Publications 2019
Articles in refereed Journals
- Arndt, J., Schüler, A., & Scheiter, K. (2019). Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration. The Journal of Experimental Education, 87(1), 116-127. https://dx.doi.org/10.1080/00220973.2017.1363690
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- Bahnmueller, J., Maier, C. A., Göbel, S. M., & Moeller, K. (2019). Direct evidence for linguistic influences in two-digit number processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(6), 1142-1150. https://dx.doi.org/10.1037/xlm0000642
- Becker, D., Jostmann, N. B., Hofmann, W., & Holland, R. W. (2019). Spoiling the pleasure of success: Emotional reactions to the experience of self-control conflict in the eating domain. Emotion, 19(8), 1377-1395. https://dx.doi.org/10.1037/emo0000526
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- Becker, D., Jostmann, N. B., & Holland, R. W. (2019). Adaptation in conflict: are conflict-triggered control adjustments protected in the presence of motivational distractors? Cognition and Emotion, 33(4), 660-672. https://dx.doi.org/10.1080/02699931.2018.1482825
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- Bernecker, K., Ghassemi, M., & Brandstätter, V. (2019). Approach and avoidance relationship goals and couples’ nonverbal communication during conflict. European Journal of Social Psychology, 49(3), 622-636. https://dx.doi.org/10.1002/ejsp.2379
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- Bernecker, K., Wenzler, M. P., & Sassenberg, K. (2019). Tweeted Anger Predicts County-Level Results of the 2016 United States Presidential Election. International Review of Social Psychology, 32(1), 6. https://dx.doi.org/10.5334/irsp.256 [Data]
Open Access
- Bientzle, M., Cress, U., & Kimmerle, J. (2019). Development of domain-specific epistemological beliefs of physiotherapists: a longitudinal study. BMC Medical Education, 19(1), Article 401. https://dx.doi.org/10.1186/s12909-019-1844-z
Open Access
- Bientzle, M., Hircin, E., Kimmerle, J., Knipfer, C., Smeets, R., Gaudin, R., & Holtz, P. (2019). Association of Online Learning Behavior and Learning Outcomes for Medical Students: Large-Scale Usage Data Analysis. JMIR Medical Education, 5(2), e13529. https://dx.doi.org/10.2196/13529
Open Access
- Bientzle, M., Lechner, C., Cress, U., & Kimmerle, J. (2019). Online peer consulting for health professionals. The Clinical Teacher, 16(5), 463-467. https://dx.doi.org/10.1111/tct.12950
- Bientzle, M., Minje, J., Cress, U., & Kimmerle, J. (2019). Therapeutic Touch in Exercise Videos: A Randomized Experiment of the Impact on the Evaluation of Therapists' Competence and Viewers' Self-Reliance. Frontiers in Sports and Active Living, 1:35. https://dx.doi.org/10.3389/fspor.2019.00035
Open Access
- Blume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.-C., & Gawrilow, C. (2019). Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity. Learning and Instruction, 61, 138-147. https://dx.doi.org/10.1016/j.learninstruc.2018.10.004
Open Access
- Brich, I. R., Bause, I. M., Hesse, F. W., & Wesslein, A.-K. (2019). Working memory affine technological support functions improve decision performance. Computers in Human Behavior, 92, 238-249. https://dx.doi.org/10.1016/j.chb.2018.11.014
- Bråten, I., Brandmo, C., & Kammerer, Y. (2019). A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers. Journal of Educational Computing Research, 57(4), 877-900. https://dx.doi.org/10.1177/0735633118769438
- 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
- Dietrich, J. F., Nuerk, H.-C., Klein, E., Moeller, K., & Huber, S. (2019). Set size influences the relationship between ANS acuity and math performance: a result of different strategies? Psychological Research, 83(3), 590-612. https://dx.doi.org/10.1007/s00426-017-0907-1
- Ditrich, L., Landkammer, F., & Sassenberg, K. (2019). What if my colleague was wrong and I was right? The impact of counterfactual mindsets and interpersonal focus on written communication and decision making in a hidden profile task. Acta Psychologica, 192, 118-125. https://dx.doi.org/10.1016/j.actpsy.2018.11.003 [Data]
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- Ditrich, L., Lüders, A., Jonas, E., & Sassenberg, K. (2019). Leader's group-norm violations elicit intentions to leave the group – If the group-norm is not affirmed. Journal of Experimental Social Psychology, 84, 103798. https://dx.doi.org/10.1016/j.jesp.2019.03.009 [Data]
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- Festl, R., & Gniewosz, G. (2019). Role of mothers’ and fathers’ Internet parenting for family climate. Journal of Social and Personal Relationships, 36(6), 1764-1784. https://dx.doi.org/10.1177/0265407518771753
- Festl, R., Reer, F., & Quandt, T. (2019). Online sexual engagement and psychosocial well-being: The mediating role of sexual victimization experiences. Computers in Human Behavior, 98, 102-110. https://dx.doi.org/10.1016/j.chb.2019.04.010
- Fetterman, A. K., Curtis, S., Carre, J., & Sassenberg, K. (2019). On the willingness to admit wrongness: Validation of a new measure and an exploration of its correlates. Personality and Individual Differences, 138, 193-202. https://dx.doi.org/10.1016/j.paid.2018.10.002 [Data, Data1]
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- Fetterman, A. K., Rutjens, B. T., Landkammer, F., & Wilkowski, B. M. (2019). On post–apocalyptic and doomsday prepping beliefs: A new measure, its correlates, and the motivation to prep. European Journal of Personality, 33, 506-525. https://dx.doi.org/10.1002/per.2216
- Flunger, B., Mayer, A., & Umbach, N. (2019). Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom. Journal of Educational Psychology, 111(2), 210-234. https://dx.doi.org/10.1037/edu0000284
- Geschke, D., Lorenz, J., & Holtz, P. (2019). The triple-filter bubble: Using agent-based modelling to test a meta-theoretical framework for the emergence of filter bubbles and echo chambers. British Journal of Social Psychology, 58(1), 129-149. https://dx.doi.org/10.1111/bjso.12286
Open Access
- Glaser, M., & Schwan, S. (2019). Processing textual and visual certainty information about digital architectural models. Computers in Human Behavior, 96, 141-148. https://dx.doi.org/10.1016/j.chb.2019.02.023
- Gottschling, S., Kammerer, Y., & Gerjets, P. (2019). Readers’ processing and use of source information as a function of its usefulness to explain conflicting scientific claims. Discourse Processes, 56(5-6), 429-446. https://dx.doi.org/10.1080/0163853x.2019.1610305
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- Greving, H., Cress, U., & Kimmerle, J. (2019). Anger in Wikipedia: Perceived intentionality and threat appraisal as mediators of anger about man-made attacks. Journal of Applied Social Psychology, 49(2), 99-116. https://dx.doi.org/10.1111/jasp.12568
- Greving, H., Kimmerle, J., Oeberst, A., & Cress, U. (2019). Emotions in Wikipedia: The role of intended negative events in the expression of sadness and anger in online peer production. Behaviour & Information Technology, 38(8), 796-806. https://dx.doi.org/10.1080/0144929x.2018.1554702
- Grosser, J., Bientzle, M., Shiozawa, T., Hirt, B., & Kimmerle, J. (2019). Acquiring Clinical Knowledge from an Online Video Platform: A Randomized Controlled Experiment on the Relevance of Integrating Anatomical Information and Clinical Practice. Anatomical Sciences Education, 12(5), 478-484. https://dx.doi.org/10.1002/ase.1841
- Hinterecker, T., Leroy, C., Kirschhock, M. E., Zhao, M., Butz, M. V., Bülthoff, H. H., & Meilinger, T. (2019). Spatial memory for vertical locations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(7), 1205-1223. https://dx.doi.org/10.1037/xlm0000645
- Hoch, E., Scheiter, K., & Gerjets, P. (2019). Hilft eine Unterstützung der Anstrengungsregulation, das Lernen mit statischen und dynamischen Visualisierungen zu verbessern? Unterrichtswissenschaft, 47(4), 427-450. https://dx.doi.org/10.1007/s42010-019-00045-8
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- Hoogerheide, V., Visee, J., Lachner, A., & Van Gog, T. (2019). Generating an instructional video as homework activity is both effective and enjoyable. Learning and Instruction, 64, 101226. https://dx.doi.org/10.1016/j.learninstruc.2019.101226
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- Jajdelska, E., Anderson, M., Butler, C., Fabb, N., Finnigan, E., Garwood, I., Kelly, S., Kirk, W., Kukkonen, K., Mullally, S., & Schwan, S. (2019). Picture This: A Review of Research Relating to Narrative Processing by Moving Image Versus Language. Frontiers in Psychology, 10(1161), Article 1161. https://dx.doi.org/10.3389/fpsyg.2019.01161
Open Access
- Kammerer, Y., Keck, D., & Starauschek, E. (2019). Effects of a short classroom intervention on students’ identification of contradictions in an Internet forum text: Interaction with reading comprehension skills. Computers & Education, 138, 46-56. https://dx.doi.org/10.1016/j.compedu.2019.04.015
- Kim, S. H., & Utz, S. (2019). Effectiveness of a Social Media–Based, Health Literacy–Sensitive Diabetes Self‐Management Intervention: A Randomized Controlled Trial. Journal of Nursing Scholarship, 51(6), 661-669. https://dx.doi.org/10.1111/jnu.12521
- Klein, E., Bieck, S. M., Bloechle, J., Huber, S., Bahnmüller, J., Willmes, K., & Moeller, K. (2019). Anticipation of difficult tasks: neural correlates of negative emotions and emotion regulation. Behavioral and Brain Functions, 15(1), 4. https://dx.doi.org/10.1186/s12993-019-0155-1
Open Access
- Klein, E., Willmes, K., Bieck, S. M., Bloechle, J., & Moeller, K. (2019). White matter neuro-plasticity in mental arithmetic: Changes in hippocampal connectivity following arithmetic drill training. Cortex, 114, 115-123. https://dx.doi.org/10.1016/j.cortex.2018.05.017
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- Krebs, M.-C., Schüler, A., & Scheiter, K. (2019). Just follow my eyes: The influence of model-observer similarity on Eye Movement Modeling Examples. Learning and Instruction, 61, 126-137. https://dx.doi.org/10.1016/j.learninstruc.2018.10.005
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- 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
- Lachner, A., Backfisch, I., & Stürmer, K. (2019). A test-based approach of Modeling and Measuring Technological Pedagogical Knowledge. Computers & Education, 142, 103645. https://dx.doi.org/10.1016/j.compedu.2019.103645
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- Lachner, A., & Neuburg, C. (2019). Learning by writing explanations: computer-based feedback about the explanatory cohesion enhances students’ transfer. Instructional Science, 47(1), 19-37. https://dx.doi.org/10.1007/s11251-018-9470-4
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- Lachner, A., Weinhuber, M., & Nückles, M. (2019). To teach or not to teach the conceptual structure of mathematics? Teachers undervalue the potential of Principle-Oriented explanations. Contemporary Educational Psychology, 58, 175-185. https://dx.doi.org/10.1016/j.cedpsych.2019.03.008
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- Lambert, K., & Moeller, K. (2019). Place-value computation in children with mathematics difficulties. Journal of Experimental Child Psychology, 178, 214-225. https://dx.doi.org/10.1016/j.jecp.2018.09.008
- Landkammer, F., Winter, K., Thiel, A., & Sassenberg, K. (2019). Team sports off the field: Competing excludes cooperating for individual but not for team athletes. Frontiers in Psychology, 10, Article 2470. https://dx.doi.org/10.3389/fpsyg.2019.02470
Open Access
- Leuchtmann, L., Milek, A., Bernecker, K., Nussbeck, F. W., Backes, S., Martin, M., Zemp, M., Brandstätter, V., & Bodenmann, G. (2019). Temporal dynamics of couples’ communication behaviors in conflict discussions: A longitudinal analysis. Journal of Social and Personal Relationships, 36(9), 2937-2960. https://dx.doi.org/10.1177/0265407518806582
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- Merz, S., Deller, J., Meyerhoff, H. S., Spence, C., & Frings, C. (2019). The contradictory influence of velocity: representational momentum in the tactile modality. Journal of Neurophysiology, 121(6), 2358-2363. https://dx.doi.org/10.1152/jn.00128.2019
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- Merz, S., Meyerhoff, H. S., Spence, C., & Frings, C. (2019). Implied tactile motion: Localizing dynamic stimulations on the skin. Attention, Perception, & Psychophysics, 81(3), 794-808. https://dx.doi.org/10.3758/s13414-018-01645-9
- Mock, J., Huber, S., Bloechle, J., Bahnmüller, J., Moeller, K., & Klein, E. (2019). Processing symbolic and non-symbolic proportions: Domain-specific numerical and domain-general processes in intraparietal cortex. Brain Research, 1714, 133-146. https://dx.doi.org/10.1016/j.brainres.2019.02.029
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- 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
- Ninaus, M., Greipl, S., Kiili, K., Lindstedt, A., Huber, S., Klein, E., Karnath, H.-O., & Moeller, K. (2019). Increased emotional engagement in game-based learning – A machine learning approach on facial emotion detection data. Computers & Education, 142, 103641. https://dx.doi.org/10.1016/j.compedu.2019.103641
- Oeberst, A. (2019). Der Rückschaufehler im juristischen Kontext: Relevante psychologische Forschung, begründete Spekulationen und Schlussfolgerungen für die Praxis. Rechtswissenschaft, 10(2), 180-203. https://dx.doi.org/10.5771/1868-8098-2019-2-180
- Oeberst, A., & Matschke, C. (2019). Black sheep are not black in Wikipedia. Comparing descriptions of perpetrators in the language version of the perpetrator in-group to other (out-group) language versions. Journal of Articles in Support of the Null-Hypothesis, 15, 107-120.
