Publications 2023
Articles in refereed Journals
- Anderl, C. (2023). Drivers and social effects of the decision to turn on one’s camera during videoconferencing in groups. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 17(2). https://dx.doi.org/10.5817/cp2023-2-8 [Data, Data1]
Open Access
- Anders, S., Steen, A., Müller, T., Krause, W., Sanwald, A., Raupach, T., Ondruschka, B., & Krebs, O. (2023). Adventure Legal Medicine: A free online serious game for supplementary use in undergraduate medical education. International Journal of Legal Medicine, 137(2), 545-549. https://dx.doi.org/10.1007/s00414-023-02946-x
Open Access
- Appel, T., Gerjets, P., Hoffmann, S., Moeller, K., Ninaus, M., Scharinger, C., Sevcenko, N., Wortha, F., & Kasneci, E. (2023). Cross-task and cross-participant classification of cognitive load in an emergency simulation game. IEEE Transactions on Affective Computing, 14(2), 1558-1571. https://dx.doi.org/10.1109/taffc.2021.3098237
- Batista, L. T., Gomides, M., Koltermann, G., Bahnmuller, J., Moeller, K., Salles, J. F., Haase, V. G., Moura, R., & Lopes-Silva, J. B. (2023). The impact of phonological processing on number transcoding. Cognitive Development, 66, Article 101320. https://dx.doi.org/10.1016/j.cogdev.2023.101320
- Becker, D., Vliek, M. L., & Sassenberg, K. (2023). Flexible control: Conflict mindsets reduce the association between trait measures of self-control decision-making and delay discounting. Motivation Science, 9(1), 21-30. https://dx.doi.org/10.1037/mot0000283
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- Borchers, C.*, Eder, T. F.*, Richter, J., Keutel, C., Huettig, F., & Scheiter, K. (2023). A time slice analysis of dentistry students’ visual search strategies and pupil dilation during diagnosing radiographs. PLOS ONE, 18(6), Article e0283376. * shared first authorship. https://dx.doi.org/10.1371/journal.pone.0283376 [Data]
Open Access
- Brand, A.-K., Meyerhoff, H. S., Holl, F., & Scholl, A. (2023). When linguistic uncertainty spreads across pieces of information: Remembering facts on the news as speculation. Journal of Experimental Psychology: Applied, 29(1), 18-31. https://dx.doi.org/10.1037/xap0000428
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- Buchanan, E. M., Lewis, S. C., Paris, B., Forscher, P. S., Pavlacic, J. M., Beshears, J. E., Drexler, S. M., Gourdon-Kanhukamwe, A., Mallik, P. R., Silan, M. A., Miller, J. K., Ijzerman, H., Moshontz, H., Beaudry, J. L., Suchow, J. W., Chartier, C. R., Coles, N. A., Sharifian, M. H., ... Ruiz Fernández, S., ... Primbs, M. A. (2023). The Psychological Science Accelerator’s COVID-19 rapid-response dataset. Scientific Data, 10(1), Article 87. https://dx.doi.org/10.1038/s41597-022-01811-7
Open Access
- Clayton, R. B., Compton, J., Reynolds-Tylus, T., Neumann, D., & Park, J. (2023). Revisiting the effects of an inoculation treatment on psychological reactance: A conceptual replication and extension with self-report and psychophysiological measures. Human Communication Research, 49(1), 104-111. https://dx.doi.org/10.1093/hcr/hqac026
- De Nicolò, M., Kanatschnig, T., Hons, M., Wood, G., Kiili, K., Moeller, K., Greipl, S., Ninaus, M., & Kober, S. E. (2023). Engaging learners with games–Insights from functional near-infrared spectroscopy. PLOS ONE, 18(6), Article e0286450. https://dx.doi.org/10.1371/journal.pone.0286450
Open Access
- Ehrhart, T., & Lindner, M. A. (2023). Computer-based multimedia testing: Effects of static and animated representational pictures and text modality. Contemporary Educational Psychology, 73, Article 102151. https://dx.doi.org/10.1016/j.cedpsych.2023.102151
Open Access
- Feller, D. P., Kurby, C. A., Newberry, K. M., Schwan, S., & Magliano, J. P. (2023). The effects of domain knowledge and event structure on event processing. Memory & Cognition, 51(1), 101-114. https://dx.doi.org/10.3758/s13421-022-01309-y
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- Fischer, H., Wijermans, N., & Schlüter, M. (2023). Testing the social function of metacognition for common‐pool resource use. Cognitive Science, 47(3), Article e13212. https://dx.doi.org/10.1111/cogs.13212
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- Flegr, S., Kuhn, J., & Scheiter, K. (2023). How to foster STEM learning during Covid-19 remote schooling: Combining virtual and video experiments. Learning and Instruction, 86, Article 101778. https://dx.doi.org/10.1016/j.learninstruc.2023.101778
Open Access
- Flegr, S., Kuhn, J., & Scheiter, K. (2023). When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education. Computers & Education, 197, Article 104745. https://dx.doi.org/10.1016/j.compedu.2023.104745
Open Access
- Frick, P., & Schüler, A. (2023). Extending the theoretical foundations of multimedia learning: Activation, integration, and validation occur when processing illustrated texts. Learning and Instruction, 87, Article 101800. https://dx.doi.org/10.1016/j.learninstruc.2023.101800 [Data]
Open Access
- Froehlich, L., Sassenberg, K., Jonkmann, K., Scheiter, K., & Stürmer, S. (2023). Student diversity and e‐exam acceptance in higher education. Journal of Computer Assisted Learning, 39(4), 1196-1210. https://dx.doi.org/10.1111/jcal.12794
Open Access
- Fütterer*, T., Hoch*, E., Lachner, A., Scheiter, K., & Stürmer, K. (2023). High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter? Computers & Education, 199, Article 104788. *shared first-authorship. https://dx.doi.org/10.1016/j.compedu.2023.104788
Open Access
- Glaser, M., Aberle, S., & Schwan, S. (2023). Learning versus researching in a desktop virtual reality: How reception goals influence the processing of uncertain information marked by verbal and visual cues. Computers & Education, 201, Article 104826. https://dx.doi.org/10.1016/j.compedu.2023.104826
Open Access
- Glaser, M., Knoos, M., & Schwan, S. (2023). How verbal cues help to see and understand art. Psychology of Aesthetics, Creativity, and the Arts, 17(3), 278-293. https://dx.doi.org/10.1037/aca0000372
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- Greving, H., Bruckermann, T., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2023). Attitudes toward engagement in citizen science increase self-related, ecology-related, and motivation-related outcomes in an urban wildlife project. BioScience, 73(3), 206-219. https://dx.doi.org/10.1093/biosci/biad003 [Data]
Open Access
