Prof. Dr. Ulrike Cress

Buder, J., Lindner, M. A., Oestermeier, U., Huff, M., Gerjets, P., Utz, S., & Cress, U. (in press). Generative Künstliche Intelligenz: Mögliche Auswirkungen auf die psychologische Forschung. Psychologische Rundschau. https://dx.doi.org/10.1026/0033-3042/a000699 Open Access
 

Alvarez, G., & Cress, U. (2024). The uses of digital technologies in dissertation writing: Perspectives of Argentine graduate students in social sciences and humanities. Journal of Applied Learning & Teaching, 7. https://dx.doi.org/10.37074/jalt.2024.7.2.16 Open Access
 

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
 

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
 

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
 

Matschke, C., de Vreeze, J., & Cress, U. (2023). Social identities and the achievement gap: Incompatibility between social class background and student identity increases student disidentification, which decreases performance and leads to higher dropout rates. British Journal of Social Psychology, 62(1), 161-180. https://dx.doi.org/10.1111/bjso.12563 Open Access
 

Pompe-Alama, U., Cress, U., & Koch, S. C. (2023). Die befreiende Wirkung des Als-Ob – philosophische und psychologische Perspektiven auf Theater als Therapie. Comparatio, 15(1), 61-73. Volltext anfordern
 

Kubsch, M., Czinczel, B., Lossjew, J., Wyrwich, T., Bednorz, D., Bernholt, S., Fiedler, D., Strauß, S., Cress, U., Drachsler, H., Neumann, K., & Rummel, N. (2022). Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence centered design. Frontiers in Education, 7, Article 981910. https://dx.doi.org/10.3389/feduc.2022.981910 Open Access
 

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
 

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
 

Cress, U. (2020). The richness of CSCL environments. International Journal of Computer-Supported Collaborative Learning, 15(4), 383–388. https://dx.doi.org/10.1007/s11412-020-09335-1
 

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
 

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., 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
 

Oeberst, A., Von der Beck, I., Cress, U., & Nestler, S. (2020). Wikipedia outperforms individuals when it comes to hindsight bias. Psychological Research, 84(6), 1517-1527. https://dx.doi.org/10.1007/s00426-019-01165-7
 

Oeberst, A., Von der Beck, I., Matschke, C., Ihme, T. A., & Cress, U. (2020). Collectively biased representations of the past: Ingroup Bias in Wikipedia articles about intergroup conflicts. British Journal of Social Psychology, 59(4), 791-818. https://dx.doi.org/10.1111/bjso.12356 Open Access
 

Renner, B., Wesiak, G., Pammer-Schindler, V., Prilla, M., Müller, L., Morosini, D., Mora, S., Faltin, N., & Cress, U. (2020). Computer-supported reflective learning: how apps can foster reflection at work. Behaviour & Information Technology, 39(2), 167-187. https://dx.doi.org/10.1080/0144929x.2019.1595726
 

Álvarez, G., Oeberst, A., Cress, U., & Ferrari, L. (2020). Linguistic evidence of in-group bias in English and Spanish Wikipedia articles about international conflicts. Discourse, Context & Media, 35, Article 100391. https://dx.doi.org/10.1016/j.dcm.2020.100391
 

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., 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
 

Cress, U., Rosé, C. P., Law, N., & Ludvigsen, S. (2019). Investigating the complexity of computer-supported collaborative learning in action. International Journal of Computer-Supported Collaborative Learning, 14(2), 137-142. https://dx.doi.org/10.1007/s11412-019-09305-2
 

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
 

Lachmair, M., Cress, U., Fissler, T., Kurek, S., Leininger, J., & Nürk, H.-C. (2019). Music-space associations are grounded, embodied and situated: examination of cello experts and non-musicians in a standard tone discrimination task. Psychological Research, 83(5), 894-906. https://dx.doi.org/10.1007/s00426-017-0898-y Open Access
 

Mock, J., Huber, S., Cress, U., Nuerk, H.-C., & Moeller, K. (2019). Negative Numbers are not yet Automatically Associated with Space in 6th Graders. Journal of Cognition and Development, 20(4), 611-633. https://dx.doi.org/10.1080/15248372.2019.1639714
 

Rosé, C. P., Law, N., Cress, U., & Ludvigsen, S. (2019). Highlighting tools and technologies for collaborative learning. International Journal of Computer-Supported Collaborative Learning, 14(1), 1-6. https://dx.doi.org/10.1007/s11412-019-09297-z
 

Schweiger, S., & Cress, U. (2019). Attitude confidence and source credibility in information foraging with social tags. PLOS ONE, 14(1), e:0210423. https://dx.doi.org/10.1371/journal.pone.0210423 [Data] Open Access
 

Schweiger, S., & Cress, U. (2019). How Confidence in Prior Attitudes, Social Tag Popularity, and Source Credibility Shape Confirmation Bias Toward Antidepressants and Psychotherapy in a Representative German Sample: Randomized Controlled Web-Based Study. Journal of Medical Internet Research, 21(4), e11081. https://dx.doi.org/10.2196/11081 [Data] Open Access
 

von der Beck, I., Cress, U., & Oeberst, A. (2019). Is there hindsight bias without real hindsight? Conjectures are sufficient to elicit hindsight bias. Journal of Experimental Psychology: Applied, 25(1), 88-99. https://dx.doi.org/10.1037/xap0000185
 

Burmeister, C. P., Moskaliuk, J., & Cress, U. (2018). Ubiquitous working: Do work Versus non-work environments affect decision making and concentration? Frontiers in Psychology, 9, Article 310. https://dx.doi.org/10.3389/fpsyg.2018.00310 Open Access
 

Burmeister, C. P., Moskaliuk, J., & Cress, U. (2018). Office versus leisure environments: Effects of surroundings on concentration. Journal of Environmental Psychology, 58, 42-51. https://dx.doi.org/10.1016/j.jenvp.2018.07.011
 

Burmeister, C. P., Moskaliuk, J., & Cress, U. (2018). Have a look around: the effect of physical environments on risk behaviour in work-related versus non-work related decision-making tasks. Ergonomics, 61(11), 1464-1479. https://dx.doi.org/10.1080/00140139.2018.1494308
 

Cress, U., Stahl, G., Rosé, C. P., Law, N., & Ludvigsen, S. (2018). Forming social systems by coupling minds at different levels of cognition: Design, tools, and research methods. International Journal of Computer-Supported Collaborative Learning, 13, 235-240. https://dx.doi.org/10.1007/s11412-018-9284-z Open Access
 

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

Fischer, U., Huber, S., Nuerk, H.-C., Cress, U., & Moeller, K. (2018). Spatial Presentations, but not Response Formats Influence Spatial-Numerical Associations in Adults. Frontiers in Psychology, 9, Article 2608. https://dx.doi.org/10.3389/fpsyg.2018.02608 Open Access
 

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

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., 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
 

Law, N., Rose, C. P., Cress, U., & Ludvigsen, S. (2018). Different technologies, methodologies and epistemologies - is CSCL a community or communities? International Journal of Computer-Supported Collaborative Learning, 13, 131-136. https://dx.doi.org/10.1007/s11412-018-9280-3
 

Ludvigsen, S., Cress, U., Law, N., Stahl, G., & Rosé, C. P. (2018). Multiple forms of regulation and coordination across levels in educational settings. International Journal of Computer-Supported Collaborative Learning, 13(1), 1-6. https://dx.doi.org/10.1007/s11412-018-9274-1
 

Ludvigsen, S., Cress, U., Rosé, C. P., Law, N., & Stahl, G. (2018). Developing understanding beyond the given knowledge and new methodologies for analyses in CSCL. International Journal of Computer-Supported Collaborative Learning, 13, 359-364. https://dx.doi.org/10.1007/s11412-018-9291-0 Open Access
 

Oeberst, A., von der Beck, I., Back, M., Cress, U., & Nestler, S. (2018). Biases in the production and reception of collective knowledge: The case of hindsight bias in Wikipedia. Psychological Research, 82, 1010-1026. https://dx.doi.org/10.1007/s00426-017-0865-7
 

de Vreeze, J., Matschke, C., & Cress, U. (2018). Neither fish nor fowl: A perceived mismatch in norms and values between oneself, other students, and people back home undermines adaptation to university. British Journal of Social Psychology, 57, 684-702. https://dx.doi.org/10.1111/bjso.12253
 

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
 

Dackermann, T., Fischer, U., Nürk, H.-C., Cress, U., & Moeller, K. (2017). Applying embodied cognition: from useful interventions and their theoretical underpinnings to practical applications. ZDM – Mathematics Education, 49, 545-557. https://dx.doi.org/10.1007/s11858-017-0850-z Volltext anfordern
 

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
 

Jirschitzka, J., Oeberst, A., Göllner, R., & Cress, U. (2017). Inter-rater reliability and validity of peer reviews in an interdisciplinary field. Scientometrics, 113, 1059-1092. https://dx.doi.org/10.1007/s11192-017-2516-6
 

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
 

Law, N., Ludvigsen, S., Cress, U., & Rose, C. P. (2017). Fostering targeted group practices as a Core focus for CSCL task and technology design. International Journal of Computer-Supported Collaborative Learning, 12, 1-7. https://dx.doi.org/10.1007/s11412-017-9253-y
 

Ludvigsen, S., Cress, U., Law, N., Stahl, G., & Rosé, C. P. (2017). Future direction for the CSCL field: Methodologies and eight controversies. International Journal of Computer-Supported Collaborative Learning, 12, 337-341. https://dx.doi.org/10.1007/s11412-017-9268-4
 

Moskaliuk, J., Burmeister, C. P., Landkammer, F., Renner, B., & Cress, U. (2017). Environmental effects on cognition and decision making of knowledge workers. Journal of Environmental Psychology, 49, 43-54. https://dx.doi.org/10.1016/j.jenvp.2016.12.001
 

Nestler, S., Leckelt, M., Back, M. D., von der Beck, I., Cress, U., & Oeberst, A. (2017). Produktion von naturwissenschaftlichen Informationen im Internet am Beispiel von Wikipedia. Psychologische Rundschau, 68, 172-176. https://dx.doi.org/10.1026/0033-3042/a000360
 

Rosé, C. P., Ludvigsen, S., Law, N., Cress, U., & Stahl, G. (2017). Divisive or facilitative: The two faces of technology in CSCL. International Journal of Computer-Supported Collaborative Learning, 12, 215-220. https://dx.doi.org/10.1007/s11412-017-9265-7
 

von der Beck, I., Oeberst, A., Cress, U., & Nestler, S. (2017). Cultural interpretations of global information? Hindsight bias after reading Wikipedia articles across cultures. Applied Cognitive Psychology, 31, 315-325. https://dx.doi.org/10.1002/acp.3329
 

Dackermann, T., Fischer, U., Cress, U., Nuerk, H.-C., & Moeller, K. (2016). Bewegtes Lernen numerischer Kompetenzen. Themenheft: Psychologie und Wissensmedien. Psychologische Rundschau, 67(2), 102-109. https://dx.doi.org/10.1026/0033-3042/a000302
 

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
 

Fischer, U., Moeller, K., Class, F., Huber, S., Cress, U., & Nuerk, H.-C. (2016). Dancing with the SNARC: Measuring spatial-numerical associations on a digital dance mat. Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale, 70, 306-315. https://dx.doi.org/10.1037/cep0000084
 

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
 

Ludvigsen, S., Cress, U., Law, N., Rosé, C. P., & Stahl, G. (2016). Future-looking conversations in CSCL. International Journal of Computer-Supported Collaborative Learning, 11, 255-262. https://dx.doi.org/10.1007/s11412-016-9242-6 Volltext anfordern
 

Ludvigsen, S., Cress, U., Law, N., Rosé, C. P., & Stahl, G. (2016). Collaboration scripts and scaffolding. International Journal of Computer-Supported Collaborative Learning, 11, 381-385. https://dx.doi.org/10.1007/s11412-016-9247-1 Volltext anfordern
 

Moskaliuk, J., Bokhorst, F., & Cress, U. (2016). Learning from others' experiences: How patterns foster interpersonal transfer of knowledge-in-use. Computers in Human Behavior, 55, 69-75. https://dx.doi.org/10.1016/j.chb.2015.08.051 Volltext anfordern
 

Patro, K., Fischer, U., Nürk, H.-C., & Cress, U. (2016). How to rapidly construct a spatial-numerical representation in preliterate children (at least temporarily). Developmental Science, 19, 126-144. https://dx.doi.org/10.1111/desc.12296 Volltext anfordern
 

Patro, K., Nuerk, H.-C., & Cress, U. (2016). Mental number line in the preliterate brain: The role of early directional experiences. Child Development Perspectives, 10, 172-177. https://dx.doi.org/10.1111/cdep.12179
 

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
 

Bertram, J., Moskaliuk, J., & Cress, U. (2015). Virtual training: Making reality work? Computers in Human Behavior, 43, 284-292. https://dx.doi.org/10.1016/j.chb.2014.10.032 Volltext anfordern
 

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
 

Cress, U., Stahl, G., Ludvigsen, S., & Law, N. (2015). The core features of CSCL: Social situation, collaborative knowledge processes and their design. International Journal of Computer-Supported Collaborative Learning, 10, 109-116. http://link.springer.com/content/pdf/10.1007%2Fs11412-015-9214-2.pdf Open Access
 

Fischer, U., Moeller, K., Huber, S., Cress, U., & Nürk, H.-C. (2015). Full-body movement in numerical trainings: A pilot study with an interactive whiteboard. International Journal of Serious Games, 2, 23-35. Volltext anfordern
 

