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Institutswebseiten / Personen / Joachim Kimmerle

Wissenschaftlicher Mitarbeiter

Apl. Prof. Dr. Joachim Kimmerle

Stellvertretender Leiter der Arbeitsgruppe Wissenskonstruktion

Joachim Kimmerle ist seit September 2013 stellvertretender Leiter der Arbeitsgruppe Wissenskonstruktion am IWM. Er leitet das Forschungsprojekt „Künstliche Intelligenz für die Wissenschaftskommunikation: Akzeptanz und Verständnis von Laien“ im Rahmen des Sondertatbestands Data Science, das vom Bundesministerium für Bildung und Forschung geförderte Projekt „VideT: Fragilität und Glaubwürdigkeit wissenschaftlicher Erkenntnisse“ sowie das im Rahmen des Leibniz-Wettbewerbs geförderte Projekt „KnowWolf: Transfer evidenzbasierten und koproduzierten Wissens zur Mensch-Wolf-Koexistenz“. In seiner Forschungsarbeit befasst er sich mit kognitiven, motivationalen, emotionalen und sozialen Aspekten der kollektiven Wissenskonstruktion, mit Wissenschaftskommunikation, Gesundheitsbildung und mit computer-unterstütztem kollaborativem Lernen. Er lehrt Wissens-, Kommunikations- und Medienpsychologie an der Universität Tübingen.

Nach dem Studium der Psychologie (Diplom August 2003) war Joachim Kimmerle wissenschaftlicher Mitarbeiter im DFG-Projekt „Wissensaustausch mittels geteilter Datenbanken“. Zugleich war er als Lehrbeauftragter an der Berufsakademie Stuttgart sowie als Trainer und Berater für Personalauswahl und Personalentwicklung tätig. Im Januar 2007 wurde er zum Dr. rer. nat. promoviert. Von April 2007 bis August 2013 arbeitete er als Akademischer Rat in der Abteilung für Angewandte Kognitionspsychologie und Medienpsychologie der Universität Tübingen. Von 2007 bis 2012 war er außerdem Dozent im e-Learning CAS Kurs der Pädagogischen Hochschule Zentralschweiz in Schwyz. Von 2008 bis 2010 war er Stipendiat des Eliteprogramms für Postdoktoranden der Landesstiftung Baden-Württemberg. Im Dezember 2013 habilitierte er sich mit einer Habilitationsschrift zum Thema „Lernen und Wissenskonstruktion mit Social Media“ (Venia Legendi für Psychologie). Seit Juni 2016 ist er außerplanmäßiger Professor an der Universität Tübingen.

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Research Gate

Projekte

Einfluss unterschiedlicher Repräsentationen wissenschaftlicher Informationen auf Wissen und Einstellungen

Kollaboration von Menschen mit sprachbasierten Agenten

Künstliche Intelligenz für die Wissenschaftskommunikation: Akzeptanz und Verständnis von Laien

Transfer wissenschaftlicher Erkenntnisse zur Nutzung digitaler Medien im Bildungsbereich

TüKITZ Med (Tübinger KI-Trainingszentrum für die Medizin): Implementierung eines KI-Curriculums für Studierende der Medizin und medizin-nahen Lebenswissenschaften

VideT: Fragilität und Glaubwürdigkeit wissenschaftlicher Erkenntnisse

Abgeschlossene Projekte

AFEL – Analytics for Everyday Learning

Der Einfluss gegensätzlicher Gesundheitskonzepte auf die Informationsverarbeitung und die Arzt-Patienten Kommunikation

Kollaborative Wissenskonstruktion in Wikipedia

Medizinische Online-Plattformen als kognitive Schnittstellen: Der Einfluss individueller und technologischer Merkmale auf Lernen und die Verarbeitung komplexer medizinischer Informationen

Netzwerkanalyse von Wissensartefakten der Massenkollaboration

OpenTeach: Experimentalpsychologische Analyse offener digitaler Lehre

Physiotherapieausbildung 2.0

Transfer evidenzbasierten und koproduzierten Wissens zur Mensch-Wolf-Koexistenz (KnowWolf)

Verständnis für die Fragilität medizinischer Befunde in partizipativen Medienformaten

Wissensaustausch mit geteilten Datenbanken

WTimpact: Einfluss kollaborativer Wissensentwicklung auf Einstellung und emotionalen Bezug

Artikel in referierten Zeitschriften

Disch, L., Fessl, A., Franza, S., Kimmerle, J., & Pammer-Schindler, V. (in press). 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. https://dx.doi.org/10.1080/10447318.2023.2289296 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. https://dx.doi.org/10.3389/fpubh.2024.1343225 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

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

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

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

Oehler, F., Kimmig, S., 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

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

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, 1258813. https://dx.doi.org/10.3389/fenvs.2024.1258813 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

Cress, U., & Kimmerle, J. (2023). Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective. International Journal of Computer-Supported Collaborative Learning, 18(4), 607-614. https://dx.doi.org/10.1007/s11412-023-09409-w Open Access

Greving, H., Bruckermann, T., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2023). Attitudes toward engagement in citizen science increase self-related, ecology-related, and motivation-related outcomes in an urban wildlife project. BioScience, 73(3), 206-219. https://dx.doi.org/10.1093/biosci/biad003 [Data] Open Access

Kimmerle, J., Timm, J., Festl-Wietek, T., Cress, U., & Herrmann-Werner, A. (2023). Medical students’ attitudes toward AI in medicine and their expectations for medical education. Journal of Medical Education and Curricular Development, 10. https://dx.doi.org/10.1177/23821205231219346 Open Access

Lermann Henestrosa, A., Greving, H., & Kimmerle, J. (2023). Automated journalism: The effects of AI authorship and evaluative information on the perception of a science journalism article. Computers in Human Behavior, 138, Article 107445. https://dx.doi.org/10.1016/j.chb.2022.107445

Béchard, B., Kimmerle, J., Lawarée, J., Bédard, P.-O., Straus, S. E., & Ouimet, M. (2022). The impact of information presentation and cognitive dissonance on processing systematic review summaries: A randomized controlled trial on bicycle helmet legislation. International Journal of Environmental Research and Public Health, 19(10), Article 6234. https://dx.doi.org/10.3390/ijerph19106234 Open Access

Greving, H., Bruckermann, T., Schumann, A., Straka, T. M., Lewanzik, D., Voigt-Heucke, S. L., Marggraf, L., Lorenz, J., Brandt, M., Voigt, C. C., Harms, U., & Kimmerle, J. (2022). Improving attitudes and knowledge in a Citizen Science project about urban bat ecology. Ecology and Society, 27(2), Article 24. https://dx.doi.org/10.5751/es-13272-270224 [Data] Open Access

Pammer-Schindler, V., Ley, T., Kimmerle, J., & Littlejohn, A. (2022). Guest Editorial: Designing technologies to support professional and workplace learning for situated practice. IEEE Transactions on Learning Technologies, 15(5), 523-525. https://dx.doi.org/10.1109/TLT.2022.3207306 Volltext anfordern

von Hoyer, J. F., Bientzle, M., Cress, U., Großer, J., Kimmerle, J., & Holtz, P. (2022). False certainty in the acquisition of anatomical and physiotherapeutic knowledge. BMC Medical Education, 22(1), Article 765. https://dx.doi.org/10.1186/s12909-022-03820-x Open Access

von Hoyer, J. F., Kimmerle, J., & Holtz, P. (2022). Acquisition of false certainty: Learners increase their confidence in the correctness of incorrect answers after online information search. Journal of Computer Assisted Learning, 38(3), 833-844. https://dx.doi.org/10.1111/jcal.12657 [Data] Open Access

Bientzle, M., Eggeling, M., Kanzleiter, M., Thieme, K., & Kimmerle, J. (2021). The impact of narrative writing on empathy, perspective-taking, and attitude: Two randomized controlled experiments on violations of Covid-19 protection regulations. PLOS ONE, 16(7), Article e0254501. https://dx.doi.org/10.1371/journal.pone.0254501 [Data] Open Access

Bientzle, M., Eggeling, M., Korger, S., & Kimmerle, J. (2021). The impact of patient narratives on medical students’ perceptions of shared decision making: A randomized controlled trial. Medical Education Online, 26, Article 1886642. https://dx.doi.org/10.1080/10872981.2021.1886642 Open Access

Bientzle, M., Kölle, A., Lechner, C., & Kimmerle, J. (2021). Challenges and opportunities of cooperation across medical schools. Medical Teacher, 43(11), 1341-1341. https://dx.doi.org/10.1080/0142159x.2021.1908527 Volltext anfordern

Bientzle, M., Restle, A., & Kimmerle, J. (2021). Perception of purposeful and recreational smartphone use in physiotherapy: Randomized controlled trial. JMIR mHealth and uHealth, 9(4), Article e25717. https://dx.doi.org/10.2196/25717 Open Access

Bührle, H., & Kimmerle, J. (2021). Psychological determinants of collective action for climate justice: Insights from semi-structured interviews and content analysis. Frontiers in Psychology, 12, Article 695365. https://dx.doi.org/10.3389/fpsyg.2021.695365 Open Access

Greving, H., & Kimmerle, J. (2021). You poor little thing! The role of compassion for wildlife conservation. Human Dimensions of Wildlife, 26(2), 115-131. https://dx.doi.org/10.1080/10871209.2020.1800146

Großer, J., Bientzle, M., Shiozawa, T., Hirt, B., & Kimmerle, J. (2021). Observing interprofessional collaboration: Impact on attitude and knowledge acquisition. Anatomical Sciences Education, 14, 452-459. https://dx.doi.org/10.1002/ase.2007 Volltext anfordern

Korger, S., Eggeling, M., Cress, U., Kimmerle, J., & Bientzle, M. (2021). Decision aids to prepare patients for shared decision making: Two randomized controlled experiments on the impact of awareness of preference-sensitivity and personal motives. Health Expectations, 24(2), 257-268. https://dx.doi.org/10.1111/hex.13159 [Data] Open Access

Meinhardt, A. L., Eggeling, M., Cress, U., Kimmerle, J., & Bientzle, M. (2021). The impact of a physician’s recommendation and gender on informed decision making: A randomized controlled study in a simulated decision situation. Health Expectations, 24, 269-281. https://dx.doi.org/10.1111/hex.13161 [Data] Open Access

Bientzle, M., Kimmerle, J., Eggeling, M., Cebi, I., Weiss, D., & Gharabaghi, A. (2020). Evidence-Based Decision Aid for Patients With Parkinson Disease: Protocol for Interview Study, Online Survey, and Two Randomized Controlled Trials. JMIR Research Protocols, 9(7), e17482. https://dx.doi.org/10.2196/17482 Open Access

Eggeling, M., Bientzle, M., Cress, U., Shiozawa, T., & Kimmerle, J. (2020). The impact of physicians’ recommendations on treatment preference and attitudes: a randomized controlled experiment on shared decision-making. Psychology, Health & Medicine, 25(3), 259-269. https://dx.doi.org/10.1080/13548506.2019.1687917

Flemming, D., Kimmerle, J., Cress, U., & Sinatra, G. M. (2020). Research is tentative, but that’s okay: Overcoming misconceptions about scientific tentativeness through refutation texts. Discourse Processes, 57(1), 17-35. https://dx.doi.org/10.1080/0163853x.2019.1629805

Greving, H., Bruckermann, T., & Kimmerle, J. (2020). This is my project! The influence of involvement on psychological ownership and wildlife conservation. Current Research in Ecological and Social Psychology, 1, Article 100001. https://dx.doi.org/10.1016/j.cresp.2020.100001 Open Access

