Publikationen
Ausgewählte Publikationen
Weitere Veröffentlichungen sind in der Universitätsbibliographie dokumentiert.
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(Over)Trusting AI Recommendations : How System and Person Variables Affect Dimensions of ComplacencyIn: International Journal of Human–Computer Interaction (2024) in pressOnline Volltext: dx.doi.org/ (Open Access)
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Conceptualization and Measurement of Peer Collaboration in Higher Education : A Systematic ReviewIn: Small Group Research Jg. 55 (2024) Nr. 1, S. 89 - 138Online Volltext: dx.doi.org/ (Open Access)
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Learning with videos : Do task instructions and the availability of a pause button matter?In: Journal of Computer Assisted Learning (2024) in pressOnline Volltext: dx.doi.org/ (Open Access)
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Characterising Learning in Informal Settings Using Deep Learning with Network DataIn: Artificial Intelligence in Education: 25th International Conference, AIED 2024 Recife, Brazil, July 8–12, 2024 Proceedings, Part I / AIED 2024, 25th International Conference, 8-12 July 2024, Recife, Brazil / Olney, Andrew M.; Chounta, Irene-Angelica; Liu, Zitao; Santos, Olga C.; Bittencourt, Ig Ibert (Hrsg.) 2024, S. 431 - 438Online Volltext: dx.doi.org/
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Narrative and physical contextualization in AR learning environmentsIn: Proceedings of the 18th International Conference of the Learning Sciences (ICLS 2024) / 18th International Conference of the Learning Sciences (ICLS 2024): Jun 10, 2024 - Jun 14, 2024; Buffalo, USA / International Society of the Learning Sciences (Hrsg.) 2024, S. 450 - 457Online Volltext: dx.doi.org/
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Aktives Integrieren von Repräsentationen bei interaktiven Augmented Reality-AnwendungenIn: MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung Jg. 51 (2023) S. 373 - 401Online Volltext: dx.doi.org/ (Open Access)
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Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficultiesIn: Active Learning in Higher Education (2023) in pressOnline Volltext: dx.doi.org/ (Open Access)
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Corrigendum to ’Learning with augmented reality: Impact of dimensionality and spatial abilities’In: Computers and Education Open (CAEO) Jg. 5 (2023) 100127Online Volltext: dx.doi.org/ (Open Access)
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Understanding students’ academic help-seeking on digital devices : A qualitative analysisIn: Research and Practice in Technology Enhanced Learning (RPTEL) Jg. 18 (2023) 17Online Volltext: dx.doi.org/ (Open Access)
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Remembering the knowledge of experts and novices in computer-supported collaborative learning : A multinomial processing tree approachIn: Proceedings of the 31st International Conference on Computers in Education (ICCE 2023) / 31st International Conference on Computers in Education (ICCE 2023): Matsue, Shimane; 4 - 8 December 2023 Jg. 1 2023, S. 286 - 291
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Application and Investigation of Multimedia Design Principles in Augmented Reality Learning EnvironmentsIn: Information Jg. 13 (2022) Nr. 2, 74Online Volltext: dx.doi.org/ (Open Access)
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Group awareness and regulation in computer-supported collaborative learningIn: International Journal of Computer-Supported Collaborative Learning Jg. 17 (2022) Nr. 1, S. 11 - 38Online Volltext: dx.doi.org/ (Open Access)
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Implicit guidance in educational online collaboration : Supporting highly qualitative and friendly knowledge exchange processesIn: Computers and Education Open (CAEO) Jg. 3 (2022) 100064Online Volltext: dx.doi.org/ (Open Access)
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Learning with augmented reality : Impact of dimensionality and spatial abilitiesIn: Computers and Education Open (CAEO) Jg. 3 (2022) 100065Online Volltext: dx.doi.org/ (Open Access)
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“uniMatchUp!” : An application for promoting academic help-seeking and group developmentIn: E-Learning and Education (eleed) (2022) Nr. 14,Online Volltext (Open Access)
