Stellvertretende Leiterin der Arbeitsgruppe Multimodale Interaktion
Birgit Brucker ist stellvertretende Leiterin der Arbeitsgruppe Multimodale Interaktion. Zu ihren Forschungsschwerpunkten zählen der Einsatz statischer und dynamischer Visualisierungen zur Unterstützung des Verständnisses für naturwissenschaftliche Zusammenhänge und Bewegungsabläufe und die Rolle, die das Spiegelneuronensystem dabei spielt. Darüber hinaus beschäftigt sie sich mit der Entwicklung und dem Einsatz innovativer Interaktionsmedien (wie beispielsweise Multi-Touch-Tischen oder virtuellen Realitäten) und dem Einfluss, den die Nähe der Hände zu den dargebotenen Informationen für die Informationsverarbeitung spielt. Im April 2012 schloss sie ihre Promotion ab.
Birgit Brucker studierte Psychologie an der Eberhard-Karls Universität Tübingen (Diplom 2007) mit den Schwerpunkten Pädagogische- und Medienpsychologie und Arbeits- und Organisationspsychologie. Während ihres Studiums arbeitete sie als wissenschaftliche Hilfskraft am IWM und in der Abteilung Angewandte Kognitionspsychologie und Medienpsychologie des Psychologischen Instituts der Universität Tübingen sowie als Praktikantin bei der Daimler AG, Stuttgart, Bereich Forschung und Technologie/"MMI-Konzepte und Systeme"/ "MMI-Konzepte und Evaluation".
Entwicklung innovativer Interaktionsformen für Multi-Touch-Tische
Multimodale Interaktion in Virtueller Realität
Verarbeitung von dynamischen Visualisierungen mit Hilfe von Spiegelneuronen
Der Einsatz von Gesten beim Lernen mit Visualisierungen
Informationserschließung mit interaktiven Oberflächen: Bedarfsanalysen, Usability und Embodiment
Brucker, B., de Koning, B., Rosenbaum, D., Ehlis, A.-C., & Gerjets, P. (2022). The influence of gestures and visuospatial ability during learning about movements with dynamic visualizations – An fNIRS study. Computers in Human Behavior, 129, Article 107151. https://dx.doi.org/10.1016/j.chb.2021.107151
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Brucker, B., Brömme, R., Ehrmann, A., Edelmann, J., & Gerjets, P. (2021). Touching digital objects directly on multi-touch devices fosters learning about visual contents. Computers in Human Behavior, 119, Article 106708. https://dx.doi.org/10.1016/j.chb.2021.106708
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Scheiter, K., Brucker, B., & Ainsworth, S. (2020). “Now move like that fish”: Can enactment help learners come to understand dynamic motion presented in photographs and videos? Computers & Education, 155, Article 103934. https://dx.doi.org/10.1016/j.compedu.2020.103934
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de Koning, B. B., Marcus, N., Brucker, B., & Ayres, P. (2019). Does observing hand actions in animations and static graphics differentially affect learning of hand-manipulative tasks? Computers & Education, 141, 103636. https://dx.doi.org/10.1016/j.compedu.2019.103636
Brucker, B., Ehlis, A.-C., Häußinger, F.B., Fallgatter, A.J., & Gerjets, P. (2015). Watching corresponding gestures facilitates learning with animations by activating human mirror-neurons: An fNIRS study. Learning and Instruction, 36, 27-37. https://dx.doi.org/10.1016/j.learninstruc.2014.11.003
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Brucker, B., Scheiter, K., & Gerjets, P. (2014). Learning with dynamic and static visualizations: Realistic details only benefit learners with high visuospatial abilities. Computers in Human Behavior, 36, 330-339. https://dx.doi.org/10.1016/j.chb.2014.03.077
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Imhof, B., Scheiter, K., Edelmann, J., & Gerjets, P. (2013). Learning about locomotion patterns: Effective use of multiple pictures and motion-indicating arrows. Computers & Education, 65, 45-55. https://dx.doi.org/10.1016/j.compedu.2011.05.004
