Publications

Deutsch

2024

Journals

  • Cardenas Hernandez, F. P., Schneider, J., Di Mitri, D., Jivet, I., & Drachsler, H. (2024). Beyond hard workout: A multimodal framework for personalised running training with immersive technologies. British Journal of Educational Technology.
  • Flinz, C., & Ruppenhofer, J. (2024). Coreferenza e nuclei tematici nelle interviste del corpus IS. ANNALI. SEZIONE GERMANICA. Rivista Del Dipartimento Di Studi Letterari, Linguistici e Comparati dell’Università degli studi di Napoli L’Orientale, 383–414. https://doi.org/10.6093/GERMANICA.V0I33.10752
  • Froehlich, L., & Weydner-Volkmann, S. (in press). Adaptive interventions reducing social identity threat to increase equity in higher distance education: A use case and ethical considerations on algorithmic fairness. Journal of Learning Analytics.
  • Gombert, S., Fink, A., Giorgashvili, T., Jivet, I., Di Mitri, D., Yau, J., Frey, A., & Drachsler, H. (2024). From the automated assessment of student essay content to highly informative feedback: A case study. International Journal of Artificial Intelligence in Education, 1–39.
  • Jansen, T., Meyer, J., Fleckenstein, J., Horbach, A., Keller, S., & Möller, J. (2024). Individualizing goal-setting interventions using automated writing evaluation to support secondary school students’ text revisions. Learning and Instruction, 89, 101847.
  • Karademir, O., Di Mitri, D., Schneider, J., Jivet, I., Allmang, J., Gombert, S., Kubsch, M., Neumann, K., & Drachsler, H. (2024). I don’t have time! But keep me in the loop: Co-designing requirements for a learning analytics cockpit with teachers. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12997
  • Lenski, S., Mustafa, M., & Großschedl, J. (in press). Concept mapping – increased potential as a retrieval-based task. Memory. https://doi.org/10.1080/09658211.2024.2363463
  • Lenski, S., Zinke, N., Merkt, M., Reich-Stiebert, N., Stürmer, S., & Schröter, H. (in press). Early indicators of study delay and dropout: Test anxiety and its link to exam participation and performance. Journal of College Student Retention: Research, Theory & Practice.
  • Meyer, J., Jansen, T., Schiller, R., Liebenow, L. W., Steinbach, M., Horbach, A., & Fleckenstein, J. (2024). Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions. Computers and Education: Artificial Intelligence, 6, 100199.
  • Radović, S., Seidel, N., Menze, D., & Kasakowskij, R. (2024). Investigating the effects of different levels of students’ regulation support on learning process and outcome: In search of the optimal level of support for self-regulated learning. Computers & Education, 215, 105041. https://doi.org/10.1016/j.compedu.2024.105041
  • Raimann, J., Reich-Stiebert, N., Voltmer, J.-B., & Stürmer, S. (in press). Male students in female-dominated study programs: Perceived diversity climate in gender-mixed computer-supported collaborative learning. Psychology Learning & Teaching, 14757257241246599. https://doi.org/10.1177/14757257241246599
  • Saxler, F. M., Dorrough, A. R., Froehlich, L., Block, K., Croft, A., Meeussen, L., Olsson, M. I. T., Schmader, T., Schuster, C., Van Grootel, S., Van Laar, C., Atkinson, C., Benson-Greenwald, T., Birneanu, A., Cavojova, V., Cheryan, S., Lee Kai Chung, A., Danyliuk, I., Dar-Nimrod, I., … Martiny, S. E. (2024). Did Descriptive and Prescriptive Norms About Gender Equality at Home Change During the COVID-19 Pandemic? A Cross-National Investigation. Personality and Social Psychology Bulletin, 01461672231219719. https://doi.org/10.1177/01461672231219719
  • Schaller, N.-J., Horbach, A., Höft, L. I., Ding, Y., Bahr, J. L., Meyer, J., & Jansen, T. (2024). DARIUS: A comprehensive learner corpus for argument mining in german-language essays.
  • Shin, H. J., Andersen, N., Horbach, A., Kim, E., Baik, J., & Zehner, F. (2024). Operational automatic scoring of text responses in 2016 ePIRLS: Performance and linguistic variance.
  • Thorsteinsen, K., Heijens, M., Parks‐Stamm, E. J., Froehlich, L., & Martiny, S. E. (2024). The role of gender, stress, and social support in parents’ pandemic well‐being: A cross‐national study. Family Relations. https://doi.org/10.1111/fare.13018
  • Viberg, O., Kizilcec, R. F., Jivet, I., Monés, A. M., Oh, A., Mutimukwe, C., Hrastinski, S., & Scheffel, M. (2024). Cultural differences in students’ privacy concerns in learning analytics across germany, south korea, spain, sweden, and the united states. Computers in Human Behavior Reports, 14, 100416. https://doi.org/10.1016/j.chbr.2024.100416
  • Weidlich, J., Fink, A., Jivet, I., Yau, J., Giorgashvili, T., Drachsler, H., & Frey, A. (2024). Emotional and motivational effects of automated and personalized formative feedback: The role of reference frames. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.13024
  • Zhao, F., & Gaschler, R. (2024). Sending motivational emails in text–picture personalised form can be feasible in e-learning: An asynchronous course case. Open Learning, 1–15. https://doi.org/10.1080/02680513.2024.2326002

