Prof. Dr. Dr. Friedrich Hesse

University of Tübingen
Department for Applied Cognitive Psychology and Media Psychology
Schleichstr. 4
72076 Tübingen

Tel.: +49 7071 979-215
Fax: +49 7071 29-5902

E-Mail: friedrich.hessespam prevention@uni-tuebingen.de

Homepage

Address for visitors:

Schleichstr. 4, 72076 Tübingen

Consultation hours:

by appointment, please contact Mrs. Croizier at the office

Friedrich W. Hesse is founding director of the research focus “Digitalisierung, Diversität und Lebenslanges Lernen” at the Fernuniversität Hagen as well as the Executive Committee Officer of the Leibniz Association. In this function, he is scientific co-chair of the Global Learning Council (GLC) and head of the working group “Digitaler Wandel”.

Friedrich W. Hesse studied psychology at the University of Marburg and the University of Duesseldorf (diploma 1976), received his doctorate at the University of Aachen (1979) and qualified as professor for psychology (1989) at the University of Goettingen. From 1976 to 1979 he was assistant researcher at the University of Duesseldorf and Aachen, where he worked as post-doc research fellow from 1979 till 1982. From 1982 till 1983 he was research fellow at LRDC and Carnegie Mellon University in Pittsburgh; from 1983 until 1990 he was member of the academic council at the Faculty for Psychology at the University of Goettingen. Since 1990 up to the present he has been Professor in Tuebingen and from 1993 until 2000 he also worked as Head of the Department of Applied Cognitive Science at the German Institute of Research for Distance Education (DIFF). From 1995 to 1997 he was head of the CNRS sponsored Laboratoire Européen de Recherche sur les Apprentissages et les Nouvelles Technologies (LERANT) in France. From 1999 to 2019 he held the chair of the Department for Applied Cognitive Psychology and Media Psychology at the University of Tuebingen. 2001 the Leibniz-Institut für Wissensmedien was founded under his leadership, whose director he was from 2001 to 2016. In addition, from 2010 to 2018 he was scientific vice-president of the German Leibniz Association.

Friedrich W. Hesse was initiator and speaker of several initiatives and research projects like the first German ScienceCampus (2009-2018), the DFG research group “Orchestrierung computerunterstützter Lehr-Lern-Prozesse” (2006-2017), the first virtual PhD Program funded by the DFG (1999-2008) and the DFG priority program “Net-based Knowledge Communication” (2000-2006) as well as numerous other third-party funded projects.

Friedrich W. Hesse‘s research focusses on learning with digital media, especially on net-based knowledge communication and computer-supported collaborative learning (CSCL). He investigates how digital media can be used to support group interaction. Special attention is given to the question whether digital tools are suitable to counteract distortion in information processing (for example influences of majorities, confirmation bias).  He also addresses the question how different approaches on group awareness can contribute to an improved computer-supported collaboration and is interested in the effects of new digital tools on collaborative learning in school education. In addition, Friedrich W. Hesse is researching the question of how groups whose collaboration is supported by the use of multi-touch screens can learn. In this way, the physical design of rooms is also taken into account in the conception of digital teaching/learning settings.