Greving, H., & Kimmerle, J. (2020). Better to be informed: Threatening bats increase recall of information. Human Dimensions of Wildlife, 25(1), 94-99. https://dx.doi.org/10.1080/10871209.2020.1691685

Greving, H., & Kimmerle, J. (2020). The impact of event type and geographical proximity on threat appraisal and emotional reactions to Wikipedia articles. PLOS ONE, 15(6): e0233770. https://dx.doi.org/10.1371/journal.pone.0233770 [Data] Open Access

Grosser, J., Bientzle, M., & Kimmerle, J. (2020). A Literature Review on the Foundations and Potentials of Digital Teaching Scenarios for Interprofessional Health Care Education. International Journal of Environmental Research and Public Health, 17(10), Article 3410. https://dx.doi.org/10.3390/ijerph17103410 Open Access

Großer, J., Kimmerle, J., Shiozawa, T., Hirt, B., & Bientzle, M. (2020). Observing Inter-Professional Videos: Impact of Collaboration Between Physicians and Psychologists on Attitude and Knowledge Acquisition. Journal of Medical Education and Curricular Development, 7, 238212052095764. https://dx.doi.org/10.1177/2382120520957648 Open Access

Kimmerle, J. (2020). In the face of digitalization and AI - Organizations need to take an EPIC approach to learning. Development and Learning in Organizations, 34(5), 9-12. https://dx.doi.org/10.1108/dlo-11-2019-0257

Kimmerle, J., Anikin, A., & Bientzle, M. (2020). The Impact of Perceived Etiology, Treatment Type, and Wording of Treatment Information on the Assessment of Gastritis Treatments. Frontiers in Public Health, 8, Article 35. https://dx.doi.org/10.3389/fpubh.2020.00035 Open Access

Kimmig, S. E., Flemming, D., Kimmerle, J., Cress, U., & Brandt, M. (2020). Elucidating the socio-demographics of wildlife tolerance using the example of the red fox (Vulpes vulpes) in Germany. Conservation Science and Practice, 2(7), e212. https://dx.doi.org/10.1111/csp2.212 Open Access

Kümmel, E., & Kimmerle, J. (2020). The effects of a university’s self-presentation and applicants’ regulatory focus on emotional, behavioral, and cognitive student engagement. Sustainability, 12(23), Article 10045. https://dx.doi.org/10.3390/su122310045 Open Access

Kümmel, E., Moskaliuk, J., Cress, U., & Kimmerle, J. (2020). Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes. Education Sciences, 10(3), Article 78. https://dx.doi.org/10.3390/educsci10030078 Open Access

Bientzle, M., Cress, U., & Kimmerle, J. (2019). Development of domain-specific epistemological beliefs of physiotherapists: a longitudinal study. BMC Medical Education, 19(1), Article 401. https://dx.doi.org/10.1186/s12909-019-1844-z Open Access

Bientzle, M., Hircin, E., Kimmerle, J., Knipfer, C., Smeets, R., Gaudin, R., & Holtz, P. (2019). Association of Online Learning Behavior and Learning Outcomes for Medical Students: Large-Scale Usage Data Analysis. JMIR Medical Education, 5(2), e13529. https://dx.doi.org/10.2196/13529 Open Access

Bientzle, M., Lechner, C., Cress, U., & Kimmerle, J. (2019). Online peer consulting for health professionals. The Clinical Teacher, 16(5), 463-467. https://dx.doi.org/10.1111/tct.12950

Bientzle, M., Minje, J., Cress, U., & Kimmerle, J. (2019). Therapeutic Touch in Exercise Videos: A Randomized Experiment of the Impact on the Evaluation of Therapists' Competence and Viewers' Self-Reliance. Frontiers in Sports and Active Living, 1:35. https://dx.doi.org/10.3389/fspor.2019.00035 Open Access

Greving, H., Cress, U., & Kimmerle, J. (2019). Anger in Wikipedia: Perceived intentionality and threat appraisal as mediators of anger about man-made attacks. Journal of Applied Social Psychology, 49(2), 99-116. https://dx.doi.org/10.1111/jasp.12568

Greving, H., Kimmerle, J., Oeberst, A., & Cress, U. (2019). Emotions in Wikipedia: The role of intended negative events in the expression of sadness and anger in online peer production. Behaviour & Information Technology, 38(8), 796-806. https://dx.doi.org/10.1080/0144929x.2018.1554702

Grosser, J., Bientzle, M., Shiozawa, T., Hirt, B., & Kimmerle, J. (2019). Acquiring Clinical Knowledge from an Online Video Platform: A Randomized Controlled Experiment on the Relevance of Integrating Anatomical Information and Clinical Practice. Anatomical Sciences Education, 12(5), 478-484. https://dx.doi.org/10.1002/ase.1841

Eggeling, M., Bientzle, M., Shiozawa, T., Cress, U., & Kimmerle, J. (2018). The impact of visualization format and navigational options on laypeople’s perception and preference of surgery information videos: Randomized controlled trial and online survey. Journal of Participatory Medicine, 10, e12338. https://dx.doi.org/10.2196/12338 Open Access

Flemming, D., Cress, U., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2018). Emotionalization in science communication: The impact of narratives and visual representations on knowledge gain and risk perception. Frontiers in Communication, 3(3). https://dx.doi.org/10.3389/fcomm.2018.00003 Open Access

Greving, H., Oeberst, A., Kimmerle, J., & Cress, U. (2018). Emotional content in Wikipedia articles on negative man-made and nature-made events. Journal of Language and Social Psychology, 37, 267-287. https://dx.doi.org/10.1177/0261927X17717568

Holtz, P., Fetahu, B., & Kimmerle, J. (2018). Effects of contributor experience on the quality of health-related Wikipedia articles. Journal of Medical Internet Research, 20:e171. https://dx.doi.org/10.2196/jmir.9683 [Data] Open Access

Holtz, P., Kimmerle, J., & Cress, U. (2018). Using big data techniques for measuring productive friction in mass collaboration online environments. International Journal of Computer-Supported Collaborative Learning, 13, 439-456. https://dx.doi.org/10.1007/s11412-018-9285-y Open Access

Bientzle, M., Fissler, T., Cress, U., & Kimmerle, J. (2017). The impact of physicians’ communication styles on evaluation of physicians and information processing: A randomized study with simulated video consultations on contraception with an intrauterine device. Health Expectations, 20, 845-851. https://dx.doi.org/10.1111/hex.12521 Open Access

Flemming, D., Cress, U., & Kimmerle, J. (2017). Processing the scientific tentativeness of medical research: An experimental study on the effects of research news and user comments in online media. Science Communication, 39, 745-770. https://dx.doi.org/10.1177/1075547017738091

Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2017). User comments about research findings: How conflictual information in online science journalistic articles influences laypeople’s understanding of scientific tentativeness. Communications, 42, 465-480. https://dx.doi.org/10.1515/commun-2017-0037

Jeong, H., Cress, U., Moskaliuk, J., & Kimmerle, J. (2017). Joint interactions in large online knowledge communities: The A3C framework. International Journal of Computer-Supported Collaborative Learning, 12, 133-151. https://dx.doi.org/10.1007/s11412-017-9256-8

Jirschitzka, J., Kimmerle, J., Halatchliyski, I., Hancke, J., Meurers, D., & Cress, U. (2017). A productive clash of perspectives? The interplay between articles’ and authors’ perspectives and their impact on Wikipedia edits in a controversial domain. PLOS ONE, 12: e0178985. https://dx.doi.org/10.1371/journal.pone.0178985 [Data] Open Access

Kimmerle, J., Bientzle, M., & Cress, U. (2017). “Scientific evidence is very important for me”: The impact of behavioral intention and the wording of user inquiries on replies and recommendations in a health-related online forum. Computers in Human Behavior, 73, 320-327. https://dx.doi.org/10.1016/j.chb.2017.03.064

Kimmerle, J., Moskaliuk, J., Brendle, D., & Cress, U. (2017). All in good time: Knowledge introduction, restructuring, and development of shared opinions as different stages in collaborative writing. International Journal of Computer-Supported Collaborative Learning, 12, 195-213. https://dx.doi.org/10.1007/s11412-017-9258-6

Yenikent, S., Holtz, P., & Kimmerle, J. (2017). The impact of topic characteristics and threat on willingness to engage with Wikipedia articles: Insights from laboratory experiments. Frontiers in Psychology, 8, Article 1960. https://dx.doi.org/10.3389/fpsyg.2017.01960 Open Access

Feinkohl, I., Cress, U., & Kimmerle, J. (2016). Reheating breakfast: Age and multitasking on a computer-based and a non-computer-based task. Computers in Human Behavior, 55, 432-438. https://dx.doi.org/10.1016/j.chb.2015.09.040 Volltext anfordern

Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2016). The impact of epistemological beliefs and cognitive ability on recall and critical evaluation of scientific information. Cognitive Processing, 17, 213-223. https://dx.doi.org/10.1007/s10339-015-0748-z Volltext anfordern

Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2016). The impact of personality factors and preceding user comments on the processing of research findings on deep brain stimulation: A randomized controlled experiment in a simulated online forum. Journal of Medical Internet Research, 18, e59. https://dx.doi.org/10.2196/jmir.4382 Open Access

Griewatz, J., Lammerding-Koeppel, M., Bientzle, M., Cress, U., & Kimmerle, J. (2016). Using simulated forums for training of online patient counselling. Medical Education, 50, 576-577. https://dx.doi.org/10.1111/medu.2016.50.issue-5

Jirschitzka, J., Kimmerle, J., & Cress, U. (2016). A new method for re-analyzing evaluation bias: Piecewise growth curve modeling reveals an asymmetry in the evaluation of pro and con arguments. PLOS ONE, 11, e0148283. https://dx.doi.org/10.1371/journal.pone.0148283 [Data] Open Access

Renner, B., Prilla, M., Cress, U., & Kimmerle, J. (2016). Effects of prompting in reflective learning tools: Findings from experimental field, lab, and online studies. Frontiers in Psychology, 7(820), Article 820. https://dx.doi.org/10.3389/fpsyg.2016.00820 Open Access

Bientzle, M., Cress, U., & Kimmerle, J. (2015). The role of tentative decisions and health concepts in assessing information about mammography screening. Psychology, Health & Medicine, 20, 670-679. https://dx.doi.org/10.1080/13548506.2015.1005017

Bientzle, M., Griewatz, J., Kimmerle, J., Küppers, J., Cress, U., & Lammerding-Köppel, M. (2015). Impact of scientific versus emotional wording of patient questions on doctor-patient communication in an Internet forum: A randomized controlled experiment with medical students. Journal of Medical Internet Research, 17, e268. https://dx.doi.org/10.2196/jmir.4597 Open Access

Fissler, T., Bientzle, M., Cress, U., & Kimmerle, J. (2015). The impact of advice seekers’ need salience and doctors’ communication style on attitude and decision making: a web-based mammography consultation role play. JMIR Cancer, 1(2), e10. https://dx.doi.org/10.2196/cancer.4279 Open Access

Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2015). Individual uncertainty and the uncertainty of science: The impact of perceived conflict and general self-efficacy on the perception of tentativeness and credibility of scientific information. Frontiers in Psychology, 6, Article 1859. https://dx.doi.org/10.3389/fpsyg.2015.01859 Open Access

