Publikationen 2024

Artikel in referierten Zeitschriften

Adriasola, A., Cervera Torres, S., Cañada, Y., Chicchi Giglioli, I. A., García-Blanco, A., Sierra, P., López-Cerveró, M., Blanes Rodríguez, C., Navalón, P., & Alcañiz Raya, M. (2024). Assessing executive functioning in schizophrenia: Concurrent and discriminative validity of a novel virtual cooking task. Cyberpsychology, Behavior, and Social Networking, 27, 571-581. https://dx.doi.org/10.1089/cyber.2023.0443
Alvarez, G., & Cress, U. (2024). The uses of digital technologies in dissertation writing: Perspectives of Argentine graduate students in social sciences and humanities. Journal of Applied Learning & Teaching, 7. https://dx.doi.org/10.37074/jalt.2024.7.2.16 Open Access
Anderl, C., Hofer, M. K., & Chen, F. S. (2024). Directly-measured smartphone screen time predicts well-being and feelings of social connectedness. Journal of Social and Personal Relationships, 41, 1073-1090. https://dx.doi.org/10.1177/02654075231158300 [Data] Open Access
Anderl, C., Klein, S. H., Sarigül, B., Schneider, F. M., Han, J., Fiedler, P., & Utz, S. (2024). Conversational presentation mode increases credibility judgements during information search with ChatGPT. Scientific Reports, 14, Article 17127. https://dx.doi.org/10.1038/s41598-024-67829-6 Open Access
Anderl, C., Levordashka, A., & Utz, S. (2024). Ambient awareness of who knows what: Spontaneous inferences of domain expertise. Media Psychology, 27, 329-351. https://dx.doi.org/10.1080/15213269.2023.2239144 Open Access
Anders, G., Buder, J., Merkt, M., Egger, E., & Huff, M. (2024). Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos. Computers & Education, 212, Article 104996. https://dx.doi.org/10.1016/j.compedu.2024.104996 Open Access
Backfisch, I., Sibley, L., Lachner, A., Kirchner, K. T., Hische, C., & Scheiter, K. (2024). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration. Teaching and Teacher Education, 142, Article 104532. https://dx.doi.org/10.1016/j.tate.2024.104532 Open Access
Bardach, L., Schumacher, A., Trautwein, U., Kasneci, E., Tibus, M., Wortha, F., Gerjets, P., & Appel, T. (2024). Taking another look at intelligence and personality using an eye-tracking approach. npj Science of Learning, 9, 41. https://dx.doi.org/10.1038/s41539-024-00252-8 Open Access
Bartsch, A., Schneider, F. M., Leonhard, L., Sukalla, F., & Kloss, A. (2024). The influence of eudaimonic entertainment experiences on political information processing and engagement. Communication Research. https://dx.doi.org/10.1177/00936502241259921 Open Access
Bear, E., Chen, X., Verratti Suoto, D., Ribeiro-Flucht, L., Rudzewitz, B., & Meurers, D. (2024). Designing a task-based conversational agent for EFL in German schools: Student needs, actions, and perceptions. System, 126, Article 103460. https://dx.doi.org/10.1016/j.system.2024.103460 Open Access
Becker, D., & Bernecker, K. (2024). Happy hour: The association between trait hedonic capacity and motivation to drink alcohol. Addictive Behaviors Reports, 19, Article 100537. https://dx.doi.org/10.1016/j.abrep.2024.100537 Open Access
Beylat, M., Woltin, K.-A., Yzerbyt, V., & Sassenberg, K. (2024). With whom do people compare at work? The role of regulatory mode and social comparison motives. Journal of Applied Social Psychology, 54, 319-331. https://dx.doi.org/10.1111/jasp.13032 Open Access
Bientzle, M., Eggeling, M., & Kimmerle, J. (2024). Good reasons for bad behavior: A randomized controlled experiment on the impact of narrative reading and writing on empathic concern, perspective-taking, and attitude. Frontiers in Public Health, 12, Article 1343225. https://dx.doi.org/10.3389/fpubh.2024.1343225 Open Access
Brich, I. R., Papenmeier, F., Huff, M., & Merkt, M. (2024). Construction or updating? Event model processes during visual narrative comprehension. Psychonomic Bulletin & Review, 31, 2092–2101. https://dx.doi.org/10.3758/s13423-023-02424-w Open Access
Brucker, B., Pardi, G., Uehlin, F., Moosmann, L., Lachmair, M., Halfmann, M., & Gerjets, P. (2024). How learners’ visuospatial ability and different ways of changing the perspective influence learning about movements in desktop and immersive virtual reality environments. Educational Psychology Review, 36, Article 65. https://dx.doi.org/10.1007/s10648-024-09895-w Open Access
Buder, J., Lindner, M. A., Oestermeier, U., Huff, M., Gerjets, P., Utz, S., & Cress, U. (2024). Generative Künstliche Intelligenz: Mögliche Auswirkungen auf die psychologische Forschung. Psychologische Rundschau. https://dx.doi.org/10.1026/0033-3042/a000699 Open Access
Buder, J., Lindner, M. A., Oestermeier, U., Huff, M., Gerjets, P., Utz, S., & Cress, U. (2024). Generative Künstliche Intelligenz: Mögliche Auswirkungen auf die psychologische Forschung. Psychologische Rundschau. https://dx.doi.org/10.1026/0033-3042/a000699 Open Access
Buder, J., & Said, N. (2024). To whom do people reply in comment sections? Effects of attitude (un)congeniality, age, confidence, and knowledge. New Media & Society. https://dx.doi.org/10.1177/14614448241247214 Open Access
Candan Şimşek, A., Aydın, T., & Huff, M. (2024). How does it end? Endpoints of boundaries lead to completion in macro-events. Memory & Cognition. https://dx.doi.org/10.3758/s13421-024-01657-x Open Access
Candan Şimşek, A., & Kurum, E. (2024). Remembering cinematic sequences: Boundaries disrupt memory in fast paced visual events. Psychology of Aesthetics, Creativity, and the Arts. https://dx.doi.org/https://doi.org/10.1037/aca0000661 [Data]
Cañada, Y., Cervera Torres, S., Andreu-Martínez, J., Beltrán Cristancho, D., Chicchi Giglioli, I. A., García-Blanco, A., Adriasola, A., Navalón, P., Sierra, P., & Alcañiz Raya, M. (2024). Characterization and assessment of executive functions through a virtual cooking task in euthymic patients with bipolar disorder. Journal of Psychiatric Research, 178, 349-358. https://dx.doi.org/10.1016/j.jpsychires.2024.08.007 Open Access
Cervera Torres, S. (2024). Does digital grabbing boost affectivity in less empathic users? An interactive approach to affective laterality: Empathy, Hand dominance, and Action-Context shape pleasantness experience. Computers in Human Behavior Reports, 17. https://dx.doi.org/10.1016/j.chbr.2024.100568 Open Access
Cervera Torres, S., Gracia Laso, D. I., Minissi, M. E., Maddalon, L., Chicchi Giglioli, I. A., & Alcañiz Raya, M. (2024). Social signal processing in affective virtual reality: Human-shaped agents increase electrodermal activity in an elicited negative environment. Cyberpsychology, Behavior, and Social Networking, 27, 268-274. https://dx.doi.org/10.1089/cyber.2023.0273
Daltoè, T., Ruth-Herbein, E., Brucker, B., Jaekel, A.-K., Trautwein, U., Fauth, B., Gerjets, P., & Göllner, R. (2024). Immersive insights: Unveiling the impact of 360-degree videos on preservice teachers’ classroom observation experiences and teaching-quality ratings. Computers & Education, 213, Article 104976. https://dx.doi.org/10.1016/j.compedu.2023.104976 Volltext anfordern
Daugelat, M.-C., Gregg. B., Adam, S., Schag, K., Kimmerle, J., & Giel, K. E. (2024). Participatory development of evidence-based patient narrative videos for patients with eating disorders: A methodological approach and pilot data. Journal of Eating Disorders, 12, Article 188. https://dx.doi.org/10.1186/s40337-024-01146-1 Open Access
Daugelat, M.-C., Kimmerle, J., Hagmann, D., Schag, K., & Giel, K. E. (2024). Improving motivation and treatment uptake behaviors of patients with eating disorders using patient narrative videos: Study protocol of a pilot randomized controlled trial. Journal of Eating Disorders, 12, Article 1. https://dx.doi.org/10.1186/s40337-023-00960-3 Open Access
Devlin, D., Moeller, K., Xenidou-Dervou, I., Reynvoet, B., & Sella, F. (2024). Concepts of order: Why is ordinality processed slower and less accurately for non-consecutive sequences? Quarterly Journal of Experimental Psychology, 77, 1610-1619. https://dx.doi.org/10.1177/17470218231220912 Open Access
Devlin, D., Moeller, K., Xenidou-Dervou, I., Reynvoet, B., & Sella, F. (2024). Familiar sequences are processed faster than unfamiliar sequences, even when they do not match the count‐list. Cognitive Science, 48, Article e13481. https://dx.doi.org/10.1111/cogs.13481 Open Access
Dietrich, F., Kugler, T., Hennings, S., Conrad, C., Schneider, F. M., & Vorderer, P. (2024). Surprised–curious–confused, empathetic, and entertained? The role of epistemic emotions and empathy in eudaimonic entertainment experiences and political news processing. Media Psychology, 27, 302-327. https://dx.doi.org/10.1080/15213269.2023.2236939 Volltext anfordern
Disch, L., Fessl, A., Franza, S., Kimmerle, J., & Pammer-Schindler, V. (2024). Using knowledge construction theory to evaluate learning processes: A randomized controlled trial on showing gradually built-up concept maps alongside a scientific text. International Journal of Human-Computer Interaction, 40, 8764-8780. https://dx.doi.org/10.1080/10447318.2023.2289296 Open Access
Ditrich, L., Reinhardt, J., Roth, G., & Sassenberg, K. (2024). Integrative emotion regulation relates to sympathy and support for outgroups—Independent of situational outgroup behaviour. PLOS ONE, 19, Article e0296520. https://dx.doi.org/10.1371/journal.pone.0296520 Open Access
Ditrich, L., & Sassenberg, K. (2024). #Stand with Ukraine: Analyzing the links between Germans' emotions and their readiness to protest in response to the Russian invasion of Ukraine. Journal of Applied Social Psychology, 54, 731-743. https://dx.doi.org/10.1111/jasp.13066 Open Access
Ehrhart, T., Höffler, T., Grund, S., & Lindner, M. A. (2024). Static versus dynamic representational and decorative pictures in mathematical word problems: Less might be more. Journal of Educational Psychology, 116, 532-549. https://dx.doi.org/10.1037/edu0000821 Open Access
Fischer, H., & Fleming, S. (2024). Why metacognition matters in politically contested domains. Trends in Cognitive Sciences, 28, 783-785. https://dx.doi.org/10.1016/j.tics.2024.06.005 Open Access
Furr, R. M., Prentice, M., Hawkins Parham, A., Hartley, A. G., & Fleeson, W. (2024). Is doing good good enough? A motivation, action, sacrifice, and temptation (MAST) view of moral praiseworthiness. Personality and Social Psychology Bulletin. https://dx.doi.org/10.1177/01461672241273243 Volltext anfordern
Fütterer, T., Omarchevska, Y., Rosenberg, J. M., & Fischer, C. (2024). How do teachers collaborate in informal professional learning activities? An epistemic network analysis. Journal of Science Education and Technology. https://dx.doi.org/10.1007/s10956-024-10122-y Open Access
Gaiser, F., & Utz, S. (2024). Is hearing really believing? The importance of modality for perceived message credibility during information search with smart speakers. Journal of Media Psychology, 36, 93-106. https://dx.doi.org/10.1027/1864-1105/a000384 Open Access
Garsoffky, B., & Schwan, S. (2024). Room corners and how they influence the memory of visual information arranged on walls. Scientific Reports, 14, Article 12022. https://dx.doi.org/10.1038/s41598-024-62648-1 Open Access
Geers, M., Fischer, H., Lewandowsky, S., & Herzog, S. M. (2024). The political (a)symmetry of metacognitive insight into detecting misinformation. Journal of Experimental Psychology: General, 153, 1961-1972. https://dx.doi.org/10.1037/xge0001600 Open Access
Gieselmann, M., Hagedorn, J., & Sassenberg, K. (2024). Do perceived benefits compensate for low provider trustworthiness in disclosure decisions? An experimental investigation. Journal of Media Psychology. https://dx.doi.org/10.1027/1864-1105/a000440 Open Access
Glöckner, A., Gollwitzer, M., Hahn, L., Lange, J., Sassenberg, K., & Unkelbach, C. (2024). Quality, replicability, and transparency in research in social psychology: Implementation of recommendations in Germany. Social Psychology, 55, 134-147. https://dx.doi.org/10.1027/1864-9335/a000548 Open Access
Hampel, N., Sassenberg, K., Scholl, A., & Ditrich, L. (2024). Enactive mastery experience improves attitudes towards digital technology via self-efficacy – a pre-registered quasi-experiment. Behaviour & Information Technology, 43, 298-311. https://dx.doi.org/10.1080/0144929x.2022.2162436 Open Access
Hoch, E., Scheiter, K., & Sassenberg, K. (2024). Promotion focus, but not prevention focus of teachers and students matters when shifting towards technology-based instruction in schools. Scientific Reports, 14, Article 22030. https://dx.doi.org/10.1038/s41598-024-73463-z Open Access
Hutmacher, F., Appel, M., & Schwan, S. (2024). Understanding autobiographical memory in the digital age: The AMEDIA-model. Psychological Inquiry, 35, 83-105. https://dx.doi.org/10.1080/1047840X.2024.2384125 Open Access
Hutmacher, F., Appel, M., & Schwan, S. (2024). Remembering our lives in the 21st century. Psychological Inquiry, 35, 150-157. https://dx.doi.org/10.1080/1047840X.2024.2384128 Open Access
Kaup, B., Ulrich, R., Bausenhart, K. M., Bryce, D., Butz, M. V., Dignath, D., Dudschig, C., Franz, V. H., Friedrich, C. K., Gawrilow, C., Heller, J., Huff, M., Hütter, M., Janczyk, M., Leuthold, H., Mallot, H. A., Nürk, H.-C., Ramscar, M., Said, N., Svaldi, J., & Wong, H. Y. (2024). Modal and amodal cognition: an overarching principle in various domains of psychology. Psychological Research, 88, 307-337. https://dx.doi.org/10.1007/s00426-023-01878-w Open Access
Klein, S. H., & Utz, S. (2024). Chatbot vs. human: The impact of responsive conversational features on users’ responses to chat advisors. Human-Machine Communication, 8, 73-99. https://dx.doi.org/10.30658/hmc.8.4 Open Access