Publications

Articles in referred journals

  • Brich, I. R., Bause, I. M., Hesse, F. W., & Wesslein, A. (in press). Working memory affine technological support functions improve decision performance. Computers in Human Behavior. https://dx.doi.org/10.1016/j.chb.2018.11.014
  • Thiemann, D., Hesse, F. W., & Kozlov, M. (2019). The benefits of collaboration in computer-mediated preference exchange in teams: A psychological perspective. Computers in Human Behavior, 97, 24-34. https://dx.doi.org/10.1016/j.chb.2019.02.032
  • Bause, I. M., Brich, I. R., Wesslein, A. K., & Hesse, F. W. (2018). Using technological functions on a multi-touch table and their affordances to counteract biases and foster collaborative problem solving. International Journal of Computer-Supported Collaborative Learning, 13(1), 7-33. https://dx.doi.org/10.1007/s11412-018-9271-4
  • Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W. (2018). Advancing the Science of Collaborative Problem Solving. Psychological Science in the Public Interest, 19(2), 59-92. https://dx.doi.org/10.1177/1529100618808244 Open Access
  • Baumeister, A. E. E., Engelmann, T., & Hesse, F. W. (2017). One task, divergent solutions: high- versus low-status sources and social comparison guide adaptation in a computer-supported socio-cognitive conflict task. Educational Technology Research and Development, 65, 237-253. https://dx.doi.org/10.1007/s11423-016-9466-1 Volltext anfordern
  • Scoular, C., Care, E., & Hesse, F.W. (2017). Designs for operationalizing collaborative problem solving for automated assessment. Journal of Educational Measurement, 54, 12-35. https://dx.doi.org/10.1111/jedm.12130
  • Hesse, F. W., Sassenberg, K., & Schwan, S. (2016). Editorial: Psychologie und Wissensmedien. Psychologische Rundschau, 67, 83-86. https://dx.doi.org/10.1026/0033-3042/a000299 Volltext anfordern
  • Kolodziej, R., Hesse, F. W., & Engelmann, T. (2016). Improving negotiations with bar charts: The advantages of priority awareness. Computers in Human Behavior, 60, 351-360. https://dx.doi.org/10.1016/j.chb.2016.02.079 Volltext anfordern
  • Kozlov, M. D., Engelmann, T., Buder, J., & Hesse, F. W. (2015). Is knowledge best shared or given to individuals? Expanding the Content-based Knowledge Awareness paradigm. Computers in Human Behavior, 51, 15-23.
  • Engelmann, T., Kolodziej, R., & Hesse, F. W. (2014). Preventing undesirable effects of mutual trust and the development of skepticism in virtual groups by applying the knowledge and information awareness approach. International Journal of Computer-Supported Collaborative Learning, 9, 211-235. https://dx.doi.org/10.1007/s11412-013-9187-y Volltext anfordern
  • Krauskopf, K., Zahn, C., Hesse, F. W., & Pea, R. (2014). Understanding video tools for teaching: mental models of technology affordances as inhibitors and facilitators of lesson planning in history and language arts. Studies in Educational Evaluation, 43, 230-243. https://dx.doi.org/10.1016/j.stueduc.2014.05.002 Volltext anfordern
  • Michel, Ch. W., Ray, D. G., Kaup, B., & Hesse, F. W. (2014). Perspective image comprehension depends on both visual and proprioceptive information. Attention, Perception, & Psychophysics, 76, 2477-2484. https://dx.doi.org/10.3758/s13414-014-0731-2
  • Rudat, A., Buder, J., & Hesse, F. W. (2014). Audience design in Twitter: Retweeting behavior between informational value and followers' interests. Computers in Human Behavior, 35, 132-139.
  • Scheiter, K., Schrader, J., Trautwein, U., & Hesse, F. W. (2014). Analyse und Förderung effektiver Lehr-Lernprozesse im Kontext evidenzbasierter Bildungsreform - Beiträge der Tübinger Forschergruppe für Empirische Bildungsforschung. Zeitschrift für Erziehungswissenschaft, 17, 189-192. Volltext anfordern
  • Scheiter, K., Schüler, A., Gerjets, P., Huk, T., & Hesse, F. W. (2014). Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures. Computers in Human Behavior, 31, 73-84. Volltext anfordern
  • Scheiter, K., Schüler, A., Gerjets, P., Stalbovs, K., Schubert, C., Huk, T., & Hesse, F. (2014). Welche Rolle spielt neben Merkmalen des Instruktionsdesigns die fachspezifische und aufgabenspezifische Motivation beim Lernen mit Multimedia im naturwissenschaftlichen Unterricht? Zeitschrift für Erziehungswissenschaft, 17, 279-296. Volltext anfordern
  • Zahn, C., Schaeffeler, N., Giel, K. E., Wessel, D., Thiel, A., Zipfel, S., & Hesse, F.W. (2014). Video clips for YouTube: Collaborative video creation as an educational concept for knowledge acquisition and attitude change. Education and Information Technologies, 19, 603-621.
  • Ray, D., Neugebauer, J., Sassenberg, K., Buder, J., & Hesse, F. W. (2013). Motivated shortcomings in explanation: The role of comparative self-evaluation and awareness of explanation recipient knowledge. Journal of Experimental Psychology: General, 142, 445-457. https://dx.doi.org/10.1037/a0029339 Volltext anfordern
  • Giel, K. E., Zipfel, S., Alizadeh, M., Schäffeler, N., Zahn, C., Wessel, D., Hesse, F. W., Thiel, S., & Thiel, A. (2012). Stigmatization of obese individuals by human resource professionals: an experimental study. BMC Public Health, 12:525. Volltext anfordern
  • 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. https://dx.doi.org/10.1016/j.compedu.2011.12.010 Volltext anfordern
  • Schwind, C., Buder, J., Cress, U., & Hesse, F. W. (2012). Preference-inconsistent recommendations: An effective approach for reducing confirmation bias and stimulating divergent thinking? Computers & Education, 58, 787-796. https://dx.doi.org/10.1016/j.compedu.2011.10.003 Volltext anfordern
  • Zahn, C., Krauskopf, K., Hesse, F. W., & Pea, R. (2012). How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams. International Journal of Computer-Supported Collaborative Learning, 7(2), 259-284. https://dx.doi.org/10.1007/s11412-012-9145-0
  • Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011). Guiding knowledge communication in CSCL via group knowledge awareness. Computers in Human Behavior, 27(3), 1068-1078.
  • Dehler-Zufferey, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011). Partner knowledge awareness in knowledge communication: Learning by adapting to the partner. The Journal of Experimental Education, 79(1), 102-125.
  • Engelmann, T., & Hesse, F. W. (2011). Fostering sharing of unshared knowledge by having access to the collaborators’ meta-knowledge structures. Computers in Human Behavior, 27, 2078-2087. https://dx.doi.org/10.1016/j.chb.2011.06.002
  • Moskaliuk, J., Kimmerle, J., Cress, U., & Hesse, F. W. (2011). Knowledge building in user-generated online Virtual Realities. Journal of Emerging Technologies in Web Intelligence, 3, 38-46. https://dx.doi.org/10.4304/jetwi.3.1.38-46
  • Engelmann, T., & Hesse, F.W. (2010). How digital concept maps about the collaborators’ knowledge and information influence computer-supported collaborative problem solving. International Journal of Computer-Supported Collaborative Learning, 5(3), 299-320. https://dx.doi.org/10.1007/s11412-010-9089-1
  • Engelmann, T., Tergan, S.-O., & Hesse, F.W. (2010). Evoking knowledge and information awareness for enhancing computer-supported collaborative problem solving. The Journal of Experimental Education, 78, 1-20.
  • Huff, M., Papenmeier, F., Jahn, G., & Hesse, F.W. (2010). Eye-movements across viewpoint changes in multiple object tracking. Visual Cognition, 18(9), 1368-1391. Volltext anfordern
  • Stahl, G., & Hesse, F. W. (2010). Beyond folk theories of CSCL. International Journal Computer-Supported Collaborative Learning, 5(4), 355-358.
  • Zahn, C., Pea, R., Hesse, F. W., & Rosen, J. (2010). Comparing simple and advanced video tools as supports for collaborative design processes. The Journal of the Learning Sciences, 19(3), 403-440.
  • Cress, U., Kimmerle, J., & Hesse, F. W. (2009). Impact of temporal extension, synchronicity, and group size on computer-supported information exchange. Computers in Human Behavior, 25 (3), 731-737. https://dx.doi.org/10.1016/j.chb.2009.01.010 Volltext anfordern
  • Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (2009). Providing group knowledge awareness in computer-supported collaborative learning: Insights into learning mechanisms. Research and Practice in Technology Enhanced Learning, 4 (2), 111-132.
  • Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25 (2), 360-370. Volltext anfordern
  • Knipfer, K., Mayr, E., Zahn, C., Schwan, S., & Hesse, F. (2009). Computer Support for Knowledge Communication in Science Exhibitions: Novel Perspectives from Research on Collaborative Learning. Educational Research Review, 4, 196-209. Volltext anfordern
  • Stahl, G., & Hesse, F. W. (2009). Classical dialgos in CSCL. International Journal of Computer-Supported Collaborative Learning, 4 (3), 233-237.
  • Stahl, G., & Hesse, F.W. (2009). Paradigms of shared knowledge. International Journal of Computer-Supported Collaborative Learning, 4(4), 365-369.
  • Stahl, G., & Hesse, F.W. (2008). The many levels of CSCL. International Journal of Computer-Supported Collaborative Learning, 3(1), 1-4.
  • Stahl, G., & Hesse, F.W. (2008). Explorations of participation in discourse. International Journal of Computer-Supported Collaborative Learning, 3(3), 235-236.
  • Cress, U., Barquero, B., Schwan, S., & Hesse, F. W. (2007). Improving quality and quantity of contributions: Two models for promoting knowledge exchange with shared databases. Computers & Education, 49 (2), 423-440. https://dx.doi.org/10.1016/j.compedu.2005.10.003 Volltext anfordern
  • Kimmerle, J., Cress, U., & Hesse, F. W. (2007). An Interactional Perspective on Group Awareness: Alleviating the Information-Exchange Dilemma (for everybody?). International Journal of Human-Computer Studies, 65 (11), 899-910. https://dx.doi.org/10.1016/j.ijhcs.2007.06.002 Volltext anfordern
  • Stahl, G., & Hesse, F.W. (2007). Welcome to the future. International Journal of Computer-Supported Collaborative Learning, 2(1), 1-5.
  • Cress, U., Kimmerle, J., & Hesse, F.W. (2006). Information Exchange with Shared Databases as a Social Dilemma: The Effect of Metaknowledge, Bonus Systems, and Costs. Communication Research, 33, 370-390. https://dx.doi.org/10.1177/0093650206291481 Volltext anfordern
  • Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts - a conceptual analysis. Educational Psychology Review, 18/2, 159-185. Volltext anfordern
  • Stahl, G., & Hesse, F.W. (2006). Focusing on participation in group meaning making. International Journal of Computer-Supported Collaborative Learning, 1(3), 311-315.