Kimmerle, J., Flemming, D., Feinkohl, I., & Cress, U. (2015). How laypeople understand the tentativeness of medical research news in the media: An experimental study on the perception of information about deep brain stimulation. Science Communication, 37, 173-189. https://dx.doi.org/10.1177/1075547014556541 Volltext anfordern

Kimmerle, J., Moskaliuk, J., Oeberst, A., & Cress, U. (2015). Learning and collective knowledge construction with social media: A process-oriented perspective. Educational Psychologist, 50, 120-137. https://dx.doi.org/10.1080/00461520.2015.1036273

Kump, B., Moskaliuk, J., Cress, U., & Kimmerle, J. (2015). Cognitive foundations of organizational learning: Re-introducing the distinction between declarative and non-declarative knowledge. Frontiers in Psychology, 6, 1489. https://dx.doi.org/10.3389/fpsyg.2015.01489 Open Access

Bientzle, M., Cress, U., & Kimmerle, J. (2014). Epistemological beliefs and therapeutic health concepts of physiotherapy students and professionals. BMC Medical Education, 14, 208. https://dx.doi.org/10.1186/1472-6920-14-208

Cress, U., Schwämmlein, E., Wodzicki, K., & Kimmerle, J. (2014). Searching for the perfect fit: The interaction of community type and profile design in online communities. Computers in Human Behavior, 38, 313-321. https://dx.doi.org/10.1016/j.chb.2014.06.007 Volltext anfordern

Halatchliyski, I., Moskaliuk, J., Kimmerle, J., & Cress, U. (2014). Explaining authors’ contribution to pivotal artifacts during mass collaboration in the Wikipedia’s knowledge base. International Journal of Computer-Supported Collaborative Learning, 9, 97-115. https://dx.doi.org/10.1007/s11412-013-9182-3 Volltext anfordern

Kimmerle, J., Bientzle, M., & Cress, U. (2014). Personal experiences and emotionality in health-related knowledge exchange in Internet forums: A randomized controlled field experiment comparing responses to facts vs personal experiences. Journal of Medical Internet Research, 16:e277. https://dx.doi.org/10.2196/jmir.3766

Oeberst, A., Halatchliyski, I., Kimmerle, J., & Cress, U. (2014). Knowledge construction in Wikipedia: A systemic-constructivist analysis. Journal of the Learning Sciences, 23, 149-176. https://dx.doi.org/10.1080/10508406.2014.888352

Renner, B., Kimmerle, J., Cavael, D., Ziegler, V., Reinmann, L., & Cress, U. (2014). Web-based apps for reflection: A longitudinal study with hospital staff. Journal of Medical Internet Research, 16(3), Article e85. http://www.jmir.org/2014/3/e85/

Bientzle, M., Cress, U., & Kimmerle, J. (2013). How students deal with inconsistencies in health knowledge. Medical Education, 47, 683-690. https://dx.doi.org/10.1111/medu.12198 Volltext anfordern

Cress, U., Held, C., & Kimmerle, J. (2013). The collective knowledge of social tags: Direct and indirect influences on navigation, learning, and information processing. Computers & Education, 60, 59-73. https://dx.doi.org/10.1016/j.compedu.2012.06.015 Volltext anfordern

Cress, U., & Kimmerle, J. (2013). Computervermittelter Wissensaustausch als Soziales Dilemma: Ein Überblick. Zeitschrift für Pädagogische Psychologie, 27(1-2), 9-26. https://dx.doi.org/10.1024/1010-0652/a000085 Volltext anfordern

Gerbing, K.-K., Bientzle, M., Kimmerle, J., & Thiel, A. (2013). Die Nutzung von Komplementär- und Alternativmedizin im Spitzensport. Deutsche Zeitschrift für Sportmedizin, 64, 103-107.

Kimmerle, J., & Cress, U. (2013). The effects of TV and film exposure on knowledge about and attitudes toward mental disorders. Journal of Community Psychology, 41(8), 931-943. https://dx.doi.org/10.1002/jcop.21581 Volltext anfordern

Kimmerle, J., & Cress, U. (2013). The impact of cognitive anchors on information-sharing behavior. Cyberpsychology, Behavior, and Social Networking, 16(1), 45-49. https://dx.doi.org/10.1089/cyber.2012.0144 Volltext anfordern

Kimmerle, J., Thiel, A., Gerbing, K.-K., Bientzle, M., Halatchliyski, I., & Cress, U. (2013). Knowledge construction in an outsider community: Extending the communities of practice concept. Computers in Human Behavior, 29, 1078-1090. https://dx.doi.org/10.1016/j.chb.2012.09.010 Volltext anfordern

Matschke, C., Moskaliuk, J., & Kimmerle, J. (2013). The impact of group membership on collaborative learning with Wikis. Cyberpsychology, Behavior, and Social Networking, 16, 127-131. https://dx.doi.org/10.1089/cyber.2012.0254

Held, C., Kimmerle, J., & Cress, U. (2012). Learning by foraging: The impact of individual knowledge and social tags on web navigation processes. Computers in Human Behavior, 28, 34-40. https://dx.doi.org/10.1016/j.chb.2011.08.008 Volltext anfordern

Kimmerle, J., Gerbing, K.-K., Cress, U., & Thiel, A. (2012). Exchange of complementary and alternative medical knowledge in sport-related Internet fora. Sociology of Sport Journal, 29, 348-364. Volltext anfordern

Moskaliuk, J., Kimmerle, J., & Cress, U. (2012). Collaborative knowledge building with wikis: The impact of redundancy and polarity. Computers & Education, 58, 1049-1057. https://dx.doi.org/10.1016/j.compedu.2011.11.024 Volltext anfordern

Kimmerle, J., Moskaliuk, J., & Cress, U. (2011). Using wikis for learning and knowledge building: Results of an experimental study. Educational Technology & Society, 14(4), 138-148. http://www.ifets.info/journals/14_4/13.pdf

Kimmerle, J., Moskaliuk, J., Cress, U., & Thiel, A. (2011). A systems theoretical approach to online knowledge building. AI & Society: Journal of Knowledge, Culture and Communication, 26, 49-60. https://dx.doi.org/10.1007/s00146-010-0281-7 Volltext anfordern

Kimmerle, J., Wodzicki, K., Jarodzka, H. M., & Cress, U. (2011). Value of information, behavioral guidelines, and social value orientation in an information-exchange dilemma. Group Dynamics: Theory, Research, and Practice, 15(2), 173-186. https://dx.doi.org/10.1037/a0021467 Volltext anfordern

Moskaliuk, J., Kimmerle, J., Cress, U., & Hesse, F. W. (2011). Knowledge building in user-generated online Virtual Realities. Journal of Emerging Technologies in Web Intelligence, 3, 38-46. https://dx.doi.org/10.4304/jetwi.3.1.38-46

Moskaliuk, J., Rath, A., Devaurs, D., Weber, N., Lindstaedt, S. N., Kimmerle, J., & Cress, U. (2011). Automatic detection of accommodation steps as an indicator of knowledge maturing. Interacting with Computers, 23(3), 247-255. https://dx.doi.org/10.1016/j.intcom.2011.03.006 Volltext anfordern

Wodzicki, K., Schwämmlein, E., Cress, U., & Kimmerle, J. (2011). Does the type of anonymity matter? The impact of visualization on information sharing in online groups. Cyberpsychology, Behavior, and Social Networking, 14(3), 157-160.

Kimmerle, J. (2010). Supporting participation in organizational information exchange: Psychological recommendations. Development and Learning in Organizations, 24(4), 14-16.

Kimmerle, J., Cress, U., & Held, C. (2010). The interplay between individual and collective knowledge: Technologies for organisational learning and knowledge building. Knowledge Management Research & Practice, 8, 33-44. https://dx.doi.org/10.1057/kmrp.2009.36 Volltext anfordern

Kimmerle, J., Moskaliuk, J., Harrer, A., & Cress, U. (2010). Visualizing co-evolution of individual and collective knowledge. Information, Communication & Society, 13(8), 1099-1121. https://dx.doi.org/10.1080/13691180903521547 Volltext anfordern

Cress, U., Kimmerle, J., & Hesse, F. W. (2009). Impact of temporal extension, synchronicity, and group size on computer-supported information exchange. Computers in Human Behavior, 25 (3), 731-737. https://dx.doi.org/10.1016/j.chb.2009.01.010 Volltext anfordern

Kimmerle, J., & Cress, U. (2009). Visualization of group members’ participation: How information presentation formats support information exchange. Social Science Computer Review, 27(2), 243-261. https://dx.doi.org/10.1177/0894439309332312 Volltext anfordern

Kimmerle, J., Moskaliuk, J., & Cress, U. (2009). Individual learning and collaborative knowledge building with shared digital artifacts. International Journal of Behavioral, Cognitive, Educational and Psychological Sciences, 1 (1), 25-32. Volltext anfordern

Moskaliuk, J., & Kimmerle, J. (2009). Using wikis for organizational learning: Functional and psycho-social principles. Development and Learning in Organizations, 23 (4), 21-24.

Moskaliuk, J., Kimmerle, J., & Cress, U. (2009). Wiki-Supported learning and knowledge building: Effects of Incongruity between Knowledge and Information. Journal of Computer Assisted Learning, 25 (6), 549-561. https://dx.doi.org/10.1111/j.1365-2729.2009.00331.x Volltext anfordern

Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with Wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), 105-122. https://dx.doi.org/10.1007/s11412-007-9035-z

Cress, U., & Kimmerle, J. (2008). Endowment heterogeneity and identifiability in the Information-Exchange Dilemma. Computers in Human Behavior, 24, 862-874. https://dx.doi.org/10.1016/j.chb.2007.02.022 Volltext anfordern

Kimmerle, J., & Cress, U. (2008). Group awareness and self-presentation in computer-supported information exchange. International Journal of Computer-Supported Collaborative Learning, 3 (1), 85-97. https://dx.doi.org/10.1007/s11412-007-9027-z Volltext anfordern

Kimmerle, J., Wodzicki, K., & Cress, U. (2008). The social psychology of knowledge management. Team Performance Management, 14(7/8), 381-401. https://dx.doi.org/10.1108/13527590810912340 Volltext anfordern

Cress, U., & Kimmerle, J. (2007). Guidelines and feedback in information-exchange: The impact of behavioral anchors and descriptive norms in a social dilemma. Group Dynamics: Theory, Research, and Practice, 11, 42-53. https://dx.doi.org/10.1037/1089-2699.11.1.42 Volltext anfordern

Kimmerle, J., Cress, U., & Hesse, F. W. (2007). An Interactional Perspective on Group Awareness: Alleviating the Information-Exchange Dilemma (for everybody?). International Journal of Human-Computer Studies, 65 (11), 899-910. https://dx.doi.org/10.1016/j.ijhcs.2007.06.002 Volltext anfordern

Riss, U., Cress, U., Kimmerle, J., & Martin, S. (2007). Knowledge transfer by sharing task templates: Two approaches and their psychological requirements. Knowledge Management Research & Practice, 5, 287-296. https://dx.doi.org/10.1057/palgrave.kmrp.8500155 Volltext anfordern

Cress, U., Kimmerle, J., & Hesse, F. W. (2006). Information Exchange with Shared Databases as a Social Dilemma: The Effect of Metaknowledge, Bonus Systems, and Costs. Communication Research, 33, 370-390. https://dx.doi.org/10.1177/0093650206291481 Volltext anfordern

Themenhefte und Themenschwerpunkte

Pammer-Schindler, V., Ley, T., Kimmerle, J., & Littlejohn, A. (Eds.). (2022). Designing technologies to support professional and workplace learning for situated practice.. IEEE Transactions on Learning Technologies, 15(5).

