Düsing, K., Van den Bogaert, V., Brandt, M., Bruckermann, T., Greving, H., Harms, U., Kimmerle, J., Lewanzik, D., Schumann, A., Thomas, J., & Wirth, J. (in press). Konzeption eines videobasierten Transferinstruments mit authentischen Fällen zur Vermittlung naturwissenschaftlicher Forschungsprozesse – Fachdidaktische Fundierung und Einsatzmöglichkeiten in Schüler*innenlaboren. In A. Wenzel & T. Schmäing (Hrsg.). Außerschulisches Lernen in der naturwissenschaftlichen Bildung – Eine multiperspektive Betrachtung. Springer Nature.
Fischer, H., Bojarskich, V., Ziemer, C.-T., Louis, W., Huff, M., & Rothmund, T. (in press). Zone-flooding, public confusion, and signal detection theory: A theoretical framework and registered report. Political Psychology.
Fischer, V. E., Mayer, M., & Kimmerle, J. (in press). Information on judgment invariance influences contributors’ opting-in behavior in sequential collaboration. Journal of Behavioral Decision Making.
Henestrosa, A., Schühle, J., Luther, T., & Kimmerle, J. (in press). Evaluating AI authorship: The role of text domain and presentation style. Proceedings of the CONVERSATIONS 2025: 9th International Symposium on Chatbots and Human-Centred AI.
Hochstetter, G., Peiffer-Siebert, L., Özbek, O., Molitor, M. K., Maiero, J., & Brucker, B. (in press). Virtuelle Realität im Kunstunterricht - Architektur und Plastik in VR ästhetisch erleben und verstehen. BDKinform 2025: Das Mitteilungsblatt des BDK-Landesverbandes Baden-Württemberg.
Huff, M., & Bongartz, E. C. (in press). Inquiring open science in educational research: A comparative analysis of research data availability in four selected journals (2018–2023). Zeitschrift für Erziehungswissenschaft.
Kause, A., Fischer, H., Mian, Z., & Fiske, S. (in press). People’s reactions to the nuclear weapons’ threat: mapping post-cold-war research and evidence. Perspectives on Psychological Science.
Ostrricher, Y., Buzukashvili, T., Ditrich, L., Sassenberg, K., & Roth, G. (in press). Relations among styles of emotion regulation, empathy, and inclusive versus exclusive victimhood beliefs in intractable conflicts. Peace and Conflict: Journal of Peace Psychology.
Daltoè, T., Appel, T., Stark, P., Brucker, B., Dreher, A., Fauth, B., Friesen, M., Gerjets, P., Hansen, L., Trautwein, U., & Goellner, R. (2026). How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? A controlled study in screen-based and immersive video environments. Learning and Instruction, 101, Article 102260. https://doi.org/10.1016/j.learninstruc.2025.102260
Hoch, E., Stürmer, S., Jonkmann, K., & Scheiter, K. (2026). Paper-pencil vs. e-exams: Revisiting the screen inferiority effect during high-stakes testing at university. Learning and Instruction, 101, Article 102226. https://doi.org/10.1016/j.learninstruc.2025.102226
Schult, J., Fauth, B., Schneider, R., & Lindner, M. A. (2026). How schools rebound from pandemic learning loss: Longitudinal findings from mandatory large-scale assessments. Learning and Instruction, 101, Article 102263. https://doi.org/10.1016/j.learninstruc.2025.102263
Lewanzik, D., Melber, M., Scholz, C., Schüll, I., Zebele, M., Brandt, M., Schumann, A., Düsing, K., Van den Bogaert, V., Greving, H., Thomas, J., Hensle, E., & Voigt, C. C. (2025). Urban sprawl and light pollution disrupt commuting corridors of urban-roosting bats. Science of the Total Environment, 1008, Article 181019. https://doi.org/10.1016/j.scitotenv.2025.181019
Belcher, K., De Kuthy, K., & Meurers, D. (2025, December 8-9). Current state of the work in ALEE. 3. Workshop on Technology-Based Assessment. Eberhard Karls Universität Tübingen. [Talk]
Schilling, T., Gebhardt, M., & Brich, I. R. (2025, December 4-5). Transfer gemeinsam gestalten – Mit Lego® zu neuen Ideen zwischen Forschung und Praxis. Transfertagung 2025 „Transfer in der Bildung verstehen und gestalten“. [Werkstattgespräch]
Rudholzer, E., & Utz, S. (2025, December 3-4). Scrollen, Überfliegen, Verwechseln – die Herausforderung der Rollenidentifikation auf Social Media. Forum Wissenschaftskommunikation 2025. Stuttgart. [Talk]
Ferner, U., Brucker, B., Scholl, A., Pardi, G., Halfmann, M., Ditrich, L., Moser, M., Krogmann, L., & Gerjets, P. (2025, December 2). Experience-based digital access to museum research. Digital Education Day, Tübingen. [Pitch + AR-Demo]
Molitor, M. K., Peiffer-Siebert, L., Özbek, O., Hochstetter, G., Maiero, J., Specker, E., & Gerjets, P. (2025, December 2). Aesthetically experiencing and learning about the semi-detached houses of Le Corbusier in VR. Digital Education Day, Tübingen. [Pitch]
Wagner, R., Pardi, G., Brucker, B., Schwarzer, S., & Gerjets, P. (2025, December 2). Immersion in science learning: Listening to scientists through videos. Digital Education Day 2025, Tübingen. [Pitch / Poster]
Chen, F. S., Zareian, B., Nelson, M. A., Edwards, N., & Anderl, C. (2025). Research Review: Are sampling biases masking long‐term effects of hormonal contraceptive use in adolescence on risk for depression? Journal of Child Psychology and Psychiatry, 66(12), 1889-1903. https://doi.org/10.1111/jcpp.14180
Fekete, A., Specker, E., Mikuni, J., Trupp, M. D., & Leder, H. (2025). When the painting meets its musical inspiration: The impact of multimodal art experience on aesthetic enjoyment and subjective well-being in the museum. Psychology of Aesthetics, Creativity, and the Arts, 19(6), 1549-1564. https://doi.org/10.1037/aca0000641
Hagenlocher, U. (2025). KafkaGame. Leibniz-Institut für Wissensmedien, Tübingen.
Kimmerle, J. (2025). From Plato to AI: Knowledge and its construction from a cognitive and a sociocultural perspective. cultura & psyché: Journal of Cultural Psychology, 6(2), Article 10. https://doi.org/10.1007/s43638-025-00103-2
Menz, M., & Huff, M. (2025). Perception of human-robot relationships: Professional, communicative, impersonal and emotionless. Computers in Human Behavior: Artificial Humans, 6, Article 100226. https://doi.org/10.1016/j.chbah.2025.100226
Scholl, A., Rapp, H., van Kleef, G. A., & Sassenberg, K. (2025). On the road to power: Showing benevolence and integrity fuels power granting. Journal of Experimental Psychology: Applied, 31(4), 243-259. https://doi.org/10.1037/xap0000535
Utz, S., Sassenberg, K., Pummerer, L., & Prentice, M. (2025). COVID-19 longitudinal study, part fears and media use [Data set]. https://doi.org/10.17605/OSF.IO/NRYTK
Klemke, A., Oestermeier, U., Überall, M., & Müller, T. (2025). VisualCircuit 3.0. Leibniz-Institut für Wissensmedien, Tübingen.
Gebhardt, M., Schilling, T., & Brich, I. R. (2025, November 27-28). Digitale Souveränität beginnt mit Fragen – Wer wollen wir morgen sein? Wie viel Wissenschaft braucht die Lehrpersonenfortbildung?, St. Gallen, Switzerland. [Workshop]
Schüler, A., Kammerer, Y., & Becker, D. (2025). First come, first remembered: Text position influences attention allocation and recall of digital texts [Data set]. https://doi.org/10.17605/OSF.IO/ZF8DK
Schüler, A., Kammerer, Y., & Becker, D. (2025). First come, first remembered: Text position influences attention allocation and recall of digital texts. Applied Cognitive Psychology, 39(6), Article e70144. https://doi.org/10.1002/acp.70144
Beuttler, B. (2025, November 26). Using AI in the classroom reflectively - The WoLKE project. Teaching with AI tools: The Role of AI in Transforming Teacher Education. Pädagogische Hochschule Ludwigsburg, Ludwigsburg. [Invited Talk]
Candan Şimşek, A., Anders, G., Göth, J., Specht, L., & Huff, M. (2025). Dataset for: Is ChatGPT a good study companion? The role of AI-generated summaries and questions in learning from educational videos [Data set]. https://doi.org/10.17605/OSF.IO/SWYTK
Candan Şimşek, A., Anders, G., Göth, J., Specht, L., & Huff, M. (2025). Is ChatGPT a good study companion? The role of AI-generated summaries and reflective prompts in learning from educational videos. Computers and Education: Artificial Intelligence, 9, Article 100512. https://doi.org/10.1016/j.caeai.2025.100512
Hagenlocher, U. (2025). Versuchsumgebung: IWM-Study wraiting02. Leibniz-Institut für Wissensmedien.
Klemke, A. (2025). Versuchsumgebung: IWM-Study AITutor01, AITutor02. Leibniz-Institut für Wissensmedien, Tübingen.
Su, M., Dang, B., Nguyen, A., & Nagashima, T. (2025). Choice-making in an adaptive learning system with motivational pedagogical agents. npj Science of Learning, 10, 77. https://doi.org/10.1038/s41539-025-00366-7
Vogel, M., & Buder, J. (2025). Dissecting cognitive, affective, and behavioral facets of attitudinal conflict in selective exposure and selective response. Computers in Human Behavior Reports, 20, 100876. https://doi.org/10.1016/j.chbr.2025.100876
Couto Teixeira, M., Aebli, A., Klein, S. H., & Tschopp, M. (2025, November 12-13). "It’s mysterious, bodiless and omniscient, like a god”: Exploring users’ perceptions of synthetic relationships in a mental health app. 9th International Symposium on Chatbots and Human-Centered AI. CONVERSATIONS 2025. TH Lübeck – University of Applied Sciences. [Talk]
Cress, U. (2025, November 12). KI-IMPULSE: KI - Was kann und wird sie in der Bildung leisten? Lehrkräftefortbildung Baden-Württemberg. Zentrum für Schulqualität und Lehrerbildung (ZSL), Stuttgart. https://lfbo.kultus-bw.de/lfb/termine/PRR4QX [Invited Talk]
Fischer, H. (2025, November 11). Zwischen Fakten und Fakes: Psychologie und Klimawandel. Reihe „Kunst, Kultur & Nachhaltigkeit“. Kulturamt der Stadt Mannheim. [Invited Talk]
Kupke, S. (2025). OpenAI Responses API Server. Leibniz-Institut für Wissensmedien, Tübingen.
Cress, U., Dillenbourg, P., Hill, H. C., Kasneci, E., & Schmoll, H. (2025, November 10-11). Invited participation in a panel on Herausforderungen für die Lehre – KI in der akademischen Ausbildung. XVIII. Hochschulsymposium: KI in der Wissenschaft – Wie gestalten wir die Universitäten neu? Katholische Akademie in Bayern, Hanns Martin Schleyer-Stiftung, Heinz Nixdorf Stiftung und Technische Universität München. [Panel]
Kupke, S. (2025). Intranet-Workflow Promovenden. Leibniz-Institut für Wissensmedien, Tübingen.
Boehnisch, A., Huff, M., Tremel, C., & Wittenborg, T. (2025). Inventory on science communication on the thematic area of climate change (Period: 2009–2020) [Data set]. https://doi.org/10.48366/R1562245
Pattemore, M. P., & Gilabert, R. (2025). Enjoyment, engagement, and success in children’s digital EFL games. ELT Journal. Advance online publication. https://doi.org/10.1093/elt/ccaf041
Gieselmann, M., Hagedorn, J., & Sassenberg, K. (2025). Do perceived benefits compensate for low provider trustworthiness in disclosure decisions? An experimental investigation. Journal of Media Psychology, 37(6), 376-387. https://doi.org/10.1027/1864-1105/a000440
Pummerer, L., Fock, L., Winter, K., & Sassenberg, K. (2025). Conspiracy beliefs and majority influence. Journal of Social Psychology, 165(6), 825-840. https://doi.org/10.1080/00224545.2024.2397491
Maiero, J. (2025). Generisches Modul für Low-Latency-Kommunikation in VR/AR-Umgebungen. Leibniz-Institut für Wissensmedien, Tübingen.
Pattemore, M. P. (2025, October 31). Mastering the art of abstract. EuroSLA ECR Webinar - How to write a conference abstract? Spain. [Invited Talk]
Pauly, R., & Schwan, S. (2025). Dynamic data visualizations as events: Effects of framing and change salience on segmenting dynamic maps. Cognitive Research: Principles and Implications, 10(1), 75. https://doi.org/10.1186/s41235-025-00678-7
Fischer, H. (2025, October 29). The role of metacognition for a psychology of climate change. Institute of Psychology of Sustainability talk series. University of Lüneburg. [Invited Talk]
Hou, R., Fütterer, T., Bühler, B., Schreyer, P., Gerjets, P., Trautwein, U., & Kasneci, E. (2025). LLM-Human alignment in evaluating teacher questioning practices: Beyond ratings to explanation. Proceedings of the Artificial Intelligence in Measurement and Education Conference (AIME-Con), 239-249. https://aclanthology.org/2025.aimecon-main.26/
Olschowski, P., Cress, U., Plümicke, M., Wendte, M., & Steinle, P. (2025, October 23). Invited participation in a panel on Segen oder Fluch? Vom Umgang mit der künstlichen Intelligenz (KI). Cannstatter Forum. Evangelischer Dekanatsbezirk Bad Cannstatt, Evangelisches Kreisbildungswerk Stuttgart. [Panel]
Fischer, H. (2025, October 22). Self-insight, climate change and vaccinations: The metacognitive mind in contested domains. Munich Interactive Intelligence Initiative (MI3). Ludwig Maximilian University of Munich (LMU). [Invited Talk]
Xu, W., Papenmeier, F., & Huff, M. (2025). A closer look at the agent advantage effect: The impact of motion lines. Visual Cognition, 33(5), 299-310. https://doi.org/10.1080/13506285.2025.2573067
Mede, N. G., Cologna, V., Berger, S., C. Besley, J., Brick, C., Joubert, M., W. Maibach, E., Mihelj, S., Oreskes, N., S. Schäfer, M., van der Linden, S., Abdul Aziz, N. I., Abdulsalam, S., Abu Shamsi, N., Aczel, B., Adinugroho, I., Alabrese, E., Aldoh, A., Alfano, M., ... Zwaan, R. A. (2025). Public communication about science in 68 Countries: Global evidence on how people encounter and engage with information about science. Science Communication. Advance online publication. https://doi.org/10.1177/10755470251376615
Cervera Torres, S., Parra-Vargas, E., Carrasco-Ribelles, L., Marín-Morales, J., & Alcañiz, M. (2025). Detecting inhibition and activation tendencies in organizational behavior: A virtual reality and machine learning-based methodological framework. Current Psychology, 44(17), 14282-14293. https://doi.org/10.1007/s12144-025-08180-5
Matschke, C., Kehrer, M., Nieder-Steinheuer, K., Thillosen, A., & Kimmerle, J. (2026). Instructions of digital media use in higher education: The impact of text abstractness on university teachers’ psychological distance, interest, and motivation to use digital media. Computers & Education, 241, Article 105477. https://doi.org/10.1016/j.compedu.2025.105477
Molitor, M. K., Maiero, J., Peiffer-Siebert, L., Brucker, B., Specker, E., & Gerjets, P. (2025, October 16-18). Experiencing art and learning about it using VR-replicas. 4th International Conference on Beauty and Change. Giorgio Amendola Foundation, Turin, Italy. [Talk]
Schino, G., van Klaveren, L.-M., van Dorsten, T., van Heusden, B., & Cox, R. (2025, October 16-18). Emotions and sense-making in conversations of art experiences. 4th International Conference on Beauty and Change. Giorgio Amendola Foundation, Turin, Italy. [Talk]
Specker, E. (2025, October 14-18). Aesthetic experience: Cherry on top or key player. 4th International Conference on Beauty and Change. Giorgio Amendola Foundation, Turin, Italy. [Keynote]
Müller, T. (2025, October 11). Defense against the dark charts. Science Slam - Wettstreit der Forscher*innen, Göppingen. [Science Slam]
Löfflad, D., Holz, H., & Hauck, M. (2025, October 10). Individuell angepasste Leselerngeschichten mithilfe von KI-basierten Tools erstellen. 13. Sprachheilbronner Tage. [Workshop]
Pauly, R. (2025, October 9). From events to memory: Investigating the cognitive processes underlying dynamic map perception. Geographic Information Visualization and Analysis (GIVA) Brown Bag Talk. Universität Zürich, Switzerland. [Invited Talk]
Glaser, M. (2025, October 8-9). Influence of perceived trustworthiness of information sources on the cognitive processing of uncertain information in archaeological reconstructions. Strategies for enhancing performance with perceptually rich displays. AQUA-d Conference 2025. Pädagogische Hochschule Karslruhe. [Invited Talk]
Pummerer, L., Winter, K., Sassenberg, K., & Fischer, H. (2025). “Knowing what I don’t know” – belief in conspiracy theories relates to lower metacognitive sensitivity: A signal detection theoretic approach. Journal of Cognitive Psychology. https://doi.org/10.1080/20445911.2025.2563541
Wagner, R., Scherer, L., Pardi, G., Gerjets, P., & Brucker, B. (2025, October 8-9). From reality to virtuality or vice versa: Can virtual 360° museum experiences complement or replace the real visit? Strategies for Enhancing Performance with Perceptually Rich Displays. AQUA-d Conference 2025. Pädagogische Hochschule Karlsruhe. [Invited Talk]
Herrmann, A., Quitmann, C.,, Griesel, S., Krippl, N., Fischer, H., Nieder, J., Schwerdtle, P., Bärninghausen, T., Schildmann, J.,, Mikolajczyk, R., Danquah, I., Kantelhardt, E., & Mezger, N. (2025, October 7-10). Making climate-sensitive health counselling acceptable for patients: Insights form a mixed-methods study in Germany. Planetary Health Annual Meeting (PHAM 2025). Rotterdam, Netherlands. [Talk]
Huff, M., & Ulakci, E. (2025). Judgments of learning distinguish humans from large language models in predicting memory. Scientific Reports, 15(1), 35030. https://doi.org/10.1038/s41598-025-22290-x
Meurers, D. (2025, October 7). Where can AI-methods support teachers and learners in task-supported language learning. 21st Teachers’ Day: Task-Based Learning Extravaganza. Saarbrücken. [Invited Talk]
Huff, M., Adamkiewicz, E., & Zeeb, H. (2025, October 3). The Leibniz Association: Uniting minds for impactful research. EXPO 2025. Osaka, Japan. [Symposium Discussion]
Ulakci, E., Göbel, J. P., & Huff, M. (2025). Towards a psychology of machines: Large language models predict human memory. PeerJ Computer Science, 11, e3324. https://doi.org/10.7717/peerj-cs.3324
Schmidt, M. (2025, October 2). Praxisbeispiel Sitemap & AMB - Inhalte von Webseiten mit dem allgemeinen Metadatenprofil für Bildungsmaterialien auszeichnen. 2. Jahrestreffen der AG Didaktische Metadaten. Hochschule Mainz. [Talk]
Weiss, Z., & Meurers, D. (2025). Automatische Lesbarkeiterfassung für deutsche Bildungsmedien: Welche Methoden und sprachlichen Eigenschaften spielen eine Rolle? In C. Ott & B. M. Bock (Hrsg.). Verständlichkeit – Zugänglichkeit – Barrierefreiheit: Sprachbezogene Rezeptionsherausforderungen und Inklusionspotenziale von Bildungsmedien. Peter Lang. https://doi.org/10.3726/b22872
Hoch, E., Flegr, S., Scheiter, K., Kuhn, J., Burde, J.-P., & Lindner, M. A. (2025, September 29-October 1). Multimediale Gestaltung von Aufgabenstamm und Antwortoptionen bei Multiple-Choice-Aufgaben. 20. Tagung der Fachgruppe Pädagogische Psychologie (PAEPS) der Deutschen Gesellschaft für Psychologie (DPGs). Friedrich-Schiller-Universität Jena. [Talk]
Krebs, M.-C., Fan, L., & Hoch, E. (2025, September 29-October 1). Können kognitive und metakognitive Prompt-Fragen das Lernen mit Erklärvideos und Text fördern? Effektiv Lehren und Lernen mit Videos: Empirische Perspektiven auf Gestaltung und Kontext. 20. Tagung der Fachgruppe Pädagogische Psychologie (PAEPS) der Deutschen Gesellschaft für Psychologie (DPGs). Friedrich-Schiller-Universität Jena. [Talk]
Schüler, A., Merkt, M., Ronconi, A., & Mason, L. (2025, September 29-October 1). Fehlkonzepte überwinden: Die Wirksamkeit der Refutation-Struktur in dynamischen Medien. 20. Tagung der Fachgruppe Pädagogische Psychologie (PAEPS) der Deutschen Gesellschaft für Psychologie (DPGs). Friedrich-Schiller-Universität Jena. [Talk]
Specker, E. (2025, September 28-October 2). Varieties of aesthetic experience: Considering breadth, length, and depth. Arts Engagement & Aesthetic Experience: Bridging the Gap between Arts & Sciences. Ascona, Switzerland. [Invited Talk]
Menz, M., & Huff, M. (2025). My companion, the robot!? Perception and personal constructs of human-human and humans-nonhumans (robots, cuddly toys, pets) interactions and relationships [Data set]. https://osf.io/kfj56/
Meurers, D. (2025, September 25). Sprachliche Komplexität im Längsschnitt und im Querschnitt - Welche Merkmale charakterisieren die Entwicklung von Deutsch-als-Fremdsprache-Lernenden und welche sind indikativ für erfolgreiche Prüfungsleistungen? Große Lernerkorpora – Möglichkeiten und Grenzen. Universität Leipzig. [Keynote]
Pummerer, L., Winter, K., Sassenberg, K., & Fischer, H. (2025). Knowing what I don't know - Belief in conspiracy theories relates to lower metacognitive sensitivity: A signal detection theoretic approach [Data set]. https://doi.org/10.23668/psycharchives.21255
Specker, E. (2025). Die Farbe der Gefühle: Eine psychologische Betrachtung. In L. F. Mattheis & J. Schmidt-Boddy (Hrsg.). Into the Dark – Grafik von Ensor bis Munch (S. 48-51). Saarlandmuseum – Moderne Galerie.