Klein-van 't Noordende, J. E., Moeller, K., van Hoogmoed, A. H., & Kroesbergen, E. (2024). Can you count on what you see? Numerosity extraction and its association with verbal number skills in early childhood. Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale. https://dx.doi.org/10.1037/cep0000356
Kläffling, L., Sittel, J., & Huff, M. (2024). Modality influences perceived film suspense but not time perception. Psychology of Aesthetics, Creativity, and the Arts. https://dx.doi.org/10.1037/aca0000684 Open Access
Krebs, M.-C., Oeberst, A., & von der Beck, I. (2024). The wisdom of the crowd is not a forgone conclusion. Effects of self‐selection on (collaborative) knowledge construction. Topics in Cognitive Science, 16, 206-224. https://dx.doi.org/10.1111/tops.12647 [Data] Open Access
Leifheit, L., Löfflad, D., Belschner, S., Beuttler, B., Winkelmann, J., Meurers, D., & Holz, H. (2024). KI im Unterricht – Entwicklung von Lehrveranstaltungen für Lehramtsstudierende der Sprach- und MINT-Fächer. Ludwigsburger Beiträge zur Medienpädagogik, 24. https://dx.doi.org/10.21240/lbzm/24/08 Open Access
Lermann Henestrosa, A., & Kimmerle, J. (2024). Data descriptor for “Understanding and perception of automated text generation among the public: Two surveys with representative samples in Germany”. Data, 9, Article 116. https://dx.doi.org/10.3390/data9100116 Open Access
Lermann Henestrosa, A., & Kimmerle, J. (2024). The effects of assumed AI vs. human authorship on the perception of a GPT-generated text. Journalism and Media, 5, 1085-1097. https://dx.doi.org/10.3390/journalmedia5030069 Open Access
Lermann Henestrosa, A., & Kimmerle, J. (2024). Understanding and perception of automated text generation among the public: Two surveys with representative samples in Germany. Behavioral Sciences, 14, Article 353. https://dx.doi.org/10.3390/bs14050353 Open Access
Liu, Y., Stivers, A. W., Murphy, R. O., Van Doesum, N. J., Joireman, J., Gallucci, M., Aharonov-Majar, E., Athenstaedt, U., Bai, L., Böhm, R., Buchan, N. R., Chen, X.-P., Dumont, K. B., Engelmann, J. B., Eriksson, K., Euh, H., Fiedler, S., Friesen, J., Gächter, S., Garcia, C., González, R., Graf, S., Growiec, K., Hřebíčková, M., Karagonlar, G., Kiyonari, T., Kou, Y., Kuhlman, D. M., Lay, S., Leonardelli, G. J., Li, N. P., Li, Y., Maciejovsky, B., Manesi, Z., Mashuri, A., Mok, A., Moser, K. S., Netedu, A., Pammi, C., Platow, M. J., Reinders Folmer, C. P., Reyna, C., Simão, C., Utz, S., van der Meij, L., Waldzus, S., Wang, Y., Weber, B., Weisel, O., Wildschut, T., Winter, F., Wu, J., Yong, J. C., & Van Lange, P. A. (2024). Wherefore art thou competitors? How situational affordances help differentiate among prosociality, individualism, and competition. European Journal of Personality. https://dx.doi.org/10.1177/08902070241298850 Open Access
Luther, T., Kimmerle, J., & Cress, U. (2024). Teaming up with an AI: Exploring human-AI collaboration in a writing scenario with ChatGPT. AI, 5, 1357-1376. https://dx.doi.org/10.3390/ai5030065 Open Access
Lutz, S., Büttner, C. M., & Neumann, D. (2024). A window to what we missed: Effects of self- versus other-exclusion on social media users’ fundamental needs, emotional responses, and online coping behaviors. Media Psychology, 27, 401-427. https://dx.doi.org/10.1080/15213269.2023.2242769 Open Access
Lutz, S., Schneider, F. M., Reich, S., Schimmel, M., Oechler, H., & Beinlich, L. (2024). Fictional friends and enemies as first aid after ostracism? Experimentally investigating the potential of para-/orthosocial relationships in belongingness need restoration and emotion regulation. Human Communication Research, 50, 338-353. https://dx.doi.org/10.1093/hcr/hqae009 Open Access
Neumann, D., & Rhodes, N. (2024). Morality in social media: A scoping review. New Media & Society, 26, 1096-1126. https://dx.doi.org/10.1177/14614448231166056 Open Access
Novak, M., Gramser, S., Köster, S., Ceseña, F., Gerber‐Hirt, S., Schwan, S., & Lewalter, D. (2024). Presenting a socio‐scientific issue in a science and technology museum: Effects on interest, knowledge and argument repertoire. Science Education, 108(1), 107-122. https://dx.doi.org/10.1002/sce.21830 Open Access
Odontides, L., Scheiter, K., Shiozawa, T., Fischer, M. R., Kugelmann, D., & Berndt, M. (2024). Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students. Annals of Anatomy - Anatomischer Anzeiger, 256, Article 152320. https://dx.doi.org/10.1016/j.aanat.2024.152320 Open Access
Oeberst, A., & Ridderbecks, T. (2024). How article category in Wikipedia determines the heterogeneity of its editors. Scientific Reports, 14, Article 740. https://dx.doi.org/10.1038/s41598-023-50448-y Open Access
Oehler, F., Kimmig, S. E., Hagen, R., Kimmerle, J., Cress, U., Hackländer, K., Arnold, J., Flemming, D., & Brand, M. (2024). The role of information presentation for wildlife knowledge, attitude, and risk perception. Conservation Science and Practice, 6, Article e13089. https://dx.doi.org/10.1111/csp2.13089 Open Access
Papenmeier, F., Dagit, G., Wagner, C., & Schwan, S. (2024). Is it art? Effects of framing images as art versus non-art on gaze behavior and aesthetic judgements. Psychology of Aesthetics, Creativity, and the Arts, 18, 642-653. https://dx.doi.org/10.1037/aca0000466
Papenmeier, F., Meyerhoff, H. S., Hecht, H., & Huff, M. (2024). Stereo viewing upsets cinematic continuity: Filmic cuts are more salient in 3D than in 2D movies. Psychology of Aesthetics, Creativity, and the Arts, 18, 607-616. https://dx.doi.org/10.1037/aca0000476 [Data] Volltext anfordern
Pardi, G., Gottschling, S., & Kammerer, Y. (2024). The influence of knowledge type and source reputation on preferences for website or video search results. Journal of the Association for Information Science and Technology, 75, 521-537. https://dx.doi.org/10.1002/asi.24771 Open Access
Proksch, S., Schühle, J., Streeb, E., Weymann, F., Luther, T., & Kimmerle, J. (2024). The impact of text topic and assumed human vs. AI authorship on competence and quality assessment. Frontiers in Artificial Intelligence, 7, Article 1412710. https://dx.doi.org/10.3389/frai.2024.1412710 Open Access
Pummerer, L. (2024). On different operationalizations and conceptualizations of the tendency to believe in conspiracy theories: A comment on Nera (2024). Zeitschrift für Psychologie, 232, 55-58. https://dx.doi.org/10.1027/2151-2604/a000547 Open Access
Pummerer, L., Fock, L., Winter, K., & Sassenberg, K. (2024). Conspiracy beliefs and majority influence. Journal of Social Psychology. https://dx.doi.org/10.1080/00224545.2024.2397491 Open Access
Ries, M., & Schwan, S. (2024). Becoming aware of an authentic historic place: effects on affective and cognitive outcomes. European Journal of Psychology of Education, 39, 3463-3482. https://dx.doi.org/10.1007/s10212-023-00765-7 Open Access
Roesch, S., Moeller, K., & Bahnmüller, J. (2024). Finger counting, finger number gesturing, and basic numerical skills: A cross-sectional study in 3- to 5-year-olds. Journal of Experimental Child Psychology, 242, Article 105892. https://dx.doi.org/10.1016/j.jecp.2024.105892 Open Access
Roos, C., Utz, S., Koudenburg, N., & Postmes, T. (2024). Diplomacy online: A case of mistaking broadcasting for dialogue. European Journal of Social Psychology, 54, 314-331. https://dx.doi.org/10.1002/ejsp.3015 Open Access
Sarigül, B., Schneider, F. M., & Utz, S. (2024). Believe it or not? Investigating the credibility of voice assistants in the context of social roles and relationship types. International Journal of Human-Computer Interaction. https://dx.doi.org/10.1080/10447318.2024.2375797 Open Access
Schachner, M., Ardag, M., Holtz, P., Großer, J., Hartz, C., van Herk, H., Bender, M., Boehnke, K., & Dobewall, H. (2024). Extracting organizational culture from text: the development and validation of a theory-driven tool for digital data. European Journal of Work and Organizational Psychology, 33(5), 571-582. https://dx.doi.org/10.1080/1359432X.2024.2360225 Open Access
Scharinger, C. (2024). Task-irrelevant decorative pictures increase cognitive load during text processing but have no effects on learning or working memory performance: an EEG and eye-tracking study. Psychological Research. https://dx.doi.org/10.1007/s00426-024-01939-8 Open Access
Schewior, L., & Lindner, M. A. (2024). Revisiting picture functions in multimedia testing: A systematic narrative review and taxonomy extension. Educational Psychology Review, 36, Article 49. https://dx.doi.org/10.1007/s10648-024-09883-0 Open Access
Scholl, A., & Winter, K. (2024). Responsibility as the door opener toward trust: How powerholders construe and express their power impacts others' willingness to trust them. Journal of Applied Social Psychology, 54, 536-551. https://dx.doi.org/10.1111/jasp.13057 Open Access
Schumann, A., Greving, H., Bruckermann, T., Kimmerle, J., Harms, U., & Brandt, M. (2024). We want you! Recruitment strategies for the success of a citizen science project on urban wildlife ecology. Frontiers in Environmental Science, 12, Article 1258813. https://dx.doi.org/10.3389/fenvs.2024.1258813 Open Access
Schüler, A., & Frick, P. (2024). Do passive cross-modal validation processes occur when processing multimedia materials? Learning and Instruction, 93, Article 101956. https://dx.doi.org/10.1016/j.learninstruc.2024.101956 Open Access
Sondermann, C., Huff, M., & Merkt, M. (2024). Distracted by a talking head? An eye tracking study on the effects of instructor presence in learning videos with animated graphic slides. Learning and Instruction, 91, Article 101878. https://dx.doi.org/10.1016/j.learninstruc.2024.101878 Open Access
Spitzer, M. W., & Moeller, K. (2024). Performance increases in mathematics within an intelligent tutoring system during COVID-19 related school closures: A large-scale longitudinal evaluation. Computers and Education Open, 6, Article 100162. https://dx.doi.org/10.1016/j.caeo.2024.100162 Open Access
Spitzer, M. W., Ruiz-Garcia, M., & Moeller, K. (2024). Basic mathematical skills and fraction understanding predict percentage understanding: Evidence from an intelligent tutoring system. British Journal of Educational Technology. https://dx.doi.org/10.1111/bjet.13517 Open Access
Stark, P., Bozkir, E., Sójka, W., Huff, M., Kasneci, E., & Göllner, R. (2024). The impact of presentation modes on mental rotation processing: A comparative analysis of eye movements and performance. Scientific Reports, Article 12329. https://dx.doi.org/10.1038/s41598-024-60370-6 Open Access
Sánchez-García, R., Dominguez-Rodriguez, A., Ocegueda-Miramontes, V., Aguilar, L., Rodríguez-Díaz, A., Cervera Torres, S., & Sanchez, M. A. (2024). Human behavioral anomaly pattern mining within an IoT environment: An exploratory study. Advances in Computers, 133, 33-57. https://dx.doi.org/10.1016/bs.adcom.2023.10.003 Volltext anfordern
Timm, J. D., Huff, M., Schwan, S., & Papenmeier, F. (2024). Short-term transfer effects of Tetris on mental rotation: Review and registered report - A Bayesian approach. Attention, Perception, & Psychophysics, 86, 1056-1064. https://dx.doi.org/10.3758/s13414-024-02855-0 Open Access
Utz, S. (2024). How gender and type of algorithmic group discrimination influence ratings of algorithmic decision-making. International Journal of Communication, 18, 570-589. https://ijoc.org/index.php/ijoc/article/view/20806 Open Access
Winter, K., Hornsey, M. J., Pummerer, L., & Sassenberg, K. (2024). Public agreement with misinformation about wind farms. Nature Communications, 15, Article 8888. https://dx.doi.org/10.1038/s41467-024-53278-2 Open Access
Wise, S. L., Kuhfeld, M. R., & Lindner, M. A. (2024). Don’t test after lunch: The relationship between disengagement and the time of day that low-stakes testing occurs. Applied Measurement in Education, 37, 14-28. https://dx.doi.org/10.1080/08957347.2024.2311925 Volltext anfordern
Wolfers, L. N. (2024). A social constructivist viewpoint of media effects: Extending the social influence model of technology use to media effects. Communication Theory. https://dx.doi.org/10.1093/ct/qtae015 Open Access
Wolfers, L. N., Lüpken, L. M., Schimmel, M., Utz, S., Nabi, R. L., & Gaiser, F. (2024). Coping with the COVID-19 pandemic by using media: Extending the coping goodness-of-fit hypothesis to media use. Communication Studies, 75, 712-732. https://dx.doi.org/10.1080/10510974.2024.2365068 Open Access
Wolfers, L. N., Nabi, R. L., & Walter, N. (2024). Too much screen time or too much guilt? How child screen time and parental screen guilt affect parental stress and relationship satisfaction. Media Psychology. https://dx.doi.org/10.1080/15213269.2024.2310839 Open Access
Xu, W., Huff, M., & Papenmeier, F. (2024). A closer look at the agent advantage effect: An eye-tracking study on event role processing in pictures. Visual Cognition, 1-12. https://dx.doi.org/10.1080/13506285.2024.2428468 Open Access
Yamada, Y., Xue, J., Li, P., Ruiz Fernández, S., Özdoğru, A. A., Sarı, Ş., Cervera Torres, S., Hinojosa, J. A., Montoro, P. R., AlShebli, B., Bolatov, A. K., McGeechan, G. J., Zloteanu, M., Razpurker-Apfeld, I., Samekin, A., Tal-Or, N., Tejada, J., Freitag, R., Khatin-Zadeh, O., Banaruee, H., Robin, N., Briseño-Sanchez, G., Barrera-Causil, C. J., & Marmolejo Ramos, F. (2024). Where the ‘bad’ and the ‘good’ go: A multi-lab direct replication report of Casasanto (2009, Experiment 1). Memory & Cognition. https://dx.doi.org/10.3758/s13421-024-01637-1 Open Access
von Hoyer, J. F., Kimmerle, J., Cress, U., & Holtz, P. (2024). False certainty as an unwanted side effect of knowledge acquisition in computer-based online search and content learning. Computers & Education, 208, Article 104930. https://dx.doi.org/10.1016/j.compedu.2023.104930 Volltext anfordern

