Publications

2023

Journals

  • Deacon, B., Laufer, M., & Schäfer, L. O. (2023). Infusing Educational Technologies in the Heart of the University - A Systematic Literature Review from an Organisational Perspective. British Journal of Educational Technology, 54(2), 441–466. https://doi.org/10.1111/bjet.13277
  • Froehlich, L., Sassenberg, K., Jonkmann, K., Scheiter, K., & Stürmer, S. (2023). Student diversity and e–exam acceptance in higher education. Journal of Computer Assisted Learning, 1–15. https://doi.org/10.1111/jcal.12794
  • Reich-Stiebert, N., Voltmer, J.-B., Raimann, J., & Stürmer, S. (in press 2023). Role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL. International Journal of Computer-Supported Collaborative Learning.
  • Zesch, T., Horbach, A., & Zehner, F. (2023). To score or not to score: Factors influencing performance and feasibility of automatic content scoring of text responses. Educational Measurement: Issues and Practice, 42(1), 44–58. https://doi.org/https://doi.org/10.1111/emip.12544

Conferences

  • Aggarwal, P., Chawla, P., Das, M., Saha, P., Mathew, B., Zesch, T., & Mukherjee, A. (2023). HateProof: Are hateful meme detection systems really robust? Proceedings of the ACM Web Conference 2023, 3734–3743. https://doi.org/10.1145/3543507.3583356
  • Schäfer, L. O., Deacon, B., & Laufer, M. (in press 2023). Die Rolle der Digitalisierungsstrategie bei der Implementierung und dem Erhalt digitaler Lehre. Digitale Kulturen der Lehre entwickeln. https://dikule-symposium.de/

Talks and Poster Presentations

  • Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023). Studienbezogene Selbstwirksamkeit und Wertüberzeugungen internationaler MINT- und Nicht-MINT-Studierender in Deutschland aus intersektionaler Perspektive. 10th GEBF Annual conference, Universität Duisburg-Essen.
  • Thies, T., & Falk, S. (2023). Einflussfaktoren des Antwortverhaltens von internationalen Studierenden in Onlinebefragungen. 10th GEBF Annual conference, Universität Duisburg-Essen.
  • Zimmermann, J. (2023). Internationale Studierende in Deutschland – Interdisziplinäre Befunde zu Studienerleben, Studienerfolg und Verbleibsintentionen. 10th GEBF Annual Conference, Universität Duisburg-Essen.

2022

Journals

  • Aufschnaiter, S., Zhao, F., Gaschler, R., Kiesel, A., & Thomaschke, R. (2022). Investigating time-based expectancy beyond binary timing scenarios: Evidencefrom a paradigm employing three predictive pre-target intervals. Psychological Research, 86(2007-2020). https://doi.org/10.1007/s00426-021-01606-2
  • Bick, N., Froehlich, L., Friehs, M., Kotzur, P. F., & Landmann, H. (2022). Social evaluation at a distance - facets of stereotype content about student groups in higher distance education. International Review of Social Psychology.
  • Burchart, M. (2022). Auf dem Weg zur skalierbaren Unterstützung des kollaborativen Schreibens in hochdiversen Fernlerngruppen. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 48(Digitalisierung als Katalysator), 135–154. https://doi.org/10.21240/mpaed/48/2022.06.12.X
  • Dorrough, A. R., Bick, N., Bring, L., Brockers, C., Butz, C., & Schneider, I. K. (2022). Caring about (COVID-19 related) social issues signals trustworthiness: Direct and conceptual replication of zlatev (2019). Collabra: Psychology, 8(1). https://doi.org/10.1525/collabra.31036
  • Dorrough, A. R., Froehlich, L., & Eriksson, K. (2022). Cooperation in the cross-national context. Current Opinion in Psychology, 44, 281–285. https://doi.org/10.1016/j.copsyc.2021.10.006
  • Elsholz, U., Schäfer, L. O., & Huynh, H. N. (2022). Kompetenzsensible Studiengestaltung als mehrdimensionale Herausforderung. die hochschule journal für wissenschaft und bildung, 31(1-2), 82–93. https://www.hof.uni-halle.de/journal/dhs222.htm
  • Froehlich, L., Brokjøb, L. G., Nikitin, J., & Martiny, S. E. (2022). Integration or isolation: Social identity threat relates to immigrant students’ sense of belonging and social approach motivation in the academic context. Journal of Social Issues.
  • Froehlich, L., Hattesohl, D. B. R., Cotler, J., Jason, L. A., Scheibenbogen, C., & Behrends, U. (2022). Causal attributions and perceived stigma for myalgic encephalomyelitis/chronic fatigue syndrome. Journal of Health Psychology, 27(10), 2291–2304. https://doi.org/10.1177/13591053211027631
  • Froehlich, L., Mok, S. Y., Martiny, S. E., & Deaux, K. (2022). Stereotype threat-effects for turkish-origin migrants in germany: Taking stock of cumulative research evidence. European Educational Research Journal, 3(1), 147490411880753. https://doi.org/10.1177/1474904118807539
  • Froehlich, L., Tsukamoto, S., Morinaga, Y., Sakata, K., Uchida, Y., Keller, M. M., Stürmer, S., Martiny, S. E., & Trommsdorff, G. (2022). Gender stereotypes and expected backlash for female STEM students in germany and japan. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.793486
  • Kasakowskij, R. (2022). Auswahl und Generierung von passenden Feedbacks auf Basis eines Feedback-Rating-System-Frameworks. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 48(Digitalisierung als Katalysator), 155–169. https://doi.org/10.21240/mpaed/48/2022.06.13.X
  • Kosakowska-Berezecka, N., Bosson, J. K., Jurek, P., Besta, T., Froehlich, L., & Żadkowska, M. (2022). Gendered self-views across 62 countries: A test of competing models. Social Psychological and Personality Science, 0(0). https://doi.org/10.1177/19485506221129687
  • Kuzilek, J., Zdrahal, Z., Vaclavek, J., Fuglik, V., Skocilas, J., & Wolff, A. (2022). First-year engineering students’ strategies for taking exams. International Journal of Artificial Intelligence in Education, 1–26.
  • Leh, A., Langhanns, C., Zhao, F., Gaschler, R., & Müller, H. (2022). Muscle activity in explicit and implicit sequence learning: Exploring additional measures of learning and certainty via tensor decomposition. Acta Psychologica, 226, 103587.https://doi.org/10.1016/j.actpsy.2022.103587
  • Timm, M., Deacon, B., Laufer, M., Schäfer, L. O., & Tschache, T. (2022). Atomisierung, Innovation und Organisation: Qualität der Lehre im ersten Digitalsemester. die hochschullehre, 8(1), 395–408.
  • Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). The role of multi-attributional student diversity in computer-supported collaborative learning. The Internet and Higher Education, 55, 100868. https://doi.org/10.1016/j.iheduc.2022.100868
  • Zhao, F., Gaschler, R., Schnotz, W., & Wagner, I. (2022). Lower grade students tend to give up early in multimedia learning. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00612-1