Lehmann, C. (2025, September 22). Long-distance friendships: Connectedness through group chats. Romanistiktag - Sektion 20: SchreibTechnologien der Empathie. Universität Konstanz. [Invited Talk]
Oeberst, A., Ihme, T. A., Von der Beck, I., & Matschke, C. (2025). Picture us and them: Ingroup bias in pictures of Wikipedia articles. cultura & psyché: Journal of Cultural Psychology, 6(2), Article 9. https://doi.org/10.1007/s43638-025-00102-3
Maiero, J., Knüppel, R., Peiffer-Siebert, L., Özbek, O., Brucker, B., Heyn, L., & Rudi, H. (2025, September 18). Bewegungsabfolgen lernen mit multiperspektivischen 360°-Videos in VR im Sportunterricht. Sportwissenschaftliche Hochschultag der Deutschen Vereinigung für Sportwissenschaft. Universität Münster. [Talk]
Han, J., & Utz, S. (2025, September 16-17). Social bots in online climate change discourse: Evidence from COP27 tweets. DGPuK & ICA Conference of the Divisions: Digital Communication (DigiKomm) & Human-Machine Communication (HMC). Technische Universität Dresden. [Talk]
Klein, S. H. (2025, September 15-17). How does interacting with AI-based chatbots change how we interact with each other? DGPuK & ICA Conference of the Divisions: Digital Communication (DigiKomm) & Human-Machine Communication (HMC). Technische Universität Dresden. [Talk]
Klein, S. H., Tschopp, M., Sætra, H. S., & Utz, S. (2025, September 15-17). Immerse & befriend: The role of synthetic relationship perception and narrative transportation in a mental health app. DGPuK & ICA Conference of the Divisions: Digital Communication (DigiKomm) & Human-Machine Communication (HMC). Technische Universität Dresden. [Talk]
Ditrich, L., Bernecker, K., & Sassenberg, K. (2025, September 14-16). Villainous pictures? How NS propaganda glorifying Adolf Hitler affects feelings of guilt among contemporary viewers. 19. Tagung der Fachgruppe Sozialpsychologie (FGSP) der Deutschen Gesellschaft für Psychologie (DGPs). Ruhr-Universität Bochum. [Talk]
Febriana, S. G., & Ditrich, L. (2025, September 14-16). The effects of moral convictions and discrepancy on collective action and mobilization attempts. 19. Tagung der Fachgruppe Sozialpsychologie (FGSP) der Deutschen Gesellschaft für Psychologie (DGPs). Ruhr-Universität Bochum. [Talk]
Winter, K., Henn, L., & Sassenberg, K. (2025). Flexibility mindsets enhance pro-environmental behavioral intentions among those with a low pro-environmental default tendency. Journal of Environmental Psychology, 107, Article 102747. https://doi.org/10.1016/j.jenvp.2025.102747
Hoch, E., Stürmer, S., Jonkmann, K., & Scheiter, K. (2025). Paper-pencil vs. e-exams: Revisiting the screen inferiority effect during high-stakes testing at university [Data set]. https://osf.io/fmcgw/
Löfflad, D., Beuttler, B., & Meurers, D. (2025). German grammar profile for learners: Pedagogical feature definition and automated extraction. In C. Wartena & U. Heid (Eds.). Proceedings of the Conference (Vol. 2: Workshops, pp. 212-223). HsH Applied Academics. https://doi.org/10.25968/opus-3679
Leidecker-Sandmann, M., Fischer, H., Bruder, V., & Buder, J. (2025, September 11). Zwischen Wahrheit und Impfmythen: Wie gemischte Informationsumgebungen aus wahren und falschen Informationen die Wahrnehmung von Impfungen beeinflussen. Gemeinsame Jahrestagung der DGPuK-Fachgruppen Gesundheitskommunikation und Wissenschaftskommunikation zum Thema „Communicating Planetary Health“. Ludwig-Maximilians-Universität (LMU), München. [Talk]
Cress, U. (2025, September 10). Künstliche Intelligenz: Was kann und wird sie in der Bildung leisten? Staatsministerium Baden-Württemberg, Stuttgart. [Invited Talk]
Daugelat, M.-C., Gregg. B., Adam, S., Schag, K., Kimmerle, J., & Giel, K. E. (2025, September 10-13). Participatory development of evidence-based patient narrative videos for patients with eating disorders: Results from two pilot studies. 12th Annual Scientific Conference of the European Association of Psychosomatic Medicine. München. [Talk]
Halfmann, M., & Maiero, J. (2025). ColocationMR: Mixed Reality Anwendung zum gemeinsamen Betrachten verschiedener 3D Modelle. Leibniz-Institut für Wissensmedien, Tübingen.
Klein, S. H., & Utz, S. (2025, September 10-12). Tool or social actor? The influence of AI system perception and modality on credibility perceptions over time. 14. Tagung der Fachgruppe Medienpsychologie (MediaPsych) der Deutschen Gesellschaft für Psychologie (DGPs). Universität Duisburg-Essen. [Talk]
Luther, T., & Kimmerle, J. (2025, September 10-12). Better together? Investigating willingness to delegate writing tasks to AI. 14. Tagung der Fachgruppe Medienpsychologie (MediaPsych) der Deutschen Gesellschaft für Psychologie (DGPs). Universität Duisburg-Essen. [Talk]
Sarigül, B., & Utz, S. (2025, September 10-12). More than a voice? The impact of social role and information type on the perceived credibility of voice assistants. 14. Tagung der Fachgruppe Medienpsychologie (MediaPsych) der Deutschen Gesellschaft für Psychologie (DGPs). Universität Duisburg-Essen. [Talk]
Utz, S. (2025, September 10-12). Conversational AI as extended mind - Does it matter whether AI is perceived as a tool or an actor? 14. Tagung der Fachgruppe Medienpsychologie (MediaPsych) der Deutschen Gesellschaft für Psychologie (DGPs). Universität Duisburg-Essen. [Talk]
Buder, J., & Said, N. (2025). To whom do people reply in comment sections? Effects of attitude (un)congeniality, age, confidence, and knowledge. New Media & Society, 27(9), 5065-5087. https://doi.org/10.1177/14614448241247214
Knoll, A. L., Mikuni, J., & Specker, E. (2025). Looking at people looking at art: Observations of art interactions in an everyday urban environment. Frontiers in Psychology, 16, Article 1658946. https://doi.org/10.3389/fpsyg.2025.1658946
Said, N., Lindner, D., & Varkentin, E. (2025, September 8). How induced controllability affects climate change risk perception and learned helplessness. Workshop on the Psychology of Climate Change Risk. University of Leeds, UK. [Talk]
Wagner, R., Pardi, G., Müller, J., Brucker, B., Schwarzer, S., & Gerjets, P. (2025, September 8-11). Wissenschaftliche Vorträge in VR: Einfluss von Immersion & Perspektive. Gesellschaft für Didaktik der Chemie und Physik (GDCP) Jahrestagung 2025. Goethe-Universität Frankfurt am Main. [Talk]
Maiero, J., Necker, E., & Oestermeier, U. (2025). Implementierung einer Studienumgebung im Kontext: Immersive Klanggestaltung mit LEGO. Leibniz-Institut für Wissensmedien, Tübingen.
Antes, N., Huff, M., & Schwan, S. (2025, September 2-5). The impact of representation (in-)consistency on memory for true and false information: Examining modality changes between encoding and retrieval for event description. 24th Conference of the European Society for Cognitive Psychology (ESCoP). University of Sheffield, UK. [Talk]
Fischer, H. (2025, September 1-3). The role of metacognition for scientific thinking in contested domains. ESPLAT-Tagung "Scientific Thinking in Challenging Times". [Keynote]
Fischer, H., & Huff, M. (2025). Metacognition as a target of science communication. Nature Reviews Psychology, 4(9), 554-555. https://doi.org/10.1038/s44159-025-00478-2
Gebhardt, M., Irle, G., & Schilling, T. (2025). Virtual Reality im Schulalltag. Über das Potenzial von erweiterten Realitäten für den Unterricht. bildungSPEZIAL, 2025(2), 8-11.
Heppt, B., Löfflad, D., Henschel, S., Gabler, K., Hardy, I., & Meurers, D. (2025). Effectiveness of professional development for language-supportive teaching: Insights from employing computational linguistic analysis methods. In N. McElvany, S. König, R. Schaufelberger, M. Becker, H. Gaspard, B. Heppt, & A. Naumann (Eds.). Jahrbuch der Schulentwicklung (pp. 35-60). Verlagsgruppe Beltz. https://doi.org/10.3262/978-3-7799-9323-0
Xu, W., Huff, M., & Papenmeier, F. (2025, September 1-6). A closer look at the agent advantage effect: The impact of biting orientations. 24th Conference of the European Society for Cognitive Psychology (ESCOP). Sheffield, UK. https://www.escop2025.com/ [Talk]
Mayer, M., Kimmerle, J., & Heck, D. W. (2025, August 31-September 4). Dependent numerical judgments in sequential collaboration: A computational modeling approach. Subjective Probability, Utility, and Decision Making (SPUDM) 2025. IMT School for Advanced Studies, Lucca, Italy. [Talk]
Maiero, J., Peiffer-Siebert, L., & Brucker, B. (2025). Implementierung einer virtuellen Studienumgung zur Merkbarkeit von Bewegungsabläufen. Leibniz-Institut für Wissensmedien, Tübingen.
Müller, T., Mock, P., Pardi, G., Oestermeier, U., & Gerjets, P. (2025). Constable 3.0: Content sharing on the multi-touch table. Leibniz-Institut für Wissensmedien, Tübingen.
Wolfers, L. N., Neumann, D., Klein, S. H., Gaiser, F., Anderl, C., & Utz, S. (2025). What do you mean by “social media”? Introducing the reporting items for social media research (RISoMeR). Annals of the International Communication Association, 49(3), 192–204. https://doi.org/10.1093/anncom/wlaf009
Anders, G., Buder, J., & Huff, M. (2025, August 25-29). Dissecting mind wandering in video learning: Task-relatedness and temporal patterns. Content of the wandering mind: Differentiating task-related interference from task-unrelated thought. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Berens, F., Wendebourg, K., Kholin, M., Schmidt-Peterson, J., Colling, L., Hopp, M., Heck, T., Bodnar, S., El Hefny, W., Nuxoll, F., Deeg, C., Krey, K., Meurers, D., Schrader, J., Schröter, H., Nagengast, B., & Trautwein, U. (2025, August 25-29). Effectiveness of teacher training when implementing an ITS in real classrooms – An RCT in 7th grade. EARLI 2025. Universität Graz, Austria. [Talk]
Brömme, R., Brucker, B., Tibus, M., & Gerjets, P. (2025, August 25-29). Bridging the gap: Exploring individual differences in hand proximity’s impact on text comprehension. EARLI 2025. Universität Graz, Austria. https://www.earli.org/events/earli2025 [Talk]
Bühler, B., Bozkir, E., Deininger, H., Goldberg, P., Gerjets, P., Trautwein, U., & Kasneci, E. (2025, August 25-29). Automated assessment of meta-awareness of task-unrelated thought during lecture video watching. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. https://www.earli.org/events/earli2025 [Talk]
Candan Şimşek, A., Anders, G., Göth, J., Specht, L., & Huff, M. (2025, August 25-29). The role of AI-generated summaries and questions in learning from educational videos. Learning With, Not Just Learning From, Videos – Interactivity as Key Element in Video-based Learning. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Daltoè, T., Appel, T., Stark, P., Brucker, B., Dreher, A., Fauth, B., Friesen, M., Gerjets, P., Hansen, L., Trautwein, U., & Goellner, R. (2025, August 25-29). How is observers' gaze related to their ratings of teaching quality in classroom observations? 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Ferner, U., Brucker, B., Halfmann, M., & Gerjets, P. (2025, August 25-29). Participation in a round table on Use of immersive experiences to increase interest in biodiversity in informal learning settings. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. https://www.earli.org/events/earli2025 [Round Table]
Fleig, K., Hoch, E., Lachner, A., & Scheiter, K. (2025, August 25-29). Does simple feedback about answer length improve learning and metacognitive accuracy? 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Fütterer, T., Hou, R., Bühler, B., Bozkir, E., Bell, C., Kasneci, E., Gerjets, P., & Trautwein, U. (2025, August 25-29). Validating automated assessment of teaching effectiveness using multimodal data. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. https://www.earli.org/events/earli2025#section-programme [Talk]
Glaser, M., & Aberle, S. (2025, August 25-29). Dissociation of information and its uncertainty over time. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Hoch, E., & Lindner, M. A. [Chair] (2025, August 25-29). Advances in the field of multimedia design in testing. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Symposium Organisation]
Hoch, E., Flegr, S., Scheiter, K., Kuhn, J., Burde, J.-P., & Lindner, M. A. (2025, August 25-29). Investigating multimedia design in item stem and item response options of multiple-choice questions. Advances in the field of multimedia design in testing. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Ivan, I. V., Hoch, E., Brucker, B., Lindner, M. A., & Gerjets, P. (2025, August 25-29). Interpolated tests reduce task-unrelated thoughts during video learning in mathematics. Content of the Wandering Mind: Differentiating Task-Related Interference from Task-Unrelated Thought. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. https://www.earli.org/events/earli2025 [Talk]
Ma, S., Han, J., & Li, W. (2025). More criticisms, less mention of politicians, and rare party violations: A comparison of deleted tweets and publicly available tweets of U.S. legislators. Computers in Human Behavior, 173, Article 108776. https://doi.org/10.1016/j.chb.2025.108776
Wiggers, M., Bocanegra, B., Brucker, B., Marcus, N., & de Koning, B. B. (2025, August 25-29). The perspective principle in video learning: A matter of matching learning and testing perspectives? 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Schmidt, M. (2025). eteaching.plone.dataspaceconnector - Synchronize metadata in Plone with the MeinBildungsraum data room using AMB (Version 1.0b2). Leibniz-Institut für Wissensmedien, Tübingen.
Schmidt, M. (2025). eteaching.plone.openbadges - Create, host, and display Open Badges with Plone (Version 1.0). Leibniz-Institut für Wissensmedien, Tübingen.