Tagungsbände

Akef, S., Mendes, A., Meurers, D., & Rebuschat, P. (2024). Investigating the generalizability of Portuguese readability assessment models trained using linguistic complexity features. In P. Gamallo, D. Claro, A. Teixeira, L. Real, M. Garcia, H. Gonçalo Oliveira, & R. Amaro (Eds.), Proceedings of the 16th International Conference on Computational Processing of Portuguese (1, pp. 332-341). Association for Computational Lingustics. https://aclanthology.org/2024.propor-1.34.pdf
Bühler, B., Bozkir, E., Deininger, H., Gerjets, P., Trautwein, U., & Kasneci, E. (2024). On task and in sync: Examining the relationship between gaze synchrony and self-reported attention during video lecture learning. Proceedings of the ACM on Human-Computer Interaction (8, p. Article 230). Association for Computing Machinery. https://dx.doi.org/10.1145/3655604
Bühler, B., Kasneci, E., Trautwein, U., Gerjets, P., Bozkir, E., & Deininger, H. (2024). Detecting aware and unaware mind wandering during lecture viewing: A multimodal machine learning approach using eye tracking, facial videos and physiological data. Proceedings of the 26th ACM International Conference on Multimodal Interaction (ICMI) (pp. 244-253). https://dx.doi.org/10.1145/3678957.3685710
Cervera Torres, S., Ruiz Fernández, S., & Gerjets, P. (2024). Positive-right and negative-left: Affective spatialization by digital “grab” interactions. In C. Stephanidis, M. Antona, S. Ntoa, S., & G. Salvendy (Eds.), HCI International 2024 Posters. HCII 2024. Communications in Computer and Information Science (2114, pp. 215-223). Springer. https://dx.doi.org/10.1007/978-3-031-61932-8_26
Colling, L., Kholin, M., & Meurers, D. (2024). A learning analytics dashboard for K-12 English teachers - Bridging the gap between student process data and teacher needs. Proceedings of the 32nd ACM Conference on User Modeling, Adaptation and Personalization (Adjunct Proceedings (UMAP Adjunct '24), pp. 538-548). Association for Computing Machinery. https://dx.doi.org/10.1145/3631700.3665228
Colling, L., Pieronczyk, I., Parrisius, C., Holz, H., Bodnar, S., Nuxoll, F., & Meurers, D. (2024). Towards task-oriented ICALL: A criterion-referenced learner dashboard organising digital practice. In O. Poquet, A. Ortega-Arranz, O. Viberg, I.-A. Chounta, B. McLaren, & J. Jovanovic (Eds.), Proceedings of the 16th International Conference on Computer Supported Education (CSEDU) (1: EKM, pp. 668-679). https://dx.doi.org/10.5220/0012753000003693
Fischer, N., Dischinger, E., & Gunser, V. E. (2024). Decoding the AI’s gaze: Unraveling ChatGPT’s evaluation of poetic creativity. In C. Stephanidis, M. Antona, S. Ntoa, & G. Salvendy (Eds.), HCI International 2024 Posters. HCII 2024. Communications in Computer and Information Science (2120, pp. 186-197). Springer. https://dx.doi.org/10.1007/978-3-031-62110-9_19
Glandorf, D., & Meurers, D. (2024). Towards fine-grained pedagogical control over English grammar complexity in educational text generation. In E. Kochmar, M. Bexte, J. Burstein, A. Horbach, R. Laarmann-Quante, A. Tack, V. Yaneva, & Z. Yuan (Eds.), Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2024) (pp. 299-308). Association for Computational Linguistics. https://aclanthology.org/2024.bea-1.24
Hou, R., Fütterer, T., Bühler, B., Bozkir, E., Gerjets, P., Trautwein, U., & Kasneci, E. (2024). Automated assessment of encouragement and warmth in classrooms leveraging multimodal emotional features and ChatGPT. In A. M. Olney, I.-A. Chounta, Z. Liu, O. C. Santos, & I. Bittencourt (Eds.), Artificial Intelligence in Education. AIED 2024. Lecture Notes in Computer Science (14829, pp. 60-74). Springer. https://dx.doi.org/10.1007/978-3-031-64302-6_5
Huff, M. (2024). Die Wahrnehmung von Risiken und Chancen von Künstlicher Intelligenz: Der Einfluss von Wissen und Vertrauen in das eigene Wissen. In M. Klaes & M. Gruß (Eds.), Fachgespräch: Aktuelle Themen und Herausforderungen behördlicher Risikokommunikation (pp. 40-42). Bundesamt für Strahlenschutz. https://doris.bfs.de/jspui/bitstream/urn:nbn:de:0221-2024071545043/3/61-24_Tagungsband-FG-RiKo.pdf
Kohls, C., Dubbert, D., & Kehrer, M. (2024). The dynamic campus – flexible learning spaces for hybrid education. Proceedings of the 28th European Conference on Pattern Languages of Programs (EuroPLoP'23) (Article 28, p. Article 28). Association for Computing Machinery. https://dx.doi.org/10.1145/3628034.3628062
Luther, T., Kimmerle, J., & Cress, U. (2024). Co-writing with AI: How do people interact with ChatGPT in a writing scenario? In C. Stephanidis, M. Antona, S. Ntoa, & G. Salvendy (Eds.), HCI International 2024 Posters. HCII 2024. Communications in Computer and Information Science (2120, pp. 198-207). Springer. https://dx.doi.org/10.1007/978-3-031-62110-9_20
Parra, D., Antes, N., & Radvansky, G. A. (2024). Event cognition and holistic versus fragmented remembering and forgetting. In L. K. Samuelson, S. L. Frank, M. Toneva, A. Mackey, & E. Hazeltine (Eds.), Proceedings of the Annual Meeting of the Cognitive Science Society (46, pp. 4799-4804). https://escholarship.org/uc/item/11z0j11v
Pauly, R., & Schwan, S. (2024). How do people parse dynamic maps? Insights from event segmentation experiments (short paper). In B. Adams, A. L. Griffin, S. Scheider, & G. McKenzie (Eds.), 16th International Conference on Spatial Information Theory (COSIT 2024). Leibniz International Proceedings in Informatics (LIPIcs) (315, p. 14:1–14:8). Schloss Dagstuhl - Leibniz Center for Informatics. https://dx.doi.org/10.4230/LIPIcs.COSIT.2024.14
Ribeiro-Flucht, L., Chen, X., & Meurers, D. (2024). Explainable AI in language learning: Linking empirical evidence and theoretical concepts in proficiency and readability modeling of Portuguese. In E. Kochmar, M. Bexte, J. Burstein, A. Horbach, R. Laarmann-Quante, A. Tack, V. Yaneva, & Z. Yuan (Eds.), Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2024) (19, pp. 199-209). Association for Computational Linguistics. https://aclanthology.org/2024.bea-1.17.pdf
Thoma, G., Moeller, K., Ninaus, M., & Bahnmüller, J. (2024). Collectible content – Towards a modular ecosystem of intrinsically integrated gameplay: The case of fractions. In P. Dondio, M. Rocha, A. Brennan, A. Schönbohm, F. de Rosa, A. Koskinen, & F. Bellotti (Eds.), Games and Learning Alliance. GALA 2023. Lecture Notes in Computer Science (14475, pp. 353-362). https://dx.doi.org/10.1007/978-3-031-49065-1_34
Wagner, R., Pardi, G., Müller, J., Brucker, B., & Gerjets, P. (2024). Work-in-Progress - How do different degrees of immersion and points of view in immersive videos affect the quality of science communication? In J. Krüger, D. Pedrosa, D. Beck, M. L. Bourguet, A. Dengel, R. Ghannam, A. Miller, A. Peña-Rios, & J. Richter (Eds.), Proceedings of 10th International Conference of the Immersive Learning Research Network (iLRN) – Selected Academic Contributions (1, pp. 239-245). https://dx.doi.org/10.56198/U6C0W27CF

Bücher

Glass, L., Dickinson, M., Brew, C., & Meurers, D. (Eds.). (2024). Language and computers. Textbooks in Language Sciences. Language Science Press. https://dx.doi.org/10.5281/zenodo.12730906

Buchbeiträge

Al-Baghdadi, S., Gundermann, A., Wilmers, A., Kathmann, J., Anda, C., & Achenbach, M. (2024). Transferformate im Metavorhaben Digitalisierung im Bildungsbereich. In A. Wilmers (Ed.), Bildung im digitalen Wandel. Forschungssynthesen im Metavorhaben Digi-EBF. Methode, Auswertung, Perspektiven (1., 5, pp. 211-231). Waxmann. https://dx.doi.org/10.31244/9783830999126.10
Anderl, C., Klein, S. H., Ehrhardt, N., & Utz, S. (2024). Einfluss psychologischer Faktoren auf die KI-Nutzung und -Wahrnehmung. In T. Hug, P. Missomelius, & H. Ortner (Eds.), Künstliche Intelligenz im Diskurs: Interdisziplinäre Perspektiven zur Gegenwart und Zukunft von KI-Anwendungen (pp. 43-57). innsbruck university press. https://dx.doi.org/10.15203/99106-139-7-07

Magazinbeiträge

Brandt, M., Schumann, A., Bruckermann, T., Greving, H., Harms, U., & Kimmerle, J. (2024). Wie gelingt erfolgreicher Wissenstransfer in Citizen Science-Projekten? Ergebnisse, Erfahrungen und Empfehlungen aus dem Verbundprojekt WTimpact. Transfer & Innovation, 113-126.
Bühler, B., Bozkir, E., Goldberg, P., Sümer, Ö., D’Mello, S., Gerjets, P., Trautwein, U., & Kasneci, E. (2024). From the lab to the wild: Examining generalizability of video-based mind wandering detection. International Journal of Artificial Intelligence in Education.
Cress, U. (2024). Wofür Künstliche Intelligenz in Schulen eingesetzt wird. CB: Christ + Bildung – das Bildungsmagazin der KEG, 2024, 5-6. https://www.keg-bayern.de/publikationen/bildungsmagazin-cb/cb-05/2024/wofuer-kuenstliche-intelligenz-in-schulen-eingesetzt-wird; https://www.keg-bayern.de/fileadmin/fileadmin/keg-bayern/Content/Redaktion/Dateien/Publikationen/Verbandsmagazin_Christ___Bildung/2024/05/2024_A5_CB-web.pdf
Führer, C., & Gerjets, P. (2024). How to understand & write literature with AI? Potentiale und Risiken von KI-Tools für Literarisches Lesen und Schreiben. MiDU - Medien im Deutschunterricht, 6, 1-18. https://journals.ub.uni-koeln.de/index.php/midu/article/view/2289/2409
Fütterer, T., Gerjets, P., Cress, U., Lachner, A., Meurers, D., Köller, O., Fischer, F., Scheiter, K., Nuxoll, F., Bronner, P., Blume, B., & Trautwein, U. (2024). Wissenschaftler zu Kritik an Digitalem: „Wir sollten uns nicht beirren lassen“. Sonderheft des Verband Bildung und Erziehung (VBE), 5-8.

