Publikationen

  • Zeitschriftenartikel

    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(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.

    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

    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., 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

    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

    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

    Konferenzbeiträge

    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

    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).

    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. (im Druck)). Gesellschaft für Informatik.

    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 ComputerScience Education, 1–7.

    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

    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. (im Druck)). Gesellschaft für Informatik.

    Seidel, N. (2022). 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. (im Druck)). Gesellschaft für Informatik.

    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. im Druck). CEUR-WS.

    Seidel, N., & Schumacher, C. (2022). Workshop Learning Analytics - Intertweening Learning Analytics and Adaptive Learning. Proceedings of the DELFI Workshops, (im Druck).

    Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). Effects of multi-attributional student diversity in CSCL. Proceedings of the 15thInternational Conference 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

    Konferenzbände

    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

    Buchbeiträge

    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).

    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

    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.

    Technische Berichte

    Laufer, M., Deacon, B., & Schäfer, L. O. (2022). The Power of InformalNetworks: How Middle Management, Central Leadership and Trust canImpact Innovation at the University. https://doi.org/10.21241/ssoar.79627

    Sonstige Publications

    Karolyi, H. (2022). Selbstreguliertes Lernen und digitale Kompetenzen in digitalen Studienformaten [Pr{\"a}sentation].

    van Rijn, L., Karolyi, H., & de Witt, C. (2022). Trusted learning analytics verstetigen. Mit change management zu didaktischen innovationen.

  • Zeitschriftenartikel

    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: OrganisierteFreiheit 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., 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), 51. 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 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. (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

    Konferenzbeiträge

    Aggarwal, P., Liman, M. E., Gold, D., & Zesch, T. (2021). VL-BERT+: DetectingProtected Groups in Hateful Multimodal Memes. Proceedings of the 5thWorkshop 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 Implicitand Underspecified Language.

    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(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: AProficiency Testing Application to Collect Training Data for C-Tests. Proceedings of the 16th Workshop on Innovative Use of NLP for BuildingEducational 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.

    Opel, S., Netzer, C. M., & Desel, J. (2021a, September). Adaption von Lernwegenin adaptierten Lehrmaterialien für Studierende mitBerufsausbildungsabschluss. 9. Fachtagung Hochschuldidaktik Informatik(HDI) 2021.

    Opel, S., Netzer, C. M., & Desel, J. (2021b). AsTRA - An Assessment Tool forRecognition and Adaption of Prior Professional Experience and VocationalTraining. Proceedings of OCCE 2021 D℡-IFIP TC3 Conference, 222–233.

    Pham, D. D., Müller, J., Aggarwal, P., Khatri, A., Sharma, M., Zesch, T., & Pauli, J. (2021, January). Fully vs. Weakly Supervised Caries Localization inSmartphone Images with CNNs. Artificial Intelligence for HealthcareApplications International Workshop - ICPR 2020 Workshop Proceedings.

    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. FachtagungHochschuldidaktik Informatik (HDI) 2021.

    Bücher

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

    Konferenzbände

    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 BuildingEducational Applications. Association for Computational Linguistics. https://www.aclweb.org/anthology/2021.bea-1.0

    Buchbeiträge

    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.

    Sonstige Publications

    Deacon, B., & Timm, M. (2021). Possibilities for Change – Higher Education andDigitalisation. In Elephant in the Lab. https://doi.org/10.5281/zenodo.5113453

    Zhao, F., Schäfter, L. O., Rijn, L. van, & Wöhrle, J. (2021). Snails on the chase: How to cope with anxiety in academic career. In Elephant in the lab. https://doi.org/https://doi.org/10.5281/zenodo.5574873

    Datensätze

    Haake, J. M., Ma, L., & Seidel, N. (2021). Self-Assessment Questions - Operating Systems and Computer Networks [Data set]. https://doi.org/10.5281/zenodo.5021350

  • Zeitschriftenartikel

    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 - A Comparison 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

    Konferenzbeiträge

    Desel, J. (2020). Workshop on Modeling in Higher Education Teaching:Teaching Modeling – Model Teaching. In J. Michael & D. Bork (Eds.), Companion Proceedings 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 SegmentationLevels. Proceedings of the 1st Conference of the Asia-Pacific Chapter of the Association for Computational Linguistics and the 10th International JointConference on Natural 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 International Conference 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 Recognitionon the Automated Scoring of Handwritten Student Answers. Proceedings of the 17th International 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 ComprehensionQuestions. Proceedings of the 12th International Conference on LanguageResources 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, TextualEntailment, Contradiction, and Specificity. Proceedings of the 12thInternational Conference on Language Resources and Evaluation(LREC-2020). https://www.aclweb.org/anthology/2020.lrec-1.709.pdf

