Publikationen 2020

Artikel in referierten Zeitschriften

Anderl, C., Li, G., & Chen, F. S. (2020). Oral contraceptive use in adolescence predicts lasting vulnerability to depression in adulthood. Journal of Child Psychology and Psychiatry, 61(2), 148-156. https://dx.doi.org/10.1111/jcpp.13115
Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66, Article 101300. https://dx.doi.org/10.1016/j.learninstruc.2019.101300 [Data, Data1] Volltext anfordern
Bahnmueller, J., Göbel, S. M., Pixner, S., Dresen, V., & Moeller, K. (2020). More than simple facts: cross-linguistic differences in place-value processing in arithmetic fact retrieval. Psychological Research, 84(3), 650-659. https://dx.doi.org/10.1007/s00426-018-1083-7 [Data]
Barrocas, R., Roesch, S., Dresen, V., Moeller, K., & Pixner, S. (2020). Embodied numerical representations and their association with multi-digit arithmetic performance. Cognitive Processing, 21(1), 95-103. https://dx.doi.org/10.1007/s10339-019-00940-z
Barrocas, R., Roesch, S., Gawrilow, C., & Moeller, K. (2020). Putting a Finger on Numerical Development – Reviewing the Contributions of Kindergarten Finger Gnosis and Fine Motor Skills to Numerical Abilities. Frontiers in Psychology, 11, Article 1012. https://dx.doi.org/10.3389/fpsyg.2020.01012 Open Access
Bause, I. M., Brich, I. R., Hesse, F. W., & Wesslein, A.-K. (2020). Does touching information on a surface tablet affect how it is evaluated. Journal of Articles in Support of the Null-Hypothesis, 16(2), 127-146. https://www.jasnh.com/pdf/Vol16-No2-article5.pdf
Beege, M., Ninaus, M., Schneider, S., Nebel, S., Schlemmel, J., Weidenmüller, J., Moeller, K., & Rey, G. D. (2020). Investigating the effects of beat and deictic gestures of a lecturer in educational videos. Computers & Education, 156, Article 103955. https://dx.doi.org/10.1016/j.compedu.2020.103955
Bernecker, K., & Job, V. (2020). Too exhausted to go to bed: Implicit theories about willpower and stress predict bedtime procrastination. British Journal of Psychology, 111(1), 126-147. https://dx.doi.org/10.1111/bjop.12382 Volltext anfordern
Bernecker, K., & Kramer, J. (2020). Implicit theories about willpower are associated with exercise levels during the academic examination period. Sport, Exercise, and Performance Psychology, 9(2), 216-231. https://dx.doi.org/10.1037/spy0000182 Volltext anfordern
Beylat, M., Woltin, K.-A., Sassenberg, K., & Yzerbyt, V. (2020). Preference for directive versus participative leadership: the role of regulatory mode and context quality definition. Comprehensive Results in Social Psychology, 4(3), 290-314. https://dx.doi.org/10.1080/23743603.2021.2001325 [Data]
Bientzle, M., Kimmerle, J., Eggeling, M., Cebi, I., Weiss, D., & Gharabaghi, A. (2020). Evidence-Based Decision Aid for Patients With Parkinson Disease: Protocol for Interview Study, Online Survey, and Two Randomized Controlled Trials. JMIR Research Protocols, 9(7), e17482. https://dx.doi.org/10.2196/17482 Open Access
Blömacher, K., Nöcker, G., & Huff, M. (2020). The evolution of mental models in relation to initial information while driving automated. Transportation Research Part F: Traffic Psychology and Behaviour, 68, 198-217. https://dx.doi.org/10.1016/j.trf.2019.11.003
Braeuning, D., Ribner, A., Moeller, K., & Blair, C. (2020). The multifactorial nature of early numeracy and its stability. Frontiers in Psychology, 11, Article 518981. https://dx.doi.org/10.3389/fpsyg.2020.518981 Open Access
Bramboeck, V., Moeller, K., Marksteiner, J., & Kaufmann, L. (2020). Loneliness and Burden Perceived by Family Caregivers of Patients With Alzheimer Disease. American Journal of Alzheimer's Disease & Other Dementiasr, 35, 153331752091778. https://dx.doi.org/10.1177/1533317520917788
Brandt, H., Umbach, N., Kelava, A., & Bollen, K. A. (2020). Comparing estimators for latent interaction models under structural and distributional misspecifications. Psychological Methods, 25(3), 321-345. https://dx.doi.org/10.1037/met0000231
Buder, J. (2020). Wieviel Mensch steckt in der Maschine? Information - Wissenschaft & Praxis, 71(1), 17-22. https://dx.doi.org/10.1515/iwp-2019-2061 Open Access
Castner, N., Appel, T., Eder, T. F., Richter, J., Scheiter, K., Keutel, C., Hüttig, F., Duchowski, A., & Kasneci, E. (2020). Pupil diameter differentiates expertise in dental radiography visual search. PLOS ONE, 15(5), e0223941. https://dx.doi.org/10.1371/journal.pone.0223941 Open Access
Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2020). Coding valence in touchscreen interactions: hand dominance and lateral movement influence valence appraisals of emotional pictures. Psychological Research, 84(1), 23-31. https://dx.doi.org/10.1007/s00426-018-0971-1 [Data, Data1] Open Access
Colling, L. J., Szűcs, D., De Marco, D., Cipora, K., Ulrich, R., Nürk, H.-C., Soltanlou, M., Bryce, D., Chen, S.-C., Schroeder, P. A., Henare, D. T., Chrystall, C. K., Corballis, P. M., Ansari, D., Goffin, C., Sokolowski, H. M., Hancock, P. J., Millen, A. E., Langton, S. R., Holmes, K. J., Saviano, M. S., Tummino, T. A., Lindemann, O., Zwaan, R. A., Lukavský, J., Becková, A., Vranka, M. A., Cutini, S., Mammarella, I. C., Mulatti, C., Bell, R., Buchner, A., Mieth, L., Röer, J. P., Klein, E., Huber, S., Moeller, K., Ocampo, B., Lupiáñez, J., Ortiz-Tudela, J., de la Fuente, J., Santiago de Torres, J., Ouellet, M., Hubbard, E. M., Toomarian, E. Y., Job, R., Treccani, B., & McShane, B. B. (2020). Registered Replication Report on Fischer, Castel, Dodd, and Pratt (2003). Advances in Methods and Practices in Psychological Science, 3(2), 143-162. https://dx.doi.org/10.1177/2515245920903079 Open Access
Cress, U. (2020). The richness of CSCL environments. International Journal of Computer-Supported Collaborative Learning, 15(4), 383–388. https://dx.doi.org/10.1007/s11412-020-09335-1
Daroczy, G., Meurers, D., Heller, J., Wolska, M., & Nürk, H.-C. (2020). The interaction of linguistic and arithmetic factors affects adult performance on arithmetic word problems. Cognitive Processing, 21(1), 105-125. https://dx.doi.org/10.1007/s10339-019-00948-5 Open Access
Dresen, V., Pixner, S., & Moeller, K. (2020). Effects of place-value and magnitude processing on word problem solving. Cognitive Development, 54, Article 100876. https://dx.doi.org/10.1016/j.cogdev.2020.100876
Durst, J., Roesel, I., Sudeck, G., Sassenberg, K., & Krauß, I. (2020). Effectiveness of Human Versus Computer-Based Instructions for Exercise on Physical Activity–Related Health Competence in Patients with Hip Osteoarthritis: Randomized Noninferiority Crossover Trial. Journal of Medical Internet Research, 22(9), e18233. https://dx.doi.org/10.2196/18233 Open Access
Eggeling, M., Bientzle, M., Cress, U., Shiozawa, T., & Kimmerle, J. (2020). The impact of physicians’ recommendations on treatment preference and attitudes: a randomized controlled experiment on shared decision-making. Psychology, Health & Medicine, 25(3), 259-269. https://dx.doi.org/10.1080/13548506.2019.1687917
Elson, M., Huff, M., & Utz, S. (2020). Metascience on Peer Review: Testing the Effects of a Study’s Originality and Statistical Significance in a Field Experiment. Advances in Methods and Practices in Psychological Science, 3(1), 53-65. https://dx.doi.org/10.1177/2515245919895419 [Data]
Emhardt, S. N., Wermeskerken, M., Scheiter, K., & Van Gog, T. (2020). Inferring task performance and confidence from displays of eye movements. Applied Cognitive Psychology, 34(6), 1430-1443. https://dx.doi.org/10.1002/acp.3721 Open Access
Flemming, D., Kimmerle, J., Cress, U., & Sinatra, G. M. (2020). Research is tentative, but that’s okay: Overcoming misconceptions about scientific tentativeness through refutation texts. Discourse Processes, 57(1), 17-35. https://dx.doi.org/10.1080/0163853x.2019.1629805
Garsoffky, B., & Schwan, S. (2020). Same action, different level: Descriptions of perceived or predicted actions depend on preceding temporal gaps in event streams. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(10), 1868-1880. https://dx.doi.org/10.1037/xlm0000855 Volltext anfordern
Glaser, M., Knoos, M., & Schwan, S. (2020). The Closer, the better? Processing relations between picture elements in historical paintings. Journal of Eye Movement Research, 13(2), Article 11. https://dx.doi.org/10.16910/jemr.13.2.11 Open Access
Glaser, M., & Schwan, S. (2020). Combining verbal and visual cueing: Fostering learning pictorial content by coordinating verbal explanations with different types of visual cueing. Instructional Science, 48(2), 159-182. https://dx.doi.org/10.1007/s11251-020-09506-5
Godbersen, H., Hofmann, L. A., & Ruiz Fernández, S. (2020). How people evaluate anti-corona measures for their social spheres: Attitude, subjective norm, and perceived behavioral control. Frontiers in Psychology, 11, Article 567405. https://dx.doi.org/10.3389/fpsyg.2020.567405 Open Access
Gottschling, S., Kammerer, Y., Thomm, E., & Gerjets, P. (2020). How laypersons consider differences in sources’ trustworthiness and expertise in their regulation and resolution of scientific conflicts. International Journal of Science Education, Part B, 10(4), 335-354. https://dx.doi.org/10.1080/21548455.2020.1849856 Open Access
Greipl, S., Moeller, K., Kiili, K., & Ninaus, M. (2020). Different performance, full experience: a learning game applied throughout adulthood. International Journal of Serious Games, 7(3), 61-80. https://dx.doi.org/10.17083/ijsg.v7i3.359
Greipl, S., Moeller, K., & Ninaus, M. (2020). Potential and limits of game-based learning. International Journal of Technology Enhanced Learning, 12(4), 363. https://dx.doi.org/10.1504/IJTEL.2020.110047
Greving, H., Bruckermann, T., & Kimmerle, J. (2020). This is my project! The influence of involvement on psychological ownership and wildlife conservation. Current Research in Ecological and Social Psychology, 1, Article 100001. https://dx.doi.org/10.1016/j.cresp.2020.100001 Open Access
Greving, H., & Kimmerle, J. (2020). Better to be informed: Threatening bats increase recall of information. Human Dimensions of Wildlife, 25(1), 94-99. https://dx.doi.org/10.1080/10871209.2020.1691685
Greving, H., & Kimmerle, J. (2020). The impact of event type and geographical proximity on threat appraisal and emotional reactions to Wikipedia articles. PLOS ONE, 15(6): e0233770. https://dx.doi.org/10.1371/journal.pone.0233770 [Data] Open Access
Grinschgl, S., Meyerhoff, H. S., & Papenmeier, F. (2020). Interface and interaction design: How mobile touch devices foster cognitive offloading. Computers in Human Behavior, 108, Article 106317. https://dx.doi.org/10.1016/j.chb.2020.106317 Volltext anfordern
Grissmann, S., Spüler, M., Faller, J., Krumpe, T., Zander, T. O., Kelava, A., Scharinger, C., & Gerjets, P. (2020). Context Sensitivity of EEG-based Workload Classification under different Affective Valence. IEEE Transactions on Affective Computing, 11(2), 327-334. https://dx.doi.org/10.1109/taffc.2017.2775616
Grosser, J., Bientzle, M., & Kimmerle, J. (2020). A Literature Review on the Foundations and Potentials of Digital Teaching Scenarios for Interprofessional Health Care Education. International Journal of Environmental Research and Public Health, 17(10), Article 3410. https://dx.doi.org/10.3390/ijerph17103410 Open Access
Großer, J., Kimmerle, J., Shiozawa, T., Hirt, B., & Bientzle, M. (2020). Observing Inter-Professional Videos: Impact of Collaboration Between Physicians and Psychologists on Attitude and Knowledge Acquisition. Journal of Medical Education and Curricular Development, 7, 238212052095764. https://dx.doi.org/10.1177/2382120520957648 Open Access
Hoch, E., Scheiter, K., & Schüler, A. (2020). Implementation intentions related to self-regulatory processes do not enhance learning in a multimedia environment. Frontiers in Psychology, 11, Article 46. https://dx.doi.org/10.3389/fpsyg.2020.00046 Open Access
Hoch, E., Scheiter, K., & Schüler, A. (2020). Implementation Intentions for Improving Self-Regulation in Multimedia Learning: Why Don’t They Work? The Journal of Experimental Education, 88(4), 536-558. https://dx.doi.org/10.1080/00220973.2019.1628693 Volltext anfordern
Holtz, P. (2020). Two Questions to Foster Critical Thinking in the Field of Psychology: Are there any reasons to expect a different outcome, and what are the consequences if we don’t find what we were looking for? Meta-Psychology, 4, MP. 2018.894. https://dx.doi.org/10.15626/mp.2018.984 Open Access
Holtz, P. (2020). Does Postmodernism Really Entail a Disregard for the Truth? Similarities and Differences in Postmodern and Critical Rationalist Conceptualizations of Truth, Progress, and Empirical Research Methods. Frontiers in Psychology, 11, Article 2418. https://dx.doi.org/10.3389/fpsyg.2020.545959 Open Access
Holtz, P., & Odağ, Ö. (2020). Popper was not a Positivist: Why Critical Rationalism Could be an Epistemology for Qualitative as well as Quantitative Social Scientific Research. Qualitative Research in Psychology, 17(4), 541-564. https://dx.doi.org/10.1080/14780887.2018.1447622