Konferenzbeiträge

Akef, S., Mendes, A., Meurers, D., & Rebuschat, P. (2024, March 13-15). Investigating the generalizability of Portuguese readability assessment models trained using linguistic complexity features. 16th International Conference on Computational Processing of Portuguese (PROPOR 2024). Universidade de Santiago de Compostela, Spain. https://propor2024.citius.gal/ [Talk]
Anderl, C., Chen, F. S., Zareian, B., Nelson, M. A., & Edwards, N. (2024, June 20-21). Hormonal contraceptive use in adolescence and risk for depression: Are sampling biases masking long-term effects? 4M Conference. University of Exeter, UK. https://4mhealth.uk/activities/4m-conference-2024/ [Talk]
Anders, G., & Buder, J. (2024, June 14-15). Large scale analysis of comment polarization in online news media: A case study of Spiegel Online. ADok 2024. Universität Heidelberg. [Talk]
Anders, G., Buder, J., Rausch, L., & Huff, M. (2024, November 21-24). Mind wandering as perceptual decoupling and the effect on learning in educational videos. 65th Annual Meeting of the Psychonomic Society. New York, NY, USA. [Poster]
Anders, G., Huff, M., & Gerjets, P. (2024, July 5). Video-SRS annual meeting. Tübingen. [Workshop Organisation]
Antes, N., Huff, M., & Radvansky, G. A. (2024, March 17-20). How to become right when you are wrong. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Talk]
Antes, N., Huff, M., & Radvansky, G. A. (2024, November 21-24). The order of (mis)information affects event memory. 65th Annual Meeting of the Psychonomic Society. New York, NY, USA. [Poster]
Antes, N., & Said, N. (2024, July 25). The spread of misinformation on social media platforms - a (meta) cognitive perspective. Adaptive Rationality Center. Berlin. [Talk]
Aydın, T., Hamaloğlu, S., Nolasco, S., Said, N., & Huff, M. (2024, March 17-20). Grain of events shape modality of their representations: Fine context triggers modal representations. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Poster]
Aydın, T., Hamaloğlu, S., Nolasco, S., Said, N., Levin, D., & Huff, M. (2024, May, 15-17). Grain size in modal and amodal event representations. International Workshop on Modal and Amodal Cognition. Eberhard Karls Universität Tübingen. [Poster]
Aydın, T., Hamaloğlu, S., Nolasco, S., Said, N., Levin, D., & Huff, M. (2024, June 14-15). Modal and amodal event representations. ADok 2024. Universität Heidelberg. https://www.psychologie.uni-heidelberg.de/workshop/a-dok/ [Talk]
Becker, F., Spannagl, C. I., Buder, J., & Huff, M. (2024, March 17-20). An agent's reputation and skill affect self-reported trust differently from behavioral trust. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Talk]
Begovic, H., Kathmann, J., Hebel, M., Bargiel, D., & Brandenburg, M. (2024, August, 22). Press play for engagement – was leisten Games in Bildung und Forschung? gamescom congress. Köln. https://bizcommunity.gamescom.global/widget/event/gamescom-congress-2024/planning/UGxhbm5pbmdfMjA1ODk1OQ== [Panel]
Belschner, S., & Löfflad, D. (2024, September 5). KI im MINT-Unterricht. DABEI 2024 - Digitalität als Bildungschance erlebbarer Individualität im Kontext von KI. Beratungs- und Förderzentrum Kassel. [Vortrag]
Bethge, M., Meurers, D., Stockmann, N., Haaf, M., Cress, U., & Boser, S. (2024, Oktober 21). KI - Chancen für die Bildung. Gründung des KI-Zentrums Schule. TUM Campus Heilbronn. [Panel]
Beuttler, B., Holz, H., & Nuxoll, F. (2024, November 12). Künstliche Intelligenz in Schule und Unterricht. St. Klara Schule, Rottenburg. [Vortrag]
Brich, I. R., & Gebhardt, M. (2024, April 24-25). Schüler:innen im Fokus: Gemeinsam eine chancengerechte digitale Zukunft gestalten. 8. Konferenz Bildung Digitalisierung (KonfBD). Berlin. https://www.forumbd.de/veranstaltungen/konfbd24/ [Workshop Organisation]
Brich, I. R., Irle, G., Gebhardt, M., Nieder-Steinheuer, K., & Schilling, T. (2024, Juni 21). Frag den Zukunftsraum! Eure Fragen an die Zukunft der digitalen Schulbildung. 2. KI-Fachtag. Tübingen. [Poster]
Brucker, B., Brömme, R., Bernecker, A., Schopp, B., Barth, B., Ehlis, A.-C., & Gerjets, P. (2024, August 21-23). An fNIRS study on reading sentences in hand proximity: The influence of cognitive flexibility. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 6 & 7: Instructional Design and Technology-Enhanced Learning: Current States and Future Perspectives. University of Tübingen, Tübingen Center for Digital Education (TüCeDE). [Poster]
Brucker, B., Pardi, G., Uehlin, F., Moosmann, L., Halfmann, M., Lachmair, M., & Gerjets, P. (2024, September 4-6). Learning about movements in virtual realities: Role of visuospatial ability and interaction formats. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 2: Comprehension of Texts and Graphics: From Human to Artificial Intelligence. Valencia. [Talk]
Brömme, R., Brucker, B., Tibus, M., & Gerjets, P. (2024, August 21-23). The influence of hand proximity on text comprehension: the role of individual differences. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 6 & 7: Instructional Design and Technology-Enhanced Learning: Current States and Future Perspectives. University of Tübingen, Tübingen Center for Digital Education (TüCeDE). [Talk]
Böhm, B., Büsser, M., Djeffal, C., Cress, U., Heider, F., & Reinhold, T. (2024, September 26). Innovationsschub oder Kontrollverlust: Welche Auswirkungen haben KI und New Work auf unsere Arbeitskultur? KI und New Work: Zukunftsstrategien für Wissenschaftseinrichtungen. Frankfurt am Main. [Panel]
Bühler, B., Kasneci, E., Trautwein, U., Gerjets, P., Bozkir, E., Deininger, H., & Goldberg, P. (2024, November 4-8). Detecting aware and unaware mind wandering during lecture viewing: A multimodal machine learning approach using eye tracking, facial videos and physiological data. 26th ACM International Conference on Multimodal Interaction (ICMI). San José, Costa Rica. https://icmi.acm.org/2024/ [Talk]
Candan Şimşek, A., Aydın, T., & Huff, M. (2024, November 21-24). How does it end? Endpoints of boundaries lead to completion in macro events. 65th Annual Meeting of the Psychonomic Society. New York City, NY, USA. [Poster]
Candan Şimşek, A., Aydın, T., & Rooney, B. (2024, June 7). Breaking the 4th wall in movies: Mental attributions and narrative engagement. 2024 Conference of the Society for Cognitive Studies of the Moving Image (SCSMI). Budapest, Hungary. [Talk]
Cervera Torres, S., Ruiz Fernández, S., & Gerjets, P. (2024, September 16). Affective spatialization in digital interactions: The role of empathy and hand dominance in modulating perceptions of pleasantness. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). University of Vienna, Austria. https://dgps2024.univie.ac.at/home-news/ [Poster]
Colling, L., Kholin, M., & Meurers, D. (2024, July 1-4). A learning analytics dashboard for K-12 English teachers - Bridging the gap between student process data and teacher needs. The 32nd ACM Conference on User Modeling, Adaptation and Personalization. Cagliari, Italy. http://ukde2024.isti.cnr.it/index.html [Talk]
Colling, L., Pieronczyk, I., Parrisius, C., Holz, H., Bodnar, S., Nuxoll, F., & Meurers, D. (2024, May 2-4). Towards task-oriented ICALL: A criterion-referenced learner dashboard organising digital practice. 16th International Conference on Computer Supported Education. Angers, France. https://csedu.scitevents.org/Home.aspx?y=2024 [Talk]
Cress, U. (2024, November 8). Adäquate Konfidenz in das eigene Wissen als Bildungsziel. Gemeinsamer Workshop von Leopoldina und Ständige Wissenschaftliche Kommission (SWK). Halle (Saale). [Vortrag]
Cress, U. (2024, November 11). KI in der Bildung: Impulspapier der SWK zu Large Language Models und ihren Potenzialen im Bildungssystem. BDA/BDI Ausschuss Bildung, Bundesvereinigung der Deutschen Arbeitgeberverbände. [Vortrag]
Cress, U. (2024, Juni 12). Potenziale von KI in der Bildung. Jahrestreffen der Leitungen der Landesinstitute 2024. Esslingen. [Vortrag]
Cress, U. (2024, Juni 26). Künstliche Intelligenz und Schule- eine Revolution unseres Bildungswesens? Tübingen-Hirschau. [Vortrag]
Cress, U. (2024, März 1). KI in der Klasse: Ein weiter und steiniger Weg? 8. LEAD-Tag der Wissenschaft „Auf zum Bildungs-Gipfel: Schule und Wissenschaft gemeinsam unterwegs“. LEAD Graduate School & Research Networks, Eberhard Karls Universität Tübingen. [Vortrag]
Cress, U. (2024, Dezember 4). Vorlesung „Einführung: Vorstellung des IWM“. Eberhard Karls Universität Tübingen, Fachbereich Psychologie. [Vortrag]
Cress, U. (2024, Oktober 18). Künstliche Intelligenz: Was kann und wird sie in der Bildung leisten? Auftaktveranstaltung Podium Schulmanagement und Leadership, Eröffnungsveranstaltung für Kohorte 4. Heilbronn. [Vortrag]
Cress, U. (2024, Februar 6). Bildung braucht mehr als Bildschirm: Warum die Debatte um die Digitalisierung noch immer zu kurz greift. Podium zum Thema „Digitalisierung von Schulen“. Stuttgart. [Vortrag]
Cress, U., Blume, B., & Ebbinghaus, U. (2024, Wie sieht die Schule der Zukunft aus? 75 Jahre FAZ, Veranstaltungsreihe „Zukunft gestalten“. Stuttgart. https://unternehmen.thalia.de/pressemeldungen/thalia-und-die-frankfurter-allgemeine-zeitung-starten-gemeinsame-veranstaltungsreihe-zukunft-gestalten/ [Panel]
Cress, U., & Lachner, A. (2024, Juli 9). Digitale Bildung: Verstärkung oder Lösung der Bildungskrise? Studium Generale. Eberhard Karls Universität Tübingen, Graduiertenschule & Forschungsnetzwerk LEAD. [Vortrag]
Daltoè, T., Ruth-Herbein, E., Brucker, B., Jaekel, A.-K., Trautwein, U., Fauth, B., Gerjets, P., & Göllner, R. (2024, April 11-14). Immersive insights: Unveiling the impact of 360-degree videos on preservice teachers' experiences during classroom observation. AERA Annual Meeting. Philadelphia, PA, USA. [Talk]
De Kuthy, K., & Meurers, D. (2024, Juli 12). Intelligente Systeme als adaptive Lernbegleiter. Unterschiedliche Perspektiven - gemeinsam zum Ziel! Wissenschaft und Praxis im Dialog zur zeitgemäßen Schule. Eberhard Karls Universität Tübingen. https://uni-tuebingen.de/de/242752; https://eveeno.com/gemeinsam-zum-ziel [Vortrag]
De Kuthy, K., & Meurers, D. (2024, November 19). Inwiefern lässt sich die Heterogenität der Lernenden durch adaptive digitale Systeme berücksichtigen? Modul 5 "Digitale Transformation" des Masterstudiengangs “Schulmanagement und Leadership”. Eberhard Karls Universität Tübingen. [Vortrag]
Ditrich, L. (2024, September 16-19). The climate is changing – when do we? Shedding light on affective processes and group dynamics to foster pro-environmental action. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Symposium Organisation]
Ditrich, L., & Febriana, S. G. (2024, September 16-19). There will be CO2nsequences: Affective and behavioural responses to highlighting potential threats. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Talk]
Ditrich, L., & Febriana, S. G. (2024, August 29-31). Scaring people into action? Affective responses to making consequences salient and their correlates. 1st Collective Action Network Meeting (CAN): Understanding the Multifaceted and Applied Nature of Collective Action Research. Durham University, UK. [Talk]
Ditrich, L., & Febriana, S. G. (2024, July 17-20). Of looming threats - Affective and behavioural responses to making crises’ consequences salient. 2024 Conference of the International Society for Research on Emotion. Queen’s University Belfast, UK. [Talk]
Düsing, K., Bruckermann, T., Greving, H., Thomas, J., Van den Bogaert, V., Lewanzik, D., Schuhmann, A., Brandt, M., & Harms, U. (2024, September 20). Using videos to open the black box of scientific research processes. European Science Education Research Association (ESERA SIG2). Universität Graz, Austria. [Talk]
Düsing, K., Bruckermann, T., Greving, H., Thomas, J., Van den Bogaert, V., Lewanzik, D., Schumann, A., Brandt, M., & Harms, U. (2024, October 10). Bridging disciplinary and school science - Videos with authentic cases for addressing scientific reasoning competencies and epistemic beliefs. Newton-Room-visit and STEM Seminar. Nord Univerisität Bodø, Norway. [Talk]
Düsing, K., Bruckermann, T., Greving, H., Thomas, J., Van den Bogaert, V., Lewanzik, D., Schumann, A., Brandt, M., & Harms, U. (2024, July 1-5). Effects of explicitly communicating the research process using learning videos with authentic cases on scientific reasoning and epistemic beliefs. 14th Conference of European Researchers in Didactics of Biology (ERIDOB). Université Claude Bernard Lyon 1, France. [Poster]
Eder, T. F., Kuklick, L., & Lindner, M. A. (2024, August 21-23). Visual processing of elaborated feedback in assessments: Is visual attention predictive for learning? European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 6 & 7: Instructional Design and Technology-Enhanced Learning: Current States and Future Perspectives. University of Tübingen. [Talk]
Eder, T. F., Kuklick, L., & Lindner, M. A. (2024, September 16-19). Gaze pattern when processing elaborated feedback in computer-based assessment: Is visual attention predictive for learning? 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Talk]
Ehrhardt, N., Müller, F., Franke, M., Bellon, J., & Utz, S. (2024, November 18). Besser Streiten mit KI. Science & Innovation Days. Tübingen. [Runder Tisch]
Febriana, S. G., & Ditrich, L. (2024, September 16-19). Keeping up with the norms: Unraveling the connection between perceived norms and collective action. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Talk]