Conferences

  • Aggarwal, P., Mehrabanian, J., Huang, W., Alacam, Ö., & Zesch, T. (2024). Text or image? What is more important in cross-domain generalization capabilities of hate meme detection models? In Y. Graham & M. Purver (Eds.), 18th conference of the european chapter of findings of the association for computational linguistics (pp. 104–117). Association for Computational Linguistics. https://openreview.net/forum?id=RZYrUlRGv1
  • Bexte, M., Horbach, A., & Zesch, T. (2024a). EVil-probe - a composite benchmark for extensive visio-linguistic probing. In N. Calzolari, M.-Y. Kan, V. Hoste, A. Lenci, S. Sakti, & N. Xue (Eds.), Proceedings of the 2024 joint international conference on computational linguistics, language resources and evaluation (LREC-COLING 2024) (pp. 6682–6700). ELRA; ICCL. https://aclanthology.org/2024.lrec-main.591
  • Bexte, M., Horbach, A., & Zesch, T. (2024b). Rainbow – a benchmark for systematic testing of how sensitive visio-linguistic models are to color naming. In Y. Graham & M. Purver (Eds.), 18th conference of the european chapter of the association for computational linguistics (pp. 1858–1875). Association for Computational Linguistics. https://aclanthology.org/2024.eacl-long.112/
  • Ding, Y., Kashefi, O., Somasundaran, S., & Horbach, A. (2024). When argumentation meets cohesion: Enhancing automatic feedback in student writing. Proceedings of the 2024 Joint International Conference on Computational Linguistics, Language Resources and Evaluation (LREC-COLING 2024), 17513–17524.
  • Menzel, L., Jivet, I., Gombert, S., Schmitz, M., Giorgashvili, T., & Drachsler, H. (2024). 2nd workshop on highly informative learning analytic (HILA). Companion Proceedings of the 14th International Conference on Learning Analytics and Knowledge.
  • Prieto, L. P., Viberg, O., Rodrı́guez-Triana, M. J., Jivet, I., Chen, B., & Scheffel, M. (2024). Culture and values in learning analytics: A human-centered design and research approach. Companion Proceedings of the 14th International Conference on Learning Analytics and Knowledge.
  • Radović, S., & Seidel, N. (2024). Bridging learning science and learning analytics: Self-regulation learning support (SRL-s) rubric. Companion Proceedings 14th International Conference on Learning Analytics & Knowledge (LAK24), 61–63. https://www.solaresearch.org/wp-content/uploads/2024/03/LAK24_CompanionProceedings.pdf
  • Rüdian, S., Schumacher, C., Hanses, M., Kuzilek, J., & Pinkwart, N. (2024, July). Rule-based and prediction-based computer-generated feedback in online courses. IEEE International Conference on Advanced Learning Technologies (ICALT).
  • Ruppenhofer, J., Schwendemann, M., Portmann, A., Wisniewski, K., & Zesch, T. (2024). Every verb in its right place? A roadmap for operationalizing developmental stages in the acquisition of L2 German. In N. Calzolari, M.-Y. Kan, V. Hoste, A. Lenci, S. Sakti, & N. Xue (Eds.), Proceedings of the 2024 joint international conference on computational linguistics, language resources and evaluation (LREC-COLING 2024) (pp. 6655–6670). ELRA; ICCL. https://aclanthology.org/2024.lrec-main.589
  • Schäfer, L. O., Deacon, B., & Laufer, M. (in press). Die Rolle der Digitalisierungsstrategie bei der Implementierung und dem Erhalt digitaler Lehre. Digitale Kulturen der Lehre entwickeln. https://dikule-symposium.de/
  • Schäfer, L. O., & Saner, P. (2024, March). The Vulnerable Organization in Times of Multiple Crises. A Theoretical Reflection on Institutional Theory. 19th Workshop on New Institutionalism (NIW). Track B5: Conceptual Developments: Institutions, Vulnerability and Whistleblowing. https://www.wiwi.uni-jena.de/en/9889/19th-workshop-on-new-institutionalism.
  • Seidel, N., & Hermes, M. (in press). Scripting for synchronous video-based learning. IEEE International Conference on Advanced Learning Technologies (ICALT).
  • Seidel, N., Meyer, V., & Radović, S. (in press). Co-Design of an Adaptive Personalized Learner Dashboard. IEEE International Conference on Advanced Learning Technologies (ICALT).
  • Shardlow, M., Alva-Manchego, F., Batista-Navarro, R. T., Bott, S., Ramirez, S. C., Cardon, R., François, T., Hayakawa, A., Horbach, A., Huelsing, A., et al. (2024). An extensible massively multilingual lexical simplification pipeline dataset using the MultiLS framework. Proceedings of the 3rd Workshop on Tools and Resources for People with REAding DIfficulties (READI)@ LREC-COLING 2024, 38–46.

Chapters in Edited Books

  • de Witt, C. (in press). Hochschuldidaktik mit hybrider Intelligenz: Unterstützung personalisierten Lernens. In U. Dittler & C. Kreidl (Eds.), Künstliche Intelligenz in der Hochschullehre: Einsatzmöglichkeiten und Entwicklungen digitaler Technologien im Hochschulalltag. Schäffer-Poeschel Verlag.
  • Hanses, M., van Rijn, L., Karolyi, H., & de Witt, C. (2024). Guiding students towards successful assessments using learning analytics from behavioral data to formative feedback. In M. Sahin & D. Ifenthaler (Eds.), Assessment analytics in education: Designs, methods and solutions (pp. 61–83). Springer International Publishing. https://doi.org/10.1007/978-3-031-56365-2_4
  • Schäfer, L. O., Deacon, B., & Laufer, M. (2024). Die Rolle der Digitalisierungsstrategien bei der Implementierung digitaler Lehre. In L. Mrohs, J. Franz, D. Herrmann, K. Lindner, & T. Staake (Eds.), Digitale Kulturen der Lehre entwickeln: Rahmenbedingungen, Konzepte und Werkzeuge (pp. 29–35). Springer Fachmedien. https://doi.org/10.1007/978-3-658-43379-6_3
  • Voltmer, J.-B., Froehlich, L., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2024). Group cohesion and performance in Computer-Supported Collaborative Learning (CSCL): Using assessment analytics to understand the effects of multi-attributional diversity. In M. Sahin & D. Ifenthaler (Eds.), Assessment analytics in education – designs, methods and solutions. Springer Cham.
  • Zinke, N., Lenski, S., Brocker, A., Merkt, M., Gropengießer, K., Stürmer, S., & Schröter, H. (2024). Towards Fair and Diversity-Appropriate E-assessments. In M. Sahin & D. Ifenthaler (Eds.), Assessment Analytics in Education: Designs, Methods and Solutions (pp. 373–394). Springer International Publishing. https://doi.org/10.1007/978-3-031-56365-2_19