Huff, M., Rosenfelder, D., Oberbeck, M., Merkt, M., Papenmeier, F., & Meitz, T. G. K. (2020). Cross-codal integration of bridging-event information in narrative understanding. Memory & Cognition, 48(6), 942-956. https://dx.doi.org/10.3758/s13421-020-01039-z Open Access
Jacob, L., Lachner, A., & Scheiter, K. (2020). Learning by explaining orally or in written form? Text complexity matters. Learning and Instruction, 68, Article 101344. https://dx.doi.org/10.1016/j.learninstruc.2020.101344 Volltext anfordern
Jung, S., Meinhardt, A.-L., Braeuning, D., Roesch, S., Cornu, V., Pazouki, T., Schiltz, C., Lonnemann, J., & Moeller, K. (2020). Hierarchical Development of Early Visual-Spatial Abilities – A Taxonomy Based Assessment Using the MaGrid App. Frontiers in Psychology, 11, Article 871. https://dx.doi.org/10.3389/fpsyg.2020.00871 [Data] Open Access
Jung, S., Moeller, K., Karnath, H.-O., & Klein, E. (2020). Hemispheric lateralization of arithmetic facts and magnitude processing for two-digit numbers. Frontiers in Human Neuroscience, 14, Article 88. https://dx.doi.org/10.3389/fnhum.2020.00088 [Data] Open Access
Jung, S., Roesch, S., Klein, E., Dackermann, T., Heller, J., & Moeller, K. (2020). The strategy matters: Bounded and unbounded number line estimation in secondary school children. Cognitive Development, 53, Article 100839. https://dx.doi.org/10.1016/j.cogdev.2019.100839
Kaufmann, L., von Aster, M., Göbel, S. M., Marksteiner, J., & Klein, E. (2020). Developmental Dyscalculia in Adults Current Issues and Open Questions for Future Research. Lernen und Lernstörungen, 9(2), 126-137. https://dx.doi.org/10.1024/2235-0977/a000294 Open Access
Kim, S. H., Song, Y., Park, J., & Utz, S. (2020). Patients’ Experiences of Diabetes Self-Management Education According to Health-Literacy Levels. Clinical Nursing Research, 29(5), 285-292. https://dx.doi.org/10.1177/1054773819865879
Kimmerle, J. (2020). In the face of digitalization and AI - Organizations need to take an EPIC approach to learning. Development and Learning in Organizations, 34(5), 9-12. https://dx.doi.org/10.1108/dlo-11-2019-0257
Kimmerle, J., Anikin, A., & Bientzle, M. (2020). The Impact of Perceived Etiology, Treatment Type, and Wording of Treatment Information on the Assessment of Gastritis Treatments. Frontiers in Public Health, 8, Article 35. https://dx.doi.org/10.3389/fpubh.2020.00035 Open Access
Kimmig, S. E., Flemming, D., Kimmerle, J., Cress, U., & Brandt, M. (2020). Elucidating the socio-demographics of wildlife tolerance using the example of the red fox (Vulpes vulpes) in Germany. Conservation Science and Practice, 2(7), e212. https://dx.doi.org/10.1111/csp2.212 Open Access
Kober, S. E., Wood, G., Kiili, K., Moeller, K., & Ninaus, M. (2020). Game-based learning environments affect frontal brain activity. PLOS ONE, 15, Article e0242573. https://dx.doi.org/10.1371/journal.pone.0242573 Open Access
Kollmer, J., Schleinschok, K., Scheiter, K., & Eitel, A. (2020). Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds? Instructional Science, 48(5), 569-589. https://dx.doi.org/10.1007/s11251-020-09521-6 Volltext anfordern
Krumpe, T., Gerjets, P., Rosenstiel, W., & Spüler, M. (2020). Decision confidence: EEG correlates of confidence in different phases of an old/new recognition task. Brain-Computer Interfaces, 6(4), 162-177. https://dx.doi.org/10.1080/2326263x.2019.1708539
Kümmel, E., & Kimmerle, J. (2020). The effects of a university’s self-presentation and applicants’ regulatory focus on emotional, behavioral, and cognitive student engagement. Sustainability, 12(23), Article 10045. https://dx.doi.org/10.3390/su122310045 Open Access
Kümmel, E., Moskaliuk, J., Cress, U., & Kimmerle, J. (2020). Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes. Education Sciences, 10(3), Article 78. https://dx.doi.org/10.3390/educsci10030078 Open Access
Lachner, A., Backfisch, I., Hoogerheide, V., Van Gog, T., & Renkl, A. (2020). Timing matters! Explaining between study phases enhances students’ learning. Journal of Educational Psychology, 112(4), 841-853. https://dx.doi.org/10.1037/edu0000396
Lambert, K., Wortha, S. M., & Moeller, K. (2020). Time Reading in Middle and Secondary School Students: The Influence of Basic-Numerical Abilities. The Journal of Genetic Psychology, 181(4), 255-277. https://dx.doi.org/10.1080/00221325.2020.1760778
Lang, F., Kammerer, Y., Oschatz, K., Stürmer, K., & Gerjets, P. (2020). The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies. International Journal of Science Education, 42(3), 350-371. https://dx.doi.org/10.1080/09500693.2019.1710875
Lewis, C. A., Bahnmüller, J., Wesierska, M., Moeller, K., & Göbel, S. M. (2020). Inversion effects on mental arithmetic in English- and Polish-speaking adults. Quarterly Journal of Experimental Psychology, 73(1), 91-103. https://dx.doi.org/10.1177/1747021819881983
Ludewig, U., Lambert, K., Dackermann, T., Scheiter, K., & Moeller, K. (2020). Influences of basic numerical abilities on graph reading performance. Psychological Research, 84(5), 1198-1210. https://dx.doi.org/10.1007/s00426-019-01144-y Volltext anfordern
Macedo-Rouet, M., Kammerer, Y., & Cerdán, R. (2020). Introduction to the special issue ‘How adolescents read and learn on the Web: internal and external factors (Introducción al número especial ‘Cómo leen y aprenden los adolescentes en la red: factores internos y externos’). Journal for the Study of Education and Development, 43(1), 9-18. https://dx.doi.org/10.1080/02103702.2020.1723987
Meitz, T. G. K., Meyerhoff, H. S., & Huff, M. (2020). Event related message processing: perceiving and remembering changes in films with and without soundtrack. Media Psychology, 23(5), 733-763. https://dx.doi.org/10.1080/15213269.2019.1636660
Merkt, M., & Huff, M. (2020). Does the position of source information for multiple documents matter? Insights from two experiments. Contemporary Educational Psychology, 62, Article 101900. https://dx.doi.org/10.1016/j.cedpsych.2020.101900
Merkt, M., Lux, S., Hoogerheide, V., Van Gog, T., & Schwan, S. (2020). A change of scenery: Does the setting of an instructional video affect learning? Journal of Educational Psychology, 112(6), 1273-1283. https://dx.doi.org/10.1037/edu0000414
Merz, S., Meyerhoff, H. S., Frings, C., & Spence, C. (2020). Representational momentum in vision and touch: Visual motion information biases tactile spatial localization. Attention, Perception, & Psychophysics, 82(5), 2618-2629. https://dx.doi.org/10.3758/s13414-020-01989-1 Open Access
Meyerhoff, H. S., & Papenmeier, F. (2020). Individual differences in visual attention: A short, reliable, open-source, and multilingual test of multiple object tracking in PsychoPy. Behavior Research Methods, 52(6), 2556-2566. https://dx.doi.org/10.3758/s13428-020-01413-4 Volltext anfordern
Moritz, J., Meyerhoff, H. S., & Schwan, S. (2020). Control over spatial representation format enhances information extraction but prevents long-term learning. Journal of Educational Psychology, 112(1), 148-165. https://dx.doi.org/10.1037/edu0000364 Volltext anfordern
Ninaus, M., Kiili, K., Wood, G., Moeller, K., & Kober, S. E. (2020). To add or not to add game elements? Exploring the effects of different cognitive task designs using eye tracking. IEEE Transactions on Learning Technologies, 13, 847-860. https://dx.doi.org/10.1109/TLT.2020.3031644
Novak, M., Phelan, S., Lewalter, D., & Schwan, S. (2020). There is more to touch than meets the eye: haptic exploration in a science museum. International Journal of Science Education, 42(18), 3026-3048. https://dx.doi.org/10.1080/09500693.2020.1849855
Oeberst, A., Von der Beck, I., Cress, U., & Nestler, S. (2020). Wikipedia outperforms individuals when it comes to hindsight bias. Psychological Research, 84(6), 1517-1527. https://dx.doi.org/10.1007/s00426-019-01165-7
Oeberst, A., Von der Beck, I., Matschke, C., Ihme, T. A., & Cress, U. (2020). Collectively biased representations of the past: Ingroup Bias in Wikipedia articles about intergroup conflicts. British Journal of Social Psychology, 59(4), 791-818. https://dx.doi.org/10.1111/bjso.12356 Open Access
Orellana Corrales, G., Matschke, C., & Wesslein, A.-K. (2020). Does self-associating a geometric shape immediately cause attentional prioritization? Comparing familiar versus recently self-associated stimuli in the dot-probe task. Experimental Psychology, 67(6), 335-348. https://dx.doi.org/10.1027/1618-3169/a000502
Ponizovskiy, V., Ardag, M., Grigoryan, L., Boyd, R. L., Dobewall, H., & Holtz, P. (2020). Development and Validation of the Personal Values Dictionary: A Theory–Driven Tool for Investigating References to Basic Human Values in Text. European Journal of Personality, 34(5), 885-902. https://dx.doi.org/10.1002/per.2294 Open Access
Renner, B., Wesiak, G., Pammer-Schindler, V., Prilla, M., Müller, L., Morosini, D., Mora, S., Faltin, N., & Cress, U. (2020). Computer-supported reflective learning: how apps can foster reflection at work. Behaviour & Information Technology, 39(2), 167-187. https://dx.doi.org/10.1080/0144929x.2019.1595726
Richter, J., Scheiter, K., Eder, T. F., Huettig, F., & Keutel, C. (2020). How massed practice improves visual expertise in reading panoramic radiographs in dental students: An eye tracking study. PLOS ONE, 15(12): e0243060. https://dx.doi.org/10.1371/journal.pone.0243060 [Data] Open Access
Scharinger, C., Schüler, A., & Gerjets, P. (2020). Using eye-tracking and EEG to study the mental processing demands during learning of text-picture combinations. International Journal of Psychophysiology, 158, 201-214. https://dx.doi.org/10.1016/j.ijpsycho.2020.09.014 Open Access
Scheiter, K. (2020). Embracing complexity in research on learning from examples and from problem solving. Applied Cognitive Psychology, 34(4), 906-911. https://dx.doi.org/10.1002/acp.3702 Volltext anfordern
Scheiter, K., Ackerman, R., & Hoogerheide, V. (2020). Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased? Educational Psychology Review, 32(4), 1003-1027. https://dx.doi.org/10.1007/s10648-020-09555-9 Open Access
Scheiter, K., Brucker, B., & Ainsworth, S. (2020). “Now move like that fish”: Can enactment help learners come to understand dynamic motion presented in photographs and videos? Computers & Education, 155, Article 103934. https://dx.doi.org/10.1016/j.compedu.2020.103934 Volltext anfordern
Schmidgall, S. P., Scheiter, K., & Eitel, A. (2020). Can we further improve tablet-based drawing to enhance learning? An empirical test of two types of support. Instructional Science, 48(4), 453-474. https://dx.doi.org/10.1007/s11251-020-09513-6 Open Access
Scholl, A. (2020). Responsible power-holders: when and for what the powerful may assume responsibility. Current Opinion in Psychology, 33, 28-32. https://dx.doi.org/10.1016/j.copsyc.2019.06.011
Scholl, A., Sassenberg, K., Zapf, B. M., & Pummerer, L. (2020). Out of sight, out of mind: Power-holders feel responsible when anticipating face-to-face, but not digital contact with others. Computers in Human Behavior, 112, Article 106472. https://dx.doi.org/10.1016/j.chb.2020.106472 Volltext anfordern
Schwan, S., & Dutz, S. (2020). How do Visitors Perceive the Role of Authentic Objects in Museums? Curator: The Museum Journal, 63(2), 217-237. https://dx.doi.org/10.1111/cura.12365 Open Access
Schüler, A., & Mayer, M. G. (2020). Illustrations Before Text Reduce Visuospatial Working Memory Load During Text Processing. Discourse Processes, 57(8), 627-658. https://dx.doi.org/10.1080/0163853x.2020.1750931 [Data] Volltext anfordern
Simplicio, H., Gasteiger, H., Dorneles, B. V., Grimes, K. R., Haase, V. G., Ruiz, C., Liedtke, F. V., & Moeller, K. (2020). Cognitive Research and Mathematics Education—How Can Basic Research Reach the Classroom? Frontiers in Psychology, 11, Article 773. https://dx.doi.org/10.3389/fpsyg.2020.00773 Open Access
Widany, S., Reichart, E., Ambos, I., & Huff, M. (2020). Datennutzung der VHS- und Verbundstatistik. Potenziale für Bildungsforschung, -politik und -praxis. Zeitschrift für Weiterbildungsforschung, 43(1), 75-95. https://dx.doi.org/10.1007/s40955-019-0136-x Volltext anfordern
Wolfers, L. N., Festl, R., & Utz, S. (2020). Do smartphones and social network sites become more important when experiencing stress? Results from longitudinal data. Computers in Human Behavior, 109, Article 106339. https://dx.doi.org/10.1016/j.chb.2020.106339 [Data] Open Access
Wolfers, L. N., Kitzmann, S., Sauer, S., & Sommer, N. (2020). Phone use while parenting: An observational study to assess the association of maternal sensitivity and smartphone use in a playground setting. Computers in Human Behavior, 102, 31-38. https://dx.doi.org/10.1016/j.chb.2019.08.013 Volltext anfordern
Wortha, S. M., Bloechle, J., Ninaus, M., Kiili, K., Lindstedt, A., Bahnmüller, J., Moeller, K., & Klein, E. (2020). Neurofunctional plasticity in fraction learning: An fMRI training study. Trends in Neuroscience and Education, 21, Article 100141. https://dx.doi.org/10.1016/j.tine.2020.100141
Álvarez, G., Oeberst, A., Cress, U., & Ferrari, L. (2020). Linguistic evidence of in-group bias in English and Spanish Wikipedia articles about international conflicts. Discourse, Context & Media, 35, Article 100391. https://dx.doi.org/10.1016/j.dcm.2020.100391

