Fachgebiet Psychologische Forschungsmethoden
Medienbasierte Wissenskonstruktion

Abteilung für Informatik und Angewandte Kognitionswissenschaft
Fakultät für Ingenieurwissenschaften

Universität Duisburg-Essen, Campus Duisburg
Lotharstraße 65
D-47057 Duisburg

• Wikis

• Knowledge Construction

• Cognitive Group Awareness

• Collaboration Scripts

• Collaborative Learning

• CSCL

• Curriculum Vitae (pdf download)

• Teaching Experience (pdf download)

• DGPs - Deutsche Gesellschaft für Psychologie https://www.dgps.de/
• EARLI - European Association for Research on Learning and Instruction https://earli.org/
• ISLS - International Society of the Learning Sciences https://www.isls.org/
• APSCE - Asia-Pacific Society for Computers in Education https://apsce.net
• IZfB - Interdisziplinäres Zentrum für Bildungsforschung https://www.uni-due.de/izfb/

• IZfB Travel Grant for presenting Effects of the Need for Cognitive Closure and guidance on contribution quality in wiki-based learning at the 13th International Conference on Computer-Supported Collaborative Learning (CSCL 2019) in Lyon, France.

• ISLS Travel Scholarship for presenting Supporting Wiki-Based Knowledge Exchange Processes at the Doctoral Consortium Workshop of the 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015) in Göteborg, Sweden.

• Griffith Award for Academic Excellence (2011)

Ollesch, L., Heimbuch, S., Krajewski, H., Weisenberger, C., & Bodemer, D. (in press). How Students Weight Different Types of Group Awareness Attributes in Wiki Articles: A Mixed-Methods Approach. Proceedings of the 14^th International Conference of the Learning Sciences (ICLS 2020). Nashville, TN: International Society of the Learning Sciences.

Schnaubert, L., Heimbuch, S., Erkens, M., & Bodemer, D. (2019). Cognitive group awareness tools: versatile devices to guide learners towards discrepancies. In M. Chang, H.-J. So, L.-H. Wong, F.-Y. Yu, & J. L. Shih (Eds.), Proceedings of the 27th International Conference on Computers in Education (pp. 158–164). Taiwan: Asia-Pacific Society for Computers in Education.

Ollesch, L., Heimbuch, S., & Bodemer, D. (2019). Towards an integrated framework of group awareness support for collaborative learning in social media. In M. Chang, H.-J. So, L.-H. Wong, F.-Y. Yu, & J. L. Shih (Eds.), Proceedings of the 27th International Conference on Computers in Education (pp. 121–130). Taiwan: Asia-Pacific Society for Computers in Education.

Heimbuch, S., & Bodemer, D. (2019). Effects of the Need for Cognitive Closure and Guidance on Contribution Quality in Wiki-Based Learning. In Lund, K., Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gewon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings. Paper presented at the 13th International Conference on Computer Supported Collaborative Learning (CSCL 2019), Volume 1 (pp. 25–32). Lyon, France: The International Society of the Learning Sciences. doi.org/10.31234/osf.io/8c45p

Heimbuch, S., Ollesch, L., & Bodemer, D. (2018). Comparing effects of two collaboration scripts on learning activities for wiki-based environments. International Journal of Computer-Supported Collaborative Learning, 13(3), 331–357. doi.org/10.1007/s11412-018-9283-0

Heimbuch, S., & Bodemer, D. (2018). Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning. PeerJ, 6:e5541. doi.org/10.7717/peerj.5541

Heimbuch, S., & Bodemer, D. (2017). Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning. The Internet and Higher Education, 33, 1–14. doi.org/10.1016/j.iheduc.2016.12.001

Heimbuch, S., & Bodemer, D. (2016). Effects of Implicit Guidance on Contribution Quality in a Wiki-based learning environment. In Transforming Learning, Empowering Learners: The 12th International Conference of the Learning Sciences (ICLS 2016) (Volume 2), 906–909. Singapore: The International Society of the Learning Sciences.

Heimbuch, S., & Bodemer, D. (2016). Wiki Editors’ Acceptance of Additional Guidance on Talk Pages. In AAAI Technical Report on The Workshops of the 10th International AAAI Conference on Web and Social Media (ICWSM–16) (Vol. WS–16–17), 51–52. Palo Alto, USA: AAAI Press.