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- Papenmeier, F., Brockhoff, A., & Huff, M. (2019). Filling the gap despite full attention: the role of fast backward inferences for event completion. Cognitive Research: Principles and Implications, 4(1). https://dx.doi.org/10.1186/s41235-018-0151-2
- Papenmeier, F., Maurer, A. E., & Huff, M. (2019). Linguistic Information in Auditory Dynamic Events Contributes to the Detection of Fine, Not Coarse Event Boundaries. Advances in Cognitive Psychology, 15(1), 30-40. https://dx.doi.org/10.5709/acp-0254-9
- Putra, I. E., Wagner, W., Rufaedah, A., & Holtz, P. (2019). Identity, representations, religion, and apologizing for past wrongdoings: Muslim discourse about Indonesia's 1965–66 massacres of communists. Journal of Community & Applied Social Psychology, 29(6), 492-503. https://dx.doi.org/10.1002/casp.2419
- Reinert, R. M., Hartmann, M., Huber, S., & Moeller, K. (2019). Unbounded number line estimation as a measure of numerical estimation. PLOS ONE, 14(3), e0213102. https://dx.doi.org/10.1371/journal.pone.0213102
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- Richter, J., & Scheiter, K. (2019). Studying the expertise reversal of the multimedia signaling effect at a process level: evidence from eye tracking. Instructional Science, 47, 627–658. https://dx.doi.org/10.1007/s11251-019-09492-3
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- 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
- Ruiz Fernández, S., Kastner, L., Cervera Torres, S., Müller, J., & Gerjets, P. (2019). Moved by emotions: Affective concepts representing personal life events induce freely performed steps in line with combined sagittal and lateral space-valence associations. Frontiers in Psychology, 10, Article 2787. https://dx.doi.org/10.3389/fpsyg.2019.02787 [Data]
Open Access
- Sassenberg, K., & Ditrich, L. (2019). Research in Social Psychology Changed Between 2011 and 2016: Larger Sample Sizes, More Self-Report Measures, and More Online Studies. Advances in Methods and Practices in Psychological Science, 2, 107-114. https://dx.doi.org/10.1177/2515245919838781 [Data]
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- Sassenberg, K., & Scholl, A. (2019). Linking regulatory focus and threat–challenge: transitions between and outcomes of four motivational states. European Review of Social Psychology, 30(1), 174-215. https://dx.doi.org/10.1080/10463283.2019.1647507
Open Access
- Sassenrath, C., Wagner, M., Keller, J., & Sassenberg, K. (2019). It’s a challenge! Empathizing with sad but not with angry individuals results in cardiovascular reactivity consistent with a challenge motivational state. Emotion, 19(6), 982-991. https://dx.doi.org/10.1037/emo0000515
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- Schaefer, T., Rahn, J., Kopp, T., Fabian, C. M., & Brown, A. (2019). Fostering online learning at the workplace: A scheme to identify and analyse collaboration processes in asynchronous discussions. British Journal of Educational Technology, 50(3), 1354-1367. https://dx.doi.org/10.1111/bjet.12617
Open Access
- Scheiter, K., & Lachner, A. (2019). DigitalPakt – was nun? Eine Positionierung aus Sicht der Lehr-Lernforschung. Unterrichtswissenschaft, 47(4), 547-564. https://dx.doi.org/10.1007/s42010-019-00059-2
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- Scheiter, K., Schubert, C., Schüler, A., Schmidt, H., Zimmermann, G., Wassermann, B., Krebs, M.-C., & Eder, T. F. (2019). Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support. Computers & Education, 139, 31-47. https://dx.doi.org/10.1016/j.compedu.2019.05.005
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- Schmidgall, S. P., Eitel, A., & Scheiter, K. (2019). Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing. Learning and Instruction, 60, 138-153. https://dx.doi.org/10.1016/j.learninstruc.2018.01.006
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- Scholl, A., Bloechle, J., Sassenberg, K., Huber, S., & Moeller, K. (2019). The power to adapt: How sense of power predicts number processing. Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale, 73(3), 157-166. https://dx.doi.org/10.1037/cep0000166
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- Scholl, A., Landkammer, F., & Sassenberg, K. (2019). When those who know do share: Group goals facilitate information sharing, but social power does not undermine it. PLOS ONE, 14(3):e0213795. https://dx.doi.org/10.1371/journal.pone.0213795 [Data]
Open Access
- Scholl, A., Sassenberg, K., & Pfattheicher, S. (2019). Pressured to be excellent? Social identification prevents negative affect from high university excellence norms. Journal of Experimental Social Psychology, 84, 103796. https://dx.doi.org/10.1016/j.jesp.2019.03.007 [Data]
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- Schwan, S., Gussmann, M., Gerjets, P., Drecoll, A., & Feiber, A. (2019). Distribution of attention in a gallery segment on the National Socialists’ Führer cult: diving deeper into visitors’ cognitive exhibition experiences using mobile eye tracking. Museum Management and Curatorship, 35(1), 71-88. https://dx.doi.org/10.1080/09647775.2019.1666422
- 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
- 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
- Schüler, A. (2019). The integration of information in a digital, multi-modal learning environment. Learning and Instruction, 59, 76-87. https://dx.doi.org/10.1016/j.learninstruc.2017.12.005
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- Schüler, A., Arndt, J., & Scheiter, K. (2019). Does text–picture integration also occur with longer text segments? Applied Cognitive Psychology, 33(6), 1137-1146. https://dx.doi.org/10.1002/acp.3558
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- Schüler, A., Pazzaglia, F., & Scheiter, K. (2019). Specifying the boundary conditions of the multimedia effect: The influence of content and its distribution between text and pictures. British Journal of Psychology, 110, 126-150. https://dx.doi.org/10.1111/bjop.12341
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- Sieber, V., Flückiger, L., Mata, J., Bernecker, K., & Job, V. (2019). Autonomous Goal Striving Promotes a Nonlimited Theory About Willpower. Personality and Social Psychology Bulletin, 45(8), 1295-1307. https://dx.doi.org/10.1177/0146167218820921
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- Thiemann, D., Hesse, F. W., & Kozlov, M. (2019). The benefits of collaboration in computer-mediated preference exchange in teams: A psychological perspective. Computers in Human Behavior, 97, 24-34. https://dx.doi.org/10.1016/j.chb.2019.02.032
- Utz, S., & Breuer, J. (2019). The Relationship Between Networking, LinkedIn Use, and Retrieving Informational Benefits. Cyberpsychology, Behavior, and Social Networking, 22(3), 180-185. https://dx.doi.org/10.1089/cyber.2018.0294
Open Access
- Weidenauer, C., Vollmer, C., Scheiter, K., & Randler, C. (2019). Weak Associations of Morningness-Eveningness and Stability with Skin Temperature and Cortisol Levels. Journal of Circadian Rhythms, 17(1), Article 8. https://dx.doi.org/10.5334/jcr.182
Open Access
- Weinhuber, M., Lachner, A., Leuders, T., & Nückles, M. (2019). Mathematics is practice or argumentation: Mindset priming impacts principle- and procedure-orientation of teachers’ explanations. Journal of Experimental Psychology: Applied, 25(4), 618-646. https://dx.doi.org/10.1037/xap0000227
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- Wortha, F., Azevedo, R., Taub, M., & Narciss, S. (2019). Multiple negative emotions during learning with digital learning environments – Evidence on their detrimental effect on learning from two methodological approaches. Frontiers in Psychology, 10, Article 2678. https://dx.doi.org/10.3389/fpsyg.2019.02678
Open Access
- de Koning, B. B., Marcus, N., Brucker, B., & Ayres, P. (2019). Does observing hand actions in animations and static graphics differentially affect learning of hand-manipulative tasks? Computers & Education, 141, 103636. https://dx.doi.org/10.1016/j.compedu.2019.103636
- de Vreeze, J., & Matschke, C. (2019). Don’t put me in this group: Assignment to non-preferred groups increases disidentification and a preference for negative ingroup information. Social Psychology, 50(2), 80-93. https://dx.doi.org/10.1027/1864-9335/a000363
- 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
Special Issues and Sections
- Riesmeyer, C., Naab, T., Camerini, A.-L., Festl, R., & Dallmann, C. (Eds.). (2019). Media literacy as intergenerational project: skills, norms, and mediation.. MedienPädagogik, 35. https://dx.doi.org/10.21240/mpaed/35.X
Proceedings
- Appel, T., Sevcenko, N., Wortha, F., Tsarava, K., Moeller, K., Ninaus, M., Kasneci, E., & Gerjets, P. (2019). Predicting Cognitive Load in an Emergency Simulation Based on Behavioral and Physiological Measures. In W. Gao, H.M.L. Meng, M. Turk, S.R. Fussel, B. Schuller, Y. Song, & K. Yu (Eds.), Proceedings of the 21st ACM International Conference on Multimodal Interaction ICMI ’19 (pp. 154-163). New York, NY, USA: ACM. https://dx.doi.org/10.1145/3340555.3353735
- Barrocas, R., Ninaus, M., Tsarava, K., Gawrilow, C., Lachmair, M., Roesch, S., & Moeller, K. (2019). Digits grasp digits: Numbers on your fingertips. Proceedings of the 11th International Conference on Education and New Learning Technologies (EDULEARN19) (pp. 7165-7174). Barcelona, Valencia: IATED Academy. https://dx.doi.org/10.21125/edulearn.2019.1714
- Baumann, L., & Utz, S. (2019). How to encourage people to build diverse business networks? Proceedings of the 2019 IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining (ASONAM). (pp. 474-479). New York : ACM. https://dx.doi.org/10.1145/3341161.3342906
- Fortenbacher, A., Ninaus, M., Yun, H., Helbig, R., & Moeller, K. (2019). Sensor-based adaptive learning – Lessons learned. In N. Pinktwart & J. Konert (Eds.), DELFI 2019 (pp. 193-198). Bonn: Gesellschaft für Informatik e.V. https://dx.doi.org/20.500.12116/24397
- Greipl, S., Moeller, K., Kiili, K., & Ninaus, M. (2019). Lifelong Learning with a Digital Math Game: Performance and Basic Experience Differences Across Age. In A. Liapis, G. N. Yannakakis, M. Gentile, & M. Ninaus (Eds.), Proceedings of Games and Learning Alliance conference (GALA 2019) - Lecture Notes in Computer Science (pp. 301-311). Springer. https://dx.doi.org/10.1007/978-3-030-34350-7_29
- Greipl, S., Ninaus, M., Bauer, D., Kiili, K., & Moeller, K. (2019). A fun-accuracy trade-off in game-based learning. Proceedings of Games and Learning Alliance conference (GALA 2018) - Lecture Notes in Computer Science (pp. 167-177). Springer. https://dx.doi.org/10.1007/978-3-030-11548-7_16
- Halfmann, M., Stenzhorn, H., Gerjets, P., Kohlbacher, O., & Oestermeier, U. (2019). User-Driven Development of a Novel Molecular Tumor Board Support Tool. In S. Auer & M.-E. Vidal (Eds.), Lecture Notes in Bioinformatics: Vol. 11371. Data Integration in the Life Sciences, DILS 2018 (pp. 195-199). Cham, Switzerland: Springer. https://dx.doi.org/10.1007/978-3-030-06016-9_18
- Hesse, F. W., & Jirschitzka, J. (2019). Die Architektur von Lernräumen. In S. Robra-Bisssantz, O. J. Bott, N. Kleinefeld, K. Neu, & K. Zickwolf (Eds.), Teaching Trends 18 (pp. 13-16). Münster: Waxmann.