Bühler, B., Fütterer, T., von Keyserlingk, L., Bozkir, E., Kasneci, E., Gerjets, P., & Trautwein, U. (2025). Mapping mind wandering to the “self-regulated learning process, multimodal data, and analysis grid”: A systematic review [Data set]. https://doi.org/10.17605/OSF.IO/ECSGM
Klein, S. H. (2025). The effects of human-like social cues on social responses towards text-based conversational agents—a meta-analysis [Data set]. https://doi.org/10.17605/OSF.IO/CEZMU
Klein, S. H. (2025). The effects of human-like social cues on social responses towards text-based conversational agents–a meta-analysis. Humanities and Social Sciences Communications, 12, 1322. https://doi.org/10.1057/s41599-025-05618-w
Anderl, C., & Utz, S. (2025). Examining the automaticity of ambient awareness via its persistence under cognitive load. Media Psychology. Advance online publication. https://doi.org/10.1080/15213269.2025.2549488
Halfmann, M., & Maiero, J. (2025). SchubladeMR: Mixed Reality Versuchsanwendung zum Betrachten von Insektenkästen mit einer virtuellen Lupe. Leibniz-Institut für Wissensmedien, Tübingen.
Bühler, B., Fütterer, T., von Keyserlingk, L., Bozkir, E., Kasneci, E., Gerjets, P., & Trautwein, U. (2025). Mapping mind wandering to the “self-regulated learning process, multimodal data, and analysis grid”: A systematic review. Educational Psychology Review, 37(3), 76. https://doi.org/10.1007/s10648-025-10041-3
Specker, E., Cotter, K. N., & Kim, K. Y. (2025). The next step for the VAIAK: An item-focused analysis. Psychology of Aesthetics, Creativity, and the Arts, 19(4), 684-695. https://doi.org/10.1037/aca0000559
De Kuthy, K., Girrbach, L., & Meurers, D. (2025). Automatic concept extraction for learning domain modeling: A weakly supervised approach using contextualized word embeddings. In E. Kochmar, B. Alhafni, M. Bexte, J. Burstein, A. Horbach, R. Laarmann-Quante, A. Tack, V. Yaneva, & Z. Yuan (Eds.). Proceedings of the 20th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2025) (pp. 175-185). Association for Computational Linguistics. https://doi.org/10.18653/v1/2025.bea-1.13
Gerjets, P., Fütterer, T., & Kuhn, J. (2025, July 29). Selbstreguliertes Lernen im Zeitalter von Digitalisierung und KI. Fachtag Selbstregulation - zentrale Voraussetzung für erfolgreiches Lernen und Lehren. Zentrum für Schulqualität und Lehrerbildung (ZSL), Heilbronn. [Invited Talk]
Maiero, J., Pardi, G., Seeberger, F, Seyboldt, A., & Brucker, B. (2025). Erweiterte Chemie-Lernumgebung für ein verbessertes räumliches Verständnis von Molekulargeometrien. Leibniz-Institut für Wissensmedien, Tübingen.
Kuklick, L., & Lindner, M. A. (2025). How to enhance elaborated feedback in computer-based assessment: The role of multimedia and emotional design factors. Contemporary Educational Psychology, 82, Article 102396. https://doi.org/10.1016/j.cedpsych.2025.102396
Mayer, M., & Kimmerle, J. (2025). Minimizing social bias with sequential collaboration: The role of contributor features in dependent judgments. Scientific Reports, 15, Article 26996. https://doi.org/10.1038/s41598-025-12227-9
Varkentin, E., Brich, I. R., Kurmanbekova, K., & Huff, M. (2025, July 24). Acute stress impairs visual narrative comprehension in younger but not older adults. Tübingen pre-CogSci workshop 2025. [Talk]
Kupke, S. (2025). Intranet-Workflow zur Synchronisation von Projekten mit der Internetseite. Leibniz-Institut für Wissensmedien, Tübingen.
Varkentin, E., Brich, I. R., Sünkel, U., von Thaler, A. K., Eschweiler, G. W., & Huff, M. (2025). Inference generation in older adults: Comparing pictorial and textual comprehension in the context of cognitive decline. Memory & Cognition. https://doi.org/10.3758/s13421-025-01736-7
Halfmann, M. (2025). Forelle MR: Mixed Reality Versuchsanwendung zur Darstellung eines animierten 3D Fischmodells. Leibniz-Institut für Wissensmedien, Tübingen.
Müller, T., Hagenlocher, U., & Klemke, A. (2025). IWM-Study learnai03c. Leibniz-Institut für Wissensmedien, Tübingen.
Ribeiro-Flucht, L., Chen, X., & Meurers, D. (2025). A framework for proficiency-aligned grammar practice in LLM-based dialogue systems. Proceedings of the 20th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2025), 978-987. https://doi.org/10.18653/v1/2025.bea-1.74
Garsoffky, B., Benkert, M., & Schwan, S. (2025). Being surrounded by learning content in an immersive virtual room: Spatial grouping influences the corner effect on memory. Proceedings of the 17th International Conference on Education and New Learning Technologies, edulearn2025, 4452-4455. https://doi.org/10.21125/edulearn.2025.1147
Ehrhardt, N., Müller, F., Franke, M., Bellon, J., & Utz, S. (2025, July 9). Participation in a round table on Besser streiten mit KI @ KI und Wir. KI und Wir. Tübingen. [Round Table]
Kathmann, J., Hoberg, N. G., & Strobel, B. (2025, July 9-10). Gestaltung motivierender Spielerlebnisse: Von der psychologischen Theorie in die Spielentwicklungspraxis. German Dev Days, Frankfurt am Main. [Workshop]
Lehmann, C., & Utz, S. (2025). Dataset for: Media use in groups of friends: Relationships with connectedness [Data set]. https://doi.org/10.17605/OSF.IO/3CZ5F
Schüler, A., Frick, P., & Hoch, E. (2025, July 9-11). Cross-modal reactivation, integration, and validation processes during reading illustrated texts – an eyetracking study. 35th Annual Meeting of the Society for Text and Discourse. University of Padua, Italy. [Talk]
Luther, T., Mayer, M., & Kimmerle, J. (2025, July 2-4). Shaping perception and interaction: The role of anthropomorphism and task type in human-AI writing. PhD Workshop: Beyond Commands: The Evolving Relationship Between Humans and Voice-Enabled AI. Eberhard Karls Universität Tübingen. [Talk]
Müller, T., Müller, J., & Gerjets, P. (2025). wrAIting adjective clustering 2.0: Strukturelles und semantisches Clustering von Adjektiven. Leibniz-Institut für Wissensmedien, Tübingen.
Sarigül, B., & Utz, S. (2025, July 2-4). More than a voice? The impact of social role and information type on the perceived credibility of voice assistants. PhD Workshop: Beyond Commands: The Evolving Relationship Between Humans and Voice-Enabled AI. Eberhard Karls Universität Tübingen. [Talk]
Utz, S. (2025, July 2-4). Credibility of voice-enabled AI: Insights from experimental and field research. PhD Workshop: Beyond Commands: The Evolving Relationship Between Humans and Voice-Enabled AI. Eberhard Karls Universität Tübingen. [Keynote]
Buder, J., Lindner, M. A., Oestermeier, U., Huff, M., Gerjets, P., Utz, S., & Cress, U. (2025). Generative Künstliche Intelligenz: Mögliche Auswirkungen auf die psychologische Forschung. Psychologische Rundschau, 76(3), 171-183. https://doi.org/10.1026/0033-3042/a000699
Candan Şimşek, A., Aydın, T., & Huff, M. (2025). How does it end? Endpoints of boundaries lead to completion in macro-events. Memory & Cognition, 53(5), 1380-1395. https://doi.org/10.3758/s13421-024-01657-x
Candan Şimşek, A., Aydın, T., Demirgüneş, E. A., & Şafak, P. A. (2025). Space in movies: Continuity and perceptual load guide spatial judgements. Art & Perception, 13(3), 191-226. https://doi.org/10.1163/22134913-BJA10068
Cologna, V., Meiler, S., Kropf, C. M., Lüthi, S., Mede, N. G., Bresch, D. N., Lecuona, O., Berger, S., Besley, J., Brick, C., Joubert, M., Maibach, E. W., Mihelj, S., Oreskes, N., Schäfer, M. S., Linden, S. v., Aziz, N. I., Abdulsalam, S., Shamsi, N. A., ... Zenklusen, A. (2025). Extreme weather event attribution predicts climate policy support across the world. Nature Climate Change. https://doi.org/10.1038/s41558-025-02372-4
Leibfarth, K., Trautwein, U., Gerjets, P., & Burde, J.-P. (2025). Die Verständlichkeit von Modellen des einfachen Stromkreises. In H. Forst (Hrsg.). Lernen, lehren und forschen im Schülerlabor, Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Bochum 2024 (Bd. 45, S. 704-707). Gesellschaft für Didaktik der Chemie und Physik. https://gdcp-ev.de/wp-content/uploads/securepdfs/2025/07/P079_Leibfarth.pdf
Matschke, C.*, Roth, J.*, Deutsch, R., Heineck, P.-M., & de Vreeze, J. (2025). Indirect measures of social identities: implicit association tests assess self-categorization, match–mismatch paradigms distinguish identification from disidentification. Self and Identity, 24(5), 557-591. *shared first authorship. https://doi.org/10.1080/15298868.2025.2499138
Steinmetz, T., Gerjets, P., Lachner, A., Paravicini, W., & Burde, J.-P. (2025). Lernen mit KI in der E-Lehre: Ein KI-Tutor für das EPo-Konzept in der Sekundarstufe I. In Vorst, H. (Hrsg.). Lernen, lehren und forschen im Schülerlabor. Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Bochum 2024 (Bd. 45, S. 588-591). Gesellschaft für Didaktik der Chemie und Physik. https://gdcp-ev.de/wp-content/uploads/securepdfs/2025/07/P037_Steinmetz.pdf
Fischer, H. (2025, June 27). Psychologie und Klimawandel: Geht das zusammen? IAW-Workshop Wachstum. Wohlstand. Demokratie Entscheiden und Handeln bei zunehmender Unsicherheit. Institut für Angewandte Wirtschaftsforschung, Eberhard Karls Universität Tübingen. [Invited Talk]
Cress, U. (2025, June 24). Künstliche Intelligenz: Was kann und wird sie in der Bildung leisten? IDEepolis 2025. Hochschule der Medien (HdM), Institut für Digitale Ethik, Stuttgart. [Keynote]
Colling, L. (2025, June 23). Individuelle Förderung im Fremdsprachenunterricht und die Rolle der Lehrkraft am Beispiel des AI2Teach-FeedBooks (Individual support in foreign language lessons and the role of the teacher exemplified by the AI2Teach-FeedBook). TEFL Lounge. Ludwig-Maximilians-Universität München. [Invited Talk]
Hagenlocher, U. (2025). IWM-Study mitose03. Leibniz-Institut für Wissensmedien, Tübingen.
Luther, T., Sommer, M., & Kimmerle, J. (2025, June 22-27). Investigating interaction patterns of co-writing with AI: A randomized vignette study on the impact of writing perspectives. Communication and Creativity in the AI Era. HCI International 2025 – 27th International Conference on Human-Computer Interaction. Gothenburg, Sweden. [Invited Talk]
Hampp, C., Novak, M., Lange, A., & Schwan, S. (2025). Please touch the hedgehog: Haptic exploration of mounted specimens increases inspection time and positive evaluation of an exhibit. Science Education, 109, 1701-1715. https://doi.org/10.1002/sce.21991
Disch, L., Fessl, A., Franza, S., Kimmerle, J., & Pammer-Schindler, V. (2025). Step by step: Promoting understanding of scientific texts through gradually built-up concept maps in informal collaboration. Discover Education, 4, Article 189. https://doi.org/10.1007/s44217-025-00613-4
Göbel, J. P., Ogiermann, M., Burkhardt, M., & Forstner, A. (2025). Understanding the gateway: Unpacking the mechanisms, boundaries, and outcomes of climate consensus messaging [Data set]. https://doi.org/10.5281/zenodo.16994001
Fischer, H. (2025, June 17). The role of metacognition in polarized domains. Cognitive Science Kolloquium. Eberhard Karls Universität Tübingen. [Talk]
Kimmerle, J. (2025, June 17-18). Collaborative knowledge construction from a socio-cognitive and a sociocultural perspective. Workshop Memory and Media in the 21st Century. Bavarian Academy of Sciences and Humanities, München. [Invited Talk]
Ditrich, L., & Febriana, S. G. (2025, June 15-18). Communicating climate change - The emotional effects and social implications of message content. International Conference on Environmental Psychology (ICEP). Mykolas Romeris University, Vilnius, Lithuania. [Talk]
Müller, T. (2025, June 14). Defense against the dark charts. Science Slam - Wissenschaft unterhaltsam, Ulm. [Science Slam]
Hernández-Leo, D., Theophilou, E., Oshima, J., Minematsu, T., Matsueda, K., Naganuma, S., Cress, U., Chen, B., Zhu, X., del Castillo, F. D., Chen, W., Lyu, Q., Chen, X., Zheng, L., & Weinberger, A. (2025). Collaborating with generative AI for learning? Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning-CSCL 2025, 525-533. https://doi.org/10.22318/cscl2025.882858
Lehmann, C., & Utz, S. (2025, June 12-16). Media use in groups of friends: Relationships with connectedness. 75th Annual Conference of the International Communication Association (ICA). Denver, CO, USA. [Talk]
Sarigül, B., Schneider, F. M., & Utz, S. (2025, June 12-16). Alexa, watch out for your tone! Investigating the effect of social role and speech style on perceived credibility and intelligence of voice assistants. 75th Annual Conference of the International Communication Association (ICA). Denver, CO, USA. [Talk]
Tschopp, M., Klein, S. H., Anderl, C., Sætra, H. S., & Utz, S. (2025, June 12-13). Immerse & befriend: The role of synthetic relationship perception and narrative transportation in a mental health app. Technology and Sustainable Futures. University of Oslo, Norway. [Talk]
Antes, N., Gierlich, M., Kozyreva, A., & Said, N. (2025, June 11-14). Exploring the role of community notes in mitigating misinformation on social media. 15th Biennial Meeting of the Society for Applied Research in Memory and Cognition (SARMAC 2025). Naas, Ireland. https://www.sarmac2025.org/ [Talk]
Müller, T., & Klemke, A. (2025). Versuchsumgebung: IWM-Study Video06. Leibniz-Institut für Wissensmedien, Tübingen.
Rudholzer, E., & Utz, S. (2025, June 11-16). Who said what? Confusing scientists and laypeople on social media. 75th Annual Conference of the International Communication Association (ICA). Denver, CO, USA. [Talk]
Fischer, H. (2025, June 6). Metakognition und Klimawandel: Ein individuell-kognitiver Blick auf ein globales Problem. Jour Fixe DGPs Fachgruppe Umweltpsychologie. [Invited Talk]
Hagenlocher, U., Klemke, A., & Maiero, J. (2025). IWM-Study breaking01. Leibniz-Institut für Wissensmedien, Tübingen.
Kathmann, J. (2025, June 5). Praxisvortrag Medienpsychologie. Lehrveranstaltung "Anwendungsfelder der Medien- und Wirtschaftspsychologie". Hochschule der Medien, Stuttgart. [Invited Talk]
Meurers, D. (2025, June 5). From 'providing feedback' to 'supporting learning in the zone of proximal development' - Feedback provision needs to consider multi-dimensional individual differences and task complexity in didactic sequences. Feedback Symposium. Schloss Marbach. [Invited Talk]
Lehmann, C., & Utz, S. (2025). Media use in groups of friends: Relationships with connectedness. New Media & Society. Advance online publication. https://doi.org/10.1177/14614448251351282
Meurers, D. (2025, June 3). Adaptively supporting learning: From fostering implicit alignment to multi-dimensional activity design. PhDIPF-Academy. Gersfeld (Rhön). [Invited Talk]
Schwan, S. (2025, June 3-5). (Can’t) touch this! Benefits and challenges of visitor engagement with authentic objects and specimens. The 2025 Ecsite Conference. Warsaw, Poland. [Talk]
Maiero, J., & Brucker, B. (2025). Studienumgebung zu Near-Hand-Effekt in VR - mit Fokus auf Merkbarkeit und Reaktion. Leibniz-Institut für Wissensmedien, Tübingen.
Bühler, B., Bozkir, E., Goldberg, P., Sümer, Ö., D’Mello, S., Gerjets, P., Trautwein, U., & Kasneci, E. (2025). From the lab to the wild: Examining generalizability of video-based mind wandering detection. International Journal of Artificial Intelligence in Education, 35(2), 823-857. https://doi.org/10.1007/s40593-024-00412-2
Gieselmann, M., Erdsiek, D., Rost, V., & Sassenberg, K. (2025). Do managers accept artificial intelligence? Insights into the role of business area and AI functionality. Journal of Economic Psychology, 108, Article 102804. https://doi.org/10.1016/j.joep.2025.102804
Klein-van 't Noordende, J. E., Moeller, K., van Hoogmoed, A. H., & Kroesbergen, E. (2025). Can you count on what you see? Numerosity extraction and its association with verbal number skills in early childhood. Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale, 79(2), 172-179. https://doi.org/10.1037/cep0000356
Düsing, K., Van den Bogaert, V., Brandt, M., Bruckermann, T., Greving, H., Harms, U., Kimmerle, J., Lewanzik, D., Schumann, A., Thomas, J., & Wirth, J. (in press). Konzeption eines videobasierten Transferinstruments mit authentischen Fällen zur Vermittlung naturwissenschaftlicher Forschungsprozesse – Fachdidaktische Fundierung und Einsatzmöglichkeiten in Schüler*innenlaboren. In A. Wenzel & T. Schmäing (Hrsg.). Außerschulisches Lernen in der naturwissenschaftlichen Bildung – Eine multiperspektive Betrachtung. Springer Nature.
Fischer, H., Bojarskich, V., Ziemer, C.-T., Louis, W., Huff, M., & Rothmund, T. (in press). Zone-flooding, public confusion, and signal detection theory: A theoretical framework and registered report. Political Psychology.
Fischer, V. E., Mayer, M., & Kimmerle, J. (in press). Information on judgment invariance influences contributors’ opting-in behavior in sequential collaboration. Journal of Behavioral Decision Making.
Henestrosa, A., Schühle, J., Luther, T., & Kimmerle, J. (in press). Evaluating AI authorship: The role of text domain and presentation style. Proceedings of the CONVERSATIONS 2025: 9th International Symposium on Chatbots and Human-Centred AI.