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Imhof, B., Scheiter, K., Edelmann, J., & Gerjets, P. (2012). How temporal and spatial aspects of presenting visualizations affect learning about locomotion patterns. Learning and Instruction, 22, 193-205. https://dx.doi.org/10.1016/j.learninstruc.2011.10.006
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Imhof, B., Scheiter, K., & Gerjets, P. (2011). Learning about locomotion patterns from visualizations: Effects of presentation format and realism. Computers & Education, 57, 1961-1970. https://dx.doi.org/10.1016/j.compedu.2013.01.017
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Scheiter, K., Gerjets, P., Huk, T., Imhof, B., & Kammerer, Y. (2009). The effects of realism in learning with dynamic visualizations. Learning and Instruction, 19, 481-494. https://dx.doi.org/10.1016/j.learninstruc.2008.08.001
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Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D., & Gerjets, P. (2022). The pure poet: How good is the subjective credibility and stylistic quality of literary short texts written with an artificial intelligence tool as compared to texts written by human authors? In J. Culbertson, A. Perfors, H. Rabagliati, & V. Ramenzoni (Eds.), Proceedings of the 44th Annual Meeting of the Cognitive Science Society (44, pp. 1744-1750). Cognitive Science Society. https://escholarship.org/uc/item/1wx3983m
Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D. C., & Gerjets, P. (2022). The pure poet: How good is the subjective credibility and stylistic quality of literary short texts written with an artificial intelligence tool as compared to texts written by human authors? Proceedings of the First Workshop on Intelligent and Interactive Writing Assistants (In2Writing 2022). (pp. 60-61). Dublin: Association for Computational Linguistics. https://aclanthology.org/2022.in2writing-1.8
Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., & Gerjets, P. (2021). Can users distinguish narrative texts written by an artificial intelligence writing tool from purely human text? In C. Stephanidis, M. Antona, & S. Ntoa (Eds.), HCI International 2021 - Posters. HCII 2021. Communications in Computer and Information Science: Vol. 1419 (pp. 520-527). Springer. https://dx.doi.org/10.1007/978-3-030-78635-9_67
Brucker, B., Scatturin, L., & Gerjets, P. (2017). Learning on Multi-Touch Devices: The influence of the distance between information in pop-ups and the hands of the users. Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 174-179). Austin, TX: Cognitive Science Society.
Brucker, B., de Koning, B., Ehlis, A.-C., Rosenbaum, D., & Gerjets, P. (2017). Watching Non-Corresponding Gestures Helps Learners with High Visuospatial Ability to Learn about Movements with Dynamic Visualizations: An fNIRS Study. In G. Gunzelmann, A.Howes, T. Tenbrink, & E. J. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 168-173). Austin, TX: Cognitive Science Society.
Brucker, B., Ehrmann, A., & Gerjets, P. (2016). Learning on multi-touch devices: Don't cover texts and touch pictures long enough. In J. Désiron, S. Berney, M. Bétrancourt, & H. Tabbers (Eds.), Proceedings EARLI Special Interest Group Text and Graphics: Learning from Text and Graphics in a World of Diversity (pp. 48-50). Geneva, Switzerland: University of Geneva.
Imhof, B., Ehlis, A.-C., Häußinger, F. B., & Gerjets, P. (2013). Watching gestures during learning about movements with dynamic visualization activates the human mirror neuron system: A fNIRS study. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 2608-2613). Austin, TX: Cognitive Science Society.
Imhof, B., Ehlis, A.-C., & Gerjets, P. (2012). Learning with dynamic visualizations: The role of the human mirror neuron system. In E. de Vries & K. Scheiter (Eds.), Proceedings EARLI Special Interest Group Text and Graphics: Staging knowledge and experience: How to take advantage of representational technologies in education and training? (pp. 94-96). Grenoble, France: Université Pierre-Mendès-France.