Tagungsbände

Castner, N., Kuebler, T. C., Scheiter, K., Richter, J., Eder, T., Huettig, F., Keutel, C., & Kasneci, E. (2020). Deep semantic gaze embedding and scanpath comparison for expertise classification during OPT viewing. In Spencer, S. N. (Ed.), ETRA '20 Full Papers: ACM Symposium on Eye Tracking Research and Applications (Article 18). ACM. https://dx.doi.org/10.1145/3379155.3391320
Demaree, D., Jarodzka, H. M., Brand-Gruwel, S., & Kammerer, Y. (2020). The Influence of Device Type on Querying Behavior and Learning Outcomes in a Searching as Learning Task with a Laptop or Smartphone. In H. O’Brien, L. Freund, I. Arapakis, O. Hoeber, & I. Lopatovska (Eds.), Proceedings of the 2020 Conference on Human Information Interaction and Retrieval (CHIIR) (pp. 373-377). New York, NY: ACM. https://dx.doi.org/10.1145/3343413.3378000
Kimmel, D., Orthwein, M., & Schwan, S. (2020). Between Reality and Virtuality. Studies on the Authenticity of Realistic Depictions in Museum Learning. In D. Kimmel & S. Brüggerhoff (Eds.), Museen – Orte des Authentischen? Museums – Places of Authenticity? (Bd. 42, pp. 441-462). Verlag des Römisch-Germanischen Zentralmuseums. https://dx.doi.org/10.11588/propylaeum.745
Leifheit, L., Tsarava, K., Ninaus, M., Ostermann, K., Golle, J., Trautwein, U., & Moeller, K. (2020). SCAPA: Development of a Questionnaire Assessing Self-Concept and Attitudes Toward Programming. Proceedings of the 25th Annual Conference on Innovation and Technology in Computer Science Education - ITiCSE 2020 (pp. 138-144). New York, NY, USA: ACM. https://dx.doi.org/10.1145/3341525.3387415
Pardi, G., von Hoyer, J., Holtz, P., & Kammerer, Y. (2020). The role of cognitive abilities and time spent on texts and videos in a multimodal Searching as Learning task. In H. O’Brien, L. Freund, I. Arapakis, O. Hoeber, & I. Lopatovska (Eds.), Proceedings of the 2020 Conference on Human Information Interaction and Retrieval (pp. 378-382). New York, NY: ACM. https://dx.doi.org/10.1145/3343413.3378001
Simpson, J., Gaiser, F., Macík, M., & Breßgott, T. (2020). Daisy: A Friendly Conversational Agent for Older Adults. Proceedings of the 2nd Conference on Conversational User Interfaces (Article 33) (pp. 1-3). https://dx.doi.org/10.1145/3405755.3406166
Sümer, Ö., Gerjets, P., Trautwein, U., & Kasneci, E. (2020). Automated anonymisation of visual and audio data in classroom studies. Proceedings of The Workshops of the Thirty-Fourth AAAI Conference on Artificial Intelligence New York, USA: AAAI. http://www.cse.msu.edu/~wangzh65/AI4EDU/papers/6.pdf
Sümer, Ö., Gerjets, P., Trautwein, U., & Kasneci, E. (2020). Attention Flow: End-to-End Joint Attention Estimation. Proceeding 2020 IEEE Winter Conference on Applications of Computer Vision (WACV), Snowmass Village, CO, USA (pp. 3316-3325). IEEE. https://dx.doi.org/10.1109/WACV45572.2020.9093515
Tsarava, K., Ninaus, M., Hannemann, T., Volná, K., Moeller, K., & Brom, C. (2020). Fostering knowledge of computer viruses among children: The effects of a lesson with a cartoon series. In Association for Computing Machinery (ACM), New York, NY, USA (Ed.), Proceedings of the 20th Koli Calling International Conference on Computing Education Research (Koli Calling '20). (p. Article 10, 1–9). https://dx.doi.org/10.1145/3428029.3428033

Bücher

Bauer, R., Hafer, J., Hofhues, S., Schiefner-Rohs, M., Thillosen, A., Volk, B., & Wannemacher, K. (Eds.). (2020). Vom E-Learning zur Digitalisierung – Mythen, Realitäten, Perspektiven. Medien in der Wissenschaft, Bd. 76. Münster: Waxmann.