Tagungsbände

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 Cham. https://dx.doi.org/10.1007/978-3-031-62110-9_20

Dietze, S., d'Aquin, M., Gasevic, D., Herder, E., & Kimmerle, J. (Eds.). (2018). Proceedings of the 7th International Workshop on Learning and Education with Web Data (#LILE2018) in conjunction with the 10th ACM Conference on Web Science (WebSci18). Amsterdam, The Netherlands: Association for Computing Machinery.

Yenikent, S., Buttliere, B., Fetahu, B., & Kimmerle, J. (2018). Wikipedia article measures in relation to content characteristics of lead sections. In S. Dietze, M. d'Aquin, D. Gasevic, E. Herder, & J. Kimmerle (Eds.), 7th International Workshop on Learning and Education with Web Data (#LILE2018) in conjunction with the 10th ACM Conference on Web Science (WebSci18) (pp. 5-8). Amsterdam, The Netherlands: Association for Computing Machinery.

Yenikent, S., Holtz, P., Thalmann, S., d'Aquin, M., & Kimmerle, J. (2018). Evaluating the AFEL learning tools: Didactalia users’ experiences with personalized recommendations and interactive visualizations. 13th European Conference on Technology Enhanced Learning (Paper 3). Heidelberg, Dordrecht, London, New York: Springer.

D'Aquin, M., Adamou, A., Dietze, S., Fetahu, B., Gadiraju, U., Hasani-Mavriqi, I., Holtz, P., Kimmerle, J., Kowald, D., Lex, E., Lopez.Sola, S., Maturana, R., Sabol, V., Troullinou, P., & Veas, E. (2017). AFEL: Towards Measuring Online Activities Contributions to Self-directed Learning. Proceedings of the 7th Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL) in conjunction with the 12th European Conference on Technology Enhanced Learning: Adaptive and Adaptable Learning (EC-TEL 2017). http://www.teleurope.eu/pg/file/read/400534/afel-towards-measuring-online-activities-contributions-to-selfdirected-learning

Bientzle, M., Cress, U., & Kimmerle, J. (2014). The role of inconsistencies in collaborative knowledge construction. Proceedings of the 11th International Conference of the Learning Sciences (Vol. I, pp. 102-109). Boulder, CO: International Society of the Learning Sciences.

Kimmerle, J., Moskaliuk, J., Bientzle, M., Thiel, A., & Cress, U. (2012). Using controversies for knowledge construction: Thinking and writing about alternative medicine. Proceedings of the 10th International Conference of the Learning Sciences (pp. 1-8). Sydney: International Society of the Learning Sciences.

Halatchliyski, I., Kimmerle, J., & Cress, U. (2011). Divergent and convergent knowledge processes on Wikipedia. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. II, pp. 566-570). Hong Kong: International Society of the Learning Sciences.

Kimmerle, J., Abels, K., Becher, K., Beckers, A., Haussmann, A., Thiel, A., & Cress, U. (2011). Construction of health knowledge in an alternative medical community of practice: Hermeneutic analysis of a web forum. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. I, pp. 1-8). Hong Kong: International Society of the Learning Sciences.

Moskaliuk, J., Weber, N., Stern, H., Kimmerle, J., Cess, U., & Lindstaedt, S. N. (2011). Evaluation of social media collaboration using task-detection methods. In C. Delgado Kloos, D. Gillet, R. M. Crespo García, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning - 6th European Conference of Technology Enhanced Learning, EC-TEL 2011 (pp. 248-259). Heidelberg, Dordrecht, London, New York: Springer.

Halatchliyski, I., Moskaliuk, J., Kimmerle, J., & Cress, U. (2010). Who integrates the networks of knowledge in Wikipedia? Proceedings of the 6th International Symposium on Wikis and Open Collaboration. New York: ACM Press. doi 10.1145/1832772.1832774.

Kimmerle, J., Cress, U., Held, C., & Moskaliuk, J. (2010). Social Software and Knowledge Building: Supporting Co-Evolution of Individual and Collective Knowledge. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) (Vol. 1 - Full Papers, pp. 9-16). Chicago, IL: International Society of the Learning Sciences.

Cress, U., & Kimmerle, J. (2009). Knowledge exchange as a motivational problem – Results of an empirical research program. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL 2009 Conference Proceedings (Vol. 1, pp. 444-453). International Society of the Learning Sciences (ISLS).

Kimmerle, J., Moskaliuk, J., & Cress, U. (2009). Learning and knowledge building with social software. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (Vol. 1, pp. 459-468). International Society of the Learning Sciences (ISLS).

Kimmerle, J., Moskaliuk, J., & Cress, U. (2009). Understanding Learning – the Wiki Way. Proceedings of the 5th International Symposium on Wikis and Open Collaboration. New York: ACM Press.

Harrer, A., Moskaliuk, J., Kimmerle, J., & Cress, U. (2008). Visualizing Wiki-Supported Knowledge Building: Co-Evolution of Individual and Collective Knowledge. Proceedings of the International Symposium on Wikis 2008 (Wikisym). New York: ACM Press.

Kimmerle, J., Moskaliuk, J., & Cress, U. (2008). Individual learning and collaborative knowledge building with shared digital artifacts. Proceedings of World Academy of Science, Engineering and Technology (Vol. 36, pp. 719-726). Bangkok, Thailand: World Academy of Science, Engineering and Technology.

Moskaliuk, J., Kimmerle, J., & Cress, U. (2008). Learning and Knowledge Building with Wikis: The Impact of Incongruity between People’s Knowledge and a Wiki’s Information. In G. Kanselaar, V. Jonker, P.A. Kirschner, & F.J. Prins (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. 99-106). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc.

Cress, U., & Kimmerle, J. (2007). A Theoretical Framework of Collaborative Knowledge Building with Wikis - a Systemic and Cognitive Perspective. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 7th Computer Supported Collaborative Learning Conference (pp. 153-161). New Brunswick, NJ: International Society of the Learning Sciences.

Kimmerle, J., & Cress, U. (2007). Group Awareness and Self-Presentation in the Information-Exchange Dilemma: An interactional Approach. In C. A. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the Computer Supported Collaborative Learning Conference 2007: International Society of the Learning Sciences (pp. 367-374). New Brunswick, NJ: International Society of the Learning Sciences.

Kimmerle, J., Cress, U., & Hesse, F. W. (2006). A challenge for knowledge management: Situational and personal factors of influence in web-based information-exchange. In M. Boumedine, & C. Touzet (Eds.), Knowledge Sharing and Collaborative Engineering (pp. 57-62). Anaheim, Calgary, Zürich: ACTA Press.

Riss, U., Cress, U., Kimmerle, J., & Martin, S. (2006). Knowledge transfer by sharing task patterns: From experiment to application. In J. S. Edwards (Ed.), Proceedings of KMAC2006, The Third Knowledge Management Aston Conference (pp. 121-133). Birmingham: Operational Research Society.

Bücher

Kimmerle, J. (2006). Persönlichkeit und Group Awareness im Wissensmanagement: Aptitude-Treatment-Interaktionseffekte im Informationsaustausch-Dilemma, Band 3 der Reihe Wissensprozesse und digitale Medien. Berlin: Logos.

Buchbeiträge

Greving, H., Bruckermann, T., & Kimmerle, J. (2023). Praxisbeitrag: Experimentelle Methoden in der evaluativen Wissenschaftskommunikationsforschung am Beispiel von Bürgerwissenschaftsprojekten. In P. Niemann, V. van den Bogaert, & R. Ziegler (Eds.), Evaluationsmethoden der Wissenschaftskommunikation. (pp. 305-317). Springer. https://dx.doi.org/10.1007/978-3-658-39582-7

Kimmerle, J. (2021). How laypeople process health news articles: Effects on perception and participation on the internet. In O. Kramer & M. Gottschling (Eds.), Recontextualized knowledge. Rhetoric – situation – science communication (pp. 169-181). De Gruyter.

Kimmerle, J., Fischer, F., & Cress, U. (2021). Argumentation and knowledge construction. In U. Cress, C. Rosé, A. F. Wise, &, J. Oshima (Eds.), International handbook of computer-supported collaborative learning (pp. 183-198). Springer International Publishing.

Holtz, P., Cress, U., & Kimmerle, J. (2020). Lernen in sozialen Medien. In H. Niegemann & A. Weinberger (Eds.), Handbuch Bildungstechnologie (pp. 677-687). Berlin: Springer.

Cress, U., Kimmerle, J., & Hesse, F. W. (2019). Bedeutung des Internets und sozialer Medien für Wissen und Bildung. In O. Köller, M. Hasselhorn, F. W. Hesse, K. Maaz, J. Schrader, H. Solga, C. K. Spieß, & K. Zimmer (Eds.), Das Bildungswesen in Deutschland. Bestand und Potenziale (pp. 895-916). Bad Heilbrunn: Klinkhardt.

Holtz, P., & Kimmerle, J. (2019). „Lügenpresse“ und der Hostile Media Effekt. In M. Appel (Ed.), Die Psychologie des Postfaktischen. Über „Fake News“, „Lügenpresse“, Clickbait & Co. (pp. 21-31). Heidelberg: Springer.

Cress, U., & Kimmerle, J. (2018). Collective knowledge construction. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 137-146). New York, NY: Routledge.

Cress, U., & Kimmerle, J. (2017). The interrelations of individual learning and collective knowledge construction: A cognitive-systemic framework. In S. Schwan & U. Cress (Eds.), The psychology of digital learning (pp. 123-145). Cham, Switzerland: Springer International Publishing.

Kimmerle, J., Bientzle, M., Cress, U., Flemming, D., Greving, H., Grapendorf, J., Sassenrath, C., & Sassenberg, K. (2017). Motivated processing of health-related information in online environments. In J. Buder & F. W. Hesse (Eds.), Informational environments: Effects of use, effective designs (pp. 75-96). Cham, Switzerland: Springer International Publishing. https://dx.doi.org/10.1007/978-3-319-64274-1_4

Sassenberg, K., Kimmerle, J., Utz, S., & Cress, U. (2017). Soziale Beziehungen und Gruppen im Internet. In H.W. Bierhoff & D. Frey (Eds.), Enzyklopädie der Psychologie. Kommunikation, Interaktion und soziale Gruppenprozesse (pp. 441-467). Göttingen: Hogrefe.

Cress, U., Feinkohl, I., Jirschitzka, J., & Kimmerle, J. (2016). Mass collaboration as co-evolution of cognitive and social systems. In U. Cress, J. Moskaliuk, & H. Jeong (Eds.), Mass collaboration and education (pp. 85-104). Cham, Switzerland: Springer International Publishing.

Cress, U., & Kimmerle, J. (2016). Gemeinsame Wissenskonstruktion im Internet. In N. C. Krämer, S. Schwan, D. Unz, & M. Suckfüll (Eds.), Medienpsychologie: Schlüsselbegriffe und Konzepte (pp. 441-446). Stuttgart: Kohlhammer.

Kimmerle, J., Bientzle, M., & Cress, U. (2016). Learning communication skills for dealing with different perspectives: Technologies for health sciences education. In S. Bridges, L. K. Chan, & C. E. Hmelo-Silver (Eds.), Educational Technologies in Medical and Health Sciences Education (pp. 139-157). London, New York: Springer.