Febriana, S. G., & Ditrich, L. (2024, August 29-31). Keeping up with the norms: Unraveling the connection between perceived norms and collective action. 1st Collective Action Network Meeting (CAN): Understanding the Multifaceted and Applied Nature of Collective Action Research. Durham University, UK. [Talk]
Fischer, H. (2024, June 5). Wissen, was man (nicht) weiß: Die Bedeutung der Metakognition für eine Psychologie des Klimawandels. Forschungskolloquium der Abteilung Sozialpsychologie. Magdeburg. [Vortrag]
Fischer, H. (2024, February 20). Objective and subjective knowledge: “Feeling the truth” and its importance for science communication. Munich Science Communication Lab talk series. Munich. [Talk]
Fischer, H. (2024, May 5). Psychologie der Metakognition. Arbeitsgemeinschaft Philosophie & Psychologie. Kolleg Köln. https://www.phi-psy.de/tagungsplan-kolleg-koeln-6-8-mai-2024/ [Vortrag]
Fischer, H. (2024, August 7). Inflation und planetary health – Wie Museumsbesuch Metakognition verbessern kann. Netzwerk Bildung im Museum. [Vortrag]
Fischer, H., Fuchs, T., Schmitt, T., & Weiß, M. (2024, Oktober 30). Das nächste heißeste Jahr kommt bestimmt: Was bringt die Kommunikation von Klimarekorden? Wissenswerte. Universität Heidelberg. [Panel]
Fischer, N., Dischinger, E., & Gunser, V. E. (2024, June 29-July 4). Decoding the AI’s gaze: Unraveling ChatGPT’s evaluation of poetic creativity. HCI International 2024 – 26th International Conference on Human-Computer Interaction. Washington, D.C., USA. [Poster]
Fleig, K., Hoch, E., Lachner, A., & Scheiter, K. (2024, April 11). The effects of AI-generated feedback in the context of adaptive learning systems. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. [Poster]
Frick, P., Hoch, E., & Schüler, A. (2024, June 27-28). Cross-modal activation, integration, and validation processes when reading illustrated texts: An eye-tracking study. Visual Language (VisLang) Conference 2024. Tilburg University, Netherlands. [Talk]
Frick, P., & Schüler, A. (2024, June 17-19). How pictures influence the automatic validation process and the awareness of inconsistencies. 34th Annual Meeting of the Society for Text & Discourse (ST&D). Chicago, IL. [Talk]
Frick, P., & Schüler, A. (2024, March 17-20). Synthesizing text comprehension and multimedia learning research: text-picture combinations are activated, integrated and validated automatically. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Regensburg. [Talk]
Fütterer, T., Fischer, C., Alekseeva, A., Chen, X., & Gerjets, P. (2024, April 11-14). AI in Education: Examining the global reception of ChatGPT on Twitter. AERA Annual Meeting. American Educational Research Association (AERA), Philadelphia, PA, USA. https://www.aera.net/Events-Meetings/Annual-Meeting/2024-Annual-Meeting [Poster]
Fütterer, T., Hoch, E., & Dumont, H. (2024, May 25-27). Uncovering the relationship of technology-enhanced, adaptive teaching and situational interest in mathematics in a randomized trial. E-ADAPT Conference. Universität Potsdam. [Poster]
Garsoffky, B., Benkert, M., & Schwan, S. (2024, July 1-3). The corner effect on memory. 16th Annual International Conference on Education and New Learning Technologies (Edulearn24). Palma de Mallorca, Spain. [Poster]
Gebhardt, M., Brich, I. R., & Irle, G. (2024, September 30-Oktober 2). Frag den Zukunftsraum! Digitale Transformation für Schule und Lehrkräftebildung gestalten. Potsdam. https://lernen.digital/veranstaltungen/tagung-digitale-transformation-fuer-schule-und-lehrkraeftebildung-gestalten/ [Poster]
Gebhardt, M., Nieder-Steinheuer, K., & Schilling, T. (2024, September 30-Oktober 2). IWM-Schulportal: schule-mal-digital.de. Digitale Transformation für Schule und Lehrkräftebildung gestalten. Universität Potsdam. https://lernen.digital/veranstaltungen/tagung-digitale-transformation-fuer-schule-und-lehrkraeftebildung-gestalten/ [Poster]
Gerjets, P. (2024, Oktober 14). Future Innovation Space. Treffen der Vorstände der Leibniz-Institute in Baden-Württemberg zum Austausch über konkrete landesbezogene Themen. Tübingen. [Vortrag]
Gerjets, P. (2024, July 17). Context specific aspects of integrating approaches of self-regulation. Tübingen week on Education, Motivation, Meta-Cognition, Personality, and Self-Regulation (TEMMPS). Eberhard Karls Universität Tübingen. [Panel]
Gerjets, P. (2024, Mai 7). WR-AI-TING - Kreatives Schreiben mit KI-Tools in Schul- und Museumskontexten. Marbach am Neckar. [Talk]
Gerjets, P. (2024, Juni 21). Future Innovation Space (FIS). 2. KI-Fachtag. Tübingen. [Vortrag]
Gerjets, P. (2024, July 15-17). Context specific aspects of integrating approaches of self-regulation. Tübingen week on Education, Motivation, Meta-Cognition, Personality, and Self-Regulation (TEMMPS). Eberhard Karls Universität Tübingen. [Talk]
Gerjets, P., Brucker, B., Halfmann, M., Maiero, J., & Pardi, G. (2024, Mai 14-15). Ein Blick in das Lernen von Übermorgen: Der Future Innovation Space am IWM. Wissenschaftliche Jahrestagung LERN 2024 - Wie steht es um unser Bildungssystem? Krisen anerkennen, Lösungsansätze gestalten. Tübingen. https://www.leibniz-bildung.de/veranstaltung/lern-jahrestagung-2024-krisen/#:~:text=%E2%80%9EWie%20steht%20es%20um%20unser%20Bildungssystem?%20Krisen%20anerkennen,%20L%C3%B6sungsans%C3%A4tze%20gestalten%22 [Vortrag]
Gerjets, P., Brucker, B., Müller, J., & Özbek, O. (2024, Juni 21-23). WR-AI-TING. Kreatives Schreiben mit KI-Tools in Schul- und Museumskontexten. Sommerschule der didaktisch-empirischen Schreibforschung. Universität Siegen. https://www.dies-sommerschule2024.de/ [Talk]
Gerjets, P., Brucker, B., Müller, J., & Özbek, O. (2024, Juni 6-7). WR-Ai-TING Kreatives Schreiben mit KI-Tools in Schul- und Museumskontexten. Erstes Vernetzungstreffen & Veranstaltung für Qualifikand:innen des BMBF-Förderschwerpunkts „Kulturelle Bildung in gesellschaftlichen Transformationen“. Nürnberg. [Vortrag]
Gerjets, P., Fütterer, T., & Nuxoll, F. (2024, Juni 25). Künstliche Intelligenz in der Bildung - Teil des Problems oder Teil der Lösung? Studium Generale. Eberhard Karls Universität Tübingen. [Vortrag]
Gerjets, P., Fütterer, T., & Nuxoll, F. (2024, Juni 25). Künstliche Intelligenz in der Bildung – Teil des Problems oder Teil der Lösung? Studium Generale. Eberhard Karls Universität Tübingen. [Vortrag]
Gerjets, P., Pardi, G., Brucker, B., Maiero, J., Franke, U., van Waveren, L., Becker, M., Flegr, S., & Kuhn, J. (2024, März 13). Netzwerktreffen „MINT-ProNeD Future Innovation Hub". Tübingen. [Workshop Organisation]
Gerjets, P., Pardi, G., Maiero, J., Seyboldt, A., & Seeberger, F. (2024, Juli 10). Durchführung einer Studie zum Einsatz einer VR-Anwendung zum Thema Atome und insbesondere Molekülaufbau mit zwei Schulklassen im Future Innovation Space. Tübingen. [Symposium Organisation]
Gerjets, P., Peiffer-Siebert, L., & Müller, T. (2024, März 18). Digitale Vermittlungsangebote in Gedenkstätten evidenzbasiert gestalten: Eine lernpsychologische Perspektive. Eröffnung der Ausstellung „Verwaltung als Verbrechen. Die SS-Behörde 'Inspektion der Konzentrationslager'“. Stiftung Brandenburgische Gedenkstätten, Gedenkstätte und Museum Sachsenhausen. https://www.sachsenhausen-sbg.de/veranstaltungen/2024-03-18t000000z-eroeffnung-der-ausstellung-verwaltung-als-verbrechen-die-ss-behoerde-inspektion-der-konzentrationlager/ [Vortrag]
Gieselmann, M., & Sassenberg, K. (2024, April 11). Towards a better understanding of information disclosure in human-AI interactions. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. [Poster]
Glandorf, D., & Meurers, D. (2024, June 20). Towards fine-grained pedagogical control over english grammar complexity in educational text generation. 19th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2024). Mexico City. https://sig-edu.org/bea/2024#workshop-description [Poster]
Glaser, M., Franken, L., von Lindern, K., & Samida, S. (2024, Dezember 11). Materialität und Digitalität. Carl von Ossietzky Universität Oldenburg. [Panel]
Glaser, M., Garsoffky, B., & Schwan, S. (2024, Mai 14-15). Lernbezogene Rezeption von realen vs. holografischen Objekten in einer Experimental-Ausstellung. Wissenschaftliche Jahrestagung LERN 2024 - Wie steht es um unser Bildungssystem? Krisen anerkennen, Lösungsansätze gestalten. Tübingen. [Vortrag]
Glaser, M., & Schwan, S. (2024, September 4). Processing uncertain information in immersive virtual reality. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 2: Comprehension of Texts and Graphics: From Human to Artificial Intelligence. Valencia, Spain. [Talk]
Glaser, M., Werner, S., Kröger, L., Schilling, R., & Schwan, S. (2024, December 9). Influence of different types of object sound presentation on experience and knowledge acquisition in the VR of a historical tugboat. Conference Exhibiting the Sound of History - Practice and Theory of Acoustic Historical Research and Communication. Hamburg. [Talk]
Glaser, M., Wolf, R., Staubermann, K., & Hogervorst, S. (2024, December 9). Exhibiting the sound of history - round-table & final discussion. Conference Exhibiting the Sound of History - Practice and Theory of Acoustic Historical Research and Communication. Hamburg. [Panel]
Gunser, V. E. (2024, Januar 18). Kreativität im digitalen Zeitalter: Der Turing Test bei den GPT Modellen und die Wahrnehmung ihres Outputs. Workshop: Kreatives Schreiben mit generativer KI. KI Makerspace Tübingen. [Vortrag]
Gunser, V. E., Brucker, B., Richter, S., & Gerjets, P. (2024, April 11). NarrAItions: Creative writing with GPT-models. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. [Poster]
Hagedorn, J., Sassenberg, K., & Klinger, R. (2024, April 11). On AI-based writing assistants for message emotionality in online negotiations. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. [Poster]
Hamaloğlu, S., Huff, M., Fleming, S., Anders, G., Papenmeier, F., & Said, N. (2024, March 17-20). Metacognition and the event completion paradigm: The role of metacognitive sensitivity during event perception. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Poster]
Hamaloğlu, S., Huff, M., Fleming, S., Anders, G., Papenmeier, F., & Said, N. (2024, March 17-20). Metacognition and the event completion paradigm: The role of metacognitive sensitivity during event perception. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Poster]
Hamaloğlu, S., Huff, M., Fleming, S., Papenmeier, F., & Said, N. (2024, May 15-17). Unraveling the relationship between accuracy and confidence: A meta-cognitive perspective within event perception. International Workshop on Modal and Amodal Cognition. Eberhard Karls Universität Tübingen. [Poster]
Hamaloğlu, S., Huff, M., Fleming, S., Papenmeier, F., & Said, N. (2024, June 13-15). Insights into metacognitive efficiency: Unraveling the interplay between accuracy and confidence during event completion. Doktorand:innen-Workshop (A-Dok). Universität Heidelberg. [Talk]
Heijselaar, E., Block Santos, L. L., Sarigül, B., & Müller, B. (2024, June 20-21). Are robots really uncanny? A ManyLabs study to assess the uncanny valley after real-life human-robot interaction. European Communication Science Event (ECSE). Nijmegen. [Talk]
Hoch, E. (2024, August 24). EFG3MRE: Project meeting of the former EARLI Emerging Field Group "Unifying cognitive load and self-regulated learning research: Monitoring and regulation of effort (MRE)". Tübingen. [Workshop Organisation]
Hoch, E., Brouër, B., & Fütterer, T. (2024, September 11-13). The relation of self-concept and metacognitive judgments in a sample of secondary school students. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 16: Metacognition and Self-Regulated Learning. Ruprecht-Karls-Universität Heidelberg. [Talk]
Hoch, E., Flegr, S., Kuhn, J., Burde, J.-P., Scheiter, K., & Lindner, M. A. (2024, September 4-6). A joint investigation of multimedia effects in learning material and test item response options. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 2: Comprehension of Texts and Graphics: From Human to Artificial Intelligence. Valencia, Spain. [Talk]
Hoch, E., Sidi, Y., Ackerman, R., Hoogerheide, V., & Scheiter, K. (2024, Bridging metacognition and cognitive load perspectives: Insights into cognitive resource allocation through a metacognitive lens. Tübingen week on Education, Motivation, Meta-Cognition, Personality, and Self-Regulation (TEMMPS). [Poster]
Hoch, E., Stürmer, S., Jonkmann, K., & Scheiter, K. (2024, August 21-23). Investigating the screen inferiority effect in a naturalistic and ecologically valid setting. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 6 & 7: Instructional Design and Technology-Enhanced Learning: Current States and Future Perspectives. Eberhard Karls Universität Tübingen. [Talk]
Huff, M. (2024, April 19). Digital video learning: Lessons from event cognition. Cognitive Science Colloquium. Boulder, CO. [Talk]
Huff, M. (2024, November 8). Große Sprachmodelle im Klassenzimmer: Chance oder Risiko? Workshop: Große Sprachmodelle in der Bildung. Hannover. https://personal.l3s.uni-hannover.de/~gottschalk/misc/Workshop.pdf; https://events.l3s.uni-hannover.de/de/e/1/large-language-models-in-der-bildung [Panel]