Conferences

  • Aggarwal, P., & Zesch, T. (2022a). Analyzing the real vulnerability of hate speech detection systems against targeted intentional noise. Proceedings of the Eighth Workshop on Noisy User-Generated Text (w-NUT 2022), 230–242. https://aclanthology.org/2022.wnut-1.25
  • Aggarwal, P., & Zesch, T. (2022b). Bye, bye, maintenance work? Using model cloning to approximate the behavior of legacy tools. Proceedings of the 18th Conference on Natural Language Processing (KONVENS 2022), 175–180. https://aclanthology.org/2022.konvens-1.21
  • Bexte, M., Horbach, A., & Zesch, T. (2022). Similarity-based content scoring - how to make S-BERT keep up with BERT. Proceedings of the 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022), 118–123. https://aclanthology.org/2022.bea-1.16
  • Bexte, M., Laarmann-Quante, R., Horbach, A., & Zesch, T. (2022). LeSpell - a multi-lingual benchmark corpus of spelling errors to develop spellchecking methods for learner language. Proceedings of the Language Resources and Evaluation Conference, 697–706. https://aclanthology.org/2022.lrec-1.73
  • Diesner-Mayer, T., & Seidel, N. (2022). Supporting gender-neutral writing in German.Proceedings of the Conference on Mensch Und Computer, (im Druck). https://doi.org/10.1145/3543758.3547566
  • Ding, Y., Bexte, M., & Horbach, A. (2022). Don’t drop the topic - the role of the prompt in argument identification in student writing. Proceedings of the 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022), 124–133. https://aclanthology.org/2022.bea-1.17
  • Gold, C., & Zesch, T. (2022, December). CNN-based ruled line removal in handwritten documents. Proceedings of the 18th International Conference on Frontiers of Handwriting Recognition (ICFHR 2022).
  • Horbach, A., Laarmann-Quante, R., Liebenow, L., Jansen, T., Keller, S., Meyer, J., Zesch, T., & Fleckenstein, J. (2022). Bringing automatic scoring into the classroom–measuring the impact of automated analytic feedback on student writing performance. Swedish Language Technology Conference and NLP4CALL, 72–83. https://ecp.ep.liu.se/index.php/sltc/article/view/580/550
  • Kasakowskij, R., Kasakowskij, T., & Seidel, N. (2022). Generation of Multiple True False Questions. In P. A. Henning, M. Striewe, & M. Wölfel (Eds.), DELFI 2021 – Die 20. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (pp. 147–152). Gesellschaft für Informatik. https://doi.org/10.18420/delfi2022-026
  • Kiesler, N., & Thorbrügge, C. (2022). A Comparative Study of ProgrammingCompetencies in Vocational Training and Higher Education. Proceedings of the 27th ACM Conference on Innovation and Technology in Computer ScienceEducation, 1–7.
  • Laarmann-Quante, R., Prepens, L., & Zesch, T. (2022). Evaluating automatic spelling correction tools on german primary school children’s misspellings. Swedish Language Technology Conference and NLP4CALL, 95–107. https://ecp.ep.liu.se/index.php/sltc/article/download/582/552
  • Laarmann-Quante, R., Schwarz, L., Horbach, A., & Zesch, T. (2022). ‘Meet me at the ribary’ – acceptability of spelling variants in free-text answers to listening comprehension prompts. Proceedings of the 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022), 173–182. https://aclanthology.org/2022.bea-1.22
  • Laufer, M., Deacon, B., & Schäfer, L. O. (2022, September). Leadership in DigitalChange: An exploration of organizational trust and innovation in universities.EAIR Forum 2022: Accelerating the Future of Higher Education. https://www.eairweb.org/
  • Laufer, M., Schäfer, L. O., & Deacon, B. (2022). Resisting Digital Change: Is it a BadThing?: An exploration into why university staff resist digital teaching. SRHEConference 2022, Mobilities in Higher Education.
  • Ludwig, F., Dolos, K., Zesch, T., & Hobley, E. (2022). Improving generalization of hate speech detection systems to novel target groups via domain adaptation. Proceedings of the Sixth Workshop on Online Abuse and Harms (WOAH), 29–39. https://doi.org/10.18653/v1/2022.woah-1.4
  • Menze, D., & Seidel, N. (2022). Support for Reading Comprehension in Digital Course Texts. In M. Mandausch (Ed.), Workshop proceedings DELFI 2022 (pp. in print).
  • Menze, D., Seidel, Ni., & Kasakowskij, R. (2022). Interaction of reading and assessment behavior. In P. A. Henning, M. Striewe, & M. Wölfel (Eds.), DELFI 2022 – Die 21. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (pp. 27–38). Gesellschaft für Informatik. https://doi.org/10.18420/delfi2022-011
  • Schäfer, L. O., Deacon, B., & Laufer, M. (2022, July). Organizational conditions and dynamics of digital teaching. Academic Practice and Technology (APT): ShapingAcademic Practice Through Diversity and Flexibility. Parallel Sessions 2. https://reflect.ucl.ac.uk/aptconference/presentations-papers-archive/conference-2022-video/
  • Schumacher, C., & Kuzilek, J. (2022). How do students perceive algorithmic grouping in higher education? Companion Proceedings of the LAK2022, 48.
  • Seidel, N. (2022a). Mapping course text to hyperaudio. In P. A. Henning, M. Striewe, & M. Wölfel (Eds.), DELFI 2022 – Die 21. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (pp. 69–74). Gesellschaft für Informatik. https://doi.org/10.18420/delfi2022-015
  • Seidel, N. (2022b). Modeling study duration considering course enrollments and student diversity. Proceedings of the 15th International Conference on Educational Data Mining (EDM 2022), 621–628. https://doi.org/10.5281/zenodo.6852956
  • Seidel, N., & Menze, D. (2022). Interactions of reading and assessment activities. In S. Sosnovsky, P. Brusilovsky, & A. Lan (Eds.), 4th workshop on intelligent textbooks, 2022 (pp. 64–76). CEUR-WS. http://ceur-ws.org/Vol-3192/
  • Seidel, N., & Schumacher, C. (2022). Workshop Learning Analytics - Intertweening Learning Analytics and Adaptive Learning. Proceedings of the DELFI Workshops, (im Druck).
  • van Rijn, L., Karolyi, H., & de Witt, C. (2022). Trusted Learning Analytics verstetigen. Mit Change Management zu didaktischen Innovationen. In B. Standl (Ed.), Digitale Lehre nachhaltig gestalten. Waxmann.
  • Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). Effects of multi-attributional student diversity in CSCL. Proceedings of the 15th InternationalConference on Computer-Supported Collaborative Learning - CSCL, 555–556.
  • Wang, X., Li, H., Zimmermann, A., Pinkwart, Niels., Wrede, S., van Rijn, L., Witt, C. de, & Baudach, B. (2022). IFSE - personalized quiz generator and intelligent knowledge recommendation. 2022 IEEE 16th International Conference on Semantic Computing (ICSC), 201–208. https://doi.org/10.1109/ICSC52841.2022.00041
  • Zesch, T., & Bewersdorff, J. (2022). German medical natural language processing–a data-centric survey. In C. Reich & U. Mescheder (Eds.), The upper-rhine artificial intelligence symposium UR-AI 2022 : AI applications in medicine and manufacturing, 19 october 2022, villingen-schwenningen, germany (pp. 137–145). Furtwangen University.
  • Zufall, F., Hamacher, M., Kloppenborg, K., & Zesch, T. (2022). A legal approach to hate speech – operationalizing the EU’s legal framework against the expression of hatred as an NLP task. Proceedings of the Natural Legal Language Processing Workshop 2022, 53–64. https://aclanthology.org/2022.nllp-1.5