- Hoch, E.*, Sidi, Y.*, Ackerman, R., Hoogerheide, V., & Scheiter, K. (2023). Comparing mental effort, difficulty, and confidence appraisals in problem-solving: a metacognitive perspective. Educational Psychology Review, 35(2), Article 61. *shared first-authorship. https://dx.doi.org/10.1007/s10648-023-09779-5 [Data]
Open Access
- Hoch, E., Fleig, K., & Scheiter, K. (2023). Can monitoring prompts help to reduce a confidence bias when learning with multimedia? Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 55(2-3), 77-90. https://dx.doi.org/10.1026/0049-8637/a000279 [Data]
Open Access
- Hoch, E., Scheiter, K., & Stalbovs, K. (2023). How to support learning with multimedia instruction: Implementation intentions help even when load is high. British Journal of Psychology, 114(2), 315-334. https://dx.doi.org/10.1111/bjop.12620
Open Access
- Hornsey, M. J., Bierwiaczonek, K., Sassenberg, K., & Douglas, K. M. (2023). Individual, intergroup and nation-level influences on belief in conspiracy theories. Nature Reviews Psychology, 2, 85-97. https://dx.doi.org/10.1038/s44159-022-00133-0
Open Access
- Hornsey, M. J., Pearson, S., Kang, J., Sassenberg, K., Jetten, J., Van Lange, P. A. M., Medina, L. G., Amiot, C. E., Ausmees, L., Baguma, P., Barry, O., Becker, M., Bilewicz, M., Castelain, T., Costantini, G., Dimdins, G., Espinosa, A., Finchilescu, G., Friese, M., ... Bastian, B. (2023). Multinational data show that conspiracy beliefs are associated with the perception (and reality) of poor national economic performance. European Journal of Social Psychology, 53(1), 78-89. https://dx.doi.org/10.1002/ejsp.2888 [Data]
Open Access
- Huff, M., & Bongartz, E. C. (2023). Low research-data availability in educational-psychology journals: no indication of effective research-data policies. Advances in Methods and Practices in Psychological Science, 6(1), 1-17. https://dx.doi.org/10.1177/25152459231156419 [Data]
Open Access
- Hutmacher, F., & Schwan, S. (2023). Remembering beloved objects from early childhood, middle childhood, and adolescence and the role of the five senses. Memory, 31(2), 270-281. https://dx.doi.org/10.1080/09658211.2022.2152462
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- Kuklick, L., Greiff, S., & Lindner, M. A. (2023). Computer-based performance feedback: Effects of error message complexity on cognitive, metacognitive, and motivational outcomes. Computers & Education, 200, Article 104785. https://dx.doi.org/10.1016/j.compedu.2023.104785
Open Access
- Kuklick, L., & Lindner, M. A. (2023). Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter? Contemporary Educational Psychology, 73, Article 102146. https://dx.doi.org/10.1016/j.cedpsych.2022.102146
Open Access
- Lermann Henestrosa, A., Greving, H., & Kimmerle, J. (2023). Automated journalism: The effects of AI authorship and evaluative information on the perception of a science journalism article. Computers in Human Behavior, 138, Article 107445. https://dx.doi.org/10.1016/j.chb.2022.107445
- Leroy, C., Gerjets, P., Oestermeier, U., & Kammerer, Y. (2023). Investigating the roles of document presentation and reading interactions on different aspects of multiple document comprehension. International Journal of Human–Computer Interaction, 39(6), 1327-1340. https://dx.doi.org/10.1080/10447318.2022.2062854
Open Access
- Lindner, M. A., & Greiff, S. (2023). Process data in computer-based assessment: Challenges and opportunities in opening the black box. European Journal of Psychological Assessment, 39(4), 241-251. https://dx.doi.org/10.1027/1015-5759/a000790
Open Access
- Matschke, C., de Vreeze, J., & Cress, U. (2023). Social identities and the achievement gap: Incompatibility between social class background and student identity increases student disidentification, which decreases performance and leads to higher dropout rates. British Journal of Social Psychology, 62(1), 161-180. https://dx.doi.org/10.1111/bjso.12563
Open Access
- Mayer, M., & Heck, D. W. (2023). Cultural consensus theory for two-dimensional location judgments. Journal of Mathematical Psychology, 113, Article 102742. https://dx.doi.org/10.1016/j.jmp.2022.102742
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- Mayer, M., & Ramon, M. (2023). Improving forensic perpetrator identification with Super-Recognizers. Proceedings of the National Academy of Sciences, 120(20), Article e2220580120. https://dx.doi.org/10.1073/pnas.2220580120
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- Meyerhoff, H. S., Jaggy, O., Papenmeier, F., & Huff, M. (2023). Long-term memory representations for audio-visual scenes. Memory & Cognition, 51(2), 349-370. https://dx.doi.org/10.3758/s13421-022-01355-6
Open Access
- Meyerhoff, H. S., Stegemann, M. J., & Frings, C. (2023). Linking auditory-induced bouncing and auditory-induced illusory crescents: an individual-differences approach. Multisensory Research, 36(5), 429-447. https://dx.doi.org/10.1163/22134808-bja10100
Open Access
- Neumann, D., Huddleston, P. T., & Behe, B. K. (2023). Fear of Missing Out as motivation to process information: How differences in Instagram use affect attitude formation online. New Media & Society, 25(1), 220-242. https://dx.doi.org/10.1177/14614448211011834
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- Pardi, G., Gottschling, S., Gerjets, P., & Kammerer, Y. (2023). The moderating effect of knowledge type on search result modality preferences in web search scenarios. Computers and Education Open, 4, Article 100126. https://dx.doi.org/10.1016/j.caeo.2023.100126
Open Access
- Reimann, L.-E., Utz, S., & Anderl, C. (2023). Individual and situational factors influencing active behavior in professional video conferences with strangers. Social Science Computer Review, 41(2), 702-723. https://dx.doi.org/10.1177/08944393221117456
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- Reinert, R. M., Gashaj, V., Hartmann, M., & Moeller, K. (2023). A potential dissociation between perception and production version for bounded but not unbounded number line estimation. Trends in Neuroscience and Education, 31, Article 100202. https://dx.doi.org/10.1016/j.tine.2023.100202
Open Access
- Said, N., Potinteu, A. E., Brich, I., Buder, J., Schumm, H., & Huff, M. (2023). An artificial intelligence perspective: How knowledge and confidence shape risk and benefit perception. Computers in Human Behavior, 149, Article 107855. https://dx.doi.org/10.1016/j.chb.2023.107855
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- Sassenberg, K., Bertin, P., Douglas, K. M., & Hornsey, M. J. (2023). Editorial: Engaging with conspiracy theories: Causes and consequences. Journal of Experimental Social Psychology, 105, Article 104425. https://dx.doi.org/10.1016/j.jesp.2022.104425