  • Stahl, G., & Hesse, F.W. (2006). Building knowledge in the classroom, building knowledge in the CSCL community. International Journal of Computer-Supported Collaborative Learning, 1(2), 163-165.
  • Stahl, G., & Hesse, F.W. (2006). Social practices of computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 1(4), 409-412.
  • Gerjets, P., & Hesse, F. W. (2004). When are powerful learning environments effective? The role of learning activities and of students' conceptions of educational technology. International Journal of Educational Research, 41, 445-465. https://dx.doi.org/10.1016/j.ijer.2005.08.011
  • Buder, J. & Hesse, F. W. (2003). Embodied cognition and learning in artificial environments. Technology, Instruction, Cognition and Learning, 1 (3), 275-289.
  • Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2003). Wissensaustausch mittels Datenbanken als Öffentliches-Gut-Dilemma. - Die Wirkung von Rückmeldungen und Belohnungen. Zeitschrift für Psychologie, 211, 75-85. https://dx.doi.org/10.1026//0044-3409.211.2.75 Volltext anfordern
  • Garsoffky, B., Schwan, S., & Hesse, F. W. (2002). Viewpoint dependency in the recognition of dynamic scenes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28 (6), 1035-1050. https://dx.doi.org/10.1037/0278-7393.28.6.1035 Volltext anfordern
  • Schwan, S., Straub, D., & Hesse, F. W. (2002). Information management and learning in computer conferences: Coping with irrelevant and unrelated messages. Instructional Science, 30, 269-289.
  • Buder, J., & Hesse, F. W. (2001). Bericht über das DFG-Schwerpunktprogramm "Netzbasierte Wissenskommunikation in Gruppen". Zeitschrift für Medienpsychologie, 13, 150-152. Volltext anfordern
  • Friedrich, H. F., Hron, A., & Hesse, F. W. (2001). A framework for designing and evaluating virtual seminars. European Journal of Education, 36, 157-174.
  • Hesse, F. W., & Friedrich, H. F. (2001). Zum Potenzial virtueller Lernumgebungen. Neue Möglichkeiten und Grenzen. DIE - Zeitschrift für Erwachsenenbildung, 8, 25-27. Volltext anfordern
  • Hesse, F. W., Oestermeier, U., & Buder, J. (2000). Neue Medien - neue Forschungsinitiativen. Kognitionswissenschaft, 9 (1), 54-58. Volltext anfordern
  • Hron, A., Hesse, F. W., Cress, U., & Giovis, C. (2000). Implicit and explicit dialogue structuring in virtual learning groups. British Journal of Educational Psychology, 70, 53-64. https://dx.doi.org/10.1348/000709900157967 Volltext anfordern
  • Oestermeier, U., & Hesse, F. W. (2000). Verbal and visual causal arguments. Cognition, 75, 65-104. https://dx.doi.org/10.1016/S0010-0277(00)00060-3 Volltext anfordern
  • Schwan, S., Garsoffky, B., & Hesse, F. W. (2000). Do film cuts facilitate the perceptual and cognitive organization of activity sequences? Memory & Cognition, 28, 214-223. Volltext anfordern
  • Unz, D., & Hesse, F. W. (1999). The Use of Hypertext for Learning. Journal of Educational Computing Research, 20, 279-295. https://dx.doi.org/10.2190/FB08-5H94-3R3Y-KQLY
  • Garsoffky, B., Schwan, S., & Hesse, F.W. (1998). Zum Einfluß von Filmschnitt und Bildausschnittgröße auf die Aktivation sowie auf die Gedächtnisrepräsentation formaler Bildcharakteristika. Medienpsychologie, 10, 111-130.
  • Schwan, S., Hesse, F.W., & Garsoffky, B. (1998). The relationship between formal filmic means and the segmentation behavior of film viewers. Journal of Broadcasting and Electronic Media, 42, 237-249.
  • Hesse, F.W., & Giovis, C. (1997). Struktur und Verlauf aktiver und passiver Partizipation beim netzbasierten Lernen. Unterrichtswissenschaft, 25, 34-55.
  • Hesse, F. W., Kauer, G., & Spies, K. (1997). Effects of emotion-related surface similarity in analogical problem solving. American Journal of Psychology, 110, 357-385.
  • Hesse, F.W., & Tiberghien, A. (1997). Learning through collaboration. Journal of Computer-Assisted Learning, 13, 145-147.
  • Hron, A., Hesse, F.W., Picard, E., & Reinhard, P. (1997). Strukturierte Kooperation beim computerunterstützten kollaborativen Lernen. Unterrichtswissenschaft, 25, 56-69.
  • Reinhard, P., Hesse, F.W., Hron, A., & Picard, E. (1997). Manipulable graphics for computer-supported problem solving. Journal of Computer-Assisted Learning, 13, 148-162. https://dx.doi.org/10.1046/j.1365-2729.1997.00017.x
  • Spies, K., Hesse, F.W., & Brandes, F. (1997). Influence of positive mood on risk-taking behavior. Psychologische Beiträge, 39, 216-228.
  • Spies, K., Hesse, F.W., & Loesch, K. (1997). Store atmosphere, mood and purchasing behavior. International Journal of Research in Marketing, 14, 1-17.
  • Westermann, R., Hesse, F.W., Kauer, G., & Hiemisch, A. (1997). Zur Repräsentation systematischer Ähnlichkeiten zwischen analogen Problemen nach zielgerichteten Elaborationen. Kognitionswissenschaft, 6, 101-114. https://dx.doi.org/10.1007/s001970050034
  • Hesse, F.W., & Spies, K. (1996). Effects of negative mood on performance: Reduced capacity or changed processing strategy? European Journal of Social Psychology, 26, 163-168.
  • Hesse, F.W., & Westermann, R. (1996). Measuring subjective similarity during analogical problem solving. International Journal of Psychology, 31 (3/4).
  • Heydenbluth, C., & Hesse, F.W. (1996). The impact of superficial similarity in the application phase of analogical problem solving. American Journal of Psychology, 109, 37-57. https://dx.doi.org/10.2307/1422926
  • Schwan, S., & Hesse, F.W. (1996). Communicating and Learning in "Virtual Seminars": The Uses of Spatial Metaphors in Interface Design. Journal of Universal Computer Science, 2, 503-513.
  • Spies, K., Hesse, F.W., & Hummitzsch, C. (1996). Mood and capacity within Baddeley's model of human memory. Zeitschrift für Psychologie, 204, 367-381.
  • Westermann, R., Hesse, F.W., Hiemisch, A., & Kauer, G. (1996). Die Anwendung von Merkmalsmodellen zur Quantifizierung der Ähnlichkeit zwischen analogen Problemen. Zeitschrift für Psychologie, 204, 317-338.
  • Westermann, R., Spies, K., Stahl, G., & Hesse, F.W. (1996). Relative effectiveness and validity of mood induction procedures. A meta-analysis. European Journal of Social Psychology, 26, 557-580. https://dx.doi.org/10.1002/(ISSN)1099-0992
  • Gerrards-Hesse, A., Spies, K., & Hesse, F.W. (1994). Experimental inductions of emotional states and their effectiveness - A review. British Journal of Psychology, 85, 55-78. https://dx.doi.org/10.1111/bjop.1994.85.issue-1
  • Hesse, F.W., & Hahn, C. (1994). Die Rolle der Kontextähnlichkeit beim analogen Problemlösen. Sprache & Kognition, 13, 90-102.
  • Hesse, F.W., & Hahn, C. (1994). The impact of interface-induced handling requirements on action generation in technical system control. Behaviour & Information Technology, 13, 228-238.
  • Hahn, C., & Hesse, F.W. (1993). Die Steuerung komplexer Systeme in der Intensivmedizin. Zeitschrift für Arbeits- und Organisationspsychologie, 37, 183-190.
  • Hesse, F.W., & Spies, K. (1993). Möglichkeiten der Integration von Emotionen in theoretische Ansätze der Kognitionspsychologie. Zeitschrift für Psychologie, 201, 351-373.
  • Hesse, F.W., Spies, K., Hänze, M., & Gerrards-Hesse, A. (1993). Effectiveness of experimental mood induction procedures in comparison to the Velten-technique. The German Journal of Psychology, 17, 295-296.
  • Hänze, M., & Hesse, F.W. (1993). Emotional influences on semantic priming. Cognition and Emotion, 7, 195-205.
  • Thiel, A., Gottfried, H., & Hesse, F.W. (1993). Subclinical eating disorders in male athletes. Acta Psychiatrica Scandinavica, 88, 259-265.
  • Thiel, A., Gottfried, H., & Hesse, F.W. (1993). Das Körpererleben männlicher Sportler. Eine Untersuchung zur psychischen Gesundheit von Ringern und Ruderern der unteren Gewichtsklassen. Psychotherapie, Psychosomatik, Medizinische Psychologie, 43, 432-438.
  • Hesse, F.W., Spies, K., Hänze, M., & Gerrards-Hesse, A. (1992). Experimentelle Induktion emotionaler Zustände - Alternativen zur Velten-Technik. Zeitschrift für Experimentelle und Angewandte Psychologie, 39, 559-580.
  • Spies, K., & Hesse, F.W. (1992). Impact of negative mood on retrieval strategies. International Journal of Psychology, 27, 108.
  • Spies, K., Hesse, F.W., Gerrards-Hesse, A., & Ueffing, E. (1992). Experimental induction of emotional states - Can music improve the effectiveness of self-referent statements? The German Journal of Psychology, 16, 145-146.
  • Hesse, F.W. (1991). Search and acceptance in analogical problem solving. Zeitschrift für Psychologie, 199, 235-242.
  • Hesse, F.W., & Hänze, M. (1991). Ist der Einfluß positiver Stimmung auf die kognitive Verarbeitung auf stimmungsbezogene Inhalte beschränkt? Zeitschrift für Psychologie, Suppl. 11, 155-164.
  • Spies, K., Hesse, F.W., Gerrards-Hesse, A., & Ueffing, E. (1991). Experimentelle Induktion emotionaler Zustände - Verbessert die zusätzliche Darbietung von Musik die Wirksamkeit selbstbezogener Aussagen? Zeitschrift für Experimentelle und Angewandte Psychologie, 38, 321-342.
  • Hesse, F.W., & Klecha, D. (1990). Use of analogies in problem solving. Computers in Human Behavior, 6, 115-129.
  • Hesse, F.W. (1986). Analyzing problem solving under different semantic conditions. The German Journal of Psychology, 10, 196.
  • Spies, K., & Hesse, F.W. (1986). Interaction between emotion and cognition. The German Journal of Psychology, 10, 181.
  • Spies, K., & Hesse, F.W. (1986). Interaktion von Emotion und Kognition. Psychologische Rundschau, 37, 75-90.
  • Hesse, F.W. (1985). Vergleichende Analyse kognitiver Prozesse bei semantisch unterschiedlichen Problemeinbettungen. Sprache und Kognition, 3, 139-153.
  • Hesse, F.W. (1985). Review (John R. Anderson (1983), The architecture of cognition). Sprache und Kognition, 4, 231-237.
  • Hesse, F.W., Spies, K., & Lüer, G. (1984). Motivational influences on complex problem solving. The German Journal of Psychology, 8, 196.
  • Hesse, F.W., Spies, K., & Lüer, G. (1983). Einfluß motivationaler Faktoren auf das Problemlösen im Umgang mit komplexen Problemen. Zeitschrift für Experimentelle und Angewandte Psychologie, 30, 400-424.
  • Hesse, F.W. (1982). Effekte des semantischen Kontextes auf die Bearbeitung komplexer Probleme. Zeitschrift für Experimentelle und Angewandte Psychologie, 29, 62-91.
  • Hesse, F.W. (1982). Effects of semantic context on solving complex problems. The German Journal of Psychology, 6, 172.
  • Hesse, F.W. (1982). Training-induced changes in problem solving. Zeitschrift für Psychologie, 190, 405-423.