Proceedings

  • Kochmar, E., Burstein, J., Horbach, A., Laarmann-Quante, R., Madnani, N., Tack, A., Yaneva, V., Yuan, Z., & Zesch, T. (Eds.). (2022). Proceedings of the 17th workshop on innovative use of NLP for building educational applications (BEA 2022). Association for Computational Linguistics. https://aclanthology.org/2022.bea-1.0

Chapters in Edited Books

  • Froehlich, L., Essien, I., & Martiny, S. E. (2022). Stereotype in Kindergärten und Kindertagesstätten: Theoretische Grundlagen, empirische Evidenz und Interventionsansätze für pädagogisches Fachpersonal. In S. Glock (Ed.),Stereotype in der Schule II. Springer Fachmedien Wiesbaden GmbH; Springer VS.
  • Horbach, A. (2022). Werkzeuge für die automatische Sprachanalyse. In M. Beißwenger, L. Lemnitzer, & C. Müller-Spitzer (Eds.), Forschen in der Linguistik. Eine Methodeneinführung für das Germanistik-Studium. Wilhelm Fink (UTB).
  • Laufer, M., Deacon, B., & Schäfer, L. O. (2022). The Power of Informal Networks.How middle management, central leadership and trust can impact innovation at the university. In F. W. Hesse, C. Kobsda, & C. Schemmann (Eds.), Digital Transformation of Higher Education - Global Learning Report 2022. Global Learning Council (GLC). https://doi.org/https://doi.org/10.21241/ssoar.73580
  • Schütz, J., Rosenkranz, L., Deacon, B., & Elsholz, U. (2022). Never walk alone. Über das Verhältnis pädagogischer Professionalität und organisationaler Verantwortungan Hochschulen in Zeiten der Corona-Pandemie. In H. Angenent, J. Petri, & T. Zimenkova (Eds.), Hochschulen in der Pandemie (pp. 58–73). transcript Verlag. https://doi.org/10.14361/9783839459843-004
  • Wrede, S. E., Gloerfeld, C., Witt, C. de, & Wang, X. (2022). Künstliche Intelligenz und forschendes Lernen - ein ideales Paar im Hochschulstudium!? In T. Schmohl & A. Watanabe (Eds.), Künstliche Intelligenz in der Hochschulbildung. transcript.

Talks and Poster Presentations

  • Karolyi, H. (2022). Selbstreguliertes Lernen und digitale Kompetenzen in digitalenStudienformaten.
  • Karolyi, H., & van Rijn, L. (2022). Im Team besser – worauf es bei der interdisziplinären Zusammenarbeit ankommt.
  • Karolyi, H., & Wrede, S. (2022). Gestaltung formativer Feedbacks an Hochschulen mit Künstlicher Intelligenz und Trusted Learning Analytics.
  • Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2022a). A “chilly climate” for female international students in STEM? An intersectional perspective on the determinants of sence of university belonging amongst international students in Germany in STEM and non-STEM subjects. Network Gender & STEM Conference 2022, Universität der Bundeswehr München.
  • Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2022b). Mittendrin oder „nur“ dabei? Determinanten des Hochschulzugehörigkeitsgefühls internationaler Studierender in Deutschland in MINT- und Nicht-MINT-Studiengängen. 52nd DGPs congress, Universität Hildesheim.
  • Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2022c). Right in the middle or just along for the ride? University belonging amongst international STEM students in Germany from an intersectional point of view. Transitions and Mobilities - International students’ aspirations 2022, Fulda University of Applied Sciences.
  • van Rijn, L., Karolyi, H., & de Witt, C. (2022). Trusted Learning Analytics verstetigen. Mit Change Management zu didaktischen Innovationen.