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How to promote optimal individual and collaborative learning in remote and hybrid environments? : A focus on motivational and emotional factorsIn: International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices ; Proceedings / 15th International Conference on Computer-Supported Collaborative Learning (CSCL) ; 2nd Annual Meeting of the International Society of the Learning Sciences (ISLS) ; 6 - 10 June 2022, Hiroshima, Japan, Online Event / Weinberger, Armin; Chen, Wenli; Hernández-Leo, Davina; Chen, Bodong (Hrsg.) 2022, S. 501 - 508
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Teachers’ use of augmented reality in the classroom : Reasons, practices, and needIn: International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices ; Proceedings / 16th International Conference of the Learning Sciences (ICLS) ; 2nd Annual Meeting of the International Society of the Learning Sciences (ISLS) ; June 6 –10, Hiroshima, Japan, Online Event / Chinn, Clark; Tan, Edna; Chan, Carol; Kali, Yael (Hrsg.) 2022, S. 1133 - 1136
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Work-in-Progress - Measuring Learners’ Subjective Experience in Augmented Reality : First Evaluation of the ARcis QuestionnaireIn: Proceedings of the 8th International Conference of the Immersive Learning Research Network (iLRN) / 8th International Conference of the Immersive Learning Research Network (iLRN), 30.05.-04.06.2022, Vienna, Austria / Dengel, Andreas; Pedrosa, Daniela; Erenli, Kai; Peña-Rios, Anasol; Bourguet, Marie-Luce; Hutson, James; Economou, Daphne; Richter, Jonathon (Hrsg.) 2022Online Volltext: dx.doi.org/
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Assumptions and confidence of others : the impact of socio-cognitive information on metacognitive self-regulationIn: Metacognition and Learning Jg. 16 (2021) Nr. 3, in pressOnline Volltext: dx.doi.org/ (Open Access)
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Improving learning and writing outcomes : Influence of cognitive and behavioral group awareness tools in wikisIn: International Journal of Computer-Supported Collaborative Learning Jg. 16 (2021) Nr. 2, S. 225 - 259Online Volltext: dx.doi.org/ (Open Access)
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Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate StudiesIn: Frontiers in Education Jg. 6 (2021) 732587Online Volltext: dx.doi.org/ Online Volltext (Open Access)
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Augmented reality to support learning : A psychological perspective on a technological developmentIn: General Proceedings of the 1st Annual Meeting of the International Society of the Learning Sciences 2021 / International Society of the Learning Sciences 2021; Bochum, Germany; 8-11 June 2021 2021, S. 117 - 118
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Development and evaluation of the peer support web application “uniMatchUp!”In: DELFI 2021: Die 19. Fachtagung Bildungstechnologiender Gesellschaft für Informatik e.V.; Komplettband / DELFI 2021: 13.-15. September 2021; Online / Kienle, Andrea; Harrer, Andreas; Haake, Jörg M.; Lingnau, Andreas (Hrsg.) 2021, S. 49 - 60
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Drei Eigenschaften von Augmented Reality Erfahrungen und ihre Relevanz beim LernenIn: DELFI 2021: Die 19. Fachtagung Bildungstechnologiender Gesellschaft für Informatik e.V.; Workshops / DELFI 2021: 13.-15. September 2021; Online / Lingnau, Andreas (Hrsg.) 2021, S. 59 - 71(Open Access)
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Space, a Central Frontier : The Role of Spatial Abilities When Learning the Structure of 3D AR ObjectsIn: Proceedings of 2021 7th International Conference of the Immersive Learning Research Network (iLRN) / International Conference of the Immersive Learning Research Network (iLRN), 17.05.-10.06.2021, online / Economou, Daphne; Peña-Rios, Anasol; Dengel, Andreas; Dodds, Heather; Mentzelopoulos, Markos; Klippel, Alexander; Erenli, Kai; Lee, Mark J. W.; Richter, Jonathon (Hrsg.) 2021, S. 258 - 265Online Volltext: dx.doi.org/
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The Impact of Guidance and Feedback in Game-Based Computational Thinking EnvironmentsIn: DELFI 2021: Die 19. Fachtagung Bildungstechnologiender Gesellschaft für Informatik e.V.; Komplettband / DELFI 2021: 13.-15. September 2021; Online / Kienle, Andrea; Harrer, Andreas; Haake, Jörg M.; Lingnau, Andreas (Hrsg.) 2021, S. 115 - 120