Special issues and sections

  • Hesse, F. W., Sassenberg, K., & Schwan, S. (Ed.). (2016). Themenheft: Psychologie und Wissensmedien. Psychologische Rundschau.
  • Scheiter, K., Schrader, J., Trautwein, U., & Hesse, F. W. (2014). Schwerpunkt: Analyse und Förderung effektiver Lehr-Lernprozesse. Zeitschrift für Erziehungswissenschaft, 17.

Proceedings

  • Schubert, M., Buder, J., Rädle, R., & Hesse, F. W. (2015). Common Ground and Individual Accountability in Literature Selection of Groups: Three Different Group Learning Techniques. In O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015 (Vol. 2, pp. 499-503). Gothenburg, Sweden: The International Society of the Learning Sciences.
  • Thiemann, D., Engelmann, T., & Hesse, F. W. (2015). Learning about team members’ preferences: Computer-supported Preference Awareness in the negotiation preparation of teams. In O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015 (Vol. 2, pp. 557-561). Gothenburg, Sweden: The International Society of the Learning Sciences.
  • Zahn, C., Krauskopf, K., Kiener, J. & Hesse, F.W. (2014). Designing Video for Massive Open Online-Education: Conceptual Challenges from a Learner-Centered Per-spective. In U. Cress & C.D. Kloos (Eds.), EMOOCs 2014 - European MOOCs Stakeholders Summit. Proceedings Research Track (pp. 160-168). P.A.U. education.
  • Borchers, M., Mock, P., Zahn, C., Edelmann, J., & Hesse, F. W. (2013). Supporting School Class Visits to Fine Arts Museums in the 21st Century: A CSCL Approach for a Multitouch Table Based Video Tool. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings, Volume 1 — Full Papers & Symposia (pp. 57-64). Madison, Wisconsin, USA: International Society of the Learning Sciences.
  • Krauskopf, K., Zahn, C., & Hesse, F. W. (2011). Leveraging the affordances of YouTube: Pedagogical knowledge and mental models of technology affordances as predictors for pre-service teachers’ planning for technology integration. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2011 (pp. 4372-4379). Chesapeake, VA: AACE.
  • Schwind, C., Buder, J., & Hesse, F. W. (2011). I will do it, but I don't like it: User reactions to preference-inconsistent recommendations. In D. Tan, S. Amershi, B. Begole, W. A. Kellog, & M. Tungare (Eds.), Proceedings of the 29th Annual CHI Conference on Human Factors in Computing Systems (pp. 349-352). New York, NY: ACM Press.
  • Schwind, C., Buder, J., & Hesse, F. W. (2011). Fostering social navigation and elaboration of controversial topics with preference-inconsistent recommendations. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. I, pp. 374-381). Hong Kong: International Society of the Learning Sciences.
  • Zahn, C., Krauskopf, K., Hesse, F. W., & Pea, R. (2011). Digital media in the classroom: A study on how to improve guidance for successful collaboration and learning in student teams. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. I, pp. 152-159). Hong Kong: International Society of the Learning Sciences.
  • Engelmann, T., Baumeister, A., Dingel, A., & Hesse, F. W. (2010). The added value of communication in a CSCL-scenario compared to just having access to the partners‘ knowledge and information. In J. Sánchez, A. Cañas, & J. D. Novak (Eds.), Concept Maps making learning meaningful: Proceedings of the 4th International Conference on Concept Mapping (Vol. 1, pp. 377-384). Chile: University of Chile.
  • Zahn, C., Krauskopf, K., Pea, R., & Hesse, F. W. (2010). Digital Video Tools in the Classroom: Empirical Studies on Constructivist Learning with Audio-visual Media in the Domain of History. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) (Vol. 1 - Full Papers, pp. 620-627). Chicago, IL: Society of the Learning Sciences.
  • Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2009). Participation in knowledge building “revisited”: Reflective discussion and information design with advanced digital video technology. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 596-600). New Brunswick, NJ: International Society of the Learning Sciences (ISLS).
  • Tergan, S.-O., Engelmann, T., & Hesse, F. W. (2008). Digital concept maps as powerful interfaces for enhancing information search. An experimental study on the effects of semantic cueing. In A. J. Cañas, J. D. Novak, P. Reiska, & M. K. Åhlberg (Eds.), Proceedings of the 3rd International Conference on Concept Mapping (Vol. 1, pp. 351-358). Pensacola, FL: ihmc; Tallinn, Estonia: Tallinn University; Helsinki, Finland: University of Helsinki.
  • Knipfer, K., Zahn, C., & Hesse, F.W. (2007). Demonstration of a Discussion Terminal for Knowledge Acquisition and Opinion Formation in Science Museums. In C. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 7th Computer Supported Collaborative Learning Conference (pp. 376-378). New Brunswick, NJ: International Society of the Learning Sciences, Inc.
  • Mayr, E., Zahn, C., & Hesse, F. W. (2007). Supporting information processing in museums with adaptive technology. In D. S. McNamara, & J. G. Trafton (Eds.), Proceedings of the 29th Annual Cognitive Science Society (pp. 1289-1294). Austin, TX: Cognitive Science Society.
  • Kimmerle, J., Cress, U., & Hesse, F. W. (2006). A challenge for knowledge management: Situational and personal factors of influence in web-based information-exchange. In M. Boumedine, & C. Touzet (Eds.), Knowledge Sharing and Collaborative Engineering (pp. 57-62). Anaheim, Calgary, Zürich: ACTA Press.
  • Hesse, F. W., Bauer, K., & Cress, U. (2005). Reflecting on knowledge exchange via web-based forums: What promotes contribution? In T. Okamoto, D. Albert, T. Honda, & F. W. Hesse (Eds.), The 2nd Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning (pp. 67-72). Berlin: Japanisch-Deutsches Zentrum.
  • Zahn, C., Pea, R., Hesse, F. W., Mills, M., Finke, M., & Rosen, J. (2005). Advanced digital video technologies to support collaborative learning in school education and beyond. In T. Koschmann, D. Suthers, & T.-W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (pp. 737-742). Mahwah, NJ: Lawrence Erlbaum.
  • Cress, U., & Hesse, F. W. (2004). Knowledge sharing in groups: Experimental findings of how to overcome a social dilemma. In Y. Kafai, W. Sandoval, N. Enydey, A. S. Nixon, & F. Herrera (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences (pp. 150-157). Mahwah, NJ: Lawrence Erlbaum.
  • Garsoffky, B., Schwan, S., & Hesse, F. W. (2004). Does the viewpoint effect diminish if canonical viewpoints are used for the presentation of dynamic sequences? In K. Forbus, D. Gentner, & T. Reiger (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 428-433). Mahwah, NJ: Erlbaum.
  • Allmendinger, K., Troitzsch, H., Hesse, F. W., & Spada, H. (2003). Nonverbal signs in virtual environments. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of the International Conference on Computer Support for Collaborative Learning - CSCL 2003 (pp. 431-440). Dordrecht, NL: Kluwer Academic Publishers.
  • Buder, J., Bauer, K., & Hesse, F.W. (2003). Net-based knowledge communication in groups: How technology influences common ground. In F.W. Hesse, & Y. Tamura (Eds.), The Joint Workshop of Cognition and Learning Through Media-Communication for Advanced e-Learning (pp. 36-41). Berlin: Deutsch-Japanisches Zentrum.
  • Kollar, I., Fischer, F., & Hesse, F. W. (2003). Cooperation Scripts for Computer-Supported Collaborative Learning. In B. Wasson, R. Baggetun, U. Hoppe, & S. Ludvigsen (Eds.), Proceedings of the International Conference on Computer Support for Collaborative Learning - CSCL 2003, COMMUNITY EVENTS - Communication and Interaction (pp. 59-61). Bergen, NO: InterMedia.
  • Matsuura, K., Hesse, F. W., Ochi, Y., Ogata, H., & Yano, Y. (2002). Real/Virtual Classmates in an Asynchronous Distant Learning Environment. In IEEE Computer Society (Ed.), Proceedings of ICCE 2002 (pp. 792-796). Auckland: IEEE Computer Society.
  • Oestermeier, U., & Hesse, F. W. (2001). Singular and general causal arguments. In J. D. Moore, & K. Stenning (Eds.), Proceedings of the 23rd Annual Conference of the Cognitive Science Society (pp. 720-725). Mahwah, NJ: Erlbaum.
  • Plötzner, R., Diehl, M., Hesse, F. W., Reimann, P., Spada, H., Strube, G., Tack, W., & Westermann, R. (2001). The Virtual Graduate College "Knowledge acquisition and knowledge exchange with new media". In P. Dillenbourg, A. Eurelings, & K. Hakkarainen (Eds.), Proceedings of the First European Conference on Computer-Supported Collaborative Learning (pp. 502-507). Maastricht: McLuhan Institute.
  • Friedrich, H.F., Heins, J., & Hesse, F.W. (1999). Learning tasks and participation in self-organised learning activities in virtual seminars. In P. Marquet, S. Mathey & A. Jaillet (Eds.), Internet-based teaching and learning (IN-TELE) ´98 (pp. 95-100). Bern: Peter Lang Publishers.
  • Hesse, F.W., & Hron, A. (1999). Dialogue structuring in computer supported synchronous discussion groups. In G. Cumming, T. Okamoto, & L. Gomez (Eds.), Advanced research in computers and communications in education (Vol. 1, pp. 350-355). Amsterdam: IOS Press.
  • Tergan, S.-O., Lechner, M., & Hesse, F.W. (1999). HyperDisc. Ein Hypermedia-Informationssystem zur Unterstützung offenen Lernens in Hochschule und Weiterbildung. Design und Anwendung. Reader zur Fachtagung "Lehren und Lernen mit Neuen Medien. Plattformen, Modelle, Werkzeuge" (pp. 132-139). Universität Hildesheim: Geschäftsstelle Multimedia.
  • Buder, J., Hesse, F.W., & Schwan, S. (1998). A cognitive model of knowledge exchange in telematic learning groups. In T. Ottmann, & I. Tomek (Eds.), Proceedings of ED-MEDIA/ED-TELECOM 98 (pp. 1588-1589). Charlottesville: AACE.
  • Hesse, F.W., Buder, J., & Schwan, S. (1998). Some theoretical and practical aspects of knowledge communication in netbased learning groups. In T.-W. Chan, A. Collins, & J. Lin (Eds.), Global education on the net. Proceedings of the sixth international conference on computers in education (Vol. II, pp. 408-411). Berlin: Springer.
  • Hesse, F.W., Schwan, S. & Buder, J. (1997). Telematische Werkzeuge für die Wissensvermittlung - Konzepte und Ergebnisse. In H. Mandl (Ed.), Bericht über den 40. Kongreß der Deutschen Gesellschaft für Psychologie in München 1996 (pp. 253-258). Göttingen: Hogrefe.
  • Schwan, S., & Hesse, F.W. (1997). Filmrezeption und Informationsverarbeitung - Zum aktuellen Stand der "kognitiven Filmpsychologie". In H. Mandl (Ed.), Bericht über den 40. Kongreß der Deutschen Gesellschaft für Psychologie in München 1996 (pp. 415-420). Göttingen: Hogrefe.
  • Hesse, F.W., Wedekind, J., & Harms, U. (1996). Mediale Komponenten einer virtuellen Universität - ein realistisches Szenario. In U. Beck, & W. Sommer (Eds.), LEARNTEC 95 (pp. 81-100). Berlin: Springer.
  • Hesse, F.W., & Spies, K. (1995). Werden kognitive Leistungen durch negative Stimmung behindert oder gefördert? In K. Pawlik (Ed.), Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994 (pp. 613-619). Göttingen: Hogrefe.
  • Spies, K., & Hesse, F.W. (1995). Welche Moderatorfunktion haben Stimmungen für kognitive Leistungen? In K. Pawlik (Ed.), Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994 (pp. 861-862). Göttingen: Hogrefe.
  • Hesse, F.W. (1994). Computerbasierte Kommunikation und Kooperation. In K. Pawlik (Ed.), Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg (pp. 282-283). Göttingen: Hogrefe
  • Spies, K., Hesse, F.W., Buder, J., & Ehlers, H. (1994). Stimmungsverbesserung als Folge kapazitativ belastender Tätigkeit. Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg (pp. 692-693). Göttingen: Hogrefe.
  • Spies, K., & Hesse, F.W. (1993). Effects of negative mood on the capacity of short-term memory. In C. Bundesen, & A. Larsen (Eds.), Proceedings of the Sixth Conference of the European Society for Cognitive Psychology (pp. 61-62). Copenhagen: European Society for Cognitive Psychology.
  • Pöschke, A., Spies, K., & Hesse, F.W. (1992). Stimmung und Risikobereitschaft. In L. Montada (Ed.), 38. Kongreß der Deutschen Gesellschaft für Psychologie in Trier 1992 (pp. 405-406). Göttingen: Hogrefe.
  • Hesse, F.W. (1991). Wissenserwerb durch die Nutzung von Analogien. In D. Frey (Ed.), Bericht über den 37. Kongreß der Deutschen Gesellschaft für Psychologie in Kiel 1990 (pp. 240-247). Göttingen: Hogrefe.
  • Hänze, M., & Hesse, F.W. (1990). Erleichterung der Aktivationsausbreitung im semantischen Gedächtnis als Folge positiver Gestimmtheit. In D. Frey (Ed.), Bericht über den 37. Kongreß der Deutschen Gesellschaft für Psychologie in Kiel 1990 (pp. 726-727). Göttingen: Hogrefe.
  • Spies, K., Gerrards-Hesse, A., & Hesse, F.W. (1990). Vergleich der Wirksamkeit verschiedener Methoden zur experimentellen Induktion von positiven und negativen Emotionen. In D. Frey (Ed.), Bericht über den 37. Kongreß der Deutschen Gesellschaft für Psychologie in Kiel 1990 (pp. 793-794). Göttingen: Hogrefe.
  • Hesse, F.W. (1986). Die Rolle von Inferenzen in der kognitiven Psychologie. In M. Amelang (Ed.), Bericht über den 35. Kongreß der Deutschen Gesellschaft für Psychologie in Heidelberg 1986. Göttingen: Hogrefe.
  • Hesse, F.W. & Spies, K. (1986). Zur Repräsentation und Verarbeitung von Emotionen bei kognitiven Anforderungen. In M. Amelang (Ed.), Bericht über den 35. Kongreß der Deutschen Gesellschaft für Psychologie in Heidelberg 1986. Göttingen: Hogrefe.
  • Spies, K., & Hesse, F.W. (1983). Analyse von Motivationseffekten in komplexen Problemlösesituationen aufgrund von Daten des lauten Denkens. In G. Lüer (Ed.), Bericht über den 33. Kongreß der Deutschen Gesellschaft für Psychologie in Mainz 1982 (pp. 389-393). Göttingen: Hogrefe.

Books

  • Buder, J., & Hesse, F. W. (Eds.). (2017). Informational environments: Effects of use, effective designs. New York: Springer. Cham, Switzerland: Springer International Publishing.
  • Cress, U., Hesse, F.W., & Sassenberg, K. (Eds.). (2014). Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen. Wiesbaden: Springer Gabler.
  • Gaiser, B., Hesse, F. W., & Lütke-Entrup, M. (Eds.). (2007). Bildungsportale. Potenziale und Perspektiven netzbasierter Bildungsressourcen. München: Oldenbourg.
  • Bromme, R., Hesse, F. W., & Spada, H. (Eds.). (2005). Barriers and biases in computer-mediated knowledge communication - and how they may be overcome. New York: Springer.
  • Okamoto, T., Albert, D., Honda, T., & Hesse, F. W. (Eds.). (2005). The 2nd Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning. Tokyo: Sophia University.
  • Zentel, P., & Hesse, F. W. (2004). Netzbasierte Wissenskommunikation in Hochschule und Weiterbildung: Die Globalisierung des Lernens. Bern: Huber.
  • Hesse, F. W., & Tamura, Y. (Eds.). (2003). The Joint Workshop of Cognition and Learning Through Media-Communication for Advanced e-Learning. Berlin: Deutsch-Japanisches Zentrum.
  • Scheffer, U., & Hesse, F. W. (Eds.). (2003). E-Learning: Die Revolution des Lernens gewinnbringend einsetzen. Stuttgart: Klett-Cotta.
  • Hesse, F. W., & Friedrich, H. F. (Eds.). (2001). Partizipation und Interaktion im virtuellen Seminar. Münster: Waxmann.
  • Hesse, F.W. (1991). Analoges Problemlösen. Weinheim: Psychologie Verlags Union.
  • Bornewasser, M., Hesse, F.W., Mielke, R., & Mummendey, H.D. (1986). Einführung in die Sozialpsychologie. Heidelberg: Quelle & Meyer (UTB).
  • Hesse, F.W. (1979). Trainingsinduzierte Veränderungen in der heuristischen Struktur und ihr Einfluß auf das Problemlösen. Aachen: Augenstein.