Buchbeiträge

Capparozza, M., & Irle, G. (2020). Digitale Kompetenzen von Lehrerausbildenden: Ein Überblick über empirische Modelle. In K. Kaspar, M. Becker-Mrotzek, S. Hofhues, J. König, & D. Schmeinck (Eds.), Bildung, Schule, Digitalisierung (pp. 414-420). Münster: Waxmann. https://dx.doi.org/10.31244/9783830992462
Capparozza, M., & Irle, G. (2020). Lehrerausbildende als Akteure für die Digitalisierung in der Lehrerbildung: Ein Review. In A. Wilmers, C. Anda, C. Keller, & M. Rittberger (Eds.), Bildung im digitalen Wandel. Die Bedeutung für das pädagogische Personal und für die Aus- und Fortbildung (pp. 103-127). Münster: Waxmann. https://dx.doi.org/10.31244/9783830991991.04
Festl, R., & Quandt, T. (2020). Cyberbullying, online addiction and sexting: an overview of online social risk taking. In M. Potenza, D. Faust, & K. Faust (Eds.), The Oxford Handbook of Digital Technologies and Mental Health (pp. 259-276). Oxford University Press.
Hansen, N., & Sassenberg, K. (2020). Reaktionen auf soziale Diskriminierung. In L.-E. Petersen & B. Six (Eds.), Stereotype, Vorurteile und soziale Diskriminierung: Theorien, Befunde und Interventionen (2. Überarbeitete und erweiterte Auflage, pp. 288-293). Weinheim: Beltz.
Holtz, P., Cress, U., & Kimmerle, J. (2020). Lernen in sozialen Medien. In H. Niegemann & A. Weinberger (Eds.), Handbuch Bildungstechnologie (pp. 677-687). Berlin: Springer.
Kammerer, Y., & Brand-Gruwel, S. (2020). Trainings and tools to foster source credibility evaluation during web search. In W.-T. Fu & H. van Oostendorp (Eds.), Understanding and improving information search (pp. 213-243). Cham: Springer.
Kastner, L., Umbach, N., Jusyte, A., Ruiz Fernández, S., Nommensen, S., & Gerjets, P. (2020). Kulturelle Bildung im Kunstmuseum evidenzbasiert gestalten: Entwicklung und Evaluation (digitaler) Kunstkurse zur Förderung sozial-emotionaler Fähigkeiten von Jugendlichen. In S. Timm, J. Costa, C. Kühn, & A. Scheunpflug (Eds.), Kulturelle Bildung. Theroretische Perspektiven, methodologische Herausforderungen und empirische Befunde (pp. 231-246). Münster: Waxmann.
Lachner, A., Scheiter, K., & Stürmer, K. (2020). Digitalisierung und Lernen mit digitalen Medien als Gegenstand der Lehrerbildung. In C. Cramer, M. Drahmann, J. König, M. Rothland, & S. Blömeke (Eds.), Handbuch Lehrerbildung. (pp. 67-75). Bad Heilbrunn/Stuttgart: Klinkhardt/UTB. https://dx.doi.org/10/35468/hblb2020-007
Merkt, M., & Schwan, S. (2020). Lernen mit Bewegtbildern: Videos und Animationen. In H. Niegemann & A. Weinberger (Eds.), Handbuch Bildungstechnologien. (pp. 333-342). Heidelberg: Springer. https://dx.doi.org/10.1007/978-3-662-54368-9_32
Messingschlager, T., & Holtz, P. (2020). Filter Bubbles und Echo Chambers. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News,„Lügenpresse“, Clickbait & Co. (pp. 91-102). Berlin, Heidelberg: Springer.
Neumann, D. (2020). Fear of Missing Out.. In J. Van Den Bulck, D. Ewoldsen, L.-M. Mares, & E. Scharrer (Eds.), International Encyclopedia of Media Psychology. New York: Wiley.
Otten, S., & Matschke, C. (2020). Dekategorisierung, Rekategorisierung und das Modell wechselseitiger Differenzierung.. In L.-E. Petersen & B. Six (Eds.), Stereotype, Vorurteile, und soziale Diskriminierung: Theorien, Befunde und Interventionen (2. überarbeitete und erweiterte Auflage, pp. 339-348). Weinheim: Beltz.
Pummerer, L. (2020). „Selbsttranszendenz" – ein Überblick religionspsychologischer Forschung über Spiritualität und Sinnsuche bei Nichtreligiösen. In A. Haußmann & R. Höfelschweiger (Eds.), Spiritualität und Sinn. Seelsorge und Kognitive Verhaltenstherapie im Dialog. (pp. 45-70). Leipzig: Evangelische Verlagsanstalt.
Roesch, S., Barrocas, R., Ladel, S., & Moeller, K. (2020). Zahlen begreifen - wie Finger das Verständnis von Zahlen fördern können. In C. Andrä & M. Macedonia (Eds.), Bewegtes Lernen - Handbuch für Forschung und Praxis (pp. 83-99). Berlin: Lehmanns Media.
Sassenberg, K., & Fehr, J. (2020). Selbstregulation und soziale Diskriminierung. In L.-E. Petersen & B. Six (Eds.), Selbstregulation und soziale Diskriminierung (2. Überarbeitete und erweiterte Auflage, pp. 225-229). Weinheim: Beltz.
Scheiter, K., & Lachner, A. (2020). Chancen und Herausforderungen der Distanzlehre aus der Sicht der empirischen Lehr-Lernforschung. In T. Riecke-Baulecke (Ed.), Fern- und Präsenzunterricht (Handbuch Schulmanagement 175) (pp. 6-18). München: Oldenbourg.
Schwan, S., & Lewalter, D. (2020). Multimediales Lernen in öffentlichen Bildungseinrichtungen am Beispiel von Museen und Ausstellungen. In H. Niegemann & A. Weinberger (Eds.), Handbuch Bildungstechnologie (pp. 689-697). Heidelberg: Springer.
Schüler, A. (2020). Cognitive processes underlying learning from multiple representations. In P. Van Meter, A. List, D. Lombardi, & P. Kendeou (Eds.), Handbook of learning from multiple representations and perspectives. (pp. 48-61). New York: Routledge. https://dx.doi.org/10.4324/9780429443961
Teichman, D., Talley, E., Egidy, S., Engel, C., Gummadi, K. P., Hagel, K., Lewandowsky, S., MacCoun, R. J., Utz, S., & Zamir, E. (2020). Institutions promoting or countering deliberate ignorance. In R. Hertwig & C. Engel (Eds.), Deliberate ignorance: choosing not to know (Vol. 29, pp. 274-298). Cambridge, MA: MIT Press.
Utz, S. (2020). Social network sites as vehicles for effective/ineffective social support. In N. Egbert & K.B. Wright (Eds.), Social support and health in the digital age (pp. 5-27). London: Rowman and Littlelfield.
Wunsch, J., Moeller, K., Nuerk, H.-C., & Dackermann, T. (2020). Ganzkörperliche Bewegung zur Unterstützung grundlegender numerischer Fähigkeiten. In C. Andrä & M. Macedonia (Eds.), Bewegtes Lernen: Handbuch für Forschung und Praxis (pp. 66-82). Köln: Lehmanns Media.

Magazinbeiträge

Bientzle, M., & Wohland, F. (2020). Spuren der Akademisierung auf dem deutschen Stellenmarkt für Physiotherapeuten. pt_Zeitschrift für Physiotherapeuten, 72(9), 18-19.
Ellemers, N., Sassenberg, K., Scheepers, D., & Scholl, A. (2020). Why Trump voters might have confidence in Joe Biden. How leaders consider their position predicts their use of power. Psychology Today. Psychology Today. https://www.psychologytoday.com/us/blog/social-climates/202011/why-trump-voters-might-have-confidence-in-joe-biden
König, C., Wahl, J., Delaloye, G., Geidel, S., Hoyer, T., Moritz, J., Moser, J., & Schwan, S. (2020). Verbreitung vor der eigenen Haustür. Der Falke, 12, 44-48.
Sassenberg, K. (2020). Exclusivinterview zum Thema "Verschwörungstheoretiker: Wenn Patienten nicht an Covid-19 glauben". Medical Tribune Verlagsgesellschaft mbH Geschäftsbereich ARZT & WIRTSCHAFT.
Scholl, A. (2020). Wer digital kommuniziert, fühlt sich weniger verantwortlich. Wirtschaftswoche. https://www.wiwo.de/my/erfolg/beruf/fuehrung-im-homeoffice-wer-digital-kommuniziert-fuehlt-sich-weniger-verantwortlich/26023864.html?ticket=ST-28131-7JQHuxwukNMfodjeD7Bo-ap4