Hochstetter, G., Peiffer-Siebert, L., Özbek, O., Molitor, M. K., Maiero, J., & Brucker, B. (in press). Virtuelle Realität im Kunstunterricht - Architektur und Plastik in VR ästhetisch erleben und verstehen. BDKinform 2025: Das Mitteilungsblatt des BDK-Landesverbandes Baden-Württemberg.
Huff, M., & Bongartz, E. C. (in press). Inquiring open science in educational research: A comparative analysis of research data availability in four selected journals (2018–2023). Zeitschrift für Erziehungswissenschaft.
Kause, A., Fischer, H., Mian, Z., & Fiske, S. (in press). People’s reactions to the nuclear weapons’ threat: mapping post-cold-war research and evidence. Perspectives on Psychological Science.
Ostrricher, Y., Buzukashvili, T., Ditrich, L., Sassenberg, K., & Roth, G. (in press). Relations among styles of emotion regulation, empathy, and inclusive versus exclusive victimhood beliefs in intractable conflicts. Peace and Conflict: Journal of Peace Psychology.
Daltoè, T., Appel, T., Stark, P., Brucker, B., Dreher, A., Fauth, B., Friesen, M., Gerjets, P., Hansen, L., Trautwein, U., & Goellner, R. (2026). How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? A controlled study in screen-based and immersive video environments. Learning and Instruction, 101, Article 102260. https://doi.org/10.1016/j.learninstruc.2025.102260
Hoch, E., Stürmer, S., Jonkmann, K., & Scheiter, K. (2026). Paper-pencil vs. e-exams: Revisiting the screen inferiority effect during high-stakes testing at university. Learning and Instruction, 101, Article 102226. https://doi.org/10.1016/j.learninstruc.2025.102226
Schult, J., Fauth, B., Schneider, R., & Lindner, M. A. (2026). How schools rebound from pandemic learning loss: Longitudinal findings from mandatory large-scale assessments. Learning and Instruction, 101, Article 102263. https://doi.org/10.1016/j.learninstruc.2025.102263
Lewanzik, D., Melber, M., Scholz, C., Schüll, I., Zebele, M., Brandt, M., Schumann, A., Düsing, K., Van den Bogaert, V., Greving, H., Thomas, J., Hensle, E., & Voigt, C. C. (2025). Urban sprawl and light pollution disrupt commuting corridors of urban-roosting bats. Science of the Total Environment, 1008, Article 181019. https://doi.org/10.1016/j.scitotenv.2025.181019
Belcher, K., De Kuthy, K., & Meurers, D. (2025, December 8-9). Current state of the work in ALEE. 3. Workshop on Technology-Based Assessment. Eberhard Karls Universität Tübingen. [Talk]
Schilling, T., Gebhardt, M., & Brich, I. R. (2025, December 4-5). Transfer gemeinsam gestalten – Mit Lego® zu neuen Ideen zwischen Forschung und Praxis. Transfertagung 2025 „Transfer in der Bildung verstehen und gestalten“. [Werkstattgespräch]
Rudholzer, E., & Utz, S. (2025, December 3-4). Scrollen, Überfliegen, Verwechseln – die Herausforderung der Rollenidentifikation auf Social Media. Forum Wissenschaftskommunikation 2025. Stuttgart. [Talk]
Ferner, U., Brucker, B., Scholl, A., Pardi, G., Halfmann, M., Ditrich, L., Moser, M., Krogmann, L., & Gerjets, P. (2025, December 2). Experience-based digital access to museum research. Digital Education Day, Tübingen. [Pitch + AR-Demo]
Molitor, M. K., Peiffer-Siebert, L., Özbek, O., Hochstetter, G., Maiero, J., Specker, E., & Gerjets, P. (2025, December 2). Aesthetically experiencing and learning about the semi-detached houses of Le Corbusier in VR. Digital Education Day, Tübingen. [Pitch]
Wagner, R., Pardi, G., Brucker, B., Schwarzer, S., & Gerjets, P. (2025, December 2). Immersion in science learning: Listening to scientists through videos. Digital Education Day 2025, Tübingen. [Pitch / Poster]
Chen, F. S., Zareian, B., Nelson, M. A., Edwards, N., & Anderl, C. (2025). Research Review: Are sampling biases masking long‐term effects of hormonal contraceptive use in adolescence on risk for depression? Journal of Child Psychology and Psychiatry, 66(12), 1889-1903. https://doi.org/10.1111/jcpp.14180
Fekete, A., Specker, E., Mikuni, J., Trupp, M. D., & Leder, H. (2025). When the painting meets its musical inspiration: The impact of multimodal art experience on aesthetic enjoyment and subjective well-being in the museum. Psychology of Aesthetics, Creativity, and the Arts, 19(6), 1549-1564. https://doi.org/10.1037/aca0000641
Hagenlocher, U. (2025). KafkaGame. Leibniz-Institut für Wissensmedien, Tübingen.
Kimmerle, J. (2025). From Plato to AI: Knowledge and its construction from a cognitive and a sociocultural perspective. cultura & psyché: Journal of Cultural Psychology, 6(2), Article 10. https://doi.org/10.1007/s43638-025-00103-2
Menz, M., & Huff, M. (2025). Perception of human-robot relationships: Professional, communicative, impersonal and emotionless. Computers in Human Behavior: Artificial Humans, 6, Article 100226. https://doi.org/10.1016/j.chbah.2025.100226
Scholl, A., Rapp, H., van Kleef, G. A., & Sassenberg, K. (2025). On the road to power: Showing benevolence and integrity fuels power granting. Journal of Experimental Psychology: Applied, 31(4), 243-259. https://doi.org/10.1037/xap0000535
Utz, S., Sassenberg, K., Pummerer, L., & Prentice, M. (2025). COVID-19 longitudinal study, part fears and media use [Data set]. https://doi.org/10.17605/OSF.IO/NRYTK
Klemke, A., Oestermeier, U., Überall, M., & Müller, T. (2025). VisualCircuit 3.0. Leibniz-Institut für Wissensmedien, Tübingen.
Gebhardt, M., Schilling, T., & Brich, I. R. (2025, November 27-28). Digitale Souveränität beginnt mit Fragen – Wer wollen wir morgen sein? Wie viel Wissenschaft braucht die Lehrpersonenfortbildung?, St. Gallen, Switzerland. [Workshop]
Schüler, A., Kammerer, Y., & Becker, D. (2025). First come, first remembered: Text position influences attention allocation and recall of digital texts [Data set]. https://doi.org/10.17605/OSF.IO/ZF8DK
Schüler, A., Kammerer, Y., & Becker, D. (2025). First come, first remembered: Text position influences attention allocation and recall of digital texts. Applied Cognitive Psychology, 39(6), Article e70144. https://doi.org/10.1002/acp.70144
Beuttler, B. (2025, November 26). Using AI in the classroom reflectively - The WoLKE project. Teaching with AI tools: The Role of AI in Transforming Teacher Education. Pädagogische Hochschule Ludwigsburg, Ludwigsburg. [Invited Talk]
Candan Şimşek, A., Anders, G., Göth, J., Specht, L., & Huff, M. (2025). Dataset for: Is ChatGPT a good study companion? The role of AI-generated summaries and questions in learning from educational videos [Data set]. https://doi.org/10.17605/OSF.IO/SWYTK
Candan Şimşek, A., Anders, G., Göth, J., Specht, L., & Huff, M. (2025). Is ChatGPT a good study companion? The role of AI-generated summaries and reflective prompts in learning from educational videos. Computers and Education: Artificial Intelligence, 9, Article 100512. https://doi.org/10.1016/j.caeai.2025.100512
Hagenlocher, U. (2025). Versuchsumgebung: IWM-Study wraiting02. Leibniz-Institut für Wissensmedien.
Klemke, A. (2025). Versuchsumgebung: IWM-Study AITutor01, AITutor02. Leibniz-Institut für Wissensmedien, Tübingen.
Su, M., Dang, B., Nguyen, A., & Nagashima, T. (2025). Choice-making in an adaptive learning system with motivational pedagogical agents. npj Science of Learning, 10, 77. https://doi.org/10.1038/s41539-025-00366-7
Vogel, M., & Buder, J. (2025). Dissecting cognitive, affective, and behavioral facets of attitudinal conflict in selective exposure and selective response. Computers in Human Behavior Reports, 20, 100876. https://doi.org/10.1016/j.chbr.2025.100876
Couto Teixeira, M., Aebli, A., Klein, S. H., & Tschopp, M. (2025, November 12-13). "It’s mysterious, bodiless and omniscient, like a god”: Exploring users’ perceptions of synthetic relationships in a mental health app. 9th International Symposium on Chatbots and Human-Centered AI. CONVERSATIONS 2025. TH Lübeck – University of Applied Sciences. [Talk]
Cress, U. (2025, November 12). KI-IMPULSE: KI - Was kann und wird sie in der Bildung leisten? Lehrkräftefortbildung Baden-Württemberg. Zentrum für Schulqualität und Lehrerbildung (ZSL), Stuttgart. https://lfbo.kultus-bw.de/lfb/termine/PRR4QX [Invited Talk]
Fischer, H. (2025, November 11). Zwischen Fakten und Fakes: Psychologie und Klimawandel. Reihe „Kunst, Kultur & Nachhaltigkeit“. Kulturamt der Stadt Mannheim. [Invited Talk]
Kupke, S. (2025). OpenAI Responses API Server. Leibniz-Institut für Wissensmedien, Tübingen.
Cress, U., Dillenbourg, P., Hill, H. C., Kasneci, E., & Schmoll, H. (2025, November 10-11). Invited participation in a panel on Herausforderungen für die Lehre – KI in der akademischen Ausbildung. XVIII. Hochschulsymposium: KI in der Wissenschaft – Wie gestalten wir die Universitäten neu? Katholische Akademie in Bayern, Hanns Martin Schleyer-Stiftung, Heinz Nixdorf Stiftung und Technische Universität München. [Panel]
Kupke, S. (2025). Intranet-Workflow Promovenden. Leibniz-Institut für Wissensmedien, Tübingen.
Boehnisch, A., Huff, M., Tremel, C., & Wittenborg, T. (2025). Inventory on science communication on the thematic area of climate change (Period: 2009–2020) [Data set]. https://doi.org/10.48366/R1562245
Pattemore, M. P., & Gilabert, R. (2025). Enjoyment, engagement, and success in children’s digital EFL games. ELT Journal. Advance online publication. https://doi.org/10.1093/elt/ccaf041
Gieselmann, M., Hagedorn, J., & Sassenberg, K. (2025). Do perceived benefits compensate for low provider trustworthiness in disclosure decisions? An experimental investigation. Journal of Media Psychology, 37(6), 376-387. https://doi.org/10.1027/1864-1105/a000440
Pummerer, L., Fock, L., Winter, K., & Sassenberg, K. (2025). Conspiracy beliefs and majority influence. Journal of Social Psychology, 165(6), 825-840. https://doi.org/10.1080/00224545.2024.2397491
Maiero, J. (2025). Generisches Modul für Low-Latency-Kommunikation in VR/AR-Umgebungen. Leibniz-Institut für Wissensmedien, Tübingen.
Pattemore, M. P. (2025, October 31). Mastering the art of abstract. EuroSLA ECR Webinar - How to write a conference abstract? Spain. [Invited Talk]
Pauly, R., & Schwan, S. (2025). Dynamic data visualizations as events: Effects of framing and change salience on segmenting dynamic maps. Cognitive Research: Principles and Implications, 10(1), 75. https://doi.org/10.1186/s41235-025-00678-7
Fischer, H. (2025, October 29). The role of metacognition for a psychology of climate change. Institute of Psychology of Sustainability talk series. University of Lüneburg. [Invited Talk]
Hou, R., Fütterer, T., Bühler, B., Schreyer, P., Gerjets, P., Trautwein, U., & Kasneci, E. (2025). LLM-Human alignment in evaluating teacher questioning practices: Beyond ratings to explanation. Proceedings of the Artificial Intelligence in Measurement and Education Conference (AIME-Con), 239-249. https://aclanthology.org/2025.aimecon-main.26/
Olschowski, P., Cress, U., Plümicke, M., Wendte, M., & Steinle, P. (2025, October 23). Invited participation in a panel on Segen oder Fluch? Vom Umgang mit der künstlichen Intelligenz (KI). Cannstatter Forum. Evangelischer Dekanatsbezirk Bad Cannstatt, Evangelisches Kreisbildungswerk Stuttgart. [Panel]
Fischer, H. (2025, October 22). Self-insight, climate change and vaccinations: The metacognitive mind in contested domains. Munich Interactive Intelligence Initiative (MI3). Ludwig Maximilian University of Munich (LMU). [Invited Talk]
Xu, W., Papenmeier, F., & Huff, M. (2025). A closer look at the agent advantage effect: The impact of motion lines. Visual Cognition, 33(5), 299-310. https://doi.org/10.1080/13506285.2025.2573067
Mede, N. G., Cologna, V., Berger, S., C. Besley, J., Brick, C., Joubert, M., W. Maibach, E., Mihelj, S., Oreskes, N., S. Schäfer, M., van der Linden, S., Abdul Aziz, N. I., Abdulsalam, S., Abu Shamsi, N., Aczel, B., Adinugroho, I., Alabrese, E., Aldoh, A., Alfano, M., ... Zwaan, R. A. (2025). Public communication about science in 68 Countries: Global evidence on how people encounter and engage with information about science. Science Communication. Advance online publication. https://doi.org/10.1177/10755470251376615
Cervera Torres, S., Parra-Vargas, E., Carrasco-Ribelles, L., Marín-Morales, J., & Alcañiz, M. (2025). Detecting inhibition and activation tendencies in organizational behavior: A virtual reality and machine learning-based methodological framework. Current Psychology, 44(17), 14282-14293. https://doi.org/10.1007/s12144-025-08180-5
Matschke, C., Kehrer, M., Nieder-Steinheuer, K., Thillosen, A., & Kimmerle, J. (2026). Instructions of digital media use in higher education: The impact of text abstractness on university teachers’ psychological distance, interest, and motivation to use digital media. Computers & Education, 241, Article 105477. https://doi.org/10.1016/j.compedu.2025.105477
Molitor, M. K., Maiero, J., Peiffer-Siebert, L., Brucker, B., Specker, E., & Gerjets, P. (2025, October 16-18). Experiencing art and learning about it using VR-replicas. 4th International Conference on Beauty and Change. Giorgio Amendola Foundation, Turin, Italy. [Talk]
Schino, G., van Klaveren, L.-M., van Dorsten, T., van Heusden, B., & Cox, R. (2025, October 16-18). Emotions and sense-making in conversations of art experiences. 4th International Conference on Beauty and Change. Giorgio Amendola Foundation, Turin, Italy. [Talk]
Specker, E. (2025, October 14-18). Aesthetic experience: Cherry on top or key player. 4th International Conference on Beauty and Change. Giorgio Amendola Foundation, Turin, Italy. [Keynote]
Müller, T. (2025, October 11). Defense against the dark charts. Science Slam - Wettstreit der Forscher*innen, Göppingen. [Science Slam]
Löfflad, D., Holz, H., & Hauck, M. (2025, October 10). Individuell angepasste Leselerngeschichten mithilfe von KI-basierten Tools erstellen. 13. Sprachheilbronner Tage. [Workshop]
Pauly, R. (2025, October 9). From events to memory: Investigating the cognitive processes underlying dynamic map perception. Geographic Information Visualization and Analysis (GIVA) Brown Bag Talk. Universität Zürich, Switzerland. [Invited Talk]
Glaser, M. (2025, October 8-9). Influence of perceived trustworthiness of information sources on the cognitive processing of uncertain information in archaeological reconstructions. Strategies for enhancing performance with perceptually rich displays. AQUA-d Conference 2025. Pädagogische Hochschule Karslruhe. [Invited Talk]
Pummerer, L., Winter, K., Sassenberg, K., & Fischer, H. (2025). “Knowing what I don’t know” – belief in conspiracy theories relates to lower metacognitive sensitivity: A signal detection theoretic approach. Journal of Cognitive Psychology. https://doi.org/10.1080/20445911.2025.2563541
Wagner, R., Scherer, L., Pardi, G., Gerjets, P., & Brucker, B. (2025, October 8-9). From reality to virtuality or vice versa: Can virtual 360° museum experiences complement or replace the real visit? Strategies for Enhancing Performance with Perceptually Rich Displays. AQUA-d Conference 2025. Pädagogische Hochschule Karlsruhe. [Invited Talk]
Herrmann, A., Quitmann, C.,, Griesel, S., Krippl, N., Fischer, H., Nieder, J., Schwerdtle, P., Bärninghausen, T., Schildmann, J.,, Mikolajczyk, R., Danquah, I., Kantelhardt, E., & Mezger, N. (2025, October 7-10). Making climate-sensitive health counselling acceptable for patients: Insights form a mixed-methods study in Germany. Planetary Health Annual Meeting (PHAM 2025). Rotterdam, Netherlands. [Talk]
Huff, M., & Ulakci, E. (2025). Judgments of learning distinguish humans from large language models in predicting memory. Scientific Reports, 15(1), 35030. https://doi.org/10.1038/s41598-025-22290-x
Meurers, D. (2025, October 7). Where can AI-methods support teachers and learners in task-supported language learning. 21st Teachers’ Day: Task-Based Learning Extravaganza. Saarbrücken. [Invited Talk]
Huff, M., Adamkiewicz, E., & Zeeb, H. (2025, October 3). The Leibniz Association: Uniting minds for impactful research. EXPO 2025. Osaka, Japan. [Symposium Discussion]
Ulakci, E., Göbel, J. P., & Huff, M. (2025). Towards a psychology of machines: Large language models predict human memory. PeerJ Computer Science, 11, e3324. https://doi.org/10.7717/peerj-cs.3324
Schmidt, M. (2025, October 2). Praxisbeispiel Sitemap & AMB - Inhalte von Webseiten mit dem allgemeinen Metadatenprofil für Bildungsmaterialien auszeichnen. 2. Jahrestreffen der AG Didaktische Metadaten. Hochschule Mainz. [Talk]
Weiss, Z., & Meurers, D. (2025). Automatische Lesbarkeiterfassung für deutsche Bildungsmedien: Welche Methoden und sprachlichen Eigenschaften spielen eine Rolle? In C. Ott & B. M. Bock (Hrsg.). Verständlichkeit – Zugänglichkeit – Barrierefreiheit: Sprachbezogene Rezeptionsherausforderungen und Inklusionspotenziale von Bildungsmedien. Peter Lang. https://doi.org/10.3726/b22872
Hoch, E., Flegr, S., Scheiter, K., Kuhn, J., Burde, J.-P., & Lindner, M. A. (2025, September 29-October 1). Multimediale Gestaltung von Aufgabenstamm und Antwortoptionen bei Multiple-Choice-Aufgaben. 20. Tagung der Fachgruppe Pädagogische Psychologie (PAEPS) der Deutschen Gesellschaft für Psychologie (DPGs). Friedrich-Schiller-Universität Jena. [Talk]
Krebs, M.-C., Fan, L., & Hoch, E. (2025, September 29-October 1). Können kognitive und metakognitive Prompt-Fragen das Lernen mit Erklärvideos und Text fördern? Effektiv Lehren und Lernen mit Videos: Empirische Perspektiven auf Gestaltung und Kontext. 20. Tagung der Fachgruppe Pädagogische Psychologie (PAEPS) der Deutschen Gesellschaft für Psychologie (DPGs). Friedrich-Schiller-Universität Jena. [Talk]
Schüler, A., Merkt, M., Ronconi, A., & Mason, L. (2025, September 29-October 1). Fehlkonzepte überwinden: Die Wirksamkeit der Refutation-Struktur in dynamischen Medien. 20. Tagung der Fachgruppe Pädagogische Psychologie (PAEPS) der Deutschen Gesellschaft für Psychologie (DPGs). Friedrich-Schiller-Universität Jena. [Talk]
Specker, E. (2025, September 28-October 2). Varieties of aesthetic experience: Considering breadth, length, and depth. Arts Engagement & Aesthetic Experience: Bridging the Gap between Arts & Sciences. Ascona, Switzerland. [Invited Talk]
Menz, M., & Huff, M. (2025). My companion, the robot!? Perception and personal constructs of human-human and humans-nonhumans (robots, cuddly toys, pets) interactions and relationships [Data set]. https://osf.io/kfj56/
Meurers, D. (2025, September 25). Sprachliche Komplexität im Längsschnitt und im Querschnitt - Welche Merkmale charakterisieren die Entwicklung von Deutsch-als-Fremdsprache-Lernenden und welche sind indikativ für erfolgreiche Prüfungsleistungen? Große Lernerkorpora – Möglichkeiten und Grenzen. Universität Leipzig. [Keynote]
Pummerer, L., Winter, K., Sassenberg, K., & Fischer, H. (2025). Knowing what I don't know - Belief in conspiracy theories relates to lower metacognitive sensitivity: A signal detection theoretic approach [Data set]. https://doi.org/10.23668/psycharchives.21255
Specker, E. (2025). Die Farbe der Gefühle: Eine psychologische Betrachtung. In L. F. Mattheis & J. Schmidt-Boddy (Hrsg.). Into the Dark – Grafik von Ensor bis Munch (S. 48-51). Saarlandmuseum – Moderne Galerie.