Chapters in edited books

  • Cress, U., Kimmerle, J., & F. W. Hesse (in press). Bedeutung des Internets und sozialer Medien für Wissen und Bildung. In O. Köller, M. Hasselhorn, F. W. Hesse, K. Maaz, J. Schrader, H. Solga, C. K. Spieß, & K. Zimmer (Eds.), Das Bildungswesen in Deutschland. Bestand und PotenZiale. Bad Heilbrunn: Klinkhardt.
  • Buder, J., & Hesse, F. W. (2017). Informational environments: Cognitive, motivational-affective, and social-interactive forays into the digital transformation. In J. Buder & F. W. Hesse (Eds.), Informational environments: Effects of use, effective designs (pp. 1-25). Cham, Switzerland: Springer International Publishing.
  • Biel, C., Cierniak, G., Bull, S., Johnson, M. D., & Hesse, F. W. (2016). Influencing cognitive density and enhancing classroom orchestration. In P. Reimann, S. Bull, M. Kickmeier-Rust, R. K. Vatrapu, & B. Wasson (Eds.), Measuring and Visualizing Learning in the Information-Rich Classroom (pp. 11-20). London: Routledge.
  • Buder, J., & Hesse, F. W. (2016). Designing digital technologies for deeper learning.In M. Spector, B. B. Lockee, & M. Childress (Eds.), Learning, design, and technology: An international compendium of theory, research, practice, and policy. New York: Springer. https://dx.doi.org/10.1007/978-3-319-17727-4_47-1
  • Moskaliuk, J., Moeller, K., Sassenberg, K., & Hesse, F.W. (2016). Gestaltung von (mediengestützten) Lernprozessen- und Umgebungen in organisationalen Kontexten. Beiträge der Pädagogischen Psychologie. In K.-H. Sonntag (Ed.), Lehrbuch Personalentwicklung in Organisationen (pp. 145-172). Göttingen: Hogrefe.
  • Hesse, F. W., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015). A framework for teachable collaborative problem solving skills. In P. Griffin & E. Care (Eds.), Assessment and teaching of 21st century skills: Methods and approach (pp. 37-56). New York: Springer.
  • Krauskopf, K., Zahn, C., & Hesse, F. W. (2015). Cognitive processes underlying TPCK: Mental models, cognitive transformation, and meta-conceptual awareness. In C. Angeli & N. Valanides (Eds.), Technological Pedagogical Content Knowledge. Exploring, Developing, and Assessing TPCK (pp. 41-61). New York: Springer.
  • Schwind, C., & Hesse, F. W. (2014). Weiterbildung gestalten: Unterstützung durch Trainings, Technologie und Werkzeuge – Einführung. In U. Cress, F. W. Hesse, & K. Sassenberg (Eds.), Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen (pp. 123-126). Berlin: Springer Gabler.
  • Kimmerle, J., & Hesse, F. W. (2013). Computervermittelte Kommunikation.In M. A. Wirtz (Ed.), Dorsch – Lexikon der Psychologie (16. Aufl., p. 337). Bern: Huber.
  • Cress, U., & Hesse, F. W. (2013). Quantitative methods for studying small groups. In C. E. Hmelo-Silver, A. O'Donnell, C. A. Chinn, & C. Chan (Eds.), The International Handbook of Collaborative Learning (pp. 93-111). New York: Routledge.
  • Bodemer, D., Gaiser, B., & Hesse, F. W. (2011). Kooperatives netzbasiertes Lernen. In L. J. Issing & P. Klimsa (Eds.), Online-Lernen – Handbuch für Wissenschaft und Praxis (2. Aufl., pp. 151-158). München: Oldenbourg.
  • Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2010). Digital video tools in the classroom: How to support meaningful collaboration and critical advanced thinking of students? In M. S. Khine & I. M.Saleh (Eds.), New Science of Learning: Cognition, Computers and Collaboration in Education (pp. 503-523). New York: Springer.
  • Kimmerle, J., & Hesse, F. W. (2009). Computervermittelte Kommunikation.In H. Häcker & K.-H. Stapf (Eds.), Dorsch – Psychologisches Wörterbuch (15. Aufl.). Bern: Huber.
  • Bodemer, D., Gaiser, B., & Hesse, F. W. (2009). Kooperatives netzbasiertes Lernen. In L. J. Issing, & P. Klimsa (Eds.), Online-Lernen – Handbuch für Wissenschaft und Praxis (pp. 151-158). München: Oldenbourg.
  • Hesse, F.W. (2009). Use and acquisition of externalized knowledge. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009 (LNCS Vol. 5794, pp. 5-6). Berlin/Heidelberg: Springer.
  • Hesse, F. W., & Huff, M. (2009). Medienpsychologie. In H. Häcker, K.-H. Stapf, & F. Dorsch (Eds.), Dorsch – Psychologisches Wörterbuch (15, pp. 624-625). Bern: Huber.
  • Zahn, C., Krauskopf, K., & Hesse, F.W. (2009). Video-Tools im Schulunterricht: Psychologisch-pädagogische Forschung zur Nutzung audiovisueller Medien. In M. Eibl, J. Kürsten, & M. Ritter (Eds.), Workshop Audiovisuelle Medien WAM 2009 (pp. 59-65). Chemnitz: Technische Universität.
  • Hesse, F.W. (2007). Being told to do something or just being aware of something? An alternative approach to scripting in CSCL. In F. Fischer, I. Kollar, H. Mandl, & J. Haake, J. (Eds.), Scripting computer-supported collaborative learning. Cognitive, computational and educational perspectives (pp. 91-98). New York: Springer.
  • Soller, A., Ogata, H., & Hesse, F. W. (2007). Design, modeling, and analysis of collaborative learning. In H. U. Hoppe, H. Ogata, & A. Soller (Eds.), The role of technology in CSCL (pp. 13-20). New York, NY: Springer.
  • Cress, U., & Hesse, F. W. (2006). Knowledge Communities als Zentralisationspunkte von Wissen - eine bildungspolitische Herausforderung. In B. Herzig, & S. Grafe (Eds.), Digitale Medien in der Schule - Standortbestimmung und Handlungsempfehlungen für die Zukunft (pp. 169-174). Bonn: Deutsche Telekom AG.
  • Cress, U., & Hesse, F. W. (2006). The social complexity in establishing and sharing information resources. In J. Elen, & R. E. Clark (Eds.), Handling complexity in learning environments - Research and theory (pp. 67-87). Amsterdam: Pergamon.
  • Hesse, F. W., Gaiser, B., & Reinhardt, J. (2006). e-teaching.org - das Lehren mit digitalen Medien lernen. In K. Solbach, & W. Spiegel (Eds.), Entwicklung von Medienkompetenz im Hochschulbereich. Perspektiven, Kompetenzen und Anwendungsbeispiele (pp. 55-70). Schriftenreihe Medienkompetenz des Landes Nordrhein-Westfalen. Marl: kopaed verlagsgmbh.
  • Hesse, F. W., & Schwan, S. (2006). Medien- und Kommunikationspsychologie. In K. Pawlik (Ed.), Handbuch Psychologie: Wissenschaft, Anwendung, Berufsfelder (pp. 805-817). Heidelberg: Springer-Verlag.
  • Hesse, F. W., & Zahn, C. (2006). Verbindung von Erkenntnis- und Nutzeninteresse am Beispiel eines Forschungsprojektes aus der angewandten Kognitionspsychologie. In A. Brüggemann, & R. Bromme (Eds.), Entwicklung und Bewertung von anwendungsorientierter Grundlagenforschung in der Psychologie (pp. 55-60). Berlin: Akademie-Verlag.
  • Bromme, R., Hesse, F. W., & Spada, H. (2005). Barriers, biases and opportunities of communication and cooperation with computers: Introduction and overview. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication - and how they may be overcome (pp. 1-14). New York: Springer.
  • Cress, U., Barquero, B., Buder, J., & Hesse, F. W. (2005). Social dilemma in knowledge communication via shared databases. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication - and how they may be overcome (pp. 143-167). New York: Springer.
  • Friedrich, H. F., Mayer-Picard, R. E., & Hesse, F. W. (2004). Virtuelle Seminare in der allgemeinen Erwachsenenbildung: Erfahrungen aus dem Projekt NETZBALL. In D. M. Meister (Ed.), Online-Lernen und Weiterbildung (pp. 193-220). Wiesbaden: VS Verlag für Sozialwissenschaften.
  • Hesse, F. W. (2004). Netzbasierte Wissenskommunikation - von alleine geht das nicht. In P. Frankenberg, & D. Müller-Böling (Eds.), Realität der virtuellen Hochschule. Multimediale Lehre in Baden-Württemberg: Produkte - Erfahrungen - Perspektiven (pp. 109-114). Gütersloh: Verlag Bertelsmann Stiftung.
  • Hesse, F. W. (2004). E-Learning als Chance für eine neue Lernkultur. In C. Aeberli (Ed.), Lehrmittel neu diskutiert (pp. 41-51). Zürich: Lehrmittelverlag des Kantons Zürich.
  • Hesse, F. W. (2004). Neues Lernen durch neue Medien. In G. Roters, O. Turecek & W. Klingler (Eds.), Schriftenreihe Baden-Badener Sommerakademie: 4. eLearning. Trends und Entwicklungen (pp. 35-40). Berlin: Vistas
  • Schwan, S., & Hesse, F. W. (2004). Kognitionspsychologische Grundlagen. In R. Mangold, P. Vorderer, & G. Bente (Eds.), Lehrbuch der Medienpsychologie (pp. 73-99). Göttingen: Hogrefe.
  • Cress, U., & Hesse, F. W. (2003). Wissen teilen im Netz - ein Dilemma. In R. Keil-Slawik, & M. Kerres (Eds.), Education quality forum 2003 - Wirkungen und Wirksamkeit Neuer Medien in der Bildung (pp. 115-131). Münster: Waxmann.
  • Hesse, F. W. (2003). Der 4. Produktionsfaktor. In U. Scheffer, & F. W. Hesse (Eds.), E-Learning. Die Revolution des Lernens gewinnbringend einsetzen (2. Aufl., pp. 269-277). Stuttgart: Klett-Cotta.
  • Hron, A., Hesse, F. W., & Friedrich, H. F. (2003). Gemeinsam lernt es sich besser. Kooperatives Lernen und kognitive Prozesse in netzbasierten Szenarien. In U. Scheffer & F. W. Hesse (Eds.), E-Learning - Die Revolution des Lernens gewinnbringend einsetzen (2. Aufl., pp. 83-97). Stuttgart: Klett-Cotta.
  • Hesse, F. W. (2002). Psychologisch-pädagogische Potenziale des Lernens mit Online-Medien. In L. J. Issing & G. Stärk (Eds.), Studieren mit Multimedia und Internet (pp. 49-56). Münster: Waxmann.