Heimbuch, S., & Bodemer, D. (2015). Need for cognitive closure as determinant for guidance in Wiki-based learning. In Proceedings of the 23rd International Conference on Computers in Education (ICCE 2015) (Vol. WIPP), 10–12. Hangzhou, China: Asia-Pacific Society for Computers in Education.

Heimbuch, S., & Bodemer, D. (2015). Content-related controversy awareness in Wiki-based learning. In Proceedings of the 9th Conference of the DGPs Media Psychology Division. Tübingen, Germany.

Heimbuch, S. (2015). Supporting Wiki-based knowledge exchange processes. In Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015 (Volume 2), 939–940. Gothenburg, Sweden: The International Society of the Learning Sciences.

Heimbuch, S., & Bodemer, D. (2015). Let's Talk about Talks: Supporting Knowledge Exchange Processes on Wiki Discussion Pages. In AAAI Technical Report on Wikipedia, a Social Pedia: Research Challenges and Opportunities (ICWSM–15) (Vol. WS–15–19), 56–61. Palo Alto, USA: AAAI Press.

Heimbuch, S., Uhde, K., & Bodemer, D. (2014). “A new Wiki way?” - An experimental study of collaborative knowledge building scripts. In Proceedings of the 22nd International Conference on Computers in Education (ICCE 2014) (Vol. WIPP), 10–12. Nara, Japan: Asia-Pacific Society for Computers in Education.

Heimbuch, S., & Bodemer, D. (2014). Supporting Awareness of Content-related Controversies in a Wiki-based Learning Environment. In Proceedings of the 10th International Symposium on Open Collaboration (OpenSym 2014), 30:1–4. New York, USA: ACM. doi.org/10.1145/2641580.2641607

Ollesch, L., Heimbuch, S., Krajewski, H., Weisenberger, C., & Bodemer, D. (2020, June). How Students Weight Different Types of Group Awareness Attributes in Wiki Articles: A Mixed-Methods Approach. Paper to be presented at the 14^th International Conference of the Learning Sciences (ICLS 2020), 19.06. – 23.06.2020, Nashville, USA.

Schnaubert, L., Heimbuch, S., Erkens, M., & Bodemer, D. (2019, December). Cognitive group awareness tools: versatile devices to guide learners towards discrepancies. Paper presented at the 27th International Conference on Computers in Education (ICCE 2019), 02.12. – 06.12.2019, Kenting, Taiwan.

Ollesch, L., Heimbuch, S., & Bodemer, D. (2019, December). Towards an integrated framework of group awareness support for collaborative learning in social media. Paper presented at the 27th International Conference on Computers in Education (ICCE 2019), 02.12. – 06.12.2019, Kenting, Taiwan.

Heimbuch, S., & Bodemer, D. (2019, September). Zur Bedeutung des "Need for Cognitive Closure" im technologiegestützten Lernen. Paper presented at 17. Fachtagung Pädagogische Psychologie (paEpsy 2019), 09.09. – 12.09.2019, Leipzig, Germany.

Heimbuch, S., & Bodemer, D. (2019, August). The role of the Need for Cognitive Closure in technology-enhanced learning. Paper presented at the 18th Biennial EARLI Conference (EARLI 2019), 12.08. – 16.08.2019, Aachen, Germany.

Heimbuch, S., Bodemer, D. (2019, June). Effects of the Need for Cognitive Closure and guidance on contribution quality in wiki-based learning. Paper presented at the 13th International Conference on Computer-Supported Collaborative Learning (CSCL 2019), 17.06. – 21.06.2019, Lyon, France.

Heimbuch, S., & Bodemer, D. (2018, September). Fördernde Methoden zur Unterstützung von Wiki-basiertem Lernen und Wissenskonstruktion. Paper presented at the 51st Congress of the German Psychological Society (DGPs), 16.09. – 20.09.2018, Frankfurt am Main, Germany.

Heimbuch, S., & Bodemer, D. (2018, August). Collaboration script effects on knowledge construction in wikis. Paper presented at the EARLI SIG 7 Biennial Conference 2018, 22.08. – 24.08.2018, Bonn, Germany.