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- Scharinger, C. (2023). Effects of emotional decorative pictures on cognitive load as assessed by pupil dilation and EEG frequency band power. Applied Cognitive Psychology, 37(4), 861-875. https://dx.doi.org/10.1002/acp.4087
Open Access
- Scharinger, C., Prislan, L., Bernecker, K., & Ninaus, M. (2023). Gamification of an n-back working memory task – Is it worth the effort? An EEG and eye-tracking study. Biological Psychology, 179, Article 108545. https://dx.doi.org/10.1016/j.biopsycho.2023.108545
Open Access
- Sevcenko, N., Appel, T., Ninaus, M., Moeller, K., & Gerjets, P. (2023). Theory-based approach for assessing cognitive load during time-critical resource-managing human–computer interactions: an eye-tracking study. Journal on Multimodal User Interfaces, 17(1), 1-19. https://dx.doi.org/10.1007/s12193-022-00398-y
Open Access
- Smaczny, S., Sperber, C., Jung, S., Moeller, K., Karnath, H., & Klein, E. (2023). Disconnection in a left-hemispheric temporo-parietal network impairs multiplication fact retrieval. NeuroImage, 268, Article 119840. https://dx.doi.org/10.1016/j.neuroimage.2022.119840
Open Access
- Sümer, Ö., Goldberg, P., D’Mello, S., Gerjets, P., Trautwein, U., & Kasneci, E. (2023). Multimodal engagement analysis from facial videos in the classroom. IEEE Transactions on Affective Computing, 14(2), 1012-1027. https://dx.doi.org/10.1109/taffc.2021.3127692
- Tschopp, M., Gieselmann, M., & Sassenberg, K. (2023). Servant by default? How humans perceive their relationship with conversational AI. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 17(3), Article 9. https://dx.doi.org/10.5817/cp2023-3-9
Open Access
- Velutharambath, A., Sassenberg, K., & Klinger, R. (2023). Prevention or promotion? Predicting author's regulatory focus. Northern European Journal of Language Technology, 9(1). https://dx.doi.org/10.3384/nejlt.2000-1533.2023.4561
Open Access
- Winter, K., & Epstude, K. (2023). Motivational consequences of counterfactual mindsets: Does counterfactual structure influence the use of conservative or risky tactics? Motivation and Emotion, 47(1), 100-114. https://dx.doi.org/10.1007/s11031-022-09979-6 [Data]
Open Access
- Winter, K., Scholl, A., & Sassenberg, K. (2023). Flexible minds make more moderate views: Subtractive counterfactuals mitigate strong views about immigrants’ trustworthiness. Group Processes & Intergroup Relations, 26(6), 1310-1328. https://dx.doi.org/10.1177/13684302221102876 [Data]
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- Wortha, S. M., Klein, E., Lambert, K., Dackermann, T., & Moeller, K. (2023). The relevance of basic numerical skills for fraction processing: Evidence from cross-sectional data. PLOS ONE, 18(1), Article e0281241. https://dx.doi.org/10.1371/journal.pone.0281241
Open Access
- van den Broek, K. L., Luomba, J., van den Broek, J., & Fischer, H. (2023). Content and complexity of stakeholders’ mental models of socio-ecological systems. Journal of Environmental Psychology, 85, Article 101906. https://dx.doi.org/10.1016/j.jenvp.2022.101906
Open Access
Special Issues and Sections
- Sassenberg, K., Bertin, P., Douglas, K. M., & Hornsey, M. J. (Eds.). (2023). Special Issue: Engaging with conspiracy theories: Causes and consequences. Journal of Experimental Social Psychology.
Proceedings
- Gieselmann, M., & Sassenberg, K. (2023). The relevance of perceived interactivity for disclosure towards conversational artificial intelligence. In H. Degen & S. Ntoa (Eds.), Artificial Intelligence in HCI. HCII 2023. Lecture Notes in Computer Science (Vol. 14051, pp. 55-67). Springer. https://dx.doi.org/10.1007/978-3-031-35894-4_4
Books
- Eder, T., Scheiter, K., & Lachner, A. (2023). Einsatz digitaler Medien für einen wirksamen Unterricht. Reihe Wirksamer Unterricht, Bd. 9. Institut für Bildungsanalysen Baden-Württemberg (IBBW). https://ibbw-bw.de/site/pbs-bw-km-root/get/documents_E-1208306275/KULTUS.Dachmandant/KULTUS/Dienststellen/ibbw/Empirische%20Bildungsforschung/Programme-und-Projekte/Wirksamer_Unterricht/IBBW_WU09_digitale%20Medien_230720_BF.pdf
- Sassenberg, K., & Vliek, M. L. W. (Eds.). (2023). Sozialpsychologie: Von der Theorie zur Anwendung. Springer. https://dx.doi.org/10.1007/978-3-031-17529-9
- Scheiter, K. & Gogolin, I. (Eds.). (2023). Bildung für eine digitale Zukunft. Springer VS Verlag für Sozialwissenschaften. https://dx.doi.org/10.1007/978-3-658-37895-0
Chapters in Edited Books
- Bruckermann, T., & Greving, H. (2023). Praxisbeitrag: Nutzungsdatenanalyse digitaler Medien in der evaluativen Wissenschaftskommunikationsforschung am Beispiel eines Bürgerwissenschaftsprojekts. In P. Niemann, V. van den Bogaert, & R. Ziegler (Eds.), Evaluationsmethoden der Wissenschaftskommunikation. (pp. 173-185). Springer. https://dx.doi.org/10.1007/978-3-658-39582-7
- Greving, H., Bruckermann, T., & Kimmerle, J. (2023). Praxisbeitrag: Experimentelle Methoden in der evaluativen Wissenschaftskommunikationsforschung am Beispiel von Bürgerwissenschaftsprojekten. In P. Niemann, V. van den Bogaert, & R. Ziegler (Eds.), Evaluationsmethoden der Wissenschaftskommunikation. (pp. 305-317). Springer. https://dx.doi.org/10.1007/978-3-658-39582-7
- Hoch, E., & Fütterer, T. (2023). Kompetenzen für das Lernen mit digitalen Medien: Eine konzeptuelle Analyse. In K. Scheiter & I. Gogolin (Eds.), Bildung für eine digitale Zukunft (Edition ZfE; 15, pp. 81-101). Springer VS Verlag für Sozialwissenschaften. https://dx.doi.org/10.1007/978-3-658-37895-0_4
- Irle, G. (2023). Emotionen im Information Seeking. In R. Kuhlen, D. Lewandowski, W. Semar, & C. Womser-Hacker (Eds.), Grundlagen der Informationswissenschaft (pp. 535-542). De Gruyter. https://dx.doi.org/10.1515/9783110769043-046
- Rosing, K. & Zacher, H. (2023). Ambidextrous leadership: A review of theoretical developments and empirical evidence. In R. Reiter-Palmon & S. Hunter (Eds.), Handbook of organizational creativity: Leadership, interventions, and macro level issues (2nd edition, pp. 51-70). Academic Press.
- Sassenberg, K., & Vliek, M. L. (2023). Selbstregulationsstrategien und regulatorische Passung. In Sassenberg, K. & Vliek, M. (Eds.), Sozialpsychologie: Von der Theorie zur Anwendung (pp. 55-70). Springer. https://dx.doi.org/10.1007/978-3-031-17529-9_4
- Schwan, S. (2023). Bild und Text im Wechselspiel: Psychologische Perspektiven des Bildverstehens. In F. Berndt & J.-N. Thon (Eds.), Bildmedien: Materialität - Semiotik - Ästhetik. (pp. 87-96). De Gruyter.