  • Hesse, F. W., Garsoffky, B., & Hron, A. (2002). Netzbasiertes kooperatives Lernen. In L. J. Issing, & P. Klimsa (Eds.), Information und Lernen mit Multimedia und Internet: Lehrbuch für Studium und Praxis (pp. 283-298). Weinheim: Psychologie Verlags Union.
  • Hesse, F. W., & Schwan, S. (2002). Internet-based Teleteaching. In W. Krank, J. F. Leonhard, H. W. Ludwig, & E. Straßner (Eds.), Medienwissenschaft. Ein Handbuch zur Entwicklung der Medien und Kommunikationsformen (pp. 2597-2610). Berlin: de Gruyter.
  • Friedrich, H. F., & Hesse, F. W. (2001). Telemediale Lernumgebungen - lerntheoretische Aspekte des Wissenserwerbs. In A. Hanft (Ed.), Grundbegriffe des Hochschulmanagements (pp. 463-469). Neuwied: Luchterhand.
  • Friedrich, H. F., & Hesse, F. W. (2001). Partizipation und Interaktion im virtuellen Seminar - ein Vorwort. In F. W. Hesse, & H. F. Friedrich (Eds.), Partizipation und Interaktion im virtuellen Seminar (pp. 7-12). Münster: Waxmann.
  • Friedrich, H. F., & Hesse, F. W. (2001). Multimediale Lernumgebungen - lerntheoretische Aspekte des Wissenserwerbs. In A. Hanft (Ed.), Grundbegriffe des Hochschulmanagements (pp. 301-305). Neuwied: Luchterhand.
  • Friedrich, H. F., Hesse, F. W., Ferber, S., & Heins, J. (2001). Auswirkung einer Moderationsstrategie auf die Partizipation im virtuellen Seminar. In W. Frindte, T. Köhler, P. Marquet, & E. Nissen (Eds.), IN-TELE99 - internet-based teaching and learning ´99 (pp. 220-226). Frankfurt/M.: Peter Lang.
  • Hesse, F. W. (2001). Neue Konzepte für die Lehre unter den Bedingungen der neuen Medien. In Universität Erfurt, Heinrich-Böll-Stiftung (Ed.), Universitäten in der Wissensgesellschaft (pp. 75-83). München: Iudicium-Verlag.
  • Hesse, F. W., & Mandl, H. (2001). Neue Technik verlangt neue pädagogische Konzepte. Empfehlungen zur Gestaltung und Nutzung von multimedialen Lehr- und Lernumgebungen. In Arbeitsstab Forum Bildung der BLK (Ed.), Neue Lehr- und Lernkultur. Vorläufige Empfehlungen und Expertenbericht (pp. 127-147). Köln: Forum Bildung.
  • Niegemann, H. M., & Hesse, F. W. (2001). Lernen mit Neuen Medien in der betrieblichen Bildungsarbeit. In R. Arnold, & E. Bloh (Eds.), Personalentwicklung im lernenden Unternehmen (pp. 216-231). Baltmannsweiler: Schneider-Verlag Hohengehren.
  • Zentel, P., Cress, U., & Hesse, F. W. (2001). Kommunikation im Spannungsfeld traditioneller und virtueller Universität. In E. Wagner, & M. Kindt (Eds.), Virtueller Campus: Szenarien - Strategien - Studium (pp. 420-428). Münster: Waxmann.
  • Friedrich, H. F., Hesse, F. W., Ferber, S., & Heins, J. (2000). Evaluation einer Strategie zur Moderation virtueller Seminare. In H. Krahn, & J. Wedekind (Eds.), Virtueller Campus ´99. Heute Experiment - morgen Alltag? (pp. 127-137). Münster: Waxmann.
  • Hesse, F. W. (2000). Der virtuelle Campus - Eine Chance für neues Lehren an der Hochschule. In Verband der Schulbuchverlage e. V. (Ed.), Werkstatt Multimedia. Perspektiven multimedialen Lernens an Hochschule und Schule (pp. 28-32). Frankfurt: Verband der Schulbuchverlage e.V.
  • Hesse, F. W. (2000). Ist Tübingen DER Multimediastandort in Deutschland. In H. Krahn, & J. Wedekind (Eds.), Virtueller Campus '99. Heute Experiment - morgen Alltag? (pp. 39-51). Münster: Waxmann.
  • Hesse, F. W., & Mandl, H. (2000). Neue Technik verlangt neue pädagogische Konzepte. In Bertelsmann Stiftung, & Heinz Nixdorf Stiftung (Eds.), Studium online. Hochschulentwicklung durch neue Medien (pp. 31-50). Gütersloh: Verlag Bertelsmann Stiftung.
  • Hesse, F.W., & Niegemann, H. (1999). Studienbrief: Neue Medien und selbstorganisiertes Lernen. In Zentrum für Fernstudien und Universitäre Weiterbildung der Universität Kaiserslautern (Ed.), Fernstudium Personalentwicklung im lernenden Unternehmen. Kaiserslautern: Universität Kaiserslautern.
  • Hesse, F.W., & Niegemann, H. (1999). Studienbrief: Lehren und Lernen in der betrieblichen Aus- und Weiterbildung. In Zentrum für Fernstudien und Universitäre Weiterbildung der Universität Kaiserslautern (Ed.), Fernstudium Personalentwicklung im lernenden Unternehmen. Kaiserslautern: Universität Kaiserslautern.
  • Oestermeier, U., & Hesse, F.W. (1998). Visualisierung von Kausalzusammenhängen. In U. Reinhard, & U. Schmid (Eds.), Who-is-who in Multimedia Bildung (pp. 326-336). Heidelberg: Whois Verlag.
  • Oestermeier, U., & Hesse, F.W. (1998). Visuelle kausale Argumente. In U. Kotkamp, & W. Krause (Eds.), Intelligente Informationsverarbeitung (pp. 41-48). Wiesbaden: Deutscher Universitäts Verlag.
  • Schwan, S., & Hesse, F. W. (1998). Lernen mit neuen Medien - Vom Medienverbund zum Verbundmedium.In H. Kubicek, H.-J. Braczyk, G. Müller, W. Neu, E. Raubold, & A. Roßnagel (Eds.), Lernort Multimedia (pp. 45-54). Heidelberg: v. Decker.
  • Hesse, F. W. (1997). Moderne Informations- und Kommunikationstechnologien - Leitbilder für den Medieneinsatz in der Hochschule. In Alcatel SEL Stiftung für Kommunikationsforschung (Ed.), Neue Medien in der Hochschullehre (pp. 13-16). Stuttgart: Stiftungsreihe, Alcatel SEL Stiftung.
  • Hesse, F.W. (1997). Interaktive netzbasierte Gesundheitskommunikation. In R. Weitkunat, J. Haisch, & M. Kessler (Eds.), Public Health und Gesundheitspsychologie (pp. 463-467). Bern: Huber.
  • Hesse, F.W. (1997). Konzeption und Realisierung virtueller Wissensvermittlung. In I. Hamm, & D. Müller-Böling (Eds.), Hochschulentwicklung durch neue Medien (pp. 141-158). Gütersloh: Bertelsmann Stiftung.
  • Hesse, F.W. (1997). Netzgestützter Wissenserwerb im Wissenschaftskontext. In H. Simon (Ed.), Virtueller Campus - Forschung und Entwicklung für Neues Lehren und Lernen. Münster: Waxmann.
  • Hesse, F. W. (1997). Modes d'organisation et d'intervention des politiques publiques. In Ministère de l'Education Nationale de la Recherche et de la Technologie ((Ed.), Les technologies d'information et de communication dans l'enseignement supérieur: objectifs et strategies (pp. 55-57). Paris: Ministère de l'Education Nationale de la Recherche et de la Technologie.
  • Hesse, F.W. (1997). Leitbilder für den Medieneinsatz in der Hochschule. In Hochschulrektorenkonferenz (Ed.), Neue Medien in Lehre und Studium (pp. 19-26). Bonn: HRK.
  • Hesse, F.W. (1997). Soziale und kognitive Aspekte eines virtuellen Hochschulstudiums. In G. Dohmen (Ed.), Selbstgesteuertes lebenslanges Lernen (pp. 63-72). Bonn: bmb+f.
  • Hesse, F.W., Garsoffky, B., & Hron, A. (1997). Interfacedesign für computerunterstütztes kooperatives Lernen. In W. Günther, & H. Mandl (Eds.), Telelearning. Aufgabe und Chance für Bildung und Gesellschaft (pp. 130-145). Bonn: Telekom Multimedia Systemhaus.
  • Hesse, F.W., & Oestermeier, U. (1997). Das Potential der Neuen Medien für die Graduiertenausbildung. In S. Höfling, & H. Mandl (Eds.), Lernen für die Zukunft - Lernen in der Zukunft (pp. 144-154). München: Hanns-Seidel-Stiftung.
  • Hesse, F.W., & Schwan, S. (1996). Learning in a "Virtual Seminar" - metaphor and virtuality in computer-mediated communicative learning settings. In G. Fandel, R. Bartz, & F. Nickolmann (Eds.), University Level Distance Education in Europe. Assessment and Perspectives (pp. 243-250). Weinheim: Deutscher Studien Verlag.
  • Spies, K., Hesse, F.W., & Hummitzsch, C. (1996). Mood and capacity within Baddeley's model of human memory. In H.-G. Geissler, & T. Lachmann (Eds.), Short-term storage and processing in human cognition: dynamic characteristics and neural mechanisms. Leipzig: Universität Leipzig.
  • Hesse, F.W., Garsoffky, B., & Hron, A. (1995). Interfacedesign für computerunterstütztes kooperatives Lernen. In L.J. Issing, & P. Klimsa (Eds.), Informationen und Lernen mit Multimedia (Zweite Auflage: 1997, pp. 253-267). Weinheim: Beltz-PVU.
  • Hesse, F.W., & Ueffing, E. (1991). Speicherung und Nutzung von sachbezogenen Informationen unter emotionaler Belastung. In W. Krause, E. Sommerfeld, & M. Zießler (Eds.), Inferenz- und Interpretationsprozesse (pp. 260-270). Jena: Universitätsverlag.
  • Hesse, F.W., & Gerrards, A. (1989). Zur Wirkung emotionaler Belastung auf das Verständnis und die Lösung von Problemen. In E. Roth (Ed.), Denken und Fühlen. Aspekte kognitiv-emotionaler Wechselwirkungen (pp. 98-112). Berlin: Springer.
  • Spies, K., & Hesse, F.W. (1987). Problemlösen. In G. Lüer (Ed.), Allgemeine Experimentelle Psychologie (pp. 371-430). Stuttgart: Fischer.
  • Hesse, F.W. (1985). Wissenspsychologische Grundlagen der Wissensnutzung beim Problemlösen. In H. Mandl, & P.M. Fischer (Eds.), Lernen im Dialog mit dem Computer (pp. 40-53). München: Urban & Schwarzenberg.
  • Hesse, F.W. (1983). Selbstreflexion und kognitive Leistungen. In H.-P. Trolldenier, & B. Meißner (Eds.), Texte zur Schulpsychologie und Bildungsberatung (Bd. 4, pp. 209-212). Braunschweig: Pedersen.
  • Kintsch. W., Brown, R.H., Cerella, J., Crook, J.H., Fodor, J.A., Gillan, D.J., Gleitman, H., Griffin, D.R., Hesse, F.W., Klix, F., Kluwe, R.H., Lüer, G., Rozin, P., & Wehner, R. (1982). Comparative Approaches to Animal Cognition. State of the Art Report.In D.R. Griffin (Ed.), Animal Mind - Human Mind. Dahlem Konferenzen (pp. 375-389). Berlin: Springer.
  • Hesse, F.W. (1979). Alternative Ansätze zur Entwicklung heuristischer Strategien für den Bereich des schlußfolgernden Denkens. In D. Rhenius, & H. Ueckert (Eds.), Komplexe menschliche Informationsverarbeitung (pp. 153-161). Bern: Huber.