Konferenzbeiträge

Anderl, C. (2020, November). Adolescent oral contraceptive use and future major depressive disorder. Tri-Cluster Research Day: The Future of Health (online conference). Vancouver, Canada. [Talk]
Atkins, P., Wilhelm, M., Meyerhoff, H. S., Schenk, T., & Foecker, J. (2020, April). Auditory, visual and audio-visual cues in a multiple object tracking task. British Conference of Undergraduate Research. University of Leeds, UK. [Poster]
Backfisch, I., Jacob, L., Lachner, A., Plicht, C., Bohl, T., Stürmer, K., & Scheiter, K. (2020, August). Research-practice collaboration for technology-enhanced adaptive teaching: A design-based study. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2020, April). Effects of teachers’ self-efficacy and Utility-value on the Quality of Technology Integration. The American Educational Research Association (AERA). San Francisco, USA. (Conference cancelled). https://www.aera.net/ [Roundtable]
Barrocas, R., & Moeller, K. (2020, September). Age matters, but is there more to it? Cognitive and sensorimotor influences on preschool numerical skills. Virtuelles Symposium im Rahmen der MCLS-Online Konferenz. [Talk]
Barrocas, R., Moeller, K., & Gawrilow, C. (2020, May). Digits Grasp Digits. Development and evaluation of a digital app for self-regulated training of finger-based numerical strategies. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
Baumann, L., Utz, S., & Kasneci, E. (2020, May). Overcoming Cognitive and Motivational Barriers for Networking: Contact Recommender Systems in Professional settings. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
Becker, D. (2020, January). The benefits and limitations of taking a cognitive perspective on self-control conflicts. Invited talk (Skype) at the Tehran Research Institute in fundamental sciences. Islam Republic Iran. [Talk]
Becker, D. (2020, January). The benefits and limitations of taking a cognitive perspective on self-control conflicts. Invited Talk at the University of Saarbrücken. Saarbrücken. [Talk]
Bientzle, M. (2020, September). Begegnungen mit schmerztherapeutisch arbeitenden Berufsgruppen – Physiotherapie. Eingeladener Vortrag im Rahmen des Jahreskonvent der Krankenhaus-, Kur- und Reha-Seelsorgenden in Württemberg zum Thema „Kaum auszuhalten!“ Schmerzbegleitende Seelsorge. Bad Boll. [Vortrag]
Brand, A.-K., Scholl, A., & Meyerhoff, H. S. (2020, March). In Case of Doubt for the Suspicion? – A Memory Bias from Fact toward Uncertainty in News Headlines. 62th Conference of Experimental Psychologists (TeaP). Jena. (Conference cancelled). https://teap2020.dryfta.com [Talk]
Brand, A.-K., Scholl, A., & Meyerhoff, H. S. (2020, November). When Linguistic Uncertainty Cues Spread: Confusing Facts in the News with Speculations. 61th Psychonomic Society's Annual Meeting (online conference). [Poster]
Brucker, B., Just, P., & Gerjets, P. (2020, August). Learning with dynamic visualizations: The influence of hand proximity, multiple perspectives and learners’ visuospatial ability. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6: Instructional Design & Special Interest Group (SIG) 7: Technology-Enhanced Learning and Instruction (online conference). Tübingen. [Poster]
Bruckermann, T., Greving, H., & Harms, U. (2020, March). I’m fine with just collecting data: Engagement profiles differ in Citizen Science. 93rd Annual Meeting of the National Association for Research in Science Teaching (NARST). Portland, OR, USA. (Conference cancelled). [Talk]
Bruckermann, T., Greving, H., & Harms, U. (2020, September). To know about science is to love it? Unraveling the knowledge-attitude relationship in Citizen Science on urban wildlife. 13th Conference of European Researchers in Didactics of Biology (ERIDOB). Nicosia, Zypern. (Conference cancelled). https://www.ucy.ac.cy/eridob2020/ [Talk]
Bruckermann, T., Greving, H., Harms, U., & WTimpact-Konsortium (2020, January). WTimpact: Does Citizen Science promote transfer from science to society? Citizen Science as a tool for education/promotion of scientific literacy in evolution: Cross-COST Action Citizen Science Meeting. Museum für Naturkunde, Berlin. [Talk]
Bruckermann, T., Greving, H., Stillfried, M., Börner, K., Hagen, R., Kimmig, S., Schumann, A., Harms, U., & Brandt, M. (2020, October). Do I have to analyze the data, too? Engagement patterns for data collection and analysis in a Citizen Science project on urban wildlife. Citizen Science SDG Conference. Berlin. [Poster]
Bruckermann, T., Greving, H., Stillfried, M., Börner, K., Schumann, A., Harms, U., & Brandt, M. (2020, September). Data collectors or analysts? Different engagement profiles in Citizen Science. 3rd International European Citizen Science Association (ECSA) Conference. Trieste, Italien. [Poster]
Buder, J. (2020, May). What’s Cognitive About Cognitive Interfaces? Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
Butz, M., Gerjets, P., Halfmann, M., Lachmair, M., Wortha, F., Lohmann, J., Humaidan, D., & Sadeghi, M. (2020, May). Knowledge Spaces in Virtual Reality. Intuitive Interfacing with a Multiperspective Hypermedia Environment. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen, Deutschland. [Talk]
Capparozza, M., & Irle, G. (2020, Oktober). Digitale Kompetenzen von Lehrerausbildenden: Ein Überblick über empirische Modelle. Tagung "Bildung, Schule und Digitalisierung" der Zukunftsstrategie Lehrer*innenbildung (ZuS). Köln. (Tagung abgesagt). https://zus.uni-koeln.de/tagungen/zus-tagung-bildung-schule-und-digitalisierung-2020 [Vortrag]
Capparozza, M., & Irle, G. (2020, Dezember). Digitale Kompetenzen von Lehrerausbildenden: Ein Überblick über den Forschungsstand. 5. Hildesheimer CeLeB-Tagung zur Bildungsforschung (online Konferenz). [Vortrag]
Capparozza, M., Irle, G., John, N., Kehrer, M., Mbak, E. S., Schmidt, M., & Thillosen, A. (2020, Oktober). e-teaching.org – das Portal für den fundierten Einsatz digitaler Medien in der Hochschullehre. Virtueller Messestand auf dem University: Future Festival, Hochschulforum Digitalisierung (HFD) (online Konferenz). [Vortrag]
Capparozza, M., Irle, G., & Thillosen, A. (2020, September). Digitale Medien im Lehramtsstudium – neue Angebote auf dem E-Learning-Informationsportal e-teaching.org. Mobile.Hochschule Digital (online Tagung). [Vortrag]
Chenk, X., Fütterer, T., Scheiter, K., Fauth, B. C., & Stürmer, K. (2020, April). ICT-Integrated Classrooms: Effects of tablet-based instruction on students’ individual learning activities. The American Educational Research Association (AERA). San Francisco, USA. (Conference cancelled). https://www.aera20.net/ [Poster]
Coppens, L. C., Postema, C., Schüler, A., Scheiter, K., & van Gog, T. (2020, August). Effects of gaze feedback and stimuli order on learning and attention in a categorization task. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
Cress, U. (2020, May). 10 years Leibniz-WissenschaftsCampus Tübingen. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
Cress, U. (2020, Mai). Kollaborative Wissenskonstruktion: Wie entsteht Wissen im digitalen Zeitalter? LIfBi Lectures. Eingeladener online-Vortrag am Leibniz-Institut für Bildungsverläufe e. V., Bamberg. [Vortrag]
Cress, U. (2020, April). Wie verändert Corona das Lernen und die Schule? Tonspur Wissen. Ein Podcast von t-online.de und der Leibniz-Gemeinschaft. [Vortrag]
Demaree, D., Jarodzka, H., Brand-Gruwel, S., & Kammerer, Y. (2020, March). The influence of device type on querying behavior and learning outcomes in a searching as learning task with a laptop or smartphone. Conference on Human Information Interaction and Retrieval (CHIIR). Vancouver, British Columbia, Canada. (Conference cancelled). http://sigir.org/chiir2020/index.html [Poster]
Ditrich, L. (2020, February). Dealing with deviance - On the underpinnings of confrontation and escape responses to norm-violations. Invited talk at Group Processes and Intergroup Relations Preconference at the 2020 Annual Convention of the Society for Personality and Social Psychology. New Orleans, LA, USA. [Talk]
Ditrich, L. (2020, June). You can’t do that! How questioning groups and their norms relates to threat experiences and confrontation. 19th General Meeting of the European Association of Social Psychology (EASP). Krakow, Poland. (Conference cancelled). https://easp2020krakow.com/ [Poster]
Ditrich, L., Lüders, A., Jonas, E., & Sassenberg, K. (2020, February). Leader deviance changes the group – if the group-norm is not affirmed. 2020 Annual Convention of the Society for Personality and Social Psychology (SPSP). New Orleans, LA, USA. [Poster]
Ditrich, L., Sassenberg, K., & Roth, G. (2020, June). I feel (for you) – I’ll help! The relation between integrative emotion regulation, sympathy, and support for out-groups. Social Emotions as Regulators of Social Relations prefoncerence. Krakow, Poland. (Conference cancelled). https://easp2020krakow.com/ [Poster]
Eder, T., Richter, J., Scheiter, K., Hüttig, F., & Keutel, C. (2020, August). How dental students improve in diagnosing radiographs. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
Eder, T. F., Scheiter, K., Keutel, C., Huettig, F., Kasneci, E., & Richter, J. (2020, May). How dental students learn to diagnose radiographs. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
Eggeling, M., Kimmerle, J., Bientzle, M., Hirt, B., & Shiozawa-Bayer, T. (2020, May). Medical Online Platforms as Cognitive Interfaces. The impact of individual and technological features on learning and processing of complex medical information. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
Festl, R. (2020, Februar). Kommunikation im Netz: Risiken & Ressourcen. Eingeladener Vortrag beim Safer Internet Day. Stuttgart. [Vortrag]
Festl, R., & Langmeyer-Tornier, A. (2020, May). The role of computer-mediated communication for children’s and adolescents’ friendship quality after experiencing relocation. 70th Annual International Communication Association (ICA) Conference (online conference). Brisbane, Australia. [Talk]
Festl, R., Reer, F., & Quandt, T. (2020, May). A cross-lagged panel study on online sexual victimization and psychosocial well-being. 70th Annual International Communication Association (ICA) Conference (online conference). Brisbane, Australia. [Poster]
Fütterer, T., Cheng, X., Scheiter, K., & Stürmer, K. (2020, August). Quality Beats Quantity: Investigating Learning Related Effort in Computer-Based Learning Environments. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen. [Talk]
Gaiser, F., & Vogelgesang, J. (2020, März). „Hallo Alexa!“: Intelligente Lautsprecher als neue digitale Mitbewohner – Eine Analyse von Online-Beiträgen. 65. Jahrestagung der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft. München. [Vortrag]
Gaiser, F., & Vogelgesang, J. (2020, May). “Hello Alexa!”: Smart speakers as new digital roommates. an analysis of online posts and reviews. 70th Annual International Communication Association (ICA) Conference (online conference). Brisbane, Australia. [Talk]
Glaser, M., Lengyel, D., Toulouse, C., & Schwan, S. (2020, August). Influence of Certainty Visualizations on Memory for Architectural Information and its Certainties. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 2): Comprehension of Text and Graphics (online conference). Prague, Czech Republic. [Talk]
Goldberg, P., Trautwein, U., Gerjets, P., Kasneci, E., & Sümer, Ö. (2020, May). Attention Awareness in Classrooms. Assessing Students’ Attentional Focus in the Classroom. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen, Deutschland. [Talk]
Gottschling, S., & Kammerer, Y. (2020, July). Eyes on the Source! – The Role of Differences in Source Trustworthiness on Lay Persons’ Attention to Source Information during the Resolution of Scientific Conflicts. Annual Meeting of the Society for Text & Discourse (ST&D) (online conference). [Talk]
Gottschling, S., Kammerer, Y., & Gerjets, P. (2020, October). Differences in experts and laypersons’ sourcing when reading about a scientific conflict in nanosafety an eye tracking study. Nanosafety 2020 (online conference). [Poster]
Greipl, S., Kiili, K., Lindstedt, A., Klein, E., Moeller, M., & Ninaus, M. (2020, April). Neurofunctional underpinnings of game-based learning: contrasting game and non-game-based learning in an active fMRI paradigm. Learning and Plasticity 2020. Lapland, Finland. (Conference cancelled). [Poster]
Greipl, S., Ninaus, M., Karnath, H.-O., Moeller, K., Klein, E., & Killi, K. (2020, May). Game-based Nuber Learning. Benefits of a game-based cognitive interface for knowledge work. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
Greving, H., Bruckermann, T., & Kimmerle, J. (2020, February). If you want to like it, you have to own it: The role of ownership in citizen science projects. 21st Annual Meeting of the Society for Personality and Social Psychology. New Orleans, LA, USA. [Poster]
Greving, H., Bruckermann, T., Stillfried, M., Börner, K., Schumann, A., Brandt, M., Harms, U., & Kimmerle, J. (2020, July). Wildlife attitudes and ownership influence attitudes toward science via active online behavior: A longitudinal citizen science study. 19th General Meeting of the European Association of Social Psychology (EASP). Krakow, Poland. (Conference cancelled). [Poster]
Greving, H., Cress, U., & Kimmerle, J. (2020, February). Emotions in Wikipedia: Anger in Wikipedia articles about man-made attacks and the mediating role of threat. Emotion Preconference of the 21st Annual Meeting of the Society for Personality and Social Psychology. New Orleans, LA, USA. [Poster]
Grinschgl, S., Meyerhoff, H. S., & Papenmeier, F. (2020, May). Offloading working memory with cognitive interfaces: a systematic investigation of potentials, benefits, and risks of mobile touch devices. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen, Deutschland. [Talk]
Grinschgl, S., Papenmeier, F., & Meyerhoff, H. S. (2020, March). Consequences of cognitive offloading: Boosting performance but diminishing memory. 62. Tagung experimentell arbeitender Psychologen (TeaP). Jena. (Konferenz abgesagt). https://teap2020.dryfta.com/ [Poster]
Gunser, V. E., Dischinger, E., Fischer, N., Pons, P., Rösser, J., & Wagner-Hartl, V. (2020, July). Do user requirements of mHealth devices have differences for gender and age? International Conference on Human-Computer Interaction (online conference). Copenhagen, Denmark. [Poster]
Hammer, M., Scheiter, K., Fauth, B. C., & Stürmer, K. (2020, April). How do parents’ beliefs and behavior affect students’ media self-efficacy? The American Educational Research Association (AERA). San Francisco, USA. (Conference cancelled). https://www.aera20.net/ [Poster]
Hammer, M., Scheiter, K., & Stürmer, K. (2020, August). How do parents’ beliefs and behavior regarding digital media affect students’ digital media self-efficacy? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
Hoch, E., & Fütterer, T. (2020, Dezember). Welche Kompetenzen sind nötig, um in einer digitalen Welt zu lernen? ZfE-Forum Bildung für eine digitale Zukunft. Hamburg, Deutschland (virtuelle Konferenz). [Vortrag]
Hoch, E., Sassenberg, K., & Scheiter, K. (2020, August). The impact of students’ self-regulatory preferences on their perception of digital media. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
Hoch, E., Sassenberg, K., & Scheiter, K. (2020, März). The impact of students’ self-regulatory preferences on their perception of digital media. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) 2020. Potsdam. (Konferenz abgesagt). [Talk]
Hoppe, A., Yu, R., Kammerer, Y., & Salmerón, L. (2020, October). IWILDS'20. The 1st International Workshop on Investigating Learning during Web Search collocated with the CIKM 2020 Conference. [Workshop Organisation]
Huff, M., Hoppe, A., Bruns, G., Ewerth, R., & Merkt, M. (2020, August). Pushing the button: Why do learners pause online videos? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6-7: Instructional Design and Technology: From the lab to the classroom (online conference). University of Tuebingen. [Talk]
Huth, F., Koch, S., Ertl, T., & Utz, S. (2020, May). Context changes in social media contributions. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
Jacob, L., Lachner, A., & Scheiter, K. (2020, August). Self-concept moderates the effectiveness of learning by teaching. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
Jacob, L., Lachner, A., & Scheiter, K. (2020, April). Explaining orally holds lead over writing explanations: Text difficulty and Self-Concept matter. The American Educational Research Association (AERA). San Francisco, USA. (Conference cancelled). https://www.aera.net/ [Talk]
Jung, S. M., & Heller, J. (2020, November). Ist Schreiben gleich Schreiben? Wie digitale Medien Schreibprozesse bereits bei Kindern beeinflussen. 11. Interdisziplinäre Tagung über Sprachentwicklungsstörung (ISES 11) (online Konferenz). Marburg, Deutschland. [Poster]