Kranz, J., Imhof, B., Schwan, S., Kaup, B., & Gerjets, P. (2012). Learning art history on multi-touch-tables: Metaphorical meaning of interaction gestures matters. In E. de Vries & K. Scheiter (Eds.), Proceedings EARLI Special Interest Group Text and Graphics: Staging knowledge and experience: How to take advantage of representational technologies in education and training? (pp. 109-111). Grenoble, France: Université Pierre-Mendès-France.
Edelmann, J., Imhof, B., Kammerer, Y., Gerjets, P., & Straßer, W. (2011). Individuelle Audioinhalte für Multi-User Tabletop Installationen. In J. Sieck (Ed.), Kultur und Informatik: Multimediale Systeme (pp. 213-222). Boizenburg: whs.
Edelmann, J., Kammerer, Y., Imhof, B., Gerjets, P., & Straßer, W. (2011). Tangoscope: A tangible audio device for tabletop interaction. In P. Campos, N. Nunes, N. Graham, J. Jorge, P. Palanque, & M. Winckler (Eds.), Human-Computer Interaction – INTERACT 2011, 13th IFIP TC 13 International Conference, Part III (LNCS 6948, pp. 427-434). Berlin/Heidelberg: Springer.
Imhof, B., Scheiter, K., Edelmann, J., von Ulardt, J., & Gerjets, P. (2011). Is enriching static-simultaneous visualizations with motion-indicating arrows helpful for learning about locomotion patterns? In L. Carlson, C. Hölscher, & T. F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1176-1181). Austin, TX: Cognitive Science Society.
Imhof, B., Scheiter, K., Gerjets, P., & Edelmann, J. (2010). The role of dynamic visualizations and spatial layout of static visualizations for learning how to classify locomotion patterns. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2039-2044). Austin, TX: Cognitive Science Society.
Imhof, B., Scheiter, K., & Gerjets, P. (2009). Realism in dynamic, static-sequential, and static-simultaneous visualizations during knowledge acquisition on locomotion patterns. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2962-2967). Austin, TX: Cognitive Science Society.
Pfeiffer, V.D.I., Gemballa, S., Bizer, B., Jarodzka, H., Imhof, B., Scheiter, K., & Gerjets, P. (2008). Enhancing students’ knowledge of biodiversity in a situated mobile learning scenario: Using static and dynamic visualizations in field trips. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008 (Vol. 2, pp. 204-212). Utrecht: The Netherlands: International Society of the Learning Sciences, Inc. (ISLS).
Gerjets, P., Imhof, B., Kühl, T., Pfeiffer, V., Scheiter, K., & Gemballa, S. (2010). Using static and dynamic visualizations to support the comprehension of complex dynamic phenomena in the natural sciences. In L. Verschaffel, E. de Corte, T. de Jong, & J. Elen (Eds.), Use of external representations in reasoning and problem solving: Analysis and improvement (pp. 153-168). London: Routledge.
Blattner, E., Dutz, S., Gerjets, P., Imhof, B., & Schwan, S. (2013). Vom Nutzen psychologischer Forschung für das Kunstmuseum: Das multimediale Besucherinformationssystem EyeVisit. Museumskunde, 78(2), 100-105.
Imhof, B., Jarodzka, H., & Gerjets, P. (2009). Classifying instructional visualizations: A psychological approach. IMAGE. Zeitschrift für Interdisziplinäre Bildwissenschaft / Journal of Interdisciplinary Image Science, 10, 99-123. http://www.gib.uni-tuebingen.de/own/journal/pdf/image_10.pdf
Pfeiffer, V. D. I., Jarodzka, H., Imhof, B., & Gemballa, S. (2008). Diversität von Rifffischen - Schüler arbeiten im Aquarium. Praxis der Naturwissenschaften - Biologie in der Schule, 57(1), 21-28.