Web Documents

Data Sets

Software

2021

Journals

  • Bosson, J. K., Jurek, P., Vandello, J. A., Kosakowska-Berezecka, N., Olech, M., Besta, T., Bender, M., Hoorens, V., Becker, M., Timur Sevincer, A., Best, D. L., Safdar, S., Włodarczyk, A., Zawisza, M., Żadkowska, M., Abuhamdeh, S., Badu Agyemang, C., Akbaş, G., Albayrak-Aydemir, N., … Žukauskienė, R. (2021). Psychometric properties and correlates of precarious manhood beliefs in 62 nations. Journal of Cross-Cultural Psychology, 52(3), 231–258. https://doi.org/10.1177/0022022121997997
  • Dorrough, A. R., Olsson, M. I. T., Froehlich, L., Glöckner, A., & Martiny, S. E. (2021). Does she compensate the victim while he punishes the perpetrator? No gender differences in anonymous economic games across 11 nations. Journal of Behavioral Decision Making, 34(2), 261–274. https://doi.org/10.1002/bdm.2208
  • Elsholz, U., Fecher, B., Deacon, B., Schäfer, L. O., & Laufer, M. (2021). Implikationen der Covid-19-Pandemie für digitale Lehre: Organisierte Freiheit alsVeränderungsparadigma. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 40, 472–486. https://doi.org/10.21240/mpaed/40/2021.11.29.X
  • Froehlich, L., Dorrough, A. R., Glöckner, A., & Stürmer, S. (2021). Similarity predicts cross-national social preferences. Social Psychological and Personality Science, 12(8), 1486–1498. https://doi.org/10.1177/1948550620982704
  • Froehlich, L., Hattesohl, D. B. R., Jason, L. A., Scheibenbogen, C., Behrends, U., & Thoma, M. (2021). Medical care situation of people with myalgic encephalomyelitis/chronic fatigue syndrome in germany. Medicina (Kaunas, Lithuania), 57(7). https://doi.org/10.3390/medicina57070646
  • Granderath, J. S., Martin, A., & Froehlich, L. (2021). The effect of participation in adult education on life satisfaction of immigrants and natives: A longitudinal analysis. Journal of Happiness Studies, 22(7), 3043–3067. https://doi.org/10.1007/s10902-020-00340-7
  • Granderath, J. S., Martin, A., Froehlich, L., & Stürmer, S. (2021). Identification through education: Exploring the effects of adult education on national and ethnic identification of people with migration background in germany. Journal of Community & Applied Social Psychology, 31(2), 198–212. https://doi.org/10.1002/casp.2482
  • Laufer, M., Leiser, A., Deacon, B., Perrin de Brichambaut, P., Fecher, B., Kobsda, C., & Hesse, F. (2021). Digital Higher Education: A Divider or Bridge Builder? Leadership Perspectives on Edtech in a COVID-19 Reality. International Journal of Educational Technology in Higher Education, 18(1), 1–17. https://doi.org/10.1186/s41239-021-00287-6
  • Mok, S. Y., Bakaç, C., & Froehlich, L. (2021). “My family’s goals are also my goals”: The relationship between collectivism, distal utility value, and learning and career goals of international university students in germany. International Journal for Educational and Vocational Guidance, 21(2), 355–378. https://doi.org/10.1007/s10775-020-09447-y
  • Olsson, M. I. T., Froehlich, L., Dorrough, A. R., & Martiny, S. E. (2021). The hers and his of prosociality across 10 countries. British Journal of Social Psychology, 60(4), 1330–1349. https://doi.org/10.1111/bjso.12454
  • Röttger, E., Zhao, F., Gaschler, R., & Haider, H. (2021). Why does dual-tasking hamper implicit sequence learning? Journal of Cognition, 4(1), 1. https://doi.org/10.5334/joc.136
  • Seidel, N., Haake, J. M., & Burchart, M. (2021). From Diversity to adaptive Personalization: The Next Generation Learning Management System as Adaptive Learning Environment. Eleed, 14(1). http://nbn-resolving.de/urn:nbn:de:0009-5-52421
  • Zesch, T., Horbach, A., & Laarmann-Quante, R. (2021). Künstliche Intelligenz in derBildung. Unikate: Berichte aus Forschung und Lehre, 56: Junge Wilde - Die nächste Generation, 95–103. https://www.uni-due.de/unikate/pdf/UNIKATE_2021_056_10_Zesch.pdf
  • Zhao, F. (2021). Interviewer presence can affect learning with interview videos. E-Learning and Digital Media, 18(4), 1–17. https://doi.org/10.1177/2042753021995312
  • Zhao, F., & Gaschler, R. (2021a). Best graph type to compare discrete groups: Bar, dot, and tally. Frontiers in Psychology, 12, 775721. https://doi.org/10.3389/fpsyg.2021.775721
  • Zhao, F., & Gaschler, R. (2021b). Best graph type to compare discrete groups: Bar, dot, and tally. Frontiers in Psychology, 12, 775721. https://doi.org/10.3389/fpsyg.2021.775721