Knab, N., Steffens, M. C., & Winter, K. (2020, June). A paradoxical intervention for improving intergroup relations in the refugee context: Cognitive and behavioral effects. 19th General Meeting of the European Association of Social Psychology (EASP). Krakow, Poland. (Conference cancelled). [Talk]
Krauß, I., Sassenberg, K., Sudeck, G., Durst, J., Rösel, I., & Bernecker, K. (2020, May). Osteoarthritis Exercise App - Promotion of physical-activity related health competence: can a digital application substitute human interaction? Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen, Deutschland. [Talk]
Leroy, C., Kammerer, Y., & Gerjets, P. (2020, December). Overt reading strategies and their relation to multiple documents integration. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 27: Online Measures of Learning Processes (online conference)). Antwerpen, Belgien. [Talk]
Leroy, C., Kammerer, Y., Oestermeier, U., Bitzer, M., Büringer, K., & Gerjets, P. (2020, May). The interactive ward round table: Development of a cognitive user interface to support clinical diagnosis – motivated by experimental-psychological research. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
Leroy, C., Kammerer, Y., Oestermeier, U., Büringer, K., Bitzer, M., Hornuff, S., & Gerjets, P. (2020, November). The Interactive Ward Round Table: A Cognitive User Interface for Multi-Touch Tables to Support Clinical Diagnosis. 8th International Conference on Healthcare Informatics (ICHI) (online conference). Oldenburg. [Talk]
Meinhardt, A. (2020, September). Gemeinsamkeiten und Unterschiede bei der tablet- und paper-pencil basierten Erfassung visuell-räumlicher Fähigkeiten im Kindergarten. Virtuelles IDeA-Retreat 2020. [Vortrag]
Meurers, D. (2020, November 30-Dezember 2). Adaptivität als Potenzial digitaler Werkzeuge? Fachtagung “KI Chancen und Herausforderungen für Schule und Unterricht”. Berlin. https://www.leibniz-ipn.de/de/das-ipn/aktuelles/veranstaltungen/sh-sommeruniversitaet-2024/03_Meurers.pdf [Vortrag]
Meurers, D. (2020, Mai, 26-27). Konzepte der Binnendifferenzierung und adaptive Aufgabengestaltung. Workshop zum Adaptiven Lernen. Hamburg. [Vortrag]
Meurers, D. (2020, Februar 6-7). Wo können digitale Werkzeuge reale Probleme der Schule adressieren, basierend auf welchen Erkenntnissen der Zweitspracherwerbsforschung? Runder Tisch zum Lehrwerk 4.0. Herder Institut, Universität Leipzig. [Vortrag]
Meurers, D. (2020, Dezember 2). Intelligente Tutorsysteme für die reale Schule: FeedBook und die Vision adaptiver KI-basierter Lösungen für konkrete Bildungsdesiderate. KMK Lenkungsgruppe "Bildung in der digitalen Welt". [Vortrag]
Meurers, D. (2020, Dezember 16). Intelligente Tutorsysteme für die reale Schule: Das FeedBook für das Fach Englisch und die Vision adaptiver KI-basierter Lösungen für konkrete Bildungsdesiderate. Stuttgart. [Vortrag]
Meurers, D. (2020, Oktober 19). Adaptive, interaktive Förderung im Fach Englisch. Stuttgart. [Vortrag]
Meurers, D., & Weiss, Z. (2020, Februar 17-18). Methoden zur digitalen Analyse sprachlicher Komplexität im Bildungskontext. Jahrestagung des Mercator-Instituts "Hauptsache digital?! Sprachliche Bildung in der digitalisierten Gesellschaft". [Vortrag]
Meyerhoff, H. S., & Papenmeier, F. (2020, June). Individual Differences in Visual Attention: A Short, Reliable, Open Source, and Multilingual Test of Multiple Object Tracking in PsychoPy. Annual Meeting of the Vision Sciences Society. Virtual Meeting (V-VSS). [Poster]
Moritz, J., Hoyer, T., Moser, J., Wahl, J., Schwan, S., Geidel, S., & König, C. (2020, September). Ornitho-Regioportal: Wie Naturforschung von interaktiven Webkarten profitieren kann. 6. Österreichische Citizen Science Konferenz (online Konferenz). Wien, Österreich. [Poster]
Moskaliuk, J., Diller, B., & Kümmel, E. (2020, Januar). Wo steht meine Hochschule in Blick auf die Digitalisierung der Lehre? Ein Benchmarking-Tool für Strategien und Erfolgsfaktoren. Tagung university@learntec auf der LearnTec 2020. Karlsruhe. [Vortrag]
Moskaliuk, J., & Thillosen, A. (2020, März). (Digitale) Transferformate: Forschungsergebnisse für die Praxis nutzbar machen. Gesellschaft für Empirische Bildungsforschung (GEBF)-Tagung 2020. Universität Potsdam (Tagung abgesagt). [Vortrag]
Nabi, R., & Wolfers, L. (2020, May). Does screen use harm children’s emotional intelligence development? a parental perspective. 70th Annual International Communication Association (ICA) Conference (online conference). Brisbane, Australia. [Talk]
Ninaus, M., Greipl, S., Kiili, K., Lindstedt, A., Karnath, H.-O., Klein, E., & Moeller, K. (2020, April). Neurofunctional evidence on increased emotional engagement in game-based learning. 4th International GamiFIN Conference (online conference). Levi, Finland. [Poster]
Omarchevska, Y., Richter, J., & Scheiter, K. (2020, August). Effects of video modeling and metacognitive prompting on hypothesis and argumentation quality. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
Orellana-Corrales, G., Matschke, C., & Wesslein, A.-K. (2020, May). What you touch is what you are: Does touch technology enhance learning and social identification through perceived ownership? Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
Orellana-Corrales, G., Matschke, C., & Wesslein, A.-K. (2020, March). Temporal dynamics of self-associated stimuli: A comparison of highly familiar vs. recently established self-representations. 62nd Conference of Experimental Psychologists / Tagung experimentell arbeitender Psychologen (TeaP). Jena, Germany. (Conference cancelled). https://teap2020.dryfta.com/program-schedule [Talk]
Pardi, G., Kammerer, Y., & Gerjets, P. (2020, August). A video for anything? – The perceived usefulness of videos and websites depending on the underlying knowledge type. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Poster]
Pardi, G., von Hoyer, J. F., Holtz, P., & Kammerer, Y. (2020, August). The role of cognitive abilities and time spent on texts and videos in a multimodal Searching as Learning task. Conference on Human Information Interaction and Retrieval (CHIIR) (online conference). Vancouver, British Columbia, Canada. [Poster]
Pummerer, L., & Sassenberg, K. (2020, June). Going against the grain: Believing in conspiracy theories predicts adherence to social norms. 19th General Meeting of the European Association of Social Psychology (EASP). Krakow, Poland. (Conference cancelled). https://easp2020krakow.com/ [Talk]
Pummerer, L., & Sassenberg, K. (2020, July). Societal Consequences of Corona Conspiracy Theories. 43rd Virtual Scientific Meeting of the International Society of Political Psychology (ISPP) (online Meeting). [Talk]
Rabl, L. (2020, March). To touch or not to touch: Exploring the effects of touchscreen usage on psychological ownership and stimulus evaluation. 62nd Conference of Experimental Psychologists (TeaP). Jena. (Conference cancelled). https://teap2020.dryfta.com/ [Talk]
Rabl, L., Buder, J., Zurstiege, G., Feiks, M., & Badermann, M. (2020, May). De-Biasing Social Media Use. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
Rögele, A., Scheiter, K., & Randler, C. (2020, May). Linking out-of-school and in-classroom instruction using a Citizen Science approach to learning. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen, Deutschland. [Talk]
Sassenberg, K. (2020, Mai). Warum glauben plötzlich so viele an Verschwörungstheorien? Tonspur Wissen. Ein Podcast von t-online.de und der Leibniz-Gemeinschaft. [Vortrag]
Sassenberg, K. (2020, June). Linking regulatory focus and threat vs. challenge. Invited talk at the pre-conference Motivation Science at the 19th General Meeting of the European Association of Social Psychology (EASP). Krakow, Poland. (Preconference cancelled). https://easp2020krakow.com/ [Talk]
Scharinger, C. (2020, March). The effects of decorative pictures on text reading and working memory performance as revealed by EEG alpha frequency band power and pupil dilation data. 62. Tagung experimentell arbeitender Psychologen (TeaP). Jena. (Conference cancelled). https://teap2020.dryfta.com/ [Talk]
Scharinger, C. (2020, January). The effects of 'pictorial seductive details' on working memory and text reading comprehension. Invited talk at Martin-Luther-Universität Halle-Wittenberg (MLU), Kolloquium Allgemeine Psychologie. Halle. [Talk]
Scharinger, C. (2020, December). Promises and pitfalls of using neurophysiology to study the effects of pictorial seductive details. European Association for Research on Learning and Insruction (EARLI). Special Interest Group (SIG) 27 (online conference). [Talk]
Scharinger, C. (2020, January). Potentials of neurophysiological measures for research on instructional design: The case of decorative pictures. Invited talk at Rationality Enhancement Lab, Max Planck Institute for Intelligent Systems. Tübingen. [Talk]
Scheiter, K. (2020, August). Hat Covid-19 die digitale Schule vorangebracht? Podcast der Zeitschrift Technology Review. [Talk]
Scheiter, K. (2020, August). From basic psychology research to technology-enhanced science learning in real-world educational contexts: Linking different levels of granularity. Invited talk at European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
Scheiter, K., Hoch, E., Lachner, A., & Backfisch, I. (2020, Dezember). Unterrichten mit digitalen Medien: Eine Brücke zwischen Forschung und Praxis. 5. Hildesheimer CeLeB-Tagung zur Bildungsforschung #digital. Hildesheim, Deutschland (online Konferenz). [Poster]
Schneider, F. M., & Wolfers, L. N. (2020, März). Stressbewältigung mit Medien: Ein konstruktiver Blick auf eine heterogene Forschungslandschaft. 65. Jahrestagung der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft (DGPuK). München, Deutschland. [Panel]
Scholl, A., Sassenberg, K., Ellemers, N., De Wit, F., & Scheepers, D. (2020, May). Context shapes responsibility: Perceived responsibility among the powerful depends on the salience of consequences of their actions. 5th Interdisciplinary Perspectives on Leadership Symposium (IPLS). Mykonos, Greece. (Conference cancelled). [Talk]
Scholl, A., Zapf, B., Pfattheicher, S., Sonnentag, S., & Sassenberg, K. (2020, June). Under pressure to be excellent? Social identification buffers stress from excellence norms. 19th General Meeting of the European Association of Social Psychology (EASP). Krakow, Poland. (Conference cancelled). [Talk]
Schwan, S. (2020, March). Videos as Teaching Tools: Not an Easy Way of Learning. Eingeladenes Webinar, SWITCH. Zürich, Schweiz. [Talk]
Schüler, A., Becker, D., & Kammerer, Y. (2020, März). Der Einfluss von (un)auflösbarem Widerspruch auf die Integration und Erinnerung multipler Dokumente. 8. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) 2020. Potsdam. (Tagung abgesagt). [Vortrag]
Schüler, A., Kammerer, Y., & Becker, D. (2020, August). Unresolvable conflict between texts does not enhance attention and memory as compared to resolvable conflict. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Poster]
Stürmer, K., Scheiter, K., Lachner, A., Fütterer, T., & Hoch, E. (2020, Dezember). Gelingensbedingungen für das Unterrichten mit digitalen Medien – Zugänge aus dem tabletBW-Projekt. 5. Hildesheimer CeLeB-Tagung zur Bildungsforschung. Hildesheim, Deutschland (online Konferenz). [Poster]
Sümer, Ö., Gerjets, P., Trautwein, U., & Kasneci, E. (2020, February). Automated anonymisation of visual and audio data in classroom studies. Workshops of the Thirty-Fourth Association for the Advancement of Artificial Intelligence (AAAI) Conference. New York, USA. [Poster]
Sümer, Ö., Gerjets, P., Trautwein, U., & Kasneci, E. (2020, March). Attention flow: End-to-end joint attention estimation. IEEE Winter Conference on Applications of Computer Vision (WACV ’20). Aspen, CO, USA. [Poster]
Thillosen, A. (2020, June). Interaction in online classes: an introductory overview. Eingeladener Webinar-Vortrag. Webinar series: Digital formats in international HE projects. (Online Conference). DAAD. [Talk]
Thillosen, A. (2020, November). GIWebTalk: E-Learning in der Hochschulbildung – Potenziale für ein New Normal. Gesellschaft für Informatik e. V. (online Podiumsdiskussion). [Symposium Discussion]
Thillosen, A. (2020, Juni). Digitale Gestaltung der Hochschullehre – Ein Gespräch mit Dr. Anne Thillosen. Net[t]-working. Der eLearning-Blog der RUB. Ruhr-Universität Bochum, Zentrum für Wissenschaftsdidaktik, Bereich eLearning (RUBeL). [Vortrag]
Thillosen, A. (2020, Januar). Zwischen ‚Hochschulbildung` und, 21st Century Skillsʽ – Universitäten auf dem Weg in eine digitale Gesellschaft. Podiumsdiskussion der ESIT-Vernetzungswoche (Erfolgreich studieren in Tübingen), Auftaktveranstaltung zum Thema „Ziele und Herausforderungen zukünftiger Hochschullehre: Chancen und Risiken der Digitalisierung in der Hochschulbildung“. Universität Tübingen. [Vortrag]
Thillosen, A. (2020, Juni). Quickstarter Online-Lehre. Herausforderungen - Lösungen - Erfahrungen: Erwachsenen- und Weiterbildung aus der Krise begleiten, Digitaltag 2020 (online Vortrag). DIE / wb-web. [Talk]
Thillosen, A., & Schmidt, M. (2020, Januar). Eingeladene Moderation und Mitausrichter des Messeforums „university@learntec”. LEARNTEC 2020. Karlsruhe. [Workshop Organisation]
Troiano, E., Klinger, R., Padó, S., & Sassenberg, K. (2020, May). Emotion and Argument in Digital Information Environments. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen, Deutschland. [Talk]
Utz, S. (2020, April). Welche Rolle spielen (soziale) Medien in Corona-Zeiten? Tonspur Wissen. Ein Podcast von t-online.de und der Leibniz-Gemeinschaft. [Vortrag]
Utz, S., & Nendza, E. (2020, May). Inspired by (influencer) marketing on Instagram? The effects of source of post and popularity on consumer behavior. 70th Annual International Communication Association (ICA) (online conference). Brisbane, Australia. [Poster]
Utz, S., Otto, F., & Pawlowski, T. (2020, May). Building parasocial relationships with athletes on social media: results from a two-wave panel study. 70th Annual International Communication Association (ICA) Conference (online conference). Brisbane, Australia. [Talk]
Utz, S., & Wolfers, L. (2020, May). How-to videos on YouTube: the role of the protagonist. 70th Annual International Communication Association (ICA) Conference (online conference). Brisbane, AU. [Poster]
Wagner, S., Lachner, A., Nückles, M., Burkhart, C., & Jacob, L. (2020, August). Effects of text-based modeling examples and concept-map feedback on students’ argumentative writing. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
Wagner-Hartl, V., Gehring, T., Kopp, J., Link, R., Machill, A., Pottin, D., & Gunser, V. E. (2020, July). Who would let a robot take care of them? - Gender and age differences. International Conference on Human-Computer Interaction (online conference). Copenhagen, Denmark. [Poster]
Winter, K., & Landmann, H. (2020, June). Science communication in the domain of refugee integration: Chances and challenges. Invited talk at Preconference on Rethinking and Acting with Refugees: Bridging between Science and Social Action. Krakow, Poland. (Preconference cancelled). [Talk]
Winter, K., Sassenberg, K., & Scholl, A. (2020, June). Getting the hard-to-get: Cognitive flexibility as means to reduce prejudice. 19th General Meeting of the European Association of Social Psychology (EASP). Krakow, Poland. (Conference cancelled). [Talk]
Wolfers, L. N. (2020, Januar). Nur Störenfried oder auch hilfreiches Instrument? Wie Eltern ihre Mobilgeräte zum Stressmanagement nutzen. 28. Jahrestagung der Fachgruppe Rezeptions‐ und Wirkungsforschung in der Deutschen Gesellschaft für Publizistik‐ und Kommunikationswissenschaft (DGPuK). Würzburg. [Vortrag]
Wolfers, L. N. (2020, March). A short escape from an unpleasant situation and a positive side of phubbing? Solitude Snacking with smartphones. 65. Jahrestagung der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft (DGPuK). München. [Talk]
Wolfers, L. N., & Schneider, F. M. (2020, März). Mediennutzung zur Stressbewältigung – ein systematischer Literaturüberblick. 65. Jahrestagung der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft (DGPuK). München. [Vortrag]
Wörner, S., Kuhn, J., & Scheiter, K. (2020, August). Combining real and virtual experiments in physics education. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk]
Zapf, B., Sassenberg, K., & Hütter, M. (2020, June). The silent minority: The impact of (dis-)agreement with the majority opinion and attitude voiced by others on willingness and likelihood to speak up. 19th General Meeting of the European Association of Social Psychology (EASP). (Conference cancelled). Krakow, Poland. https://easp2020krakow.com/ [Talk]
Zapf, B., Sassenberg, K., Hütter, M., & Winter, K. (2020, May). Use Product Evaluation Portals. Do online customers select wisely and when do they contribute reviews? Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen, Deutschland. [Talk]
von Hoyer, J. F., & Holtz, P. (2020, July). Acquisition of false certainty in search as learning. JURE 2020 Conference. Porto, Portugal. (Conference cancelled). https://www.earli.org/JURE2020#jure-2020 [Talk]