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A Psychological Perspective on Data Processing in Cognitive Group Awareness ToolsIn: The Interdisciplinarity of the Learning Sciences: 14th International Conference of the Learning Sciences / ICLS 2020; June 19 – 23, Nashville, USA Jg. 2 2020, S. 951 - 958Online Volltext: dx.doi.org/ Online Volltext
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Combining Scripts, Group Awareness Tools and Self-Regulated Learning : Theoretical Implications and Practical ImplementationsIn: The Interdisciplinarity of the Learning Sciences: 14th International Conference of the Learning Sciences / ICLS 2020; June 19 – 23, Nashville, USA Jg. 1 2020, S. 350 - 357Online Volltext: dx.doi.org/ Online Volltext
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Different Types of Interaction with Augmented Reality Learning MaterialIn: Proceedings of 6th International Conference of the Immersive Learning Research Network / iLRN 2020; Virtual, Online, United States; 21 - 25 June 2020 2020, S. 78 - 85Online Volltext: dx.doi.org/
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Group Awareness-Tools beim technologieunterstützen LernenIn: Handbuch Bildungstechnologie: Konzeption und Einsatz digitaler Lernumgebungen / Niegemann, Helmut; Weinberger, Armin (Hrsg.) 2020, S. 321 - 331Online Volltext: dx.doi.org/
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How students weight different types of group awareness attributes in wiki articles : A mixed-methods approachIn: The Interdisciplinarity of the Learning Sciences: 14th International Conference of the Learning Sciences / 14th International Conference of the Learning Sciences (ICLS 2020), June 19 – 23 June 2020, Nashville, USA 2020, S. 1157 - 1164Online Volltext: dx.doi.org/ Online Volltext (Open Access)
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Improving collaborative learning : Guiding knowledge exchange through the provision of information about learning partners and learning contentsIn: Computers & Education Jg. 128 (2019) S. 452 - 472Online Volltext: dx.doi.org/
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Providing different types of group awareness information to guide collaborative learningIn: International Journal of Computer-Supported Collaborative Learning Jg. 14 (2019) Nr. 1, S. 7 - 51Online Volltext: dx.doi.org/ Online Volltext (Open Access)
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Augmented reality in education : Three unique characteristics from a user’s perspectiveIn: ICCE 2019 - 27th International Conference on Computers in Education / ICCE 2019; Kenting; Taiwan; 2 - 6 December 2019 Jg. 1 2019, S. 412 - 422
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Awareness of complementary knowledge in cscl : impact on learners’ knowledge exchange in small groupsIn: Collaboration Technologies and Social Computing: Proceedings / 25th International Conference on Collaboration Technologies and Social Computing, CRIWG+CollabTech 2019, 04.-06.09.2019, Kyoto, Japan / Nakanishi, Hideyuki; Egi, Hironori; Chounta, Irene-Angelica; Takada, Hideyuki; Ichimura, Satoshi; Hoppe, Heinz Ulrich (Hrsg.) 2019, S. 3 - 16Online Volltext: dx.doi.org/
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Cognitive group awareness tools : Versatile devices to guide learners towards discrepanciesIn: ICCE 2019 - 27th International Conference on Computers in Education / ICCE 2019; Kenting; Taiwan; 2 - 6 December 2019 Jg. 1 2019, S. 158 - 164
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Effects of the need for cognitive closure and guidance on contribution quality in wiki-based learningIn: A Wide Lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings: 13th International Conference on Computer Supported Collaborative Learning, Conference Proceedings, 17 - 21 June 2019 École Normale Supérieure de Lyon, France, Volume 1 / A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: 13th International Conference on Computer Supported Collaborative Learning, 17.-21.06.2019, Lyon / Lund, Kristine; Niccolai, Gerald; Lavoué, Elise; Hmelo-Silver, Cindy; Gweon, Gahgene; Baker, Michael (Hrsg.) 2019, S. 25 - 32Online Volltext (Open Access)
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Grounding support for effective collaborative learningIn: ICCE 2019 - 27th International Conference on Computers in Education / ICCE 2019; Kenting; Taiwan; 2 - 6 December 2019 Jg. 2 2019, S. 700 - 702
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Group awareness information to support academic help-seekingIn: ICCE 2019 - 27th International Conference on Computers in Education, Proceedings / ICCE 2019; Kenting; Taiwan; 2 - 6 December 2019 Jg. 1 2019, S. 131 - 140