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
 

Ludvigsen, S., Stahl, G., Law, N., & Cress, U. (2015). From the editors: Collaboration and the formation of new knowledge artifacts. Journal of Computer-Supported Collaborative Learning, 10, 1-6. https://dx.doi.org/10.1007/s11412-015-9211-5
 

Moeller, K., Fischer, U., Nürk, H.-C., & Cress, U. (2015). Computers in mathematics education - Training the mental number line. Computers in Human Behavior, 48, 597-607. https://dx.doi.org/10.1016/j.chb.2015.01.048 Volltext anfordern
 

Nürk, H.-C., Patro, K., Cress, U., Schild, U., Friedrich, C. K., & Göbel, S. M. (2015). How space-number associations may be created in preliterate children: six distinct mechanisms. Frontiers in Psychology, 6, Article 215. https://dx.doi.org/10.3389/fpsyg.2015.00215 Open Access
 

Patro, K., Nürk, H.-C., & Cress, U. (2015). Does your body count? Embodied influences on the preferred counting direction of preschoolers. Journal of Cognitive Psychology, 27, 413-425. https://dx.doi.org/10.1080/20445911.2015.1008005 Volltext anfordern
 

Sievers, K., Wodzicki, K., Aberle, I., Keckeisen, M., & Cress, U. (2015). Self-presentation in professional networks: More than just window dressing? Computers in Human Behavior, 50, 25-30. https://dx.doi.org/10.1016/j.chb.2015.03.046 Volltext anfordern
 

Bahnmüller, J., Dresler, T., Ehlis, A.-C., Cress, U., & Nürk, H.-C. (2014). NIRS in motion – Unraveling the neurocognitive underpinnings of embodied numerical cognition. Frontiers in Psychology, 5, Article 743. https://dx.doi.org/10.3389/fpsyg.2014.00743 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
 

Bokhorst, F., Moskaliuk, J., & Cress, U. (2014). How patterns support computer-mediated exchange of knowledge-in-use. Computers & Education, 71, 153-164. https://dx.doi.org/10.1016/j.compedu.2013.09.021 Volltext anfordern
 

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., & Cress, U. (2014). How structure shapes dynamics: Knowledge development in Wikipedia - A network multilevel modeling approach. PLOS ONE, 9, e111958. https://dx.doi.org/10.1371/journal.pone.0111958 Open Access
 

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
 

Link, T., Schwarz, E. J., Huber, S., Fischer, U., Nürk, H.-C., Cress, U., & Moeller, K. (2014). Mathe mit der Matte - Verkörperlichtes Training basisnumerischer Kompetenzen. Zeitschrift für Erziehungswissenschaft, 17, 257-277. https://dx.doi.org/10.1007/s11618-014-0533-2 Volltext anfordern
 

Matschke, C., Moskaliuk, J., Bokhorst, F., Schümmer, T., & Cress, U. (2014). Motivational factors of information exchange in social information spaces. Computers in Human Behavior, 36, 549-558. https://dx.doi.org/10.1016/j.chb.2014.04.044 Volltext anfordern
 

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
 

Patro, K., Nürk, H.-C., Cress, U., & Haman, M. (2014). How number-space relationships are assessed before formal schooling: A taxonomy proposal. Frontiers in Psychology, 5, Artice 419. https://dx.doi.org/10.3389/fpsyg.2014.00419 Open Access
 

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/
 

Schweiger, S., Oeberst, A., & Cress, U. (2014). Confirmation bias in web-based search: A randomized online study on the effects of expert information and social tags on information search and evaluation. Journal of Medical Internet Research, 16, e94. https://dx.doi.org/10.2196/jmir.3044 [Data]
 

Stahl, G., Cress, U., Law, N., & Ludvigsen, S. (2014). Analyzing the multidimensional construction of knowledge in diverse contexts. International Journal of Computer-Supported Collaborative Learning, 9, 1-6. https://dx.doi.org/10.1007/s11412-014-9189-4
 

Stahl, G., Cress, U., Ludvigsen, S., & Law, N. (2014). Dialogic foundations of CSCL. International Journal of Computer-Supported Collaborative Learning, 9, 117-125. https://dx.doi.org/10.1007/s11412-014-9194-7
 

Stahl, G., Law, N., Cress, U., & Ludvigsen, S. (2014). Analyzing roles of individuals in small-group collaboration processes. International Journal of Computer-Supported Collaborative Learning, 9(4), 365-370. https://dx.doi.org/10.1007/s11412-014-9204-9
 

Stahl, G., Ludvigsen, S., Law, N., & Cress, U. (2014). CSCL Artifacts. International Journal of Computer-Supported Collaborative Learning, 9(3), 237-245. https://dx.doi.org/10.1007/s11412-014-9200-0
 

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. (2013). Harnessing collective knowledge inherent in tag clouds. Journal of Computer Assisted Learning, 29, 235-247. https://dx.doi.org/10.1111/jcal.2013.29.issue-3 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
 

Fischer, U., Moeller, K., Cress, U., & Nürk, H.-C. (2013). Interventions supporting children’s mathematics school success: A meta-analytic review. European Psychologist, 18, 89-113. https://dx.doi.org/10.1027/1016-9040/a000141 Volltext anfordern
 

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
 

Knipfer, K., Kump, B., Wessel, D., & Cress, U. (2013). Reflection as a catalyst for organisational learning. Studies in Continuing Education, 35(1), 30-48. https://dx.doi.org/10.1080/0158037X.2012.683780
 

Moskaliuk, J., Bertram, J., & Cress, U. (2013). Training in virtual environments: putting theory into practice. Ergonomics, 56(2), 195-204. https://dx.doi.org/10.1080/00140139.2012.745623 Volltext anfordern
 

Moskaliuk, J., Bertram, J., & Cress, U. (2013). Impact of Virtual Training Environments on the Acquisition and Transfer of Knowledge. Cyberpsychology, Behavior, and Social Networking, 16(3), 210-214. https://dx.doi.org/10.1089/cyber.2012.0416
 

Cress, U. (2012). Education technology in Europe - Current issues from the learning sciences perspectives. Educational Technology, 52(2), 14-17. Volltext anfordern
 

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
 

Matschke, C., Moskaliuk, J., & Cress, U. (2012). Knowledge exchange using Web 2.0 technologies in NGOs. Journal of Knowledge Management, 16, 159-176. https://dx.doi.org/10.1108/13673271211199007 Volltext anfordern
 

Moeller, K., Fischer, U., Link, T., Wasner, M., Huber, S., Cress, U., & Nürk, H.-C. (2012). Learning and development of embodied numerosity. Cognitive Processing, 13, 271-274. https://dx.doi.org/10.1007/s10339-012-0457-9 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
 

Schwind, C., Buder, J., Cress, U., & Hesse, F. W. (2012). Preference-inconsistent recommendations: An effective approach for reducing confirmation bias and stimulating divergent thinking? Computers & Education, 58, 787-796. https://dx.doi.org/10.1016/j.compedu.2011.10.003 Volltext anfordern
 

Cress, U., Wodzicki, K., Bientzle, M., & Lingnau, A. (2011). CSCL for intellectually disabled pupils: Stimulating interaction by using a floor control mechanism. International Journal of Computer-Supported Collaborative Learning, 6(2), 307-321. https://dx.doi.org/10.1007/s11412-010-9105-5 Volltext anfordern
 

Fischer, U., Moeller, K., Bientzle, M., Cress, U., & Nuerk, H.-C. (2011). Sensori-motor spatial training of number magnitude representation. Psychonomic Bulletin & Review, 18, 177-183. https://dx.doi.org/10.3758/s13423-010-0031-3
 

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., 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
 

Moeller, K., Pixner, S., Klein, E., Cress, U., & Nuerk, H.-C. (2009). Zahlenverarbeitung ist nicht gleich Rechnen – Eine Beschreibung basisnumerischer Repräsentationen und spezifischer Interventionsansätze. Prävention und Rehabilitation, 21(3), 121-136. Volltext anfordern
 

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. (2008). The need for considering multi-level analysis in CSCL research. An appeal for the use of more advanced statistical methods. International Journal of Computer-Supported Collaborative Learning, 3(1), 69-84. https://dx.doi.org/10.1007/s11412-007-9032-2 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
 

Zentel, P., Lingnau, A., & Cress, U. (2008). Perspectives of ICT in special education: Potential and possibilities of WEB 2.0 and social software. Journal of Assistive Technologies, 2, 46-47.
 

Cress, U., Barquero, B., Schwan, S., & Hesse, F. W. (2007). Improving quality and quantity of contributions: Two models for promoting knowledge exchange with shared databases. Computers & Education, 49 (2), 423-440. https://dx.doi.org/10.1016/j.compedu.2005.10.003 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
 

Hron, A., Cress, U., Hammer, K., & Friedrich, H. F. (2007). Fostering collaborative knowledge construction in a video-based learning setting: Effects of a shared workspace and content-specific graphical representation. British Journal of Educational Technology, 38 (2), 236-248. https://dx.doi.org/10.1111/bjet.2007.38.issue-2 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
 

Cress, U., & Martin, S. (2006). Knowledge Sharing and Rewards: A Game-theoretical Perspective. Knowledge Management Research & Practice, 4, 283-292. https://dx.doi.org/10.1057/palgrave.kmrp.8500112 Volltext anfordern
 

Cress, U. (2005). Effekt des Metawissens beim kollaborativen Aufbau eines Informationspools. Zeitschrift für Medienpsychologie, 17, 147-156. https://dx.doi.org/10.1026/1617-6383.17.4.147 Volltext anfordern
 

Cress, U. (2005). Ambivalent effect of member portraits in virtual groups. Journal of Computer Assisted Learning, 21, 281-291. https://dx.doi.org/10.1111/j.1365-2729.2005.00136.x Volltext anfordern
 

Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2003). Wissensaustausch mittels Datenbanken als Öffentliches-Gut-Dilemma. - Die Wirkung von Rückmeldungen und Belohnungen. Zeitschrift für Psychologie, 211, 75-85. https://dx.doi.org/10.1026//0044-3409.211.2.75 Volltext anfordern
 

Cress, U., & Knabel, O. (2003). Previews in hypertexts: Effects on navigation and knowledge acquisition. Journal of Computer Assisted Learning, 19, 517-527. https://dx.doi.org/10.1046/j.0266-4909.2003.00054.x Volltext anfordern
 

Vogt, K., & Cress, U. (2003). Planung und Beschreibung virtueller Seminare. Sprache und Datenverarbeitung, 27 (1-2), 57-75. Volltext anfordern
 

Cress, U. (2001). [Besprechung des Buches "Interesse und Lernmotivation"]. Zeitschrift für Pädagogische Psychologie, 3/4, 234-236. https://dx.doi.org/10.1024//1010-0652.15.34.234 Volltext anfordern
 

Cress, U., & Friedrich, H. F. (2000). Selbstgesteuertes Lernen Erwachsener: Eine Lernertypologie auf der Basis von Lernstrategien, Lernmotivation und Selbstkonzept. Zeitschrift für Pädagogische Psychologie, 14, 194-205. https://dx.doi.org/10.1024//1010-0652.14.4.194 Volltext anfordern
 

Hron, A., Hesse, F. W., Cress, U., & Giovis, C. (2000). Implicit and explicit dialogue structuring in virtual learning groups. British Journal of Educational Psychology, 70, 53-64. https://dx.doi.org/10.1348/000709900157967 Volltext anfordern
 

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
 

Fischer, F., Vogel, F., Bodemer, D., Chernikova, O., Cress, U., De Wever, B., Eberle, J., Jeong, H., Kollar, I., Pellegrino, J., Reimann, P., Rosé, C. P., Rummel, N., Shaffer, D. W., Stadler, M., Strijbos, J.-W., Weinberger, A., & Zhang, J. (2023). Doing quantitative research in the learning sciences and CSCL: current developments and applications. In Slotta, J. D. & Charles, E. S. (Eds.), General Proceedings of the 3rd Annual Meeting of the International Society of the Learning Sciences 2023 (pp. 87-91). Montreal, Canada: International Society of the Learning Sciences.
 

Ludvigsen, S., Jeong, H., Hmelo-Silver, C. E., Law, N., Cress, U., Reimann, P., Kapur, M., & Rummel, N. (2016). Future of the CSCL Community. Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016 (Vol. 1, pp. 16-23). Singapore: International Society of the Learning Sciences.
 

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.
 

Haug, S., Wodzicki, K., Cress, U., & Moskaliuk, J. (2014). Self-regulated learning in MOOCs: Do open badges and certificates of attendance motivate learners to invest more? In U. Cress & C. Delgado Klos (Eds.), Proceedings of the European MOOC Stakeholder Summit 2014 (pp. 66-72). Lausanne, Schweiz: P.A.U. Education.
 

Cress, U. (2013). Making use of collective knowledge - a cognitive approach. In N. Rummel, M. Kapur, N. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: CSCL 2013 Proceedings (Vol. I, pp. 129-136). Madison, USA: International Society of the Learning Sciences.
 

Cress, U., Barron, B., Halatchliyski, I., Oeberst, A., Forte, A., Resnick, M., & Collins, A. (2013). Mass collaboration - an emerging field for CSCL research. In N. Rummel, M. Kapur, N. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: CSCL 2013 Proceedings (Vol. I, pp. 557-563). Madison, USA: International Society of the Learning Sciences.
 