Forschungsberichte

Moser, J., Wahl, J., Schwan, S., Hoyer, T., Moritz, J., König, K., & Geidel, S. (2020). Webbasierte Visualisierung raumbezogener Daten aus Citizen-Science-Projekten : Partizipation, Potentiale und Lösungen am Beispiel des ornitho-Regioportals. Leipzig: Leibniz-Institut für Länderkunde.

Konferenzorganisation

Buder, J., Cress, U., & Groß, M. (2020). Virtual Symposium “What’s Cognitive about Cognitive Interfaces?”., 15.05.2020.
Nagel, V., Wörner, S., Hoch, E., Lachner, A., & Scheiter, K. (2020). Virtueller Workshop „Forschendes Lernen mit virtuellen Experimenten“. MINT Zukunft schaffen – Digitale MINT Wochen. Tübingen, 12.11.2020.
Schmidt, M., & Thillosen, A. (2020). e-teaching.org-Qualifizierungsspecial „Quickstarter Online-Lehre" in Kooperation mit dem Hochschulforum Digitalisierung (HFD) und der Gesellschaft für Medien in der Wissenschaft (GMW)., April bis Juli 2020.
Stürmer, K., Scheiter, K., & Lachner, A. (2020). The role of students’ motivational characteristics in learning with technology in classrooms. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany., 24.-25. August.
Thillosen, A., Schmidt, M., & Mbak, E. S. (2020). LEARNTEC 2020: Mitausrichter der Tagung „Digitale Hochschule”. Karlsruhe, 28.02.2020.
Thillosen, A., Schmidt, M., & Mbak, E. S. (2020). e-Prüfungs-Symposium (ePS 2020): Learning and Teaching Analytics. Mitausrichter des Symposiums (online Konferenz), 19.-20.11.2020.