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Group formation in the digital age : Relevant characteristics, their diagnosis, and combination for productive collaborationIn: A Wide Lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings: 13th International Conference on Computer Supported Collaborative Learning, Conference Proceedings, 17 - 21 June 2019 École Normale Supérieure de Lyon, France, Volume 2 / A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: 13th International Conference on Computer Supported Collaborative Learning, 17.-21.06.2019, Lyon / Lund, Kristine; Niccolai, Gerald; Lavoué, Elise; Hmelo-Silver, Cindy; Gweon, Gahgene; Baker, Michael (Hrsg.) 2019, S. 719 - 726Online Volltext (Open Access)
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Interplay of different group awareness information for improving collaborative learning in social mediaIn: A Wide Lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings: 13th International Conference on Computer Supported Collaborative Learning, Conference Proceedings, 17 - 21 June 2019 École Normale Supérieure de Lyon, France, Volume 2 / A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: 13th International Conference on Computer Supported Collaborative Learning, 17.-21.06.2019, Lyon / Lund, Kristine; Niccolai, Gerald; Lavoué, Elise; Hmelo-Silver, Cindy; Gweon, Gahgene; Baker, Michael (Hrsg.) 2019, S. 1094 - 1095Online Volltext (Open Access)
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Towards an integrated framework of group awareness support for collaborative learning in social mediaIn: ICCE 2019 - 27th International Conference on Computers in Education / ICCE 2019, 2 - 6 December 2019, Kenting Jg. 1 2019, S. 121 - 130Online Volltext: dx.doi.org/ Online Volltext (Open Access)
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Video-based competence development in chemistry vocational trainingIn: ICCE 2019 - 27th International Conference on Computers in Education / ICCE 2019; Kenting; Taiwan; 2 - 6 December 2019 Jg. 2 2019, S. 697 - 699
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Comparing effects of two collaboration scripts on learning activities for wiki-based environmentsIn: International Journal of Computer-Supported Collaborative Learning Jg. 13 (2018) Nr. 3, S. 331 - 357Online Volltext: dx.doi.org/ Online Volltext (Open Access)
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Corrigendum to “Prompting and visualising monitoring outcomes: Guiding self-regulatory processes with confidence judgments” [Learning and Instruction 59 251–262] (S0959475217301767) (10.1016/j.learninstruc.2017.03.004))In: Learning and Instruction Jg. 54 (2018) S. 47Online Volltext: dx.doi.org/
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Entwicklung einer Wahrnehmungstaxonomie für Lernkontexte unter Berücksichtigung unterschiedlicher Perspektiven und ÖffentlichkeitsgradeIn: E-Learning and Education (eleed) (2018) Nr. 12,Online Volltext (Open Access)
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Interaction of guidance types and the Need for Cognitive Closure in wiki-based learningIn: PeerJ Jg. 2018 (2018) Nr. 9, e5541Online Volltext: dx.doi.org/ (Open Access)
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The difference that counts : Guiding knowledge exchange by visualizing levels of co-learners’ knowledgeIn: Proceedings of International Conference of the Learning Sciences Jg. 3 (2018) Nr. June, S. 1555 - 1556Online Volltext (Open Access)
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The interaction of the need for cognitive closure with implicit and explicit guidance in wiki-based learningIn: Proceedings of International Conference of the Learning Sciences Jg. 3 (2018) Nr. June, S. 1389 - 1390Online Volltext (Open Access)
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What interdependence can tell us about collaborative learning : a statistical and psychological perspectiveIn: Research and Practice in Technology Enhanced Learning (RPTEL) Jg. 13 (2018) 16Online Volltext: dx.doi.org/ (Open Access)
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Group Awareness-Tools beim technologieunterstützen LernenIn: Lernen mit Bildungstechnologien: praxisorientiertes Handbuch zum intelligenten Umgang mit digitalen Medien / Niegemann, Helmut; Weinberger, Armin (Hrsg.) 2018, S. 1 - 11Online Volltext: dx.doi.org/
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Group awareness tools for computer-supported collaborative learningIn: International Handbook of the Learning Sciences / Fischer, Frank (Hrsg.) 2018, S. 351 - 358Online Volltext: dx.doi.org/