Gunser, V. E., Gottschling, S., Said, N., Brucker, B., Richter, S., & Gerjets, P. (2023, April 19-21). NarrAItions: Co-creating short narrative texts with AI - metacognition and stylistic properties. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Schwäbisch Gmünd. [Poster]
Brucker, B., Dischinger, E., Ehlis, A.-C., & Gerjets, P. (2022, August 29-31). The influence of hand proximity and visuospatial ability on visuospatial learning: An fNIRS study. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 2). Kiel. [Talk]
Gunser, V. E., Brucker, B., & Gerjets, P. (2022, October 19-21). Reading differences of AI-texts and human-written texts – an eye-tracking study of AI-poems. 10 Years Anniversary Conference of LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Tübingen. [Poster]
Gunser, V. E., Gottschling, S., Brucker, B., & Gerjets, P. (2022, March 20-23). Same same but different? Readers differentiation between human and AI poetry. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). [Talk]
Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D. C., & Gerjets, P. (2022, April 27-29). Readers differentiation between human and AI poetry. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Untermarchtal. [Poster]
Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D. C., & Gerjets, P. (2022, May 22-27). The pure poet: How good is the subjective credibility and stylistic quality of literary short texts written with an artificial intelligence tool as compared to texts written by human authors? First Workshop on Intelligent and Interactive Writing Assistants (In2Writing) at the 60th Annual Meeting of the Association for Computational Linguistic. Dublin, Ireland. [Poster]
Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., Çakir, D. C., & Gerjets, P. (2022, August 27-30). The pure poet: How good is the subjective credibility and stylistic quality of literary short texts written with an artificial intelligence tool as compared to texts written by human authors? 44th Annual Meeting of the Cognitive Science Society (CogSci). Toronto, ON, Canada. [Poster]
Gunser, V. E., Gottschling, S., Brucker, B., Said, N., & Gerjets, P. (2022, September 10-15). Metacognitive awareness of readers in differentiation between human and AI poetry. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Symposium “Human-Agent Interaction”. Hildesheim. [Talk]
Brucker, B., Adam, J., Marcus, N., De Koning, B., & Gerjets, P. (2021, August 23-27). Learning with dynamic visualizations: Influence of observing hands, spatial ability, and perspective. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Gothenburg, Sweden. [Talk]
Brucker, B., Hornuff, S., Halfmann, M., & Gerjets, P. (2021, August 23-27). Online dance instructor: The influence of multiple perspectives and model orientation on learning. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Gothenburg, Sweden. [Talk]
Gerjets, P., Brucker, B., Scharinger, C., & Kasneci, E. (2021, August 23-27). Can and should we assess and optimize learners’ engagement and cognitive load with machine learning? Invited talk at the SIG 7 Symposium „What does machine learning offer for learning and instruction: Potentials and ethical considerations” at 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 7. Gothenburg, Sweden. [Talk]
Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., & Gerjets, P. (2021, October 20-22). Can users distinguish narrative texts written by an artificial intelligence writing tool from purely human text? Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Schwäbisch Gmünd. [Poster]
Gunser, V. E., Gottschling, S., Brucker, B., Richter, S., & Gerjets, P. (2021, July 24-29). Can user distinguish narrative texts written by an artificial intelligence writing tool from purely human text? HCI International 2021 – 23rd International Conference on Human-Computer Interaction (online conference). Washington DC, USA. [Poster]