Conferences

  • Aggarwal, P., Liman, M. E., Gold, D., & Zesch, T. (2021). VL-BERT+: DetectingProtected Groups in Hateful Multimodal Memes. Proceedings of the 5th Workshopon Online Abuse and Harms (WOAH 2021), 207–214. https://doi.org/10.18653/v1/2021.woah-1.22
  • Bexte, M., Horbach, A., & Zesch, T. (2021). Implicit Phenomena in Short-answer Scoring Data. Proceedings of the First Workshop on Understanding Implicit and Underspecified Language.
  • Deacon, B., Leiser, A., Hian, L. C., & Parchmann, I. (2021, September). Digital higher education: A divider or bridge builder? Leadership perspectives on digital learning for collaboration. CHER 33rd Annual Conference Promoting Closer Relations and Scholarly Dialogues Between European and Asian Higher Education Researchers.University of Hong Kong; CHER Board of Governors. https://www.cher2021.edu.hku.hk/home
  • Deacon, B., Schäfer, L. O., & Laufer, M. (2021a, March). The Rapid Digital Turn: AnExploration into the Tight and Loose Coupling of University Structures. Understanding Digital Transformations of Higher Education Teaching and Learning in the Nordics and Beyond. Universities of Agder (Norway), Aarhus(Denmark) and KTH Royal Institute of Technology (Sweden). https://cedit.uia.no/understanding-digital-transformations-of-higher-education-teaching-and-learning-in-the-nordics-and-beyond-call-for-papers/
  • Deacon, B., Schäfer, L. O., & Laufer, M. (2021b, September). The Rapid Digital Turn:An Exploration into the Tight and Loose Coupling of University Structures. 43rd Annual EAIR Forum 2021: Transformation Fast and Slow: Quality, Trust andDigitalisation in Higher Education. https://www.eairweb.org/forum-berlin-2021
  • Deacon, B., Schäfer, L. O., Timm, M., & Laufer, M. (2021, September). Enge und lose Kopplungen in der Hochschule – Die COVID-19 Pandemie und digitale Lehre.Soziologische Betrachtungen zur Digitalisierung der Lehre (in der COVID-19-Pandemie). DIPF – Leibniz-Institut für Bildungsforschung undBildungsinformation. https://www.dipf.de/de
  • Gold, C., Boom, D. van den, & Zesch, T. (2021). Personalizing HandwritingRecognition Systems with Limited User-Specific Samples. Proceedings of the 16th International Conference on Document Analysis and Recognition (ICDAR2021).
  • Haake, J. M., Seidel, N., Burchart, M., Karolyi, H., & Kasakowskij, R. (2021). Accuracy of self-assessments in higher education. DELFI 2021 – Die 19. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V., 97–108. https://dl.gi.de/handle/20.500.12116/36995
  • Haring, C., Lehmann, R., Horbach, A., & Zesch, T. (2021). C-Test Collector: AProficiency Testing Application to Collect Training Data for C-Tests. Proceedings of the 16th Workshop on Innovative Use of NLP for Building EducationalApplications, 180–184. https://www.aclweb.org/anthology/2021.bea-1.19
  • Huynh, H. N., Elsholz, U., & Opel, S. (2021, September). Individuelle Anrechnungaußerhochschulischer Kompetenzen am Beispiel eines informatischenStudiengangs. 9. Fachtagung Hochschuldidaktik Informatik (HDI) 2021.
  • Leiser, A., Deacon, B., Fredman, P., Ogan, A., Moser-Mercer, B., & Grabill, J. (2021, November). Panel-Discussion: Inequalities in higher education: A global perspective. University:Future Festival 2021 - Open for Discussion.Hochschulforum Digitalisierung. https://festival.hfd.digital/en/programme/sessions-2021/?id=281541
  • Opel, S., Netzer, C. M., & Desel, J. (2021a). AsTRA - An Assessment Tool forRecognition and Adaption of Prior Professional Experience and VocationalTraining. Proceedings of OCCE 2021 D℡-IFIP TC3 Conference, 222–233.
  • Opel, S., Netzer, C. M., & Desel, J. (2021b, September). Adaption von Lernwegen in adaptierten Lehrmaterialien für Studierende mit Berufsausbildungsabschluss. 9. Fachtagung Hochschuldidaktik Informatik (HDI) 2021.
  • Pham, D. D., Müller, J., Aggarwal, P., Khatri, A., Sharma, M., Zesch, T., & Pauli, J. (2021, January). Fully vs. Weakly Supervised Caries Localization in SmartphoneImages with CNNs. Artificial Intelligence for Healthcare ApplicationsInternational Workshop - ICPR 2020 Workshop Proceedings.
  • Schäfer, H., Idrissi-Yaghir, A., Galetzka, W., Bexte, M., & Friedrich, C. M. (2021). WisPerMed text at TREC clinical trials track 2021. In 30th Text REtrievalConference, 7.
  • Schumacher, C., & Kuzilek, J. (2021a). Perfect match? Investigating students’ perceptions about algorithmic grouping in higher education. 2021 AECT International Convention.
  • Schumacher, C., & Kuzilek, J. (2021b, June). Student perspectives on automatic grouping in higher education. Presented at Junges Forum für Medien Und Hochschulentwicklung, Virtual Conference, 09-06-2021.
  • Schumacher, C., Reich-Stiebert, N., Kuzilek, J., Burchart, M., Raimann, J., Voltmer, J.-B., & Stürmer, S. (2021, April). Group perceptions vs. Group reality: Exploring the fit of self-report and log file data in the process of collaboration. Companion Proceedings of Conference on Learning Analytics and Knowledge 2021, Virtual Conference, 15-04-2021.
  • Schumacher, C., Seidel, N., & Rzepka, N. (2021). Workshop Learning Analytics - Considering student diversity with regard to assessment data and discrimination. In A. Lingnau (Ed.), Proceedings of the DELFI workshops (pp. 113–119). https://repositorium.hs-ruhrwest.de/frontdoor/deliver/index/docId/733/file/DELFI_2021_WS.pdf
  • Seidel, N. (2021). Designing Systems for Mobile Collaboration. 26th European Conference on Pattern Languages of Programs, Article 22, 13 pages. https://doi.org/10.1145/3489449.3489999
  • Seidel, N., Karolyi, H., Burchart, M., & Witt, C. de. (2021). Approaching Adaptive Support for Self-regulated Learning. In D. Guralnick, M. E. Auer, & A. Poce (Eds.), Innovations in learning and technology for the workplace and higher education (pp. 409–424). Springer International Publishing.
  • Thorbrügge, C., Desel, J., & Schäfer, L. O. (2021, September). Studienverkürzung durch Anerkennung von Kompetenzen. Eine Interviewstudie über Vorqualifikationen von Informatikstudierenden. 9. Fachtagung HochschuldidaktikInformatik (HDI) 2021.
  • Timm, M., Deacon, B., Tschache, T., Schäfer, L. O., & Laufer, M. (2021, September). Qualität in der digitalen Lehre: Eine Untersuchung von Einflussfaktoren. Tagung der Gesellschaft für Hochschulforschung. https://www.uni-giessen.de/fbz/fb03/institutefb03/erziehung/abteilungen/hd/gfhf2021
  • Weiher, B., Seidel, N., Burchart, M., & Veiel, D. (2021). Indicators of group learning in collaborative software development teams. In Andreas Lingnau (Ed.), Proceedings of DELFI workshops 2021 (pp. 164–175). Gesellschaft für Informatik.

Books

  • Hesse, F. W., Kobsda, C., & Leiser, A. (2021). Digital Transformation of HigherEducation - Global Learning Report 2021. Global Learning Council (GLC). https://doi.org/https://doi.org/10.21241/ssoar.73580

Proceedings

  • Burstein, J., Horbach, A., Kochmar, E., Laarmann-Quante, R., Leacock, C., Madnani, N., Pilán, I., Yannakoudakis, H., & Zesch, T. (Eds.). (2021). Proceedings of the 16th Workshop on Innovative Use of NLP for Building Educational Applications. Association for Computational Linguistics. https://www.aclweb.org/anthology/2021.bea-1.0

Chapters in Edited Books

  • Goram, M., & Veiel, D. (2021a). Ethical Behavior and Legal Regulations in Artificial Intelligence (Part One): Supporting Sovereignty of Users While Using Complex and Intelligent Systems. In S. J. Thompson (Ed.), Machine law, ethics, and morality in the age of artificial intelligence (pp. 12–26). IGI Global.
  • Goram, M., & Veiel, D. (2021b). Ethical Behavior and Legal Regulations in Artificial Intelligence (Part Two): Representation of Law and Ethics in Intelligent Systems. In S. J. Thompson (Ed.), Machine law, ethics, and morality in the age of artificial intelligence (pp. 27–46). IGI Global.