Moeller, K., Nürk, H.-C., & Cress, U. (2013). Computer-supported training of the mental number line. In L. H. Wong, C.-C. Liu, T. Hirashima, P. Sumedi, & M. Lukman (Eds.), Proceedings of the 21st International Conference on Computers in Education. (ICCE 2013, pp. 246-252). Indonesia: Asia-Pacific Society for Computers in Education.
 

Prilla, M., Hermann, T., DeLeeuw, K., & Cress, U. (2013). Individual and collaborative reflection at work: support for workplace learning in healthcare. In N. Rummel, M. Kapur, N. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: CSCL 2013 Proceedings (Vol. I, pp. 121-124). Madison, USA: 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.
 

Cress, U. (2011). Teamtraining in der virtuellen Realität. In Fraunhofer Institut für Fabrikbetrieb und -automatisierung IFF (Ed.), Tagungsband 8. Gastvortragsreihe Virtual Reality 2011; Virtual Reality - Mensch und Maschine im interaktiven Dialog (pp. 143 - 154). Stuttgart: Fraunhofer Verlag.
 

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.
 

Kump, B., Knipfer, K., Pammer, V., Schmidt, A., Maier, R., Kunzmann, C., Cress, U., & Lindstaedt, S. (2011). The role of reflection in maturing organizational know-how. In W. Reinhardt, T. D. Ullmann, P. Scott, V. Pammer, O. Conlan, & A. Berlanga (Eds.), Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks (Vol. 790, pp. 30-45). RWTH Aachen: http://ceur-ws.org.
 

Moskaliuk, J., Bertram, J., & Cress, U. (2011). Training in virtual training environments: Connecting theory to practice. 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. 192-199). 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.
 

Prilla, M., Knipfer, K., Degeling, M., Cress, U., & Herrmann, T. (2011). Computer support for collaborative reflection on captured teamwork data. In W. Reinhardt, T. D. Ullmann, P. Scott, V. Pammer, O. Conlan, & A. Berlanga (Eds.), Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks (pp. 56-61). RWTH Aachen: http://ceur-ws.org.
 

Arnold, F., Moskaliuk, J., Schümmer, T., & Cress, U. (2010). Pattern-mediated Knowledge Exchange in Non-Governmental Organization. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstädt, & V. Dimitrova (Eds.), Sustaining TEL: From Innovation to Learning and Practice. Proceedings of EC-TEL 2010 (pp. 390-395). Heidelberg: Springer.
 

Cress, U., Fischer, U., Moeller, K., Sauter, C., & Nuerk, H. C. (2010). The use of a digital dance mat for training kindergarten children in a magnitude comparison task. 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. 105-112). Chicago, IL: International Society of the Learning Sciences.
 

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.
 

Held, C., & Cress, U. (2010). Using the Social of Tagging: The Interplay of Social Tags and the Strength of Association in Navigation and Learning Processes. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 784-789). Austin, TX: Cognitive Science Society.
 

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.
 

Matschke, C., Moskaliuk, J., Arnold, F., & Cress, U. (2010). Pattern-Based Knowledge Building in Learning Organizations. In S. L. Wong et al. (Ed.), Proceedings of the 18th International Conference on Computers in Education (pp. 176-180). Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.
 

Plesch, C., Jansen, M., Deiglmayr, A., Rummel, N., Spada, H., Heinze, N., & Cress, U. (2010). Opinions on future research themes for technology-enhanced learning: A Delphi-study. In S. L. Wong et al. (Ed.), Proceedings of the 18th International Conference on Computers in Education. Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.
 

Bientzle, M., Wodzicki, K., Lingnau, A., & Cress, U. (2009). Enhancing pair learning of pupil with cognitive disabilities: Structural support with help of floor control. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (Vol. 1, pp. 517-521). International Society of the Learning Sciences (ISLS).
 

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).
 

Held, C., & Cress, U. (2009). Learning by Foraging: The Impact of Social Tags on Knowledge Acquisition. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009 (LNCS Vol. 5794, pp. 254-266). Berlin/Heidelberg: Springer. https://dx.doi.org/10.1007/978-3-642-04636-0_24
 

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.
 

Wodzicki, K., Schwämmlein, E., & Cress, U. (2009). How to Get Proper Profiles? Psychological Perspective on Social Networking Sites. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009 (LNCS Vol. 5794, pp. 338-343). Berlin/Heidelberg: Springer. https://dx.doi.org/10.1007/978-3-642-04636-0_32
 

Cress, U. (2008). The interaction between groups and individuals: The challenge of statistically analysing cooperative learning. 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. 1, pp. 183-190). Utrecht, The Netherlands: International Society of the Learning Sciences, Inc.
 

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.
 

Lingnau, A., Zentel, P., & Cress, U. (2007). Fostering collaborative problem solving for pupils with cognitive disabilities. 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. 447-449). New Brunswick, NJ: International Society of the Learning Sciences.
 

Cress, U., Hron, A., Friedrich, H. F., & Hammer, K. (2006). What makes groups learning effectively in a videoconference setting? In S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.), Proceedings of the 7th International Conference of the Learning Sciences, Bloomington 2006 (pp. 106-113). Mahwah, NJ: Erlbaum.
 

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.
 

Cress, U. (2005). Why member portraits can undermine participation. In T. Koschmann, D. Suthers, & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (pp. 86-90). Mahwah, NJ: Lawrence Erlbaum.
 

Hesse, F. W., Bauer, K., & Cress, U. (2005). Reflecting on knowledge exchange via web-based forums: What promotes contribution? In T. Okamoto, D. Albert, T. Honda, & F. W. Hesse (Eds.), The 2nd Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning (pp. 67-72). Berlin: Japanisch-Deutsches Zentrum.
 

Cress, U., & Hesse, F. W. (2004). Knowledge sharing in groups: Experimental findings of how to overcome a social dilemma. In Y. Kafai, W. Sandoval, N. Enydey, A. S. Nixon, & F. Herrera (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences (pp. 150-157). Mahwah, NJ: Lawrence Erlbaum.
 

Cress, U. (2003). Strategic, metacognitive, and social aspects in resource-oriented knowledge exchange. In R. Alterman, & D. Kirsh (Eds.), Proceedings of the 25th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
 

Cress, U., Rosé, C., Wise, A. F., & Oshima, J. (Eds.). (2021). International handbook of computer-supported collaborative learning. (Computer-Supported Collaborative Learning Series, Vol. 19). Springer International Publishing. https://dx.doi.org/10.1007/978-3-030-65291-3
 

Schwan, S., & Cress, U. (Eds.). (2017). The psychology of digital learning: Constructing, exchanging, and acquiring knowledge with digital media. Cham, Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-49077-9
 

Cress, U., & Moskaliuk, J., & Jeong, H. (Eds.). (2016). Mass collaboration and education. Cham, Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-13536-6
 

Looi, C. K., Polman, J. L., Cress, U., & Reimann, P. (Eds.). (2016). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Vol. 2. Singapore: International Society of the Learning Sciences. https://www.isls.org/icls/2016/docs/ICLS2016_Volume_2.pdf
 

Looi, C. K., Polman, J. L., Cress, U., & Reimann, P. (Eds.). (2016). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Vol. 1. Singapore: International Society of the Learning Sciences. https://www.isls.org/icls/2016/docs/ICLS2016_Volume_1.pdf
 

Cress, U., & Delgado Klos, C. (Eds.). (2014). Proceedings of the European MOOC Stakeholder Summit 2014. Lausanne, CH: P.A.U. Education. http://www.emoocs2014.eu/sites/default/files/Proceedings-Moocs-Summit-2014.pdf
 

Cress, U., Hesse, F.W., & Sassenberg, K. (Eds.). (2014). Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen. Wiesbaden: Springer Gabler.
 

Riehle, D., Cress, U., Dobusch, L., Dückert, S., Gonzalez-Barahona, J. M., Hecht, B., Jullien, N., Möslein, K., Müller-Birn, C., Robles, G., Schieferdecker, I., & Wichmann, A. (Eds.). (2014). Proceedings of the 10th International Symposium on Open Collaboration (OpenSym 2014). New York: ACM Press.
 

Cress, U., Dimitrova, V., & Specht M. (Eds.). (2009). Learning in the Synergy of Multiple Disciplines. Proceedings of the EC-TEL 2009, LNCS Vol. 5794. Berlin/Heidelberg: Springer.
 

Cress, U. (Ed.). (2006). Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement. Bern: Huber.
 

Cress, U. (1999). Personale und situative Einflussfaktoren auf das selbst gesteuerte Lernen Erwachsener. Regensburg: Roderer.
 

Cress, U., Oshima, J., Rosé, C., & Wise, A. F. (2021). Foundations, processes, technologies, and methods: An overview of CSCL through its handbook. In U. Cress, C. Rosé, A. F. Wise, & J. Oshima (Eds.), International handbook of computer-supported collaborative learning (pp. 3-22). Springer International Publishing.
 

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. (2019). Learning inside and between networks: How the network perspective determines topics and methods of research. In Y. Kali, A. Schejter, & A. Baram-Tsabari (Eds.), Learning in a Networked Society (pp. 245-255). Springer. https://dx.doi.org/10.1007/978-3-030-14610-8_13
 

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.
 

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.
 

Moskaliuk, J., & Cress, U. (2018). Zukunftstrends Technologie: Vom Web 1.0 zum Web 4.0. In K. Scheiter & T. Riecke-Baulecke (Eds.), Schulmanagement-Handbuch 165: Schule 4.0 – Rahmenbedingungen (pp. 8-22). München: Oldenburg.
 

Oeberst, A., de Vreeze, J., & Cress, U. (2018). The norm of neutrality in collaborative knowledge construction: A comparison between Wikipedia and the extreme right-wing Metapedia. In O. Zlatkin-Troitschanskaia, G. Wittum, & A. Dengel (Eds.), Positive Learning in the Age of Information (PLATO) – A blessing or a curse? (pp. 209-219). Wiesbaden: Springer.
 

Buder, J., Buttliere, B., & Cress, U. (2017). The role of cognitive conflicts in informational environments: Conflicting evidence from the learning sciences and social psychology? . In J. Buder & F. W. Hesse (Eds.), Informational environments: Effects of use, effective designs (pp. 53-74). Cham, Switzerland: Springer International Publishing. https://dx.doi.org/10.1007/978-3-319-64274-1_3
 

Cress, U., & Fischer, G. (2017). Mass collaboration with social software in TEL. In E. Duval, M. Sharples, & R. Sutherland (Eds.), Technology enhanced learning: Research themes. (pp. 59-67). Berlin: Springer.
 

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., Jeong, H., & Moskaliuk, J. (2016). Mass collaboration as an emerging paradigm for education? Theories, cases, and research methods. In U. Cress, J. Moskaliuk, & H. Jeong (Eds.), Mass collaboration and education (pp. 3-27). 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.
 

Moskaliuk, J., & Cress, U. (2016). Quantitative Methoden zur Erforschung informellen Lernens: Experimenteller Ansatz. In M. Rohs (Ed.), Handbuch Informelles Lernen (pp. 659-674). Heidelberg: Springer.
 

Oeberst, A., Cress, U., Back, M., & Nestler, N. (2016). Individual versus collaborative information processing: The case of biases in Wikipedia. In U. Cress, J. Moskaliuk, & H. Jeong (Eds.), Mass collaboration and education (pp. 165-185). Cham, Switzerland: Springer International Publishing.
 

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.
 

Fischer, U., Link, T., Cress, U., Nuerk, H.-C., & Moeller, K. (2015). Math with the dance mat: On the benefits of embodied numerical training approaches. In V. Lee (Ed.), Learning Technologies and the Body: Integration and Implementation in Formal and Informal Learning Environments (pp. 149-163). New York, NY: Routledge.
 

von der Beck, I., Oeberst, A., Cress, U., Back, M., & Nestler, S. (2015). Hätte die Geschichte auch anders verlaufen können? Der Rückschaufehler zu Ereignissen in Wikipedia. In T. Wozniak, U. Rohwedder, & J. Nemit (Eds.), Wikipedia und die Geschichtswissenschaften (pp. 155-174). Berlin: De Gruyter Open. http://www.degruyter.com/view/books/9783110376357/9783110376357-012/9783110376357-012.xml
 

Cress, U., Knipfer, K., & Moskaliuk, J. (2014). Lernen und Wissensaustausch in Organisationen: Individuelle und kollektive Ansätze – Einführung. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 1-4). Berlin: Springer Gabler.
 

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.
 

Moskaliuk, J., & Cress, U. (2014). Bildung zwischen nutzergeneriertem Web und dozentenzentrierter Hochschule: Das Konzept Blended Open Course. In N. C. Krämer, N. Sträfling, N. Malzahn, T. Ganster, & U. Hoppe (Eds.), Lernen im Web 2.0 – Erfahrungen aus Berufsbildung und Studium (pp. 39-56). Bonn: Bundesinstitut für Berufsbildung.
 

Penstein Rosé, C., Dyke, G., Law, N., Lund, K., Suthers, D., Teplovs, C., & Cress, U. (2014). GCP22: Open Research Methodology Infrastructure for CSCL. In F. Fischer, F. Wild, R. Sutherland, & L. Zirn (Eds.), Grand Challenges in Technology Enhanced Learning (pp. 69-71). Heidelberg: Springer.
 

Wodzicki, K., & Cress, U. (2014). Kommunikation in sozialen Netzwerken. In M. Blanz, A. Florack, & U. Piontkowski (Eds.), Kommunikation. Eine interdisziplinäre Einführung (pp. 127-135). Stuttgart: Kohlhammer.
 