- Kiili, K., Koskinen, A., Lindstedt, A., & Ninaus, M. (2019). Extending a digital fraction game piece by piece with physical manipulatives. Proceedings of Games and Learning Alliance conference (GALA 2018) - Lecture Notes in Computer Science. (pp. 157-166). Springer. https://dx.doi.org/10.1007/978-3-030-11548-7_15
- Kiili, K., Koskinen, A., & Ninaus, M. (2019). Intrinsic integration in rational number games – A systematic literature review. In J. Koivisto & J. Hamari (Eds.), Proceedings of the 3rd International GamiFIN Conference (pp. 35-46). Pori: CEUR Workshop Proceedings.
- Leifheit, L., Tsarava, K., Moeller, K., Ostermann, K., Golle, J., Trautwein, U., & Ninaus, M. (2019). Development of a Questionnaire on Self-concept, Motivational Beliefs, and Attitude Towards Programming. Proceedings of WiPSCE ’19: Workshop in Primary and Secondary Computing Education (WiPSCE ’19) (Article No. 26). New York, NY, USA: ACM. https://dx.doi.org/10.1145/3361721.3361730
- Leroy, C., Kammerer, Y., Oestermeier, U., Büringer, K., Bitzer, M., & Gerjets, P. (2019). Inferential Reasoning Driving Clinical Diagnosis: Suggestions for New Assessment Approaches. Proceedings of the 32nd IEEE International Symposium on Computer Based Medical Systems (CBMS) (pp. 551-554). IEEE. https://dx.doi.org/10.1109/cbms.2019.00113
- Ninaus, M., Tsarava, K., & Moeller, K. (2019). A Pilot Study on the Feasibility of Dynamic Difficulty Adjustment in Game-Based Learning Using Heart-Rate. Proceedings of Games and Learning Alliance conference (GALA 2019) - Lecture Notes in Computer Science (pp. 117-128). Springer. https://dx.doi.org/10.1007/978-3-030-34350-7_12
- Pardi, G., Kammerer, Y., & Gerjets, P. (2019). Search and Justification Behavior During Multimedia Web Search for Procedural Knowledge. In P. Boldi, B. Foucault Welles, K. Kinder-Kurlanda, & C. Wilson (Eds.), Companion Publication of the 10th ACM Conference on Web Science (pp. 17-20). New York, NY: ACM Press. https://dx.doi.org/10.1145/3328413.3329405
- Shi, J., Otto, C., Hoppe, A., Holtz, P., & Ewerth, R. (2019). Investigating Correlations of Automatically Extracted Multimodal Features and Lecture Video Quality. Proceedings of the 1st International Workshop on Search as Learning with Multimedia Information (pp. 11-19). ACM. https://dx.doi.org/10.1145/3347451.3356731
- Tsarava, K., & Leifheit, L. (2019). Computational Thinking with CS unplugged. In L. Cassone, M. Romero, T. Vieville, C. De Smet, & M. Ndiaye (Eds.), Proceedings of ANR #CreaMaker workshop: co-creativity, robotics and maker education (pp. 15-17). Nice, France: Université Côte d’Azur.
- Tsarava, K., Leifheit, L., Ninaus, M., Román-González, M., Butz, M. V., Golle, J., Trautwein, U., & Moeller, K. (2019). Cognitive Correlates of Computational Thinking: Evaluation of a Blended Unplugged/Plugged-In Course. Proceedings of WiPSCE ’19: Workshop in primary and Secondary Computing Education (WiPSCE ’19) (Article No. 24). New York, NY, USA: ACM. https://dx.doi.org/10.1145/3361721.3361729
- Tsarava, K., Moeller, K., & Ninaus, M. (2019). Board Games for Training Computational Thinking. Proceedings of Games and Learning Alliance conference (GALA 2018) - Lecture Notes in Computer Science. (pp. 90-100). Springer. https://dx.doi.org/10.1007/978-3-030-11548-7_9
- von Hoyer, J., Pardi, G., Kammerer, Y., & Holtz, P. (2019). Metacognitive judgments in Searching as Learning (SAL) tasks insights on (mis-) calibration, multimedia usage, and confidence. Proceedings of the 1st International Workshop on Search as Learning with Multimedia Information (pp. 3-10). ACM. https://dx.doi.org/10.1145/3347451.3356730
Books
- Köller,O., Hasselhorn, M., Hesse, F. W., Maaz, K., Schrader, J., Solga, H., Spieß, C. K., & Zimmer, K. (Eds.). (2019). Das Bildungswesen in Deutschland. Bestand und Potenziale. Bad Heilbrunn: Klinkhardt.
- Sassenberg, K., & Vliek, M. L. W. (Eds.). (2019). Social Psychology in Action: Evidence-Based Interventions from Theory to Practice. Cham: Springer. https://dx.doi.org/10.1007/978-3-030-13788-5
Chapters in Edited Books
- Bernecker, K., & Job, V. (2019). Mindset theory. In K. Sassenberg & M. L. W. Vliek (Eds.), Social psychology in action: Evidence-based interventions from theory to practice (pp. 179-191). Cham: Springer. https://dx.doi.org/10.1007/978-3-030-13788-5_12
- 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.
- Gerjets, P., & Scheiter, K. (2019). Digitale Medien in Unterrichtskontexten. 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. 865-894). Bad Heilbrunn: Klinkhardt.
- Gussmann, M., Merkt, M., & Schwan, S. (2019). Zur Wahrnehmung und Wirkung historischer Orte. Eine kognitionspsychologische Perspektive. In A. Drecoll, T. Schaarschmidt, & I. Zündorf (Eds.), Authentizität als Kapital historischer Orte? (pp. 175-187). Göttingen: Wallstein Verlag.
- Hesse, F. W. (2019). Bildungsmedien und digitale Informationsumwelten.. 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. 837-838). Bad Heilbrunn: Klinkhardt.
- Holtz, P., & Kimmerle, J. (2019). „Lügenpresse“ und der Hostile Media Effekt. In M. Appel (Ed.), Die Psychologie des Postfaktischen. Über „Fake News“, „Lügenpresse“, Clickbait & Co. (pp. 21-31). Heidelberg: Springer.
- Holtz, P., von Hoyer, J., & Frindte, W. (2019). Soziale Medien als Bühne des 21. Jahrhunderts. In W. Frindte & D. Geschke (Eds.), Lehrbuch Kommunikationspsychologie (pp. 389-432). Weinheim: Beltz Juventa.
- Nebel, S., & Ninaus, M. (2019). Game-Based Assessment Revisited. Advances in Game-Based Learning . In D. Ifenthaler & Y. Kim (Eds.), New Perspectives on Game-Based Assessment with Process Data and Physiological Signals (pp. 141-161). Cham, Switzerland: Springer. https://dx.doi.org/10.1007/978-3-030-15569-8_8
- Obersteiner, A., Dresler, T., Bieck, S. M., & Moeller, K. (2019). Understanding fractions: Integrating results from mathematics education, cognitive psychology, and neuroscience. In A. Norton & M. Alibali (Eds.), Constructing number: Merging perspectives from psychology and mathematics education. (pp. 135-162). Springer. https://dx.doi.org/10.1007/978-3-030-00491-0_7
- Sassenberg, K., & Vliek, M. L. W. (2019). Self-regulation strategies and regulatory fit. In K. Sassenberg & M. L. W. Vliek (Eds.), Social Psychology in action: Evidence-based interventions from theory to practice (pp. 51-64). Cham: Springer. https://dx.doi.org/10.1007/978-3-030-13788-5_4
- Scheiter, K. (2019). Erfassung von Lernprozessen im digitalen Klassenraum. In T. Riecke-Baulecke (Ed.), Künstliche Intelligenz (Handbuch Schulmanagement 169, pp. 49-54). München: Oldenbourg.
- Schwan, S., & Noschka-Roos, A. (2019). Non-formale und informelle Bildungsangebote. 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. 131-159). Bad Heilbrunn: Klinkhardt.
- Utz, S. (2019). Social media as sources of emotion.. In K. Sassenberg, & M. L. W. Vliek (Eds.), Social psychology in action: Evidence-based interventions from theory to practice (pp. 205-219). New York: Springer.
Articles in Magazines
- Blume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.-C., & Gawrilow, C. (2019). Mythos oder Wahrheit: Wer vorne sitzt, lernt besser - Wie bedeutsam ist der Sitzplatz für das Lernen von Schülerinnen und Schülern mit Schwierigkeiten in der Aufmerksamkeitssteuerung und Impulskontrolle? Schulmanagement, 5/2019, 34-36.
- Kammerer, Y. (2019). Textverständnis beim Lesen digitaler und gedruckter Texte. Seminar, 3/2019, 64-72.
- Kehrer, M. (2019). Projektbasierte Förderung digitaler Lehre - Nachhaltigkeit aktiv gestalten. Synergie. Fachmagazin für Digitalisierung in der Lehre, 07, 58-61.
- Moskaliuk, J., & Burmeister, C. (2019). Arbeiten, wo andere Urlaub machen: Ubiquitous Wokring als Chance und Herausforderung für Führungskräfte. Personal in Hochschule und Wissenschaft entwickeln, 2, 93-107.
- Moskaliuk, J., Diller, B., & Kümmel, E. (2019). Austausch von Praxiserfahrungen mit digitaler Lehre als Voraussetzung für Nachhaltigkeit. Die Digital Learning Map. Synergie. Fachmagazin für Digitalisierung in der Lehre, 07, 50-53. https://www.synergie.uni-hamburg.de/aktuelle-ausgabe.html
- Richter, J., Lachner, A., & Scheiter, K. (2019). Lernen mit Simulationen im naturwissenschaftlichen Unterricht – forschungsbasierte Entwicklung und Erprobung von digitalisierten Unterrichtskonzepten. Schulmanagement, 50(4), 25-27.
- Scheiter, K. (2019). Erfassung von Lernprozessen im digitalen Klassenraum. Neue Möglichkeiten durch den Einsatz Künstlicher Intelligenz. Schulmanagement, 50, 18-20.
- Scholl, A. (2019). Interview zum Thema „Exzellenz an Universitäten". Hochschulradio Düsseldorf.
- van Ackeren, I., Aufenanger, S., Eickelmann, B., Friedrich, S., Kammerl, R., Knopf, J., Mayrberger, K., Scheika, H., Scheiter, K., & Schiefner-Rohs, M. (2019). Digitalisierung in der Lehrerbildung - Herausforderungen, Entwicklungsfelder und Förderung von Gesamtkonzepten. DDS - Die Deutsche Schule, 111(1), 103-119.