Lehmann, C. (2025, September 22). Long-distance friendships: Connectedness through group chats. Romanistiktag - Sektion 20: SchreibTechnologien der Empathie. Universität Konstanz. [Invited Talk]
Oeberst, A., Ihme, T. A., Von der Beck, I., & Matschke, C. (2025). Picture us and them: Ingroup bias in pictures of Wikipedia articles. cultura & psyché: Journal of Cultural Psychology, 6(2), Article 9. https://doi.org/10.1007/s43638-025-00102-3
Maiero, J., Knüppel, R., Peiffer-Siebert, L., Özbek, O., Brucker, B., Heyn, L., & Rudi, H. (2025, September 18). Bewegungsabfolgen lernen mit multiperspektivischen 360°-Videos in VR im Sportunterricht. Sportwissenschaftliche Hochschultag der Deutschen Vereinigung für Sportwissenschaft. Universität Münster. [Talk]
Han, J., & Utz, S. (2025, September 16-17). Social bots in online climate change discourse: Evidence from COP27 tweets. DGPuK & ICA Conference of the Divisions: Digital Communication (DigiKomm) & Human-Machine Communication (HMC). Technische Universität Dresden. [Talk]
Klein, S. H. (2025, September 15-17). How does interacting with AI-based chatbots change how we interact with each other? DGPuK & ICA Conference of the Divisions: Digital Communication (DigiKomm) & Human-Machine Communication (HMC). Technische Universität Dresden. [Talk]
Klein, S. H., Tschopp, M., Sætra, H. S., & Utz, S. (2025, September 15-17). Immerse & befriend: The role of synthetic relationship perception and narrative transportation in a mental health app. DGPuK & ICA Conference of the Divisions: Digital Communication (DigiKomm) & Human-Machine Communication (HMC). Technische Universität Dresden. [Talk]
Ditrich, L., Bernecker, K., & Sassenberg, K. (2025, September 14-16). Villainous pictures? How NS propaganda glorifying Adolf Hitler affects feelings of guilt among contemporary viewers. 19. Tagung der Fachgruppe Sozialpsychologie (FGSP) der Deutschen Gesellschaft für Psychologie (DGPs). Ruhr-Universität Bochum. [Talk]
Febriana, S. G., & Ditrich, L. (2025, September 14-16). The effects of moral convictions and discrepancy on collective action and mobilization attempts. 19. Tagung der Fachgruppe Sozialpsychologie (FGSP) der Deutschen Gesellschaft für Psychologie (DGPs). Ruhr-Universität Bochum. [Talk]
Winter, K., Henn, L., & Sassenberg, K. (2025). Flexibility mindsets enhance pro-environmental behavioral intentions among those with a low pro-environmental default tendency. Journal of Environmental Psychology, 107, Article 102747. https://doi.org/10.1016/j.jenvp.2025.102747
Hoch, E., Stürmer, S., Jonkmann, K., & Scheiter, K. (2025). Paper-pencil vs. e-exams: Revisiting the screen inferiority effect during high-stakes testing at university [Data set]. https://osf.io/fmcgw/
Löfflad, D., Beuttler, B., & Meurers, D. (2025). German grammar profile for learners: Pedagogical feature definition and automated extraction. In C. Wartena & U. Heid (Eds.). Proceedings of the Conference (Vol. 2: Workshops, pp. 212-223). HsH Applied Academics. https://doi.org/10.25968/opus-3679
Leidecker-Sandmann, M., Fischer, H., Bruder, V., & Buder, J. (2025, September 11). Zwischen Wahrheit und Impfmythen: Wie gemischte Informationsumgebungen aus wahren und falschen Informationen die Wahrnehmung von Impfungen beeinflussen. Gemeinsame Jahrestagung der DGPuK-Fachgruppen Gesundheitskommunikation und Wissenschaftskommunikation zum Thema „Communicating Planetary Health“. Ludwig-Maximilians-Universität (LMU), München. [Talk]
Cress, U. (2025, September 10). Künstliche Intelligenz: Was kann und wird sie in der Bildung leisten? Staatsministerium Baden-Württemberg, Stuttgart. [Invited Talk]
Daugelat, M.-C., Gregg. B., Adam, S., Schag, K., Kimmerle, J., & Giel, K. E. (2025, September 10-13). Participatory development of evidence-based patient narrative videos for patients with eating disorders: Results from two pilot studies. 12th Annual Scientific Conference of the European Association of Psychosomatic Medicine. München. [Talk]
Halfmann, M., & Maiero, J. (2025). ColocationMR: Mixed Reality Anwendung zum gemeinsamen Betrachten verschiedener 3D Modelle. Leibniz-Institut für Wissensmedien, Tübingen.
Klein, S. H., & Utz, S. (2025, September 10-12). Tool or social actor? The influence of AI system perception and modality on credibility perceptions over time. 14. Tagung der Fachgruppe Medienpsychologie (MediaPsych) der Deutschen Gesellschaft für Psychologie (DGPs). Universität Duisburg-Essen. [Talk]
Luther, T., & Kimmerle, J. (2025, September 10-12). Better together? Investigating willingness to delegate writing tasks to AI. 14. Tagung der Fachgruppe Medienpsychologie (MediaPsych) der Deutschen Gesellschaft für Psychologie (DGPs). Universität Duisburg-Essen. [Talk]
Sarigül, B., & Utz, S. (2025, September 10-12). More than a voice? The impact of social role and information type on the perceived credibility of voice assistants. 14. Tagung der Fachgruppe Medienpsychologie (MediaPsych) der Deutschen Gesellschaft für Psychologie (DGPs). Universität Duisburg-Essen. [Talk]
Utz, S. (2025, September 10-12). Conversational AI as extended mind - Does it matter whether AI is perceived as a tool or an actor? 14. Tagung der Fachgruppe Medienpsychologie (MediaPsych) der Deutschen Gesellschaft für Psychologie (DGPs). Universität Duisburg-Essen. [Talk]
Buder, J., & Said, N. (2025). To whom do people reply in comment sections? Effects of attitude (un)congeniality, age, confidence, and knowledge. New Media & Society, 27(9), 5065-5087. https://doi.org/10.1177/14614448241247214
Knoll, A. L., Mikuni, J., & Specker, E. (2025). Looking at people looking at art: Observations of art interactions in an everyday urban environment. Frontiers in Psychology, 16, Article 1658946. https://doi.org/10.3389/fpsyg.2025.1658946
Said, N., Lindner, D., & Varkentin, E. (2025, September 8). How induced controllability affects climate change risk perception and learned helplessness. Workshop on the Psychology of Climate Change Risk. University of Leeds, UK. [Talk]
Wagner, R., Pardi, G., Müller, J., Brucker, B., Schwarzer, S., & Gerjets, P. (2025, September 8-11). Wissenschaftliche Vorträge in VR: Einfluss von Immersion & Perspektive. Gesellschaft für Didaktik der Chemie und Physik (GDCP) Jahrestagung 2025. Goethe-Universität Frankfurt am Main. [Talk]
Maiero, J., Necker, E., & Oestermeier, U. (2025). Implementierung einer Studienumgebung im Kontext: Immersive Klanggestaltung mit LEGO. Leibniz-Institut für Wissensmedien, Tübingen.
Antes, N., Huff, M., & Schwan, S. (2025, September 2-5). The impact of representation (in-)consistency on memory for true and false information: Examining modality changes between encoding and retrieval for event description. 24th Conference of the European Society for Cognitive Psychology (ESCoP). University of Sheffield, UK. [Talk]
Fischer, H. (2025, September 1-3). The role of metacognition for scientific thinking in contested domains. ESPLAT-Tagung "Scientific Thinking in Challenging Times". [Keynote]
Fischer, H., & Huff, M. (2025). Metacognition as a target of science communication. Nature Reviews Psychology, 4(9), 554-555. https://doi.org/10.1038/s44159-025-00478-2
Gebhardt, M., Irle, G., & Schilling, T. (2025). Virtual Reality im Schulalltag. Über das Potenzial von erweiterten Realitäten für den Unterricht. bildungSPEZIAL, 2025(2), 8-11.
Heppt, B., Löfflad, D., Henschel, S., Gabler, K., Hardy, I., & Meurers, D. (2025). Effectiveness of professional development for language-supportive teaching: Insights from employing computational linguistic analysis methods. In N. McElvany, S. König, R. Schaufelberger, M. Becker, H. Gaspard, B. Heppt, & A. Naumann (Eds.). Jahrbuch der Schulentwicklung (pp. 35-60). Verlagsgruppe Beltz. https://doi.org/10.3262/978-3-7799-9323-0
Xu, W., Huff, M., & Papenmeier, F. (2025, September 1-6). A closer look at the agent advantage effect: The impact of biting orientations. 24th Conference of the European Society for Cognitive Psychology (ESCOP). Sheffield, UK. https://www.escop2025.com/ [Talk]
Mayer, M., Kimmerle, J., & Heck, D. W. (2025, August 31-September 4). Dependent numerical judgments in sequential collaboration: A computational modeling approach. Subjective Probability, Utility, and Decision Making (SPUDM) 2025. IMT School for Advanced Studies, Lucca, Italy. [Talk]
Maiero, J., Peiffer-Siebert, L., & Brucker, B. (2025). Implementierung einer virtuellen Studienumgung zur Merkbarkeit von Bewegungsabläufen. Leibniz-Institut für Wissensmedien, Tübingen.
Müller, T., Mock, P., Pardi, G., Oestermeier, U., & Gerjets, P. (2025). Constable 3.0: Content sharing on the multi-touch table. Leibniz-Institut für Wissensmedien, Tübingen.
Wolfers, L. N., Neumann, D., Klein, S. H., Gaiser, F., Anderl, C., & Utz, S. (2025). What do you mean by “social media”? Introducing the reporting items for social media research (RISoMeR). Annals of the International Communication Association, 49(3), 192–204. https://doi.org/10.1093/anncom/wlaf009
Anders, G., Buder, J., & Huff, M. (2025, August 25-29). Dissecting mind wandering in video learning: Task-relatedness and temporal patterns. Content of the wandering mind: Differentiating task-related interference from task-unrelated thought. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Berens, F., Wendebourg, K., Kholin, M., Schmidt-Peterson, J., Colling, L., Hopp, M., Heck, T., Bodnar, S., El Hefny, W., Nuxoll, F., Deeg, C., Krey, K., Meurers, D., Schrader, J., Schröter, H., Nagengast, B., & Trautwein, U. (2025, August 25-29). Effectiveness of teacher training when implementing an ITS in real classrooms – An RCT in 7th grade. EARLI 2025. Universität Graz, Austria. [Talk]
Brömme, R., Brucker, B., Tibus, M., & Gerjets, P. (2025, August 25-29). Bridging the gap: Exploring individual differences in hand proximity’s impact on text comprehension. EARLI 2025. Universität Graz, Austria. https://www.earli.org/events/earli2025 [Talk]
Bühler, B., Bozkir, E., Deininger, H., Goldberg, P., Gerjets, P., Trautwein, U., & Kasneci, E. (2025, August 25-29). Automated assessment of meta-awareness of task-unrelated thought during lecture video watching. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. https://www.earli.org/events/earli2025 [Talk]
Candan Şimşek, A., Anders, G., Göth, J., Specht, L., & Huff, M. (2025, August 25-29). The role of AI-generated summaries and questions in learning from educational videos. Learning With, Not Just Learning From, Videos – Interactivity as Key Element in Video-based Learning. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Daltoè, T., Appel, T., Stark, P., Brucker, B., Dreher, A., Fauth, B., Friesen, M., Gerjets, P., Hansen, L., Trautwein, U., & Goellner, R. (2025, August 25-29). How is observers' gaze related to their ratings of teaching quality in classroom observations? 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Ferner, U., Brucker, B., Halfmann, M., & Gerjets, P. (2025, August 25-29). Participation in a round table on Use of immersive experiences to increase interest in biodiversity in informal learning settings. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. https://www.earli.org/events/earli2025 [Round Table]
Fleig, K., Hoch, E., Lachner, A., & Scheiter, K. (2025, August 25-29). Does simple feedback about answer length improve learning and metacognitive accuracy? 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Fütterer, T., Hou, R., Bühler, B., Bozkir, E., Bell, C., Kasneci, E., Gerjets, P., & Trautwein, U. (2025, August 25-29). Validating automated assessment of teaching effectiveness using multimodal data. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. https://www.earli.org/events/earli2025#section-programme [Talk]
Glaser, M., & Aberle, S. (2025, August 25-29). Dissociation of information and its uncertainty over time. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Hoch, E., & Lindner, M. A. [Chair] (2025, August 25-29). Advances in the field of multimedia design in testing. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Symposium Organisation]
Hoch, E., Flegr, S., Scheiter, K., Kuhn, J., Burde, J.-P., & Lindner, M. A. (2025, August 25-29). Investigating multimedia design in item stem and item response options of multiple-choice questions. Advances in the field of multimedia design in testing. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Ivan, I. V., Hoch, E., Brucker, B., Lindner, M. A., & Gerjets, P. (2025, August 25-29). Interpolated tests reduce task-unrelated thoughts during video learning in mathematics. Content of the Wandering Mind: Differentiating Task-Related Interference from Task-Unrelated Thought. 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. https://www.earli.org/events/earli2025 [Talk]
Ma, S., Han, J., & Li, W. (2025). More criticisms, less mention of politicians, and rare party violations: A comparison of deleted tweets and publicly available tweets of U.S. legislators. Computers in Human Behavior, 173, Article 108776. https://doi.org/10.1016/j.chb.2025.108776
Wiggers, M., Bocanegra, B., Brucker, B., Marcus, N., & de Koning, B. B. (2025, August 25-29). The perspective principle in video learning: A matter of matching learning and testing perspectives? 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). University of Graz, Austria. [Talk]
Schmidt, M. (2025). eteaching.plone.dataspaceconnector - Synchronize metadata in Plone with the MeinBildungsraum data room using AMB (Version 1.0b2). Leibniz-Institut für Wissensmedien, Tübingen.
Schmidt, M. (2025). eteaching.plone.openbadges - Create, host, and display Open Badges with Plone (Version 1.0). Leibniz-Institut für Wissensmedien, Tübingen.
Bühler, B., Fütterer, T., von Keyserlingk, L., Bozkir, E., Kasneci, E., Gerjets, P., & Trautwein, U. (2025). Mapping mind wandering to the “self-regulated learning process, multimodal data, and analysis grid”: A systematic review [Data set]. https://doi.org/10.17605/OSF.IO/ECSGM
Klein, S. H. (2025). The effects of human-like social cues on social responses towards text-based conversational agents—a meta-analysis [Data set]. https://doi.org/10.17605/OSF.IO/CEZMU
Klein, S. H. (2025). The effects of human-like social cues on social responses towards text-based conversational agents–a meta-analysis. Humanities and Social Sciences Communications, 12, 1322. https://doi.org/10.1057/s41599-025-05618-w
Anderl, C., & Utz, S. (2025). Examining the automaticity of ambient awareness via its persistence under cognitive load. Media Psychology. Advance online publication. https://doi.org/10.1080/15213269.2025.2549488
Halfmann, M., & Maiero, J. (2025). SchubladeMR: Mixed Reality Versuchsanwendung zum Betrachten von Insektenkästen mit einer virtuellen Lupe. Leibniz-Institut für Wissensmedien, Tübingen.