Wodzicki, K., Hussenöder, F., Opusko, M., & Cress, U. (2014). Die Nutzung von Social-Networking-Seiten durch Studierende: Psychosoziale und akademische Auswirkungen. In N. C. Krämer, N. Sträfling, N. Malzahn, T. Ganster, & U. Hoppe (Eds.), Lernen im Web 2.0 – Erfahrungen aus Berufsbildung und Studium (pp. 19-37). Bonn: Bundesinstitut für Berufsbildung.
 

Cress, U. (2013). Mass collaboration and learning. In R. Luckin, P. Goodyear, B. Grabowski, S. Puntambekar, J. Underwood, & N. Winters (Eds.), Handbook on Design in Educational Technology (pp. 416-425). London, Great Britain: Taylor and Francis.
 

Cress, U. (2013). Lernumgebung, konstruktivistische. In M.A. Wirtz (Ed.), Lexikon der Psychologie - Dorsch (16. Aufl., p. 957). Bern: Huber.
 

Cress, U., & Hesse, F. W. (2013). Quantitative methods for studying small groups. In C. E. Hmelo-Silver, A. O'Donnell, C. A. Chinn, & C. Chan (Eds.), The International Handbook of Collaborative Learning (pp. 93-111). New York: Routledge.
 

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.
 

Janssen, J., Cress, U., Erkens, G., & Kirschner, P. A. (2013). Multilevel analysis for the analysis of collaborative learning.. In C. E. Hmelo-Silver, A. O'Donnell, C. A. Chinn, & C. Chan (Eds.), The International Handbook of Collaborative Learning (pp. 112-125). New York: Routledge.
 

Halatchliyski, I., & Cress, U. (2012). Soziale Netzwerkanalyse der Wissenskonstruktion in Wikipedia. In M. Hennig & C. Stegbauer (Eds.), Probleme der Integration von Theorie und Methode in der Netzwerkforschung (pp. 159-174). Wiesbaden: VS Springer.
 

Moeller, K., Fischer, U., Cress, U., & Nuerk, H.-C. (2012). Diagnostics and intervention in dyscalculia: Current issues and novel perspectives.. In Z. Breznitz, O. Rubinsten, V. Molfese, & D. L. Molfese (Eds.), Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices (pp. 233-276). Heidelberg: Springer.
 

Hron, A., Cress, U., & Neudert, S. (2011). Using and acquiring shared and unshared knowledge in collaborative learning and writing. In F. Pozzi & D. Persico (Eds.), Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives (pp. 49-63). Hershey, PA: IGI Global.
 

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.
 

Matschke, C., Moskaliuk, J., & Cress, U. (2011). Wissensaustausch mit Web 2.0 in NGOs.. In A. Trost & T. Jenewein (Eds.), Personalentwicklung 2.0. Lernen, Wissensaustausch und Talentförderung der nächsten Generation (pp. 213-225). Köln: Luchterhand.
 

Wodzicki, K., Moskaliuk, J., & Cress, U. (2011). Patterns for social practices: A psychological perspective. In C. Kohls & J. Wedekind (Eds.), Investigations of e-learning patterns: Context factors, problems and solutions (pp. 257-271). Hershey, PA: IGI Global.
 

Bruckner, I., Cress, U., Schmitt-Illert, R., Scholze, F., & Thillosen, A. (2010). E-Learning-Förderung für Hochschulen in Baden-Württemberg.. In C. Bremer, M. Göcks, P. Rühl, & J. Stratmann (Eds.), Landesinitiativen für E-Learning an deutschen Hochschulen (pp. 29-45). Münster: Waxmann.
 

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.
 

Wodzicki, K., Knipfer, K., & Cress, U. (2010). Organisationales Wissensmanagement mit Web 2.0 erfolgreich gestalten - Das Portal www.geistreich.de. In M. Bentele, N. Gronau, P. Schütt, & M. Weber (Eds.), Mit Wissensmanagement Innovationen vorantreiben! (pp. 367-376). Bad Homburg: Bitkom.
 

Cress, U., Dimitrova, V., & Specht, M. (2009). Preface.. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009 (LNCS Vol. 5794, pp. V-VI). Berlin/Heidelberg: Springer.
 

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.
 

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.
 

Held, C., & Cress, U. (2008). Social Tagging aus kognitionspsychologischer Sicht. In B. Gaiser, T. Hampel, & S. Panke (Eds.), Good Tags - Bad Tags. Social Tagging in der Wissensorganisation (pp. 37-49). Münster: Waxmann.
 

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.
 

Cress, U. (2006). Lernorientierungen, Lernstile, Lerntypen und kognitive Stile. In H. Mandl, & H. F. Friedrich (Eds.), Handbuch Lernstrategien (pp. 365-377). Göttingen: Hogrefe.
 

Cress, U. (2006). Datenbanken zum Aufbau eines Informationspools. In U. Cress (Ed.), Effektiver Einsatz von Datenbanken im betrieblichen Wissensmanagement (pp. 31-48). Bern: Hans Huber.
 

Cress, U., & Hesse, F. W. (2006). Knowledge Communities als Zentralisationspunkte von Wissen - eine bildungspolitische Herausforderung. In B. Herzig, & S. Grafe (Eds.), Digitale Medien in der Schule - Standortbestimmung und Handlungsempfehlungen für die Zukunft (pp. 169-174). Bonn: Deutsche Telekom AG.
 

Cress, U., & Hesse, F. W. (2006). The social complexity in establishing and sharing information resources. In J. Elen, & R. E. Clark (Eds.), Handling complexity in learning environments - Research and theory (pp. 67-87). Amsterdam: Pergamon.
 

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.
 

Cress, U., Barquero, B., Buder, J., & Hesse, F. W. (2005). Social dilemma in knowledge communication via shared databases. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication - and how they may be overcome (pp. 143-167). New York: Springer.
 

Cress, U., & Hesse, F. W. (2003). Wissen teilen im Netz - ein Dilemma. In R. Keil-Slawik, & M. Kerres (Eds.), Education quality forum 2003 - Wirkungen und Wirksamkeit Neuer Medien in der Bildung (pp. 115-131). Münster: Waxmann.
 

Buder, J., & Cress, U. (2001). Randbedingungen der Partizipation in virtuellen Seminaren: Eine Analyse aus Sicht der Forschung zum information pooling. In H.F. Friedrich, & F.W. Hesse (Eds.), Partizipation und Interaktion im virtuellen Seminar (pp. 29-54). Münster: Waxmann.
 

Zentel, P., Cress, U., & Hesse, F. W. (2001). Kommunikation im Spannungsfeld traditioneller und virtueller Universität. In E. Wagner, & M. Kindt (Eds.), Virtueller Campus: Szenarien - Strategien - Studium (pp. 420-428). Münster: Waxmann.
 

Fütterer, T., Gerjets, P., Cress, U., Lachner, A., Meurers, D., Köller, O., Fischer, F., Scheiter, K., Nuxoll, F., Bronner, P., Blume, B., & Trautwein, U. (2024). Wissenschaftler zu Kritik an Digitalem: „Wir sollten uns nicht beirren lassen“. Sonderheft des Verband Bildung und Erziehung (VBE), 5-8.
 

Cress, U. (2023). KI allein wird keinen Unterricht stemmen. Schulmanagement. https://www.campus-schulmanagement.de/magazin/ki-im-unterricht-zusammenarbeit-mensch-maschine
 

Artelt, C., Becker-Mrotzek, M., Cress, U., Drachsler, H., Gagarina, N., Hasselhorn, M., Köller, O., Kunter, M., Maaz, K., Meurers, D., Pant, H. A., Parchmann, I., Prenzel, M., Scheiter, K., Stanat, P., & Trautwein, U. (2021). Lehren und Lernen in der digitalen Welt. Stellungnahme vom 16. April 2021 auf Initiative des Leibniz-Forschungsnetzwerks Bildungspotenziale (LERN). Kultusministerkonferenz (KMK), 1-4.
 

Cress, U., Diethelm, I., Eickelmann, B., Köller, O., Nickolaus, R., Anand Pant, H., & Reiss, K. (2018). Schule in der digitalen Transformation - Perspektiven der Bildungswissenschaften (acatech Diskussion). Deutsche Akademie der Technikwissenschaften (acatech).
 

Cress, U., & Renner, B. (2018). Neue Metaphern für das Lernen - Was digitale Medien in der Schule alles leisten und verändern können. Fünftes Sankelmarker Gespräch: „Digitalisierung der Welt. Herausforderungen für Schule und Lehrerbildung”. ZBV, Zeitschrift für Bildungsverwaltung, 2, 49-57.
 

Cress, U., & Romppel, M. (2017). Wir erforschen kognitive Interfaces. Leibniz-Institut für Wissensmedien.
 

Fischer, U., Link, T., Nürk, H.-C., Cress, U., & Moeller, K. (2014). Neue Medien, neue Möglichkeiten: Wie Lernsoftware mathematisches Wissen vermittelt. In-Mind, 3. http://de.in-mind.org/article/neue-medien-neue-moeglichkeiten-wie-lernsoftware-mathematisches-wissen-vermittelt
 

Renner, B., Moskaliuk, J., & Cress, U. (2014). Ubiquitous Working – Chancen & Risiken für die Wissensarbeit. Wissensmanagement, 8, 8-10.
 

Moskaliuk, J., Knipfer, K., & Cress, U. (2012). Das "stille" Wissen der Mitarbeiter nutzen. Wissensmanagement, 3, 44-46.
 

Cress, U. (2010). Interview zum Thema "Umdenken erfordert". Friedrich Ebert Stiftung, Akademie Management und Politik.
 

Matschke, C., & Cress, U. (2010). Der Austausch von Handlungswissen in Organisationen: Chancen von Web 2.0. gfwm newsletter, 5, 16-17.
 

Cress, U., Wodzicki, K., & Moskaliuk, J. (2009). Die Net-Generation liebt den Spaßfaktor. Wie Studierende die Möglichkeiten virtueller Welten zur Kommunikation nutzen. attempto, 26, 36.
 

Lingnau, A., Zentel, P., Cress, U., & Bientzle, M. (2009). Lernkiste – ein multimedialer Werkzeugkasten. Computer + Unterricht, 75, 57.
 

Moskaliuk, J., Wodzicki, K., & Cress, U. (2009). Wissensaustausch im Web 2.0: Motivationale, kognitive und soziale Faktoren. Psychologieunterricht, 42 (9), 19-23.
 

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

Cress, U. (2007). Unterstützung Online-Lernender beim selbstgesteuerten Lernen: Experteninterview mit Dr. Ulrike Cress. Online-Tutoring Journal, 2.
 

Cress, U., & Hron, A. (2007). Interview mit PD Dr. Ulrike Creß und Dr. Aemilian Hron vom Institut für Wissensmedien (IWM) zur Evaluation von Lehrer Online. Themendienst, 02, 12-14.
 

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

Cress, U. (2005). Wann ist eine Wissensdatenbank effizient? Wissensmanagement, 7 (8), 36-48.
 

Cress, U. (2004). Von der Schwierigkeit, Wissen zu teilen - eine psychologische Sichtweise. Wissensmanagement, 6 (3), 10-13.
 

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

Böhm, B., Büsser, M., Djeffal, C., Cress, U., Heider, F., & Reinhold, T. (2024, September 26). Innovationsschub oder Kontrollverlust: Welche Auswirkungen haben KI und New Work auf unsere Arbeitskultur? KI und New Work: Zukunftsstrategien für Wissenschaftseinrichtungen. Senckenberg Naturmuseum, Frankfurt am Main. [Panel]
 

Cress, U. (2024, März 1). KI in der Klasse: Ein weiter und steiniger Weg? 8. LEAD-Tag der Wissenschaft „Auf zum Bildungs-Gipfel: Schule und Wissenschaft gemeinsam unterwegs“. LEAD Graduate School & Research Networks, Eberhard Karls Universität Tübingen. [Vortrag]
 

Cress, U. (2024, Juni 12). Potenziale von KI in der Bildung. Jahrestreffen der Leitungen der Landesinstitute 2024. Esslingen. [Vortrag]
 

Cress, U. (2024, Oktober 18). Künstliche Intelligenz: Was kann und wird sie in der Bildung leisten? Auftakveranstaltung Podium Schulmanagement und Leadership, Eröffnungsveranstaltung für Kohorte 4. Heilbronn. [Vortrag]
 

Cress, U. (2024, Februar 6). Bildung braucht mehr als Bildschirm: Warum die Debatte um die Digitalisierung noch immer zu kurz greift. Podium zum Thema "Digitalisierung von Schulen". Fraktion GRÜNE im Landtag von Baden-Württemberg, Stuttgart. [Vortrag]
 

Cress, U. (2024, Juni 26). Künstliche Intelligenz und Schule- eine Revolution unseres Bildungswesens? Stadtteiltreff Hirschau. [Vortrag]
 

Cress, U., Blume, B., & Ebbinghaus, U. (2024, Wie sieht die Schule der Zukunft aus? 75 Jahre FAZ, Veranstaltungsreihe „Zukunft gestalten“. Stuttgart. https://unternehmen.thalia.de/pressemeldungen/thalia-und-die-frankfurter-allgemeine-zeitung-starten-gemeinsame-veranstaltungsreihe-zukunft-gestalten/ [Panel]
 

Cress, U., & Lachner, A. (2024, Juli 9). Digitale Bildung: Verstärkung oder Lösung der Bildungskrise? Studium Generale. Eberhard Karls Universität Tübingen, Graduiertenschule & Forschungsnetzwerk LEAD. [Vortrag]
 