Conference Contributions
- Ang, N., Brucker, B., Dresler, T., Ehlis, A.-C., & Gerjets, P. (2019, October). The interplay of certainty and perspective in implicit spatial perspective-taking judgments. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Altheim-Heiligkreuztal, Germany. [Poster]
- Ang, N., Dresler, T., Ehlis, A.-C., Rebuschat, P., & Gerjets, P. (2019, April). Embodied learning of Chinese characters: What role does the human mirror neuron system play? Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Blaubeuren, Germany. [Poster]
- Appel, T., Sevcenko, N., Wortha, F., Tsarava, K., Moeller, K., Ninaus, M., Kasneci, E., & Gerjets, P. (2019, October). Predicting cognitive load in an emergency simulation based on behavioral and physiological measures. 21st ACM International Conference on Multimodal Interaction (ICMI). Suzhou, Jiangsu, China. [Talk]
- Backfisch, I. (2019, August). Quality of Technology enhanced Teaching - the Teachers‘ Role. Invited Talk in Teacher Education Training of University of South-Eastern Norway. Drammen, Norway. [Talk]
- Backfisch, I. (2019, Oktober). Digitale Medien im Unterricht. Möglichkeiten und Chancen. Eingeladener Vortrag beim medienpädagogischen Tag am Friedrich-Schiller Gymnasium Pfullingen. Pfullingen, Deutschland. [Vortrag]
- Backfisch, I., & Lachner, A. (2019, August). Support teachers with the challenges of technology-integration. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Symposium Organisation]
- Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2019, August). Effects of teachers’ professional competence on technology-enhanced teaching quality. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Backfisch, I., Lachner, A., Hische, C., & Scheiter, K. (2019, February). Does a utility-value intervention foster preservice teachers’ instructional reasoning for technology-enhanced teaching? REASON Winter School. Munich, Germany. [Talk]
- Backfisch, I., Lachner, A., Scheiter, K., & Stürmer, K. (2019, Februar). Förderliche motivationale Faktoren für den effektiven Einsatz von Tablets im Unterricht. 7. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) 2019. Köln, Deutschland. [Vortrag]
- Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2019, August). Modelling and supporting teachers’ technology-integration with a self-monitoring reflection tool. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Bahnmueller, J. (2019, August). Ties of math and language. Brazilian-German Winter School on Numerical Cognition. Belo Horizonte, Brazil. [Talk]
- Bahnmueller, J., Galefki, S., Moeller, K., Nuerk, H.-C., & Artemenko, C. (2019, June). Re-inverting inversion: Natural offloading in number transcoding? 2nd Conference of the Mathematical Cognition and Learning Society. Ottawa, Canada. [Poster]
- Barrocas, R., & Moeller, K. (2019, November). Zahlen begreifen – Wie uns unsere Finger dabei helfen, Zahlen zu verstehen. Eingeladener Vortrag an der Pädagogischen Hochschule Thurgau. Thurgau, Schweiz. [Vortrag]
- Barrocas, R., Ninaus, M., Tsarava, K., Gawrilow, C., Lachmair, M., Roesch, S., & Moeller, K. (2019, July). Digits grasp digits: Numbers on your fingertips. 11th International Conference on Education and New Learning Technologies (EDULEARN19). Palma, Spain. [Talk]
- Barrocas, R., Roesch, S., & Moeller, K. (2019, June). Fingers come in handy: does finger use support learning a pseudo-number-word sequence? 2nd Conference of the Mathematical Cognition and Learning Society. Ottawa, Canada. [Poster]
- Baumann, L., & Utz, S. (2019, September). Wie kann man Menschen dazu ermutigen, diverse Business-Netzwerke aufzubauen? Implikationen aus einer experimentellen Studie zur Verbesserung Professioneller Social-Networking-Sites (PSNS). 11. Tagung der Fachgruppe Arbeits-, Organisations- und Wirtschaftspsychologie (AOW) der Deutschen Gesellschaft für Psychologie. Braunschweig, Deutschland. [Vortrag]
- Baumann, L., & Utz, S. (2019, August). How to encourage people to build diverse business networks? 2019 IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining (ASONAM). Vancouver, BC, Canada. [Talk]
- Baumann, L., & Utz, S. (2019, September). How do explanations in contact recommender systems influence people’s professional networking behavior online? Implications from an experimental study on how to improve professional social networking sites (PSNS). 11th Conference of the DGPs Media Psychology Division. Chemnitz, Germany. [Poster]
- Becker, D. (2019, December). The implications of (not) having free choice. Associatie van Sociaal Psychologische Onderzoekers (ASPO). Wageningen, The Netherlands. [Symposium Organisation]
- Becker, D. (2019, December). The effect of decisional conflict on memory. Associatie van Sociaal Psychologische Onderzoekers (ASPO). Wageningen, The Netherlands. [Talk]
- Becker, D. (2019, January). The benefits and limitations of taking a cognitive perspective on self-control conflicts. Invited talk at the University of Freiburg. Freiburg, Germany. [Talk]
- Becker, D. (2019, November). The effect of decisional conflict on memory. Invited talk at the University of Gent. Gent, Belgium. [Talk]
- Bientzle, M., Großer, J., Kimmerle, J., Shiozawa-Bayer, T., & Hirt, B. (2019, Oktober). Die Öffnung der Hochschullehre in der Medizin. Empirische Analyse offener digitaler Lehre in der Medizin - Open Teach. Fachtagung „Safety first? Datensicherheit und innovative Lehre zusammendenken“ des Hochschulforums Digitalisierung. Bonn, Deutschland. [Poster]
- Bientzle, M., Heinzelmann, T., & Schwieder, H. (2019, November). „Ich hab da mal ne Frage…“ - Wie und wo finde ich (vielleicht) eine Antwort. Eingeladener Vortrag im Rahmen der Journal Club Veranstaltung der AG Evidence Based Practice der BG-Unfallklinik Tübingen. Tübingen, Deutschland. [Vortrag]
- Braeuning, D., Lambert, K., Hirsch, S., Schils, T., Borghans, L., Nagengast, B., & Moeller, K. (2019, February). Diagnose von Rechenschwäche bei Grundschulkindern - Evaluation gängiger Kriterien und Vorgehensweisen. 7. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF). Köln, Deutschland. [Vortrag]
- Brand, A.-K., Scholl, A., & Meyerhoff, H. S. (2019, October). “In case of doubt for the suspicion”? A Memory biases from fact to uncertainty in causal explanations. Herbsttreffen der experimentellen kognitiven Psychologie (HExKoP). Hildesheim, Germany. [Talk]
- Brucker, B., Marcus, N., de Koning, B., Ehlis, A.-C., Ayres, P., & Gerjets, P. (2019, August). Learning with dynamic and static visualizations: Influence of observing hands and spatial ability. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Brömme, R., Brucker, B., Kammerer, Y., Tibus, M., & Gerjets, P. (2019, September). Can a training and self-paced reading in a speed reading app reduce the detrimental effects of RSVP reading? 11th Conference of the Media Psychology Division. Chemnitz, Germany. [Talk]
- Buder, J. (2019, September). Wieviel Mensche steckt in der Maschine? Eingeladener Vortrag auf dem Forum der Deutschen Gesellschaft für Information und Wissen (DGI) „KI macht Schule“. Wittenberg, Deutschland. [Vortrag]
- Buder, J. (2019, May). Polarization Research and Emerging Platform Regulation. 69th Annual International Communication Association (ICA) Conference. Washington, USA. [Panel]
- Buder, J. (2019, May). Empirical evidence for the echo chamber hypothesis. 69th International Conference on Computers and Education (ICA). Washington, USA. [Talk]
- Cervera-Torres, S., Ruiz Fernández, S., Lachmair, M., Riekert, M., & Gerjets, P. (2019, April). Altering emotions near the hand: Approach-Avoidance swipe interactions modulate emotional images judgments. 61. Tagung experimentell arbeitender Psychologen (TeaP). London, UK. [Poster]
- Cheng, X., Futterer, T., Stürmer, K., Fauth, B., & Scheiter, K. (2019, August). Does ICT matter for student learning activities in mathematics instruction? 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Poster]
- Coles, N. A., March, D. S., Marmolejo Ramos, F., Strack, F., Ellsworth, P., Gaertner, L., Aczel, B., Banaruee, H., Basnight-Brown, D., Butcher, N., Cavallet, M., Dagaev, N., Eaves, D., Foroni, F., Gorbunova, E., Gygax, P., Hajdu, N., Ijzerman, H., Hinojosa Poveda, J. A., Ikeda, A., Kathin-Zadeh, O., Larsen, J. T., Nagy, T., Özdoğru, A. A., Parzuchowski, M., Rodríguez-Medina, D. A., Ruiz Fernández, S., Som, B., Suarez, I., Trujillo, N., Trujillo, S., van der Zee, T., Villalba-García, C., Willis, M. L., Yamada, Y., Liuzza, M. T., & Marozzi, M. (2019, September). The many smiles collaboration: A multi-lab adversarial test of the facial feedback hypothesis. Metascience 2019 Symposium: The Emerging Field of Research on the Scientific Process. Stanford, CA, USA. [Poster]
- 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]
- 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]
- Dietrich, H., & Moeller, K. (2019, March). Development of a brief verbal test of basic numeracy. Wissenschaftliche Jahrestagung LERN 2019. Nürnberg, Germany. [Talk]
- 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]
- Diller, B., Kümmel, E., & Moskaliuk, J. (2019, Juli). Die Digital Learning Map. Digitalisierungspraktiken und Hochschulbildung – sind wir auf dem richtigen Weg? Leibniz-Institut für Wissensmedien, Tübingen, Deutschland. [Poster]
- Diller, B., Kümmel, E., & Moskaliuk, J. (2019, November). Benchmarking an Hochschulen – Digitalisierungsstrategien. Barcamp IWM #LearnMap. Institut für Wissensmedien, Tübingen, Deutschland. [Workshop Organisation]
- Diller, B., Kümmel, E., & Moskaliuk, J. (2019, October). Digital Learning Map 2020. HFDcon. World Conference Center, Bonn, Deutschland. [Poster]
- Ditrich, L. (2019, March). The Divided Kingdom - Psychological Perspectives on the Antecedents and Consequences of Brexit as a Geopolitical Event. 2019 International Convention of Psychological Science. Paris, France. [Symposium Organisation]
- Ditrich, L., Gedeon, E., & Sassenberg, K. (2019, September). Favouring a Disunited Kingdom? How Negative Perceptions of the EU-Referendum Process Relate to Individual Mobility and Collective Action Intentions. 17. Tagung der Fachgruppe Sozialpsychologie. Köln, Germany. [Talk]
- Ditrich, L., Gedeon, E. Z., & Sassenberg, K. (2019, March). Favouring a Disunited Kingdom? How Negative Perceptions of the EU-Referendum Relate to Individual Mobility and Collective Action Intentions. 2019 International Convention of Psychological Science. Paris, France. [Talk]
- Ditrich, L., Sassenberg, K., & Roth, G. (2019, October). I feel, therefore I help - Integrative emotion regulation, out-group directed sympathy, and out-group support. Emotions 2019 - 7th International conference on emotions, well-being, and health. Tilburg, The Netherlands. [Talk]
- Eggeling, M., Bientzle, M., Cress, U., Shiozawa, T., & Kimmerle, J. (2019, October). The impact of physicians’ recommendations on treatment preference and attitudes: A randomized controlled experiment on shared decision-making. 17th International Conference on Communication in Healthcare (ICCH). San Diego, USA. [Talk]
- Eggeling, M., Bientzle, M., & Kimmerle, J. (2019, July). The impact of physicians' recommendations on treatment preference and attitudes: An experimental study on shared decision making. 10th International Shared Decision Making Conference. Quebec City, Canada. [Talk]
- Eggeling, M., Bientzle, M., Meinhardt, A.-L., & Kimmerle, J. (2019, October). The impact of physicians’ recommendations and gender on informed decision making. 41st Annual Meeting of the Society for Medical Decision Making. Portland, USA. [Poster]
- Festl, R. (2019, September). Being socially competent online: the role of social media literacy for a socially competent online behavior. Invited talk at the Wee Kim Wee School of Communication and Information. Nanyang Technological University. Singapore. [Talk]
- Festl, R. (2019, May). Being socially competent online – measuring and explaining a social competent behavior among high school pupils in Germany. 69th Annual International Communication Association Conference. Washington D.C., USA. [Poster]
- Flemming, D., & Kimmerle, J. (2019, September). Laienverständnis von Fragilität und die Glaubwürdigkeit wissenschaftlicher Befunde. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPSY). Leipzig, Deutschland. [Vortrag]
- Flemming, D., Sinatra, G., & Kimmerle, J. (2019, July). How refutation texts affect meta-cognitive and behavioral variables. Annual Meeting of the Society for Text and Discourse. New York, USA. [Poster]
- Gerjets, P., & Schwan, S. (2019, Oktober). Der Nutzen instruktionspsychologischer Modelle und Methoden für die digitale Vermittlung im Museum. Eingeladener Vortrag auf der Jahrestagung des Landesverbands Museumspädagogik Baden-Württemberg e.V. Karlsruhe, Deutschland. [Vortrag]
- Godbersen, H., & Ruiz Fernández, S. (2019, Juli). Die Werte der Medien und unser Medienkonsum. 1. Stuttgarter Wissenschaftsfestival. Stuttgart, Deutschland. [Vortrag]