Phd and Habilitation Thesis

  • Froehlich, L. (2024). Stereotypes about ethnicity and gender and their consequences in the educational and occupational domain within and across countries [Habil. thesis, FernUniversität in Hagen]. https://doi.org/10.18445/20240123-140848-0
  • Zhao, F. (2024). A multitasking perspective on sequence representations and multimedia learning [Habil. thesis, FernUniversität in Hagen]. https://doi.org/10.18445/20240522-161456-0

Talks and Poster Presentations

  • Bick, N., Froehlich, L., Friehs, M.-T., Kotzur, P. F., & Landmann, H. (2024, May 15–17). Researcher Degrees of Freedom in Model Specification – The Case of Stereotype Facets [Paper Presentation]. EASP small group meeting on the facets of social evaluation, Catholic University of Louvain.
  • Froehlich, L. (2024). Stereotypenbedrohung, Zugehörigkeitsgefühl und soziale Integration von Studierenden in Computer-Supported Collaborative Learning. [Presentation]. 11. Meeting of the German Society for Empirical Educational Research (GEBF), Potsdam.
  • Froehlich, L., Orifici, M., Gödderz, A., Stelter, M., Essien, I., Dorrough, A. R., & Martiny, S. E. (2024). Regional gender stereotypes predict traditional gender ideologies and collective action intentions to support gender equality across 57 countries. [Presentation]. G*versity conferenze, Bern, Switzerland.
  • Wehrhahn, F., Ding, Y., Gaschler, R., Zhao, F., & Horbach, A. (2024, June 26–28). Argumentative essay writing practice with automated feedback and highlighting. [Poster Presentation]. EARLI SIG WRITING 2024 – ways2write, Université Paris Nanterre, France.