Articles in magazines

  • Hesse, F. W. (2018). Bildungspotenziale in Zeiten digitalen Wandels. DIPF informiert, 26, 19-21.
  • Hesse, F. W., Hunger, A., Kayser, K. H., Köhler, J., Pethe, D., Post, P., Salander, C., Schwarz, B., & Speidel, W. (2018). Die Zukunft der Ingenieurwissenschaften. VDI nachrichten, 33/34, Kapitel 4.
  • Hesse, F. W. (2017). Digitalisierte Lehr-/Lernprozesse neu denken! Über die Notwendigkeit einer kognitiven Schnittstelle. DIE - Zeitschrift für Erwachsenenbildung , III, 27-29.
  • Hesse, F. W. (2013). Wissensbildung durch Kommunikation und deren Fallstricke. Wissen für die Gesellschaft, 38-39.
  • Hesse, F. W. (2009). Das Web ist unabschaltbar geworden. Academia. Die digitale Revolution - wie das Internet unsere Welt verändert, 5, 269-271.
  • Hesse, F. W. (2008). Die Nutzung neuer Medien in der Hochschullehre. Beitrag zur Festschrift "Ideen möglich machen - 30 Jahre Ministerium für Wissenschaft, Forschung und Kunst Baden-Württemberg - 2008", 56-57.
  • Hesse, F. W. (2008). Thema "Campus 2.0. Die Euphorie ist verflogen". FAZ:NET.
  • Hesse, F. W. (2008). Interview zum Thema e-learning. Uni-Radio Tübingen.
  • Hesse, F. W. (2008). Erwartungen von Bildungsforschungsexperten zum Bildungsgipfel in Dresden. Sendung Campus und Karriere im Deutschlandfunk.
  • Hesse, F. W., Kimmerle, J., & Cress, U. (2008). Wissensmanagement durch kollaborative Wissenskonstruktion. DOKmagazin, 2 (2), 68-73.
  • Hesse, F.W., & Tibus, M. (2008). Informelles Lernen im Internet. UNESCO heute, 1, 30-32.
  • Stahl, G., & Hesse, F.W. (2008). The many levels of CSCL. International Journal of Computer-Supported Collaborative Learning, 3 (1), 1-4.
  • Hesse, F. W., & Bauer, K. (2006). Von Kopf zu Kopf. Gehirn & Geist, 5, 34-39.
  • Hesse, F.W., Buder, J., & Bauer, K. (2006). Kommunikation im Netz der Information. forschung, 3, 15-17.
  • Lauer, T., Ottmann, T., Trahasch, S., Haake, J.M., Pfister, R., Bauer, K., & Hesse, F. W. (2006). Das DFG-Schwerpunktprogramm "Netzbasierte Wissenskommunikation in Gruppen". it - Information Technology, 48, 52-59.
  • Spies, K. & Hesse, F.W. (1994). Kövecses, Z., 1990: Emotion Concepts. Anthropologischer Anzeiger, 52, 87-88.
  • Hahn, C., Hesse, F.W. & Cornelius, K. (1993). Handhabung von Beatmungsgeräten in der Intensivpflege - Wie weit reicht Erfahrungslernen on the Job? Medizintechnik, 113, 130-133.
  • Hesse, F.W., Spies, K., & Lüer, G. (1991). Mit schlechter Laune leben lernen. Zum Einfluß negativer Stimmungen. forschung, 4, 11-12.