- Goldberg, P., Sümer, Ö., Stürmer, K., Göllner, R., Wagner, W., Gerjets, P., Kasneci, E., & Trautwein, U. (2019, Februar). Aufmerksam oder nicht? Die kontinuierliche Erfassung von beobachtbarem Aufmerksamkeits-Verhalten in Instruktionssituationen. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Aachen, Deutschland. [Poster]
- Goldberg, P., Sümer, Ö., Stürmer, K., Wagner, W., Göllner, R., Gerjets, P., Kasneci, E., & Trautwein, U. (2019, April). Attentive or not? Towards a machine learning approach to assessing students’ visible engagement in classroom instruction. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Blaubeuren, Germany. [Poster]
- Gottschling, S., & Kammerer, Y. (2019, July). Reducing reliance on misinformation through psychoeducation in combination with an error-marking task. Annual Meeting of the Society for Text & Discourse (ST&D). New York, USA. [Talk]
- Gottschling, S., & Kammerer, Y. (2019, September). Reduktion des Fehlinformationseffekts durch eine kombinierte Intervention aus Psychoedukation und dem Anstreichen von Fehlern. Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY). Leipzig, Deutschland. [Vortrag]
- Gottschling, S., & Kammerer, Y. (2019, August). Reducing reliance on misinformation through psychoeducation and an error marking task. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [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]
- Grinschgl, S., Meyerhoff, H. S., & Papenmeier, F. (2019, October). Offloading working memory: Determinants and consequences. WissenschaftsCampus Tübingen (WCT) Autumn School. Bad Teinach, Germany. [Talk]
- Grinschgl, S., Papenmeier, F., & Meyerhoff, H. S. (2019, September). Offloading working memory improves performance but impairs long-term memory. European Society for Cognitive Psychology (ESCoP). Tenerife, Spain. [Talk]
- Grinschgl, S., Papenmeier, F., & Meyerhoff, H. S. (2019, July). Benefits and risks of offloading working memory processes. A-Dok. Mannheim, Germany. [Talk]
- Grosser, J., Bientzle, M., Shiozawa, T., Hirt, B., & Kimmerle, J. (2019, August). Learning from an applied online learning platform: Insights into Tuebingen’s Sectio Chirurgica. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Grosser, J., Bientzle, M., Shiozawa-Bayer, T., Hirt, B., & Kimmerle, J. (2019, August). Educational online videos for students from different disciplines: The impact on learning and attitude toward inter-professional cooperation. Annual Conference of the Association for Medical Education in Europe (AMEE). Vienna, Austria. [Talk]
- Großer, J., Bientzle, M., & Kimmerle, J. (2019, April). Learning from digital educational videos: The impact of the source profession on attitude, expectation, and knowledge. Tagung Experimentell Arbeitender Psychologen (TEAP 2019). London, United Kingdom. [Poster]
- Hammer, M., Stürmer, K., Scheiter, K., & Fauth, B. (2019, August). How do student learning prerequisites affect perceptions of supportive climate in ICT instruction? 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Hesse, F. W. (2019, Mai). Strategieworkshop zu „Leibniz digital". Berlin. [Workshop Organisation]
- Hoch, E., Sassenberg, K., & Scheiter, K. (2019, September). Welche Rolle spielen Selbstregulationsstrategien für die Innovationsbereitschaft von Lehrpersonen? Gemeinsame Tagung der Fachgruppen Pädagogische Psychologie und Entwicklungspsychologie der Deutschen Gesellschaft für Psychologie (paEpsy) 2019. Leipzig, Deutschland. [Vortrag]
- Hoch, E., Schmidgall, S., Sassenberg, K., & Scheiter, K. (2019, August). The role of selfregulatory preferences in teachers' willingness to innovate. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Holtz, P. (2019, September). The Triple Filter Bubble: An Agent Based Model of the Emergence of Filter Bubbles and Echo Chambers. 11th Conference of the Media Psychology Division 2019. Chemnitz, Germany. [Talk]
- Holtz, P., & von Hoyer, J. (2019, September). Searching as Learning (SAL): Ergebnisse und epistemische Probleme der Lernforschung im Schnittfeld von Psychologie und Data. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPSY). Leipzig, Deutschland. [Vortrag]
- Jacob, L., Lachner, A., & Scheiter, K. (2019, September). Lernen durch Erklären: Die Schwierigkeit des Lernmaterials moderiert den Effekt des mündlichen und schriftlichen Erklärens. Gemeinsame Tagung der Fachgruppen Pädagogische Psychologie und Entwicklungspsychologie der Deutschen Gesellschaft für Psychologie (PaePsy) 2019. Leipzig, Deutschland. [Vortrag]
- Jacob, L., Lachner, A., & Scheiter, K. (2019, August). Is generating oral explanations more effective than writing explanations? Text difficulty matters. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Kammerer, Y. (2019, April). Die Stavanger-Erklärung von E-READ und Forschung zu Informationssuche und Informationsbewertung im WWW. Eingeladener Vortrag auf der Bibliotheksleiterkonferenz 2019. Karlsruhe, Deutschland. [Vortrag]
- Kammerer, Y., Pardi, G., von Hoyer, J., & Holtz, P. (2019, August). Predicting knowledge gain during multimodal Web search by means of query and navigation logs. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI. Aachen, Germany. [Talk]
- Kastner, L., Umbach, N., Jusyte, A., Ruiz-Fernández, S., Nommensen, S., & Gerjets, P. (2019, November). Körper, Digitalisierung, Kulturelle Bildung. Was wir von kultureller Bildung lernen können, um Bildung zu fördern. Eingeladener Vortrag auf der Netzwerktagung "Wieviel Körper braucht die Kulturelle Bildung?". Merseburg, Deutschland. [Vortrag]
- Kastner, L., Umbach, N., Jusyte, A., Ruiz Fernández, S., Nommensen, S., & Gerjets, P. (2019, August). Digital drawing in the Art Museum: Can digital portrait drawing help to enhance socio-emotional skills of adolescents? 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Kastner, L., Umbach, N., Nommensen, S., Jusyte, A., Ruiz Fernández, S., & Gerjets, P. (2019, Oktober). Kulturelle Bildung im Museum gestalten: Kursprogramm zu Förderung sozial-emotionaler Fähigkeiten bei Jugendlichen. Bundesministerium für Bildung und Forschung "Förderung von Forschungsvorhaben zur Kulturellen Bildung". Berlin, Deutschland. [Poster]
- Kastner, L., Umbach, N., Nommensen, S., Jusyte, A., Ruiz Fernández, S., & Gerjets, P. (2019, Oktober). Projekt DigiSelbst – Zeichnen digitaler Porträts im Kunstmuseum: Transfereffekte kultureller Bildung auf sozial-emotionale Fähigkeiten. Bundesministerium für Bildung und Forschung "Förderung von Forschungsvorhaben zur Kulturellen Bildung". Berlin, Deutschland. [Vortrag]
- Kiili, K., Koskinen, A., & Ninaus, M. (2019, April). Intrinsic integration in rational number games - A systematic literature review. 3rd International GamiFIN Conference. Levi, Finland. [Talk]
- Klein, E. (2019, March). Where numbers meet words - Partially joint cognitive brain architecture and processes for number and language. Invited talk at Université Paris Descartes, Sorbonne. Paris, France. [Talk]
- Klein, E. (2019, September). Domain-specific and domain-general processes in symbolic and non-symbolic proportion processing. 7th scientific meeting of the Federation of the European Societies of Neuropsychology (FESN). Mailand, Italy. [Talk]
- Knoos, M., Glaser, M., & Schwan, S. (2019, September). Comprehending Inaccuracies in Historical Paintings: Effects of Naming Discrepancies on Transportation, Trust and Learning. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und pädagogische Psychologie (PAEPSY). Leipzig, Germany. [Talk]
- Knoos, M., Glaser, M., & Schwan, S. (2019, August). Verbal Cueing: Enhancing Attention on and the Learning of Low-Salient Pictorial Elements. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Krebs, M.-C., & Oeberst, A. (2019, September). What’s in a name? Self-selection to online environments and collaborative biases. 11th Conference of the Media Psychology Division of the German Psychological Society (MediaPsych). Chemnitz, Germany. [Talk]
- Krebs, M.-C., van der Beck, I., & Oeberst, A. (2019, September). Does the name matter? Investigating the effect of agenda-specific names of online encyclopedias on collaborative biases and self-selection. 17. Tagung der Fachgruppe Sozialpsychologie (FGSP). Köln, Germany. [Talk]
- Krumpe, T., Gerjets, P., Rosenstiel, P., & Spüler, M. (2019, April). Using machine learning as a tool in experimental psychology. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Blaubeuren, Germany. [Poster]
- Kümmel, E. (2019, Februar). Digitalisierung und Bildung: Perspektiven und Möglichkeiten. Innovationscamp Bildung #icbildung 2019. Tübingen, Deutschland. [Vortrag]
- 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]
- Kümmel, E., Kupke, S., Diller, B., & Moskaliuk, J. (2019, November). Projekte der Digital Learning Map: Rahmenmodell der digitalen Landkarte als Navigator für die Praxis am Multitouch Tisch. Barcamp IWM #LearnMap. Leibniz-Institut für Wissensmedien, Tübingen, Deutschland. [Workshop Organisation]
- Lachner, A. (2019, Januar). Digitale Medien in der universitären Lehrerbildung. Eingeladener Vortrag bei der LEARNTEC. Karlsruhe, Deutschland. [Vortrag]
- Lachner, A. (2019, Januar). Lehren und Lernen mit digitalen Medien. Eingeladener Vortrag beim Staatlichen Seminar für Didaktik und Lehrerbildung (Gymnasien). Stuttgart, Deutschland. [Vortrag]
- Lachner, A., Backfisch, I., & Stürmer, K. (2019, Februar). Modellierung und Erfassung von technologisch-pädagogischem Wissen von Lehrpersonen. 7. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) 2019. Köln, Deutschland. [Vortrag]
- Lachner, A., Richter, J., Jacob, L., Bilgenroth, F., & Scheiter, K. (2019, August). Detrimental effects of constructive learning activities on students’ learning. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Lachner, A., Wegner, E., Haziri, G., Harms, C., & Zörlein, A. (2019, August). Effects of augmented reality apps in the early astronomy classroom. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Lang, F., Kammerer, Y., Stürmer, K., & Gerjets, P. (2019, April). Indicators of cognitive engagement and their relation to processing and evaluating contradictory scientific information. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Blaubeuren, Germany. [Poster]
- Leifheit, L., Tsarava, K., Moeller, K., & Ninaus, M. (2019, February). Hector Core Course: Verstehen wie Computer denken. Qualification Seminar. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
- Leifheit, L., Tsarava, K., Moeller, K., & Ninaus, M. (2019, September). Hector Core Course: Verstehen wie Computer denken. Qualification Seminar. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
- Leifheit, L., Tsarava, K., Moeller, K., Ostermann, K., Golle, J., Trautwein, U., & Ninaus, M. (2019, October). Development of a Questionnaire on Self-concept, Motivational Beliefs, and Attitude Towards Programming. 14th Workshop in Primary and Secondary Computing Education (WiPSCE). Glasgow, UK. [Talk]
- Leroy, C., Kammerer, Y., Oestermeier, U., Büringer, K., Bitzer, M., & Gerjets, P. (2019, June). Inferential reasoning driving clinical diagnosis: Suggestions for new assessment approaches. IEEE 32nd International Symposium on Computer-Based Medical Systems (CBMS). Córdoba, Spain. [Poster]
- Meurers, D. (2019, August 28-31). Analyzing linguistic complexity - And then what? #eurocall2019 CALL and complexity. Louvain-la-Neuve, Belgium. https://www.eurocall-languages.org/conferences/past-conferences [Talk]
- Meurers, D. (2019, April 10). Scaling up intervention studies to investigate real-life foreign language learning in school. Digital tools and AI methods that matter for students, teachers, and researchers. LEAD Retreat. Blaubeuren. [Talk]
- Meurers, D. (2019, February 25). Providing feedback in a language tutoring system integrated into a real-life school context. Köln. [Talk]
- Meurers, D. (2019, July 8). Developing broad computational linguistic analyses of linguistic complexity - And using them to explore adaptivity in theory and practice. Seminar of the Ixa research group. University of the Basque Country, San Sebastián, Spain. http://ixa.si.ehu.es/?language=en [Talk]
- Meurers, D. (2019, July 9-10). Digital tools for real-life foreign language teaching and learning. Bikaintasuna Euskal Ikasketetan IX. Euskara eta euskal kultura eremu digitalean. Miramar Palace, University of the Basque Country, San Sebastián, Spain. https://www.uik.eus/en/activity/bikaintasuna-euskal-ikasketetan-ix-euskara-euskal-kultura-eremu-digitalean [Talk]
- Meurers, D. (2019, June 1). Computational linguistic analysis, assessment, and language development - Considering language and task. 16th EALTA conference, "Transitions in Language Assessment". University College Dublin, Ireland. https://sifnos.iwm-tuebingen.de/dm/talks/19-06-01-meurers.pdf; https://sifnos.iwm-tuebingen.de/dm/talks/19-06-01-meurers-ealta-keynote.mp4 [Talk]
- Meurers, D. (2019, Oktober 1). Computerlinguistische Methoden im Bildungskontext. Workshop "Digitale Lernwerkzeuge". Joachim Herz Stiftung, Hamburg. [Vortrag]