Oeberst, A., Kimmerle, J., & Cress, U. (2016). What is knowledge? Who creates it? Who possesses it? The need for novel answers to old questions. In U. Cress, J. Moskaliuk, & H. Jeong (Eds.), Mass collaboration and education (pp. 105-124). Cham, Switzerland: Springer International Publishing.

Matschke, C., Kimmerle, J., Moskaliuk, J., Schümmer, T., & Cress, U. (2014). Motivation bei der Nutzung von Web 2.0 in der Bildung. In N. C. Krämer, N. Sträfling, N. Malzahn, T. Ganster, & U. Hoppe (Eds.), Lernen im Web 2.0 – Erfahrungen aus Berufsbildung und Studium (pp. 227-243). Bonn: Bundesinstitut für Berufsbildung.

Cress, U., & Kimmerle, J. (2013). Successful knowledge building needs group awareness: Interaction analysis of a 9th grade CSCL biology lesson. In D. Suthers, K. Lund, C. P. Rosé, C. Teplovs, & N. Law (Eds.), Productive multivocality in the analysis of group interactions (pp. 495-509). New York: Springer.

Kimmerle, J. (2013). Agenda-Setting; Digital Divide; Displacement; Hostile-Media-Effekt; Kultivierungshypothese; Media Richness Theory; Media Synchronicity Theory; Medienrezeption; Reduced-Social-Cues-Ansatz; SIDE-Modell; Theorie der sozialen Informationsverarbeitung; Third Person Effekt; Wissensklufthypothese. In M. A. Wirtz (Ed.), Dorsch - Lexikon der Psychologie (16. Aufl., p. 107 ff.). Bern: Huber.

Kimmerle, J., & Hesse, F. W. (2013). Computervermittelte Kommunikation.. In M. A. Wirtz (Ed.), Dorsch – Lexikon der Psychologie (16. Aufl., p. 337). Bern: Huber.

Kimmerle, J., Cress, U., & Moskaliuk, J. (2011). Wiki-supported knowledge building – theory, research and application. In S. Bocconi & G. Trentin (Eds.), Wiki Supporting Formal and Informal Learning (pp. 41-56). Hauppauge, NY: Nova Science Publishers.

Moskaliuk, J., & Kimmerle, J. (2011). Die Wikipedia als Werkzeug für individuelle und kooperative Lernprozesse. In Wikimedia Deutschland e.V. (Ed.), Alles über Wikipedia – und die Menschen hinter der größten Enzyklopädie der Welt (pp. 243-246). Hamburg: Hoffmann und Campe.

Cress, U., & Kimmerle, J. (2010). Wissensaustausch als motivationales Problem – Resultate eines empirischen Forschungsprogramms. In H. Risku & M. Peschl (Eds.), Kognition und Technologie im kooperativen Lernen: Vom Wissenstransfer zur Knowledge Creation (pp. 57-76). Göttingen: Vienna University Press / V&R Unipress.

Kimmerle, J. (2009). Agenda-Setting; Displacement; Kultivierungshypothese; Media Richness Theorie; Media Synchronicity Theorie; Reduced Social Cues Ansatz; SIDE-Modell; Theorie der sozialen Informationsverarbeitung; Third Person Effekt; Wissenskluft-Hypothese. In H. Häcker & K.-H. Stapf (Eds.), Dorsch – Psychologisches Wörterbuch (15. Aufl.). Bern: Huber.

Kimmerle, J., & Cress, U. (2009). Knowledge communication with shared databases. In J. Erickson (Ed.), Database Technologies: Concepts, Methodologies, Tools, and Applications (Vol. III, pp. 1670-1681). Hershey, PA: Information Science Reference.

Kimmerle, J., & Hesse, F. W. (2009). Computervermittelte Kommunikation.. In H. Häcker & K.-H. Stapf (Eds.), Dorsch – Psychologisches Wörterbuch (15. Aufl.). Bern: Huber.

Moskaliuk, J., Kimmerle, J., & Cress, U. (2009). Virtual Reality 2.0 and Its Application in Knowledge Building. In S. Murugesan (Ed.), Handbook of Research on Web 2.0, 3.0 and X.0: Technologies, Business, and Social Applications (pp. 573-595). Hershey, PA: IGI Global.

Kimmerle, J. (2008). Partizipation an Wikis: motivationale und soziale Erklärungsansätze. In J. Moskaliuk (Ed.), Konstruktion und Kommunikation von Wissen mit Wikis (pp. 69-82). Boizenburg: Verlag Werner Hülsbusch.

Kimmerle, J., & Cress, U. (2008). Knowledge communication with shared databases. In S. Kelsey, & K. St. Amant (Eds.), Handbook of Research on Computer-Mediated Communication (pp. 424-435). Hershey, PA: Information Science Reference.

Moskaliuk, J., & Kimmerle, J. (2008). Analyse und Visualisierung von Prozessen der Wissenskonstruktion am Beispiel von Wikipedia. In J. Moskaliuk (Ed.), Konstruktion und Kommunikation von Wissen mit Wikis (pp. 151-162). Boizenburg: Verlag Werner Hülsbusch.

Cress, U., & Kimmerle, J. (2006). Teilen von Wissen - eine psychologische Perspektive. In U. Cress (Ed.), Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement (pp. 15-29). Bern: Huber.

Kimmerle, J. (2006). Datenbanken im personenorientierten Wissensmanagement. In U. Cress (Ed.), Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement (pp. 49-68). Bern: Huber.

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.

Kimmerle, J. (2023). Mein Projekt-Favorit. DUZ: Magazin für Wissenschaft und Gesellschaft, 7, 66.

Bientzle, M., Kimmerle, J., Hirt, B., & Shiozawa, T. (2018). OPs mit tausenden von Zuschauern. ergopraxis, 11, 46.

Bientzle, M., Kimmerle, J., Hirt, B., & Shiozawa, T. (2018). Einer operiert und Tausende schauen zu. physiopraxis, 4(18), 46.

Bientzle, M., Lechner, C., & Kimmerle, J. (2018). Physiotherapieausbildung 3.0 - Online Peer Tutoring in der fachpraktischen Ausbildung: Umsetzung und Ergebnisse. pt_Zeitschrift für Physiotherapeuten, 70(3), 95-99.

Lechner, C., Bientzle, M., & Kimmerle, J. (2018). Physiotherapieausbildung 3.0 - Online Peer Tutoring in der fachpraktischen Ausbildung: Ausgangssituation und didaktisches Konzept. pt_Zeitschrift für Physiotherapeuten, 70(2), 87-90.

Moskaliuk, J., & Kimmerle, J. (2009). Wikis: Zehn Erfolgsfaktoren für die Unternehmenspraxis. Wissensmanagement, 2, 27-29.

Hesse, F. W., Kimmerle, J., & Cress, U. (2008). Wissensmanagement durch kollaborative Wissenskonstruktion. DOK.magazin, 2, 68-73.

Cress, U., & Kimmerle, J. (2006). Social Software im Unternehmen - (k)ein Strohfeuer? Wissensmanagement, 8 (5), 14-17.

Dollinger, A., & Kimmerle, J. (2005). Best Practice: PE-Instrumente bei Globus - Personalentwicklung ist Führungsaufgabe. Manager-Seminare, 84, 68-74.

Cress, U., & Kimmerle, J. (2004). Anreize zum Info-Teilen. Manager-Seminare, 79, 17-23.

Konferenzbeiträge

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). Universität Wien, Austria. https://dgps2024.univie.ac.at/home-news/ [Poster]

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. Center for Rhetorical Science Communication Research on Artificial Intelligence (RHET AI), Tübingen. https://rhet.ai/2024/05/02/persuasive-algorithms-the-rhetorics-of-generative-ai/ [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]

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). Universität Wien, Austria. https://dgps2024.univie.ac.at/home-news/ [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., 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. Leibniz-Institut für Wissensmedien, Tübingen. https://www.iwm-tuebingen.de/www/en/forschung/forschungsbereiche/MAI_Event/index.html [Poster]

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. LERN-Jahrestagung 2024 (Leibniz-Forschungsnetzwerk Bildungspotenziale). Tübingen. https://www.leibniz-bildung.de/veranstaltung/lern-jahrestagung-2024-krisen/; [Poster]

Bruckermann, T., Greving, H., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2023, März 29-30). Sind Einstellungen zur Beteiligung an CS bereits zu Beginn wichtig? – ein Ergebnis aus dem WTimpact Projekt. CitSciHelvetia‘23. Solothurn, Schweiz. [Vortrag]

Bruckermann, T., Greving, H., Schumann, A., Straka, T. M., Lewanzik, D., Voigt-Heucke, S. L., Marggraf, L., Lorenz, J., Brandt, M., Voigt, C. C., Kimmerle, J., & Harms, U. (2023, März 29-30). Beeinflusst der Beteiligungsgrad in CS-Projekten die Lernergebnisse? – ein Ergebnis aus dem WTimpact Projekt. CitSciHelvetia‘23. Solothurn, Schweiz. [Vortrag]

Daugelat, M.-C., Kimmerle, J., Schag, K., & Giel, K. E. (2023, September 27-29). Die Entwicklung von Patient Narratives zur Verbesserung der Behandlungsmotivation bei Patientinnen mit Essstörungen. 1. Gemeinsamer Kongress der Deutschen Adipositas-Gesellschaft (DAG) und Deutschen Gesellschaft für Essstörungen (DGESS). Gera. [Vortrag]

Greving, H., Bruckermann, T., Schumann, A., Börner, K., Hagen, R., Kimmig, S. E., Lewanzik, D., Lorenz, J., Marggraf, J., Stillfried, M., Straka, T. M., Wolters, M. K., Voigt-Heucke, S., Voigt, C. C., Brandt, M., Harms, U., & Kimmerle, J. (2023, November 29-30). Kann ich auch mitmachen? Analyse der Beteiligungsgruppen in Citizen-Science-Projekten. Forum Citizen Science 2023. Universität Freiburg. [Poster]

Thomas, J., Greving, H., Bruckermann, T., Düsing, K., van den Bogaert, V., Lewanzik, D., Schuhmann, A., Brandt, M., & Kimmerle, J. (2023, September 18-21). Den Forschungsprozess vermitteln: Bewertung der Vorläufigkeit und Glaubwürdigkeit wissenschaftlicher Erkenntnisse anhand eines videobasierten Transferinstruments. Internationale Tagung der Fachsektion Didaktik der Biologie (FDdB) im VBIO 2023. Ludwigsburg. [Poster]

Greving, H., Bruckermann, T., Düsing, K., Van den Bogaert, V., Lewanzik, D., Schumann, A., Brandt, M., & Kimmerle, J. (2022, November 25-26). Vorläufigkeit und Glaubwürdigkeit: Wie nehmen Schüler*innen wissenschaftliche Erkenntnisse wahr? – Ein VideT-Teilprojekt. Early Career Researcher Konferenz „WiSuaL 2022 – Wissenschaftsvermittlung in Schülerlaboren und außerschulischen Lernkontexten”. Ruhr-Universität Bochum. [Poster]

Kimmerle, J. (2022, Oktober 19-21). Fragilität und Glaubwürdigkeit wissenschaftlicher Erkenntnisse. 10 Years Anniversary Conference of LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Eberhard Karls Universität Tübingen. [Vortrag]

Lermann Henestrosa, A., Cress, U., & Kimmerle, J. (2022, March 20-23). AI for science communication: How authorship and evaluative information presentation affect the acceptance of science journalism. 64. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Cologne (online conference). https://teap2022.uni-koeln.de/sites/teap2022/user_upload/TeaP2022_AbstractBooklet.pdf [Talk]