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Interdependence as a treatment effect : An example from group awareness researchIn: Proceedings of International Conference of the Learning Sciences, ICLS / 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count; University College London (UCL) London; United Kingdom; 23 - 27 June 2018 Jg. 3 2018, Nr. June, S. 1457 - 1458Online Volltext (Open Access)
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Social and cognitive group awareness to aid argumentation about socially acute questions on social mediaIn: Proceedings of International Conference of the Learning Sciences, ICLS / 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, University College London (UCL)London, United Kingdom, 23 June 2018 through 27 June 2018 2018, S. 456 - 463Online Volltext (Open Access)
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A review of methodological applications of social network analysis in computer-supported collaborative learningIn: Educational Research Review Jg. 22 (2017) S. 159 - 180Online Volltext: dx.doi.org/
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Controversy awareness on evidence-led discussions as guidance for students in wiki-based learningIn: The Internet and Higher Education Jg. 33 (2017) S. 1 - 14Online Volltext: dx.doi.org/; Online Volltext: dx.doi.org/ (Open Access)
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Prompting and visualising monitoring outcomes: Guiding self-regulatory processes with confidence judgmentsIn: Learning and Instruction Jg. 49 (2017) S. 251 - 262Online Volltext: dx.doi.org/
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Functions of cognitive group awareness toolsIn: Proceedings of the 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century / ICCE 2017; Christchurch; New Zealand; 4 - 8 December 2017 2017, S. 7 - 10
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On the adoption of social network analysis methods in cscl research-a network analysisIn: CSCL 2017: Making a difference: Prioritizing equity and access in CSCL; 12th International Conference on Computer Supported Collaborative Learning, Conference proceedings, Volume 1 / 12th International Conference onComputer Supported Collaborative Learning, 18.-22.06.2017, Philadelphia, PA / Smith, Brian K.; Borge, Marcela; Mercier, Emma; Lim, Kyu Yon (Hrsg.) 2017, S. 287 - 294
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Visualizing networked relations to support computer-supported collaborative learningIn: CSCL 2017: Making a difference: Prioritizing equity and access in CSCL; 12th International Conference on Computer Supported Collaborative Learning, Conference proceedings, Volume 2 / 12th International Conference onComputer Supported Collaborative Learning, 18.-22.06.2017, Philadelphia, PA / Smith, Brian K.; Borge, Marcela; Mercier, Emma; Lim, Kyu Yon (Hrsg.) 2017, S. 997 - 998
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Improving collaborative learning in the classroom : Text mining based grouping and representingIn: International Journal of Computer-Supported Collaborative Learning Jg. 11 (2016) Nr. 4, S. 387 - 415Online Volltext: dx.doi.org/
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Effects of Implicit Guidance on Contribution Quality in a Wiki-based learning environmentIn: Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016 : Volume 2 / 12th International Conference of the Learning Sciences (ICLS 2016), 20-24 June 2016, Singapore / Looi, Chee-Kit; Polman, Joseph; Cress, Ulrike; Reimann, Peter (Hrsg.) 2016, S. 906 - 909
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How Socio-Cognitive Information Affects Individual Study DecisionsIn: Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016 : Volume 1 / 12th International Conference of the Learning Sciences (ICLS 2016), 20-24 June 2016, Singapore / Looi, Chee-Kit; Polman, Joseph; Cress, Ulrike; Reimann, Peter (Hrsg.) 2016, S. 274 - 281
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Multiple externe RepräsentationenIn: Schlüsselbegriffe der Medienpsychologie / Krämer, Nicole; Schwan, Stephan; Unz, Dagmar; Suckfüll, Monika (Hrsg.) 2016, S. 185 - 192
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Qualitative and Quantitative Information in Cognitive Group Awareness Tools : Impact on Collaborative LearningIn: Transforming Learning, Empowering Learners: Conference Proceedings. - Vol. 1 / Transforming Learning, Empowering Learners: 12th International Conference of the Learning Sciences, 20. Juni - 24. Juni 2016, Singapur (ICLS 2016) / Looi, Chee-Kit; Polman, Joseph; Cress, Ulrike; Reimann, Peter (Hrsg.) 2016, S. 458 - 465