Data Sets

Software

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
  • Egetenmeier, A., & Jivet, I. (2023). Ten years of learning analytics in the german-speaking space: Success, failure and lessons learned. Workshopband Der 21. Fachtagung Bildungstechnologien (DELFI), 13–16.
  • Fecher, B., Hebing, M., Laufer, M., Pohle, J., & Sofsky, F. (2023). Friend or foe? Exploring the implications of large language models on the science system. AI & SOCIETY. https://doi.org/10.1007/s00146-023-01791-1
  • Ferguson, R., Khosravi, H., Kovanović, V., Viberg, O., Aggarwal, A., Brinkhuis, M., Buckingham Shum, S., Chen, L. K., Drachsler, H., Guerrero, V. A., Hanses, M., Hayward, C., Hicks, B., Jivet, I., Kitto, K., Kizilcec, R., Lodge, J. M., Manly, C. A., Matz, R. L., … Yan, V. X. (2023). Aligning the goals of learning analytics with its research scholarship: An open peer commentary approach. Journal of Learning Analytics, 10(2), 14–50. https://doi.org/10.18608/jla.2023.8197
  • Froehlich, L., Bick, N., Nikitin, J., & Martiny, S. E. (2023). Social identity threat is related to ethnic minority adolescents’ social approach motivation towards classmates via reduced sense of belonging. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09800-3
  • Froehlich, L., Brokjøb, L. G., Nikitin, J., & Martiny, S. E. (2023). 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, 79(1), 264–290. https://doi.org/10.1111/josi.12548
  • Froehlich, L., Niedrich, J., Hattesohl, D. B. R., Behrends, U., Kedor, C., Haas, J.-P., Stingl, M., & Scheibenbogen, C. (2023). Evaluation of a webinar to increase health professionals’ knowledge about myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS). Healthcare, 11(15). https://doi.org/10.3390/healthcare11152186
  • 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
  • Horbach, A., Pehlke, J., Laarmann-Quante, R., & Ding, Y. (2023). Crosslingual content scoring in five languages using machine-translation and multilingual transformer models. International Journal of Artificial Intelligence in Education, 1–27.
  • Kaliisa, R., Jivet, I., & Prinsloo, P. (2023). A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards. International Journal of Educational Technology in Higher Education, 20(1), 28.
  • Lenski, S., & Großschedl, J. (2023). Emotional design pictures: Pleasant but too weak to evoke arousal and attract attention? Frontiers in Psychology, 13, Artikel 966287. https://doi.org/10.3389/fpsyg.2022.966287
  • Peo, L.-C., Wiehler, K., Paulick, J., Gerrer, K., Leone, A., Viereck, A., Haegele, M., Stojanov, S., Warlitz, C., Augustin, S., Alberer, M., Hattesohl, D. B. R., Froehlich, L., Scheibenbogen, C., Jason, L. A., Mihatsch, L. L., Pricoco, R., & Behrends, U. (2023). Pediatric and adult patients with ME/CFS following COVID-19: A structured approach to diagnosis using the Munich Berlin Symptom Questionnaire (MBSQ). European Journal of Pediatrics. https://doi.org/10.1007/s00431-023-05351-z
  • Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023). Academic self-efficacy and value beliefs of international STEM and non-STEM university students in germany from an intersectional perspective. Education Sciences, 13(8), 786. https://doi.org/10.3390/educsci13080786
  • Radović, S. (2023). Is it only about technology? The interplay between educational technology for mathematics homework, teaching practice, and students’ activities. Journal of Computers in Education, 1–20. https://doi.org/10.1007/s40692-023-00277-9
  • Radović, S., Firssova, O., Hummel, H. G. K., & Vermeulen, M. (2023a). Improving academic performance: Strengthening the relation between theory and practice through prompted reflection. Active Learning in Higher Education, 24(2), 139–154. https://doi.org/10.1177/14697874211014411
  • Radović, S., Firssova, O., Hummel, H. G. K., & Vermeulen, M. (2023b). The case of socially constructed knowledge through online collaborative reflection. Studies in Continuing Education, 45(2), 168–187. https://doi.org/10.1080/0158037X.2022.2029389
  • Radović, S., Hummel, H. G. K., & Vermeulen, M. (2023). The mARC instructional design model for more experiential learning in higher education: Theoretical foundations and practical guidelines. Teaching in Higher Education, 28(6), 1173–1190. https://doi.org/10.1080/13562517.2021.1872527
  • Radović, S., Seidel, N., Haake, J. M., & Kasakowskij, R. (2023). Analysing students’ self-assessment practice in a distance education environment: Student behaviour, accuracy, and task-related characteristics. Journal of Computer Assisted Learning, 1–13. https://doi.org/10.1111/jcal.12907
  • Reich-Stiebert, N., Froehlich, L., & Voltmer, J.-B. (2023). Gendered mental labor: A systematic literature review on the cognitive dimension of unpaid work within the household and childcare. Sex Roles. https://doi.org/10.1007/s11199-023-01362-0
  • Reich-Stiebert, N., Voltmer, J.-B., Raimann, J., & Stürmer, S. (2023). The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL. International Journal of Computer-Supported Collaborative Learning, 18(4), 513–530. https://doi.org/10.1007/s11412-023-09411-2
  • Steiner, S., Fehrer, A., Hoheisel, F., Schoening, S., Aschenbrenner, A., Babel, N., Bellmann-Strobl, J., Finke, C., Fluge, Ø., Froehlich, L., Goebel, A., Grande, B., Haas, J.-P., Hohberger, B., Jason, L. A., Komaroff, A. L., Lacerda, E., Liebl, M., Maier, A., … Scheibenbogen, C. (2023). Understanding, diagnosing, and treating Myalgic encephalomyelitis/chronic fatigue syndrome – State of the art: Report of the 2nd international meeting at the Charité Fatigue Center. Autoimmunity Reviews, 22(11), 103452. https://doi.org/10.1016/j.autrev.2023.103452
  • Thoma, M., Froehlich, L., Hattesohl, D. B. R., Quante, S., Jason, L. A., & Scheibenbogen, C. (2023). Why the Psychosomatic View on Myalgic Encephalomyelitis/Chronic Fatigue Syndrome Is Inconsistent with Current Evidence and Harmful to Patients. Medicina (Kaunas, Lithuania), 60(1), 83. https://doi.org/10.3390/medicina60010083