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]
 

Cress, U. (2023, Februar 28-März 3). Medienbezogene Lehrkompetenz: Messung, Wirkung, Förderung. 10. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Universität Duisburg-Essen, Essen. [Symposium Diskussion]
 

Cress, U. (2023, Januar 31 – Februar 1). Künstliche Intelligenz in der Schule. Eingeladener Vortrag auf der Präsenztagung zum Thema „Automatisiertes Lernen? Künstliche Intelligenz im Bildungssystem“, Veranstaltungsreihe „Demokratie im Gespräch“. Akademie für Politische Bildung, Tutzing. [Vortrag]
 

Cress, U. (2023, September 26). Einführung in das Thema. Bildungspolitischen Forum 2023. Vertretung des Landes Baden-Württemberg, Berlin. [Vortrag]
 

Cress, U., & Köller, O. (2023, Oktober 10). KI in der Klasse: Ein weiter und steiniger Weg. Eingeladener Vortrag auf der Achten bundesweite Fachtagung KI: Wie verändert KI das Lernen und Lehren in der Schule? Zentrum für Schulqualität und Lehrerbildung (ZSL), Berlin. [Vortrag]
 

Cress, U. (2022, September 12-14). Wissen im digitalen Zeitalter – Herausforderung für die akademische Bildung. Keynote auf der 20. Fachtagung Bildungstechnologien der GI Fachgruppe Bildungstechnologien (DELFI 2022) „Digitale Lehre nachhaltig gestalten“. Karlsruhe. [Vortrag]
 

Cress, U. (2022, März 9-11). „Wissen“ im digitalen Zeitalter. Keynote auf der 9. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) „Alles auf Anfang? – Bildung im digitalen Wandel“. Bamberg (virtuelle Konferenz). [Vortrag]
 

Cress, U. (2022, April 26). Lernökologie: Bedeutung informeller Lerngelegenheiten in unserer Wissensgesellschaft. Austausch zwischen der Leibniz-Gemeinschaft und der Deutsche Telekom Stiftung. Berlin. [Workshop Organisation]
 

Cress, U. (2022, September 27). Eingeladene Leitung eines Workshops zum Thema „Digitale Kompetenzen uploaded – Ziel- und Zukunftsperspektiven im multiperspektivischen Diskurs“. Bildungspolitisches Forum „Mindeststandards – ein Beitrag zu besserer Bildung für alle?“ Leibniz Forschungsnetzwerk Bildungspotenziale (LERN). Hessische Landesvertretung, Berlin. [Workshop Organisation]
 

Cress, U. (2022, Oktober 6). Impulsvortrag zum Thema „Ohne kompetente Lehrkräfte keine Digitalisierung“. 10. Gespräch des Präsidiums der KMK mit im Bildungsbereich aktiven Stiftungen. Deutsche Telekom Stiftung, Berlin. [Vortrag]
 

Cress, U., Wagner, D., Müller-Härlin, M., Werner, R., Dieminger, A., & Sieh, I. (2022, November 21). SWK Talks „Digitalisierung im Bildungssystem“, Folge 6: Hochschule. Ständige wissenschaftliche Kommission (SWK) der Kultusministerkonferenz (KMK). [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]
 

Noller, J., Kehrer, M., Thillosen, A., & Cress, U. (2022, März 30). Gestaltung hybrider Lernräume in der Hochschullehre – Das Projekt HybridLR. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN). Frankfurt am Main (virtuelle Konferenz). [Poster]
 

Cress, U. (2021, Juni 16). KI@Education. 1. Kuratoriumssitzung 2021, Deutsche Telekom Stiftung. Bonn. [Vortrag]
 

Cress, U. (2021, April 9). Wissenskonstruktion oder: „Wissen ist Macht“ – aber wer „macht“ das Wissen? Identität im digitalen Wandel. Podcast von Global Young Faculty, Universitätsallianz Ruhr. Essen. [Vortrag]
 

Cress, U. (2021, Juli 8). Megatrend Wissensgesellschaft – welche gesellschaftlichen Veränderungen bewirkt er? Gastvortrag im Rahmen der Veranstaltungen in Modul 4 des Executive Masterprogramms „Intersectoral Governance“ zum Thema „Kooperationen und Konflikte in intersektoralen Kooperationen“ (ISoG20). Duale Hochschule Baden-Württemberg, Center for Advanced Studies (CAS). Stuttgart. [Vortrag]
 

Cress, U. (2020, May). 10 years Leibniz-WissenschaftsCampus Tübingen. Virtuelles Symposium „What’s Cognitive About Cognitive Interfaces?” zum Abschluss des Leibniz-WissenschaftsCampus Tübingen. Tübingen. [Talk]
 

Cress, U. (2020, Mai). Kollaborative Wissenskonstruktion: Wie entsteht Wissen im digitalen Zeitalter? LIfBi Lectures. Eingeladener online-Vortrag am Leibniz-Institut für Bildungsverläufe e. V., Bamberg. [Vortrag]
 

Cress, U. (2020, April). Wie verändert Corona das Lernen und die Schule? Tonspur Wissen. Ein Podcast von t-online.de und der Leibniz-Gemeinschaft. [Vortrag]
 

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]
 

Cress, U. (2019, Dezember). Schwarmintelligenz, Echokammern, Verschwörungstheorien: Wie entsteht Wissen im digitalen Zeitalter? Eingeladener Vortrag im Rahmen der Leibniz-Lectures in der Urania Berlin. Leibniz-Gemeinschaft, Berlin, Deutschland. [Vortrag]
 

Cress, U. (2019, Oktober). Wissen und Lernen im Zeitalter von Wikipedia. Eingeladener Vortrag beim Talk am RBG. Robert-Bosch-Gymnasium, Wendlingen am Neckar, Deutschland. [Vortrag]
 

Diller, B., Kümmel, E., Cress, U., & Moskaliuk, J. (2019, Dezember). #Learnmap Benchmarking-Tool: Hochschulstrategien für die Digitalisierung der Lehre bewerten und vergleichen. Strategies Beyond Borders. Tagung des Hochschulforums Digitalisierung (HFD). Berlin. [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]
 

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]
 

Kümmel, E., Diller, B., Schmidt, M., Irle, G., Moskaliuk, J., Cress, U., & Hesse, F. (2019, November). Digital Learning Map: Datenbank für Praxisbeispiele zur digitalen Hochschullehre. Barcamp IWM #LearnMap. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
 

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]
 

Burmeister, C. P., Moskaliuk, J., & Cress, U. (2018, September). Work versus leisure environments: Effects of surroundings on concentration. 51. Kongress der Deutschen Gesellschaft für Psychologie. Frankfurt. [Talk]
 

Cress, U. (2018, November). Learning Needs Heterogeneity & Irritation. Artificial Intelligence – International Research and Applications: 1st Japanese-German-French DWIH Symposium. Tokio, Japan. [Talk]
 

Cress, U. (2018, July). Panelist at the Careers Programme "Science-flashmobs at shoppingmalls? From Scientific output towards scientific outreach". Euroscience Open Forum (ESOF 2018). Toulouse, France. [Panel]
 

Cress, U. (2018, February). Knowledge creation in mass-collaboration scenarios. Invited talk at the First Workshop of the International Society of the Learning Sciences (ISLS) in Africa. University of the Witwatersrand, Johannesburg, Südafrika. [Talk]
 

Cress, U. (2018, Mai). Was sind Experten, was Laien? Wie die Digitalisierung die Wissensordnung verändert. Eingeladener Vortrag beim Deutschen StiftungsTag 2018 „Update! - Stiftungen und Digitalisierung”. [Vortrag]
 

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

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]
 

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]
 

Irle, G., Kümmel, E., Moskaliuk, J., Schmidt, M., Cress, U., & Hesse, F. W. (2018, September). Digital Learning Map – Datenbank für Praxisbeispiele zur digitalen Hochschullehre. 2. Treffen des Netzwerks für die Hochschullehre des Hochschulforums Digitalisierung. Berlin. [Poster]
 

Kehrer, M., Hellermann, M., Thillosen, A., & Cress, U. (2018, September). Smart Teaching Baden-Württemberg. Wissenschaftliches Begleit- und Forschungsprojekt zum Förderprogramm "Digital Innovations for Smart Teaching – Better Learning". Von der Digitalen Innovation in die Lehrpraxis, Konferenz des HND BW und des Förderprogramms Digital Innovations for Smart Teaching – Better Learning. Hochschule Karlsruhe - Technik und Wirtschaft. [Poster]
 

Kehrer, M., Hellermann, M., Thillosen, A., & Cress, U. (2018, April). Erfolgsfaktoren und Hindernisse bei der Umsetzung innovativer Digitalisierungsprojekte an Hochschulen in Baden-Württemberg. Wissenschaftliche Fachtagung LERN 2018 "Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung". Tübingen. [Poster]
 

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]
 

Moskaliuk, J., Irle, G., Kümmel, E., Cress, U., & Hesse, F. W. (2018, März). Digital Learning Map 2020: Erfolgsfaktoren & Vernetzungsstrategien für digitale Hochschulbildung. Tagung „Digitalisierung als Herausforderung für die Hochschuldidaktik“. Johannes Gutenberg-Universität Mainz. [Poster]
 

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]
 

Burmeister, C. P., Moskaliuk, J., & Cress, U. (2017, May). Succesful working wherever you are? Effects of the environment on work and cognitive performance. Congress of the European Association of Work and Organizational Psychology 2017. Dublin, Ireland. [Poster]
 

Burmeister, C. P., Moskaliuk, J., & Cress, U. (2017, March). When do surroundings matter? Moderators of an environmental effect on work performance. Flexible work in the Digital Age. Mannheim. [Poster]
 

Cress, U. (2017, Juli). Die soziale Dimension des Wissens - oder warum Frauen auch mal Modelleisenbahn fahren dürfen. Eingeladener Vortrag. Veranstaltung für die neuen wissenschaftlichen Direktoren/innen und die Vorgänger/innen. Leibniz-Gemeinschaft, Berlin. [Vortrag]
 

Cress, U. (2017, April). Das Phänomen Wikipedia: Wie Wissen wächst. Eingeladener Vortrag beim Open Campus, Hochschule Furtwangen. Tuttlingen. [Vortrag]
 

Cress, U. (2017, Juli). Aktuelle Entwicklungen der Wissensvermittlung und des Wissenserwerbs mit digitalen Medien sowie aktuelle Forschungsprojekte des IWM. Eingeladener Vortrag auf der Sitzung des Landesfachausschusses Wissenschaft, Forschung und Kunst der CDU Baden-Württemberg. Stuttgart. [Vortrag]
 

Cress, U. (2017, November). Neue Metaphern für das Lernen – Was digitale Medien in der Schule alles leisten und verändern können. Eingeladener Vortrag im Rahmen des 5. Sankelmarker Gesprächs zur Lehrerbildung „Die Digitalisierung der Welt. Herausforderungen für Schule und Lehrerbildung“. Universität Flensburg. [Vortrag]
 

Cress, U. (2017, November). Digitales Know-how – der Schlüssel zur MINT-Welt. ZEIT KONFERENZ Schule & Bildung: Alles digital? - Wie guter MINT-Unterricht gelingen kann. Berlin. [Symposium Diskussion]
 

Cress, U. (2017, November). Digitales Know-how – der Schüssel zur MINT-Welt. Eingeladener Vortrag auf der 6. ZEIT Konferenz Schule & Bildung „Alles digital?! Wie guter MINT-Unterricht gelingen kann“. Deutsche Telekom Stiftung, Berlin. [Vortrag]
 

Cress, U. (2017, Dezember). KI - Katalysator oder Feind einer offenen Gesellschaft? OPEN! 2017 - Offene Kultur in Zeiten künstlicher Intelligenz. Stuttgart. [Symposium Diskussion]
 

Cress, U., & Moskaliuk, J. (2017, Januar). Vernetzt = erfolgreich? Strategien für digitale Hochschule-Lehre. Eingeladener Vortrag auf der LEARNTEC 2017. Karlsruhe. [Vortrag]
 

De Vreeze, J., Matschke, C., & Cress, U. (2017, September). Straddling two cultures: A mismatch in cultural norms and values between other students and people back home undermines adaptation to university. 16. Tagung der Fachgruppe Sozialpsychologie (FGSP). Ulm. [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]
 

Hod, Y., Eberle, J., Benichou, M., Charles, E., Cress, U., Fischer, F., Goodyear, P., Kali, Y., Kollar, I., Slotta, J. D., Thompson, K., Tjietjen, P., & Yeoman, P. (2017, June). Synthesizing CSCL perspectives on the theory, methods, design, and implementation of future learning spaces. The 12th International Conference on Computer Supported Collaborative Learning (CSCL 2017). Philadelphia, USA. [Workshop Organisation]
 

Keilmann, F., de la Rosa, S., Cress, U., & Meilinger, T. (2017, March). How do individual and collaborative spatial problem solving differ? The case of environmental search. 59th Conference of Experimental Psychologists (TeaP). Dresden. [Talk]
 

Keilmann, F., de la Rosa, S., Schwan, S., Cress, U., Mohler, B. J., Bülthoff, H. H., & Meilinger, T. (2017, July). Comparing individual and collaborative problem solving in environmental search. 39th Annual Conference of the Cognitive Science Society (CogSci). London, UK. [Talk]
 