Huff, M. (2024, December 12-13). ArchiveGPT: Psychological and technological perspectives on the AI-supported archiving of image material. Artificial Intelligence in Archives and Collections: Practices, Potentials, and Evidence Production in Dealing with Images and Multimodal Cultural Heritage. Marburg. https://www.herder-institut.de/en/event/artificial-intelligence-in-archives-and-collections-conference/ [Talk]
Huff, M. (2024, April 19). Digital video learning: Lessons from event cognition. Spring 2024 Colloquium Series. Boulder, CO. [Talk]
Huff, M. (2024, November 8). Psychologische Exploration von (multimodaler) generativer KI. Workshop: Große Sprachmodelle in der Bildung. Hannover. https://events.l3s.uni-hannover.de/de/e/1/large-language-models-in-der-bildung [Vortrag]
Huff, M., Gagarina, N., Varkentin, E., & Brich, I. R. (2024, November 21-24). Education, not age, linked to narrative comprehension. 65th Annual Meeting of the Psychonomic Society. New York City, NY, USA. http://www.psychonomic.org/page/2024annualmeeting [Talk]
Irle, G., Gebhardt, M., Nieder-Steinheuer, K., Brich, I. R., Schilling, T., Busch, P., & Karnebogen, M. (2024, November 6). Organisation des Community Calls "Schule der Zukunft: Welche Rolle könnten Augmented und Virtual Reality spielen?". Kompetenzverbund lernen:digital. https://www.schule-mal-digital.de/alle-beitraege/event-aufzeichnungen/online-event-schule-der-zukunft-welche-rolle-koennten-augmented-und-virtual-reality-spielen; https://lernen.digital/veranstaltungen/schule-der-zukunft-welche-rolle-koennten-augmented-und-virtual-reality-spielen/ [Symposium Organisation]
Ivan, I. V., Hoch, E., Brucker, B., Lindner, M. A., & Gerjets, P. (2024, Assisting video learning with ChatGPT generated interpolated tests. LEAD Retreat. Schwäbisch-Gmünd. [Poster]
Ivan, I. V., Hoch, E., Brucker, B., Lindner, M. A., & Gerjets, P. (2024, December 4). Assisting video learning with ChatGPT-generated interpolated tests. Digital Education Day. Eberhard Karls Universität Tübingen. [Poster]
Ivan, I. V., Hoch, E., Brucker, B., Lindner, M. A., & Gerjets, P. (2024, Assisting video learning with ChatGPT generated interpolated tests. Tübingen week on Education, Motivation, Meta-Cognition, Personality, and Self-Regulation (TEMMPS). [Poster]
Ivan, I. V., Hoch, E., Brucker, B., Lindner, M. A., & Gerjets, P. (2024, April 11). Assisting video learning with ChatGPT generated interpolated tests. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. [Poster]
Johnson, V., Frick, P., & Kendeou, P. (2024, November 21-24). The joint effects of source credibility and graph presence on communicating climate science. 65th Annual Meeting of the Psychonomic Society. New York, NY, USA. [Poster]
Kathmann, J. (2024, November 1-2). Kafka or not? Concept for an AI-supported multi-touch tabletop game for literature classes. Digital Kafka Symposium. Washington, D.C. [Talk]
Kathmann, J. (2024, June 13). Praxisvortrag Medienpsychologie. Lehrveranstaltung "Anwendungsfelder der Medien- und Wirtschaftspsychologie". Hochschule der Medien (HdM) Stuttgart. [Vortrag]
Kathmann, J., Gerjets, P., & Brucker, B. (2024, November 7-8). Kafka or not? Concept for an AI-supported multi-touch tabletop game for literature classes. Joint Conference on Serious Games 2024. New York City, NY. [Poster]
Kathmann, J., & Strobel, B. (2024, August 7-8). 5 Strategien für interessantere Serious Games - Erkenntnisse aus der Psychologie. German Dev Days 2024. Frankfurt am Main. [Vortrag]
Kathmann, J., & Strobel, B. (2024, August 7-8). 5 Strategien für interessantere Serious Games: Erkenntnisse aus der Psychologie. German Dev Days. Frankfurt am Main. [Vortrag]
Kehrer, M. (2024, Februar 7). Hybride Lernräume für Lehre und Studium. Projektwerkstatt „Hybride TU – Optionen moderner Lehre“. Technische Universität Berlin. [Vortrag]
Kehrer, M., & John, N. (2024, November 19-21). e-teaching.org-Workshop „Schreiben mit KI – gemeinsam ausprobieren, anwenden und diskutieren“. Herrenberg. [Workshop Organisation]
Klein, S. H. (2024, June 20-24). The impact of human-like characteristics of text-based conversational agents on user-related outcomes: a meta-analysis. 74th Annual Conference of the International Communication Association (ICA). Gold Coast, Australia. [Talk]
Klein, S. H. (2024, June 20-21). The impact of human-like characteristics of text-based conversational agents on user-related outcomes: a meta-analysis. European Communication Science Event (ECSE). Nijmegen. [Talk]
Klein, S. H., Papies, D., & Utz, S. (2024, Automated interaction with consumers: How human-like conversational cues influence users' responses to chatbots. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. [Poster]
Kupke, S. (2024, Fest 004. [Talk]
Köller, O., & Cress, U. (2024, Dezember 11). Vorstellung der Eckpunkte des Impulspapiers der SWK „Large Language Models und ihre Potenziale im Bildungssystem“. SWK Talk „KI in der (Grund-)Schule“. Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK). [Vortrag]
Lehmann, C., & Utz, S. (2024, September 16-19). Media use patterns of distant friend groups. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Talk]
Lehmann, C., & Utz, S. (2024, July 16-18). Mediated communication among long-distance friend groups. International Conference on Social Media & Society (SMSociety). London College of Communication, UK. [Poster]
Lermann Henestrosa, A. (2024, Februar 24). Wer glaubt schon einer KI? – Vertrauen und Einstellungen gegenüber automatisierten Texten. Gott digital: digitale Pioniere für eine bessere Zukunft. Hybrid. https://www.youtube.com/watch?v=vC5X7dh6mYg [Vortrag]
Lermann Henestrosa, A. (2024, November 21). KI für alle: Wissenschaftskommunikation neu gedacht – Interkulturalität, Migration und Gender im Fokus. Vielfaltsdiskurse. Hochschule Osnabrück. [Panel]
Lermann Henestrosa, A., & Kimmerle, J. (2024, November 12-14). Perceptions of AI authorship in the context of science communication. Persuasive Algorithms? The Rhetorics of Generative AI. Tübingen. https://rhet.ai/2024/05/02/persuasive-algorithms-the-rhetorics-of-generative-ai/ [Poster]
Lermann Henestrosa, A., & Kimmerle, J. (2024, September 16-19). Understanding and perception of automated text generation among the public: Two surveys with representative samples in Germany. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. https://dgps2024.univie.ac.at/home-news/ [Poster]
Lermann Henestrosa, A., Kimmerle, J., & Cress, U. (2024, April 11). Perceptions of automated text generation in the context of science communication. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. https://www.iwm-tuebingen.de/mai-conference [Poster]
Lindner, D., Said, N., & Varkentin, E. (2024, March 17-20). How induced controllability affects climate change risk perception and learned helplessness. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Poster]
Luther, T., Kimmerle, J., & Cress, U. (2024, June 29-July 4). Co-writing with AI: How do people interact with ChatGPT in a writing scenario? HCI International 2024 – 26th International Conference on Human-Computer Interaction. Washington, D.C., USA. [Poster]
Luther, T., Kimmerle, J., & Cress, U. (2024, September 16-19). Collaborating with an AI: An exploratory study investigating human-AI interaction in a collaborative writing scenario with ChatGPT. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. https://dgps2024.univie.ac.at/home-news/ [Poster]
Luther, T., Kimmerle, J., Meurers, D., & Cress, U. (2024, April 11). Collaborative writing with ChatGPT - an exploratory study. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. https://www.iwm-tuebingen.de/www/en/forschung/forschungsbereiche/MAI_Event/index.html [Poster]
Luttringhaus, S., & Böhnisch, A. (2024, November 20). Leibniz Lab Coordinators Meeting. Leibniz Lab (work package 4). Leibniz Institute of Agricultural Engineering and Bio-economy e.V. (ATB), Potsdam. [Symposium Organisation]
Löfflad, D., Schnaper, E., Beuttler, B., & Meurers, D. (2024, December 17-18). Automatic CEFR-Based linguistic analysis for LLM generated texts. 48. Österreichische Linguistiktagung 2024. Innsbruck, Austria. https://www.uibk.ac.at/de/congress/oelt2024/ [Talk]
Matschke, C. (2024, September 16-19). Consistency in the social self: Insights into how people organize multiple social identities. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Symposium Discussion]
Matschke, C., Kehrer, M., Nieder-Steinheuer, K., & Thillosen, A. (2024, September 16-19). Wirken praxisnahe Darstellungen vom Einsatz digitaler Medien in der Hochschullehre motivierend auf Dozierende? Der Einfluss der Text-Abstraktion auf Interesse und Anwendungsmotivation. 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Poster]
Mayer, M., & Heck, D. W. (2024, September 4-6). Understanding judgment aggregation with sequential collaboration: A computational modeling approach. European Mathematical Psychology Group Meeting 2024. Eberhard Karls Universität Tübingen. [Talk]
Mayer, M., & Heck, D. W. (2024, March 3). Modeling sequential collaboration: exploring cognitive mechanisms of collaborative judgments. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Talk]
Meurers, D. (2024, September 16-20). Towards reflecting student heterogeneity in adaptive systems for authentic school contexts. 19th European Conference on Technology Enhanced Learning (ECTEL 2024). Universität für Weiterbildung Krems, Austria. https://ea-tel.eu/ectel2024; https://ea-tel.eu/ectel2024/keynote-speakers [Talk]
Meurers, D. (2024, September 26-27). Adaptive individuelle Sprachförderung: Von Grundlagenfragen zu KI-basierter Unterstützung in der Bildungsrealität. Haupttagung der Österreichischen Gesellschaft für Sprachendidaktik (ÖGSD). „Partizipation – Mehrsprachigkeit – Digitalisierung. Neue Ansätze für zukunftsfähiges Sprachenlernen“. Paris Lodron Universität Salzburg, Austria. https://www.oegsd.at/2024/02/05/partizipation-mehrsprachigkeit-digitalisierung-neue-ansaetze-fuer-zukunftsfaehiges-sprachenlernen/; https://www.oegsd.at/wp-content/uploads/2024/01/Detmar_Meurers_Keynote-OeGSD-Haupttagung-2024.pdf [Vortrag]
Meurers, D. (2024, November 18). Language and AI in education. Antrittsvortrag im Fachbereich Informatik. Eberhard Karls Universität Tübingen. [Talk]
Meurers, D. (2024, March 19). On using AI methods to carry out SLA research in real-life school contexts. Vitoria-Gasteiz. https://sifnos.iwm-tuebingen.de/dm/talks/24-03-19-Meurers-Vitoria-Gasteiz.pdf [Talk]
Meurers, D. (2024, December 12). Linking SLA research and foreign language learning with digitally-supported studies in real-life school contexts. Workshop "Intervention studies on Pedagogical Construction Grammar in Foreign Language Teaching" of the the Scientific Network “CoPreSpa - The dynamics of prepositions and prepositional constructions in Spanish”. Eberhard Karls Universität Tübingen. [Talk]
Meurers, D. (2024, Oktober 2). Adaptive Sprachförderung mit digitalen Medien – Grundlagen und Potenziale. Fachforum des Kultusministeriums Rheinland-Pfalz „Diagnosegeleitete Sprachförderung mit 2P für Deutsch und DaZ“. Mainz. [Vortrag]
Müller, B., Block Santos, L. L., Sarigül, B., & Heijselaar, E. (2024, February 8-9). Are robots really uncanny? Assessing the uncanny valley after real-life interaction using four different robots. 26th ETMAAL Conference 2024. Erasmus University Rotterdam, Netherlands. [Talk]
Müller, J., & Peiffer-Siebert, L. (2024, April 22-23). Drehscheibe lernen:digital. Ateliertage des Landeszentrums der Hochschule für Musik Trossingen. Trossingen. https://www.hfm-trossingen.de/hochschule/landeszentrum/ateliertage-2024 [Panel]
Müller, J., Özbek, O., Brucker, B., & Gerjets, P. (2024, August 21-23). ChatGPT and literary writing: Transdisciplinary instructional design approach. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 6 & 7: Instructional Design and Technology-Enhanced Learning: Current States and Future Perspectives. University of Tübingen. https://www.earli.org/sig-6-7-conference-2024 [Talk]
Müller, J., Özbek, O., Brucker, B., & Gerjets, P. (2024, Juni 21-23). WR-AI-TING: KI-Nutzung zur Unterstützung literarischen Schreibens in Schule und Museum. Sommerschule der didaktisch-empirischen Schreibforschung. Universität Siegen. https://www.dies-sommerschule2024.de/ [Poster]
Müller, J., Özbek, O., Brucker, B., & Gerjets, P. (2024, April 11). WR-AI-TING: Using AI to support creative writing in different educational settings. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. https://www.iwm-tuebingen.de/www/de/forschung/forschungsbereiche/MAI_Event/index.html [Poster]
Papenmeier, F., Brich, I. R., Huff, M., & Merkt, M. (2024, June 27-28). Construction or updating? Event model processes during visual narrative comprehension. Visual Language (VisLang) Conference 2024. Tilburg University. [Talk]
Papenmeier, F., Huff, M., Schwan, S., & Timm, J. D. (2024, March 17-20). Short-term transfer effects of Tetris on mental rotation: Review and registered report – a Bayesian approach. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Poster]
Parra, D., Antes, N., & Radvansky, G. A. (2024, July 25-27). Event cognition and holistic versus fragmented remembering and forgetting. Annual meeting of the Cognitive Science Society (CogSci 2024). Rotterdam, Netherlands. [Poster]
Pauly, R., & Schwan, S. (2024, September 9-13). Event segmentation of dynamic maps: Expectations and saliency impact parsing of spatiotemporal data. 9th International Conference on Spatial Cognition (ICSC). European University of Rome, Italy. [Talk]