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Wiki Editors’ Acceptance of Additional Guidance on Talk PagesIn: The Workshops of the Tenth International AAAI Conference on Web and Social Media: Technical Reports WS-16-16 - WS-16-20 / 10th International AAAI Conference on Web and Social Media (ICWSM-16), 17. - 20. Mai 2016, Köln / Weber, Ingmar; Diakopoulos, Nick; Choudhury, Munmun De (Hrsg.) 2016, S. 51 - 52
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Selective reading of large online forum discussions : the impact of rating visualizations on navigation and learningIn: Computers in Human Behavior Jg. 44 (2015) S. 191 - 201Online Volltext: dx.doi.org/
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Content-related controversy awareness in Wiki-based learningIn: Proceedings of the 9th Conference of the DGPs Media Psychology Division / 9th Conference of the DGPs Media Psychology Division 2015
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Let's talk about talks : Supporting knowledge exchange processes on wiki discussion pagesIn: Wikipedia, a social pedia: Research challenges and opportunities / 9th International Conference on Web and Social Media, ICWSM 2015, 26.-29.05.2015, Oxford, United Kingdom / West, Robert; Zia, Leila; Leskovec, Jure (Hrsg.) 2015, S. 56 - 61
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Motivated in the global digital Classroom? : Zusammenhänge zwischen "Wahrnehmung Anderer", Lernmotivation und KompetenzerwerbIn: 13. E-Learning Fachtagung Informatik der Gesellschaft für Informatik e.V / DeLFI 2015; 1.-4. September 2015; München / Pongratz, Hans; Keil, Reinhard (Hrsg.) 2015, S. 29 - 41
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Motivated in the global digital classroom? Connections among "perception of others", learning motivation and acquisition of competenciesIn: DeLFI 2015: die 13. E-Learning Fachtagung Informatik der Gesellschaft für Informatik e.V. / 13. E-Learning Fachtagung Informatik der Gesellschaft für Informatik e.V. ; 1. - 4. September 2015 München, Deutschland / Pongratz, Hans J.; Keil, Reinhard (Hrsg.) 2015, S. 29 - 41
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Need for cognitive closure as determinant for guidance in Wiki-based learningIn: Proceedings of the 23rd International Conference on Computers in Education / 23rd International Conference on Computers in Education, ICCE 2015; Hangzhou; China; 30 November 2015 through 4 December 2015 2015
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Potentials of Text Mining based Technologies for Improving Cognitive Group AwarenessIn: Exploring the Material Conditions of Learning / The Computer Supported Collaborative Learning (CSCL) Conference 2015 / Lindwall, Oskar; Häkkinen, Päivi; Koschmann, Timothy; Tchounikine, Pierre; Ludvigsen, Sten (Hrsg.) 2015, S. 943 - 944
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Subjective Validity Ratings to Support Shared Knowledge Construction in CSCL.In: Exploring the Material Conditions of Learning / The Computer Supported Collaborative Learning (CSCL) Conference 2015 / Lindwall, Oskar; Häkkinen, Päivi; Koschmann, Timothy; Tchounikine, Pierre; Ludvigsen, Sten (Hrsg.) 2015, S. 933 - 934
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Supporting Wiki-based knowledge exchange processesIn: Exploring the Material Conditions of Learning / The Computer Supported Collaborative Learning (CSCL) Conference 2015 / Lindwall, Oskar; Häkkinen, Päivi; Koschmann, Timothy; Tchounikine, Pierre; Ludvigsen, Sten (Hrsg.) 2015
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Providing knowledge-related partner information in collaborative multimedia learning: isolating the core of cognitive group awareness toolsIn: Proceedings of the 22nd International Conference on Computers in Education / 22nd International Conference on Computers in Education, ICCE 2014, 30. November - 4. Dezember 2014, Nara, Japan / Liu, Chen-Chung; Ogata, Hiroaki; Kong, Siu Cheung; Kashihara, Akihiro (Hrsg.) 2014, S. 171 - 179
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Supporting awareness of content-related controversies in a Wiki-based learning environmentIn: OPENSYM: Proceedings of the 10th International Symposium on Open Collaboration : August 27-29, 2014, Berlin, Germany / OPENSYM, 10th International Symposium on Open Collaboration, 27.-29.08.2014, Berlin / Riehle, Dirk (Hrsg.) 2014Online Volltext: dx.doi.org/ Online Volltext