- Meurers, D. (2019, September 27). Digitalisierung und Fremdsprachenlernen. 28. Kongress für Fremdsprachendidaktik der Deutschen Gesellschaft für Fremdsprachenforschung. Würzburg. https://elibrary.utb.de/doi/book/10.3278/9783763969821 [Panel]
- Meurers, D., De Kuthy, K., Nuxoll, F., Rudzewitz, B., & Ziai, R. (2019, March 28). Supporting individual practice with immediate feedback. Motivation, design, and evaluation of an interactive workbook for English language learners. Workshop "Digital Approaches to Teaching Historical Languages (DAtTeL)". Humboldt-Universität zu Berlin. https://www.projekte.hu-berlin.de/en/callidus-en/DAtTeL-workshop [Talk]
- Meyerhoff, H. S., & Gehrer, N. (2019, October). Beep me up: Non-spatial tones increase perceived speed of visual objects. Herbsttreffen der experimentellen kognitiven Psychologie (HExKoP). Hildesheim, Germany. [Talk]
- Meyerhoff, H. S., & Gehrer, N. (2019, September). Beep me up: Non-spatial tones increase perceived speed of visual objects. European Society for Cognitive Psychology (ESCoP). Tenerife, Spain. [Talk]
- Meyerhoff, H. S., Jardine, N., Stieff, M., Hegarty, M., & Franconeri, S. (2019, May). Visual ZIP files: Mental rotation overcomes capacity limits by compressing objects. Annual Meeting of the Vision Sciences Society. St. Pete Beach, FL, USA. [Talk]
- Meyerhoff, H. S., & Schwan, S. (2019, August). The impact of semantic congruency between vision and audition on perception, long-term memory, and learning. European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Moeller, K. (2019, August). Embodied numerical Learning – From fingers to whle-body interactions. Bazilian-German Winter School on Numerical Cognition. Belo Horizonte, Brazil. [Talk]
- Moeller, K. (2019, October). Neuro-kognitive Grundlagen der Verarbeitung von Brüchen. Eingeladener Vortrag an der UMIT - Private Unversität für Gesundheitswissenschaft, medizinische Informatik und Technik Ges. mbH. Hall in Tirol, Österreich. [Vortrag]
- Moeller, K. (2019, August). Neuro-cognitive correlates of numerical learning. Bazilian-German Winter School on Numerical Cognition. Belo Horizonte, Brazil. [Talk]
- Moeller, K. (2019, November). Mathematical Cognition – From embodied interactions to basic research to application. Invited talk at Loughborough University. Loughborough, UK. [Talk]
- Moritz, J. (2019, October). The influence of representation control on task performance and learning. International Autumn School „Cognitive Interfaces“. Bad Teinach, Germany. [Talk]
- Moskaliuk, J. (2019, April). Hauptsache Digital? Was Lehre erfolgreich macht. E-Learning-Tag Universität Jena. Jena, Deutschland. [Vortrag]
- Moskaliuk, J., & Diller, B. (2019, Juni). Strategien und Erfolgsfaktoren: Wo steht meine Hochschule in Hinblick auf die Digitalisierung der Lehre. Digitalisierungspraktiken und Hochschulbildung – sind wir auf dem richtigen Weg? Leilbniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
- Müller, J., & Novak, M. (2019, August). The role of haptic information in multimodal learning environments. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Symposium Organisation]
- Müller, J., Oestermeier, U., Golle, J., Trautwein, U., & Gerjets, P. (2019, August). Teaching musical concepts with tangibles can improve fraction understanding in fourth graders. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Müller, T. (2019, June). The Up- and Downsides of mental rotation of data visualisations. Overcoming learning biases and environmental nudging for learning. Leibniz-Institut für Wissensmedien, Tübingen, Germany. [Talk]
- Müller, T. (2019, November). Stuck in the upside down – mental rotation of data visualizations. Human-Centered Computing Lab (HCC). FU Berlin, Gemany. [Talk]
- Müller, T., Hesse, F. W., & Meyerhoff, H. S. (2019, October). Facilitating access to written information from multiple viewpoints. Herbsttreffen der experimentellen kognitiven Psychologie (HExKoP). Hildesheim, Germany. [Poster]
- Naderer, B., Borchers, N., Festl, R., & Dallmann, C. (2019, November). Advertising Literacy: Dealing with Persuasive Messages in a Complex Media Environment. Joint conference of the Advertising Communication Division and Media Education Division of the German Communication Association. Vienna, Austria. [Workshop Organisation]
- Ninaus, M. (2019, October). Spielbasiertes Lernen von rationalen Zahlen – Digitale Spiele als Lern- und Forschungsinstrument. Eingeladener Vortrag an der UMIT - Private Unversität für Gesundheitswissenschaft, medizinische Informatik und Technik Ges. mbH. Hall in Tirol, Österreich. [Vortrag]
- Ninaus, M., Greipl, S., Kiili, K., Lindstedt, A., Klein, E., Karnath, H., & Moeller, K. (2019, August). Emotional arousal in game-based learning. 18th Biennial EARLI Conference. Aachen, Germany. [Talk]
- Ninaus, M., Greipl, S., Kiili, K., & Moeller, K. (2019, May). Increased emotional engagement in game-based math learning. International Symposium on Dyslexia & Dyscalculia: Digital Diagnostics, Intervention, and Game-Based Learning. Munich, Germany. [Poster]
- Ninaus, M., Kiili, K., Moeller, K., & Kober, S. (2019, June). Same, but different - Investigating effects of gamification on NLE performance using eye-tracking. 2nd Mathematical Cognition and Learning Society (MCLS) Conference. Ottawa, Canada. [Talk]
- Ninaus, M., Tsarava, K., & Moeller, K. (2019, November). A Pilot Study on the Feasibility of Dynamic Difficulty Adjustment in Game-Based Learning Using Heart-Rate. 8th International Games and Learning Alliance conference – GALA2019. Athens, Greece. [Talk]
- Novak, M., Phelan, S., Schwan, S., & Lewalter, D. (2019, September). Authentizität im Museum und ihr Einfluss auf motivationale und kognitive Variablen. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und pädagogische Psychologie (PAEPSY). Leipzig, Deutschland. [Vortrag]
- Novak, M., & Schwan, S. (2019, August). The influence of haptic exploration of objects on knowledge acquisition, emotion and motivation. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Novak, M., & Schwan, S. (2019, September). Der Einfluss der haptischen Exploration von Gegenständen auf Gedächtnis, Interesse, Motivation und Emotion. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und pädagogische Psychologie (PAEPSY). Leipzig, Deutschland. [Vortrag]
- Novak, M., & Schwan, S. (2019, September). Der Einfluss des "Be-Greifens" auf das Lernen und die Lernerfahrung. Forschen. Lernen. Lehren an öffentlichen Orten – The Wider View. Münster, Deutschland. [Vortrag]
- Oestermeier, U. (2019, März). Musik zum Anfassen - Kinder komponieren mit LEGO. Pädagogischer Tag der Tübinger Musikschule. Tübingen, Deutschland. [Vortrag]
- Omarchevska, Y., Richter, J., Lachner, A., & Scheiter, K. (2019, September). The influence of scientific reasoning processes on argumentation quality during inquiry learning. Gemeinsame Tagung der Fachgruppen Pädagogische Psychologie und Entwicklungspsychologie der Deutschen Gesellschaft für Psychologie (PaePsy) 2019. Leipzig, Deutschland. [Poster]
- Omarchevska, Y., Scheiter, K., & Richter, J. (2019, February). Sequencing learning activities to promote active learning and comprehension in science education. REASON Winter School. München, Germany. [Poster]
- Otto, F., Pawlowski, T., & Utz, S. (2019, May). Trust in a fair competition and the demand for sport. 4th International Conference of Sport Economics & Sport Management (SESM). Berlin, Germany. [Talk]
- Otto, F., Pawlowski, T., & Utz, S. (2019, August). Doping, trust in fairness, and the demand for sport. 11th Conference of the European Sport Economics Association (ESEA). Gijon, Spain. [Talk]
- Otto, F., Pawlowski, T., & Utz, S. (2019, September). Doping, trust in fairness, and the demand for sport. 24. Sportwissenschaftlicher Hochschultag der Deutschen Vereinigung für Sportwissenschaft (dvs). Berlin, Germany. [Talk]
- Pardi, G., Kammerer, Y., & Gerjets, P. (2019, August). Is video the new text? When searching the web for learning purposes. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Roundtable]
- Pardi, G., Kammerer, Y., & Gerjets, P. (2019, June). Search and justification behavior during multimedia web search for procedural knowledge. International Workshop on Learning and Education with Web Data (LILE). Boston, USA. [Talk]
- Pummerer, L. (2019, September). Meaning in Life apart from Religion: Developing and Validating a Multidimensional Scale Measuring Belief in Science. International Association for the Psychology of Religion (IAPR). Danzig, Poland. [Talk]
- Rabl, L., & Buder, J. (2019, February). Touching underneath the surface: Researching the effect of touchscreen usage on attitude change. International Conference on Human Computer Interaction Theory and Applications (HUCAPP). Prague, Czech Republic. [Poster]
- Rabl, L., & Buder, J. (2019, March). Touching underneath the surface: Researching the effect of touchscreen usage on attitude change. International Convention of Psychological Science (ICPS). Paris, France. [Poster]
- Rahn, J. (2019, April). Research IRL - A Multi-Touch Table as a Decision-Making tool. Cognitive Conflicts in the Wild. Leibniz-Institut für Wissensmedien, Tübingen, Germany. [Vortrag]
- Rahn, J. (2019, November). Ideas to Market. 9. Transferwerkstatt „Informations- und Erfahrungsaustausch zur Förderung“, DLR Projektträger. Bonn, Deutschland. [Vortrag]
- Rahn, J. (2019, June). A multi-touch decision-making tool. Overcoming learning biases and environmental nudging for learning. Leibniz-Institut für Wissensmedien, Tübingen, Germany. [Talk]
- Reer, F., Festl, R., & Quandt, T. (2019, Mai). Computerspielsucht kommt selten allein. Eine repräsentative Befragungsstudie zur problematischen Nutzung von digitalen Spielen und Social Media-Diensten. 64. Jahrestagung der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft. Münster, Deutschland. [Vortrag]
- Reer, F., Festl, R., & Quandt, T. (2019, May). Investigating Problematic Social Media and Game Use in a Nationally Representative German Sample. 69th Annual International Communication Association Conference. Washington D.C., USA. [Talk]
- Richter, J. (2019, März). Digitale Medien im Unterricht - eine Forschungsperspektive. Eingeladener Vortrag auf der Konferenz "Mobile Schule". Oldenburg, Deutschland. [Vortrag]
- 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]
- Ruiz Fernández, S., & Godbersen, H. (2019, Juli). Was ist der Wert der Zeit? Und wieviel ist Ihnen Ihre Zeit Wert? 1. Stuttgarter Wissenschaftsfestival. Stuttgart, Deutschland. [Vortrag]
- Ruiz Fernández, S., Rahona, J. J., Cervera-Torres, S., Lachmair, M., & Godbersen, H. (2019, April). The past is in the past but the future is bright: Associating positive affects with the future and negative affects with the past. 61. Tagung experimentell arbeitender Psychologen (TeaP). London, UK. [Poster]
- Rögele, A., Scheiter, K., & Randler, C. (2019, August). Linking out-of-school and inclassroom instruction using a citizen science approach to learning. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Poster]
- Rögele, A., Scheiter, K., & Randler, C. (2019, September). Verknüpfung von außerschulischen Unterrichtseinheiten und Klassenraumunterricht mithilfe eines Citizen Science Ansatz. Internationale Jahrestagung der der Gesellschaft für Didaktik der Chemie und Physik (GSCP) und der Fachsektion Didaktik der Biologie (FDdB im VBio) 2019. Wien, Österreich. [Vortrag]
- Sassenberg, K. (2019, September). Plan S and Open Access - Perspective of the European Association of Social Psychology. Invited talk at BSPF2019: 1st Basel Sustainable Publishing Forum. Basel, Switzerland. [Talk]
- Sassenberg, K. (2019, March). Good and bad advice from Dr. Google: Understanding health information seekingon the Internet. International Convention of Psychological Science (ICPS) 2019. Paris, France. [Talk]
- Sassenberg, K. (2019, March). Contributions of Social Psychology to the solution of pressing societal problems. International Convention of Psychological Science (ICPS) 2019. Paris, France. [Symposium Organisation]
- Sassenberg, K. (2019, September). Virtues and vices of the call for sufficient statistical power: Larger sample sizes, but lower quality methods? 17. Tagung der Fachgruppe Sozialpsychologie. Köln, Germany. [Talk]
- Sassenberg, K., & Moskowitz, G. (2019, March). The mechanisms and boundary conditions for successful interventions against prejudice. International Convention of Psychological Science (ICPS) 2019. Paris, France. [Symposium Organisation]
- Scharinger, C. (2019, August). Using EEG and eye-tracking as process measures to study the effects of pictorial seductive details. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Poster]
- Scheiter, K. (2019, März). Orchestrierung digitaler Bildungsprozesse – von digitalen Insellösungen zu umfassenden Lehr-Lernkonzepten. Eingeladenes Impulsreferat auf der Tagung Bildungswelten der Zukunft - BMBF-Bildungsforschungstagung 2019. Berlin, Deutschland. [Vortrag]