Pauly, R., & Schwan, S. (2024, March 17-20). Event segmentation of dynamic maps: The influence of viewer expectations and map design. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Poster]
Pauly, R., & Schwan, S. (2024, September 17-20). How do people parse dynamic maps? Insights from event segmentation experiments. The 16th Conference on Spatial Information Theory (COSIT). Quebec City, QC, Canada. [Talk]
Polgar, R. (2024, April 8). Opportunities@Leibniz. KIM-Workshop. online. [Vortrag]
Polgar, R., & Braunisch, A. (2024, October 24). Building the collaboration of tomorrow. Orgatec. Köln. [Vortrag]
Potinteu, A.-E., Said, N., Anders, G., & Huff, M. (2024, August 26-30). Judging sharing with robots: A third-person perspective on prosociality. The 33rd IEEE International Conference on Robot and Human Interactive Communication (IEEE RO-MAN 2024). Pasadena, CA, USA. [Poster]
Potinteu, A.-E., Wendt, S., & Said, N. (2024, March 17-20). Manipulating trust in artificial intelligence: the impact of AI framing. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Poster]
Prentice, M., & Utz, S. (2024, June 20-24). Do fears drive media consumption or vice versa? A longitudinal study of different fears and media consumption. 74th Annual Conference of the International Communication Association (ICA). Gold Coast, Australia. [Talk]
Rudholzer, E., & Utz, S. (2024, June 5-7). Role-blurring on social media in science communication. Science Communication in the Age of Artificial Intelligence (AISCICOMM24), Annual Conference of the "Science Communication" Division of the German Communication Association DGPuK. University of Zurich, ETH Zurich, Switzerland. [Talk]
Rudholzer, E., & Utz, S. (2024, July 16-18). Role-blurring on social media in science communication. International Conference on Social Media & Society (SMSociety). London College of Communication (LCC), University of the Arts London (UAL), UK. [Poster]
Rudholzer, E., & Utz, S. (2024, October 1). Social media and science communication: Do users confuse the roles of senders? Listen to the (real) experts: Die Rolle von Forschenden in den sozialen Medien in Krisen. Berlin. [Poster]
Said, N., Burkhardt, L., Plötz, L., Brich, I. R., & Antes, N. (2024, Mai 8). Understanding sharing behavior on social media platforms. Universität Jena. [Vortrag]
Said, N., Schumacher, L., & Huff, M. (2024, March 17-20). The influence of medical and AI knowledge on risk and benefit perceptions of AI applications. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Talk]
Sarigül, B., Schneider, F. M., & Utz, S. (2024, June 20-24). Believe it or not? Investigating the credibility of voice assistants in the context of social roles and relationship types. 74th Annual Conference of the International Communication Association (ICA). Gold Coast, Australia. [Talk]
Sarigül, B., Schneider, F. M., & Utz, S. (2024, April 11). Voice as authority: Exploring the impact of social roles and speech styles on perceived credibility and intelligence in voice assistants. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. [Poster]
Sarigül, B., Schneider, F. M., & Utz, S. (2024, September 16-19). Voice as authority: Exploring the impact of social roles and speech styles on perceived credibility and intelligence of voice assistants (VAs). 53. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) / 15. Kongress der Österreichischen Gesellschaft für Psychologie (ÖGP). Universität Wien, Austria. [Talk]
Schaal, S., Schaal, S., Gerjets, P., & Brucker, B. (2024, November 18). Zukunftsworkshop: Der naturwissenschaftliche Unterricht von morgen. Digital-Analoge Lernstrecken. Tübingen. [Workshop Organisation]
Schenk, C., Becker, F., & Said, N. (2024, March 17-20). Deepening knowledge, preserving opinion: The differential impact of gamification within a depolarization intervention. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Poster]
Schmidt, M. (2024, Oktober 7-8). Thematische Einordnung von Bildungsmaterialien. Hands-On Metadaten - Interoperable Metadaten für vernetzte Bildungsinfrastrukturen. Berlin. https://www.gls-campus-berlin.de/ [Workshop Organisation]
Schneider, F. M., Lutz, S., & Reich, S. (2024, Januar 24-26). Ist Beziehungsnähe entscheidend? Eine Replikation und ein erweiterter Blick auf die Auswirkungen von para-/orthosozialem Coping mit sozialer Exklusion. 32. Jahrestagung der Fachgruppe Rezeptions- und Wirkungsforschung in der Deutschen Gesellschaft für Publizistik und Kommunikationswissenschaft (DGPuK). Freiburg, Switzerland. [Vortrag]
Scholl, A. (2024, Mai 2). Führung auf Distanz. "Digitalisierung in Arbeit und Gesellschaft", Masterseminar. Universität Wuppertal. [Vortrag]
Schwan, S. (2024, Oktober 24-25). Suchen und Stöbern, Hören und Sehen: Verhaltensmuster bei der Nutzung von online-Sammlungen. Musik und Wissenstransfer: Digitale Herausforderungen für Gedächtnisinstitutionen und Musiksammlungen. Zentrum für Populäre Kultur und Musik, Universität Freiburg. [Vortrag]
Schwan, S. (2024, Februar 8-11). Kunst im Kontext: Einflüsse auf Wahrnehmungs- und Interpretationsprozesse. Interdisziplinäre Fachkonferenz zum Thema „Die Zukunft der Bilder – Herausforderungen der Bildwissenschaft“. Eberhard Karls Universität Tübingen. [Vortrag]
Schwan, S., Lewalter, D., Moser, S., & Garsoffky, B. (2024, February 8). BILAD online workshop. [Workshop Organisation]
Schwan, S., Lewalter, D., Moser, S., & Garsoffky, B. (2024, March 21). BILAD online workshop. [Workshop Organisation]
Schwan, S., & Specht, I. (2024, November 18-19). Feldexperimente in Museen: Daten erheben, interpretieren und präsentieren. Aus Daten lernen. Visualisierung, Anwendung und Kommunikation von Ergebnissen der Besucher*innenforschung. Jahrestagung des Netzwerk Besucher*innenforschung e. V. München. [Vortrag]
Schüler, A., & Frick, P. (2024, September 4-6). Cross-modal validation processes occur during processing multimedia materials. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 2: Comprehension of Texts and Graphics: From Human to Artificial Intelligence. Valencia, Spain. [Talk]
Thillosen, A. (2024, Oktober 22). Raphael Zender & Alexander Tillmann: XR als Bildungstechnologie in der Hochschullehre. Online-Event auf e-teaching.org im Rahmen des Themenspecials "XR in der Hochschullehre". https://www.e-teaching.org/community/communityevents/ringvorlesung/xr-als-bildungstechnologie-in-der-hochschullehre [Symposium Organisation]
Thillosen, A. (2024, November 18). Rolf Kruse et al.: Social Reality – zusammenarbeiten in virtuellen Welten. Online-Event auf e-teaching.org im Rahmen des Themenspecials "XR in der Hochschullehre". https://www.e-teaching.org/community/communityevents/ringvorlesung/social-reality-zusammenarbeiten-in-virtuellen-welten [Symposium Organisation]
Thillosen, A. (2024, Juni 3). Christian Spannagel: Wie geht eigentlich ... Lehre und Transfer mit Twitch, Discord & Social Media? Online-Event auf e-teaching.org. https://www.e-teaching.org/community/communityevents/ringvorlesung/wie-geht-eigentlich-lehre-und-transfer-mit-twitch-discord-social-media [Symposium Organisation]
Thillosen, A. (2024, November 4). Miriam Mulders: Objekte, Szenen und Welten in VR erfahren – Pro und Contra aus pädagogisch-psychologischer Sicht. Online-Event auf e-teaching.org im Rahmen des Themenspecials "XR in der Hochschullehre". https://www.e-teaching.org/community/communityevents/ringvorlesung/objekte-szenen-und-welten-in-xr-erfahren [Symposium Organisation]
Thillosen, A. (2024, Juni 17). Lambert Heller, David Lohner & Jan van Vinkenroye: Warum haben eigentlich ... die Fachgesellschaften für (digitale) Hochschullehre jetzt eine eigene Mastodon-Instanz? Online-Event auf e-teaching.org. https://www.e-teaching.org/community/communityevents/ringvorlesung/warum-haben-eigentlich-die-fachgesellschaften-fuer-digitale-hochschullehre-jetzt-eine-eigene-mastodon-instanz [Symposium Organisation]
Thillosen, A. (2024, Mai 27-Juli 1). Sommer-Onlineeventreihe auf e-teaching.org 2024. https://www.e-teaching.org/sommer24-01; https://www.e-teaching.org/sommer24-02; https://www.e-teaching.org/sommer24-m; https://www.e-teaching.org/sommer24-03 [Symposium Organisation]
Thillosen, A. (2024, Juli 1). Ulrike Lucke: Was macht eigentlich ... das Projekt „Mein Bildungsraum“? Online-Event auf e-teaching.org. https://www.e-teaching.org/community/communityevents/ringvorlesung/was-macht-eigentlich-das-projekt-mein-bildungsraum [Symposium Organisation]
Thillosen, A. (2024, Mai 27). Yulia Loose & Frank Homp: Wie entwickelt man eigentlich ... eine OER-Policy für eine Hochschule? Online-Event auf e-teaching.org. https://www.e-teaching.org/community/communityevents/ringvorlesung/wie-entwickelt-man-eigentlich-eine-oer-policy-fuer-eine-hochschule [Symposium Organisation]
Thomas, J., & Kimmerle, J. (2024, Dezember 11-12). Die Rolle von Vorläufigkeit und Glaubwürdigkeit in wissenschaftlichen Forschungsprozessen. Forum Wissenschaftskommunikation 2024 (Wissenschaft im Dialog). Berlin. [Vortrag]
Thomas, J., & Kimmerle, J. (2024, Mai 14-15). Wissenschaftskommunikation im Fokus. Evaluierung des Forschungsprozesses im naturwissenschaftlichen Unterricht. Wissenschaftliche Jahrestagung LERN 2024 - Wie steht es um unser Bildungssystem? Krisen anerkennen, Lösungsansätze gestalten. Tübingen. https://www.leibniz-bildung.de/veranstaltung/lern-jahrestagung-2024-krisen/; [Poster]
Trostorff, K., & Müller, T. (2024, September 10-11). Szenario 4 – Problembasierte Suche ermöglichen. Bilanzierungstagung der AG Didaktische Metadaten. Hannover. https://pad.lobid.org/NLAc53lFQe-aM5O0JyU5tg# [Workshop Organisation]
Tschopp, M., Gieselmann, M., & Sassenberg, K. (2024, April 11). Don’t call me buddy! When emotional design hinders the voice shopping experience. Closing Conference of the Human-Agent Interaction Network: Interactions with Language-Based AI. Tübingen. [Poster]
Ulsperger, A., Koch, D., Nüesch, C., Schären, S., Mündermann, A., & Netzer, C. (2024, April 24-26). Paraspinal muscle fatigue affects posture of patients with symptomatic lumbar spinal stenosis (sLSS) and healthy elderly adults: results of a pilot study. 13. Jahrestagung der Deutschen Gesellschaft für Biomechanik (DGfB). Heidelberg. https://biomechanik-kongress.de/ [Talk]
Utz, S. (2024, November 27). Lernen mit KI. vhs Fachtag „Künstliche Intelligenz an der vhs“. Volkshochschulverband Baden-Württemberg. [Vortrag]
Utz, S. (2024, June 20-24). Global perspectives on the job market in communication. 74th Annual Conference of the International Communication Association (ICA). Gold Coast, Australia. [Roundtable]
Utz, S. (2024, October 25). Credibility of language-based agents: The influence of social presence and social roles. 3rd INTERACT! Workshop. Kunstmuseum Bochum. [Talk]
Utz, S., Sarigül, B., Klein, S. H., Anderl, C., Fiedler, P., & Han, J. (2024, June 20-24). Information search with ChatGPT: An experimental comparison of credibility judgments across different applications. 74th Annual Conference of the International Communication Association (ICA). Gold Coast, Australia. [Talk]
Van den Bogaert, V., Düsing, K., Greving, H., Thomas, J., Bruckermann, T., Brandt, M., Lewanzik, D., & Schuhmann, A. (2024, September 11-12). Verknüpfung von Forschung und Praxis: Eintauchen in authentische Forschungsprozesse. Wisskomm Connected. Berlin. [Vortrag]
Varkentin, E., Brich, I. R., Kurmanbekova, K., & Huff, M. (2024, March 17-20). The role of acute stress in narrative comprehension across age groups. 66. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Universität Regensburg. [Talk]
Varkentin, E., Brich, I. R., Sünkel, U., von Thaler, A. K., Eschweiler, G. W., & Huff, M. (2024, June 27-28). Stability of narrative comprehension across age and education: The pictorial advantage and resilience to cognitive decline in older adults. Visual Language (VisLang) Conference 2024. Tilburg University, Netherlands. [Talk]
Varkentin, E., Brich, I. R., Sünkel, U., von Thaler, A. K., Eschweiler, G. W., & Huff, M. (2024, June 27). Stability of narrative comprehension across age and education: The pictorial advantage and resilience to cognitive decline in older adults. Visual Language (VisLang) Conference 2024. Tilburg University, Netherlands. [Talk]
Varkentin, E., & Huff, M. (2024, May 13). The role of acute stress and age in narrative comprehension. Presentation during the Visual Language Lab Meeting at Tilburg University. Netherlands. [Talk]
Wagner, R., Pardi, G., Mueller, J., Brucker, B., Schwarzer, S., & Gerjets, P. (2024, October 16-18). Effects of levels of immersion and points of view on the reception of scientific content in immersive learning videos. LEAD Retreat. Schwäbisch Gmünd. [Poster]
Wagner, R., Pardi, G., Müller, J., Brucker, B., & Gerjets, P. (2024, June 10-13). How do different degrees of immersion and points of view in immersive videos affect the quality of science communication? 10. International Conference of the Immersive Learning Research Network (iLRN2024). University of Glasgow, UK. [Poster]
Wickelmaier, N. (2024, Juli 19). Forschungsdatenmanagement am Leibniz-Institut für Wissensmedien. Tübinger FDM Tage 2024. Tübingen. https://uni-tuebingen.de/forschung/forschungsinfrastruktur/forschungsdatenmanagement-fdm/tuebinger-fdm-tage-2024/ [Vortrag]
Xu, W., Papenmeier, F., & Huff, M. (2024, A closer look at the agent advantage eﬀect: The impact of motion lines. Visual Language (VisLang) Conference 2024. [Poster]