Web Documents

Data Sets

2020

Journals

  • Froehlich, L., Martiny, S. E., & Deaux, K. (2020). A longitudinal investigation of the ethnic and national identities of children with migration background in germany. Social Psychology, 51(2), 91–105. https://doi.org/10.1027/1864-9335/a000403
  • Froehlich, L., Olsson, M. I. T., Dorrough, A. R., & Martiny, S. E. (2020). Gender at work across nations: Men and women working in male–dominated and female–dominated occupations are differentially associated with agency and communion. Journal of Social Issues, 76(3), 484–511. https://doi.org/10.1111/josi.12390
  • Gloerfeld, C., Wrede, S., Witt, C. de, & Wang, X. (2020). Recommender – potentials and limitations for self-study in higher education from an educational science perspective. International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI), 2(2), 34. https://doi.org/10.3991/ijai.v2i2.14763
  • Goram, M., & Veiel, D. (2020). A Context Model for Intelligible Explanations in Adaptive Personalized Learning Environments. International Journal of Information and Education Technology (IJIET), 10(5), 351–355.
  • Kosakowska-Berezecka, N., Besta, T., Bosson, J. K., Jurek, P., Vandello, J. A., Best, D. L., Wlodarczyk, A., Safdar, S., Zawisza, M., Żadkowska, M., Sobiecki, J., Agyemang, C. B., Akbaş, G., Ammirati, S., Anderson, J., Anjum, G., Aruta, J. J. B. R., Ashraf, M., Bakaitytė, A., … Žukauskienė, R. (2020). Country–level and individual–level predictors of men’s support for gender equality in 42 countries. European Journal of Social Psychology, 50(6), 1276–1291. https://doi.org/10.1002/ejsp.2696
  • Martiny, S. E., Froehlich, L., Soltanpanah, J., & Haugen, M. S. (2020). Young immigrants in norway: The role of national and ethnic identity in immigrants’ integration. Scandinavian Journal of Psychology, 61(2), 312–324. https://doi.org/10.1111/sjop.12594
  • Wahlen, A., Kuhn, C., Zlatkin-Troitschanskaia, O., Gold, C., Zesch, T., & Horbach, A. (2020). Automated Scoring of Teachers’ Pedagogical Content Knowledge - AComparison between Human and Machine Scoring. Frontiers in Education. https://www.frontiersin.org/articles/10.3389/feduc.2020.00149/pdf
  • Zhao, F., Gaschler, R., Kneschke, A., Radler, S., Duttine, C., & Haider, H. (2020). Origami folding: Taxing resources necessary for the acquisition of sequential skills. PLoS One, 15(10), e0240226. https://doi.org/10.1371/journal. pone.0240226
  • Zhao, F., Gaschler, R., Nöhring, O., Röttger, E., & Haider, H. (2020). Sequential modulation of across-task congruency in the serial reaction time task. Acta Psychologica, 205(103043). https://doi.org/10.1016/j.actpsy.2020.103043
  • Zhao, F., Gaschler, R., Schnotz, W., & Wagner, I. (2020). Regulating distance to the screen while engaging in difficult tasks. Frontline Learning Research, 8(6), 59–76. https://doi.org/10.14786/flr.v8i6.663
  • Zhao, F., Schnotz, W., Wagner, I., & Gaschler, R. (2020). Texts and pictures serve different functions in conjoint mental model construction and adaptation. Memory & Cognition, 48(1), 69–82. https://doi.org/10.3758/s13421-019-00962-0

Conferences

  • Desel, J. (2020). Workshop on Modeling in Higher Education Teaching: TeachingModeling – Model Teaching. In J. Michael & D. Bork (Eds.), CompanionProceedings of Modellierung 2020 Short, Workshop and Tools & Demo Papers co-located with Modellierung 2020. http://ceur-ws.org/Vol-2542/MOHOL1.pdf
  • Ding, Y., Horbach, A., Wang, H., Song, X., & Zesch, T. (2020). Chinese ContentScoring: Open-Access Datasets and Features on Different Segmentation Levels. Proceedings of the 1st Conference of the Asia-Pacific Chapter of the Associationfor Computational Linguistics and the 10th International Joint Conference onNatural Language Processing(AACL-IJCNLP 2020). https://www.aclweb.org/anthology/2020.aacl-main.37.pdf
  • Ding, Y., Riordan, B., Horbach, A., Cahill, A., & Zesch, T. (2020). Don’t take "nswvtnvakgxpm" for an answer - The surprising vulnerability of automatic content scoring systems to adversarial input. Proceedings of the 28th InternationalConference on Computational Linguistics(COLING 2020). https://www.aclweb.org/anthology/2020.coling-main.76.pdf
  • Gold, C., & Zesch, T. (2020). Exploring the Impact of Handwriting Recognition on theAutomated Scoring of Handwritten Student Answers. Proceedings of the 17thInternational Conference on Frontiers in Handwriting Recognition (ICFHR 2020). https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=9257760
  • Goram, M., & Veiel, D. (2020a). Linking Legal and Domain-specific Requirements in a Context-based Adaptive Personalized Learning Environment. 10th International Symposium on Frontiers in Ambient and Mobile Systems, ANT 2020, 170, 995–1002.
  • Goram, M., & Veiel, D. (2020b). Supporting different Roles and Responsibilities in Developing and Using Context-based Adaptive Personalized Collaboration Environments Compliant to the Law. International Conference on Human-Computer Interaction.
  • Goram, M., & Veiel, D. (2020c). Towards Traceability of Decision-making in Intelligent Context-based Adaptive System Environments. In S. Rudolph & G. Marreiros (Eds.), Proceedings of the 9th european starting AI researchers’ symposium 2020 co-located with 24th european conference on artificial intelligence (ECAI 2020), santiago compostela, spain, august, 2020 (Vol. 2655). CEUR-WS.org.
  • Haake, J. M., Seidel, N., Karolyi, H., & Ma, L. (2020). Self-Assessment mit High-Information Feedback. In R. Zender, D. Ifenthaler, T. Leonhardt, & C. Schumacher (Eds.), DELFI 2020 – Die 18. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (pp. 145–150). Gesellschaft für Informatik (GI e.V.). https://dl.gi.de/handle/20.500.12116/34152
  • Horbach, A., Aldabe, I., Bexte, M., Lacalle, O. de, & Maritxalar, M. (2020). Appropriateness and Pedagogic Usefulness of Reading Comprehension Questions. Proceedings of the 12th International Conference on Language Resources and Evaluation (LREC-2020). https://www.aclweb.org/anthology/2020.lrec-1.217.pdf
  • Kovatchev, V., Gold, D., Marti, M. A., Salamo, M., & Zesch, T. (2020). Decomposing and Comparing Meaning Relations: Paraphrasing, Textual Entailment, Contradiction, and Specificity. Proceedings of the 12th International Conferenceon Language Resources and Evaluation (LREC-2020). https://www.aclweb.org/anthology/2020.lrec-1.709.pdf
  • Laufer, M., Deacon, B., & Schäfer, L. O. (2020, October). Lehren in der Krise, Lernenaus der Krise? Erfolg & Verstetigung digitaler Lehr- und Lerninnovationen.University:Future Festival - Learning, Systems and the New Normal. Hochschulforum Digitalisierung.https://festival.hfd.digital/de/programm/workshops/
  • Leiser, A., Laufer, M., Deacon, B., & Kobsda, C. (2020, October). Re-imagining higher education: Shifting gears and shifting visions. University:Future Festival – Learning, Systems and the New Normal. Workshops:Day. HochschulforumDigitalisierung. https://festival.hfd.digital/de/programm/workshops/
  • Seidel, N. (2020). Video Segmentation as an Example for Elaborating Design Patterns through Empirical Studies. Proceedings of the European Conference on Pattern Languages of Programs 2020, 15. https://doi.org/10.1145/3424771.3424778
  • Seidel, N., Rieger, M. C., & Walle, A. (2020). Semantic Textual Similarity of Course Materials at a Distance-Learning University. In Thomas W. Price, Peter Brusilovsky, Sharon I-Han Hsiao, Ken Koedinger, & Y. Shi (Eds.), Proceedings of 4th educational data mining in computer science education (CSEDM) workshop co-located with the 13th educational data mining conference (EDM 2020), virtual event, july 10, 2020. CEUR-WS.org. http://ceur-ws.org/Vol-2734/paper6.pdf
  • Wang, X., Gülenman, T., Pinkwart, N., Witt, C. de, Gloerfeld, C., & Wrede, S. (2020). Automatic assessment of student homework and personalized recommendation. In M. Chang (Ed.), IEEE 20th international conference on advanced learning technologies (pp. 150–154). IEEE. https://doi.org/10.1109/ICALT49669.2020.00051