Lermann Henestrosa, A., Herter, E., & Kimmerle, J. (2022, September 10-15). Perception of AI science journalism: The impact of information presentation and AI characteristics on credibility perceptions. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Symposium “Human-Agent Interaction ”. Hildesheim. [Talk]

Lermann Henestrosa, A., & Kimmerle, J. (2022, May 25). The effects of assumed authorship on the perception of automated science journalism. Preconference “The Science of Science Communication: Mapping the Field” at the 72nd Annual Conference of the International Communication Association (ICA). Sorbonne University. Paris, France. [Talk]

Greving, H., Bruckermann, T., & Kimmerle, J. (2021, Mai 6-7). WTimpact – Die Rolle von Ownership und Mitgefühl für die Beteiligung an Citizen-Science-Projekten. Forum Citizen Science #digital. Berlin. [Vortrag]

Shiozawa, T., Theiss, C., Scholz, M., Ödemis, V., Bräuer, J., Grosser, J., Kimmerle, J., Hirt, B., & Bientzle, M. (2021, September 16-17). Was lernen Studierende in einer klinisch-anatomischen Live Stream Vorlesung? Eine multizentrische Studie an ausgewählten Regel- und Modellstudiengängen. GMA-Jahrestagung (Gesellschaft für Medizinische Ausbildung). Zürich, Schweiz. [Vortrag]

Eggeling, M., Kimmerle, J., Bientzle, M., Hirt, B., & Shiozawa-Bayer, T. (2020, May). Medical Online Platforms as Cognitive Interfaces. The impact of individual and technological features on learning and processing of complex medical information. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]

Greving, H., Bruckermann, T., & Kimmerle, J. (2020, February). If you want to like it, you have to own it: The role of ownership in citizen science projects. 21st Annual Meeting of the Society for Personality and Social Psychology. New Orleans, LA, USA. [Poster]

Greving, H., Bruckermann, T., Stillfried, M., Börner, K., Schumann, A., Brandt, M., Harms, U., & Kimmerle, J. (2020, July). Wildlife attitudes and ownership influence attitudes toward science via active online behavior: A longitudinal citizen science study. 19th General Meeting of the European Association of Social Psychology (EASP). Krakow, Poland. (Conference cancelled). [Poster]

Greving, H., Cress, U., & Kimmerle, J. (2020, February). Emotions in Wikipedia: Anger in Wikipedia articles about man-made attacks and the mediating role of threat. Emotion Preconference of the 21st Annual Meeting of the Society for Personality and Social Psychology. New Orleans, LA, USA. [Poster]

Bientzle, M., Großer, J., Kimmerle, J., Shiozawa-Bayer, T., & Hirt, B. (2019, Oktober). Die Öffnung der Hochschullehre in der Medizin. Empirische Analyse offener digitaler Lehre in der Medizin - Open Teach. Fachtagung „Safety first? Datensicherheit und innovative Lehre zusammendenken“ des Hochschulforums Digitalisierung. Bonn, Deutschland. [Poster]

Eggeling, M., Bientzle, M., Cress, U., Shiozawa, T., & Kimmerle, J. (2019, October). The impact of physicians’ recommendations on treatment preference and attitudes: A randomized controlled experiment on shared decision-making. 17th International Conference on Communication in Healthcare (ICCH). San Diego, USA. [Talk]

Eggeling, M., Bientzle, M., & Kimmerle, J. (2019, July). The impact of physicians' recommendations on treatment preference and attitudes: An experimental study on shared decision making. 10th International Shared Decision Making Conference. Quebec City, Canada. [Talk]

Eggeling, M., Bientzle, M., Meinhardt, A.-L., & Kimmerle, J. (2019, October). The impact of physicians’ recommendations and gender on informed decision making. 41st Annual Meeting of the Society for Medical Decision Making. Portland, USA. [Poster]

Flemming, D., & Kimmerle, J. (2019, September). Laienverständnis von Fragilität und die Glaubwürdigkeit wissenschaftlicher Befunde. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPSY). Leipzig, Deutschland. [Vortrag]

Flemming, D., Sinatra, G., & Kimmerle, J. (2019, July). How refutation texts affect meta-cognitive and behavioral variables. Annual Meeting of the Society for Text and Discourse. New York, USA. [Poster]

Greving, H., Cress, U., & Kimmerle, J. (2019, March). Oh no, the poor fox! The role of compassion for participation intentions and attitudes toward citizen science projects. International Convention of Psychological Science (ICPS). Paris, France. [Poster]

Grosser, J., Bientzle, M., Shiozawa, T., Hirt, B., & Kimmerle, J. (2019, August). Learning from an applied online learning platform: Insights into Tuebingen’s Sectio Chirurgica. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]

Grosser, J., Bientzle, M., Shiozawa-Bayer, T., Hirt, B., & Kimmerle, J. (2019, August). Educational online videos for students from different disciplines: The impact on learning and attitude toward inter-professional cooperation. Annual Conference of the Association for Medical Education in Europe (AMEE). Vienna, Austria. [Talk]

Großer, J., Bientzle, M., & Kimmerle, J. (2019, April). Learning from digital educational videos: The impact of the source profession on attitude, expectation, and knowledge. Tagung Experimentell Arbeitender Psychologen (TEAP 2019). London, United Kingdom. [Poster]

Riese, M., Bientzle, M., Kimmerle, J., Cress, U., & Matschke, C. (2019, September). Der Einfluss des physiotherapeutischen Ausbildungsweges auf die Identifikation mit dem Berufsstand und die gewünschte zukünftige Tätigkeit. Jahrestagung der Gesellschaft für Medizinische Ausbildung. Frankfurt am Main, Deutschland. [Vortrag]

Shiozawa, T., Bientzle, M., Grosser, J., Kimmerle, J., & Hirt, B. (2019, Januar). Die Öffnung der Hochschullehre – Empirische Analyse offener digitaler Lehre in der Medizin. Vorstellung der Medizinischen Fakultät Tübingen: „Lehre in Posterrounds“ im Studiengang „Master of Medical Education“. Tübingen, Deutschland. [Poster]

Shiozawa, T., Bientzle, M., Großer, J., Kimmerle, J., & Hirt, B. (2019, August). Twitch’ing Medical Education – the potential of live stream lectures. Association for Medical Education (AMEE) Conference 2019. Vienna, Austria. [Talk]

Yu, R., d'Aquin, M., Gasevic, D., Kimmerle, J., Herder, E., & Ewerth, R. (2019, June). Linked Learning 2019: 8th International Workshop on Learning and Education with Web Data (#LILE2019). 11th ACM Conference on Web Science (WebSci19). Boston, USA. [Workshop Organisation]

Cress, U., & Kimmerle, J. (2018, Januar). Wie gut verstehen Laien die Fragilität wissenschaftlicher Inhalte? Interdisziplinärer Workshop „Missverstehen“. Universität Stuttgart. [Vortrag]

Dietze, S., d'Aquin, M., Gasevic, D., Kimmerle, J., & Herder, E. (2018, May). Workshop LILE2018 - Learning & Education with Web Data. 10th ACM Conference on Web Science (WebSci18). Amsterdam, The Netherlands. [Workshop Organisation]

Eggeling, M., Bientzle, M., & Kimmerle, J. (2018, April). Using videos of live surgeries to communicate medical knowledge to the public. 15th International Public Communication of Science and Technology Conference. Dunedin, New Zealand. [Talk]

Eggeling, M., Bientzle, M., & Kimmerle, J. (2018, June). Supporting shared decision making: What do patients need? Leibniz PhD Network Conference on Interdisciplinarity. Magdeburg. [Poster]

Flemming, D., & Kimmerle, J. (2018, Oktober). Der Einfluss narrativer und visueller Emotionalisierung auf Wissenserwerb und Risikowahrnehmung. Lernprozess im Fokus: Forschung zu digitalen Medien in der Hochschullehre (#LearnMap-Konferenz). Leibniz-Institut für Wissensmedien, Tübingen. [Vortrag]

Flemming, D., Kimmerle, J., & Sinatra, G. (2018, July). Refutation texts as tools to support laypeople’s appraisal of scientific tentativeness. Annual Meeting of the Society for Text and Discourse. Brighton, UK. [Poster]

Greving, H., Cress, U., & Kimmerle, J. (2018, September). Ärger in Wikipedia: Die Rolle von Bedrohung bei ärgerbezogenen Reaktionen in Wikipedia-Artikeln zu menschengemachten, negativen Ereignissen. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt. [Vortrag]

Grosser, J., Bientzle, M., Koebele, A., Klier, R., & Kimmerle, J. (2018, Oktober). Der Einfluss der wahrgenommenen Referentenprofession auf informelles Lernen mit digitalen Medien. #LearnMap-Konferenz. Tübingen. [Vortrag]

Großer, J., Bientzle, M., & Kimmerle, J. (2018, February). Learning from an interactive online platform: Anatomy and inter-professional collaboration in the operation room. Innovations in Medical Education Conference. Los Angeles, CA, USA. [Poster]

Großer, J., Bientzle, M., Shiozawa-Bayer, T., Hirt, B., & Kimmerle, J. (2018, August). Learning from an interactive online platform: Anatomy in the inter-professional operation room. Annual Conference of the Association for Medical Education in Europe (AMEE). Basel, Switzerland. [Talk]

Hirt, B., & Kimmerle, J. (2018, Januar). Gemeinsam online Lernen in unterschiedlichen medizinischen Berufen - das Projekt OpenTeach. LEARNTEC 2018. Karlsruhe. [Vortrag]

Holtz, P., Cress, U., & Kimmerle, J. (2018, September). AFEL – Reconstructing processes of everyday learning from internet activity data. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]

Kimmerle, J. (2018, Februar). Medienpsychologie: Medienwahl, Mediennutzung, Medienwirkung. Regionale Lehrerfortbildung Medienpsychologie, Referat 75, Regierungspräsidium Stuttgart. Stuttgart. [Vortrag]

Kimmerle, J., & Greving, H. (2018, September). Beteiligung in Citizen Science Projekten: Emotionale Einflussfaktoren. Forum Citizen Science. Frankfurt am Main. [Poster]

Kimmerle, J., & Greving, H. (2018, December). Emotions in Wikipedia: Feelings and expressions of anger about man-made attacks are mediated by threat appraisal. Hong Kong International Conference on Education, Psychology and Society. Hong Kong, China. [Talk]

Kümmel, E., Irle, G., Moskaliuk, J., Kimmerle, J., & Cress, U. (2018, April). Ambivalenz von Performanzkriterien: Lernergebnisse in digitaler Lernumgebung. Jahrestagung LERN 2018: Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung. Tübingen. [Poster]

Kümmel, E., Irle, G., Moskaliuk, J., Kimmerle, J., & Cress, U. (2018, September). Learners' performance criteria in digital learning environments. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt. [Poster]

Kümmel, E., Irle, G., Moskaliuk, J., Kimmerle, J., & Cress, U. (2018, June). How learning outcomes are measured in digital learning environments in higher education. 13th International Conference of the Learning Sciences (ICLS). London, UK. [Poster]

Shiozawa, T., Bientzle, M., Großer, J., Kimmerle, J., & Hirt, B. (2018, September). TwitchTMing medical education – das Potential von Live Stream Lectures. GMA-Jahrestagung (Gesellschaft für Medizinische Ausbildung). Wien, Österreich. [Talk]