- Scheiter, K. (2019, September). Wissen, was man weiß: Vielversprechende Maßnahmen zur Förderung metakognitiver Überwachung. Gemeinsame Tagung der Fachgruppen Pädagogische Psychologie und Entwicklungspsychologie der Deutschen Gesellschaft für Psychologie (PaePsy) 2019. Leipzig, Deutschland. [Symposium Diskussion]
- Scheiter, K. (2019, August). Lernen mit multiplen Repräsentationen: Herausforderungen und Implikationen für die Unterrichtsgestaltung. Eingeladener Vortrag auf der SH-Sommeruniversität. Leck, Deutschland. [Vortrag]
- Scheiter, K. (2019, September). Lehren und Lernen mit digitalen Medien – Nutzeninspirierte Grundlagenforschung und Transfer in die Praxis. Eingeladener Vortrag auf dem Individual Development and Adaptive Education (IDeA)-Retreat. Langenselbold, Deutschland. [Vortrag]
- Scheiter, K. (2019, August). Teachers´professional vision: how teachers look at their students. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Symposium Discussion]
- Scheiter, K. (2019, Januar). Lernen mit multiplen Repräsentationen in naturwissenschaftlichen Kontexten: Die Nutzung von Blickbewegungen als Forschungs- und Instruktionsmethode. Eingeladener Vortrag am Interdisziplinären Zentrum für Empirische Bildungsforschung. Berlin, Deutschland. [Vortrag]
- Scheiter, K. (2019, März). Lehren und Lernen mit digitalem Multimediamaterial – eine Perspektivenerweiterung aus dem Labor in die Bildungspraxis. Eingeladener Vortrag im Forschungskolloquium des Instituts für Psychologie der Universität Augsburg. Augsburg, Deutschland. [Vortrag]
- Scheiter, K., Eder, T., Richter, J., Hüttig, F., & Keutel, C. (2019, August). Seeing is not knowing. Detection errors do not explain poor performance in reading dental x-rays. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Scheiter, K., Eder, T., Richter, J., Hüttig, F., & Keutel, C. (2019, August). Dental medical students’ competencies for identifying anomalies in X-rays: When do they develop? 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Scheiter, K., Lachner, A., & Stürmer, K. (2019, Februar). Professionelle Kompetenzen von Lehrkräften für das Unterrichten mit digitalen Medien. 7. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) 2019: Lehren und Lernen in Bildungsinstitutionen. Köln, Deutschland. [Symposium Organisation]
- Scheiter, K., Richter, J., Eder, T. F., Hüttig, F., & Keutel, C. (2019, August). Do dental medical students develop visual diagnostic expertise already during their studies? An International Association for Medical Education (AMEE) 2019. Vienna, Austria. [Talk]
- Scheiter, K., Schmidgall, S., & Sassenberg, K. (2019, Februar). Welche Rolle spielen selbstregulatorische Orientierungen für die Innovationsbereitschaft von Lehrkräften? 7. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) 2019. Köln, Deutschland. [Vortrag]
- Schliephake, A., Bahnmueller, J., Willmes, K., & Moeller, K. (2019, September). Cognitive control in number processing. 21st Conference of the European Society of Cognitive Psychology. Tenerife, Spain. [Poster]
- Scholl, A. (2019, July). Responsible power-holders: When and for what the powerful assume responsibility. Invited Talk at the Power in Organizations Workshop, ETH Zürich. Zürich, Switzerland. [Talk]
- Scholl, A. (2019, September). Power as responsibility: When and why those in power may ‘do well’ or ‘do good’. 17. Tagung der Fachgruppe Sozialpsychologie. Köln, Germany. [Talk]
- Scholl, A., Sassenberg, K., Ellemers, N., De Wit, F., & Scheepers, D. (2019, May). Power as responsibility: When and why those in power may ‘do well’ or ‘do good’. 4th Interdisciplinary Perspectives on Leadership Symposium. Corfu, Greece. [Talk]
- Schwan, S. (2019, Dezember). Dinge digital. Wahrnehmung und Wirkung. Workshop „Das Museum als Tatort. Sammeln und Deponieren". Gedenkstätte Sachsenhausen, Oranienburg, Deutschland. [Vortrag]
- Schwan, S. (2019, Januar). Forschung für die Gesellschaft. Eingeladenes Impulsreferat beim Workshop Senckenberg Neues Museum: Naturkundliche Museen als Orte zum Staunen und Streiten. Senckenberg-Museum, Frankfurt. [Vortrag]
- Schwan, S. (2019, June). A picture rarely comes alone. The interplay of pictures and texts. Invited talk at the University of Vienna. Vienna, Austria. [Talk]
- Schüler, A. (2019, November). Was wirkt? Lernwirksame Text-/Bild-Kombinationen bei multimedialem Lernen. Eingeladener Vortrag auf dem Workshop zur Didaktik der Informationskompetenz des Netzwerk Informationskompetenz Baden-Württemberg (NIK-BW). Stuttgart, Deutschland. [Vortrag]
- Schüler, A. (2019, August). Eye tracking in educational (multimedia) research. 23rd JURE Conference (Junior Researchers of the European Association for Research on Learning and Instruction (EARLI)). Aachen, Germany. [Workshop Organisation]
- Schüler, A., & Merkt, M. (2019, August). Investigating integration processes during learning from a video. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Schüler, A., & Wesslein, A.-K. (2019, August). Connecting text to pictures on a tablet device – can it support learning? 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Shiozawa, T., Bientzle, M., Grosser, J., Kimmerle, J., & Hirt, B. (2019, Januar). Die Öffnung der Hochschullehre – Empirische Analyse offener digitaler Lehre in der Medizin. Vorstellung der Medizinischen Fakultät Tübingen: „Lehre in Posterrounds“ im Studiengang „Master of Medical Education“. Tübingen, Deutschland. [Poster]
- Shiozawa, T., Bientzle, M., Großer, J., Kimmerle, J., & Hirt, B. (2019, August). Twitch’ing Medical Education – the potential of live stream lectures. Association for Medical Education (AMEE) Conference 2019. Vienna, Austria. [Talk]
- Thillosen, A. (2019, Mai). Das Selbststudium anregen – unterstützende Lehr-/
Lernszenarien (mit digitalen Medien). Workshop am Center for Teaching and Learning. Universität Wien. [Workshop Organisation]
- Timm, J. D., Schwan, S., & Papenmeier, F. (2019, July). Reorganization of spatial configurations in visual working memory. 8th Workshop for PhD students of General Psychology (A-Dok). Mannheim, Germany. [Talk]
- Tsarava, K., & Leifheit, L. (2019, April). Computational Thinking with CS unplugged.ANR #CreaMaker workshop: co-creativity, robotics and maker education. ANR #CreaMaker workshop: co-creativity, robotics and maker education. Nice, France. [Talk]
- Tsarava, K., & Leifheit, L. (2019, April). Computational Thinking with CS unplugged. Invited talk at ANR #CreaMaker workshop: co-creativity, robotics and maker education. Nice, France. [Talk]
- Tsarava, K., Leifheit, L., Ninaus, M., Roman-Gonzalez, M., Golle, J., Trautwein, U., & Möller, K. (2019, October). Cognitive Correlates of Computational Thinking in Elementary School. 14th Workshop in Primary and Secondary Computing Education (WiPSCE). Glasgow, UK. [Talk]
- Utz, S. (2019, June). Informational benefits from social media use - the role of network(ing) and ambient awareness. Invited talk at the Iscience research colloquium. Konstanz, Germany. [Talk]
- Utz, S., Pawlowski, T., & Otto, F. (2019, May). Crisis Communication on Facebook after the Early Elimination of the German National Team during the Fifa World Cup 2018: A Mixed-Method Study on Crisis Communication Strategies and Fan Reactions. 69th Annual Conference of the International Communication Association (ICA). Washington D.C., USA. [Talk]
- Utz, S., & Wolfers, L. N. (2019, September). Informal learning with YouTube videos – the role of the protagonist. 11th Conference of the Media Psychology Division of the German Psychological Association. Chemnitz, Germany. [Talk]
- Van Gog, T., Postema, C., Meier, J., Schüler, A., Niehorster, D., & Scheiter, K. (2019, August). Using gaze displays to foster self-monitoring. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Van Wermeskerken, T., Richter, J., Van Gog, T., & Scheiter, K. (2019, August). Can eye see what you did? Effects of signaling on the interpretation of dynamic gaze displays. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]
- Von Pape, T., & Wolfers, L. N. (2019, May). Outlines of a Theory of Information Privacy and Self-Disclosure Regulation. 69th Annual Conference of the International Communication Association (ICA). Washington D.C., USA. [Talk]
- Winter, K. (2019, September). Current approaches to refugee integration II: Quo vadis? - Mechanisms of improving intergroup relations between majority members and refugees. 17. Tagung der Fachgruppe Sozialpsychologie. Köln, Germany. [Symposium Organisation]
- Winter, K., Sassenberg, K., & Scholl, A. (2019, March). A matter of flexibility: How and when messages with negations enhance outgroup trust. 3rd International Convention of Psychological Science (ICPS). Paris, France. [Talk]
- Winter, K., Sassenberg, K., & Scholl, A. (2019, February). Persuasive communication in intergroup settings: Messages with negations change outgroup attitudes via cognitive flexibility. Sozialpsychologisches Kolloquium. University of Mannheim, Germany. [Talk]
- Winter, K., Sassenberg, K., & Scholl, A. (2019, September). The impact of counterfactual thinking on the perceived trustworthiness of migrants. 17. Tagung der Fachgruppe Sozialpsychologie. Köln, Germany. [Talk]
- Winter, K., Sassenberg, K., & Scholl, A. (2019, July). Subtractive counterfactual thinking depolarizes attitudes towards immigrants. EASP Small Group Meeting ´Taking a cognitive perspective on social phenomena’. Tübingen, Germany. [Talk]
- Wolfers, L. (2019, Dezember). Elterliche Stressbewältigung mit mobilen Medien: Ergebnisse einer Fokusgruppen-Studie. Eingeladener Gastvortrag im Rahmen des Hauptseminars Rezeption & Wirkung: „Mediennutzung als Coping? / Using media for coping?“. Mannheim, Deutschland. [Vortrag]
- Wolfers, L. N., Festl, R., & Utz, S. (2019, Mai). Die Rolle von Smartphones für die Stressbewältigung: Eine Untersuchung von intrapersonalen Zusammenhängen zwischen Nomophobia und Stressempfinden. 64. Jahrestagung der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft. Münster, Deutschland. [Vortrag]
- Wolfers, L. N., Festl, R., & Utz, S. (2019, May). Do smartphones and social network sites become more important when experiencing stress? An exploration of within-person associations. 69th Annual Conference of the International Communication Association (ICA). Washington D.C., USA. [Talk]
- Wolfers, L. N., & Masur, P. (2019, May). The Willingness to Self-Disclose in Online and Offline Contexts: Trait(s), State and Reciprocal Influences. 69th Annual Conference of the International Communication Association (ICA). Washington D.C., USA. [Talk]
- Wolfers, L. N., & Schneider, F. (2019, September). Using Media for Coping: A systematic scoping review. 11th Conference of the Media Psychology Division of the German Psychological Association. Chemnitz, Germany. [Talk]
- Wortha, F., Appel, T., Tibus, M., Kasneci, E., Nagengast, B., Trautwein, U., Roberts, B. W., & Gerjets, P. (2019, April). The many faces of self-regulation in educational contexts: Painting the bigger picture. Annual meeting of the American Educational Research Association (AERA). Toronto, Canada. [Talk]
- Wörner, S., Kuhn, J., Richter, J., & Scheiter, K. (2019, September). Orchestrierung von virtuellen und realen Experimenten im Physik-Unterricht. Internationale Jahrestagung der der Gesellschaft für Didaktik der Chemie und Physik (GDCP) und der Fachsektion Didaktik der Biologie (FDdB im VBio) 2019. Wien, Österreich. [Poster]
- Xenidou-Dervou, I., Gilmore, C., Bahnmueller, J., Verschaffel, L., Luwel, K., Heenman, J., & van Lieshout, E. C. D. M. (2019, June). Cross-linguistic effects on adults‘ number line estimation skills. 2nd Conference of the Mathematical Cognition and Learning Society. Ottawa, Canada. [Poster]
- Yu, R., d'Aquin, M., Gasevic, D., Kimmerle, J., Herder, E., & Ewerth, R. (2019, June). Linked Learning 2019: 8th International Workshop on Learning and Education with Web Data (#LILE2019). 11th ACM Conference on Web Science (WebSci19). Boston, USA. [Workshop Organisation]
- Zapf, B., Sassenberg, K., Winter, K., & Hütter, M. (2019, September). Do online customers select wisely? The influence of interface properties of product rating portals on review selection. 17. Tagung der Fachgruppe Sozialpsychologie. Köln, Germany. [Talk]
- de Vreeze, J., & Oeberst, A. (2019, August). Audience tuning on Wikipedia. Summer Psychology Forum (SPF) 2019: Big Data in Personality and Social Psychology. St. Louis, USA. [Poster]
- von Hoyer, J., & Holtz, P. (2019, September). Unter welchen Bedingungen führt Searching as Learning (SAL) zu einem False Certainty Effekt? Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (PAEPSY). Leipzig, Deutschland. [Vortrag]
- Érsek, E., Capparozza, M., Moskaliuk, J., & Thillosen, A. (2019, June). e-teaching.org goes Lehrerbildung. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
Research Reports
- Müller, T., & Rahn, J. (2019). Towards Design Patterns for Multi-Touch Tables as Decision-Making Tools. Tübingen: Leibniz-Institut für Wissensmedien.