- Thillosen, A., & Kehrer, M. (2023). Hochschulbildung seit Corona – ein (erneutes) Plädoyer für Vernetzung, Zusammenarbeit und Diskurs.. In U. Dittler & C. Kreidl (Eds.), Wie Corona die Hochschullehre verändert: Erfahrungen und Gedanken aus der Krise zum zukünftigen Einsatz von eLearning (pp. 55-76). Springer. https://dx.doi.org/10.1007/978-3-658-40163-4_4
- Utz, S. (2023). Soziale Medien als Quelle von Emotionen. In Sassenberg, K. & Vliek, M. L. (Eds.), Sozialpsychologie: Von der Theorie zur Anwendung (pp. 223-238). Springer. https://dx.doi.org/10.1007/978-3-031-17529-9_14
Conference Contributions
- Aberle, S., Glaser, M., & Schwan, S. (2023, August 22-26). Instruction of reception goals as a method to direct the processing of uncertain information. 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
- Antes, N. (2023, September 8). How to become right when you are wrong. University of Notre Dame. South Bend, Indiana, USA. [Talk]
- Antes, N., Huff, M., & Schwan, S. (2023, June 28-30). How the distinguishability of meta-information about the veracity of sentences affects memory. Annual Meeting of the Society for Text and Discourse (ST&D). Oslo, Norway. [Poster]
- Antes, N., Huff, M., Schwan, S. (2023, January 8-10). Veracity and memory: How processing of meta-information affects scene memory. Winter School Eye Tracking – Experimental Design, Implementation and Analysis. Monte Verita, Switzerland. [Poster]
- Antes, N., Huff, M., & Schwan, S. (2023, March 26-29). Memory and meta-information: How meta-information about statements’ veracity affects scene memory. 65. Tagung experimentell arbeitender Psycholog:innen - Conference of Experimental Psychologists 2023 (TeaP). Trier. [Talk]
- Arslan, B., Lehman, B., Keehner, M., & Lindner, M. A. (2023, August 21-27). The interplay between technology-enhanced item formats and test-taker cognition. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
- Becker, F., Buder, J., & Huff, M. (2023, March 26-29). Learning the prediction of skilled behavior. 65. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Trier. [Talk]
- Brich, I., Schenk, A., Papenmeier, F., & Huff, M. (2023, March 26-29). Text in comics: Cross-codal information integration during visual narrative comprehension. 65th Conference of Experimental Psychologists (TeaP). University of Trier. [Talk]
- Brucker, B., Uehlin, F., Moosmann, L., Halfmann, M., & Gerjets, P. (2023, June 15-16). Learning about dynamic movement patterns in desktop and true virtual reality environments: The influence of different ways of changing the point of view and learners’ visuospatial ability. Knowledge through Digitized Material? Objects, Images, Perspectives. German Maritime Museum and Leibniz Association, Bremen. [Talk]
- Bruckermann, T., Greving, H., Schumann, A., Stillfried, M., Börner, K., Hagen, R., Kimmig, S. E., Brandt, M., & Kimmerle, J. (2023, März 29-30). Sind Einstellungen zur Beteiligung an CS bereits zu Beginn wichtig? – ein Ergebnis aus dem WTimpact Projekt. CitSciHelvetia‘23. Solothurn, Schweiz. [Vortrag]
- Bruckermann, T., Greving, H., Schumann, A., Straka, T. M., Lewanzik, D., Voigt-Heucke, S. L., Marggraf, L., Lorenz, J., Brandt, M., Voigt, C. C., Kimmerle, J., & Harms, U. (2023, März 29-30). Beeinflusst der Beteiligungsgrad in CS-Projekten die Lernergebnisse? – ein Ergebnis aus dem WTimpact Projekt. CitSciHelvetia‘23. Solothurn, Schweiz. [Vortrag]
- Buder, J., Maertens, R., Roozenbeek, J., & Said, N. (2023, June 30-July 4). Developing a new inventory that captures the ability to discern manipulative online content. Invited talk at the Symposium of the European Association for Social Psychology. Krakow, Poland. [Talk]
- Capparozza, M., Kathmann, J., & Irle, G. (2023, Februar 28-März 2). Gelingensbedingungen für die Nutzung digitaler Medien von Lehramtsstudierenden in der Schulpraxis. Bildung zwischen Unsicherheit und Evidenz. 10. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Universität Duisburg-Essen, Essen. [Poster]
- Cervera Torres, S., Ruiz Fernández, S., & Gerjets, P. (2023, July 11-13). Toward a model of embodied affective interaction: Integrating space-valence associations, action-context, and hand proximity attentional biases". Cypsy26: 26th Annual Cyberpsychology, Cybertherapy & Social Networking Conference. Paris, France. [Poster]
- Cress, U. (2023, Januar 31 – Februar 1). Künstliche Intelligenz in der Schule. Eingeladener Vortrag auf der Präsenztagung zum Thema „Automatisiertes Lernen? Künstliche Intelligenz im Bildungssystem“, Veranstaltungsreihe „Demokratie im Gespräch“. Akademie für Politische Bildung, Tutzing. [Vortrag]
- Cress, U. (2023, Februar 28-März 3). Medienbezogene Lehrkompetenz: Messung, Wirkung, Förderung. 10. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Universität Duisburg-Essen, Essen. [Symposium Diskussion]
- Ditrich, L. (2023, März 27). Die Rolle von Emotionen für kollektives Handeln - Von Wutbürgern und Friedensbewegten. Eingeladener Vortrag, Margarete von Wrangell Frühjahrsseminar 2023. Universität Hohenheim. [Vortrag]
- Düsing, K., Bruckermann, T., Greving, H., Thomas, J., van den Bogaert, V., Lewanzik, D., Schumann, A., Brandt, M., & Harms, U. (2023, September 18-21). Effekte der expliziten Vermittlung des Forschungsprozesses auf wissenschaftliches Denken und Wissenschaftsverständnis. Internationale Tagung der Fachsektion Didaktik der Biologie (FDdB) im VBIO 2023. Ludwigsburg. [Poster]
- Fischer, H. (2023, Januar 24). Wissen, was man weiß und verrauschte Informationsumgebungen. Eingeladener Vortrag auf dem Forschungskolloquium des Departments für Wissenschaftskommunikation. KIT, Karlsruhe. [Vortrag]
- Fischer, H. (2023, June 30 - July 4). To confuse rather than convince: A metacognitive perspective on the zone-flooding strategy of misinformation. Invited talk at the Symposium of the European Association for Social Psychology (EASP 2023). Krakow, Poland. [Talk]
- Fischer, H. (2023, Juli 6). Echtes Wissen und gefühltes Wissen: Bedeutung für Wissenschaftskommunikation und Handeln im Bereich politisierter Wissenschaft. Eingeladener Vortrag auf dem Tag der interdisziplinären Wissenschaftskommunikation. Heidelberger Akademie der Wissenschaften, Heidelberg. [Vortrag]
- Fischer, H. (2023, Mai 23). Metakognition und Klimawandel: Ein individuell-kognitiver Blick auf ein globales Problem. Eingeladener Vortrag zum Kolloquium im Rahmen der Vortragsreihe Seele-Körper-Geist. Universitätsklinikum Freiburg. [Vortrag]
- Frehmann, K., Peter, E., Klein, S., Greussing, E., & Gaiser, F. (2023, Mai 18-20). World Café: Die (Un-)Beständigkeit der Forschungsobjekte in der HMC. 68. Jahrestagung der deutschen Gesellschaft für Publizistik und Kommunikationswissenschaft (DGPuK). Zentrum für Medien-, Kommunikations- und Informationsforschung (ZeMKI), Bremen. [Workshop Organisation]