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Supporting regulatory processes by prompting and visualising monitoring judgmentsIn: Work-In-Progress Poster Proceedings of the 22th International Conference on Computers in Education: ICCE 2014 / ICCE 2014: 22nd International Conference on Computers in Education, 30.11.-04.12.2014, Nara, Japan / ICCE 2014 Organizing Committee (Hrsg.) 2014, S. 13 - 15(Open Access)
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Coordinated computer-supported collaborative learning : awareness and awareness toolsIn: Educational psychologist Jg. 48 (2013) S. 40 - 55Online Volltext: dx.doi.org/
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Individual and collaborative learning in science exhibitions : connecting multiple representationsIn: Responsible teaching and sustainable learning / 15th Biennial EARLI conference for research on learning and instruction (EARLI 2013) ; 27-31 August 2013 2013
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Information cueing in collaborative multimedia learningIn: Computer-Supported Collaborative Learning Conference, CSCL / 10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013, Madison, WI, United States, 15 June - 19 June 2013 2013, S. 149 - 152
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Navigating through controversial online discussions : The influence of visualized ratingsIn: Computer-Supported Collaborative Learning Conference, CSCL: Vol. 1 / 10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013, Madison, WI, United States, 15 June - 19 June 2013 2013, S. 65 - 72
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Cognitive group awareness support for collaborative discovery learningIn: Computer-supported inquiry learning conference: promoting science through inquiry ; EARLI SIG20 2012 conference proceedings / EARLI SIG20 2012, Bochum 2012 / Pedaste, M.; Wichmann, A.; Mäeots, M. (Hrsg.) 2012, S. 29 - 30
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Group awareness in CSCL environments.In: Computers in Human Behavior Jg. 27 (2011) Nr. 3, S. 1043 - 1045
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Guiding knowledge communication in CSCL via group knowledge awareness.In: Computers in Human Behavior Jg. 27 (2011) Nr. 3, ohne Seitenangabe
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Partner knowledge awareness in knowledge communication: Learning by adapting to the partnerIn: The journal of experimental education : JExE Jg. 79 (2011) Nr. 1, S. 102 - 125
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Tacit guidance for collaborative multimedia learningIn: Computers in Human Behavior Jg. 27 (2011) Nr. 3, S. 1079 - 1086
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Design and technologies for supporting collaborative learning with multiple representationsIn: Proceedings of the 9th International Conference on Computer-Supported Collaborative Learning / CSCSL 2011; July 4 - 8, 2011; Hong Kong, China 2011
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Group awareness tools for controversial CSCL discussions : Dissociating rating effects and visualized feedback effetcsIn: Proceedings of the 9th International Conference on Computer-Supported Collaborative Learning / CSCSL 2011; July 4 - 8, 2011; Hong Kong, China Jg. 1 2011, S. 358 - 365
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Kooperatives netzbasiertes LernenIn: Online-Lernen: Handbuch für Wissenschaft und Praxis / Klimsa, Paul; Issing, Ludwig J. (Hrsg.) 2011, S. 151 - 158
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MUPEMURE: Towards a Model of Computer-Supported Collaborative Learning with Multiple RepresentationsIn: Proceedings of the 9th International Conference on Computer-Supported Collaborative Learning / CSCSL 2011; July 4 - 8, 2011; Hong Kong, China Jg. 2 2011
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Knowledge awareness in CSCL: A psychological perspectiveIn: Computers in Human Behavior Jg. 25 (2009) Nr. 4, S. 949 - 960
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Providing group knowledge awareness in computer-supported collaborative learning: Insights into learning mechanismsIn: Research and Practice in Technology Enhanced Learning (RPTEL) Jg. 4 (2009) Nr. 2, S. 111 - 132
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Kooperatives netzbasiertes Lernen.In: Online-Lernen: Handbuch für Wissenschaft und Praxis / Issing, Ludwig J. (Hrsg.) 2009, S. 151 - 158