Organisation of Conferences
- Bahnmueller, J., Ditrich, L., & Scharinger, C. (2019). Cognitive Conflicts in the Wild. Leibniz-Institut für Wissensmedien, Tübingen, 02.-03.04.2019.
- Becker, D., Winter, K., & Sassenberg, K. (2019). EASP: Small Group Meeting: Cognitive Conflict. Leibniz-Institut für Wissensmedien, Tübingen, Germany, 04.-06.06.2019.
- Buder, J., Cress, U., & Groß, M. (2019). Autumn School des WissenschaftsCampus Tübingen (WCT) “Cognitive Interfaces”. Bad Teinach, Germany, 08.-11.10.2019.
- Diller, B., Kümmel, E., & Moskaliuk, J. (2019). Digitale Medien in der Hochschullehre: Praxiserfahrungen und Erfolgsstrategien. Barcamp IWM #LearnMap, Leibniz-Institut für Wissensmedien, Tübingen, 14.-15.11.2019.
- Haase, V. G., Lopes Silva, J. B., Bahnmueller, J., & Moeller, K. e. a. (2019). Brazilian-German Winter School on Numerical Cognition. Universidade Federal de Minas Gerais, Belo Horizonte, Brasilien, 05.-09.08.2019.
- Hesse, F. W., & Cress, U. (2019). Overcoming learning biases and environmental nudging for learning. Leibniz-Institut für Wissensmedien, Tübingen, 11.-13.06.2019.
- Kehrer, M., Reichert, J., & Thillosen, A. (2019). Digitalisierungspraktiken und Hochschulbildung – sind wir auf dem richtigen Weg? Fachtagung, Leibniz-Institut für Wissensmedien, Tübingen, 27.-28.06.2019.
- Winter, K., & Sassenberg, K. (2019). Wissenskommunikation über digitale Medien zum Thema Flucht und Integration. Leibniz-Institut für Wissensmedien, Tübingen, Germany, 25.-26.03.2019.
Web Documents
- Brunner, S., England, P., & Reichert, J. (2019). Revolutionieren digitale Medien die Hochschulbildung?. https://www.e-teaching.org/digihsevent05
- 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/
- Danielczyk, P., Ricken, J., & Reichert, J. (2019). Digitale fachspezifische Lehre an der Ruhr-Universität Bochum – Strategie und praktische Umsetzung. https://www.e-teaching.org/digihsevent02
- Festl, R., Langmeyer, A., & Walper, S. (2019). JUNG! DIGITAL! SOZIAL? Erklärungsfaktoren für Online-Sozialkompetenzen im Kindes- und Jugendalter. https://www.vodafone-stiftung.de/uploads/tx_newsjson/Vodafone_Stiftung_Studie__Sozialkompetenzen-online_01.pdf
- Kehrer, M., Reichert, J., & Thillosen, A. (2019). Organisation des e-teaching.org Themenspecials „Digitalisierungspraktiken und Hochschulbildung – sind wir auf dem richtigen Weg?“. https://www.e-teaching.org /digitalisierungspraktiken-und-hochschulbildung-sind-wir-auf-dem-richtigen-weg
- Ketter, V., Ladwig, T., & Kehrer, M. (2019). Teilen wir ein gemeinsames Verständnis von (digitaler) Hochschulbildung?. https://www.e-teaching.org/digihsevent04
- Knutzen, S., & Kehrer, M. (2019). Was ist Hochschulbildung (im digitalen Zeitalter)?. https://www.e-teaching.org/digihsevent01
- Scholl, A. (2019). Die Bedeutung der Wortwahl: „Man“ sollte oder „ich“ möchte gerne. Wissensdialog. https://wissensdialoge.de/man-oder-ich-in-der-kommunikation/
- Scholl, A. (2019). Führungsrollen anstreben: Ja, nein und warum eigentlich? Wissensdialog. https://wissensdialoge.de/machtmotive/
- Scholl, A. (2019). Wir sind exzellent – und (nicht) gestresst? Wissensdialog. https://wissensdialoge.de/exzellenz/
- Scholl, A. (2019). Wohin mit dem Ärger? Macht beeinflusst, wie wir Ärger ausdrücken. Wissensdialog. https://wissensdialoge.de/umgang_mit_aerger/
- Schwan, S. (2019). Kontinuierlicher Austausch mit Kultur und Gesellschaft: Zur Neudefinition der Museen. https://www.wissenschaftskommunikation.de/kontinuierlicher-austausch-mit-kultur-und-gesellschaft-zur-neudefinition-der-museen-32419/
Software Development
- Dawidowsky, K., & Klemke, A. (2019). Versuchsumgebung: IWM-Study TideDataViz01. Tübingen: Leibniz-Institut für Wissensmedien.
- Halfmann, M. (2019). Virtual Reality Umgebung: Darstellung eines Architekturmodells der Neukonzeption der Dokumentation Obersalzberg in VR. Tübingen: Leibniz-Institut für Wissensmedien.
- Halfmann, M., Lachmair, M., & Mock, P. (2019). Versuchsumgebung – Wissensräume in virtueller Realität. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A. (2019). Versuchsumgebung: IWM-Study Hapatt03. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A. (2019). Versuchsumgebung: IWM-Study BNO03 - 04. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A. (2019). Versuchsumgebung: IWM-Study Intervention04. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A. (2019). IWM-Study 2.0 – MultiUser-Messaging. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A. (2019). Versuchsumgebung: IWM-Study Chat02. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A. (2019). Versuchsumgebung: IWM-Study Formulierung02. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A., & Gerjets, P. (2019). Versuchsumgebung: IWM-Study DanceBox01. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A., Mock, P., Oestermeier, U., & Schwan, S. (2019). Versuchsumgebung: IWM-Study Obersalzberg01. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A., & Scheiter, K. (2019). Versuchsumgebung: IWM-Study RadiologieIntervention03. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A., & Schwan, S. (2019). Versuchsumgebung: IWM-Study Histdis02 - 03. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A., & Überall, M. (2019). Versuchsumgebung: IWM-Study Fotosynthese01. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A., & Überall, M. (2019). Versuchsumgebung: IWM-Study Pythagoras01. Tübingen: Leibniz-Institut für Wissensmedien.
- Kupke, S. (2019). Our World in Data – Dynamische, interaktive Darstellung von weltweit verfügbaren Daten. Tübingen: Leibniz-Institut für Wissensmedien.
- Kupke, S. (2019). Geotraffic – Darstellung massenhafter Verkehrswege durch diverse Projektionen der JavaScript-Bibliothek D3. Tübingen: Leibniz-Institut für Wissensmedien.
- Kupke, S., & Oestermeier, U. (2019). IWMLib: Eine Basisbibliothek für Browser-Applikationen. Tübingen: Leibniz-Institut für Wissensmedien.
- Kupke, S., Rahn, J., Müller, T., & Oestermeier, U. (2019). Ideas to Market 3.0: Entwicklung eines toolgestützten Vorgehensmodells zur interdisziplinären und branchenübergreifenden Generierung von Verwertungsoptionen. Tübingen: Leibniz-Institut für Wissensmedien.
- Lachmair, M. (2019). Obersalzberg 3: NS-Propaganda in VR-Umgebungen. Tübingen: Leibniz-Institut für Wissensmedien.
- Lachmair, M., & Moeller, K. (2019). LearnWithTouch. App für IOS zum Erlernen von Fingerzähl-Strategien. Tübingen: Leibniz-Institut für Wissensmedien.
- Mock, P. (2019). Strokey: Analyse von Interaktionsdaten einer digitalen Zeichen-App. Tübingen: Leibniz-Institut für Wissensmedien.
- Oestermeier, U. (2019). LiveCode: Eine Umgebung zum Erklären und Testen rekursiver Funktionen. Tübingen: Leibniz-Institut für Wissensmedien.
- Oestermeier, U. (2019). Tracking Globe: Eine Swift-Animation des Datenverkehrs beim Tracking für den interaktiven Globus. Tübingen: Leibniz-Institut für Wissensmedien.
- Oestermeier, U., Kupke, S., & Schwan, S. (2019). Sachsenhausen – Visualisierung der Laufwege von Besuchern des Konzentrationslagers Sachsenhausen. Tübingen: Leibniz-Institut für Wissensmedien.
- Opel, S., Kupke, S., & Oestermeier, U. (2019). IWM Publikationen: Eine Tabletop-Applikation zur Darstellung der IWM-Publikationen. Tübingen: Leibniz-Institut für Wissensmedien.
- Schmidt, M. (2019). API basierte Twitter Timeline für eine DSGVO-konforme Einbindung von Twitter auf e-teaching.org. Tübingen: Leibniz-Institut für Wissensmedien.
Open Data
- Badanova, M., Grinschgl, S., Papenmeier, F., & Meyerhoff, H. S. (2019). Forced cognitive offloading. https://osf.io/k6t7q/ [Publication]
- Bernecker, K., Wenzler, M. P., & Sassenberg, K. (2019). Tweeted anger predicts county-level results of the 2016 United States presidential election. https://dx.doi.org/10.5334/irsp.256 [Publication]
- Ditrich, L., Landkammer, F., & Sassenberg, K. (2019). What if my colleague was wrong and I was right? The impact of counterfactual mindsets and interpersonal focus on written communication and decision making in a hidden profile task. https://dx.doi.org/10.1016/j.actpsy.2018.11.003 [Publication]
- Ditrich, L., Lüders, A., Jonas, E., & Sassenberg, K. (2019). Leader's group-norm violations elicit intentions to leave the group – If the group-norm is not affirmed. https://dx.doi.org/10.1016/j.jesp.2019.03.009 [Publication]
- Fetterman, A. K., Curtis, S., Carre, J., & Sassenberg, K. (2019). Wrongness admission tendencies. https://osf.io/mjtwk/ [Publication]
- Grinschgl, S., Meyerhoff, H. S., Schwan, S., & Papenmeier, F. (2019). From metacognitive beliefs to strategy selection: does fake performance feedback influence cognitive offloading? https://dx.doi.org/10.17605/OSF.IO/ZRQXU [Publication]
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