Web Dokumente

Baume, M., Bremer, C., Bücking, J., & Thillosen, A. (2020). Quickstarter Online-Lehre – Elektronische Prüfungen. https://www.e-teaching.org/quickol-5
Bremer, C., Janoschka, O., & Thillosen, A. (2020). Quickstarter Online-Lehre – Rezepte für die Zukunft? Was brauchen wir, um gut weiterzumachen?. https://www.e-teaching.org/quickol-11
Bremer, C., Janoschka, O., & Thillosen, A. (2020). Quickstarter Online-Lehre – Fazit – und wie geht es weiter?. https://www.e-teaching.org/quickol-6
Bremer, C., Janoschka, O., & Thillosen, A. (2020). Quickstarter Online-Lehre – Einführungsmodul: Einsatz digitaler Medien in der Lehre. https://www.e-teaching.org/quickol-0
Bremer, C., Kohls, C., & Thillosen, A. (2020). Hybride Lehrszenarien gestalten. https://www.e-teaching.org/hybride-lehrszenarien-gestalten
Bremer, C., & Thillosen, A. (2020). Quickstarter Online-Lehre – Webinare gestalten. https://www.e-teaching.org/quickol-2
Bremer, C., & Thillosen, A. (2020). Quickstarter Online-Lehre – Konzeption von Lehrveranstaltungen unter Einsatz digitaler Medien. https://www.e-teaching.org/quickol-3
Greving, H., & Bruckermann, T. (2020). Das ist meins! Warum Ownership für Unternehmen wichtig ist. wissens.blitz (208). http://www.wissensdialoge.de/das_ist_meins_ownership
Handke, J., Loviscach, J., Reinmann, G., & Thillosen, A. (2020). Quickstarter Online-Lehre – Sharing Digital Teaching Experiences. https://www.e-teaching.org/quickol-10
Irle, G., Capparozza, M., & Érsek, E. (2020). Organisation des Themenspecials im Rahmen des Metavorhabens „Digitalisierung im Bildungsbereich“ (Digi-EBF) auf e-teaching.org: „Digitale Medien im Lehramtsstudium". https://www.e-teaching.org/praxis/themenspecials/digitale-medien-im-lehramtsstudium
Kuhn, S., Paganini, S., Spannagel, C., & Thillosen, A. (2020). Quickstarter Online-Lehre – Sharing Digital Teaching Experiences. https://www.e-teaching.org/quickol-8
Kümmel, E., Diller, B., & Moskaliuk, J. (2020). Fragebogen zu Digitalisierungsstrategien für Hochschulen: Wo steht Ihre Hochschule?. https://www.e-teaching.org/praxis/digital-learning-map-2020/benchmarking_tool_200115.pdf
Nacken, H., & Thillosen, A. (2020). Quickstarter Online-Lehre – Interaktive Videos. https://www.e-teaching.org/quickol-4
Persike, M., & Thillosen, A. (2020). Quickstarter Online-Lehre – Studierende aktivieren in reiner Online-Lehre. https://www.e-teaching.org/quickol-1
Pummerer, L., Winter, K., & Sassenberg, K. (2020). Warum sind Verschwörungstheoretiker nicht für rationale Argumente zugänglich?. https://www.leibniz-magazin.de/alle-artikel/magazindetail/detail/warum-sind-verschwoerungstheoretiker-nicht-fuer-rationale-argumente-zugaenglich.html
Scheiter, K., Spannagel, C., & Thillosen, A. (2020). Themenspecial „Digitale Medien im Lehramtsstudium“ – Herausforderungen und Perspektiven der Digitalisierung in der Lehrkräftebildung. https://www.e-teaching.org/dmil-01
Schmidt, M., & Thillosen, A. (2020). Organisation des e-teaching.org-Qualifizierungsspecials „Quickstarter Online-Lehre?“ (in Kooperation mit dem Hochschulforum Digitalisierung und der Gesellschaft für Medien in der Wissenschaft e.V.). https://www.e-teaching.org/quickstarter
Scholl, A. (2020). Yes we can: Wir gemeinsam zu mehr Leistung?! Wissensdialog. https://wissensdialoge.de/wir-bezogene-sprache/
Scholl, A. (2020). Sorry, mein Fehler: Warum es sich lohnen kann, Fehler zuzugeben. Wissensdialog. https://wissensdialoge.de/fehler-zugeben/
Scholl, A. (2020). Erholung – auch jetzt unter besonderen Bedingungen?! Wissensdialog. https://wissensdialoge.de/erholung_im_homeoffice/
Scholl, A. (2020). Führung auf Distanz: Aus den Augen, aus dem Sinn? Wissensdialog. https://wissensdialoge.de/virtuelle_fuehrung_und_verantwortung/
Winter, K. (2020). Stereotypes: Why we need them, why they are harmful, and how to overcome them. https://blog.speak.social/stereotypes

Software Entwicklung

Gerjets, P., Oestermeier, U., Brucker, B., Kupke, S., & Klemke, A. (2020). Projekt „NarrAItions: Ko-Kreation narrativer Kurztexte mit KI: Effekte auf Textrezeption und -produktion“. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2020). Versuchsumgebung: IWM-Study RadiologieIntervention04. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2020). Versuchsumgebung: IWM-Study Emme01. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2020). Versuchsumgebung: IWM-Study Intervention05 - 06. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2020). Versuchsumgebung: IWM-Study Proportion01. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2020). Versuchsumgebung: IWM-Study Histdis04. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2020). Versuchsumgebung: IWM-Study Personalisierung01. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A. (2020). IWM-Study 2.0 - iOS App. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Halfmann, M. (2020). Versuchsumgebung: IWM-Study VRfish01 - 02. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Halfmann, M. (2020). Versuchsumgebung: IWM-Study Armchair01. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Halfmann, M. (2020). Versuchsumgebung: IWM-Study VRdance01. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., Mock, P., Oestermeier, U., & Schwan, S. (2020). Versuchsumgebung: IWM-Study Obersalzberg02. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Utz, S. (2020). Versuchsumgebung: IWM-Study ChatBot01. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Utz, S. (2020). Versuchsumgebung: IWM-Study BNO05 - 06. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Widmayer, L. M. (2020). Versuchsumgebung: IWM-Study InfoAnordnung01 - 03. Tübingen: Leibniz-Institut für Wissensmedien.
Klemke, A., & Überall, M. (2020). Versuchsumgebung: IWM-Study Fotosynthese02. Tübingen: Leibniz-Institut für Wissensmedien.
Kupke, S. (2020). IWMAuthor: Entwicklungsumgebung zur Erzeugung von Studienumgebungen mit grafischer Unterstützung und Wysiwyg-Editor. Tübingen: Leibniz-Institut für Wissensmedien.
Kupke, S., Buder, J., & Groß, M. (2020). Webauftritt des Virtuellen Festakts und Symposiums „What’s Cognitive about Cognitive Interfaces?“ zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen: Leibniz-Institut für Wissensmedien. https://www.cognitiveinterfaces.de
Kurbad, T. (2020). Realisierung einer verteilten Authentifizierung und Autorisierung mit Shibboleth zwischen dem Leibniz Institut für Wissenmedien und DFN-AAI. Tübingen: Leibniz-Institut für Wissensmedien.
Kurbad, T. (2020). Anbindung der Versuchspersonenverwaltung SONA an den Shibboleth Identity Provider des Leibniz Instituts für Wissenmedien. Tübingen: Leibniz-Institut für Wissensmedien.
Mock, P. (2020). Matlab-Framework für die Simulationen von Paritätsprüfungen mehrstelliger Zahlen. Tübingen: Leibniz-Institut für Wissensmedien.
Oestermeier, U. (2020). CausalDiagram - Eine Visualisierung kausaler Inferenzverfahren. Tübingen: Leibniz-Institut für Wissensmedien.
Oestermeier, U. (2020). VisualCircuit - Eine 2D-Visualisierung elektrischer Schaltmodule. Tübingen: Leibniz-Institut für Wissensmedien.
Oestermeier, U., Kupke, S., & Huff, M. (2020). TrackTheTracker - Ein Browser-Plugin zur Visualisierung der Echtzeit-Datenströme beim Browsen. Tübingen: Leibniz-Institut für Wissensmedien.
Oestermeier, U., Langenbacher, K., Umbach, N., Becker, L., Kupke, S., & Liebe, M. (2020). IWM Intranet - Spezifikation und Umsetzung des neuen Intranets des Leibniz-Instituts für Wissensmedien. Tübingen: Leibniz-Institut für Wissensmedien.
Opel, S., Überall, M., & Oestermeier, U. (2020). Schaltbaukasten - Physikalische Schaltungen mit IOT-Modulen. Tübingen: Leibniz-Institut für Wissensmedien.
Wörner, S. (2020). Converging Lens – Sammellinse. https://www.golabz.eu/lab/converging-lens-sammellinse
Überall, M., & Klemke, A. (2020). Versuchsumgebung: IWM-Study Knoten01. Tübingen: Leibniz-Institut für Wissensmedien.

Open Data

Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. https://dx.doi.org/10.23668/psycharchives.2686 [Publication]
Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2020). Coding valence in touchscreen interactions: Hand dominance and lateral movement influence valence appraisals of emotional pictures. https://dx.doi.org/10.6084/m9.figshare.5457268 [Publication]
Cervera Torres, S., Ruiz Fernández, S., Lachmair, M., & Gerjets, P. (2020). Coding valence in touchscreen interactions: hand dominance and lateral movement influence valence appraisals of emotional pictures. https://figshare.com/s/b6c4e44d57b0b59204bc [Publication]
Ditrich, L., Gedeon, E. Z., & Sassenberg, K. (2020). Dataset and codebook for: Favouring a disunited Kingdom? How negative perceptions of the EU-referendum relate to individual mobility and collective action considerations. https://dx.doi.org/10.23668/psycharchives.4276 [Publication]
Eggeling, M., Meinhardt, A.-L., Cress, U., Kimmerle, J., & Bientzle, M. (2020). Dataset for: The impact of a physician’s recommendation and gender on informed decision making: A randomized controlled study in a simulated decision situation. https://osf.io/y467e [Publication]
Elson, M., Huff, M., & Utz, S. (2020). Metascienc eon peer review: Testing the effects of a study’s orginality and statistical significance in a field experiment. https://osf.io/rz6mw/ [Publication]
Greving, H., & Kimmerle, J. (2020). The impact of event type and geographical proximity on threat appraisal and emotional reactions to Wikipedia articles. https://dx.doi.org/10.1371/journal.pone.0233770#sec025 [Publication]
Jung, S., Meinhardt, A.-L., Braeuning, D., Roesch, S., Cornu, V., Pazouki, T., Schiltz, C., Lonnemann, J., & Moeller, K. (2020). Hierarchical development of early visual-spatial abilities - A taxonomy based assessment using the MaGrid app. https://dx.doi.org/10.3389/fpsyg.2020.00871 [Publication]
Jung, S., Moeller, K., Karnath, H. O., & Klein, E. (2020). Hemispheric lateralization of arithmetic facts and magnitude processing for two-digit numbers. https://www.frontiersin.org/articles/10.3389/fnhum.2020.00088/full#supplementary-material [Publication]
Kasneci, E., Kasneci, G., Appel, T., Haug, J., Wortha, F., Tibus, M., Trautwein, U., & Gerjets, P. (2020). TüEyeQ: A rich IQ test performance data set with eye movement, educational and socio-demographic information. https://dx.doi.org/10.7910/DVN/JGOCKI [Publication]
Knab, N., Winter, K., & Steffens, M. C. (2020). Flexing the extremes: Increasing cognitive flexibility with a paradoxical leading questions intervention. https://osf.io/aq4vb/?view_only=93050784678a47cabc50b2eac7f53209 [Publication]
Richter, J., Scheiter, K., Eder, T. F., Huettig, F., & Keutel, C. (2020). How massed practice improves visual expertise in reading panoramic radiographs in dental students: An eye tracking study. https://dx.doi.org/10.1371/journal.pone.0243060#sec025 [Publication]
Schüler, A., & Mayer, M. G. (2020). Illustrations before text reduce visuo-spatial working memory load during text processing. https://dx.doi.org/10.23668/psycharchives.2747 [Publication]
Utz, S., Wolfers, L. N., & Göritz, A. S. (2020). Algorithm acceptance in COVID-19-related decision making. https://osf.io/cx6z8/ [Publication]
Winter, K., Scholl, A., & Sassenberg, K. (2020). A matter of flexibility: Changing outgroup attitudes through messages with negations. https://dx.doi.org/10.23668/psycharchives.2884 [Publication]
Wolfers, L., & Utz, S. (2020). “How to“ videos on YouTube: study data. https://dx.doi.org/10.1080/1369118X.2020.1804984 [Publication]
Wolfers, L. N., Festl, R., & Utz, S. (2020). Nomophobia, Facebook use and stress - a longitudinal study. https://osf.io/cjqfu/?view_only=a7d6a9e4e920490fbd565d270dd26c69 [Publication]

Publikationen 2020

Artikel in referierten Zeitschriften

Tagungsbände

Bücher

Buchbeiträge

Magazinbeiträge

Konferenzbeiträge

Forschungsberichte

Konferenzorganisation

Web Dokumente

Software Entwicklung

Open Data

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