- Frick, P., Kendeou, P., & Schüler, A. (2023, August 22-26). Knowledge revision during reading – do pictures reduce the activation of outdated information? 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
- Frick, P., Kendeou P., & Schüler, A. (2023, June 28-30). The influence of pictures on knowledge revision processes during reading. 33rd Annual Meeting of the Society for Text & Discourse (ST&D). University of Oslo, Norway. [Talk]
- Frick, P., & Schüler, A. (2023, January 8-13). The cognitive processes when reading and learning with illustrated texts. Winter School Eye Tracking - Experimental Design, Implementation, and Analysis. ETH Zürich, Monte Verita, Switzerland. [Poster]
- Garsoffky, B. (2023, May 4-5). BILAD – Ein internationales Forschungsnetzwerk zu Authentizität und Digitalität in informellen Lernorten. LERN-Tagung. Mannheim. [Poster]
- Gerjets, P. (2023, Juni 16). The day ofter tomorrow: Der Future Innovation Space am IWM als integrative Forschungsplattform für digitale Bildung. KI-Fachtag der Universität Tübingen und der Regionalstelle des Zentrums für Schulqualität und Lehrerbildung (ZSL). Tübingen. [Vortrag]
- Gerjets, P. (2023, Februar 28-März 3). Unterrichtserleben in Virtual Reality als Chance für die Lehrkräftebildung. 10. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Universität Duisburg-Essen, Essen. [Symposium Diskussion]
- Gerjets, P., Huff, M. Trautwein, U., Heinze, A., Ewerth, R., Kasneci, E., & Pfeifer, N. (2023, Juni 16). Unterstützung der Selbstregulation beim Lernen mit Videos (Video-SRS). KI-Fachtag der Universität Tübingen und der Regionalstelle des Zentrums für Schulqualität und Lehrerbildung (ZSL). Tübingen. [Poster]
- Gerjets, P., Richter, S., Führer, C., & Padó, S. (2023, Juni 16). WR-AI-TING: Kreatives Schreiben mit KI-Tools. Potenziale und Risiken digitaler Innovationen in Schulen und Museen. KI-Fachtag der Universität Tübingen und der Regionalstelle des Zentrums für Schulqualität und Lehrerbildung (ZSL). Tübingen. [Poster]
- Gieselmann, M., & Sassenberg, K. (2023, March 6-7). The more competent, the better? The effects of perceived competencies on disclosure towards conversational AI. Conversing with Artificial Intelligence - Implications for Communication, Relationship-Building and Understanding. Berlin. [Poster]
- Gieselmann, M., & Sassenberg, K. (2023, September 12-15). Wann akzeptieren Manager den Einsatz von KI-Systemen? Der Einfluss des Unternehmensbereichs und der KI-Funktionalität. 13. Fachgruppentagung der Fachgruppe Arbeits-, Organisations- und Wirtschaftspsychologie. Kassel. [Vortrag]
- Gieselmann, M. & Sassenberg, K. (2023, July 23-28). The relevance of interactivity for disclosure towards conversational artificial intelligence. 25th International Conference on Human-Computer Interaction (HCII). Copenhagen, Denmark. [Talk]
- Glaser, M., Garsoffky, B., & Schwan, S. (2023, June, 15-16). Potential of digital models of exhibition objects for reception. Eingeladener Vortrag auf der Internationalen Tagung “Knowledge through Digitized Material? - Objects, Images, Perspectives“. Bremerhaven, Bremen. [Talk]
- Gottschling, S., Kammerer, Y., & Gerjets, P. (2023, June 28-30). Illusion of truth? Effects of repeated exposure to textual misinformation on readers’ knowledge and response confidence. Annual Meeting of the Society for Text and Discourse (ST&D). Oslo, Norway. [Talk]
- Gunser, V. E. (2023, May 25). Creative writing and Artificial Intelligence. Invited talk at the Workshop Teaching and Learning with AI. Opencampus, Wissenschaftszentrum Kiel. [Talk]
- Gunser, V. E., Gottschling, S., Said, N., Brucker, B., Richter, S., & Gerjets, P. (2023, April 19-21). NarrAItions: Co-creating short narrative texts with AI - metacognition and stylistic properties. Retreat of the LEAD (Learning, Educational Achievement, and Life Course Development) Graduate School & Research Network. Schwäbisch Gmünd. [Poster]
- Halfmann, A., Lutz, S., Schneider, F. M., Freytag, A., & Hefner, D. (2023, September 6–8). Take a deep breath, then check your messages: Experimentally investigating the moderating effect of mindfulness in the interplay of social pressure to be available and messenger users’ well-/ill-being. 13th Conference of the Media Psychology Division (German Psychological Society, DGPs). Luxembourg. [Poster]
- Hoch, E., Fleig, K., & Scheiter, K. (2023, August 22–26). Monitoring in multimedia learning: Does monitoring one's learning process affect learning? 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
- Hoch, E., Fleig, K., & Scheiter, K. (2023, Februar 28-März 2). Wirkt sich die explizite Bewertung des eigenen Lernprozesses auf Lernverhalten, Lernergebnis und metakognitive Urteilsgenauigkeit aus? 10. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Universität Duisburg-Essen, Essen. [Vortrag]
- Huff, M. (2023, März 29-31). Mensch-Roboter Interaktion: Eine psychologische Perspektive auf hilfsbedürftige Roboter. Eingeladener Vortrag auf dem Workshop Rethinking Human-Technology Relations. Ludwig-Maximilians-Universität München. [Vortrag]
- Huff, M., Anders, G., Hoppe, A., Ewerth, R., & Merkt, M. (2023, Mai 4-5). Pushing the Button: Wahrnehmungspsychologische Grundlagen von Lehr-Lernvideos. Wissenschaftliche Jahrestagung LERN 2023. Mannheim. [Vortrag]
- Kehrer, M., John, N., & Thillosen, A. (2023, Juni 16). Content(-Schreib-)Workshop. Workshop zum Jubiläum „20 Jahre e-teaching.org”. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
- Klein, S., Papies, D., & Utz, S. (2023, Mai 18-20). Der Einfluss von Interaktionsmechanismus und sozialen Fehler-Reaktionen auf die Akzeptanz von Chatbots. 68. Jahrestagung der deutschen Gesellschaft für Publizistik und Kommunikationswissenschaft (DGPuK). Zentrum für Medien-, Kommunikations- und Informationsforschung (ZeMKI), Bremen. [Vortrag]
- Kohls, C., Dubbert, D., & Kehrer, M. (2023, July 5-9). The dynamic campus – flexible learning spaces for hybrid education. European Conference on Pattern Languages of Programs 2023 (EuroPLoP 2023). Kloster Irsee. [Talk]
- Kohls, C., Szczyrba, B., Seidel, M., Friede, L.-M., Dubbert, D., Thillosen, A., Nieder-Steinheuer, K., & Kehrer, M. (2023, März 14-17). Wirkfaktoren und Good Practice bei der Gestaltung hybrider Lernräume (HybridLR). Dialogforum „Didaktische Konzepte“ auf der BMBF-Bildungsforschungstagung 2023. Berlin. [Vortrag]
- Kuklick, L., & Lindner, M. A. (2023, April 12-15). Feedback in computer-based assessment: Does adding representational pictures and emotional design matter? 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