Konferenzorganisation

Gieselmann, M., Klein, S. H., & Utz, S. (2024). Closing conference of the Human-Agent Interaction Network: Interactions with language-based AI. https://www.iwm-tuebingen.de/mai-conference
Leuthner, C., Löffler, J., Backfisch, I., Gerjets, P., Klügel, P., Lachner, A., Hochstetter, G., & Braeuer, B. (2024). 2. KI-Fachtag. Leibniz-Institut für Wissensmedien (IWM), Tübingen, 21.06.2024.
Müller, I., Becker, L., & Cress, U. (2024). LERN-Jahrestagung. Leibniz-Institut für Wissensmedien (IWM), 14.-15.05.2024.
Schilling, R., Hashagen, U., Hünniger, D., Glaser, M., Wolf, R., Berdux, S., & Saupe, A. (2024). Exhibiting the sound of history: Practice and theory of acoustic historical research and communication. Hamburg, 09.-10.12.2024.
Schwan, S., Lewalter, D., Moser, S., & Garsoffky, B. (2024). BILAD Network Meeting #3., 26.-28.06.2024.

Web Dokumente

Beyer, S., Koschorreck, J., Ulsperger, A., Heinemann, A., Al-Baghdadi, S., Sander, P., Klar, M., Leber, J., Wilmers, A., & Keller, C. (2024). Wissenstransfer und gestaltungsorientierte Bildungsforschung im Meta-Vorhaben: Definitorische Rahmung und theoretische Reflexionen. https://digi-ebf.de/wissenstransfer-und-gestaltungsorientierte-bildungsforschung-im-metavorhaben-definitorische-rahmung
Brich, I. R., & Winter, L. (2024). Was ist eigentlich der Digital Divide im Schulkontext?. https://lernen.digital/fragen-an-die-zukunft-der-bildung/was-ist-eigentlich-der-digital-divide-im-schulkontext/
Chammon, J., Köller, O., & Cress, U. (2024). Large Language Models und ihre Potenziale im Bildungssystem. https://www.leibniz-ipn.de/de/das-ipn/aktuelles/aktuelle-meldungen/neue-folge-des-ipn-podcasts-im-dialog-jetzt-online-large-language-models-und-ihre-potenziale-im-bildungssystem
Cress, U. (2024). Wie wir lernen, mit KI-Tools zu arbeiten – ChatGPT und Co. im Unterricht. https://www.campus-schulmanagement.de/magazin/wie-wir-lernen-mit-ki-tools-zu-arbeiten-chatgpt-und-co-im-unterricht
Cress, U., Köller, O., van Ackeren-Mindl, I., & Stanat, P. (2024). Stellungnahme zu den Handlungsempfehlungen der KMK.
Glaser, M. (2024). Authentische Darstellung historischer Objektklänge mittels Virtual Reality. https://valuepast.hypotheses.org/1358
Glaser, M. (2024). Welchen Mehrwert haben Digitalisate von Ausstellungsobjekten?. https://valuepast.hypotheses.org/1438
Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Lewalter, D., Maaz, K., Reintjes, C., & Stanat, P. (2024). Demokratiebildung als Auftrag der Schule – Bedeutung des historischen und politischen Fachunterrichts sowie Aufgabe aller Fächer und der Schulentwicklung. https://dx.doi.org/10.25656/01:30061
Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Lewalter, D., Maaz, K., Reintjes, C., Stanat, P., Drachsler, H., Frederking, V., Fütterer, T., Gerjets, P., Horbach, A., Kasneci, E., Lachner, A., Lindner, M. A., Matschke, C., Meurers, D., Nuxoll, F., Steinhoff, T., van Waveren, L., Weßels, D., & Zesch, T. (2024). Large Language Models und ihre Potenziale im Bildungssystem. https://dx.doi.org/doi.org/10.25656/01:28303
Matschke, C. (2024). Diskriminierung durch wohlwollende Darstellungen und positive Stereotypisierung. https://www.blickwinkel-blindheit.de/positive-stereotypisierung
Matschke, C. (2024). Einstein und Marie Curie: Wir sprechen nicht gleich über männliche und weibliche Expert:innen. https://wissensdialoge.de/einstein-und-marie-curie-wir-sprechen-nicht-gleich-ueber-maennliche-und-weibliche-expertinnen/
Nieder-Steinheuer, K., Schilling, T., & Gebhardt, M. (2024). Lernen und Unterrichten mit Augmented und Virtual Reality. https://www.schule-mal-digital.de/themenschwerpunkte/copy2_of_vr-ar-technologien-im-unterricht
Scholl, A. (2024). Klopf klopf… Warum wir andere bei der Arbeit unterbrechen. https://wissensdialoge.de/unterbrechungen_bei_der_arbeit/
Thillosen, A. (2024). Vernetzung von Wissenschaft und Praxis. https://creators.spotify.com/pod/show/macromedia0/episodes/LectureCast--Episode-96-Vernetzung-von-Wissenschaft-und-Praxis-e2romu6
Thillosen, A. et al. (2024). Didaktische Muster. https://de.wikipedia.org/wiki/Didaktische_Muster

Software Entwicklung

Hagenlocher, U., & Klemke, A. (2024). Versuchsumgebung: IWM-Study HoloCoBA01.
Hagenlocher, U., & Klemke, A. (2024). Versuchsumgebung: IWM-Study WrAIting01.
Hagenlocher, U., & Klemke, A. (2024). IWM-Study wraitingde01.
Hagenlocher, U., & Klemke, A. (2024). IWM-Study interpretgpt01.
Hagenlocher, U., & Klemke, A. (2024). Versuchsumgebung: IWM-Study LearnAI02.
Hagenlocher, U., & Klemke, A. (2024). Versuchsumgebung: IWM-Study NewOrder12.
Halfmann, M., & Glaser, M. (2024). Virtual Reality Umgebung des Hochsee-Bergungsschleppers Seefalke für eine Studie zu historischen Klängen mit räumlichen Audio.
Halfmann, M., & Maiero, J. (2024). Mixed Reality App der Kretschmannwespe als Multi-User Anwendung zur gemeinsamen Interaktion mit dem 3D Modell.
Halfmann, M., Wagner, R., Pardi, G., & Gerjets, P. (2024). Versuchsanwendung zum Betrachten von 360 Grad Videos im Vergleich mit 2D Videos zum Thema Wissenschaftskommunikation.
Klemke, A. (2024). Versuchsumgebung: IWM-Study LearnAI01.
Klemke, A. (2024). Versuchsumgebung: IWM-Study MurderMystery02.
Klemke, A. (2024). Versuchsumgebung: IWM-Study Klänge02p, Klänge02p2.
Klemke, A. (2024). Versuchsumgebung: IWM-Study MurderMystery03.
Klemke, A. (2024). Versuchsumgebung: IWM-Study PergamonMA01 - 03.
Klemke, A., & Müller, T. (2024). Versuchsumgebung: IWM-Study EnglischGPT01.
Klemke, A., & Müller, T. (2024). Versuchsumgebung: IWM-Study EnglischGPT01.
Klemke, A., & Müller, T. (2024). Versuchsumgebung: IWM-Study Infer01.
Kupke, S. (2024). Urlaubsanträge - Workflow und Intraneteinbindung zur Antragstellung und Verwaltung von Urlaubsanträgen für Hilfskräfte.
Kupke, S. (2024). SharePoint-Erweiterungen 2.0: Generische Listenansichten und Formulare zur Erweiterung und Spezialisierung der Standard-Webparts.
Kupke, S., Bohnet, E., & Garsoffky, B. (2024). Publikationskosten - Workflow und Intraneteinbindung zur Antragstellung und Verwaltung von Publikationskosten.
Kupke, S., & Klemke, A. (2024). IWMAuthor 2.0 - Autorensystem für IWMStudy mit WYSIWYG-Editor.
Kupke, S., Oestermeier, U., Rosing, K., & Wickelmaier, N. (2024). Forschungsinformationssystem CRIS.
Kupke, S., & Wickelmaier, N. (2024). Forschungsdatenmanagement. Metadatenverwaltung von Studien- und Forschungsdaten.
Maiero, J. (2024). Demo: SoundSpace – VR-Anwendung zum Erlernen von Noten anhand von MIDI-Daten.
Maiero, J. (2024). Generische Implementierung eines Fahrrad-Interface für die Navigation in virtuellen Welten.
Maiero, J. (2024). Einbindung von Motion-Capturing-Daten in eine virtuelle Umgebung – mit Fokus auf Tanz und Bewegung.
Maiero, J. (2024). Versuchs- und Fahrsimulationsumgebung, einschließlich einer auditiven, dualen Reaktionszeitaufgabe.
Maiero, J., & Halfmann, M. (2024). Virtuelle Umgebung zum Betrachten von Breakdance-Videos.
Maiero, J., Halfmann, M., & Gerjets, P. (2024). Immersive Kafka-Universum für die Kafka-Ausstellung im Deutschen Literaturarchiv.
Maiero, J., Pardi, G., & Halfmann, M. (2024). Immersive Versuchsumgebung für das Erlernen des Atomaufbaus und der Molekülgeometrie.
Maiero, J., Peiffer-Siebert, L., Özbek, O., & Hochstetter, G. (2024). Kollaborative VR-Lernumgebung für die Lehrerforbildung im Geschichtskontext, speziell Bernini.
Molitor, M. K., & Maiero, J. (2024). Entwicklung einer Studienumgebung zur Analyse der Unterschiede zwischen virtuellen und physischen Ausstellungsräumen sowie die Auswirkungen auf die Kunsterfahrung und das Lernen.
Müller, T., & Klemke, A. (2024). Versuchsumgebung: IWM-Study Video03.
Müller, T., & Klemke, A. (2024). Versuchsumgebung: IWM-Study Mind05.
Müller, T., Klemke, A., & Hagenlocher, U. (2024). Versuchsumgebung: IWM-Study Sachsenhausen05.
Müller, T., Mock, P., Pardi, G., Oestermeier, U., & Gerjets, P. (2024). Constable 2.0: Content sharing on the multi-touch table.
Müller, T., Mock, P., Pardi, G., Oestermeier, U., & Gerjets, P. (2024). Constable 1.0: Content sharing on the multi-touch table.
Oestermeier, U., & Kupke, S. (2024). Kafkatisch - Multiuser-Applikation für die Kafka-Ausstellung im Deutschen Literaturarchiv in Marbach.
Schmidt, M. (2024). Entwicklung von schule-mal-digital.de - Erstellung neuer Konfigurationen, Inhaltstypen, Views, Listings, Funktionen und Deployment der Plone-basierten Plattform schule-mal-digital.de. https://www.schule-mal-digital.de/

Open Data

Anderl, C., Klein, S. H., Sarigül, B., Schneider, F. M., Han, J., Fiedler, P., & Utz, S. (2024). Dataset for: Conversational presentation mode increases credibility judgements during information search with ChatGPT. https://osf.io/5dqxe/
Anderl, C., Levordashka, A., & Utz, S. (2024). Dataset for: Ambient awareness of who knows what: Spontaneous inferences of domain expertise. https://osf.io/mfb4z; https://osf.io/dv3ya; https://osf.io/ugzxj
Anders, G., & Buder, J. (2024). Bad is more attractive than good in news page comment sections. https://dx.doi.org/10.17605/OSF.IO/T6EPH
Bartsch, A., Schneider, F. M., Leonhard, L., Sukalla, F., & Kloss, A. (2024). Influence of eudaimonic entertainment experiences on political information processing and engagement. https://osf.io/yswuc/
Candan Şimşek, A., Aydın, T., & Ozkan, Z. G. (2024). Dataset for: One perspective or two? Viewpoint dependency in visual events. https://osf.io/qx5hd/
Ditrich, L., & Sassenberg, K. (2024). Dataset for: #Stand with Ukraine: Analysing the links between Germans’ emotions and their readiness to protest in response to the Russian invasion of Ukraine. https://dx.doi.org/10.23668/psycharchives.15434
Frick, P., Kendeou, P., & Schüler, A. (2024). Dataset and code for: Knowledge revision processes during reading: How pictures influence the activation of outdated information. https://dx.doi.org/10.17605/OSF.IO/5JQ94
Garsoffky, B., & Schwan, S. (2024). Dataset for: Room corners and how they influence the memory of visual information arranged on walls. https://dx.doi.org/10.17605/OSF.IO/PKHV3
Gieselmann, M., Hagedorn, J., & Sassenberg, K. (2024). Dataset for: Do perceived benefits compensate for low provider trustworthiness in disclosure decisions? An experimental investigation. https://dx.doi.org/10.23668/psycharchives.14414
Greving, H., Bruckermann, T., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2024). Dataset for: I'm proud of my project! The influence of psychological ownership on pride in a Citizen Science project on wildlife ecology. https://dx.doi.org/10.23668/psycharchives.14099
Greving, H., Bruckermann, T., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2024). Dataset for: I’m proud of my project! The influence of psychological ownership on pride in a Citizen Science project on wildlife ecology. https://dx.doi.org/10.23668/psycharchives.14099
Klein, S. H., Papies, D., & Utz, S. (2024). Dataset for: How interaction mechanism and error responses influence users’ responses to customer service chatbots. https://dx.doi.org/10.17605/OSF.IO/J8HDE
Klein, S. H., & Utz, S. (2024). Dataset for: Chatbot vs. human: The impact of responsive conversational features on users’ responses to chat advisors. https://dx.doi.org/10.17605/OSF.IO/W8DZV
Kläffling, L., Sittel, J., & Huff, M. (2024). Time perception in suspenseful films (v1.2). https://dx.doi.org/10.5281/zenodo.10523804
Leidecker-Sandmann, M., Fischer, H., Buder, J., & Bruder, V. (2024). Impact of mixed information environments on belief accuracy, confidence, and attitudes. https://osf.io/dhu5k/
Lermann Henestrosa, A., & Kimmerle, J. (2024). Dataset for: Understanding and perception of automated text generation among the public: two surveys with representative samples in Germany. https://osf.io/sn75h/
Lermann Henestrosa, A., & Kimmerle, J. (2024). Dataset for: The effects of assumed AI vs. human authorship on the perception of a GPT-generated text. https://osf.io/gpkc6/
Luther, T., Duzel, V., Ignée, I., Scharfenberg, E., Severing, L., & Kimmerle, J. (2024). Does age matter? The impact of an AI’s alleged age on perceived competence and trust. https://osf.io/9dmbp/
Luther, T., Kimmerle, J., & Cress, U. (2024). Dataset for: Teaming up with an AI: Exploring human-AI collaboration in a writing scenario with ChatGPT. https://osf.io/7rxq2/
Lutz, S., Schneider, F. M., Reich, S., Schimmel, M., Oechler, H., & Beinlich, L. (2024). Fictional friends and enemies as first aid after ostracism?
Maertens, R., Said, N., Buder, J., & Roozenbeek, J. (2024). Misleading but not fake: Measuring the difference between manipulativeness discernment and veracity discernment using psychometrically validated tests. https://osf.io/d5yxc/
Matschke, C., Kehrer, M., Nieder-Steinheuer, K., & Thillosen, A. (2024). Datensätze für: Pattern-Studie HybridLR. https://dx.doi.org/10.23668/psycharchives.14186
Papenmeier, F., Uhler, L., Jordan, V., Buder, J., & Huff, M. (2024). Influence of solution efficiency and valence of instruction on additive and subtractive solution strategies in humans and GPT-4. https://osf.io/c78rm/
Pauly, R., & Schwan, S. (2024). Event segmentation of dynamic maps. https://dx.doi.org/10.17605/OSF.IO/V9N3M
Potinteu, A.-E., Darboven, J., Rahmel, A.-K., Papenmeier, F., & Abels, K. (2024). The role of perceived eye contact in helping robots. https://dx.doi.org/10.17605/OSF.IO/H39FR
Potinteu, A.-E., Said, N., Anders, G., & Huff, M. (2024). Sharing electricity over money: Third-person perspectives on human-robot dictator game outcomes. https://dx.doi.org/10.17605/OSF.IO/CQ7RN
Proksch, S., Schühle, J., Streeb, E., Weymann, F., Luther, T., & Kimmerle, J. (2024). Dataset for: The impact of text topic and assumed human vs. AI authorship on competence and quality assessment. https://osf.io/srvab/
Said, N., & Buder, J. (2024). How selective response in online discussions is (unexpectedly) shaped by confidence, knowledge, and age. https://osf.io/bkq4n/
Schüler, A., & Frick, P. (2024). Dataset for: Do passive cross-modal validation processes occur when processing multimedia materials? https://dx.doi.org/10.17605/OSF.IO/WCQH6
Timm, J. D., Huff, M., Schwan, S., & Papenmeier, F. (2024). Dataset for: Short-term transfer effects of tetris on mental rotation: Review and registered report – A Bayesian approach. https://osf.io/d3wuc/
Vogel, M., & Buder, J. (2024). Dissecting conflict in cognitive, affective and behavioural components in selective exposure and selective response. https://osf.io/53f7u/

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