mobile icon
Knowledge exchange

Knowledge Exchange Lab

Digital media are fundamentally changing the way knowledge is being treated. Much knowledge-related information is open and freely available on the Internet and can be shared quickly and easily with other people. Well-known video portals and social networks have become the central access point for knowledge-related processes such as learning and the knowledge exchange. The persons involved evaluate the information they discover in such environments, compare the information with existing knowledge and attitudes and act on the basis of this (e.g. by communicating and producing content themselves).

The Knowledge Exchange Lab examines the technical, cognitive and social conditions for successful knowledge exchange. One focus is on the question of how dynamic (i.e. permanently changing) information is perceived and integrated into existing knowledge representations. In a second focus, the lab works together with educational scientists and computer scientists to investigate how the automatic, technical processing of learning material influences the perception and knowledge acquisition of learners. Finally, a third area of research deals with the question of which technical and psychological factors lead to individuals actively participating in knowledge exchange.



Common ground of humans and artificial agents

Artificial agents are becoming an increasingly commonplace phenomenon. Personal assistants like Siri or Alexa help their owners to organize their everyday life. In virtual space, bots support navigation on websites and even write a relevant part of the contributions in social networks. This project investigates the prerequisites for successful communication between such artificial agents and their users.

Debiasing Social Media Use through Cognitive Interface Design

In this project we want to research the origin of radicalization and hate speech in social media. In particular, we plan to test the assumption that the language use of tweets becomes more extreme, the more a Twitter account is one-sidedly connected with similar accounts.

Determinants of Peer Productivity in Online Discussion Forums

Digital media that people use in their leisure time to exchange knowledge (e.g., online discussion forums, Twitter, Facebook) require active participation and peer productivity. Although productivity is important for self-sustaining communities, little is known about the conditions that drive productivity or how contributions can be optimized for efficient learning. The goal of this project is to examine what drives productivity in different online forums and sharing platforms.

How do we read comics? – Investigating comprehension processes in visual narratives

Narratives communicate information in many ways, for example in books, audio dramas, films, or visual narrations like comics. While there is extensive research on text or film comprehension, relatively little is known about comic comprehension. Visual narratives, however, offer many possibilities in formal and information education settings. This project therefore addresses the question how we comprehend and process visual narratives like comics.

Psychological Determinants of Risk Perception about Artificial Intelligence

In societal discourse, Artificial Intelligence (AI) is strongly tied with both opportunities and risks. In this project, it is investigated how humans perceive the risks of AI and how their risk assessments are associated with psychological factors like prior knowledge and judgmental confidence. The behavioral consequences of risk perception are investigated, as well as intervention methods aimed at raising an awareness of AI risks.

The effects of touchscreen usage on stimuli evaluation

This dissertation project tries to answer the question of whether touch technologies influence the evaluation of different sorts of content. To achieve this, a series of experiments will be carried out to take a closer look at the impact of touchscreen usage on the evaluation of texts and pictures as well as examining the underlying mechanisms behind occurring effects.

Traces in video portals: The potential of user generated data for the design of effective educational videos

In nearly all educational settings (schools, universities, further education), videos play an increasingly large role. On video portals learners can deepen and broaden their acquired knowledge and while watching they leave traces like pauses or skips. This cooperation project investigates how such usage data in conjunction with videos automatically prepared under pedagogical and psychological considerations can be harnessed to make video learning adaptive and effective.