Bühler, B., Fütterer, T., von Keyserlingk, L., Bozkir, E., Kasneci, E., Gerjets, P., & Trautwein, U. (2025). Mapping mind wandering to the “self-regulated learning process, multimodal data, and analysis grid”: A systematic review. Educational Psychology Review, 37(3), 76. https://doi.org/10.1007/s10648-025-10041-3
Specker, E., Cotter, K. N., & Kim, K. Y. (2025). The next step for the VAIAK: An item-focused analysis. Psychology of Aesthetics, Creativity, and the Arts, 19(4), 684-695. https://doi.org/10.1037/aca0000559
De Kuthy, K., Girrbach, L., & Meurers, D. (2025). Automatic concept extraction for learning domain modeling: A weakly supervised approach using contextualized word embeddings. In E. Kochmar, B. Alhafni, M. Bexte, J. Burstein, A. Horbach, R. Laarmann-Quante, A. Tack, V. Yaneva, & Z. Yuan (Eds.). Proceedings of the 20th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2025) (pp. 175-185). Association for Computational Linguistics. https://doi.org/10.18653/v1/2025.bea-1.13
Gerjets, P., Fütterer, T., & Kuhn, J. (2025, July 29). Selbstreguliertes Lernen im Zeitalter von Digitalisierung und KI. Fachtag Selbstregulation - zentrale Voraussetzung für erfolgreiches Lernen und Lehren. Zentrum für Schulqualität und Lehrerbildung (ZSL), Heilbronn. [Invited Talk]
Maiero, J., Pardi, G., Seeberger, F, Seyboldt, A., & Brucker, B. (2025). Erweiterte Chemie-Lernumgebung für ein verbessertes räumliches Verständnis von Molekulargeometrien. Leibniz-Institut für Wissensmedien, Tübingen.
Kuklick, L., & Lindner, M. A. (2025). How to enhance elaborated feedback in computer-based assessment: The role of multimedia and emotional design factors. Contemporary Educational Psychology, 82, Article 102396. https://doi.org/10.1016/j.cedpsych.2025.102396
Mayer, M., & Kimmerle, J. (2025). Minimizing social bias with sequential collaboration: The role of contributor features in dependent judgments. Scientific Reports, 15, Article 26996. https://doi.org/10.1038/s41598-025-12227-9
Varkentin, E., Brich, I. R., Kurmanbekova, K., & Huff, M. (2025, July 24). Acute stress impairs visual narrative comprehension in younger but not older adults. Tübingen pre-CogSci workshop 2025. [Talk]
Kupke, S. (2025). Intranet-Workflow zur Synchronisation von Projekten mit der Internetseite. Leibniz-Institut für Wissensmedien, Tübingen.
Varkentin, E., Brich, I. R., Sünkel, U., von Thaler, A. K., Eschweiler, G. W., & Huff, M. (2025). Inference generation in older adults: Comparing pictorial and textual comprehension in the context of cognitive decline. Memory & Cognition. https://doi.org/10.3758/s13421-025-01736-7
Halfmann, M. (2025). Forelle MR: Mixed Reality Versuchsanwendung zur Darstellung eines animierten 3D Fischmodells. Leibniz-Institut für Wissensmedien, Tübingen.
Müller, T., Hagenlocher, U., & Klemke, A. (2025). IWM-Study learnai03c. Leibniz-Institut für Wissensmedien, Tübingen.
Ribeiro-Flucht, L., Chen, X., & Meurers, D. (2025). A framework for proficiency-aligned grammar practice in LLM-based dialogue systems. Proceedings of the 20th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2025), 978-987. https://doi.org/10.18653/v1/2025.bea-1.74
Garsoffky, B., Benkert, M., & Schwan, S. (2025). Being surrounded by learning content in an immersive virtual room: Spatial grouping influences the corner effect on memory. Proceedings of the 17th International Conference on Education and New Learning Technologies, edulearn2025, 4452-4455. https://doi.org/10.21125/edulearn.2025.1147
Ehrhardt, N., Müller, F., Franke, M., Bellon, J., & Utz, S. (2025, July 9). Participation in a round table on Besser streiten mit KI @ KI und Wir. KI und Wir. Tübingen. [Round Table]
Kathmann, J., Hoberg, N. G., & Strobel, B. (2025, July 9-10). Gestaltung motivierender Spielerlebnisse: Von der psychologischen Theorie in die Spielentwicklungspraxis. German Dev Days, Frankfurt am Main. [Workshop]
Lehmann, C., & Utz, S. (2025). Dataset for: Media use in groups of friends: Relationships with connectedness [Data set]. https://doi.org/10.17605/OSF.IO/3CZ5F
Schüler, A., Frick, P., & Hoch, E. (2025, July 9-11). Cross-modal reactivation, integration, and validation processes during reading illustrated texts – an eyetracking study. 35th Annual Meeting of the Society for Text and Discourse. University of Padua, Italy. [Talk]
Luther, T., Mayer, M., & Kimmerle, J. (2025, July 2-4). Shaping perception and interaction: The role of anthropomorphism and task type in human-AI writing. PhD Workshop: Beyond Commands: The Evolving Relationship Between Humans and Voice-Enabled AI. Eberhard Karls Universität Tübingen. [Talk]
Müller, T., Müller, J., & Gerjets, P. (2025). wrAIting adjective clustering 2.0: Strukturelles und semantisches Clustering von Adjektiven. Leibniz-Institut für Wissensmedien, Tübingen.
Sarigül, B., & Utz, S. (2025, July 2-4). More than a voice? The impact of social role and information type on the perceived credibility of voice assistants. PhD Workshop: Beyond Commands: The Evolving Relationship Between Humans and Voice-Enabled AI. Eberhard Karls Universität Tübingen. [Talk]
Utz, S. (2025, July 2-4). Credibility of voice-enabled AI: Insights from experimental and field research. PhD Workshop: Beyond Commands: The Evolving Relationship Between Humans and Voice-Enabled AI. Eberhard Karls Universität Tübingen. [Keynote]
Buder, J., Lindner, M. A., Oestermeier, U., Huff, M., Gerjets, P., Utz, S., & Cress, U. (2025). Generative Künstliche Intelligenz: Mögliche Auswirkungen auf die psychologische Forschung. Psychologische Rundschau, 76(3), 171-183. https://doi.org/10.1026/0033-3042/a000699
Candan Şimşek, A., Aydın, T., & Huff, M. (2025). How does it end? Endpoints of boundaries lead to completion in macro-events. Memory & Cognition, 53(5), 1380-1395. https://doi.org/10.3758/s13421-024-01657-x
Candan Şimşek, A., Aydın, T., Demirgüneş, E. A., & Şafak, P. A. (2025). Space in movies: Continuity and perceptual load guide spatial judgements. Art & Perception, 13(3), 191-226. https://doi.org/10.1163/22134913-BJA10068
Cologna, V., Meiler, S., Kropf, C. M., Lüthi, S., Mede, N. G., Bresch, D. N., Lecuona, O., Berger, S., Besley, J., Brick, C., Joubert, M., Maibach, E. W., Mihelj, S., Oreskes, N., Schäfer, M. S., Linden, S. v., Aziz, N. I., Abdulsalam, S., Shamsi, N. A., ... Zenklusen, A. (2025). Extreme weather event attribution predicts climate policy support across the world. Nature Climate Change. https://doi.org/10.1038/s41558-025-02372-4
Leibfarth, K., Trautwein, U., Gerjets, P., & Burde, J.-P. (2025). Die Verständlichkeit von Modellen des einfachen Stromkreises. In H. Forst (Hrsg.). Lernen, lehren und forschen im Schülerlabor, Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Bochum 2024 (Bd. 45, S. 704-707). Gesellschaft für Didaktik der Chemie und Physik. https://gdcp-ev.de/wp-content/uploads/securepdfs/2025/07/P079_Leibfarth.pdf
Matschke, C.*, Roth, J.*, Deutsch, R., Heineck, P.-M., & de Vreeze, J. (2025). Indirect measures of social identities: implicit association tests assess self-categorization, match–mismatch paradigms distinguish identification from disidentification. Self and Identity, 24(5), 557-591. *shared first authorship. https://doi.org/10.1080/15298868.2025.2499138
Steinmetz, T., Gerjets, P., Lachner, A., Paravicini, W., & Burde, J.-P. (2025). Lernen mit KI in der E-Lehre: Ein KI-Tutor für das EPo-Konzept in der Sekundarstufe I. In Vorst, H. (Hrsg.). Lernen, lehren und forschen im Schülerlabor. Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Bochum 2024 (Bd. 45, S. 588-591). Gesellschaft für Didaktik der Chemie und Physik. https://gdcp-ev.de/wp-content/uploads/securepdfs/2025/07/P037_Steinmetz.pdf
Fischer, H. (2025, June 27). Psychologie und Klimawandel: Geht das zusammen? IAW-Workshop Wachstum. Wohlstand. Demokratie Entscheiden und Handeln bei zunehmender Unsicherheit. Institut für Angewandte Wirtschaftsforschung, Eberhard Karls Universität Tübingen. [Invited Talk]
Cress, U. (2025, June 24). Künstliche Intelligenz: Was kann und wird sie in der Bildung leisten? IDEepolis 2025. Hochschule der Medien (HdM), Institut für Digitale Ethik, Stuttgart. [Keynote]
Colling, L. (2025, June 23). Individuelle Förderung im Fremdsprachenunterricht und die Rolle der Lehrkraft am Beispiel des AI2Teach-FeedBooks (Individual support in foreign language lessons and the role of the teacher exemplified by the AI2Teach-FeedBook). TEFL Lounge. Ludwig-Maximilians-Universität München. [Invited Talk]
Hagenlocher, U. (2025). IWM-Study mitose03. Leibniz-Institut für Wissensmedien, Tübingen.
Luther, T., Sommer, M., & Kimmerle, J. (2025, June 22-27). Investigating interaction patterns of co-writing with AI: A randomized vignette study on the impact of writing perspectives. Communication and Creativity in the AI Era. HCI International 2025 – 27th International Conference on Human-Computer Interaction. Gothenburg, Sweden. [Invited Talk]
Hampp, C., Novak, M., Lange, A., & Schwan, S. (2025). Please touch the hedgehog: Haptic exploration of mounted specimens increases inspection time and positive evaluation of an exhibit. Science Education, 109, 1701-1715. https://doi.org/10.1002/sce.21991
Disch, L., Fessl, A., Franza, S., Kimmerle, J., & Pammer-Schindler, V. (2025). Step by step: Promoting understanding of scientific texts through gradually built-up concept maps in informal collaboration. Discover Education, 4, Article 189. https://doi.org/10.1007/s44217-025-00613-4
Göbel, J. P., Ogiermann, M., Burkhardt, M., & Forstner, A. (2025). Understanding the gateway: Unpacking the mechanisms, boundaries, and outcomes of climate consensus messaging [Data set]. https://doi.org/10.5281/zenodo.16994001
Fischer, H. (2025, June 17). The role of metacognition in polarized domains. Cognitive Science Kolloquium. Eberhard Karls Universität Tübingen. [Talk]
Kimmerle, J. (2025, June 17-18). Collaborative knowledge construction from a socio-cognitive and a sociocultural perspective. Workshop Memory and Media in the 21st Century. Bavarian Academy of Sciences and Humanities, München. [Invited Talk]
Ditrich, L., & Febriana, S. G. (2025, June 15-18). Communicating climate change - The emotional effects and social implications of message content. International Conference on Environmental Psychology (ICEP). Mykolas Romeris University, Vilnius, Lithuania. [Talk]
Müller, T. (2025, June 14). Defense against the dark charts. Science Slam - Wissenschaft unterhaltsam, Ulm. [Science Slam]
Hernández-Leo, D., Theophilou, E., Oshima, J., Minematsu, T., Matsueda, K., Naganuma, S., Cress, U., Chen, B., Zhu, X., del Castillo, F. D., Chen, W., Lyu, Q., Chen, X., Zheng, L., & Weinberger, A. (2025). Collaborating with generative AI for learning? Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning-CSCL 2025, 525-533. https://doi.org/10.22318/cscl2025.882858
Lehmann, C., & Utz, S. (2025, June 12-16). Media use in groups of friends: Relationships with connectedness. 75th Annual Conference of the International Communication Association (ICA). Denver, CO, USA. [Talk]
Sarigül, B., Schneider, F. M., & Utz, S. (2025, June 12-16). Alexa, watch out for your tone! Investigating the effect of social role and speech style on perceived credibility and intelligence of voice assistants. 75th Annual Conference of the International Communication Association (ICA). Denver, CO, USA. [Talk]
Tschopp, M., Klein, S. H., Anderl, C., Sætra, H. S., & Utz, S. (2025, June 12-13). Immerse & befriend: The role of synthetic relationship perception and narrative transportation in a mental health app. Technology and Sustainable Futures. University of Oslo, Norway. [Talk]
Antes, N., Gierlich, M., Kozyreva, A., & Said, N. (2025, June 11-14). Exploring the role of community notes in mitigating misinformation on social media. 15th Biennial Meeting of the Society for Applied Research in Memory and Cognition (SARMAC 2025). Naas, Ireland. https://www.sarmac2025.org/ [Talk]
Müller, T., & Klemke, A. (2025). Versuchsumgebung: IWM-Study Video06. Leibniz-Institut für Wissensmedien, Tübingen.
Rudholzer, E., & Utz, S. (2025, June 11-16). Who said what? Confusing scientists and laypeople on social media. 75th Annual Conference of the International Communication Association (ICA). Denver, CO, USA. [Talk]
Fischer, H. (2025, June 6). Metakognition und Klimawandel: Ein individuell-kognitiver Blick auf ein globales Problem. Jour Fixe DGPs Fachgruppe Umweltpsychologie. [Invited Talk]
Hagenlocher, U., Klemke, A., & Maiero, J. (2025). IWM-Study breaking01. Leibniz-Institut für Wissensmedien, Tübingen.
Kathmann, J. (2025, June 5). Praxisvortrag Medienpsychologie. Lehrveranstaltung "Anwendungsfelder der Medien- und Wirtschaftspsychologie". Hochschule der Medien, Stuttgart. [Invited Talk]
Meurers, D. (2025, June 5). From 'providing feedback' to 'supporting learning in the zone of proximal development' - Feedback provision needs to consider multi-dimensional individual differences and task complexity in didactic sequences. Feedback Symposium. Schloss Marbach. [Invited Talk]
Lehmann, C., & Utz, S. (2025). Media use in groups of friends: Relationships with connectedness. New Media & Society. Advance online publication. https://doi.org/10.1177/14614448251351282
Meurers, D. (2025, June 3). Adaptively supporting learning: From fostering implicit alignment to multi-dimensional activity design. PhDIPF-Academy. Gersfeld (Rhön). [Invited Talk]
Schwan, S. (2025, June 3-5). (Can’t) touch this! Benefits and challenges of visitor engagement with authentic objects and specimens. The 2025 Ecsite Conference. Warsaw, Poland. [Talk]
Maiero, J., & Brucker, B. (2025). Studienumgebung zu Near-Hand-Effekt in VR - mit Fokus auf Merkbarkeit und Reaktion. Leibniz-Institut für Wissensmedien, Tübingen.
Bühler, B., Bozkir, E., Goldberg, P., Sümer, Ö., D’Mello, S., Gerjets, P., Trautwein, U., & Kasneci, E. (2025). From the lab to the wild: Examining generalizability of video-based mind wandering detection. International Journal of Artificial Intelligence in Education, 35(2), 823-857. https://doi.org/10.1007/s40593-024-00412-2
Gieselmann, M., Erdsiek, D., Rost, V., & Sassenberg, K. (2025). Do managers accept artificial intelligence? Insights into the role of business area and AI functionality. Journal of Economic Psychology, 108, Article 102804. https://doi.org/10.1016/j.joep.2025.102804
Klein-van 't Noordende, J. E., Moeller, K., van Hoogmoed, A. H., & Kroesbergen, E. (2025). Can you count on what you see? Numerosity extraction and its association with verbal number skills in early childhood. Canadian Journal of Experimental Psychology / Revue Canadienne de Psychologie Expérimentale, 79(2), 172-179. https://doi.org/10.1037/cep0000356
Antes, N., Schwan, S., & Huff, M. (2025). Processing of veracity cues: How processing difficulty affects the memory of event description and judgment of confidence. Cognitive Research: Principles and Implications(10), 22. https://doi.org/10.1186/s41235-025-00629-2
Rudholzer, E., & Utz, S. (2025, May 27-29). Science communication on social media: Are users confused who’s speaking? Public Communication of Science and Technology (PCST) 2025. University of Aberdeen, UK. [Talk]
Luther, T., Sommer, M., & Kimmerle, J. (2025). Investigating Interaction Patterns of Co-writing with AI: A Randomized Vignette Study on the Impact of Writing Perspectives. In A. Coman & S. Vasilache (Eds.). Social Computing and Social Media. HCII 2025. Lecture Notes in Computer Science (Vol. 15787). Springer. https://doi.org/10.1007/978-3-031-93536-7_7
Potinteu, A.-E., Said, N., Jahn, G., & Huff, M. (2025). An insight into humans helping robots: The role of attitudes, anthropomorphic cues, and context of use. Computers in Human Behavior: Artificial Humans, 4, Article 100159. https://doi.org/10.1016/j.chbah.2025.100159
Fischer, H., & Amelung, D. (2025). Metacognition and climate change: Why dealing with politicized science requires self-insight. In L. Stockhausen, D. Holt, & A. Wendt (Eds.). Komplexität und Problemlösen: Festschrift für Joachim Funke zum 70. Geburtstag (pp. 181-189). Heidelberg University Publishing. https://doi.org/10.17885/heiup.1067.c23278
Pardi, G., Maiero, J., Seyboldt, A., Seeberger, F., Schwarzer, S., & Gerjets, P. (2025, May 22-23). Ko-Design zwischen Schulpraxis und Wissenschaft - Entwicklung einer gemeinsamen VR-Unterrichtseinheit für den Chemieunterricht. Verbundtreffen MINT-ProNeD. Eberhard Karls Universität Tübingen. [Talk]
Ditrich, L. (2025, May 20). So nicht!? Von den Gründen und Gefahren des Versuchs, eine neue Normalität zu schaffen. Studium Generale. Eberhard Karls Universität Tübingen. [Invited Talk]
Fischer, H. (2025, May 19). Being right vs. knowing when you're not. Pint of Science. Tübingen. [Invited Talk]
Hoberg, N. G., & Kathmann, J. (2025, May 19-21). Denk mal an was Cooles! Mit Spiel zum Spaß in der Denkmalpflege. Wege in die Denkmalpflege. Jahrestagung der Vereinigung der Denkmalfachämter in den Ländern, München. [Workshop]
Kimmerle, J. (2025). Partizipation und Citizen Science. In S. Samida, M. Glaser, & L. Franken (Hrsg.). Handbuch Materialität und Digitalität. Springer Nature.