Heimbuch, S., & Bodemer, D. (2018, June). The interaction of the Need for Cognitive Closure with implicit and explicit guidance in wiki-based learning. Poster presented at the 13th International Conference of the Learning Sciences (ICLS 2018), 23.06. – 27.06.2018, London, UK.

Heimbuch, S., & Bodemer, D. (2017, September). Effekte impliziter Kontroverseninformationen auf die Lerneffektivität und Beitragsqualität im Wiki-basierten Lernen. Paper presented at 16. Fachtagung Pädagogische Psychologie (paEpsy 2017), 11.09. – 14.09.2017, Münster, Germany.

Schnaubert, L., Erkens, M., Heimbuch, S., & Bodemer, D. (2017, August). Implicit guidance by fostering conflict awareness in collaborative learning scenarios. In D. Tsovaltzi, D. Bodemer, M. Erkens, S. Heimbuch, T. Puhl, L. Schnaubert, & A. Weinberger (Organisers), Effects of explicit and implicit guidance on external and self-regulation through conflict awareness. Symposium conducted at the 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), 29.08. – 02.09.2017, Tampere, Finland.

Schnaubert, L., Heimbuch, S., & Bodemer, D. (2016, December). Extracting selection strategies: comparing measures to analyze sequential data. Poster presented at the 1st meeting of the EARLI SIG 27 Online Measures of Learning processes, 29.11. – 01.12.2016, Oulu, Finland.

Heimbuch, S., & Bodemer, D. (2016, September). Einflüsse kognitiver Variablen auf die Lerneffektivität impliziter und expliziter Strukturierung im Wiki-basierten Lernen. Paper presented at the 50th Congress of the German Psychological Society (DGPs), 18.09. – 22.09.2016, Leipzig, Germany.

Heimbuch, S., Ollesch, L., & Bodemer, D. (2016, August). Effects of collaboration scripts on learning activities in Wikis. Paper presented at the EARLI SIG 7 Biennial Conference 2016, 24.08. – 26.08.2016, Dijon, France.

Heimbuch, S., & Bodemer, D. (2016, June). Effects of Implicit Guidance on Contribution Quality in a Wiki-based learning environment. Paper presented at the 12th International Conference of the Learning Sciences (ICLS 2016), 20.06. – 24.06.2016, Singapore.

Heimbuch, S., & Bodemer, D. (2016, May). Wiki Editors’ Acceptance of Additional Guidance on Talk Pages. Poster presented at The Workshops of the 10th International AAAI Conference on Web and Social Media (ICWSM-16), 14.05.2016, Cologne, Germany.

Heimbuch, S., & Bodemer, D. (2015, December). Need for cognitive closure as determinant for guidance in Wiki-based learning. Poster presented at the 23rd International Conference on Computers in Education (ICCE 2015), 30.11. – 04.12.2015, Hangzhou, China.

Heimbuch, S., & Bodemer, D. (2015, September). Content-related controversy awareness in Wiki-based learning. Paper presented at the 9th Conference of the Media Psychology Division of the DGPs (German Psychological Society), 09.09. – 11.09.2015, Tübingen, Germany.

Heimbuch, S. (2015, June). Supporting Wiki-based knowledge exchange processes. Poster presented at the Doctoral Consortium Workshop of the 11th International Conference on Computer-Supported Collaborative Learning (CSCL 2015), 07.06. – 11.06.2015, Göteborg, Sweden.

Heimbuch, S., & Bodemer, D. (2015, May). Let's Talk about Talks: Supporting Knowledge Exchange Processes on Wiki Discussion Pages. Poster presented at the Wikipedia, a Social Pedia: Research Challenges and Opportunities Workshop at the 9th International AAAI Conference on Web and Social Media (ICWSM-15), 26.05.2015, Oxford, UK.

Heimbuch, S., Uhde, K., & Bodemer, D. (2014, December). “A new Wiki way?” - An experimental study of collaborative knowledge building scripts. Poster presented at the 22nd International Conference on Computers in Education (ICCE 2014), 30.11. – 04.12.2014, Nara, Japan.

Heimbuch, S., & Bodemer, D. (2014, August). Supporting Awareness of Content-related Controversies in a Wiki-based Learning Environment. Poster presented at the 10th International Symposium on Open Collaboration (OpenSym 2014), 27.08. – 29.08.2014, Berlin, Germany.