Brucker, B., Just, P., & Gerjets, P. (2020, August). Learning with dynamic visualizations: The influence of hand proximity, multiple perspectives and learners’ visuospatial ability. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6: Instructional Design & Special Interest Group (SIG) 7: Technology-Enhanced Learning and Instruction (online conference). Tübingen. [Poster]
Ang, N., Brucker, B., Dresler; T., Ehlis, A.-C., & Gerjets, P. (2019, October). The interplay of certainty and perspective in implicit spatial perspective-taking judgments. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Altheim-Heiligkreuztal, Germany. [Poster]
Brucker, B., Marcus, N., de Koning, B., Ehlis, A.-C., Ayres, P., & Gerjets, P. (2019, August). Learning with dynamic and static visualizations: Influence of observing hands and spatial ability. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
Brömme, R., Brucker, B., Kammerer, Y., Tibus, M., & Gerjets, P. (2019, September). Can a training and self-paced reading in a speed reading app reduce the detrimental effects of RSVP reading? 11th Conference of the Media Psychology Division. Chemnitz, Germany. [Talk]
Ang, N., Brucker, B., Dresler, T., Ehlis, A.-C., & Gerjets, P. (2018, June). Implicit spatial perspective taking: An fNIRS investigation into the role of the mirror neuron system. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 22: Neuroscience and Education. London, UK. [Poster]
Brömme, R., Brucker, B., & Gerjets, P. (2018, August). Embodied interaction during handheld reading: The role of codality- and content-specific processing near the hands for multitouch-based instructional environments. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6: Instructional Design & Special Interest Group (SIG) 7:Technology-Enhanced Learning and Instruction. Bonn. [Talk]
Wortha, F., Brucker, B., & Gerjets, P. (2018, August). Response confidence and study medium: Does touch-based interaction affect metacognitive accuracy. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 16): Metacognition. Zurich, Switzerland. [Poster]
Wortha, F., Brucker, B., & Gerjets, P. (2018, October). Response confidence and study medium: Does touch-based interaction affect metacognitive accuracy? Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Schwäbisch Gmünd. [Poster]
Wortha, F., Scatturin, L., Brucker, B., & Gerjets, P. (2018, August). Art learning with touch devices: The impact of hand proximity to pop-up information on learning. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG 2): Comprehension of Text and Graphics. Freiburg. [Talk]
Brucker, B., Brömme, R., Weber, S.-C., & Gerjets, P. (2017, August). Learning on multi-touch devices: Is directly touching dynamic visualizations helpful? 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Tampere, Finland. [Talk]
Brucker, B., Scatturin, L., & Gerjets, P. (2017, July). Learning on Multi-Touch Devices: The influence of the distance between information in pop-ups and the hands of the users. 39th Annual Conference of the Cognitive Science Society (Cogsci 2017). London, UK. [Talk]
Brucker, B., de Koning, B., Ehlis, A.-C., Rosenbaum, D., & Gerjets, P. (2017, July). Watching Non-Corresponding Gestures Helps Learners with High Visuospatial Ability to Learn about Movements with Dynamic Visualizations: An fNIRS Study. 39th Annual Conference of the Cognitive Science Society (Cogsci 2017). London, UK. [Talk]
Brömme, R., Brucker, B., & Gerjets, P. (2017, August). Hands on and action: Near-hand film presentation boosts attentional control on multi-touch devices. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Tampere, Finland. [Talk]
Brömme, R., Gottschling, S., Brucker, B., & Gerjets, P. (2017, March). Upside down: hand proximity fosters attentional processing but not cognitive control in a visuospatial task-switching paradigm. 59. Tagung experimentell arbeitender Psychologen (TeaP). Dresden. [Talk]