  • Thorbrügge, C., Desel, J., & Schäfer, L. O. (2023). Vorqualifikationen und Anerkennungsoptionen im Informatikstudium. Hochschuldidaktik Informatik HDI 2021 (Commentarii informaticae didacticae), 13, 73–89. https://doi.org/10.25932/publishup-61394
  • Wisniewski, K., Zesch, T., Schwendemann, M., Ruppenhofer, J., & Portmann, A. (2023b). AUTOMATISCHE ANALYSEN VON ERWERBSSTUFEN IN EINER GROSSEN LERNERKORPUS-DATENBANK FÜR DAF/DAZ. Das Forschungsprojekt DAKODA. Korpora Deutsch als Fremdsprache, 3, 179–224. https://doi.org/10.48694/kordaf.3845
  • Wisniewski, K., Zesch, T., Schwendemann, M., Ruppenhofer, J., & Portmann, A. (2023a). Automatische Analysen von Erwerbsstufen in einer großen Lernerkorpus-Datenbank für DaF/DaZ. Das Forschungsprojekt DAKODA. Korpora Deutsch als Fremdsprache, 3(2). https://doi.org/10.48694/kordaf.3845
  • Woitt, S., Weidlich, J., Jivet, I., Orhan Göksün, D., Drachsler, H., & Kalz, M. (2023). Students’ feedback literacy in higher education: An initial scale validation study. Teaching in Higher Education, 1–20.
  • Wollny, S., Di Mitri, D., Jivet, I., Muñoz-Merino, P., Scheffel, M., Schneider, J., Tsai, Y.-S., Whitelock-Wainwright, A., Gašević, D., & Drachsler, H. (2023). Students’ expectations of learning analytics across europe. Journal of Computer Assisted Learning, 39(4), 1325–1338.
  • 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/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
  • Bexte, M., Horbach, A., & Zesch, T. (2023). Similarity-based content scoring - a more classroom-suitable alternative to instance-based scoring? Findings of the Association for Computational Linguistics: ACL 2023, 1892–1903. https://aclanthology.org/2023.findings-acl.119
  • Desel, J. (2023, December). Academic and non-academic informatics education – aiming together at a moving target. The Future of European Informatics Education – How to Counter the Skills Shortage Without Compromising on Quality?
  • Ding, Y., Bexte, M., & Horbach, A. (2023a). CATALPA_EduNLP at PragTag-2023. In M. Alshomary, C.-C. Chen, S. Muresan, J. Park, & J. Romberg (Eds.), Proceedings of the 10th workshop on argument mining (pp. 197–201). Association for Computational Linguistics. https://doi.org/10.18653/v1/2023.argmining-1.22
  • Ding, Y., Bexte, M., & Horbach, A. (2023b). Score it all together: A multi-task learning study on automatic scoring of argumentative essays. Findings of the Association for Computational Linguistics: ACL 2023, 13052–13063. https://aclanthology.org/2023.findings-acl.825
  • Ding, Y., Trüb, R., Fleckenstein, J., Keller, S., & Horbach, A. (2023). Sequence tagging in EFL email texts as feedback for language learners. Proceedings of the 12th Workshop on NLP for Computer Assisted Language Learning, 53–62.
  • Gold, C., Laarmann-Quante, R., & Zesch, T. (2023a). Preserving the authenticity of handwritten learner language: Annotation guidelines for creating transcripts retaining orthographic features. 1st Computation and Written Language (CAWL) Workshop at ACL.
  • Gold, C., Laarmann-Quante, R., & Zesch, T. (2023b). Recognizing learner handwriting retaining orthographic errors for enabling fine-grained error feedback. Innovative Use of NLP for Building Educational Applications (BEA) Workshop at ACL.
  • Kasakowskij, R., Haake, J. M., & Seidel, N. (2023). Self-Assessment Task Processing Behavior of Students in Higher Education. Proceedings of the 16th International Conference on Educational Data Mining, 334–341. https://doi.org/10.5281/zenodo.8115707
  • Kiesler, N., & Thorbrügge, C. (2023). Socially Responsible Programming in Computing Education and Expectations in the Profession. Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 1, 443–449. https://doi.org/10.1145/3587102.3588839
  • Kizilcec, R. F., Viberg, O., Jivet, I., Martinez Mones, A., Oh, A., Hrastinski, S., Mutimukwe, C., & Scheffel, M. (2023). The role of gender in students’ privacy concerns about learning analytics: Evidence from five countries. LAK23: 13th International Conference on Learning Analytics and Knowledge, 545–551.
  • Kupietz, M., Fankhauser, P., & Ruppenhofer, J. (2023). A distributional comparison between FOLK and DeReKo. The Twelfth International Corpus Linguistics Conference 2023. Lancaster University, Monday 3rd-Thursday 6th July, 2023. Book of Abstracts, 155–155.
  • Laufer, M., Kuper, F., Mende, M., Schäfer, L. O., & Tschache, T. (2023, April). How to Organize Edtech at the University: A Practitioner’s Field Guide for Implementing Edtech. University:Future Festival Heads Up!
  • Laufer, M., Schäfer, L. O., Kuper, F., & Deacon, B. (2023, July). The intersection of resilience, creativity and edtech: A conceptual framework for universities. 39th EGOS Colloquium: Organizing for the Good Life: Between Legacy and Imagination. Sub-Theme 67: Resilient Individuals, Organizations, and Societies: Blenders of Legacy and Imagination. https://www.egos.org/jart/prj3/egos/main.jart?rel=de&reserve-mode=active&content-id=1658501434997&subtheme_id=1637466415521&show_prog=yes
  • Mousa, A., Laarmann-Quante, R., & Horbach, A. (2023). Manual and automatic identification of similar arguments in EFL learner essays. Proceedings of the 12th Workshop on NLP for Computer Assisted Language Learning, 85–93.
  • Seidel, N., Dürhager, R., Goldammer, M., Henze, A., Langenbrink, F., Otto, J., & Stirling, V. (2023). Shared listening experience for hyperaudio textbooks. DELFI 2023 – Die 212 Fachtagung Bildungstec Hnologien Der Gesellschaft für Informatik e.v., in press.
  • Wang, X., Wrede, S. E., van Rijn, L., & Wöhrle, J. (2023). AI-based quiz system for personalised learning. ICERI2023 Proceedings. https://doi.org/10.21125/iceri.2023.1257
  • Wiegand, M., Kampfmeier, J., Eder, E., & Ruppenhofer, J. (2023). Euphemistic abuse – a new dataset and classification experiments for implicitly abusive language. In H. Bouamor, J. Pino, & K. Bali (Eds.), Proceedings of the 2023 conference on empirical methods in natural language processing (pp. 16280–16297). Association for Computational Linguistics. https://doi.org/10.18653/v1/2023.emnlp-main.1012