- Kuklick, L., & Lindner, M. A. (2023, Februar 28-März 2). Computerbasiertes Feedback im digitalen Testen: Welche Rolle spielt das visuelle Design der Feedbackbotschaft? 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Duisburg-Essen. [Vortrag]
- Kuklick, L., & Lindner, M. A. (2023, April 13-16). Automated performance feedback on incorrect responses: Can feedback content improve students’ emotions and motivation? 2023 Meeting of the American Educational Research Association (AERA). Chicago, CA, USA. [Talk]
- Kuklick, L. & Lindner, M. A. (2023, August 21-27). Automated, negative performance feedback harms students’ emotions (less when it is elaborated). 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
- Kuklick, L. & Lindner, M. A. (2023, September 18-20). Elaboriertes Feedback im digitalen Testen: Die Darbietungsform federt negative affektive Effekte von Fehlerbotschaften ab. 19. Tagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie. Kiel. [Vortrag]
- Lindner, M. A. (2023, Februar 23 & März 9). Leitung eines Workshops (online) zum Thema „Potenziale und Grenzen geschlossener Aufgabenformate in Hochschulprüfungen“. Bayerisches Zentrum für Innovative Lehre BayZiel. Ingolstadt. [Workshop Organisation]
- Lindner, M. A. (2023, September 14). Principles for digital assessment design: Experimental results from the COMET project on multimedia and feedback design factors. Invited talk during the research stay at the University of Alberta. Edmonton, Canada. [Talk]
- Lindner, M. A. (2023, Juni 5 & September 25). Leitung eines Workshops (online) zum Thema „Prüfen in Zeiten von ChatGPT und generativer künstlicher Intelligenz“. GHD, Geschäftsstelle der Studienkommission für Hochschuldidaktik für angewandte Wissenschaften in Baden-Württemberg. Karlsruhe. [Workshop Organisation]
- Lindner, M. A. (2023, Mai 11-12). Erkenntnisse aus dem COMET-Projekt 2019-2023. Eingeladener Vortrag auf dem Retreat der Abteilung Erziehungswissenschaft und Pädagogische Psychologie am Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik IPN. Sankelmark. [Vortrag]
- Lindner, M. A., Mertens, U., & Kuklick, L. (2023, September 18-20). Affektiv-Motivationale Effekte von computerbasiertem Leistungsfeedback: Experimentelle Befunde aus dem COMET-Projekt. 19. Tagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie. Kiel. [Vortrag]
- Lindner, M. A., Mertens, U., Kuklick, L., Schöber, C., & Wise, S. (2023, April, 12-15). Test takers’ desire for computer-based feedback on low-stakes assessments: Insights from self-reports. 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
- Lindner, M. A., & Striepling, I. (2023, Januar 23 & 30). Leitung eines Workshops (online) zum Thema „Digitale Hochschulprüfungen – Didaktik und rechtliche Grundlagen“. Bayerisches Zentrum für Innovative Lehre BayZiel. Ingolstadt. [Workshop Organisation]
- Lindner, M. A. & Schewior, L. (2023, August 21-27). Multimedia effects in testing: A systematic review and meta-analysis. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
- Lutz, S., Halfmann, A., S., & Schneider, F. M. (2023, May 25-29). Take a deep breath, then check your messages: Experimentally investigating the moderating effect of mindfulness in the interplay of social pressure to be available and messenger users’ well-/ill-being. 73rd Annual Conference of the International Communication Association (ICA). Toronto, ON, Canada. [Talk]
- Mayer, M., & Ramon, M. (2023, May 4-5). Improving forensic perpetrator identification with Super-Recognizers. European Police Congress, Symposium „Gesichtserkennung – Super-Recognizer“. Berlin. [Talk]
- Mertens, U., & Lindner, M. A. (2023, April 12-15). Feedback in computer-based assessments: Effects on test-taker affect and performance. 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
- Mertens, U., & Lindner, M. A. (2023, April 13-16). Effects of computer-based KCR and AUC feedback on affective-motivational outcomes. 2023 Meeting of the American Educational Research Association (AERA). Chicago, IL, USA. [Poster]
- Mertens, U. & Lindner, M. A. (2023, August 21-27). Effects of computer-based KCR and AUC feedback on affective-motivational outcomes. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
- Mertens, U. & Lindner, M. A. (2023, September 18-20). Effekte von automatisiertem Answer-Until-Correct und Elaboriertem Feedback auf leistungsbezogene Emotionen im digitalen Testkontext. 19. Tagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie. Kiel. [Vortrag]
- Papenmeier, F., Korbanka, T., Timm, J., & Huff, M. (2023, March 26-29). Helping robots in the presence of bystanders. 65th Conference of Experimental Psychologists (TeaP). University of Trier. [Poster]
- Potinteu, A.-E., Renftle, D., & Said, N. (2023, March 26-29). Use intention of AI applications: The effect of knowledge and risk and opportunity assessment. 65. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Trier. [Talk]
- Pummerer, L. (2023, Februar 16). Verschwörungstheorien – Ein Phänomen mit Zukunft? Eingeladener Vortrag beim Leibniz-Kolleg der Eberhard Karls Universität Tübingen. [Vortrag]
- Ronconi, A., Mason, L., Manzione, L., & Schüler, A. (2023, August 22-26). Effects of reading with on-screen digital distractions. 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
- Said, N., Brich, I., & Antes, N. (2023, March 26-29). Understanding sharing behavior on social media platforms - the influence of knowledge and confidence. 65th Conference of Experimental Psychologists (TeaP). University of Trier. [Talk]
- Said, N., Frauhammer, L., & Huff, M. (2023, June 20-23). Pre-registered replication of the gateway belief model using a representative German sample. International Conference on Environmental Psychology, ICEP 2023. Aarhus, Denmark. [Talk]
- Sarigul, B., & Utz, S. (2023, May 25-29). How credible are you? Examining gender stereotypes with voice assistants in terms of credibility and perceived intelligence. The 73rd Annual Conference of the International Communication Association (ICA). Toronto, Canada. [Talk]
- Sarigül, B., Schneider, F. M., & Utz, S. (2023, September 6–8). Believe it or not: Investigating the credibility of voice assistants through the effects of relationship types. 13th Conference of the Media Psychology Division (German Psychological Society, DGPs). Luxembourg. [Poster]
- Sassenberg, K. (2023, March 13). Leadership from a distance: How mode and frequency of interaction shape leadership outcomes. Invited talk at the Leadership Lab Colloquium Series. VU Amsterdam, The Nederlands. [Talk]
- Schimmel, M., Wolfers, L., & Schneider, F. M. (2023, September 6–8). Coping flexibility and online media use for coping. 13th Conference of the Media Psychology Division (German Psychological Society, DGPs). Luxembourg. [Poster]