Brucker, B., Ehrmann, A., & Gerjets, P. (2016, July). Learning on multi-touch devices: Don't cover texts and touch pictures long enough. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2. Geneva, Switzerland. [Talk]
Brömme, R., Brucker, B., & Gerjets, P. (2015, March). In touch or out of control: The influence of hand proximity on inhibitory control processes in younger and older adults. 57. Tagung experimentell arbeitender Psychologen (TeaP). Hildesheim. [Poster]
Brucker, B., Edelmann, J., Brömme, R., & Gerjets, P. (2014, August). The proximity of the hands to the objects influences learning on multi-touch devices: Touch pictures, but don’t touch words! Meeting of the EARLI SIG6 Instructional Design & SIG7 Learning and Instruction with Computers. Rotterdam, The Netherlands. [Poster]
Brucker, B., Ehlis, A.-C., Häußinger, F. B., & Gerjets, P. (2014, August). Watching corresponding gestures facilitates learning about movements from spoken texts: An fNIRS Study. Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Rotterdam, The Netherlands. [Talk]
Ehlis, A.-C., Brucker, B., Häußinger, F. B., Schneider, S., & Gerjets, P. (2014, Juni). Der Einfluss von Gesten auf das Lernen nicht-menschlicher Bewegungen anhand von dynamischen Visualisierungen: Die Rolle des menschlichen Spiegelneuronensystems (eine fNIRS-Studie). 40. Tagung Psychologie und Gehirn (PuG). Lübeck. [Poster]
Imhof, B. (2013, Juni). Projekt EyeVisit: Besucherinformation im Museum mit interaktiven Displays. Universität Tübingen. [Vortrag]
Imhof, B., Ehlis, A.-C., Häußinger, F. B., & Gerjets, P. (2013, August). Watching gestures during learning about movements with dynamic visualization activates the human mirror neuron system: A fNIRS study. 35th Annual Conference of the Cognitive Science Society. Berlin. [Poster]
Imhof, B., Ehlis, A.-C., Häußinger, F. B., & Gerjets, P. (2013, August). Watching gestures facilitates learning about movements with dynamic visualizations. 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). München. [Talk]
Ruiz Fernández, S., Imhof, B., Kranz, J., Schwan, S., Kaup, B., & Gerjets, P. (2013, August). Learning in a different way: Interaction gestures influence category learning on multi-touch-tables. 35th Annual Conference of the Cognitive Science Society. Berlin. [Poster]
Ruiz Fernández, S., Kranz, J., Imhof, B., Schwan, S., Kaup, B., & Gerjets, P. (2013, March). Interaction gestures influence category learning on multi-touch-tables. 55. Tagung experimentell arbeitender Psychologen (TeaP). Wien, Austria. [Poster]
Cierniak, G., Imhof, B., Hesse, F., Wasson, B., & Hansen, C., (2012, July). Teachers' views of the role of formative assessment and teacher-led research. 14th International Conference of the Learning Sciences (ICLS). Sydney, Australien. [Talk]
Imhof, B., Ehlis, A.-C., Häußinger, F. B., & Gerjets, P. (2012, August). Learning with dynamic visualizations: The role of the human mirror neuron system. Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Grenoble, France. [Poster]
Kranz, J., Imhof, B., Schwan, S., Kaup, B., & Gerjets, P. (2012, August). Learning art history on multi-touch-tables: Metaphorical meaning of interaction gestures matters. Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Grenoble, France. [Poster]
Scheiter, K., Arndt, J., Imhof, B., & Ainsworth, S. (2012, August). Move like a fish: Do gestures aid learning from photographs and videos? Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Grenoble, France. [Talk]
Cierniak, G., Clark, W., Imhof, B., Hansen, C., Jewitt, C., Reimann, P., & Luckin, R. (2011, September). Der Lehrer von Morgen: Forscher und Entwickler pädagogischen Fortschritts. 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung der DGfE. Klagenfurt, Österreich. [Vortrag]
Edelmann, J., Imhof, B., Kammerer, Y., Gerjets, P., & Strasser, W. (2011, Mai). Individuelle Audioinhalte für Multi-User Tabletop Installationen. Konferenz Kultur und Informatik - Multimediale Systeme. Berlin. [Vortrag]