Books

Proceedings

  • Kochmar, E., Burstein, J., Horbach, A., Laarmann-Quante, R., Madnani, N., Tack, A., Yaneva, V., Yuan, Z., & Zesch, T. (2023). Proceedings of the 18th workshop on innovative use of NLP for building educational applications (BEA 2023).

Chapters in Edited Books

  • Viberg, O., Jivet, I., & Scheffel, M. (2023). Designing culturally aware learning analytics: A value sensitive perspective. In O. Viberg & Å. Grönlund (Eds.), Practicable learning analytics (pp. 177–192). Springer.
  • Wrede, S. E., Gloerfeld, C., & de Witt, C. (2023). KI und Didaktik – Zur Qualität von Feedback durch Recommendersysteme. In C. de Witt, C. Gloerfeld, & S. E. Wrede (Eds.), Künstliche Intelligenz in der Bildung (pp. 133–154). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-40079-8_7
  • Wrede, S. E., Gloerfeld, C., de Witt, C., & Wang, X. (2023). Künstliche Intelligenz und forschendes Lernen - ein ideales Paar im Hochschulstudium!? In T. Schmohl & A. Watanabe (Eds.), Künstliche Intelligenz in der Hochschulbildung (pp. 195–212). transcript.

Talks and Poster Presentations

  • Bick, N. (2023a). Social identity threat impairs social integration in higher distance education [Presentation]. 18th conference of the social psychology section (FGSP) of the german psychological society (DGP), Graz.
  • Bick, N. (2023b). Social identity threat predicts contact (intentions) in higher distance education [Presentation]. General meeting of the european associations of social psychology (EASP), Krakow.
  • Froehlich, L. (2023a). Social identity threat is related to ethnic minority adolescents’ social approach motivation [Presentation]. Conference of the european association of research on learning and instruction (EARLI), Thessaloniki.
  • Froehlich, L. (2023b). Social identity threat is related to ethnic minority adolescents’ social approach motivation via reduced sense of belonging [Presentation]. 18th conference of the social psychology section (FGSP) of the german psychological society (DGP), Graz.
  • Froehlich, L. (2023c). Social identity threat is related to ethnic minority students’ social approach motivation via reduced sense of belonging [Presentation]. Norwegian conference on social psychology and community psychology, Trondheim, Norwegen.
  • Gropengießer, K. (2023, November 28). User-centered evaluation of dynexite e-exam software [Presentation]. DigiMeet 2023 | Diversity in digital transformation, Online. https://www.bidt.digital/veranstaltung/digimeet-2023-diversity-in-digital-transformation/
  • Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023a, February 28–March 2). Studienbezogene Selbstwirksamkeit und Wertüberzeugungen internationaler MINT- und Nicht-MINT-Studierender in Deutschland aus intersektionaler Perspektive [Paper Presentation]. 10th GEBF Annual conference, Universität Duisburg-Essen.
  • Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023b, July 31–August 5). Intersectional perspectives on expectancy-value beliefs of international STEM-students in Germany. [Paper Presentation]. 27th regional european conference of the international association for cross-cultural psychology (IACCP) 2023 in limerick, University of Limerick, Ireland.
  • Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023c, September 18–20). Ein intersektionaler Blick auf die studienbezogene Selbstwirksamkeit und Wertüberzeugungen internationaler MINT-Studierender in Deutschland. [Paper Presentation]. PAEPS 2023 – 19. Fachgruppentagung Pädagogische Psychologie in Kiel, Christian-Albrechts-Universität zu Kiel, Deutschland.
  • Radović, S., & Seidel, N. (2023, November 1–5). Evaluating and assessing distance education learners: Developing a comprehensive learner model [Paper Presentation]. AEA 2023 AEA-europe annual conference, Malta.
  • Thies, T., & Falk, S. (2023a, February 28–March 2). Einflussfaktoren des Antwortverhaltens von internationalen Studierenden in Onlinebefragungen [Paper Presentation]. 10th GEBF Annual conference, Universität Duisburg-Essen.
  • Thies, T., & Falk, S. (2023b, August 22–25). International Students in German Higher Education: How Characteristics of the Study Program Relate to Student Satisfaction [Paper Presentation]. European conference on educational research (ECER), Glasgow.
  • Wehrhahn, F., Gaschler, R., & Zhao, F. (2023, June 14–16). Balancing autonomy and guidance in online learning: suggesting a sequence of recorded video lectures [Poster Presentation]. ESPLAT 2023 – Learning and Teaching Psychology in a Changing World, Umeå Universitet, Sweden.
  • Yaban Yalçın, E. H., Wehrhahn, F., Reinhardt, C., & Gaschler, R. (2023, June 14–16). Having a backup plan as a facilitator or inhibitor to success in online education. [Paper Presentation]. ESPLAT 2023 – Learning and Teaching Psychology in a Changing World, Umeå Universitet, Sweden.
  • Zehner, F., Zesch, T., & Horbach, A. (2023a, February 28–March 2). Mehr als nur Technologie- und Fairnessfrage: Ethische Prinzipien beim automatischen Bewerten von Textantworten aus Tests [Paper Presentation]. 10th GEBF Annual conference, Universität Duisburg-Essen.
  • Zehner, F., Zesch, T., & Horbach, A. (2023b, February 28–March 2). To score or not to score? Machbarkeits- und performanzfaktoren für automatisches scoring von textantworten [Paper Presentation]. 10th GEBF annual conference, Universität Duisburg-Essen.
  • Zimmermann, J. (2023a, February 28–March 2). Internationale Studierende in Deutschland – Interdisziplinäre Befunde zu Studienerleben, Studienerfolg und Verbleibsintentionen [Symposium]. 10th GEBF Annual Conference, Universität Duisburg-Essen.
  • Zimmermann, J. (2023b, October 5–6). What promotes academic success and well-being of international students in Germany? An overview of current findings. [Paper Presentation]. International conference: The future of higher education and science – a turn of the times, DZHW, Leibnitz University Hannover, Germany.
  • Zinke, N., Lenski, S., Merkt, M., Reich-Stiebert, N., Stürmer, S., & Schröter, H. (2023, August 26). The influence of test anxiety on indicators of dropout and study delay [Presentation]. EARLI 2023, 20th EARLI CONFERENCE, Thessaloniki, Greece. https://www.earli.org/events/earli2023#section-programme

Web Documents

Other Publications

  • Laufer, M., Kuper, F., Mende, M. A., Schäfer, L. O., & Tschache, T. (2023). Organizing Digital Change at the University. The Practitioners’ Field Guide for Implementing Educational Technology. In HIIG Impact Publication Series. https://graphite.page/fieldguide-edtech/

2022

Journals

  • Aufschnaiter, S., Zhao, F., Gaschler, R., Kiesel, A., & Thomaschke, R. (2022). Investigating time-based expectancy beyond binary timing scenarios: Evidence from a paradigm employing three predictive pre-target intervals. Psychological Research, 86(6), 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, 35(1), 1–14. https://doi.org/10.5334/irsp.686
  • 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., 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
  • Kaplar, M., Radović, S., Veljković, K., Simić-Muller, K., & Marić, M. (2022). The influence of interactive learning materials on solving tasks that require different types of mathematical reasoning. International Journal of Science and Mathematics Education, 20(2), 1573–1774. https://doi.org/10.1007/s10763-021-10151-8
  • 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
  • Lenski, S., Elsner, S., & Großschedl, J. (2022). Comparing construction and study of concept maps – an intervention study on learning outcome, self-evaluation and enjoyment through training and learning. Frontiers in Education, 7, Artikel 892312. https://doi.org/10.3389/feduc.2022.892312
  • Lenski, S., & Großschedl, J. (2022). Emotional design in concept maps – no support but also no burden. Frontiers in Education, 7, Artikel 807627. https://doi.org/10.3389/feduc.2022.807627
  • Radović, S., Hummel, H. G. K., & Vermeulen, M. (2022). Design-based research with mARC ID model: Designing experiential learning environments. Learning Environments Research, 25(3), 1573–1855. https://doi.org/10.1007/s10984-021-09394-7
  • Sanguinetti, M., Bosco, C., Cassidy, L., Çetinoğlu, Ö., Cignarella, A. T., Lynn, T., Rehbein, I., Ruppenhofer, J., Seddah, D., & Zeldes, A. (2022). Treebanking user-generated content: A UD based overview of guidelines, corpora and unified recommendations. Language Resources and Evaluation, 57(2), 493–544. https://doi.org/10.1007/s10579-022-09581-9
  • 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. (2022). Graph schema and best graph type to compare discrete groups: Bar, line, and pie. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.991420
  • 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
  • Zhao, F., Schützler, L., Christ, O., & Gaschler, R. (2022). Learning statistics with interactive data graphs using r shiny: Generally preferred, but not generally advantageous. Teaching Statistics. https://doi.org/10.1111/test.12324