- Schneider, F. M., Bartsch, A., Leonhard, L., & Meinert, A. (2023, May 25-29). Eudaimonic experiences of subsequent entertainment and information programs and their relationships with political information processing and engagement. 73rd Annual Conference of the International Communication Association (ICA). Toronto, ON, Canada. [Talk]
- Schneider, F. M., Bartsch, A., Leonhard, L., & Meinert, A. (2023, September 6–8). Eudaimonic entertainment experiences of TV theme nights and their relationship with political information processing and engagement. 13th Conference of the Media Psychology Division (German Psychological Society, DGPs). Luxembourg. [Talk]
- Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2023, Februar 28-März 2). Lernrückstände und Lernzuwächse im zweiten und dritten Pandemiejahr: Ausmaß und soziale Risikofaktoren. 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Duisburg-Essen. [Vortrag]
- Schwan, S. (2023, July, 4-5). Erleben und Verstehen? Virtuelle und Augmentierte Realitäten als innovative Formen historischen Lernens. Keynote auf der Tagung "Virtual Reality: Zukunft der historischen Bildung?". Aachen. [Vortrag]
- Schwan, S. (2023, Januar 19). Kunst für alle durch künstliche Intelligenz? Eingeladener Einführungsvortrag zur Vernissage der Ausstellung „Malen mit Maschinen“. Kunsthalle Tübingen. [Vortrag]
- Schwan, S. & Garsoffky, B. (2023, March 30-31). International Workshop on Perceptual and Cognitive Processes of Learning from 3D. Leibniz-Institut für Wissensmedien, Tübingen. [Workshop Organisation]
- Schüler, A. (2023, June 6). Specifying the cognitive processes underlying the processing of multimedia materials. Invited talk at the Universitá degli Studi di Padova. Padua, Italy. [Talk]
- Schüler, A., & Frick, P. (2023, August 22-26). Reading research meets multimedia: text-picture combinations are validated automatically. 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
- Sondermann, C., Huff, M., & Merkt, M. (2023, Februar 28-März 2). Abgelenkt durch einen Talking Head? Effekte einer sichtbaren Lehrperson in Lernvideos. 10. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Universität Duisburg-Essen, Essen. [Vortrag]
- Sondermann, C., Huff, M., & Merkt, M. (2023, August 22-26). Distracted by a talking head? Effects of Instructor presence in educational videos. 20th Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
- Thomas, J., Greving, H., Bruckermann, T., Düsing, K., van den Bogaert, V., Lewanzik, D., Schuhmann, A., Brandt, M., & Kimmerle, J. (2023, September 18-21). Den Forschungsprozess vermitteln: Bewertung der Vorläufigkeit und Glaubwürdigkeit wissenschaftlicher Erkenntnisse anhand eines videobasierten Transferinstruments. Internationale Tagung der Fachsektion Didaktik der Biologie (FDdB) im VBIO 2023. Ludwigsburg. [Poster]
- Utz, S. (2023, May 25-29). Differential effects of skimming social media updates: Ambient awareness vs. news-finds-me perception. The 73rd Annual Conference of the International Communication Association (ICA). Toronto, Canada. [Talk]
- Utz, S., Anderl, C., Fiedler, P., Han, J., Sarigül, B., Schneider, F. M., & Klein, S. (2023, September 6–8). How credible is ChatGPT? An experimental comparison of ChatGPT, Alexa, and Wikipedia. 13th Conference of the Media Psychology Division (German Psychological Society, DGPs). Luxembourg. [Talk]
- Varkentin, E. (2023, March 26-29). Risk and preventive factors in narrative comprehension. 65. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. University of Trier. [Talk]
- Wickelmaier, F., & Wickelmaier, N. (2023, July 25). Power analysis and sample size calculation. Invited talk at the Colloquium Summer Term 2023. Department of Computer Science, University of Tübingen. [Talk]
- Winter, K., & Epstude, K. (2023, July 3). Into the wild: Does counterfactual thinking have effects outside of the lab? 19th General Meeting of the European Association of Social Psychology (EASP). Kraków, Poland. [Symposium Organisation]
- Winter, K., Scholl, A., & Sassenberg, K. (2023, July 3). Flexible minds make more moderate views: Subtractive counterfactuals mitigate strong views about immigrants’ trustworthiness. 19th General Meeting of the European Association of Social Psychology (EASP). Kraków, Poland. [Talk]
- Wise, S., Kuhfeld, M., & Lindner, M. A. (2023, April 12-15). The relationship between disengagement and the time of day that testing occurs. 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
- Wolfers, L., Neumann, D., Klein, S., Gaiser, F., Anderl, C., & Utz, S. (2023, May 25-29). The Preferred Reporting Items for Social Media Research (PRISMeR): a decision matrix to guide transparent definitions of social media. The 73rd Annual Conference of the International Communication Association (ICA). Toronto, Canada. [Talk]
- Wroblewski, D., Scholl, A., Ditrich, L., Pummerer, L., & Sassenberg, K. (2023, May 3-6). Let's stay in touch: Frequency (but not mode) of interaction between leaders and followers predicts better leadership outcomes. 6th Interdisciplinary Perspectives on Leadership Symposium (IPLS 2023). Rhodes, Greece. [Talk]
- Xu, W., Huff, M., & Papenmeier, F. (2023, March 26-29). A closer look at the agent advantage effect: Agent benefit or patient cost? 65th Conference of Experimental Psychologists (TeaP). University of Trier. [Poster]
- Xu, W., Huff, M. & Papenmeier, F. (2023, January 8-10). A closer look at the agent advantage effect: agent benefit or patient cost? Winter School Eye Tracking – Experimental Design, Implementation and Analysis. Monte Verita, Switzerland. [Poster]
Organisation of Conferences
- John, N., Kehrer, M., Mbak, S. E., Schmidt, M., & Thillosen, A. (2023). 20 Jahre e-teaching.org – Content (weiter)entwickeln, für die Community und mit der Community. Jubiläumstagung. Leibniz-Institut für Wissensmedien, Tübingen, Juni. https://www.e-teaching.org/jubilaeumstagung2023
- Lewalter, D., Garsoffky, B., Moser, S., Schwan, S., & Novak, M. (2023). BILAD Network Meeting #2. Tübingen, June 28-30.
- Schilling, R., Leitermann, K., Theiss, F., Colombi Ciacchi, L., Kahl, W.-A., Götz, P., Schwan, S., Glaser, M., & Garsoffky, B. (2023). Knowledge through digitized material? - Objects, images, perspectives. Internationale Tagung im Rahmen des Projektes DigiMat. Bremerhaven, Bremen, June 15-16.
- Thillosen, A., John, N., & Kehrer, M. (2023). Organisation des e-teaching.org-Specials „20 Jahre e-teaching.org“. https://www.e-teaching.org/jubilaeum2023
- Winter, K., Pummerer, L., & Sassenberg, K. (2023). Preconference to the EASP General Meeting: Belief in conspiracy theories: new insights and current challenges. Jagiellonian University, Kraków, Poland., 30.06.2023.
