Publications 2012

Articles in refereed Journals

  • Buder, J., & Schwind, C. (2012). Learning with personalized recommender systems: A psychological view. Computers in Human Behavior, 28, 207-216.
     
  • Glaser, M., Garsoffky, B., & Schwan, S. (2012). What do we learn from docutainment? Processing hybrid television documentaries. Learning and Instruction, 22, 37-46. doi:10.1016/j.learninstruc.2011.05.006. request document
     
  • Held, C., Kimmerle, J., & Cress, U. (2012). Learning by foraging: The impact of individual knowledge and social tags on web navigation processes. Computers in Human Behavior, 28, 34-40. request document
     
  • Krauskopf, K., Zahn, C., & Hesse, F. W. (2012). Leveraging the affordances of YouTube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58, 1194-1206. request document
     
  • Kühl, T., Scheiter, K., & Gerjets, P. (2012). Enhancing learning from dynamic and static visualizations by means of cueing. Journal of Educational Multimedia and Hypermedia, 21, 5-22. request document
     
  • Moskaliuk, J., Kimmerle, J., & Cress, U. (2012). Collaborative knowledge building with wikis: The impact of redundancy and polarity. Computers and Education, 58, 1049-1057. request document
     
  • Ray, D., & Matschke, C. (2012). Cross-group recognition bias generalizes to diverse non-face representations of digital identity. Journal of Experimental Social Psychology, 48(1), 387-390. request document
     
  • Ray, D. G., Mackie, D. M., Smith E. R., & Terman, A. (2012). Discrete emotions elucidate the effects of crossed-categorization on prejudice. Journal of Experimental Social Psychology, 48(1), 55-69. request document
     
  • Scheepers, D., de Wit, F., Ellemers, N., & Sassenberg, K. (2012). Social power makes the heart work more efficiently: Evidence from cardiovascular markers of challenge and threat. Journal of Experimental Social Psychology, 48, 371-374. request document
     
  • Schwind, C., Buder, J., Cress, U., & Hesse, F. (2012). Preference-inconsistent recommendations: An effective approach for reducing confirmation bias and stimulating divergent thinking? Computers & Education, 58, 787-796.
     
  • Schüler, A., Scheiter, K., Rummer, R., & Gerjets, P. (2012). Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures? Learning and Instruction, 22, 92-102. request document
     
  • Wodzicki, K., Schwämmlein, E., & Moskaliuk, J. (2012). "Actually, I wanted to learn": Study-related knowledge exchange on social networking sites. The Internet and Higher Education, 15(1), 9-14. request document
     
  • Zander, T. O., & Jatzev, S. (2012). Context-aware brain-computer interfaces: Exploring the information space of user, technical system and environment. Journal of Neuronal Engineering, 9, 016003.