Cervera Torres, S.*, & Ruiz Fernández, S.* (2025). Digital interactions ready at hand, do they influence our emotions? Ciencia Cognitiva, 19(2), 34-27. *shared first authorship.
Huff, M., Boehnisch, A., & Fischer, H. (2025, May 14-15). Science communication (WP 5). 3rd General Assembly of the Leibniz-Lab "Systemic Sustainability". Leibniz Zentrum für Marine Tropenforschung (ZMT), Bremen. [Invited Talk]
Cress, U. (2025). Bildung im Umbruch: Was Künstliche Intelligenz in der Schule leisten kann. KI-Schulpreis: KI-Wettbewerb. https://ki-schulpreis.land-der-ideen.de/blog [Blog post]
Klemke, A., & Müller, T. (2025). Versuchsumgebung: IWM-Study ChemieGPT02. Leibniz-Institut für Wissensmedien, Tübingen.
Said, N., Schumacher, L., & Huff, M. (2025). Artificial intelligence in medicine: The influence of medical expertise and perceived causability on medical AI risk and benefit perception. Journal of Risk Research. Advance online publication. https://doi.org/10.1080/13669877.2025.2493859
Sarigül, B., Schneider, F. M., & Utz, S. (2025). Believe it or not? Investigating the credibility of voice assistants in the context of social roles and relationship types. International Journal of Human-Computer Interaction, 41(10), 6253–6265. https://doi.org/10.1080/10447318.2024.2375797
Winter, K., Pummerer, L., von Oertzen, T., Hornsey, M. J., & Sassenberg, K. (2025). Data for: Conspiracy belief and opposition to wind farms: A longitudinal study [Data set]. https://doi.org/10.23668/psycharchives.16349
Winter, K., Pummerer, L., von Oertzen, T., Hornsey, M. J., & Sassenberg, K. (2025). Conspiracy belief and opposition to wind farms: A longitudinal study. Journal of Environmental Psychology, 104, Article 102620. https://doi.org/10.1016/j.jenvp.2025.102620
Hagenlocher, U., & Klemke, A. (2025). Versuchsumgebung: IWM-Study dfgpergamon01. Leibniz-Institut für Wissensmedien.
Meurers, D. (2025, May 8). Adaptive digital learning systems should reflect the diversity of students, not just their different levels of knowledge. CATALPA: Center of Advanced Technology for Assisted Learning and Predictive Analytics. FernUniversität in Hagen. [Invited Talk]
Schwan, S. (2025, May 8-9). Möglichkeiten der Evaluation von Wissenserwerb über Ausstellungen. Wissenschaftskommunikation meets Museum. Erfahrungsaustausch und Perspektiven für die Praxis. Workshop im Forum Wissen Göttingen. Georg-August-Universität Göttingen, Forum Wissen Göttingen, Göttingen. [Invited Talk]
Pardi, G., Brucker, B., & Gerjets, P. (2025, May 6-8). Der Future Innovation Space am IWM – forschungsbasierte Innovationen für den digitalen Unterricht der Zukunft. LEARNTEC. Karlsruhe. [Talk]
Pardi, G., Nuxoll, F., Thillosen, A., Schilling, T., Wetzel, P., & Irle, G. (2025, May 6-8). Zukunftstechnologien in der Schule – was Wissenschaft dazu beiträgt. LEARNTEC. Karlsruhe. [Talk]
Fischer, H. (2025, May 5). Wissen, was man nicht weiß - die Bedeutung der Metakognition für Klimakommunikation. Klima Arena Sinsheim. [Invited Talk]
Fischer, H., Kause, A., & Huff, M. (2025). Intellectual humility links to metacognitive ability. Personality and Individual Differences, 238, Article 113028. https://doi.org/10.1016/j.paid.2024.113028
Hutmacher, F., Conrad, B., Appel, M., & Schwan, S. (2025). Mediated autobiographical remembering in the digital age: Insights from an experimental think-aloud study. Cognitive Research: Principles and Implications, 10, Article 18. https://doi.org/10.1186/s41235-025-00627-4
Meyerhoff, H. S., Ockl, K., Frings, C., & Ulrich, R. (2025). Abruptness of tone onsets, but not offsets, elicits the auditory-induced bouncing/streaming illusion. Journal of Experimental Psychology: Human Perception and Performance, 51(5), 676-687. https://doi.org/10.1037/xhp0001309
Yamada, Y., Xue, J., Li, P., Ruiz Fernández, S., Özdoğru, A. A., Sarı, Ş., Cervera Torres, S., Hinojosa, J. A., Montoro, P. R., AlShebli, B., Bolatov, A. K., McGeechan, G. J., Zloteanu, M., Razpurker-Apfeld, I., Samekin, A., Tal-Or, N., Tejada, J., Freitag, R., Khatin-Zadeh, O., ... Marmolejo Ramos, F. (2025). Where the ‘bad’ and the ‘good’ go: A multi-lab direct replication report of Casasanto (2009, Experiment 1). Memory & Cognition, 53(4), 1140-1146. https://doi.org/10.3758/s13421-024-01637-1
Klemke, A., & Müller, T. (2025). Versuchsumgebung: IWM-Study EnglischGPT02. Leibniz-Institut für Wissensmedien, Tübingen.
Klemke, A., & Müller, T. (2025). Versuchsumgebung: IWM-Study MultiCon02. Leibniz-Institut für Wissensmedien, Tübingen.
Matschke, C.*, Roth, J.*, Deutsch, R., Heineck, P.-M., & de Vreeze, J. (2025). Dataset for: Indirect measures of social identities: Implicit association tests assess self-categorization, match-mismatch-paradigms distinguish identification from disidentification [Data set]. *shared first authorship. https://doi.org/10.17605/OSF.IO/WXMKC
Cress, U. (2025, April 29). Input: Position der Ständigen Wissenschaftlichen Kommission zur Nutzung von KI zu notwendigen Materialentwicklungen. Einsatz KI-gestützter Werkzeuge im Rahmen der Sprachförderung. Zentrum für Schulqualität und Lehrerbildung (ZSL), KI-Zentrum Schule im Innovationspark Künstliche Intelligenz (IPAI), Heilbronn. [Invited Talk]
Glandorf, D., Cui, P., Meurers, D., & Sachan, M. (2025). Grammar control in dialogue response generation for language learning chatbots. In L. Chiruzzo, A. Ritter, & L. Wang (Eds.). Proceedings of the 2025 Conference of the Nations of the Americas Chapter of the Association for Computational Linguistics: Human Language Technologies (Vol. 1: Long Papers, pp. 9820-9839). Association for Computational Linguistics. https://doi.org/10.18653/v1/2025.naacl-long.495
Hagenlocher, U., & Klemke, A. (2025). Versuchsumgebung: IWM-Study NewOrder04. Leibniz-Institut für Wissensmedien, Tübingen.
Klemke, A. (2025). Versuchsumgebung: IWM-Study LabVideo01. Leibniz-Institut für Wissensmedien, Tübingen.
Wagner, R., Pardi, G., Müller, J., Brucker, B., Schwarzer, S., & Gerjets, P. (2025). Listening to scientists in immersive videos: How levels of immersion and points of view influence learning experiences. Computers & Education, 234, Article 105326. https://doi.org/10.1016/j.compedu.2025.105326
Kang, S., Potinteu, A.-E., & Said, N. (2025). ExplainitAI: When do we trust artificial intelligence? The influence of content and explainability in a cross-cultural comparison. Proceedings of the Extended Abstracts of the CHI Conference on Human Factors in Computing Systems (CHI EA ’25), Article 235. https://doi.org/10.1145/3706599.3720222
Ditrich, L. (2025, April 24). Wir sehen unsre Welt, wie sie uns gefällt - Die Rolle von Identitäten und Ideologien im Umweltschutz. 64. IPU-Kongress "Die Rolle der Ideologie im Umweltschutz". Initiative Psychologie im Umweltschutz e. V., Berg. [Keynote]
Ehrhardt, N., Renn, M., & Utz, S. (2025). Navigating fairness: Introducing the multidimensional AIM-FAIR scale for evaluating AI decision-making [Data set]. https://doi.org/10.17605/OSF.IO/4K2SE
Ehrhardt, N., Renn, M., & Utz, S. (2025). Navigating fairness: introducing the multidimensional AIM-FAIR scale for evaluating AI decision-making. AI & Society: Journal of Knowledge, Culture and Communication, 40, 6181-6199. https://doi.org/10.1007/s00146-025-02354-2
Klemke, A., & Müller, T. (2025). Versuchsumgebung: IWM-Study Physik2GPT02. Leibniz-Institut für Wissensmedien, Tübingen.
Klemke, A., & Müller, T. (2025). Versuchsumgebung: IWM-Study SpanischGPT02. Leibniz-Institut für Wissensmedien, Tübingen.
Fischer, H. (2025, April 23). The role of metacognition in polarized domains: From climate change to COVID-19. Perspectives on Metacognition. Tübingen. [Keynote]
Herrmann, A., Krippl, N., Fischer, H., Nieder, J., Griesel, S., Bärninghausen, T., Schildmann, J., Mikolajczyk, R., Danquah, I., Mezger, N., & Kantelhardt, E. (2025). Acceptability of health-only vs. health-and-climate framings in lifestyle-related climate-sensitive health counselling: Results of a randomised survey experiment in Germany. Lancet Planetary Health. https://doi.org/10.1016/S2542-5196(25)00110-X
Müller, T., & Klemke, A. (2025). Versuchsumgebung: IWM-Study Video05. Leibniz-Institut für Wissensmedien, Tübingen.
Düsing, K., Van den Bogaert, V., Brandt, M., Bruckermann, T., Greving, H., Harms, U., Lewanzik, D., Schuhmann, A., Thomas, J., & Voigt, C. C. (2025, April 13). Naturwissenschaftliche Forschung in Videos erlebbar machen – ein Beispiel aus der Fledermausforschung. 16. Tagung des Bundesfachausschusses Fledermausschutz im NABU. NABU Landesverband Berlin (Zitadelle Spandau). [Talk]
Müller, T. (2025). GoL: Game of Life auf dem MTT. Leibniz-Institut für Wissensmedien, Tübingen.
Polgar, R. (2025, April 10). Impulsvortrag New Work. Führung reflektieren - Modul 1 New Work. Leibniz Akademie, Berlin. [Invited Talk]
Müller, T. (2025, April 8). Defense against the dark charts. Science Slam, Reutlingen. [Science Slam]
Varkentin, E., Brich, I. R., Kurmanbekova, K., & Huff, M. (2025, April 7-9). Visual narrative comprehension in the context of aging and stress. Doctoral symposium - Context in Cognition. Eberhard Karls Universität Tübingen. [Talk]
Fischer, H. (2025, April 4). Climate change and misinformation with societal consequences. Combating Misinformation in the Digital Age: Cognitive Biases, Societal Challenges, and Ethical Consideration. Leibniz-Institut für Wissensmedien (IWM) & Eberhard Karls Universität Tübingen, Tübingen. https://misinformation-workshop.iwm-tuebingen.de/home.html [Keynote]
Klemke, A., & Müller, T. (2025). Versuchsumgebung: IWM-Study Physik1GPT02. Leibniz-Institut für Wissensmedien, Tübingen.
Anders, G. (2025, April 2-4). Can information theory help us understand the spread of misinformation? Combating Misinformation in the Digital Age: Cognitive Biases, Societal Challenges, and Ethical Consideration. Leibniz-Institut für Wissensmedien (IWM) & Eberhard Karls Universität Tübingen, Tübingen. [Talk]
Antes, N., Gierlich, M., Kozyreva, A., & Said, N. (2025, April 2-4). Can community notes serve as correction for misinformation? Combating Misinformation in the Digital Age: Cognitive Biases, Societal Challenges, and Ethical Consideration. Leibniz-Institut für Wissensmedien (IWM) & Eberhard Karls Universität Tübingen. [Talk]
Bear, E., Meurers, D., & Chen, X. (2025, April 2-4). A role for closed-domain conversational agents? Insights from the German school context. 11th International Conference on Task-Based Language Teaching (TBLT 2025). University of Groningen, Netherlands. [Talk]
De Kuthy, K., & Meurers, D. (2025, April 2-4). Does homework practice transfer to free writing? Results from a randomized controlled field study with an Intelligent Tutoring System in authentic EFL classes. Colloquium “Technology in task-based assessment: Affordances and challenges”. 11th International Conference on Task-Based Language Teaching (TBLT 2025). Groningen University, Netherlands. https://www.rug.nl/research/clcg/research/nld2017/tblt2025/ [Invited Talk]
Frick, P., Johnson, V., & Kendeou, P. (2025, April 2-4). Addressing climate change misinformation: How source credibility and graphs influence belief and engagement with climate change posts. Combating Misinformation in the Digital Age: Cognitive Biases, Societal Challenges, and Ethical Consideration. Leibniz-Institut für Wissensmedien (IWM) & Eberhard Karls Universität Tübingen, Tübingen. [Talk]
Rudholzer, E., & Utz, S. (2025, April 2-4). Skimming content on social media: Are users susceptible to misinformation? Combating Misinformation in the Digital Age: Cognitive Biases, Societal Challenges, and Ethical Consideration. Leibniz-Institut für Wissensmedien (IWM) & Eberhard Karls Universität Tübingen, Tübingen. [Talk]
Schwan, S. (2025, April 2). Human remains: Die Perspektive der Besucherforschung. Ausstellungseröffnung des Deutschen Medizinhistorischen Museums Ingolstadt: Ansichtssache. Menschliche Präparate im Museum. [Redebeitrag zur Ausstellungseröffnung]
Utz, S. (2025, April 2). Communicative AI and political information-seeking: The credibility challenge. Youth Political Socialization in Focus: Data, Psychology, and Everyday Influence. University of Salamanca, Spain. [Keynote]
Huff, M., & Bongartz, E. C. (2025). Research data availability in a selection of journals in educational research [Data set]. https://doi.org/10.5281/zenodo.15099435
Mayer, M., Heck, D. W., & Kimmerle, J. (2025). Opting out in computer-supported sequential collaboration. Computers in Human Behavior, 165, 108527. https://doi.org/10.1016/j.chb.2024.108527
Specker, E. (2025). A personal perspective on psychology of aesthetics and the arts: Ecologically valid, interdisciplinary, and diverse methodologies. Creativity Research Journal, 37(2), 293-300. https://doi.org/10.1080/10400419.2023.2269339
Hagenlocher, U., & Klemke, A. (2025). Versuchsumgebung: IWM-Study liskids01. Leibniz-Institut für Wissensmedien.
Ostrricher, Y., Ditrich, L., Sassenberg, K., Kanat-Maymon, Y., & Roth, G. (2025). Integration of negative emotions, empathy, and support for conciliatory policies in intractable conflicts. Cognition and Emotion. Advance online publication. https://doi.org/10.1080/02699931.2025.2488985
Glaser, M. (2025). Lernen unsicherer Informationen in historischen virtuellen Realitäten. In Kuchler, C. & Muckel, K. (Hrsg.). Virtual Reality – Zukunft der historischen Bildung? (S. 64-74). Wallstein. https://doi.org/10.5771/9783835387881-64
Scholl, A., & Ditrich, L. (2025, March 26). Das „Wir-Gefühl“ in Teams ... und wie es Führung und Zusammenarbeit beeinflusst. Leadership Lunch der Führungskräfteakademien von Leibniz und Helmholtz. [Invited Talk]
Schwan, S. (2025). Erleben und Verstehen? Virtuelle und Augmentierte Realitäten als innovative Formen historischen Lernens. In C. Kuchler & K. Muckel (Hrsg.). Virtual Reality. Zukunft der historischen Bildung? (S. 40-53). Wallstein.
Klemke, A., & Müller, T. (2025). Versuchsumgebung: IWM-Study DeutschGPT02. Leibniz-Institut für Wissensmedien, Tübingen.
Pummerer, L.*, Ditrich, L.*, Winter, K., & Sassenberg, K. (2025). Datasets and codebooks for: Belief in a norm‐consistent climate policy conspiracy theory and non‐normative collective action [Data set]. *shared first authorship. https://doi.org/10.23668/psycharchives.16188
Kehrer, M., John, N., & Thillosen, A. (2025, March 24-27). Das Informationsportal e-teaching.org. 51. Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik (dghd). [Network Corner]
Huff, M., Jacobsen, C., & Papenmeier, F. (2025). Edit blindness is not related to immersion and presence in Hollywood movies. Psychology of Aesthetics, Creativity, and the Arts, 19(2), 353-361. https://doi.org/10.1037/aca0000542
Schüler, A. (2025). Kognitive Prozesse bei der Verarbeitung von Text-Bild-Kombinationen. In M. Staiger (Hrsg.). Schrift / Bild – Lesen. Interdisziplinäre Perspektiven für die Leseforschung (S. 133-145). J. B. Metzler. https://doi.org/10.1007/978-3-662-69717-7_8
Schüler, A., & Frick, P. (2025). Unveiling passive cross-modal reactivation and validation processes in the processing of multimedia material [Data set]. https://doi.org/10.17605/OSF.IO/ND3TF
Schüler, A., & Frick, P. (2025). Unveiling passive cross-modal reactivation and validation processes in the processing of multimedia material. Learning and Instruction(97), Article 102117. https://doi.org/10.1016/j.learninstruc.2025.102117
Löfflad, D., & Meurers, D. (2025, March 20-21). Lexical development between cognition and tradition: Frequency norms and vocabulary lists of testing institutions. International Workshop on Foreign Language Learning and Proficiency-Rated Reading Materials: SLA Research and AI Methods Supporting Analysis and Effective Didactics in Real-Life Education. Eberhard Karls Universität Tübingen, Leibniz-Institut für Wissensmedien (IWM). [Talk]
Lermann Henestrosa, A., & Kimmerle, J. (2025). "Always check important information!”: The role of disclaimers in the perception of AI-generated content. Computers in Human Behavior: Artificial Humans, 4, Article 100142. https://doi.org/10.1016/j.chbah.2025.100142
Klein, S. H., Papies, D., & Utz, S. (2025). How interaction mechanism and error responses influence users’ responses to customer service chatbots. International Journal of Human-Computer Interaction, 41(7), 4300-4318. https://doi.org/10.1080/10447318.2024.2351707
Halfmann, M. (2025). DinomuseumVR: Virtual Reality Versuchsanwendung zum Betrachten eines 360 Grad Fotos inklusive Audioguide der Paläontologischen Sammlung Tübingen. Leibniz-Institut für Wissensmedien, Tübingen.