Yenikent, S., Buttliere, B., Fetahu, B., & Kimmerle, J. (2018, April). What drives online knowledge production? A textual analysis of Wikipedia articles. International Conference on Education in Mathematics, Science and Technology (ICEMST2018). Marmaris, Türkei. [Poster]

Yenikent, S., Buttliere, B., Fetahu, B., & Kimmerle, J. (2018, May). Wikipedia article measures in relation to content characteristics of lead sections. 7th International Workshop on Learning and Education with Web Data (#LILE2018) in conjunction with the 10th ACM Conference on Web Science (WebSci18). Amsterdam, The Netherlands. [Talk]

Yenikent, S., Holtz, P., & Kimmerle, J. (2018, September). Keep calm and wiki on: How do topic characteristics and threat perception influence Wikipedia engagement? 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Talk]

Yenikent, S., Holtz, P., Thalmann, S., D‘Aquin, M., & Kimmerle, J. (2018, September). Evaluating the AFEL learning tool: Didactalia users’ experiences with personalized recommendations and interactive visualizations. European Conference of Technology Enhanced Learning (EC-TEL). Leeds, UK. [Talk]

Yenikent, S., & Kimmerle, J. (2018, December). How political actions affect Wikipedia: The case of the Turkish Wikipedia ban. European Symposium Series on Societal Challenges in Computational Social Science. Köln. [Poster]

Yenikent, S., & Kimmerle, J. (2018, December). How political actions affect Wikipedia: The case of the Turkish Wikipedia ban. 2nd European Symposium on Societal Challenges in Computational Social Science (#eurocss). Köln. [Poster]

Bientzle, M., Steffen, W., Jeong, H., Cress, U., & Kimmerle, J. (2017, June). Text chatting in collaborative writing: Its role in coordinating activities. 12th International Conference on Computer Supported Collaborative Learning. Philadelphia, PA, USA. [Poster]

D'Aquin, M., Adamou, A., Dietze, S., Fetahu, B., Gadiraju, U., Hasani-Mavriqi, I., Holtz, P., Kimmerle, J., Kowald, D., Lex, E., Lopez Sola, S., Maturana, R., Sabol, V., Troullinou, P., & Veas, E. (2017, September). AFEL: Towards measuring online activities contributions to self-directed learning. 7th Workshop on Awareness and Reflection in Technology Enhanced Learning. Tallinn, Estonia. [Talk]

Greving, H., Oeberst, A., Kimmerle, J., & Cress, U. (2017, July). Collectively angry? Emotional content in Wikipedia articles on negative man-made and nature-made events. 18th General Meeting of the European Association of Social Psychology (EASP). Granada, Spain. [Poster]

Großer, J., Bientzle, M., Kimmerle, J., Shiozawa-Bayer, T., & Hirt, B. (2017, Juli). Die Öffnung der Hochschullehre. Empirische Analyse offener digitaler Lehre in der Medizin - Open Teach. Fachtagung „Hochschulen im digitalen Zeitalter“ des Bundesministeriums für Bildung und Forschung. Berlin. [Poster]

Kimmerle, J. (2017, March). Motivated processing of medical information on the Internet: Empirical findings on cognitive and affective processes: Recontextualizing Knowledge: Situation in Science Communication. Tuebingen. [Talk]

Yenikent, S., Kimmerle, J., & Holtz, P. (2017, September). Effects of perceived topic characteristics and mortality salience on willingness to contribute to Wikipedia. 10th Conference of the Media Psychology Division of the German Psychological Society. Landau. [Poster]

Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2016, April). The impact of epistemological beliefs and cognitive ability on recall and critical evaluation of scientific information. ELSA Statusseminar. BMBF, Berlin. [Poster]

Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2016, April). User comments about deep brain stimulation: How conflictual information in online science journalistic articles influences laypeople's understanding of scientific tentativeness. ELSA Statusseminar. BMBF, Berlin. [Poster]

Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2016, April). Individual uncertainty and the uncertainty of science: The impact of perceived conflict and general self-efficacy on the perception of tentativeness and credibility of scientific information. ELSA Statusseminar. BMBF, Berlin. [Poster]

Kimmerle, J., Flemming, D., Feinkohl, I., & Cress, U. (2016, April). How laypeople understand the tentativeness of medical research news in the media. An experimental study on the perception of information about deep brain stimulation. ELSA Statusseminar. BMBF, Berlin. [Poster]

Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2015, September). Internet users’ critical evaluation of an online medical news article: Influencing factors of user discussions of scientific uncertainty. Symposium "How Web 2.0 influences public understanding of science". 9th Conference of the Media Psychology Division. Tübingen. [Talk]

Flemming, D., Feinkohl, I., Cress, U., & Kimmerle, J. (2015, January). Perception of scientific uncertainty in science communication. Workshop Motivated Science Reception. Universität Koblenz-Landau. [Talk]

Griewatz, J., Küppers, J., Gall, C., Bientzle, M., Kimmerle, J., & Lammerding-Köppel, M. (2015, Oktober). Herausforderung Patient 2.0 - Wie können Medizinstudierende effektiv auf web-basierte Kommunikation und experten-gestützte Online-Beratung von Patienten vorbereitet werden? GMA-Jahrestagung (Gesellschaft für Medizinische Ausbildung). Leipzig. [Vortrag]

Griewatz, J., Küppers, J., Gall, C., Bientzle, M., Kimmerle, J., & Lammerding-Köppel, M. (2015, September). Between Dr. Google and the web-patient: How can medical students be prepared effectively for the task of online counselling? Annual AMEE Conference (Association for Medical Education in Europe). Glasgow, GB. [Poster]

Bientzle, M., Cress, U., & Kimmerle, J. (2014, June). The role of inconsistencies in collaborative knowledge construction. 11th International Conference of the Learning Sciences. Boulder, CO, USA. [Talk]

Kimmerle, J. (2014, May). Collective knowledge in social tagging environments. International Workshop on Mass Collaboration and Education. Tübingen. [Talk]

Bientzle, M., Kimmerle, J., Cress, U., & Thiel, A. (2012, März). Einfluss des Gesundheitsverständnisses auf den Austausch und die Konstruktion medizinischen Wissens. 13. Jahrestagung des Deutschen Netzwerk Evidenzbasierter Medizin, EbM-Kongress. Hamburg. [Poster]

Kimmerle, J., Moskaliuk, J., Bientzle, M., Thiel, A., & Cress, U. (2012, July). Using controversies for knowledge construction: Thinking and writing about alternative medicine. 10th International Conference of the Learning Sciences. Sydney, Australia. [Talk]

Cress, U., & Kimmerle, J. (2011, March). Successful collaborative knowledge building needs group awareness. - Interaction analysis of a 9th grade CSCL biology lesson. Workshop "Leveraging researcher multivocality for insights on collaborative learning" at the third Alpine Rendez Vous. La Clusaz, Frankreich. [Talk]

Halatchliyski, I., Kimmerle, J., & Cress, U. (2011, July). Divergent and convergent knowledge processes on Wikipedia. 9th International Conference on Computer-Supported Collaborative Learning. Hong Kong, China. [Talk]

Kimmerle, J., Abels, K., Becher, K., Beckers, A., Haussmann, A., Thiel, A., & Cress, U. (2011, July). Construction of health knowledge in an alternative medical community of practice: Hermeneutic analysis of a web forum. 9th Computer Supported Collaborative Learning Conference. Hong Kong, China. [Talk]

Moskaliuk, J., Weber, N., Stern, H., Kimmerle, J., Cress, U., & Lindstaedt, S. N. (2011, September). Evaluation of social media collaboration using task-detection methods. 6th European Conference of Technology Enhanced Learning, EC-TEL. Palermo, Italy. [Talk]

Halatchliyski, I., Moskaliuk, J., Kimmerle, J., & Cress, U. (2010, July). Who integrates the networks of knowledge in Wikipedia? 6th International Symposium on Wikis and Open Collaboration. Gdansk, Poland. [Talk]

Kimmerle, J., Cress, U., Held, C., & Moskaliuk, J. (2010, July). Social Software and Knowledge Building: Supporting Co-Evolution of Individual and Collective Knowledge. 9th International Conference of the Learning Sciences (ICLS 2010). Chicago, IL, USA. [Talk]

Moskaliuk, J., Kimmerle, J., & Cress, U. (2010, September). Lernen und Wissenskonstruktion mit Wikis als Ko-Evolution von kognitiven und sozialen Systemen. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Vortrag]

Cress, U., & Kimmerle, J. (2009, June). Knowledge exchange as a motivational problem – Results of an empirical research program. International Conference on Computer Supported Collaborative Learning (CSCL). Rhodes, Greece. [Talk]

Kimmerle, J., & Moskaliuk, J. (2009, September). Knowledge building in user-generated online Virtual Realities. Conference of the Media Psychology Division of the German Psychological Society. Duisburg. [Talk]

Kimmerle, J., Moskaliuk, J., & Cress, U. (2009, October). Understanding learning – the wiki way. 5th International Symposium on Wikis and Open Collaboration. Orlando, FL, USA. [Talk]

Kimmerle, J., Moskaliuk, J., & Cress, U. (2009, June). Learning and knowledge building with social software. International Conference on Computer Supported Collaborative Learning. Rhodes, Greece. [Talk]

Moskaliuk, J., Kimmerle, J., & Cress, U. (2009, July). Effects of Incongruity between Prior Knowledge and New Information on the Acquisition of Knowledge. CogSci 2009 – The annual meeting of the cognitive science society. Amsterdam, The Netherlands. [Poster]

Cress, U., & Kimmerle, J. (2008, June). A systemic and cognitive view on collaborative knowledge building with wikis. Symposium of the International Journal of Computer-Supported Collaborative Learning on “Productive tensions in the learning sciences: Socio-cognitive and socio-cultural theory”. International Conference of the Learning Sciences. Utrecht, The Netherlands. [Talk]

Cress, U., & Kimmerle, J. (2008, June). Limitations of Participation: Knowledge Exchange as a Social Dilemma. International Workshop on Distributed Learning and Collaboration (DLAC). Participation and personalization: The main factors of social software. Tübingen. [Talk]

Harrer, A., Moskaliuk, J., Kimmerle, J., & Cress, U. (2008, September). Visualizing wiki-supported knowledge building: Co-evolution of individual and collective knowledge. International Symposium on Wikis 2008. Porto, Portugal. [Talk]

Kimmerle, J. (2008, July). Impact of temporal extension, synchronicity, and group size on computer-supported information exchange. XXIX. International Congress of Psychology. Berlin. [Talk]

Kimmerle, J., & Cress, U. (2008, June). Unlimited Participation: Social Software and Knowledge Building. International Workshop on Distributed Learning and Collaboration (DLAC). Participation and personalization: The main factors of social software. Tübingen. [Talk]

Kimmerle, J., Moskaliuk, J., & Cress, U. (2008, December). Individual learning and collaborative knowledge building with shared digital artifacts. International Conference on Communication and Information Technologies in Education. Bangkok, Thailand. [Talk]

Moskaliuk, J., & Kimmerle, J. (2008, July). Individual Learning and Collaborative Knowledge Building with Wikis: An Experimental Study. 19th International Congress of Psychology. Berlin. [Poster]

Moskaliuk, J., & Kimmerle, J. (2008, November). Lernen und Wissenskonstruktion mit geteilten digitalen Artefakten als Ko-Evolution zwischen kognitiven und sozialen Systemen. Workshop der Leibniz Graduate School for Knowledge Media Research. Kollaborative Wissenskonstruktion mit Wikis. Tübingen. [Vortrag]