Chapters in Edited Books

  • Martiny, S. E., & Froehlich, L. (2020). Ein theoretischer und empirischer Überblick über die Entwicklung von Stereotypen und ihre Konsequenzen im Schulkontext. In S. Glock & H. Kleen (Eds.), Stereotype in der Schule (pp. 1–32). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-27275-3_1

Phd Thesis

Other Publications

Web Documents

Software

2019

Journals

Conferences

  • Agarwal, A., & Zesch, T. (2019). German End-to-end Speech Recognition based onDeepSpeech. Proceedings of the 15th Conference on Natural LanguageProcessing (KONVENS 2019): Long Papers, 111–119. https://corpora.linguistik.uni-erlangen.de/data/konvens/proceedings/papers/KONVENS2019_paper_23.pdf
  • Aggarwal, P. (2019). Classification Approaches to Identify Informative Tweets.Proceedings of the Student Research Workshop Associated with RANLP 2019, 7–15. https://acl-bg.org/proceedings/2019/RANLPStud%202019/pdf/RANLPStud002.pdf
  • Aggarwal, P., & Aker, A. (2019). Identification of Good and Bad News on Twitter.Proceedings of the International Conference on Recent Advances in NaturalLanguage Processing (RANLP 2019), 9–17. https://www.aclweb.org/anthology/R19-1002.pdf
  • Gold, D., Kovatchev, V., & Zesch, T. (2019). Annotating and analyzing the interactions between meaning relations. Proceedings of the 13th Linguistic AnnotationWorkshop, 26–36. https://www.aclweb.org/anthology/W19-4004.pdf
  • Hamed, O., & Zesch, T. (2019). Automatic Diacritization as Prerequisite Towards theAutomatic Generation of Arabic Lexical Recognition Tests. Proceedings of the 3rd International Conference on Natural Language and Speech Processing, 100–106. https://www.aclweb.org/anthology/W19-7414.pdf
  • Kovatchev, V., Gold, D., & Zesch, T. (2019). RELATIONS-Workshop on meaning relations between phrases and sentences. RELATIONS-Workshop on Meaning Relations Between Phrases and Sentences. https://www.aclweb.org/anthology/W19-0800.pdf
  • Rieger, M. C., & Seidel, N. (2019). Semantic Textual Similarity von textuellen Lernmaterialien. In N. Pinkwart & J. Konert (Eds.), Die 17. Fachtagung Bildungstechnologien, Lecture Notes in Informatics (LNI) (pp. 33–44). Gesellschaft für Informatik.
  • Seidel, N. (2019). Democratic power structures in virtual communities. Proceedings of the 24st European Conference on Pattern Languages of Programs, Article No. 31, 1—–8. https://doi.org/https://doi.org/10.1145/3361149.3361181
  • Yannakoudakis, H., Kochmar, E., Leacock, C., Madnani, N., Pilán, I., & Zesch, T. (2019). Proceedings of the Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications. Proceedings of the Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications. https://www.aclweb.org/anthology/W19-4400.pdf

2018

Journals

  • Gaschler, R., Kemper, M., Zhao, F., Pumpe, I., Ruderisch, C.-B., Röttger, E., & Haider, H. (2018). Differential effects of cue-based and sequence knowledge-based predictability on multitasking performance. Acta Psychologica, 191, 76–86. https://doi.org/https://doi.org/10.1016/j.actpsy.2018.09.004
  • Zhao, F., Gaschler, R., Travi, T., Imgrund, B., Kossack, V., Röttger, E., & Haider, H. (2018). Effects of overlap between consecutive words on speeded typing inform about representation of serial order within words. Advances in Cognitive Psychology, 14(3), 139–149. https://doi.org/10.5709/acp-0244-6
  • Zhao, F., & Mahrt, N. (2018). Influences of comics expertise and comics types in comics reading. International Journal of Innovation and Research in Educational Sciences, 5(2), 2349–5219.

Conferences

  • Gold, D., Bexte, M., & Zesch, T. (2018). Corpus of Aspect-based Sentiment in PoliticalDebates. KONVENS, 89–99.
  • Hamed, O., & Zesch, T. (2018). The Role of Diacritics in Increasing the Difficulty of Arabic Lexical Recognition Tests. Proceedings of the 7th Workshop on NLP for Computer Assisted Language Learning at SLTC 2018 (NLP4CALL 2018), 23–31. http://www.ep.liu.se/ecp/152/003/ecp18152003.pdf
  • Horbach, A., & Pinkal, M. (2018). Semi-Supervised Clustering for Short AnswerScoring. LREC. http://www.lrec-conf.org/proceedings/lrec2018/pdf/427.pdf
  • Horbach, A., Stennmanns, S., & Zesch, T. (2018). Cross-lingual Content Scoring. Proceedings of the Thirteenth Workshop on Innovative Use of NLP for BuildingEducational Applications, 410–419. http://www.aclweb.org/anthology/W18-0550
  • Horsmann, T., & Zesch, T. (2018). DeepTC–An Extension of DKPro TextClassification for Fostering Reproducibility of Deep Learning Experiments. Proceedings of the Eleventh International Conference on Language Resources andEvaluation (LREC-2018). https://www.aclweb.org/anthology/L18-1403
  • Wojatzki, M., Horsmann, T., Gold, D., & Zesch, T. (2018). Do Women Perceive HateDifferently: Examining the Relationship Between Hate Speech, Gender, and Agreement Judgments. Proceedings of the 14th Conference on Natural LanguageProcessing (KONVENS 2018). https://konvens.org/proceedings/2018/PDF/konvens18_13.pdf
  • Wojatzki, M., Mohammad, S., Zesch, T., & Kiritchenko, S. (2018). Quantifying qualitative data for understanding controversial issues. Proceedings of the Eleventh International Conference on Language Resources and Evaluation(LREC-2018). https://www.aclweb.org/anthology/L18-1224
  • Zesch, T., & Horbach, A. (2018). ESCRITO - An NLP-Enhanced Educational Scoring Toolkit. Proceedings of the Eleventh International Conference on LanguageResources and Evaluation (LREC-2018). http://www.lrec-conf.org/proceedings/lrec2018/pdf/590.pdf
  • Zesch, T., Horbach, A., Goggin, M., & Wrede-Jackes, J. (2018). A flexible online system for curating reduced redundancy language exercises and tests. In P. Taalas, J. Jalkanen, L. Bradley, & S. Thouësny (Eds.), Future-proof CALL: Language learning as exploration and encounters - short papers from EUROCALL 2018 (pp. 319–324). https://doi.org/10.14705/rpnet.2018.26.857