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 Programming Competencies in Vocational Training and Higher Education. Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education, 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 Digital Change: 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 Bad Thing?: An exploration into why university staff resist digital teaching. SRHE Conference 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 & P. A. Henning (Eds.), Workshop proceedings DELFI 2022 (pp. 105–116). https://doi.org/10.18420/delfi2022-ws-21
  • Menze, D., Seidel, N., & 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): Shaping Academic 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. In M. Mandausch & P. A. Henning (Eds.), Proceedings of the DELFI workshops 2022 (pp. 99–103). Gesellschaft für Informatik e.V. https://doi.org/10.18420/delfi2022-ws-20
  • 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 International Conference on Computer-Supported Collaborative Learning - CSCL, 555–556.
  • Wang, X., Li, H., Zimmermann, A., Pinkwart, Niels., Wrede, S., van Rijn, L., de Witt, C., & 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 (pp. 137–170). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-37262-0_4
  • 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 (p. 54). Global Learning Council (GLC). https://doi.org/10.21241/ssoar.79627
  • Lenski, S., & Großschedl, J. (2022). Biologie lernen mit Concept Maps: Lässt sich die Expertise im Umgang mit Concept Maps von den Augen ablesen? In P. Klein, M. Schindler, N. Graulich, & J. Kuhn (Eds.), Eye Tracking als Methode in der Mathematik- und Naturwissenschaftsdidaktik: Forschung und Praxis (pp. 91–105). Springer Berlin Heidelberg.
  • Schütz, J., Rosenkranz, L., Deacon, B., & Elsholz, U. (2022). Never walk alone. Über das Verhältnis pädagogischer Professionalität und organisationaler Verantwortung an 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

Talks and Poster Presentations

  • Falk, S., & Thies, T. (2022a). Aktuelle Befunde aus dem Projekt InterMINT – Internationale MINT-Studierende in Deutschland. Das Zusammenwirken von Studienerfolgsprädiktoren auf individueller, Fach-, Hochschul- und kultureller Ebene. Beeinflussen Merkmale des Studiengangs die Studienzufriedenheit von internationalen Studierenden im Studienverlauf? Erste Ergebnisse aus dem InterMINT Projekt [Presentation]. DAAD-Leitertagung digital 2022, online.
  • Falk, S., & Thies, T. (2022b). Projektvortrag [Project Presentation]. Internationale DAAD Akademie „Studieneingangsphase für internationale Studierende“.
  • Froehlich, L. (2022a). Social evaluation at a distance – facets of stereotype content of student groups in higher distance education [Presentation]. 52nd congress of the german psychological society (deutsche gesellschaft für psychology, DGPs), Hildesheim.
  • Froehlich, L. (2022b). Stereotype threat predicts lower social approach motivation of immigrant students in norway via reduced sense of belonging [Presentation]. 9th virtual GEBF conference, online.
  • Karolyi, H. (2022, September). Selbstreguliertes Lernen und digitale Kompetenzen in digitalen Studienformaten [Presentation].
  • Karolyi, H., & van Rijn, L. (2022). Im Team besser – worauf es bei der interdisziplinären Zusammenarbeit ankommt [Presentation]. Workshop zum Thema Interdisziplinäre Zusammenarbeit, Online.
  • Karolyi, H., & Wrede, S. (2022). Gestaltung formativer Feedbacks an Hochschulen mit Künstlicher Intelligenz und Trusted Learning Analytics [Presentation].
  • Preuß, J. S., & Zimmermann, J. (2022). Aktuelle Befunde aus dem Projekt InterMINT – Internationale MINT-Studierende in Deutschland. Das Zusammenwirken von Studienerfolgsprädiktoren auf individueller, Fach-, Hochschul- und kultureller Ebene. Traue ich mir ein MINT-Studium zu? Wie sich internationale Studierende in der Beantwortung dieser Frage unterscheiden und warum dies relevant für den Studienerfolg ist [Presentation]. DAAD-Leitertagung digital 2022, online.
  • Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023a, July 18–19). Right in the middle or just along for the ride? University belonging amongst international STEM students in Germany from an intersectional point of view. [Paper Presentation]. Transitions and mobilities - international students’ aspirations 2022, Fulda University of Applied Sciences.
  • Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023b, July 21–23). 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. [Poster Presentation, 2nd Price Poster Award]. Network gender & STEM conference 2022, Universität der Bundeswehr München.
  • Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023c, September 10–15). Mittendrin oder „nur“ dabei? Determinanten des Hochschulzugehörigkeitsgefühls internationaler Studierender in Deutschland in MINT- und Nicht-MINT-Studiengängen [Paper Presentation]. 52nd DGPs congress, Universität Hildesheim.
  • van Rijn, L., Karolyi, H., & de Witt, C. (2022, September 13). Trusted Learning Analytics verstetigen. Mit Change Management zu didaktischen Innovationen [Presentation]. 30. Jahrestagung der Gesellschaft für Medien in der Wissenschaft e.V., Karlsruhe.
  • Wehrhahn, F., Zhao, F., Gaschler, R., & Haake, J. M. (2022a, March). Can interactive information pictures enhance learning? [Poster Presentation]. Conference name: TeaP 2022 – tagung experimentell arbeitender psycholog:innen; conference of experimental psychologists.
  • Wehrhahn, F., Zhao, F., Gaschler, R., & Haake, J. M. (2022b, August 29–31). Can interactive decorative pictures enhance learning compared to informative and static pictures? [Poster Presentation]. EARLI SIG 2 Conference 2022 – Text and Graphics Comprehension in a Digital World: Potential and Challenges, IPN - Leipniz Institute for Science and Mathematics Education, Germany.
  • Zimmermann, J., Falk, S., Preuß, J. S., & Thies, T. (2022). Projektpräsentation im Rahmen der Jahrestagung internationale Studierende, Bonn: DAAD, Das Zusammenwirken von Studienerfolgsprädiktoren auf individueller, Fach-, Hochschul- und kultureller Ebene.