Moskaliuk, J., Kimmerle, J., & Cress, U. (2008, June). Learning and Knowledge Building with Wikis: The Impact of Incongruity between People’s Knowledge and a Wiki’s Information. International Conference of the Learning Sciences. Utrecht, The Netherlands. [Talk]

Cress, U., Kimmerle, J., & Moskaliuk, J. (2007, September). Kollaborative Wissenskonstruktion mit Wikis: Ein systemtheoretisches und kognitionspsychologisches Rahmenmodell und erste experimentelle Befunde. 11. Fachtagung für Pädagogische Psychologie. Humboldt-Universität Berlin. [Poster]

Jarodzka, H., Kimmerle, J., & Cress, U. (2007, September). Einfach empfehlen! Wie man den Wissensaustausch beim computerunterstützten kollaborativen Lernen steigern kann. 11. Fachtagung Pädagogische Psychologie. Berlin. [Vortrag]

Kimmerle, J., & Cress, U. (2007, September). Kollaborative Wissenskonstruktion mit Wikis: Ein systemtheoretisches und kognitionspsychologisches Rahmenmodell. 5.Tagung der Fachgruppe Medienpsychologie. Dresden. [Vortrag]

Cress, U., & Kimmerle, J. (2007, July). A Theoretical Framework of Collaborative Knowledge Building with Wikis - a Systemic and Cognitive Perspective. Seventh International Computer Supported Collaborative Learning Conference (CSCL 2007). New Brunswick, USA. [Talk]

Kimmerle, J., & Cress, U. (2007, July). Group awareness and self-presentation in the information-exchange dilemma: An interactional approach. Seventh International Computer Supported Collaborative Learning Conference (CSCL 2007). New Brunswick, USA. [Talk]

Kimmerle, J., Cress, U., & Hesse, F. W. (2006, November). A challenge for knowledge management: Situational and personal factors of influence in web-based information-exchange. The Fourth IASTED International Conference on Knowledge Sharing and Collaborative Engineering. St. Thomas, US Virgin Islands. [Talk]

Cress, U., & Kimmerle, J. (2006, October). The management of knowledge - Influencing factors in the information-exchange dilemma. NeuroPsychoEconomics Conference. Berlin. [Talk]

Kimmerle, J. (2006, October). Personality and Group Awareness in the Information-Exchange Dilemma. Workshop CSCL and Group Cognition. Tübingen. [Poster]

Cress, U., & Kimmerle, J. (2006, September). Förderung des Wissensaustauschs in Gruppen: Der Einfluss von Expertise und Identifizierbarkeit. 45ter Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Nürnberg. [Vortrag]

Kimmerle, J., & Cress, U. (2006, September). Der Informationsaustausch in Teams - Wer profitiert von Awareness-Tools. 45ter Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Nürnberg. [Vortrag]

Kimmerle, J., Cress, U., & Hesse, F. W. (2006, July). The Role of Personality in Knowledge Management - Aptitude Treatment Interactions in the Information-Exchange Dilemma. 13th European Conference on Personality. Athens, Greece. [Talk]

Riss, U., Cress, U., Kimmerle, J., & Martin, S. (2006, July). Knowledge Sharing: From Experiment to Application. Third Knowledge Management Aston Conference. Birmingham, UK. [Talk]

Kimmerle, J. (2006, Juni). ATI-Effekte im Informationsaustausch-Dilemma. Abschlussveranstaltung des DFG-Schwerpunktprogramms Netzbasierte Wissenskommunikation in Gruppen. Freiburg. [Poster]

Cress, U., & Kimmerle, J. (2006, March). Enhancing knowledge exchange in groups: Some experimental findings. General Online Research. Bielefeld. [Talk]

Kimmerle, J., & Cress, U. (2006, March). The role of personality in knowledge management. General Online Research. Bielefeld. [Talk]

Kimmerle, J. (2005, November). Führen ohne Mittel der Macht - Verführen (Motivieren?) zum Engagement. 5. Stuttgarter Sportkongress. Stuttgart. [Vortrag]

Cress, U., Kimmerle, J., Martin, S., & Hesse, F. W. (2005, April). Costs, benefits, and guidelines in computer-supported interaction - How to overcome the information-exchange dilemma. Conference on Group Processes in Computer-Supported Interaction: Technological and Social Determinism. Oxford, OH, USA. [Poster]

Kimmerle, J., & Cress, U. (2005, April). Visual anonymity in computer-supported interaction - The ambiguous effect of portraits on behavior in an information-exchange situation. Conference on Group Processes in Computer-Supported Interaction: Technological and Social Determinism. Oxford, OH, USA. [Poster]

Cress, U., Kimmerle, J., Martin, S., & Hesse, F. W. (2004, September). Barrieren beim Wissensaustausch - Ergebnisse einer Experimentalreihe. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen. [Vortrag]

Konferenzorganisation

Clausen, J., Wiesing, U., Cress, U., Flemming, D., Kimmerle, J., & Sassenberg, K. (2016). Wissenschaft – Medien – Öffentlichkeit: Wissenstransfer und seine Herausforderungen. Tübingen, 07.-08.07.2016.

Cress, U., Oeberst, A., & Kimmerle, J. (2014). International Workshop on Mass Collaboration and Education. Leibniz-Institut für Wissensmedien. Tübingen, 21.-23.05.2014.

Moskaliuk, J., Kimmerle, J., & Cress, U. (2008). Kollaborative Wissenskonstruktion mit Wikis. Tübingen, 27.-28.11.2008.

Web Dokumente

Cress, U., & Kimmerle, J. (2019). Massenkollaboration. https://portal.hogrefe.com/dorsch/massenkollaboration/

Kimmerle, J., & Cress, U. (2018). Wie gut verstehen Laien wissenschaftliche Unsicherheit?. https://www.wissenschaftskommunikation.de/wie-gut-verstehen-laien-wissenschaftliche-unsicherheit-12581/

Großer, J., Hirt, B., Irle, G., Bientzle, M., Kimmerle, J., & Shiozawa, T. (2017). Psychologische Wirkfaktoren der digitalen Lehre in der Medizin am Beispiel der Sectio Chirurgica. https://www.e-teaching.org/praxis/erfahrungsberichte/psychologische-wirkfaktoren-der-digitalen-lehre-in-der-medizin-am-beispiel-der-sectio-chirurgica

Holtz, P., Kimmerle, J., Yenikent, S., & Stark, P. (2017). Learning Analytics Glossary. https://laglossary.github.io

Moskaliuk, J., & Kimmerle, J. (2008). Wikis an der Hochschule: Faktoren für den erfolgreichen Einsatz. http://www.e-teaching.org/didaktik/kommunikation/wikis/08-11-19_Moskaliuk-Kimmmerle_Wikis.pdf

Open Data

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

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). AI in e-commerce: The impact of an AI’s alleged age on consumer perceptions of competence and trust. https://osf.io/9dmbp/?view_only=c50b4ef39926468fb2e0bea9688d2f60

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/

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/

Disch, L., Fessl, A., Franza, S., Kimmerle, J., & Pammer-Schindler, V. (2023). Supplemental material for: Using knowledge construction theory to evaluate learning processes: A randomized controlled trial on showing gradually built-up concept maps alongside a scientific text. https://tandf.figshare.com/articles/dataset/Using_Knowledge_Construction_Theory_to_Evaluate_Learning_Processes_A_Randomized_Controlled_Trial_on_Showing_Gradually_Built-up_Concept_Maps_Alongside_a_Scientific_Text/24903232/1

von Hoyer, J. F., Kimmerle, J., Cress, U., & Holtz, P. (2023). Dataset for: False certainty as an unwanted side effect of knowledge acquisition in computer-based online search and content learning. https://osf.io/rc87v/

Greving, H., Bruckermann, T., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2022). Dataset for: Attitudes toward engagement in Citizen Science increase self-related, ecology-related, and motivation-related outcomes in an urban wildlife project. https://dx.doi.org/10.23668/psycharchives.7971 [Publication]

Greving, H., Bruckermann, T., Schumann, A., Straka, T. M., Lewanzik, D., Voigt-Heucke, S. L., Marggraf, L., Lorenz, J., Brandt, M., Voigt, C. C., Harms, U., & Kimmerle, J. (2022). Dataset for: Improving attitudes and knowledge in a Citizen Science project on urban bat ecology. https://dx.doi.org/10.23668/psycharchives.5363 [Publication]

von Hoyer, J. F., Kimmerle, J., & Holtz, P. (2022). Dataset for: Acquisition of false certainty: Learners increase their confidence in the correctness of incorrect answers after online information search. https://osf.io/v75ba/?view_only=0a35d7fdf4cf440393d0d39d8d1585ed [Publication]

Bientzle, M., Eggeling, M., Kimmerle, J., Kanzleiter, M., & Thieme, K. (2021). Covid-19: The impact of narrative writing on empathy, perspective taking, and attitude. https://osf.io/4zg2w/?view_only=747a2855dd5d475894c1429c15cffd4b [Publication]

Eggeling, M., Korger, S., Cress, U., Kimmerle, J., & Bientzle, M. (2021). Dataset for: Decision aids to prepare patients for shared decision making: Two randomized controlled experiments on the impact of awareness of preference-sensitivity and personal motives. https://osf.io/6tvpk/ [Publication]

von Hoyer, J. F., Bientzle, M., Cress, U., Grosser, J., Kimmerle, J., & Holtz, P. (2021). Dataset for: False certainty in the acquisition of anatomical and physiotherapeutic knowledge. https://osf.io/6v8za/?view_only=4a8fd507cceb42c1b8a8e9070d247728

Eggeling, M., Meinhardt, A.-L., Cress, U., Kimmerle, J., & Bientzle, M. (2020). Dataset for: The impact of a physician’s recommendation and gender on informed decision making: A randomized controlled study in a simulated decision situation. https://osf.io/y467e [Publication]

Greving, H., & Kimmerle, J. (2020). The impact of event type and geographical proximity on threat appraisal and emotional reactions to Wikipedia articles. https://dx.doi.org/10.1371/journal.pone.0233770#sec025 [Publication]

Holtz, P., Fetahu, B., & Kimmerle, J. (2018). Dataset for: Effects of contributor experience on the quality of health-related Wikipedia articles. https://jmir.org/api/download?alt_name=jmir_v20i5e171_app1.pdf&filename=28831ff386d51b886684ef4fbded8144.pdf [Publication]

Jirschitzka, J., Kimmerle, J., Halatchliyski, I., Hancke, J., Meurers, D., & Cress, U. (2017). Dataset for: A productive clash of perspectives? The interplay between articles’ and authors’ perspectives and their impact on Wikipedia edits in a controversial domain. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0178985#sec014 [Publication]

Jirschitzka, J., Kimmerle, J., & Cress, U. (2016). Dataset for: A new method for re-analyzing evaluation bias: Piecewise growth curve modeling reveals an asymmetry in the evaluation of pro and con arguments. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0148283#sec018 [Publication]

Kontakt

Apl. Prof. Dr. Joachim Kimmerle

Schleichstraße 6
72076 Tübingen
Zimmer 6.408
Tel.: +49 7071 979-363
Fax: +49 7071 979-105

Wissenschaftlicher Mitarbeiter

Apl. Prof. Dr. Joachim Kimmerle

Projekte

Abgeschlossene Projekte

Artikel in referierten Zeitschriften

Themenhefte und Themenschwerpunkte

Tagungsbände

Bücher

Buchbeiträge

Magazinbeiträge

Konferenzbeiträge

Konferenzorganisation

Web Dokumente

Open Data

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