-Applikation zur kollaborativen Untersuchung von Verwertungsoptionen wissenschaftlicher Erfindungen. Tübingen: Leibniz-Institut für Wissensmedien.
Kupke, S., & Wesslein, A. (2018). Poster: Eine Multitouch-Applikation zur Darstellung und dem Vergleich von Publikationen. Tübingen: Leibniz-Institut für Wissensmedien.
Lachmair, M. (2018). LearnWithTouch: Eine App für das Zählen mit Fingern. Tübingen: Leibniz-Institut für Wissensmedien.
Lachmair, M. (2018). Virtual-Reality-Studie Obersalzberg. Tübingen: Leibniz-Institut für Wissensmedien.
Lachmair, M. (2018). Touch-Studie Obersalzberg. Tübingen: Leibniz-Institut für Wissensmedien.
Linke, M., & Klemke, A. (2018). Versuchsumgebung: IWM-Study Haptikapp2. Tübingen: Leibniz-Institut für Wissensmedien.
Lott, L., Gussmann, M., Lachmair, M., Gerjets, P., & Schwan, S. (2018). Touch-Paradigma Obersalzberg (BA-Arbeit). Tübingen: Leibniz-Institut für Wissensmedien.
Mock, P. (2018). Matlab-Skripte zur Analyse von Interaktionsmustern mit maschinellen Lernmethoden. Tübingen: Leibniz-Institut für Wissensmedien.
Moeller, K., Gawrilow, C., Barrocas, R., & Lachmair, M. (2018). Fingers_Grasping_Numbers - Touch-Applikation-Prototype for Androids. Tübingen: Leibniz-Wissenschaftscampus II.
Oestermeier, U. (2018). Propaganda: Ein Entwurf für die Dekonstruktion von Propagandaphotos. Tübingen: Leibniz-Institut für Wissensmedien.
Oestermeier, U. (2018). HTMLEditor: Ein Editor für die Erstellung von Informationskarten und Versuchsmaterialien. Tübingen: Leibniz-Institut für Wissensmedien.
Oestermeier, U. (2018). Tracking: Eine Visualisierung von Tracking- und Werbedienste. Tübingen: Leibniz-Institut für Wissensmedien.
Oestermeier, U., & Knobloch, M. (2018). Visitetisch 2.0: Ein kognitives Interface für die Integration multipler Dokumente in medizinischen Team-Besprechungen. Tübingen: Leibniz-Institut für Wissensmedien.
Opel, S., Mock, P., Kupke, S., & Oestermeier, U. (2018). Tüsch: Eine interaktive multi-userfähige Stadtkarte. Tübingen: Leibniz-Institut für Wissensmedien.
Schmidt, M. (2018). Entwicklung einen maschinenlesbaren Kennzeichnungssystems für Inhalte unter Creative Commons Lizenzen für e-teaching.org. Tübingen: IWM.
de Vreeze, J. (2018). ParseWiki: A python toolbox for parsing Wikipedia articles (Version 1.0.2). Tübingen: Leibniz-Institut für Wissensmedien. https://dx.doi.org/10.5281/zenodo.1300330

Open Data

Bernecker, K., Job, V., & Hofmann, W. (2018). Experience, resistance, and enactment of desires: Differential relationships with trait measures predicting self-control. https://dx.doi.org/10.17605/OSF.IO/6WDAU [Publication]
Cervera-Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2018). Valence-space associations in touchscreen interactions: Valence match between emotional pictures and their vertical touch location leads to pictures positive evaluation. https://dx.doi.org/10.6084/m9.figshare.6066536.v1 [Publication]
Fetterman, A. K., Curtis, S., Carre, J., & Sassenberg, K. (2018). Dataset for: On the willingness to admit wrongness: Validation of a new measure and an exploration of its correlates. https://osf.io/mjtwk/ [Publication]
Grinschgl, S., Papenmeier, F., & Meyerhoff, H. S. (2018). Cognitive offloading trade-off. https://osf.io/vmgd4/ [Publication]
Holtz, P., Fetahu, B., & Kimmerle, J. (2018). Dataset for: Effects of contributor experience on the quality of health-related Wikipedia articles. https://jmir.org/api/download?alt_name=jmir_v20i5e171_app1.pdf&filename=28831ff386d51b886684ef4fbded8144.pdf [Publication]
Lewis, C. A., Bahnmueller, J., Wesierska, M., Moeller, K., & Göbel, S. M. (2018). Inversion effects on mental arithmetic in English- and Polish-speaking adults. https://osf.io/9jvgw/
Meyerhoff, H. S., Merz, S., & Frings, C. (2018). Tactile stimulation disambiguates the perception of visual motion paths. https://dx.doi.org/10.3758/s13423-018-1467-0 [Publication]
Meyerhoff, H. S., & Suzuki, S. (2018). Beep, be-, or –ep: The impact of auditory transients on perceived bouncing/streaming. https://dx.doi.org/10.1037/xhp0000585 [Publication]
Moritz, J., Meyerhoff, H. S., Meyer-Dernbecher, C., & Schwan, S. (2018). Representation control increases task efficiency in complex graphical representations. https://dx.doi.org/10.1371/journal.pone.0196420 [Publication]
Röhrle, I., Grinschgl, S., Papenmeier, F., & Meyerhoff, H. S. (2018). Cognitive offloading long-term memory. https://osf.io/ke9dj/ [Publication]
Woltin, K.-A., Sassenberg, K., & Albayrak, N. (2018). Regulatory focus, coping strategies and symptoms of anxiety and depression: A comparison between Syrian refugees in Turkey and Germany. http://osf.io/w39hb [Publication]

Publikationen 2018

Artikel in referierten Zeitschriften

Tagungsbände

Bücher

Buchbeiträge

Magazinbeiträge

Konferenzbeiträge

Konferenzorganisation

Web Dokumente

Software Entwicklung

Open Data

Publikationen

Publikationsarten