Moskaliuk, J., Irle, G., Kümmel, E., Cress, U., & Hesse, F. W. (2017, September). Digital Learning Map 2020 – Erfolgsfaktoren & Vernetzungsstrategien für digitale Hochschulbildung. Hochschulnetzwerk Digitalisierung der Lehre Baden-Württemberg (HN DBW). Offenburg. [Poster]
 

Moskaliuk, J., Irle, G., Kümmel, E., Cress, U., & Hesse, F. W. (2017, Juli). Digital Learning Map 2020 – Erfolgsfaktoren & Vernetzungsstrategien für digitale Hochschulbildung. Fachtagung „Hochschulen im digitalen Zeitalter“ des Bundesministeriums für Bildung und Forschung. Berlin. [Poster]
 

Moskaliuk, J., Thillosen, A., Hesse, F. W., & Cress, U. (2017, März). Erfolgsfaktoren für den Einsatz digitaler Medien in der Hochschullehre. 12. Jahrestagung der Gesellschaft für Hochschulforschung (GfHf) zum Thema „Digitalisierung der Hochschulen: Forschung, Lehre und Administration”. Hannover. [Vortrag]
 

von der Beck, I., Oeberst, A., & Cress, U. (2017, September). Kollektiv einer Meinung? Der Eigengruppenfehler in Konfliktbeschreibungen der Wikipedia. 16. Tagung der Fachgruppe Sozialpsychologie (FGSP 2017). Ulm. [Vortrag]
 

Burmeister, C. P., Moskaliuk, J., & Cress, U. (2016, September). Ubiquitous Working (Hot Topic: Work and Health). 50. Kongress der Deutschen Gesellschaft für Psychologie. Leipzig. [Poster]
 

Burmeister, C. P., Moskaliuk, J., & Cress, U. (2016, November). Does where you work affect how you work? Ubiquitous Working: Herausforderungen und Chancen einer vernetzten Arbeitswelt - UbiWorkshop. Tübingen. [Poster]
 

Burmeister, C. P., Moskaliuk, J., & Cress, U. (2016, July). Context effects on cognition and work behavior: How a virtual 3D office environment enhances cognition. Virtual Environments: Current Topics in Psychological Research Workshop (VECTOR). Tübingen, Germany. [Poster]
 

Cress, U. (2016, Juni). e-learning, Fluch oder Segen in der Aus- und Weiterbildung. Eingeladener Vortrag beim Festakt anlässlich des 40-jährigen Jubiläums des ulmkollegs. Ulm. [Vortrag]
 

Cress, U. (2016, Januar). e-teaching.org als zentrale Austauschplattform. Eingeladener Vortrag auf der LEARNTEC. Karlsruhe. [Vortrag]
 

Cress, U., & Rosé, C. P. (2016, June). Towards next steps for the CSCL community: Advancing science and informing real world collaboration in Web 2.0. International Conference of the Learning Sciences (ICLS). Singapore. [Workshop Organisation]
 

De Vreeze, J., Matschke, C., & Cress, U. (2016, December). Falling between two stools: Differences in value endorsement as an underlying cause for identity incompatibility. Associatie van Sociaal-Psychologische Onderzoekers (ASPO). Leiden, The Netherlands. [Talk]
 

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]
 

Greving, H., Oeberst, A., & Cress, U. (2016, September). Kollektiv verärgert berichtet? Ergebnisse zu Berichten über Terroranschläge auf Wikipedia. 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Leipzig. [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]
 

Cress, U. (2015, April). Early Career Workshop. 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015). Göteborg, Sweden. [Workshop Organisation]
 

Cress, U. (2015, April). Wissenskonstruktion mit Wikis: Eine systemisch-kognitive Perspektive. Arbeitstagung am Museum für Naturkunde (MfN). Berlin. [Workshop Organisation]
 

Cress, U. (2015, October). Application of Networks: Analyzing knowledge construction. 7th International Workshop on Network Theory. Northwestern University, Evanston, IL, USA. [Talk]
 

Cress, U. (2015, December). How Social Media enable individual learning and collaborative knowledge creation. Invited Talk at User-Centred Social Media | Graduiertenkolleg / DFG. International Symposium on User-Centered Social Media. Duisburg. [Talk]
 

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]
 

Fischer, U., Dackermann, T., Moeller, K., Cress, U., & Nuerk, H.-C. (2015, January). Turning around children’s number line – associations between number line direction and number magnitude. 33th European Workshop on Cognitive Neuropsychology. Bressanone, Italy. [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]
 

Renner, B., Wesiak, G., & Cress, U. (2015, May). Quantified self app usage tested at the workplace. 17th Congress of the European Association of Work and Organizational Psychology. Oslo, Norway. [Poster]
 

von der Beck, I., Oeberst, A., Cress, U., Nestler, S., & Back, M. (2015, September). Hindsight Bias 2.0 - Der Rückschaufehler durch Wikipedia. 15. Tagung der Fachgruppe Sozialpsychologie (FGSP 2015). Potsdam. [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]
 

Cress, U. (2014, April). Experimentelle Methoden in der E-Learning-Forschung. Online-Veranstaltung: Pro und Contra von experimentellen und Design-Based-Ansätzen. http://connect8.iwm-kmrc.de/p3z7f1t0xwb?launcher=false&fcsContent=true&pbMode=normal [Vortrag]
 

Cress, U. (2014, May). Mass collaboration as co-evolution of cognitive and social systems. International Workshop on Mass Collaboration and Education. Tübingen. [Talk]
 

Cress, U. (2013, June). Mass collaboration - an emerging field for CSCL research. Symposium at the 10th International Conference on Computer Supported Collaborative Learning (CSCL). Madison, Wisconsin, USA. [Symposium Organisation]
 

Cress, U. (2013, Juni). 10 Jahre E-Learning in Deutschland - Rückblick und Ausblick. Jubiläumsveranstaltung „10 Jahre e-teaching.org“. Leibniz-Institut für Wissensmedien. Tübingen. [Vortrag]
 

Cress, U. (2013, June). Making use of collective knowledge – a cognitive approach. 10th International Conference on Computer Supported Collaborative Learning (CSCL). Winconsin, Madison (USA). [Talk]
 

Cress, U. (2013, June). Mass collaboration - am emerging field for CSCL research. 10th International Conference on Computer Supported Collaborative Learning (CSCL). Winconsin, Madison (USA). [Talk]
 

Cress, U. (2013, June). CSCL@Work - Bridging learning and work. Workshop auf der 10th International Conference on Computer Supported Collaborative Learning (CSCL). Madison, Wisconsin, USA. [Workshop Organisation]
 

Fischer, U., Moeller, K., Class, F., Huber, S., Cress, U., & Nuerk, H.-C. (2013, March). Eliciting and measuring access to magnitude information in embodied comparisons. 55. Tagung experimentell arbeitender Psychologen (TeaP). Wien, Austria. [Talk]
 

Fischer, U., Moeller, K., Huber, S., Cress, U., & Nuerk, H.-C. (2013, February). Eliciting and measuring access to magnitude information. Workshop in Paris - Interactions between space, time and number: 20 years of research. Paris, France. [Poster]
 

Knipfer, K., Moskaliuk, J., Knipfer, C., Stelzle, F., Breuer, G., & Cress, U. (2013, May). How to make reflective learning effective: The significance of contextualization for reflective learning from formal training. 16th Congress of the European Association of Work and Organizational Psychology. Münster. [Poster]
 

Moeller, K., Huber, S., Link, T., Fischer, U., Nuerk, H.-C., & Cress, U. (2013, März). Mathe mit der Matte – Verkörperlichtes Lernen numerischer Kompetenzen. Erste Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Kiel. [Vortrag]
 

Moeller, K., Nuerk, H.-C., & Cress, U. (2013, November). Computer-supported training of the mental number line. 21st International Conference on Computers in Education (ICCE). Denpasar Bali, Indonesien. [Talk]
 

Oshima, J., Cress, U., & Laferrière, T. (2013, November). Tutorial: Publishing your work in iJCSCL Organizers. ICCE2013, The 21st International Conference on Computers in Education. Denpasar Bali, Indonesien. [Workshop Organisation]
 

Wessel, D., Knipfer, K., DeLeeuw, K., Maiden, N., Krogstie, B., & Cress, U. (2013, May). Evaluating informal learning support: Best Practice from MIRROR - Reflective Learning at Work. 16. Kongress der European Association of Work and Organizational Psychology. Münster. [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]
 

Cress, U. (2012, Mai). Gemeinsam Wissen konstruieren im Social Web. Abschlussveranstaltung des Open Course "Workplace Learning (ocwl11). Stuttgart. [Vortrag]
 

Cress, U. (2012, März). Reviewing scientific papers. Paper-Reviewing Workshop für Nachwuchswissenschaftler für das International Journal of Technology Enhanced Learning. [Vortrag]
 

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]
 

Nuerk, H.-C., Fischer, U., Link, T., Huber, S., Moeller, K., & Cress, U. (2012, September). Learning and development of embodied numerosity. 5th International Conference on Spatial Cognition. Rome, Italy. [Talk]
 

Oeberst, A., Halatchliyski, I., & Cress, U. (2012, July). Collaborative knowledge construction under highly uncertain circumstances: The case of Fukushima in Wikipedia. WikiAcademy. Berlin. [Talk]
 

Bertram, J., Moskaliuk, J., & Cress, U. (2011, March). Acquiring knowledge-in-use in virtual training environments: A theory driven design process. IEEE Virtual Reality Conference (IEEE VR). Singapore. [Poster]
 

Bertram, J., Moskaliuk, J., & Cress, U. (2011, July). Learning in virtual environments: The role of social presence for virtual team training. multi.player - International Conference on the Social Aspects of Digital Gaming. Hohenheim. [Talk]
 

Bertram, J., Moskaliuk, J., & Cress, U. (2011, March). Virtual police: Acquiring knowledge-in-use in virtual training environments. IEEE 1st International Symposium on Virtual Reality Innovations (IEEE ISVRI). Singapore. [Poster]
 

Cress, U. (2011, November). Teamtraining in der virtuellen Realität. Gastvortragsreihe Virtual Reality der Fraunhofer IFF. Magdeburg. [Vortrag]
 

Cress, U. (2011, Oktober). Mobile learning - eine psychologische Perspektive. Workshop "Mobile Learning Technology". Saarbrücken. [Talk]
 

Cress, U. (2011, Februar). Moderation: Workshop Gestaltung von Lernszenarien - Neue Lernformen 2. didacta 2011: Fachtagung Professional E-Learning. Stuttgart. [Vortrag]
 

Cress, U., & Heinze, N. (2011, Februar). Hochschullehre im Zeitalter des Web 2.0 - aktuelle Tendenzen aus Sicht der Medienforschung. didacta 2011: Fachtagung Professional E-Learning. Stuttgart. [Vortrag]
 

Cress, U., Heinze, N., & Plesch, C. (2011, März). STELLAR - ein europäisches Netzwerk für Exzellenz in technologie-unterstütztem Lernen. Online-Vorlesung. Portal e-teaching.org. http://connect.iwm-kmrc.de/p71899477 [Vortrag]
 

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]
 

Fischer, U., Moeller, K., Cress, U., & Nuerk, H.-C. (2011, January). Development and evaluation of a small-group intervention program for children with dyscalculia. 29th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]
 

Fischer, U., Moeller, K., Cress, U., & Nuerk, H.-C. (2011, April). Effects of stimulus-response congruency: Embodied training of the mental number line on an interactive whiteboard. Workshop of the Israel Science Foundation: Typical and Atypical Neurocognitive Aspects of Numerical Processing. Be'er Sheva/Haifa, Israel. [Poster]
 

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]
 

Knipfer, K., Prilla, M., Herrmann, T., & Cress, U. (2011, July). Computer support for collaborative reflection on captured teamwork data. 9th Computer Supported Collaborative Learning Conference. Hong Kong. [Poster]
 

Kump, B., Knipfer, K., Pammer, V., Schmidt, A., Maier, R., Kunzmann, C., Cress, U., & Lindstaedt, S. N. (2011, September). The role of reflection in maturing organizational know-how. 1st European Workshop on Awareness and Reflection in Learning Networks (EC-TEL). Palermo, Italy. [Talk]
 

Matschke, C., Moskaliuk, J., Arnold, F., & Cress, U. (2011, July). Patterns as facilitators for knowledge building in learning organizations. 9th International Conference on Computer-Supported Collaborative Learning. Hong Kong. [Poster]
 

Moskaliuk, J., Bertram, J., & Cress, U. (2011, July). Training in virtual training environments: Connecting theory to practice. 9th International Conference on Computer Supported Collaborative Learning (CSCL). Hong Kong. [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]
 

Nuerk, H.-C., Fischer, U., Moeller, K., & Cress, U. (2011, September). Physical-spatial training of number magnitude representation: congruency of response and stimulus increases training effects. 17th Meeting of the European Society for Cognitive Psychology (EsCOP). Donostia - San-Sebastian, Spain. [Talk]
 

Prilla, M., Knipfer, K., Degeling, M., Cress, U., & Herrmann, T. (2011, September). Computer support for collaborative reflection on captured teamwork data. 1st European Workshop on Awareness and Reflection in Learning Networks (EC-TEL). [Talk]
 

Bertram, J., Moskaliuk, J., & Cress, U. (2010, Juni). Evaluation der virtuellen Trainingsumgebung ViPol. Kompetenz- und Entwicklungszentrum Einsatztraining der Polizei Baden-Württemberg, Biberach. [Talk]
 