    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

    Buchbeiträge

    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

    Dissertationen

    Opel, S. (2020). Entwicklung eines arbeitsprozessorientiertenKompetenzstrukturmodells für die Ausbildung zum Fachinformatiker bzw. Zur Fachinformatikerin [PhD thesis, DuEPublico: Duisburg-Essen Publications online, University of Duisburg-Essen, Germany]. https://doi.org/10.17185/DUEPUBLICO/72913

    Software

    Steinkohl, K., Haake, J. M., Burchart, M., & Seidel, N. (2020). SelfAssess Question Type Plugin for Moodle. https://github.com/D2L2/qtype_selfassess

  • Zeitschriftenartikel

    Froehlich, L., & Schulte, I. (2019). Warmth and competence stereotypes about immigrant groups in germany. PloS One, 14(9), e0223103. https://doi.org/10.1371/journal.pone.0223103

    Gaschler, R., Zhao, F., Röttger, E., Panzer, S., & Haider, H. (2019). More than hitting the correct key quickly: Spatial variability in touch screen response location under multitasking in the serial reaction time task. Experimental Psychology, 66(3), 207–220. https://doi.org/10.1027/1618-3169/a000446

    Horbach, A., & Zesch, T. (2019). The Influence of Variance in Learner Answers onAutomatic Content Scoring. Frontiers in Education, 4, 28. https://duepublico2.uni-due.de/servlets/MCRFileNodeServlet/duepublico_derivate_00047459/Horbach_Zesch_Influence_Variance.pdf

    Röttger, E., Haider, H., Zhao, F., & Gaschler, R. (2019). Implicit sequence learning despite multitasking: The role of across-task predictability. Psychological Research, 83(3), 526–543. https://doi.org/10.1007/s00426-017-0920-4

    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

    Taieb, M. A. H., Zesch, T., & Aouicha, M. B. (2019). A survey of semantic relatedness evaluation datasets and procedures. Artificial Intelligence Review, 1–42. https://link.springer.com/article/10.1007/s10462-019-09796-3

    Zhao, F., Gaschler, R., Thomaschke, R., Röttger, E., & Haider, H. (2019). Sequence knowledge on “when” and “what” supports dual tasking. Journal of Cognition, 2(1), 18. https://doi.org/10.5334/joc.76

    Konferenzbeiträge

    Agarwal, A., & Zesch, T. (2019). German End-to-end Speech Recognition based on DeepSpeech. 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 RANLP2019, 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 LinguisticAnnotation Workshop, 26–36. https://www.aclweb.org/anthology/W19-4004.pdf

    Hamed, O., & Zesch, T. (2019). Automatic Diacritization as Prerequisite Towardsthe Automatic Generation of Arabic Lexical Recognition Tests. Proceedings of the 3rd International Conference on Natural Language and SpeechProcessing, 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 NLPfor Building Educational Applications. Proceedings of the FourteenthWorkshop on Innovative Use of NLP for Building Educational Applications. https://www.aclweb.org/anthology/W19-4400.pdf

  • Zeitschriftenartikel

    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.

    Konferenzbeiträge

    Gold, D., Bexte, M., & Zesch, T. (2018). Corpus of Aspect-based Sentiment inPolitical Debates. KONVENS, 89–99.

    Hamed, O., & Zesch, T. (2018). The Role of Diacritics in Increasing the Difficultyof Arabic Lexical Recognition Tests. Proceedings of the 7th Workshop on NLPfor 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 Building Educational 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 LanguageResources and Evaluation (LREC-2018). https://www.aclweb.org/anthology/L18-1403

    Wojatzki, M., Horsmann, T., Gold, D., & Zesch, T. (2018). Do Women PerceiveHate Differently: Examining the Relationship Between Hate Speech, Gender, and Agreement Judgments. Proceedings of the 14th Conference on NaturalLanguage Processing (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 Language Resources 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

    Buchbeiträge

    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.

  • Zeitschriftenartikel

    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

    Konferenzbeiträge

    Benikova, D., Wojatzki, M., & Zesch, T. (2017). What does this imply? Examiningthe Impact of Implicitness on the Perception of Hate Speech. Proceedings of the International Conference of the German Society for ComputationalLinguistics and 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 onContent Scoring Performance. Proceedings of the 4th Workshop on NaturalLanguage Processing 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 Building Educational 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? – A replication study. Proceedings of the Conference on Empirical Methodsin Natural Language 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 StanceDetection in Tweets on Catalan Independence. Stance and Gender Detectionin Tweets on Catalan Independence at Ibereval 2017, 2. https://pdfs.semanticscholar.org/4682/101bd6c5a653f23c38726c5c046aed5c9e60.pdf

    Buchbeiträge

    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 Educational Measurement and Assessment (pp. 303–313). Springer International Publishing.