Web Documents

Data Sets

Software

Other Publications

  • Radović, S., & Seidel, N. (2022). Scaffolding self-regulation in distance higher education: Design guidelines for reflection [Paper Presentation]. 5th international conference on new trends in teaching and education, Barcelona.

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 als Veränderungsparadigma. 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. (2021). Spinning Stories: Communicating Internationalization Through Organizational Storytelling. Journal of Studies in International Education, 25(2), 167–181. https://doi.org/10.1177/1028315319893652
  • Laufer, M., Leiser, A., Deacon, B., Perrin de Brichambaut, P., Fecher, B., Kobsda, C., & Hesse, F. W. (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
  • Radović, S., Hummel, H. G. K., & Vermeulen, M. (2021). The challenge of designing “more” experiential learning in higher education programs in the field of teacher education: A systematic review study. International Journal of Lifelong Education, 40(5-6), 545–560. https://doi.org/10.1080/02601370.2021.1994664
  • 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
  • Stevanović, A., Božić, R., & Radović, S. (2021). Higher education students’ experiences and opinion about distance learning during the covid-19 pandemic. Journal of Computer Assisted Learning, 37(6), 1682–1693. https://doi.org/10.1111/jcal.12613
  • Zesch, T., Horbach, A., & Laarmann-Quante, R. (2021). Künstliche Intelligenz in der Bildung. 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. (2021). 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+: Detecting Protected Groups in Hateful Multimodal Memes. Proceedings of the 5th Workshop on 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: An Exploration 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 and Digitalisation 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 und Bildungsinformation. https://www.dipf.de/de
  • Gold, C., Boom, D. van den, & Zesch, T. (2021). Personalizing Handwriting Recognition Systems with Limited User-Specific Samples. Proceedings of the 16th International Conference on Document Analysis and Recognition (ICDAR 2021).
  • 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: A Proficiency Testing Application to Collect Training Data for C-Tests. Proceedings of the 16th Workshop on Innovative Use of NLP for Building Educational Applications, 180–184. https://www.aclweb.org/anthology/2021.bea-1.19
  • Huynh, H. N., Elsholz, U., & Opel, S. (2021, September). Individuelle Anrechnung außerhochschulischer Kompetenzen am Beispiel eines informatischen Studiengangs. 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 for Recognition and Adaption of Prior Professional Experience and Vocational Training. 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 Smartphone Images with CNNs. Artificial Intelligence for Healthcare Applications International 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 REtrieval Conference, 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., & de Witt, C. (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 Hochschuldidaktik Informatik (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 Higher Education - Global Learning Report 2021. Global Learning Council (GLC). 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.

Talks and Poster Presentations

  • Froehlich, L. (2021). Stereotype threat predicts lower social approach motivation of students with migration background in norway via reduced sense of belonging [Presentation]. 3rd cultural diversity, migration, and education conference, Potsdam.
  • Radović, S., & Seidel, N. (2021, March 16–18). Authenticity, reflection, and collaboration as pillars for more experiential learning in higher education [Paper Presentation]. The ICO international spring school, Online.
  • Zimmermann, J., Falk, S., Preuß, J. S., & Thies, T. (2021). Projektpräsentation [Project Presentation]. Auftaktveranstaltung zur Förderlinie „Forschung zu Studienerfolg und Studienabbruch II“, online.
  • Zimmermann, J., Falk, S., & Thies, T. (2021, April 27–28). Projektpräsentation [Project Presentation]. BMBF-Transfertagung „Viele Wege führen zum Erfolg! Ein Dialog zwischen Forschung und Praxis über Studienerfolg und Studienabbruch“. https://static1.bmbfcluster.de/5/2/0/7/2_2c8356e18874275/52072_455d69dc1bb2955_web.mp4

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., de Witt, C., & 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
  • 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., de Witt, C., 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

Web Documents

Software

Other Publications

2019

Journals

  • Stürmer, S., Rohmann, A., Froehlich, L., & van der Noll, J. (2019). Muslim immigration, critical events, and the seeds of majority members’ support for radical responses: An interactionist perspective. Personality and Social Psychology Bulletin, 45(1), 133–145. https://doi.org/10.1177/0146167218780989

Conferences

  • 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/10.1145/3361149.3361181

Books

2018

Journals

  • Slavchova, V., Froehlich, L., & Stürmer, S. (2018). Die Liebe zu anderen Kulturen. Eine deutschsprachige Skala zur Erfassung von Allophilie (ALLO-15). Zusammenstellung sozialwissenschaftlicher Items und Skalen (ZIS). https://doi.org/10.6102/zis254

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.

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
  • 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
Research Center CATALPA | 05.07.2024