Cress, U. (2010, Mai). Wissensaustausch und Wissenskonstruktion. Ruhr-Universität Bochum. [Vortrag]
 

Cress, U. (2010, June). Motivationale Aspekte zum Wissenstransfer - Ergebnisse psychologischer Forschung zum Wissensaustausch. Symposium "Wissensmanagement im Wissenschaftlichen Verbundsystem Leistungssport". Blaubeuren. [Vortrag]
 

Cress, U., Fischer, U., Moeller, K., Sauter, C., & Nuerk, H. C. (2010, July). The use of a digital dance mat for training kindergarten children in a magnitude comparison task. 9th International Conference of the Learning Sciences (ICLS 2010). Chicago, IL, USA. [Talk]
 

Fischer, U., Moeller, K., Bientzle, M., Sauter, C., Cress, U., & Nuerk, H.-C. (2010, January). Embodied spatial training of number magnitude representation: an intervention study. 28th European Workshop of Cognitive Neuropsychology. Bressanone, Italien. [Poster]
 

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]
 

Held, C., & Cress, U. (2010, August). Using the Social of Tagging: The Interplay of Social Tags and the Strength of Association in Navigation and Learning Processes. 32nd Annual Conference of the Cognitive Science Society. Portland, OR, USA. [Poster]
 

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]
 

Matschke, C., Moskaliuk, J., & Cress, U. (2010, November). Pattern-Based Knowledge Building in Learning Organizations. 18th International Conference on Computers in Education. Putrajaya, Malaysia. [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]
 

Wodzicki, K., Knipfer, K., & Cress, U. (2010, September). Organisationales Wissensmanagement mit Web 2.0 erfolgreich gestalten - Das Portal www.geistreich.de. 12. Kongress zum IT-gestützten Wissensmanagement in Unternehmen und Organisationen (KnowTech 2010). Bad Homburg. [Vortrag]
 

Bientzle, M., Wodzicki, K., Lingnau, A., & Cress, U. (2009, June). Enhancing pair learning of pupil with cognitive disabilities: Structural support with help of floor control. International Conference on Computer Supported Collaborative Learning (CSCL). Rhodes, Greece. [Talk]
 

Cress, U. (2009, November). Unendliche Weiten: die kognitive und soziale Dimension des www. Studientag des kirchlich-theologischen Arbeitskreises der PfarrerInnen des Kirchenbezirks Stuttgart. Stuttgart. [Vortrag]
 

Cress, U. (2009, Dezember). Diskutant: Workshop "Pinpointing pivotal moments in collaboration". Alpine-Rendez Vous. Garmisch-Partenkirchen. [Workshop Organisation]
 

Cress, U. (2009, June). Handling multilevel data. Workshop on the International Conference on Computer Supported Collaborative Learning (CSCL). Rhodes, Greece. [Talk]
 

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]
 

Cress, U., Thillosen, A., & Wedekind, J. (2009, Dezember). Vorstellung e-teaching.org. Vierter Nationaler IT Gipfel. Stuttgart. [Vortrag]
 

Held, C., & Cress, U. (2009, October). Learning by Foraging: The Impact of Social Tags on Knowledge Acquisition. European Conference on Technology Enhanced Learning. Nice, France. [Talk]
 

Held, C., & Cress, U. (2009, November). Using the Collective Knowledge of the Web: The Effect of Social Tags on Web Search and Knowledge Acquisition. ZEW-KMRC-Workshop "The potential of social software for knowledge creation and economic performance". Mannheim. [Poster]
 

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]
 

Schwämmlein, E., Wodzicki, K., & Cress, U. (2009, September). Going beyond personal factors: Exploring context effects on self-presentation in online communities. 6th Conference of the Media Psychology Division. Duisburg-Essen. [Talk]
 

Wodzicki, K., Moskaliuk, J., & Cress, U. (2009, March). Patterns for social practices: A psychological perspective. Workshop "E-Learning Patterns". IWM Tübingen. [Talk]
 

Wodzicki, K., Schwämmlein, E., & Cress, U. (2009, September). Member profiles on social networking sites as external transactive memory systems: Implications and arising research questions. 6th Conference of the Media Psychology Division. Duisburg-Essen. [Talk]
 

Wodzicki, K., Schwämmlein, E., & Cress, U. (2009, October). How to Get Proper Profiles? Psychological Perspective on Social Networking Sites. European Conference on Technology Enhanced Learning. Nice, France. [Talk]
 

Bientzle, M., & Cress, U. (2008, June). Supporting face-to-face communication through ICT for pupils with cognitive disabilities. Workshop Perspectives of ICT in special education. Tübingen. [Talk]
 

Cress, U. (2008, November). Wissensprozesse im Web 2.0. Know Center. Graz. [Vortrag]
 

Cress, U. (2008, June). Präsentation auf dem Invited Symposium Productive tensions in the learning sciences: Socio-cognitive and socio-cultural theory. International Conference of the Learning Sciences. Utrecht, The Netherlands. [Vortrag]
 

Cress, U. (2008, June). The interaction between groups and individuals: The challenge of statistically analysing cooperative learning. 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]
 

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]
 

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]
 

Held, C., & Cress, U. (2008, Februar). Social Tagging aus kognitionspsychologischer Sicht. Workshop zu Social Tagging in der Wissensorganisation - Perspektiven und Potenziale. Tübingen. [Vortrag]
 

Hesse, F. W., Wodzicki, K., & Cress, U. (2008, December). Learning in a Cross-linked Knowledge Society. Zentrum für Europäische Wirtschaftsorganisation (ZEW). Mannheim. [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., & Cress, U. (2008, Oktober). Lernen in virtuellen Realitäten. Tagung des Bundesverbandes der Psychologielehrerinnen und Lehrer 2008. Stuttgart. [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]
 

Wodzicki, K., & Cress, U. (2008, July). Application of SIDE: Different visual representations of group members and their effects on information exchange. XXIX International Congress of Psychology (ICP). Berlin. [Talk]
 

Wodzicki, K., Schwämmlein, E., & Cress, U. (2008, June). Application of SIDE: Different Visual Representations of Group Members and their Effects on Information Exchange. International Workshop on Distributed Learning and Collaboration (DLAC). Participation and personalization: The main factors of social software. Tübingen. [Talk]
 

Cress, U. (2007, Oktober). Experimentelle Ansätze zum Wissensaustausch mit digitalen Medien. Universität Zürich. [Vortrag]
 

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. (2007, Juli). Wissensaustausch mit digitalen Medien: Experimentelle Befunde zu einem sozialen Dilemma. TU Berlin. [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]
 

Cress, U. (2007, Juni). Wissenserwerb und Wissenskommunikation im Internet aus motivations- und kognitionspsychologischer Sicht. Universität Erfurt. [Vortrag]
 

Cress, U. (2007, Februar). Das Wissen der Lehr-/Lernforschung in seiner Bedeutung für die Ausbildung von Lehrerinnen und Lehrern. Ruhr-Universität Bochum. [Vortrag]
 

Cress, U. (2007, January). Advanced statistical approaches for CSCL: Multilevel analyses. CSCL Alpine Rendez-Vous. Villars, Schweiz. [Talk]
 

Cress, U. (2007, März). Lernen mit Kommunikationsmedien - ein Zukunftsmodell? Universität der Bundeswehr Hamburg. [Vortrag]
 

Cress, U. (2007, März). Einsatz von Medien für das situierte Lernen. Universität Innsbruck, Österreich. [Vortrag]
 

Cress, U. (2006, November). Lernen mit Kommunikationsmedien - ein Zukunftsmodell? Technische Universität Karlsruhe. [Vortrag]
 

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. (2006, Oktober). "Ich sage allen was ich weiß - Potentiale und Barrieren des Wissensaustauschs mit digitalen Medien." Antrittsvorlesung an der Universität Tübingen. [Vortrag]
 

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

Cress, U. (2006, September). Informationsaustausch mit digitalen Medien - eine psychologische Perspektive. Vortrag am L3S Hannover. [Vortrag]
 

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]
 

Cress, U. (2006, Juli). Lernen mit Kommunikationsmedien - ein Zukunftsmodell? Universität Bielefeld. [Vortrag]
 

Cress, U. (2006, Juli). Bedeutung der Mehrebenenanalysen in der Statistik. Habilitationsvortrag an der Universität Tübingen. [Vortrag]
 

Cress, U., Hron, A., & Neudert, S. (2006, Juli). Präsentation der Evaluationsergebnisse zum Schulportal "Lehrer-Online". Schule ans Netz, Bonn. [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]
 

Cress, U. (2006, Juni). Wissensaustausch mit neuen Medien. Universität Braunschweig. [Vortrag]
 

Cress, U., Hron, A., Friedrich, F., & Hammer, K. (2006, Juni). What makes groups learning effectively in a videoconference setting. Seventh International conference of the Learning Sciences. Bloomington, USA. [Talk]
 

Cress, U. (2006, Mai). Medien für Schule und Ausbildung. Universität Konstanz. [Vortrag]
 

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]
 

Cress, U. (2006, Februar). Neue Ergebnisse des Wissensmanagements - Ergebnisse aus dem Labor. LearnTec. Karlsruhe. [Vortrag]
 

Cress, U. (2006, Februar). Leitung der Sektion M: Neue Ergebnisse des Wissensmanagements. LearnTec. Karlsruhe. [Vortrag]
 

Cress, U. (2006, März). Lernen mit Kommunikationsmedien - ein Zukunftsmodell? Universität Paderborn. [Vortrag]
 

Cress, U. (2005, May). Why member portraits can undermine participation. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan. [Talk]
 

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]
 

Hesse, F. W., & Cress, U. (2004, October). Why group-awareness tools can undermine participation - The effect of providing participants - portraits in a virtual information-exchange environment. First Symposium of the CSCL SIG of the Kaleidoscope European Network of Excellence. Lausanne, Switzerland. [Talk]
 

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]
 

Cress, U., & Hesse, F. W. (2004, Juli). Knowledge sharing in groups: Experimental findings of how to overcome a social dilemma. Sixth International Conference of the Learning Sciences. Santa Monica, CA, USA. [Talk]
 

Cress, U., & Hesse, F. W. (2003, September). Trittbrettfahren beim netzbasierten Wissensaustausch. 9. Fachtagung Pädagogische Psychologie. Bielefeld. [Vortrag]
 

Cress, U., Vogt, K., & Hesse, F. W. (2003, September). Einfluss von Regeln und Normen beim Wissensaustausch mittels einer geteilten Datenbank. 3. Tagung der Fachgruppe Medienpsychologie. Saarbrücken. [Vortrag]
 

Cress, U. (2003, August). Strategic, metacognitive, and social aspects in resource-oriented knowledge exchange. 25th Annual Conference of the Cognitive Science Society. Boston, MA, USA. [Poster]
 

Cress, U. (2003, Mai). Wissensaustausch mittels einer geteilten Datenbank - ein soziales Dilemma und seine experimentelle Untersuchung. Forschungskolloquium des Psychologischen Instituts der Universität Tübingen. [Vortrag]
 

Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2002, September). Wissensaustausch mittels geteilter Datenbanken - ein soziales Dilemma. 43. Kongress der Deutschen Gesellschaft für Psychologie. Berlin. [Vortrag]
 

Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2002, June). Knowledge communication via shared databases - a social dilemma. Workshop on barriers and biases in computer-mediated knowledge communication - and how they may be overcome. Münster. [Talk]
 

Cress, U. (2002, Mai). Selbstgesteuertes Lernen mit neuen Medien. Workshop zum Lernen mit neuen Medien. Oberschulamt, Stuttgart. [Vortrag]
 

Cress, U., Barquero, B., Schwan, S., Buder, J., & Hesse, F. W. (2001, September). Wissensaustausch mittels geteilter Datenbanken - ein soziales Dilemma. 2. Tagung der Fachgruppe Medienpsychologie. Landau. [Vortrag]
 

Cress, U., Knabel, O., & Hesse, F. W. (2001, September). Previews, Lern- und Navigationshilfe in Hypertexten? 8. Fachtagung Pädagogische Psychologie. Landau. [Vortrag]
 

Cress, U., Barquero, B., & Hesse, F. W. (2001, Mai). Online-Lernmaterialien in der Hochschullehre: Wie Studierende sie nutzen und beurteilen - Ergebnisse einer Evaluationsstudie. GOR 2001. Göttingen. [Vortrag]
 

Hesse, F. W., Cress, U., Barquero, B., & Schwan, S. (2000, November). Database-inherent tools to promote knowledge sharing via databases - theory and experimental design from a psychological view. International Workshop on New Technologies for Collaborative Learning. Awaji Island, Japan. [Talk]
 

Cress, U., & Buder, J. (2000, Oktober). Partizipation in virtuellen Seminaren: Eine Analyse aus der Sicht der Forschung zum 'information pooling'. Workshop zur Partizipation und Interaktion im virtuellen Seminar. Tübingen. [Vortrag]
 

Cress, U., Barquero, B., & Hesse, F. W. (2000, September). Medien in der Hochschullehre - erste Ergebnisse einer Evaluationsstudie. 42. Kongress der Deutschen Gesellschaft für Psychologie. Jena. [Vortrag]
 

Fiedler, S., Heinze, N., Kieslinger, B., & Cress, U. (2010). Second STELLAR Evaluation Report. EU Public Report (Deliverable of Stellar). Milton Keynes, UK: Open University.
 