Web Documents
- Capparozza, M., & Kathmann, J. (2023). Twitter-Take over: Gastmoderation des Twitterkanals des Deutschen Bildungsservers (DBS). https://blog.bildungsserver.de/das-team-von-digiebf-kapert-den-twitter-account-des-deutschen-bildungsservers/
- Kohls, C., Kehrer, M., Nieder-Steinheuer, K., Dubbert, D., & Wilk, D.C. (2023). Hybride Lernräume gestalten. Entwurfsmuster für den Hochschulkontext. e-teaching.org. https://www.e-teaching.org/praxis/gestaltung-hybrider-lernraeume-hybridlr/hybride-lernraeume-gestalten_2023.pdf
- Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Kuper, H., Stanat, P., Maaz, K., & Lewalter, D. (2023). Empfehlungen zum Umgang mit dem akuten Lehrkräftemangel. Stellungnahme der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz (SWK). https://dx.doi.org/10.25656/01:25857
- Winter, K. (2023). Deaf to arguments? How conspiracy beliefs shape opposition to wind farms. https://www.thesciencebreaker.org/breaks/psychology/deaf-to-arguments-how-conspiracy-beliefs-shape-opposition-to-wind-farms
- Winter, K. (2023). Verschwörungsglaube und die Ablehnung von Windrädern. https://cemas.io/blog/verschwoerungsglaube-windraeder/
Software Development
- Hagenlocher, U. (2023). Versuchsumgebung: IWM-Study Digimat02. Tübingen: Leibniz-Institut für Wissensmedien.
- Hagenlocher, U. (2023). Versuchsumgebung: IWM-Study Mitose02. Tübingen: Leibniz-Institut für Wissensmedien.
- Hagenlocher, U. (2023). Versuchsumgebung: IWM-Study SciWri01. Tübingen: Leibniz-Institut für Wissensmedien.
- Hagenlocher, U. (2023). Versuchsumgebung: IWM-Study Digimat03. Tübingen: Leibniz-Institut für Wissensmedien.
- Hagenlocher, U. (2023). Versuchsumgebung: IWM-Study Stimuliserver. Tübingen: Leibniz-Institut für Wissensmedien.
- Hagenlocher, U., & Klemke, A. (2023). Versuchsumgebung: IWM-Study MultimediaLernen01. Tübingen: Leibniz-Institut für Wissensmedien.
- Hagenlocher, U., & Klemke, A. (2023). Versuchsumgebung: IWM-Study Chirping03. Tübingen: Leibniz-Institut für Wissensmedien.
- Hagenlocher, U., & Klemke, A. (2023). Versuchsumgebung: IWM-Study ChatGPTText01. Tübingen: Leibniz-Institut für Wissensmedien.
- Jung, A., & Schmidt M. (2023). Datemmigration Plone 4 nach Plone 6 (Dexterity) im Rahmen eines Relaunchs der Website e-teaching.org. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A. (2023). Versuchsumgebung: IWM-Study DigiMat04. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A., Hagenlocher, U., & Kupke, S. (2023). Versuchsumgebung: IWM-Study SciWri01. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A., Hagenlocher, U., & Müller, T. (2023). IWM-Study Sachsenhausen03. Tübingen: Leibniz-Institut für Wissensmedien.
- Klemke, A., & Müller, T. (2023). Versuchsumgebung: IWM-Study Video01. Tübingen: Leibniz-Institut für Wissensmedien.
- Müller, T., Mock, P., Kupke, S., Oestermeier, U. (2023). Multitouch-Poster-Browser. Tübingen: Leibniz-Institut für Wissensmedien.
- Müller, T., Pado, S., Müller, J., & Gerjets, P. (2023). wrAIting Adjective Clustering: Strukturelles und semantisches Clustering von Adjektiven. Tübingen: Leibniz-Institut für Wissensmedien. Tübingen: Leibniz-Institut für Wissensmedien.
- Müller, T., Peiffer-Siebert, L., Kupke, S., Gerjets, P., Oestermeier, U. (2023). Räumliche und personelle Struktur der IKL: Eine Visualisierung der Organisation der Inspektion der Konzentrationslager. Tübingen: Leibniz-Institut für Wissensmedien.
- Müller, T., Peiffer-Siebert, L., Kupke, S., Gerjets, P., Oestermeier, U. (2023). Verfolgung und Verwaltung: Eine Multitouch-App zu Verwaltungsverbrechen in der NS-Zeit. Tübingen: Leibniz-Institut für Wissensmedien.
- Oestermeier, U., Müller, T., Mock, P., & Kupke, S. (2023). Wespen-Tisch: Eine Multitouch-App für eine Sonderausstellung über Wespen im Naturkundemuseum Stuttgart. Tübingen: Leibniz-Institut für Wissensmedien.
- Schmidt, M. (2023). eteaching.policy - Migration Python 2 nach Python 3, Weiterentwicklung der Inhaltstypen und eines add-on packages für Plone 6 zur Realisierung der Website im Rahmen eines Relaunchs von e-teaching.org.
- Schmidt, M. & Trabucchi, S. (2023). eteaching.theme - Entwicklung und Umsetzung eines barrierefreien Responsive Webdesigns mit Python, Template Attribute Language und DIAZO Theming im Rahmen eines Relaunchs der Website e-teaching.org Tübingen: Leibniz-Institut für Wissensmedien.
Open Data
- Anderl, C. (2023). Predictors and reputational effects of webcam use during group video calls. https://osf.io/9b7sw/ [Publication]
- Anderl, C. (2023). Webcam use during group video calls. https://osf.io/b7xqw/ [Publication]
- Anderl, C., & Hofer, M. K. (2023). Smartphone use and wellbeing. https://osf.io/b5ru8/ [Publication]
- Frick, P., & Schüler, A. (2023). Dataset and code for: Extending the theoretical foundations of multimedia learning: Activation, integration, and validation occur when processing illustrated texts. https://osf.io/gftxh/ [Publication]
- Hoch, E., Fleig, K., & Scheiter, K. (2023). Dataset and code for: Can monitoring prompts help to reduce a confidence bias when learning with multimedia? https://doi.org/10.17605/osf.io/zw4pk [Publication]
- Hoch, E., Sidi, Y., Ackerman, R., Hoogerheide, V., & Scheiter, K. (2023). Dataset and code for: Comparing mental effort, difficulty, and confidence appraisals in problem-solving: A metacognitive perspective. https://doi.org/10.17605/osf.io/q2p74 [Publication]
- Huff, M., & Bongartz, E. C. (2023). Dataset for: Low research data availability in educational psychology journals: No indication of effective research data policies. https://osf.io/6mw7a/ [Publication]
- Krebs, M.-C., & Oeberst, A. (2023). Effects of self-selection on (collaborative) knowledge construction. https://osf.io/s25tj/ [Publication]
- Winter, K., Pummerer, L., & Sassenberg, K. (2023). Datasets for: Winter, K., Pummerer, L., & Sassenberg, K. (in press). Change by (almost) all means: The role of conspiracy mentality in predicting support for social change among the political left and right. European Journal of Social Psychology. https://dx.doi.org/10.23668/psycharchives.13056 [Publication]