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SCAN tools for collaborative learningIn: Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCSL2009 Conference Proceedings 2009, S. 606 - 615
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Supporting controversial CSCL discussions with augmented group awareness toolsIn: International journal of computer-supported collaborative learning : an official publication of the International Society of the Learning Sciences Jg. 3 (2008) Nr. 2, S. 123 - 139
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Lernen, Erinnern und Vergessen aus Sicht der Kognitiven PsychologieIn: Lernen - Erinnern - Vergessen: Erwerb und Verlust kognitiver Fähigkeiten / Färber, Hans-Peter (Hrsg.) 2008, S. 67 - 77
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Multiple externe RepräsentationenIn: Medienpsychologie: Schlüsselbegriffe und Konzepte / Krämer, Nicole C. (Hrsg.) 2008, S. 166 - 172
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Successful and unsuccessful use of dynamic visualisations in instructional texts.In: Learning with animation: research implications for design / Lowe, Richard (Hrsg.) 2008, S. 71 - 91
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Support for collaborative multimedia learning: considering the individual and the group.In: Proceedings ICCE 2008. The 16th International Conference on Computers in Education 2008, S. 245 - 252
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Fostering audience design of computer-mediated knowledge communication by knowledge mirroringIn: Proceedings of the 8th iternational conference on Computer supported collaborative learning / Chinn, Clark A.; Erkens, Gijsbert; Puntambekar, Sadhana (Hrsg.) 2007, S. 168 - 170
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External and mental referencing of multiple representationsIn: Computers in Human Behavior Jg. 22 (2006) Nr. 1, S. 27 - 42
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Supporting Collaborative Learning with Augmented Group Awareness ToolsIn: Proceedings of the 28th Annual Conference of the Cognitive Science Society / Sun, Ron; Miyake, Naomi (Hrsg.) 2006, S. 77 - 82
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Supporting learning with interactive multimedia through active integration of representations.In: Instructional Science: An International Journal of Learning and Cognition Jg. 33 (2005) Nr. 1, S. 73 - 95
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The active integration of information during learning with dynamic and interactive visualisationsIn: Learning and instruction : the journal of the European Association for Research on Learning and Instruction Jg. 14 (2004) Nr. 3, S. 325 - 341
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Can active integration of multiple representations foster simulation-based learning?In: Instructional design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs "Instructional Design" and "Learning and Instruction with Computers" 2004, S. 127 - 137
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Encouraging the active integration of information during learning with multiple and interactive representationsIn: Instructional design for multimedia learning : proceedings of the 5th International Workshop of SIG 6 Instructional Design of the European Association for Research on Learning and Instruction (EARLI), June 27 - 29, 2002 in Erfurt / Niegemann, Helmut M.; Antonietti, Alessandro (Hrsg.) 2004, S. 127 - 138
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Enhancing Simulation-Based Learning through Active External Integration of RepresentationsIn: Proceedings of the Twenty-Sixth Annual Conference of the Cognitive Science Society / Forbus, Kenneth D.; Gentner, Dedre; Regier, Terry (Hrsg.) 2004, S. 138 - 143
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Facilitating the mental integration of multiple sources of information in multimedia learning environmentsIn: ED-MEDIA 2001 : World Conference on Educational Multimedia, Hypermedia & Telecommunications ; [Tampere, Finland, June 25 - 30, 2001 ; proceedings] 2001, S. 1501 - 1506
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Kooperatives Problemlösen auf der Grundlage gemeinsamer VisualisierungenIn: Verteiltes Arbeiten - Arbeit der Zukunft : Tagungsband der Deutschen Fachtagung zu Computer-Supported Cooperative Work ; [gemeinsame Fachtagung zum Thema Rechnergestützte Gruppenarbeit (Computer-Supported Cooperative Work - CSCW) der Gesellschaft für Informatik (GI), des German Chapter of the ACM und der Technischen Universität München vom 11. bi 2000