Spada, H., Deiglmayr, A., Rummel, N., Diziol, D., Jansen, M., Plesch, C., Kändler, C., Cress, U., & Heinze, N. (2010). First Report on the STELLAR Delphi Study on Technology-Enhanced Learning – Results of the 1st Round and Planning & Implementation of the 2nd Round. EU Public Report (Deliverable of Stellar). Milton Keynes, UK: Open University.
 

Fiedler, S., Heinze, N., Kieslinger, B., & Cress, U. (2009). STELLAR Baseline Evaluation Report. EU Public Report (Deliverable of Stellar). Milton Keynes, UK: Open University.
 

Wild, F., Scott, P., Valentine, C., Gillet, D., Sutherland, R., Herder, E., Duval, E., Méndez, G., Heinze, N., Cress, U., & Oxoa, X. (2009). Report on the State of the Art in TEL. (Deliverable of Stellar). Milton Keynes, UK: Open University.
 

Cress, U., & Hesse, F. W. (2007). Arbeitsbericht zum DFG-Projekt HE 1305/14-3 "Wissensaustausch mittels einer geteilten Datenbank". Bericht über den Zeitraum 1.4.2004 bis 14.2.2007. Tübingen: Institut für Wissensmedien.
 

Cress, U. (2006). Das Informationsaustausch-Dilemma. Synpose der schriftlichen Habilitationsleistung. Tübingen: Universität Tübingen.
 

Cress, U., & Hesse, F. W. (2004). Arbeitsbericht zum DFG-Projekt HE 1305/14-2 "Wissensaustausch mittels einer geteilten Datenbank". Bericht über den Zeitraum 01.01.2001 bis 31.03.2004. Tübingen: Institut für Wissensmedien.
 

Cress, U., Barquero, B., & Hesse, F. W. (2002). Arbeitsbericht zum DFG-Projekt HE 1305/14-1 "Wissensaustausch mittels einer geteilten Datenbank". Bericht über den Zeitraum 1.1.2001 bis 31.3.2002. Tübingen: Institut für Wissensmedien.
 

Barquero, B., Cress, U., & Hesse, F. W. (2000). BioInform@tik: Multimedia-gestützter Studiengang Bioinformatik. Endbericht zur Evaluation der multimedialen Lehrveranstaltungen vom Sommersemester 1999 bis Sommersemester 2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen.
 

Barquero, B., Cress, U., & Hesse, F. W. (2000). BioInform@tik: Evaluation der multimedialen Lehrveranstaltungen im Sommersemester 2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen.
 

Barquero, B., Cress, U., & Hesse, F. W. (2000). BioInform@tik: Evaluation der multimedialen Lehrveranstaltungen im Wintersemester 1999-2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen.
 

Cress, U., Barquero, B., & Hesse, F. W. (2000). VirtuGrade: Evaluation der Lehrveranstaltungen im Sommersemester 2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen.
 

Cress, U., Barquero, B., & Hesse, F. W. (2000). VirtuGrade: Evaluation der Lehrveranstaltungen im Wintersemester 1999/2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen.
 

Müller, I., Becker, L., & Cress, U. (2024). LERN-Jahrestagung. Leibniz-Institut für Wissensmedien (IWM), Mai 14-15.
 

Cress, U., Drees, B., & Becker, L. (2023). Mitorganisation des Bildungspolitischen Forums 2023. Leibniz-Forschungsnetzwerk Bildungspotenziale (LERN). Vertretung des Landes Baden-Württemberg, Berlin, September 26. https://www.leibniz-bildung.de/veranstaltung/bpf-2023-ausserschulische-und-informelle-lernorte/#tab-programm
 

Cress, U., Groß, M., Becker, L., & Dirauf, B. (2021). Digitalität & Wissen - Verantwortung aus der Zukunft. Festakt zum 20-jährigen Jubiläum des Leibniz-Instituts für Wissensmedien, Tübingen., Oktober 1.
 

Buder, J., Cress, U., & Groß, M. (2020). Virtual Symposium “What’s Cognitive about Cognitive Interfaces?”., 15.05.2020.
 

Buder, J., Cress, U., & Groß, M. (2019). Autumn School des WissenschaftsCampus Tübingen (WCT) “Cognitive Interfaces”. Bad Teinach, Germany, 08.-11.10.2019.
 

Hesse, F. W., & Cress, U. (2019). Overcoming learning biases and environmental nudging for learning. Leibniz-Institut für Wissensmedien, Tübingen, 11.-13.06.2019.
 

Benzin, A., Cress, U., & Thillosen, A. (2018). Jahrestagung LERN 2018: Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung. Leibniz-Forschungsverbund, Tübingen, 26.-27.04.2018.
 

Buder, J., & Cress, U. (2018). WCT meets HCI. Internationaler Workshop des Leibniz-WissenschaftsCampus Tübingen. Leibniz-Institut für Wissensmedien, Tübingen, 15.-16.11.2018.
 

Arntz, M., Bertschek, I., Cress, U., Kleinsorge, T., & Sonnentag, S. (2017). Interdisciplinary conference on flexible work in the digital age. Zentrum für europäische Wirtschaftsforschung (ZEW) Mannheim, 23.-24.03.2017.
 

Bertschek, I., Bonin, H., Cress, U., & Kleinsorge, T. (2016). Ubiquitous working: Challenges and prospects of the interconnected working environment. Interdisciplinary Conference. Zentrum für Europäische Wirtschaftsforschung / ZEW. Mannheim, 20.-21.05.2016.
 

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.
 

Hesse, F. W., Cress, U., & Scheiter, K. (2016). Current and future trends in technology-based learning. Symposium, Leibniz-Institut für Wissensmedien, 2.6.-3.6.2016.
 

Looi, C. K., Polman, J. L., Cress, U., & Reimann, P. (2016). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016. National Institute of Education, Nanyang Technological University. Singapore, 20.-24.06.2016.
 

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

Cress, U., Thillosen, A., & Schmidt, M. (2013). Offene Bildung – Chance oder Gefahr? Jubiläumstagung zum 10-jährigen Bestehen des Informationsportals e-teaching.org. Leibniz-Institut für Wissensmedien. Tübingen, 26.-27.06.2013.
 

Saam, M., Cress, U., Merkel, U., Kummer, M., Slivko, O., & Halatchliyski, I. (2013). ZEW/KMRC Wikipedia Workshop. Mannheim., 8.11.-9.11.2013.
 

Cress, U., Dimitrova, V., & Specht, M. (2009). Fourth European Conference on Technology-Enhanced Learning (EC-TEL). Nice, France, 29.09.-02.10.2009.
 

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

Zentel, P., Lingnau, A., & Cress, U. (2008). Perspectives of ICT in special education - Potential and possibilities of WEB 2.0 and social software. Tübingen, 5.-6.6.2008.
 

Cress, U., Gaiser, B., Haug, S., Hron, A., Kohls, C., Panke, S., Wedekind, J., & Werner, B. (2006). Bildungsportale: Potenziale und Perspektiven. Tübingen, 07.-08.12.2006.
 

Chammon, J., Köller, O., & Cress, U. (2024). Large Language Models und ihre Potenziale im Bildungssystem. https://www.leibniz-ipn.de/de/das-ipn/aktuelles/aktuelle-meldungen/neue-folge-des-ipn-podcasts-im-dialog-jetzt-online-large-language-models-und-ihre-potenziale-im-bildungssystem
 

Cress, U., Köller, O., van Ackeren-Mindl, I., & Stanat, P. (2024). Stellungnahme zu den Handlungsempfehlungen der KMK.
 

Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Lewalter, D., Maaz, K., Reintjes, C., & Stanat, P. (2024). Demokratiebildung als Auftrag der Schule – Bedeutung des historischen und politischen Fachunterrichts sowie Aufgabe aller Fächer und der Schulentwicklung. https://dx.doi.org/10.25656/01:30061
 

Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Lewalter, D., Maaz, K., Reintjes, C., Stanat, P., Drachsler, H., Frederking, V., Fütterer, T., Gerjets, P., Horbach, A., Kasneci, E., Lachner, A., Lindner, M. A., Matschke, C., Meurers, D., Nuxoll, F., Steinhoff, T., van Waveren, L., Weßels, D., & Zesch, T. (2024). Large Language Models und ihre Potenziale im Bildungssystem. https://dx.doi.org/doi.org/10.25656/01:28303
 

Chammon, J., Cress, U., & Köller, O. (2023). Warum beschäftigt sich die Bildungsforschung mit Künstlicher Intelligenz?. https://letscast.fm/sites/im-dialog-ki-und-die-zukunft-des-lehrens-und-lernens-8136e073/episode/warum-beschaeftigt-sich-die-bildungsforschung-mit-kuenstlicher-intelligenz
 

Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., & Lewalter, D. (2023). Empfehlungen zum Umgang mit dem akuten Lehrkräftemangel. https://dx.doi.org/10.25656/01:25857
 

Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Lewalter, D., Maaz, K., Reintjes, C., & Stanat, P. (2023). Lehrkräftegewinnung und Lehrkräftebildung für einen hochwertigen Unterricht. https://dx.doi.org/10.25656/01:28059
 

Köller, O., Thiel, F., van Ackeren, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., & Lewalter, D. (2022). Entwicklung von Leitlinien für das Monitoring und die Evaluation von Förderprogrammen im Bildungsbereich. https://www.kmk.org/fileadmin/Dateien/pdf/KMK/SWK/2022/SWK-2022-Impulspapier_Monitoring.pdf
 

Köller, O., Thiel, F., van Ackeren, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., & Lewalter, D. (2022). Digitalisierung im Bildungssystem: Handlungsempfehlungen von der Kita bis zur Hochschule. https://dx.doi.org/10.25656/01:25273
 

Köller, O., Thiel, F., van Ackeren, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., Lewalter, D., & Selter, C. (2022). Basale Kompetenzen vermitteln – Bildungschancen sichern. Perspektiven für die Grundschule. https://dx.doi.org/10.25656/01:25542
 

Köller, O., Thiel, F., van Ackeren, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., Lewalter, D., Vock, M., Walper, S., & Zander, L. (2022). Unterstützung geflüchteter Kinder und Jugendlicher aus der Ukraine durch rasche Integration in Kitas und Schulen. https://www.kmk.org/fileadmin/Dateien/pdf/KMK/SWK/2022/SWK-Stellungnahme_Ukraine.pdf
 

Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Köller, O., Kuper, H., Lewalter, D., Lütje-Klose, B., Maaz, K., Prediger, S., Seeber, S., Stanat, P., Thiel, F., van Ackeren, I., & Ziegler, B. (2021). Stellungnahme zur Weiterentwicklung der KMK-Strategie „Bildung in der digitalen Welt“. https://www.swk-bildung.org/content/uploads/2024/02/2021_10_07-SWK_Weiterentwicklung_Digital-Strategie.pdf
 

Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Köller, O., Kuper, H., Lewalter, D., Lütje-Klose, B., Maaz, K., Prediger, S., Seeber, S., Stanat, P., Thiel, F., van Ackeren, I., & Ziegler, B. (2021). Pandemiebedingte Lernrückstände aufholen – Unterstützungsmaßnahmen fokussieren, verknüpfen und evaluieren. https://www.kmk.org/fileadmin/pdf/KMK/StaewiKo/2021/2021_06_11-Pandemiebedingte-Lernruckstaende-aufholen.pdf
 

Cress, U., Gross, M., & Buder, J. (2019). Wissensdurst. https://www.wissenschaftscampus-tuebingen.de/@@/downloads/Wissensdurst_WCT_2019_web.pdf
 

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/
 

Cress, U., Wodzicki, K., & Knipfer, K. (2013). Technology enhanced workplace learning. http://www.teleurope.eu/pg/file/read/152401/technology-enhanced-workplace-learning
 

Albrecht, D., Arnold, R., Bauerfeld, W., Bode, A., Bruch, E.-A., Cress, U., Haake, J., Keil, R., Kuper, J., Nejdl, W., Reinmann, G., Rensing, C., Schaper, J., & Zimmermann, V. (2007). Web 2.0: Strategievorschläge zur Stärkung von Bildung und Innovation in Deutschland. http://www.bmbf.de/pub/expertenkommission_web20.pdf
 

Cress, U. (2006). Rezension zu: Helmut Kreidenweis, Willi Steincke: Wissensmanagement. http://www.socialnet.de/rezensionen/3420.php
 

Cress, U. (2006). Rezension zu: Oliver Kühner, Brigitte König: Mehr Wert durch Wissen. http://www.socialnet.de/rezensionen/3743.php.
 

Cress, U., Barquero, B., & Hesse, F. W. (2001). Online-Lernmaterialien in der Hochschullehre: Wie Studierende sie nutzen und beurteilen - Ergebnisse einer Evaluationsstudie. http://server3.uni-psych.gwdg.de/gor/contrib/cress-ulrike
 

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/
 

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/
 

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]
 

Schweiger, S., & Cress, U. (2019). Attitude confidence and source credibility in information foraging with social tags. https://dx.doi.org/10.1371/journal.pone.0210423#sec037 [Publication]
 

Schweiger, S., & Cress, U. (2019). How Confidence in Prior Attitudes, Social Tag Popularity, and Source Credibility Shape Confirmation Bias Toward Antidepressants and Psychotherapy in a Representative German Sample: Randomized Controlled Web-Based Study. https://dx.doi.org/10.5281/zenodo.3353608 [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]
 

Schweiger, S., Oeberst, A., & Cress, U. (2014). Confirmation Bias in Web-Based Search: A Randomized Online Study on the Effects of Expert Information and Social Tags on Information Search and Evaluation. https://dx.doi.org/10.5281/zenodo.3358127 [Publication]