Klemke, A., & Müller, T. (2025). Versuchsumgebung: IWM-Study MultiCon01. Leibniz-Institut für Wissensmedien, Tübingen.
Pili-Moss, D., Hamrick, P., Wendebourg, K., Schmidt, T., & Meurers, D. (2025). Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents. System, 131, Article 103656. https://doi.org/10.1016/j.system.2025.103656
Akef, S., Meurers, D., Mendes, A., & Rebuschat, P. (2025). Interpretable machine learning for societal language identification: Modeling English and German influences on Portuguese heritage language. In R. Muñoz Sánchez, D. Alfter, E. Volodina, & J. Kallas (Eds.). Proceedings of the 14th Workshop on Natural Language Processing for Computer Assisted Language Learning (pp. 50-62). University of Tartu Library. https://aclanthology.org/2025.nlp4call-1.4
Pardi, G. (2025, March 11). Exemplarischer Einsatz von VR-Anwendungen als innovative Ergänzung im Unterricht. Pädagogischer Tag des Eschbach-Gymnasiums Stuttgart-Freiberg. Eschbach-Gymnasium Stuttgart-Freiberg. [Invited Talk]
Antes, N., Gierlich, M., Kozyreva, A., & Said, N. (2025, March 9-12). Can community notes serve as retraction on social media platforms? Studying the continued influence effect on social media. 67. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Johann Wolfgang Goethe-Universität Frankfurt am Main. [Talk]
Burkhardt, L., Antes, N., & Said, N. (2025, March 9-12). Understanding sharing behavior on social media platforms: How the ability to discern between manipulative and non-manipulative content influences sharing manipulative and false information. 67. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Johann Wolfgang Goethe-Universität Frankfurt am Main. [Talk]
Mayer, M., & Rebholz, T. R. (2025, March 9-12). Navigating anchor relevance skillfully: Expertise reduces susceptibility to anchoring effects. 67. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Johann Wolfgang Goethe-Universität Frankfurt am Main. [Talk]
Rebholz, T. R., & Mayer, M. [Chair] (2025, March 9-12). Numerical assimilation in anchoring, advice taking, and hindsight bias. 67. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Johann Wolfgang Goethe-Universität Frankfurt am Main. [Symposium Organisation]
Said, N., Debnath, C., & Antes, N. (2025, March 9-12). Does content matter? – Comparing the continued influence effect for different materials. 67. Tagung experimentell arbeitender Psycholog:innen (TeaP) - Conference of Experimental Psychologists. Johann Wolfgang Goethe-Universität Frankfurt am Main. [Talk]
Pummerer, L.*, Ditrich, L.*, Winter, K., & Sassenberg, K. (2025). Belief in a norm-consistent climate policy conspiracy theory and non-normative collective action. Journal of Applied Social Psychology, 55(5), 343-358. *shared first authorship. https://doi.org/10.1111/jasp.13094
Deininger, H., Parrisius, C., Lavelle-Hill, R., Meurers, D., Trautwein, U., Nagengast, B., & Kasneci, G. (2025). Who did what to succeed? Individual differences in which learning behaviors are linked to achievement. Proceedings of the 15th International Learning Analytics and Knowledge Conference, 771-782. https://doi.org/10.1145/3706468.3706571
Beylat, M., Woltin, K., Barbedor, J., Sassenberg, K., & Yzerbyt, V. (2025). Followers’ locomotion mode predicts preferring assertive leaders: Regulatory fit by means of valued social characteristics of others. European Journal of Social Psychology, 55(2), 259-273. https://doi.org/10.1002/ejsp.3141
Lachmair, M., Ruiz Fernández, S., Brucker, B., & Gerjets, P. (2025). Approaching or just observing? The interplay of behavior and environment in the retention of pictorial details of ambivalent Nazi propaganda images. Computers in Human Behavior, 164, Article 108503. https://doi.org/10.1016/j.chb.2024.108503
Huff, M.*, Gagarina, N., Varkentin, E., & Brich, I. R.* (2025). Education, not age, linked to narrative comprehension. Learning and Instruction, 97, Article 102102. *shared first authorship. https://doi.org/10.1016/j.learninstruc.2025.102102
Gieselmann, M., Erdsiek, D., Rost, V., & Sassenberg, K. (2025). Dataset for: Do managers accept artificial intelligence? Insights into the role of business area and AI functionality [Data set]. https://doi.org/10.23668/psycharchives.16138
Kupke, S. (2025). Workflows zur Übernahme von WoS-Informationen ins CRIS. Leibniz-Institut für Wissensmedien, Tübingen.
Kurbad, T. (2025, February 19). The big picture - Topologie der zentralen IT des IWM. Leibniz-Institut für Wissensmedien, Tübingen. [Talk]
Hagenlocher, U., & Klemke, A. (2025). Versuchsumgebung: IWM-Study NewOrder03. Leibniz-Institut für Wissensmedien.
Kupke, S. (2025). SharePoint-Erweiterung List. Leibniz-Institut für Wissensmedien, Tübingen.
Candan Şimşek, A., Aydın, T., Demirgüneş, E. A., & Şafak, P. A. (2025). Space in movies: Continuity and perceptual load guide spatial judgements [Data set]. https://osf.io/4hbqr/
Fischer, H. (2025, February 13). Invited participation in a panel on Was macht Nachhaltigkeit zu einem Wettbewerbsvorteil? Wie kann sich die Metropolregion Rhein-Neckar hier einen Vorsprung erarbeiten? Nachhaltigkeitskonferenz in der Metropolregion Rhein-Neckar. Klimaarena Sinsheim. [Panel]
Lehmann, C. (2025, February 12-13). Präsent im Leben der anderen: Freundschaft auf Distanz. Präsenz gestalten. Interdisziplinäre Positionen. Universität Stuttgart. [Invited Talk]
Müller, T., & Klemke, A. (2025). Versuchsumgebung: IWM-Study Video04online. Leibniz-Institut für Wissensmedien, Tübingen.
Utz, S. (2025, February 12-13). Ein Konzept im Wandel: Von sozialer Präsenz anderer Personen zu sozialer Präsenz von kommunikativer KI. Präsenz gestalten. Interdisziplinäre Positionen. Universität Stuttgart. [Talk]
Boser, S., Cress, U., Freudenberg, J., & Haschler, S. (2025, February 11-15). Invited participation in a panel on KI - Chancen nutzen und Potential entfalten. didacta - die Bildungsmesse. Ministerium für Kultus, Jugend und Sport Baden-Württemberg, Stuttgart. https://www.messe-stuttgart.de/didacta/ [Panel]
Maiero, J., Pardi, G., & Peiffer-Siebert, L. (2025, February 11-15). Vorstellung von KuMuS-ProNeD und MINT-ProNeD. didacta - die Bildungsmesse, Stuttgart. https://www.messe-stuttgart.de/didacta/. [Standbetreuung]
Nieder-Steinheuer, K., & Schilling, T. (2025, February 11-15). Vorstellung von schule-mal-digital.de. didacta - die Bildungsmesse, Stuttgart. https://www.messe-stuttgart.de/didacta/.
Hagenlocher, U. (2025). IWM-Study chatperception02. Leibniz-Institut für Wissensmedien.
Potinteu, A. E., Said, N., Anders, G., & Huff, M. (2025). Sharing electricity over money: Third-person perspectives on human-robot dictator game outcomes. Computers in Human Behavior Reports, 17, Article 100608. https://doi.org/10.1016/j.chbr.2025.100608
Fischer, H. (2025, January 29). Psychologie und Klimawandel--ein individuell-kognitiver Blick auf ein globales Problem. Ringvorlesung Energie, Umwelt & Nachhaltigkeit. FernUniversität in Hagen. [Invited Talk]
Bühler, B., Bozkir, E., Deininger, H., Gerjets, P., Trautwein, U., & Kasneci, E. (2025, January 27-29). Aufmerksam und synchron: Untersuchung der Beziehung zwischen Blicksynchronität und selbstberichteter Aufmerksamkeit beim Online Unterricht. Mehr als ein Augenblick – Wie Eye-Tracking die Unterrichtsforschung bereichert. GEBF Mannheim 2025. Bildung als Schlüssel für gesellschaftliche Herausforderungen. 12. Tagung der Gesellschaft für Empirische Bildungsforschung. Universität Mannheim. https://www.sowi.uni-mannheim.de/gebf-2025 [Talk]
Daltoè, T., Appel, T., Stark, P., Brucker, B., Dreher, A., Fauth, B., Friesen, M., Gerjets, P., Hansen, L., Trautwein, U., & Göllner, R. (2025, January 27-29). Die Qualität im Blick – Zusammenhänge von Blickverhalten und Einschätzungen der Unterrichtsqualität in verschiedenen Videoumgebungen. Mehr als ein Augenblick – wie Eye-Tracking die Unterrichtsforschung bereichert. 12. GEBF-Tagung: Bildung als Schlüssel für gesellschaftliche Herausforderungen. Universität Mannheim. https://www.sowi.uni-mannheim.de/gebf-2025 [Talk]
De Kuthy, K., Meurers, D., Neubauer, K., Brefeld, U., Dietrich, F., Koch, M., & Loerwald, D. (2025, January 27-29). Adaptive Lernverläufe benötigen differenzierte Lehrprozesse. KI zur Förderung und Analyse von Lehr- und Lernprozessen. 12. Jahrestagung der Gesellschaft für empirische Bildungsforschung. Universität Mannheim. https://www.sowi.uni-mannheim.de/gebf-2025/start/ [Talk]
Deininger, H., Parrisius, C., Lavelle-Hill, R., Meurers, D., Kasneci, G., Trautwein, U., & Nagengast, B. (2025, January 27-29). Who did what to succeed? Individual differences in which learning behaviors are relevant for achievement. From Data to Performance: Understanding and Enhancing Student Learning Behaviors. 12. Jahrestagung der Gesellschaft für empirische Bildungsforschung. Universität Mannheim. https://www.sowi.uni-mannheim.de/gebf-2025/start/ [Talk]
Goeze, A., Hoch, E., Sailer, M., & Fütterer, T. (2025, January 27-29). Ein Test zur Erfassung der ICAP-basierten Analysefähigkeit von Lehrkräften bezüglich des kognitiv aktivierenden Einsatzes digitaler Medien im Unterricht. Erfassung und Förderung digitalisierungsbezogener Kompetenzen von (angehenden) Lehrkräften. 12. GEBF-Tagung der Gesellschaft für Empirische Bildungsforschung. Universität Mannheim. [Talk]
Hoch, E., Brouër, B., & Fütterer, T. (2025, January 27-29). Metakognitive Einschätzungen und Selbstkonzept: Eine Längsschnittuntersuchung bei Schüler*innen der Sekundarstufe. 12. GEBF-Tagung der Gesellschaft für Empirische Bildungsforschung. Universität Mannheim. [Talk]
Kubsch, M., Neumann, K., Cress, U., & Drachsler, H. (2025, January 27-29). Ursachen unproduktiver Lernverläufe im naturwissenschaftlichen Unterricht identifizieren und adressieren. KI zur Förderung und Analyse von Lehr- und Lernprozessen. 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF): Bildung als Schlüssel für gesellschaftliche Herausforderungen. Universität Mannheim. [Talk]
Fischer, H. (2025, January 23). Being right vs. knowing when you're not: Exploring metacognition in climate change. Society for Judgment and Decision Making / European Association for Decision Making virtual symposium on Climate Change. Society for Judgment and Decision Making / European Association for Decision Making virtual symposium on Climate Change. [Invited Talk]
Fischer, H., Krefeld-Schwalb, A., & Bruine de Bruin, W. (2025, January 23). Climate change behavior. SJDM-EADM symposium, Joint Symposium of the Society for Judgment and Decision Making and the European Association for Decision Making. USA. [Symposium Discussion]
Becker, F., Spannagl, C. I., Buder, J., & Huff, M. (2025). Performance rather than reputation affects humans’ trust towards an artificial agent. Computers in Human Behavior: Artificial Humans, 3, 100122. https://doi.org/10.1016/j.chbah.2025.100122
Holz, H., Wendebourg, K., Pieronczyk, I., Bodnar, S., Meurers, D., & Parrisius, C. (2025). Design and user preferences of pedagogical agents for an intelligent tutoring system for EFL. Proceedings of the 27th International Conference on Human-Computer Interaction.
Cologna, V., Mede, N. G., Berger, S., Besley, J., Brick, C., Joubert, M., Maibach, E. W., Mihelj, S., Oreskes, N., Schäfer, M. S., van der Linden, S., Abdul Aziz, N. I., Abdulsalam, S., Shamsi, N. A., Aczel, B., Adinugroho, I., Alabrese, E., Aldoh, A., Alfano, M., ... Zwaan, R. A. (2025). Trust in scientists and their role in society across 68 countries. Nature Human Behaviour. https://doi.org/10.1038/s41562-024-02090-5
Mede, N. G., Cologna, V., Berger, S., Besley, J., Brick, C., Joubert, M., Maibach, E. W., Mihelj, S., Oreskes, N., Schäfer, M. S., van der Linden, S., Abdul Aziz, N. I., Abdulsalam, S., Shamsi, N. A., Aczel, B., Adinugroho, I., Alabrese, E., Aldoh, A., Alfano, M., ... Zwaan, R. A. (2025). Perceptions of science, science communication, and climate change attitudes in 68 countries – the TISP dataset. Scientific Data, 12(1), 114. https://doi.org/10.1038/s41597-024-04100-7
Schumacher, A., Kammerer, Y., Scharinger, C., Gottschling, S., Hübner, N., Tibus, M., Kasneci, E., Appel, T., Gerjets, P., & Bardach, L. (2025). How do intellectually curious and interested people learn and attain knowledge? A focus on behavioral traces of information seeking. European Journal of Personality. Advance online publication. https://doi.org/10.1177/08902070241309124
Ditrich, L., & Lachmair, M. (2025). Dataset for: A "front-row seat" to catastrophe: Testing the effect of immersive technologies on sympathy and pro-environmental behavior in the context of rising sea levels [Data set]. https://doi.org/10.23668/psycharchives.15947
Kathmann, J. (2025, January 16). Praxisvortrag Medienpsychologie. Lehrveranstaltung "Anwendungsfelder der Medien- und Wirtschaftspsychologie". Hochschule der Medien, Stuttgart. [Invited Talk]
Kupke, S. (2025). SharePoint-Erweiterung Form. Leibniz-Institut für Wissensmedien, Tübingen.
Ditrich, L., & Lachmair, M. (2025). A ‘front-row seat’ to catastrophe: testing the effect of immersive technologies on sympathy and pro-environmental behavior in the context of rising sea levels. Environmental Education Research. Advance online publication. https://doi.org/10.1080/13504622.2025.2459340
Schwan, S. (2025). Verstehensprozesse in der Medienrezeption. In V. Gehrau, H. Bilandzic, H. Schramm, & C. Wünsch (Hrsg.). Medienrezeption (2. Aufl., S. 283-302). Nomos.
Utz, S. (2025, January 14). Credibility of communicative AI. ComAI Lectures. ZemKi Bremen. [Invited Talk]
Müller, T., & Klemke, A. (2025). Versuchsumgebung: IWM-Study Video04. Leibniz-Institut für Wissensmedien, Tübingen.
Mayer, M., & Heck, D. W. (2025). Modeling dependent group judgments: A computational model of sequential collaboration. Psychonomic Bulletin & Review, 32, 1142–1164. https://doi.org/10.3758/s13423-024-02619-9
Kathmann, J., Gerjets, P., & Brucker, B. (2025). Kafka or not? Concept for an AI-supported multi-touch tabletop game for literature classes. In J. L. Plass, & X. Ochoa (Eds.). Serious Games. 10th Joint International Conference, JCSG 2024, New York City, NY, USA, November 7–8, 2024, proceedings (1 ed., Vol. 15259, pp. 375-383). Springer. https://doi.org/10.1007/978-3-031-74138-8
Merkt, M., & Huff, M. (2025). Dynamic visualizations: How to overcome challenges and seize opportunities. In A. Gegenfurtner & I. Kollar (Eds.). Designing effective digital learning environments (1st ed.). Routledge. https://doi.org/10.4324/9781003386131-8
Schüler, A., Hoch, E., & Scheiter, K. (2025). The effectiveness of learning with multimedia. In A. Gegenfurtner & I. Kollar (Eds.). Designing effective digital learning environments (pp. 9-23). Routledge. https://doi.org/10.4324/9781003386131-4
Wolfers, L. N., Nabi, R. L., & Walter, N. (2025). Too much screen time or too much guilt? How child screen time and parental screen guilt affect parental stress and relationship satisfaction. Media Psychology, 28(1), 102-133. https://doi.org/10.1080/15213269.2024.2310839
Ronconi, A., Mason, L., Manzione, L., & Schüler, A. (2025). Effects of digital reading with on-screen distractions: An eye-tracking study. Journal of Computer Assisted Learning, 41(1), Article e13106. https://doi.org/10.1111/jcal.13106
Cervera Torres, S. (2025). Does digital grabbing boost affectivity in less empathic users? An interactive approach to affective laterality: Empathy, Hand dominance, and Action-Context shape pleasantness experience. Computers in Human Behavior Reports, 17, Article 100568. https://doi.org/10.1016/j.chbr.2024.100568
Bühler, B., Bozkir, E., Goldberg, P., Deininger, H., D'Mello, S., Gerjets, P., Trautwein, U., & Kasneci, E. (2025). Temporal dynamics of meta-awareness of mind wandering during lecture viewing: Implications for learning and automated assessment using machine learning. Journal of Educational Psychology, 117(1), 38–62. https://doi.org/10.1037/edu0000903
Malitzke, P., Richter, C., & Schwan, S. (2025). Relationship between eye movement behavior and vocational interests. Personality and Individual Differences, 236, Article 112975. https://doi.org/10.1016/j.paid.2024.112975
Glaser, M., Hug, L., Werner, S., & Schwan, S. (2025). Spatial versus normal audio guides in exhibitions: Cognitive mechanisms and effects on learning. Educational Technology Research and Development, 73, 169–198. https://doi.org/10.1007/s11423-024-10424-3
Sarigül, B., Schneider, F. M., & Utz, S. (2025). Dataset for: Believe it or not? Investigating the credibility of voice assistants in the context of social roles and relationship types [Data set]. https://osf.io/ygfsw/
Wendebourg, K., Öttl, B., Meurers, D., & Kaup, B. (2025). Semantic information boosts the acquisition of a novel grammatical system in different presentation formats. Language and Cognition. Advance online publication. https://doi.org/10.1017/langcog.2023.47