Chapters in Edited Books

  • Martiny, S. E., & Froehlich, L. (2018). Integration durch Bildung? Eine sozialpsychologische Analyse vorhandener Hindernisse für Geflüchtete und Jugendliche mit Migrationshintergrund im deutschen Bildungssystem. In A. Rohmann & S. Stürmer (Eds.), Die Flüchtlingsdebatte in Deutschland – sozialpsychologische Perspektiven (pp. 107–126). Peter Lang.

Other Publications

  • Slavchova, V., Froehlich, L., & Stürmer, S. (2018). Die Liebe zu anderen Kulturen. Eine deutschsprachige Skala zur Erfassung von Allophilie (ALLO-15). ZIS - GESIS Leibniz Institute for the Social Sciences. https://doi.org/10.6102/zis254

2017

Journals

  • Arpin, S. N., Froehlich, L., Lantian, A., Rudert, S. C., & Stelter, M. (2017). When “we”or “they” exclude others: Attributing and evaluating ostracism observed in in-groups and out-groups. Comprehensive Results in Social Psychology, 2(2-3), 143–165. https://doi.org/10.1080/23743603.2017.1358477
  • Broeker, L., Kiesel, A., Aufschnaiter, S., Ewolds, H. E., Gaschler, R., Haider, H., Künzell, S., Raab, M., Röttger, E., Thomaschke, R., & Zhao, F. (2017). Why prediction matters in multitasking and how predictability can improve it. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.02021
  • Hamed, O., & Zesch, T. (2017). A Survey and Comparative Study of ArabicDiacritization Tools. JLCL: Special Issue-NLP for Perso-Arabic Alphabets, 32(1), 27–47. https://jlcl.org/content/2-allissues/2-Heft1-2017/02-diacritics.pdf
  • Martiny, S. E., Froehlich, L., Deaux, K., & Mok, S. Y. (2017). Defining ethnic, national, and dual identities: Structure, antecedents, and consequences of multiple social identities of turkish-origin high school students in germany. Journal of Community & Applied Social Psychology, 27, 400–410. https://doi.org/10.1002/casp.2318
  • Mok, S. Y., Martiny, S. E., Gleibs, I. H., Deaux, K., & Froehlich, L. (2017). The interaction of vertical collectivism and stereotype activation on the performance of turkish-origin high school students. Learning and Individual Differences, 56, 76–84. https://doi.org/10.1016/j.lindif.2017.05.002

Conferences

  • Benikova, D., Wojatzki, M., & Zesch, T. (2017). What does this imply? Examining the Impact of Implicitness on the Perception of Hate Speech. Proceedings of theInternational Conference of the German Society for Computational Linguisticsand Language Technology (GSCL-2017), 171–179. https://link.springer.com/content/pdf/10.1007%2F978-3-319-73706-5_14.pdf
  • Benikova, D., & Zesch, T. (2017). Same same, but different: Compositionality of paraphrase granularity levels. Proceedings of the Recent Advances in NaturalLanguage Processing (RANLP-2017), 90–96. http://acl-bg.org/proceedings/2017/RANLP 2017/pdf/RANLP014.pdf
  • Hamed, O., & Zesch, T. (2017). The Role of Diacritics in Designing LexicalRecognition Tests for Arabic. 3rd International Conference on ArabicComputational Linguistics (ACLing 2017). http://www.ltl.uni-due.de/wp-content/uploads/ACLing-2017.pdf
  • Horbach, A., Ding, Y., & Zesch, T. (2017). The Influence of Spelling Error on ContentScoring Performance. Proceedings of the 4th Workshop on Natural LanguageProcessing Techniques for Educational Applications, 45–53. http://www.aclweb.org/anthology/W17-5908
  • Horbach, A., Scholten-Akoun, D., Ding, Y., & Zesch, T. (2017). Fine-grained essay scoring of a complex writing task for native speakers. Proceedings of the BuildingEducational Applications Workshop at EMNLP, 357–366. http://aclweb.org/anthology/W17-5040
  • Horsmann, T., & Zesch, T. (2017). Do LSTMs really work so well for PoS tagging? – Areplication study. Proceedings of the Conference on Empirical Methods in NaturalLanguage Processing (EMNLP), 738–747. https://www.aclweb.org/anthology/D17-1076
  • Riordan, B., Horbach, A., Cahill, A., Zesch, T., & Lee, C. M. (2017). Investigating neural architectures for short answer scoring. Proceedings of the BuildingEducational Applications Workshop at EMNLP, 159–168. http://www.aclweb.org/anthology/W17-5017
  • Wojatzki, M., Ruppert, E., Holschneider, S., Zesch, T., & Biemann, C. (2017). GermEval 2017: Shared Task on Aspect-based Sentiment in Social MediaCustomer Feedback. Proceedings of the GermEval 2017 Shared Task on Aspect-Based Sentiment in Social Media Customer Feedback, 1–12. https://www.ltl.uni-due.de/wp-content/uploads/germeval-2017.pdf
  • Wojatzki, M., & Zesch, T. (2017). Neural, Non-neural and Hybrid Stance Detection inTweets on Catalan Independence. Stance and Gender Detection in Tweets on Catalan Independence at Ibereval 2017, 2. https://pdfs.semanticscholar.org/4682/101bd6c5a653f23c38726c5c046aed5c9e60.pdf

Chapters in Edited Books

  • Schnotz, W., Wagner, I., Zhao, F., Ullrich, M., Horz, H., McElvany, N., Ohle, A., & Baumert, J. (2017). Development of dynamic usage of strategies for integrating text and picture information in secondary schools. In Methodology of EducationalMeasurement and Assessment (pp. 303–313). Springer International Publishing.
Research Center CATALPA | 03.05.2023