Edelmann, J., Kammerer, Y., Imhof, B., Gerjets, P., & Straßer, W. (2011, September). Tangoscope: A tangible audio device for tabletop interaction. INTERACT 2011: 13th IFIP TC13 Conference on Human-Computer Interaction. Lisbon, Portugal. [Talk]
Imhof, B., Cierniak, G., Moe, E., Hesse, F., Wasson, B., & Reimann, P. (2011, September). Technologiegestützte Beurteilungsmethoden in der Schule von Morgen. 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung der DGfE. Klagenfurt, Österreich. [Vortrag]
Imhof, B., Scheiter, K., Edelmann, J., von Ulardt, J., & Gerjets, P. (2011, July). Is enriching static-simultaneous visualizations with motion-indicating arrows helpful for learning about locomotion patterns? 33rd Annual Conference of the Cognitive Science Society. Boston, MA, USA. [Poster]
Imhof, B., Scheiter, K., Gerjets, P., & Edelmann, J. (2011, August). Learning about locomotion patterns with static-simultaneous visualizations and motion-indicators. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
Imhof, B., Scheiter, K., von Ulardt, J., & Gerjets, P. (2011, September). Lernen mit statisch-simultanen Visualisierungen: Der Einfluss von bewegungsanzeigenden Pfeilen und dem räumlichen Vorstellungsvermögen. 13. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Erfurt. [Vortrag]
Jarodzka, H., Imhof, B., & Gerjets, P. (2011, August). A picture among pictures: A classification system for instructional visualizations. 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
Tibus, M., Imhof, B., Kühl, T., Nommensen, S., Gerjets, P., & Schwan, S. (2011, September). Kunstmuseum als Lernorte: Was wünschen die Besucher? 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung der DGfE. Klagenfurt, Österreich. [Vortrag]
Imhof, B., Scheiter, K., Gerjets, P., & Edelmann, J. (2010, September). Der Einfluss des zeitlichen und räumlichen Präsentationsformates statischer Visualisierungen auf den Vergleich zu dynamischen Visualisierungen beim Lernen. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Vortrag]
Imhof, B., Scheiter, K., Gerjets, P., & Edelmann, J. (2010, August). The role of dynamic visualizations and spatial layout of static visualizations for learning how to classify locomotion patterns. 32nd Annual Conference of the Cognitive Science Society. Portland, OR, USA. [Poster]
Imhof, B., & Ayres, P. (2009, August). Organization: Investigating perceptual and cognitive processes during knowledge acquisition by animation. Symposium at the 13th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Symposium Organisation]
Imhof, B., Jarodzka, H., & Gerjets, P. (2009, March). Is visualization equal to visualization? Internationale Tagung "Bilder - Sehen - Denken". Chemnitz. [Talk]
Imhof, B., & Lebens, M. (2009, September). Organisation: Lernen mit visuell-räumlichen Informationen: Der Einfluss von räumlichen Fähigkeiten und Cognitive Load - Teil 1. Arbeitsgruppe auf der 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Saarbrücken. [Symposium Organisation]
Imhof, B., Scheiter, K., & Gerjets, P. (2009, September). Beeinflussen das Präsentationsformat statischer und dynamischer Visualisierungen und das räumliche Vorstellungsvermögen die Prozesse beim Lernen dynamischer Inhalte? 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). Saarbrücken. [Vortrag]
Imhof, B., Scheiter, K., & Gerjets, P. (2009, March). Do simultaneous presentation formats of static visualizations lead to different processes and effects than sequential static or dynamic formats? 3rd International Cognitive Load Theory Conference. Heerlen, The Netherlands. [Talk]
Imhof, B., Scheiter, K., & Gerjets, P. (2009, July). Realism in dynamic, static-sequential, and static-simultaneous visualizations during knowledge acquisition on locomotion patterns. 31st Annual Conference of the Cognitive Science Society. Amsterdam, The Netherlands. [Poster]
Imhof, B., Scheiter, K., & Gerjets, P. (2009, August). Do simultaneous static visualizations lead to the same processes and effects as dynamic or sequential static visualizations? 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Amsterdam, The Netherlands. [Talk]
Imhof, B., Scheiter, K., & Gerjets, P. (2009, June). Presentation formats of visualizations. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
Gerjets, P., Scheiter, K., Imhof, B., Kühl, T., Pfeiffer, V., & Gemballa, S. (2008, September). Adaptive design of visualizations for supporting the comprehension of complex dynamics in the natural sciences. Workshop "Use of (external) representations in mathematical and scientific reasoning and problem solving: Analysis and improvement" des FWO Networks „Developing critical and flexible thinking”. University of Leuven, Belgium. [Talk]
Imhof, B., Scheiter, K., & Gerjets, P. (2008, May). Using new materials (3D-models) in teaching fish locomotion. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
Imhof, B., Scheiter, K., & Gerjets, P. (2008, May). Classifying fish locomotion patterns: Effects of realism and dynamism in visualizations. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Cap Roig, Spain. [Talk]
Imhof, B., Scheiter, K., & Gerjets, P. (2008, July). Realism in understanding fish locomotion from dynamic or static visualizations. XXIX International Congress of Psychology (ICP). Berlin. [Talk]
Imhof, B., Scheiter, K., & Gerjets, P. (2008, August). Realism in dynamic, sequential-static, and simultaneous-static presented visualizations. Meeting of the EARLI SIG 2 Comprehension of Text and Graphics. Tilburg, Niederlande. [Poster]
Imhof, B., Scheiter, K., & Gerjets, P. (2008, March). Classifying fish locomotion patterns: Effects of realism and dynamism in visualizations. 92nd Annual Meeting of the American Educational Research Association (AERA). New York, NY, USA. [Talk]
Pfeiffer, V. D. I., Gemballa, S., Bizer, B., Jarodzka, H., Imhof, B., Scheiter, K., & Gerjets, P. (2008, June). Enhancing students’ knowledge of biodiversity in a situated mobile learning scenario: Using static and dynamic visualizations in field trips. Eighth International Conference of the Learning Sciences. Utrecht, Niederlande. [Talk]
Gerjets, P., Scheiter, K., & Imhof, B. (2007, August). Understanding locomotion of fish from static and dynamic visualizations. 12th Biennial Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary. [Talk]
Scheiter, K., Gerjets, P., Huk, T., Imhof, B., & Kammerer, Y. (2007, August). The effects of realistic detail in learning from dynamic visualizations. 12th Biennial Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary. [Talk]
Imhof, B., Scheiter, K., & Gerjets, P. (2007, May). Realism in static or dynamic visualizations: Effects on the construction of mental models of fish locomotion. Workshop "Resource-adaptive design of visualizations for supporting the comprehension of complex dynamics in the Natural Sciences". Protaras, Cyprus. [Talk]
Cierniak, G., Imhof, B., Clark, W., Wasson, B., Hansen, C., Hillemann, E., & Kickmeier-Rust, M. (2011). Report on baseline studies and requirement analysis. http://www.next-tell.eu/publications/.
Cierniak, G., Imhof, B., & Reimann, P. (2010). Specification of research strategy and methodology. EU-Project 285114: NEXT-TELL. http://www.next-tell.eu/publications/
Gerjets, P., Oestermeier, U., Brucker, B., Kupke, S., & Klemke, A. (2020). Projekt „NarrAItions: Ko-Kreation narrativer Kurztexte mit KI: Effekte auf Textrezeption und -produktion“. Tübingen: Leibniz-Institut für Wissensmedien.
Gerjets, P., Özbek, O., Blattner, E., Brucker, B., Peiffer-Siebert, L., & Edelmann, J. (2013). ARTcard - Hypermediale Aufbereitung von Besucherinformationen im Kunstmuseum. Tübingen: IWM.
Kornmann, J., Gemballa, S., Siebert, J., Quantz, T., Kammerer, Y., Brucker, B., & Gerjets, P. (2012). FishDiscovery - Hypermediale Aufbereitung für biologische Inhalte. Tübingen: IWM.
Dr. Birgit Brucker
vormals: Dr. Birgit Imhof
Schleichstraße 6