Conference contributions

  • Bause, I. M., Brich, I. R., Wesslein, A.-K., & Hesse, F. W. (2018, April). Intuitive Use of Technological-Support-Kit Fosters Problem-Solving Processes in Human-to-Human Collaboration. National Council on Measurement in Education (NCME) 2018 Annual Meeting. New York, NY, USA. [Talk]
  • Hesse, F.W. (2018, November). Die Architektur von Lernräumen Eingeladener Vortrag auf der Tagung "Teaching Trends 2018", ELAN e.V. TU Braunschweig. [Vortrag]
  • Hesse, F.W. (2018, July). Cognitive Interfaces: Potential of Digital Informational Environments. Eingeladener Vortrag beim Deutsch-Brasilianischer Roundtable "Digitalisierung in der (Hochschul-)Bildung, Deutsches Wissenschafts- und Innovationshaus (DWIH). Sao Paulo, Brasililen. [Talk]
  • Hesse, F.W. (2018, April). Der Einsatz digitaler Medien zur Steigerung der digitalen Kompetenz. Eingeladener Vortrag bei der Wissenschaftlichen Kommission Digitalisierte Gesellschaft der Leopoldina. Berlin. [Vortrag]
  • Hesse, F.W. (2018, November). Das Potenzial digitaler Bildung. Eingeladener Vortrag auf dem Expertenworkshop Bildungsbericht "Digitalisierung in der Bildung", Deutsches Institut für Internationale Pädagogische Forschung (DIPF). Berlin. [Vortrag]
  • Hesse, F.W. (2018, October). Die visuelle Ergänzung des Arbeitsgedächtnisses. Eingeladener Vortrag auf dem Bundeskongress "Visuelles Wissen", Bildungsinitiative "Jugend präsentiert", Brandenburgische Akademie der Wissenschaften. Berlin. [Talk]
  • Hesse, F.W. (2018, October). Architecture of Learning Spaces. Eingeladener Vortrag auf dem Berufsbildungsforschungskongress "Technologischer Fortschritt und berufliche Bildung", Eidgenössisches Departement für Wirtschaft, Bildung und Forschung (WBF). Lausanne, Schweiz. [Talk]
  • Hesse, F.W. (2018, September). Cognitive Interfaces: Potential of Digital Informational Environments. Invited talk at the Summerschool, ANIMATAS Innovative Training Network. Sorbonne University, Paris, Frankreich. [Talk]
  • Hesse, F. W., & Anzai, Y. (2018, November). The Role of Digital Technologies in Learning and Education 1st Japanese-German-French DWIH Symposium on Artificial Intelligence. Tokio. [Symposium Organisation]
  • Irle, G., Kümmel, E., Moskaliuk, J., Schmidt, M., Cress, U., Hesse, F. W. (2018, September). Digital Learning Map – Datenbank für Praxisbeispiele zur digitalen Hochschullehre. 2. Treffen des Netzwerks für die Hochschullehre des Hochschulforums Digitalisierung. Berlin. [Poster]
  • Moskaliuk, J., Irle, G., Kümmel, E., Cress, U., & Hesse, F. W. (2018, März). Digital Learning Map 2020: Erfolgsfaktoren & Vernetzungsstrategien für digitale Hochschulbildung. Tagung „Digitalisierung als Herausforderung für die Hochschuldidaktik“. Johannes Gutenberg-Universität Mainz. [Poster]
  • Schweitzer, J., Wesslein, A. K., & Hesse, F. W. (2018, March). Do irrelevant conceptual features automatically trigger crossmodal response retrieval? 60. Tagung experimentell arbeitender Psychologen (TeaP). Marburg. [Talk]
  • Bause, I. M., Brich, I. R., Wesslein, A., & Hesse, F. W. (2017, March). Developing a paradigm to purely measure favorism of preference-consistent information. Tagung experimentell arbeitender Psychologen (TeaP) 2017 - 59th Conference of Experimental Psychologists. Dresden. [Talk]
  • Brich, I. R., Bause, I. M., Wesslein, A., & Hesse, F. W. (2017, March). Raising Hidden Profile Solution Rate by Supporting Working Memory Processes with Touch Technology. Tagung experimentell arbeitender Psychologen (TeaP) 2017 - 59th Conference of Experimental Psychologists. Dresden. [Talk]
  • Hesse, F. W. (2017, November). Cognitive Interfaces: Potential of Digital Informational Environments. Invited talk at Cognitive Science Seminar. University of Memphis, US. [Talk]
  • Hesse, F. W. (2017, September). Wie digitale Medien unser Denken verändern können. Keynote auf der Fachtagung Bildungsräume 2017. Technische Universität Chemnitz. [Vortrag]
  • Hesse, F. W. (2017, Oktober). Anforderungen an die Schnittstelle zwischen Wissen im Kopf und Wissen in digitalen Ressourcen entlang der Bildungskette. Eingeladener Vortrag. Projekt Digitalisierung in der Bildung - Pädagogisch-didaktische Konzepte. Baden Württemberg Stiftung gGmbH, Stuttgart. [Vortrag]
  • Hesse, F. W. (2017, Juli). Einfluss der Digitalisierung auf menschliches Lernen und Kogntion. Eingeladener Vortrag auf dem Symposium "Die Zukunft der Empirischen Bildungsforschung". Leopldina, Halle/Saale. [Vortrag]
  • Hesse, F. W. (2017, Mai). Bedeutung der digitalen Wende für Wissensprozesse. Eingeladener Vortrag zum Festakt zur Einrichtung der Dieter von Holtzbrink-Stiftungsprofessur für Ökonomische Bildung und Wirtschaftsdidaktik. Universität Tübingen. [Vortrag]
  • Hesse, F. W. (2017, Februar). Digitalisierung und Auswirkungen auf den (Vor-)schulbereich Eingeladener Vortrag auf dem Workshop "Digitalisierung und Auswirkungen auf die Bildungsbereiche". Aktionsrat Bildung, Vereinigung der Bayrischen Wirtschaft e.V. (vbw), München. [Vortrag]
  • Hesse, F. W. (2017, November). Digitale Bildung in der Berufsfachschule: Welche Voraussetzungen braucht es in der formalen Bildung um in der digitalen vernetzten Welt den komplexen Anforderungen gerecht zu werden. Eingeladener Vortrag auf der Tagung ICT im Berufsschulunterricht. Eidgenössisches Hochschulinstitut für Berufsbildung (EHB), Zillikofen, Schweiz. [Vortrag]
  • Hesse, F. W. (2017, Mai). Neue Medien in der Hochschullehre. Eingeladener Vortrag zum Workshop "Hochschuldidaktik in Zeiten der Digitalisierung". Österreichische Forschungsgemeinschaft, Wien, Österreich. [Vortrag]
  • Hesse, F. W. (2017, September). Die Bedeutung von digitaler Unterstützung in Denkräumen. Keynote auf der Tagung "Bildungsräume". Technische Universität Chemnitz. [Vortrag]
  • Moskaliuk, J., Irle, G., Kümmel, E., Cress, U., Hesse, F. W. (2017, Juli). Digital Learning Map 2020 – Erfolgsfaktoren & Vernetzungsstrategien für digitale Hochschulbildung. Fachtagung „Hochschulen im digitalen Zeitalter“ des Bundesministeriums für Bildung und Forschung. Berlin. [Poster]
  • Moskaliuk, J., Irle, G., Kümmel, E., Cress, U., Hesse, F. W. (2017, September). Digital Learning Map 2020 – Erfolgsfaktoren & Vernetzungsstrategien für digitale Hochschulbildung. Hochschulnetzwerk Digitalisierung der Lehre Baden-Württemberg (HN DBW). Offenburg. [Poster]
  • Moskaliuk, J., Thillosen, A., Hesse, F. W., & Cress, U. (2017, März). Erfolgsfaktoren für den Einsatz digitaler Medien in der Hochschullehre. 12. Jahrestagung der Gesellschaft für Hochschulforschung (GfHf) zum Thema „Digitalisierung der Hochschulen: Forschung, Lehre und Administration”. Hannover. [Vortrag]
  • Schweitzer, J., Wesslein, A. K., & Hesse, F. W. (2017, February). Task sharing reduces crossmodal congruency effects for visual and auditory stimuli. Winter School "Human Action Control - Current Theories and Debates“. Tübingen. [Poster]
  • Schweitzer, J., Wesslein, A. K., & Hesse, F. W. (2017, March). Task sharing reduces crossmodal congruency effects for visual and auditory stimuli. 59. Tagung experimentell arbeitender Psychologen (TeaP). Dresden. [Talk]
  • Hesse, F. W. (2016, November). Digitaler Wandel in der Bildung. Eingeladener Vortrag auf der Sitzung des Fachausschusses Bildung, Berufliche Bildung von BDA und BDI. Berlin. [Vortrag]
  • Hesse, F. W. (2016, Juni). Digitale Bildung - Fastfood oder Vollwertkost? Eingeladener Vortrag auf der Konferenz von BMBF und KMK "Digitaler Wandel in der Bildung - Perspektiven für Deutschland". Berlin. [Vortrag]
  • Hesse, F. W. (2016, November). Anforderung an die Ausbildung. Eingeladener Vortrag auf dem Workshop "Zukunft der Mechatronik". Esslingen. [Vortrag]
  • Hesse, F. W. (2016, November). Der veränderte Charakter von Wissensarbeit. Eingeladener Vortrag bei Campus Innovation & Konferenztag Digitalisierung von Lehren und Lernen. Hamburg. [Vortrag]
  • Hesse, F. W. (2016, November). Führt die Digitalisierung zu einem Wandel in der Bildung? Eingeladener Vortrag beim Festakt anlässlich des 50-jährigen Jubiläums des Deutschen Bildungsservers. Frankfurt/Main. [Talk]
  • Kolodziej, R., Hesse, F. W., & Engelmann, T. (2015, June). Exploring the Limits of Priority Awareness for Improving Performance in Integrative Negotiations. 11th International Conference on Computer Supported Collaborative Learning. Göteborg, Sweden. [Poster]
  • Engelmann, T., König, K., & Hesse, F. W. (2014, September). Steigerung der Problemlöseeffizienz durch selbstbestimmte Organisation von Kontextawareness. 49. Kongress der Deutschen Gesellschaft für Psychologie. Bochum. [Poster]
  • Hesse, F. W. (2014, August). Nutzung der digitalen Medien für Wissenserwerb und -kommunikation. Tagung, BMBF, Berlin. [Vortrag]
  • Hesse, F.W. (2014, März). Bildung in Informationsumwelten (WissenschaftsCampus, Tübingen). Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Kiel. [Symposium Organisation]
  • Hesse, F. W. (2014, January). Augmented Knowledge Communication Spaces Interdisciplinary Workshop Coordination, Collaboration and Cooperation. Max Planck Institut, Berlin. [Talk]
  • Kozlov, M. D., Engelmann, T., & Hesse, F. W. (2014, April). Can content-based knowledge awareness help overcome collaborative inhibition and improve relations by fostering transactive memory? Tagung experimentell arbeitender Psychologen. Gießen. [Poster]
  • Schubert, M., Buder, J., & Hesse, F. W. (2014, September). What should I say now? A metacognitive model on the regulation of information exchange in group learning. Meeting of the EARLI SIG 16 Metacognition. Istanbul, Turkey. [Talk]
  • Baumeister, A., Engelmann, T., & Hesse, F. W. (2013, July). Peer talk in a cognitive conflict task. 13th European Congress of Psychology. Stockholm, Sweden. [Talk]
  • Biel, C., Cierniak, G., Hesse, F.W., & Schrader, J. (2013, August). Enhancing teachers' assessment for learning practices through implicit and explicit job aids. 17th JURE pre-conference of the European Association for Research in Learning and Instruction (EARLI). München. [Roundtable]
  • Biel, C., Cierniak, G., Hesse, F.W., & Schrader, J. (2013, Juni). Selbstbestimmtes Lernen im Klassenzimmer des 21. Jahrhunderts. Junges Forum Medien und Hochschulentwicklung. Potsdam. [Talk]
  • Hesse, F.W. (2013, November). Informal learning in higher education – The role of the changing environment. Beijing Forum. Peking, China. [Talk]
  • Hesse, F. W. (2013, Januar). Wissensbildung und Wissenskommunikation mit digitalen Medien. Kolloquium Fachbereich Psychologie. Universität Tübingen. [Vortrag]
  • Schrader, J., Trautwein, U. & Hesse, F. (2013, März). Förderung effektiver Lehr-Lern-Prozesse (DFG-Forschergruppe). Erste Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Kiel. [Symposium Organisation]
  • Biel, C., Cierniak, G., & Hesse, F.W. (2012, September). Selbstbestimmtes Lernen im Klassenzimmer des 21. Jahrhunderts. 2. Leibniz-Doktorandenforum der Sektion A, Römisch-Germanisches Zentralmuseum. Mainz. [Poster]
  • Cierniak, G., Imhof, B., Hesse, F., Wasson, B., & Hansen, C., (2012, July). Teachers' views of the role of formative assessment and teacher-led research. 14th International Conference of the Learning Sciences (ICLS). Sydney, Australien. [Talk]
  • DeLeeuw, K., Scheiter, K., & Hesse, F. W. (2012, September). Selektions-, Organisations- und Integrationsprozesse bei der kollaborativen Nutzung multimedialer Repräsentationsformate. 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bielefeld. [Vortrag]
  • Hesse, F. W. (2012, Januar). Augmented knowledge communication spaces in the era of the information society and globalization, Computer-Supported Collaboration (CSC) in virtual groups. VET-TECH 2012. Villars, Schweiz. [Talk]
  • Hesse, F. W. (2012, Oktober). Discussant: Das deutsche Wissenschaftssystem und seine Postdocs: Perspektiven für die Qualifizierungsphase nach der Promotion. Symposium der Graduierten-Akademie der Friedrich-Schiller-Universität. Jena. [Symposium Diskussion]
  • Hesse, F. W. (2012, Oktober). Wissen und Partizipation. 2nd Tübingen International Conference on Ehtics and Society: Wissen im Netz – auf der Suche nach einer Ethik des Internet-Zeitalters. Tübingen. [Vortrag]
  • Hesse, F. W. (2012, Mai). Neue digitale Werkzeuge für den Wissensaustausch. Heinz Nixdorf Museum. Paderborn. [Vortrag]
  • Hesse, F. W. (2012, September). Vortrag anlässlich der Preisverleihung des ADAM-MICKIEWICZ PRIZE 2012. Warschau, Polen. [Vortrag]
  • Hesse, F. W. (2012, April). Gesundheitswissen im Internet aus der Patientenperspektive. Center for e-Learning Technology (CelTech) am Deutschen Forschungszentrum für Künstliche Intelligenz (DFKI), Saarbrücken. [Vortrag]
  • Krauskopf, K., Angeli, C., Hesse, F.W., Kramarski, B., Michalsky, T., Schrader, J., Valanides, N., & Zahn, C. (2012, June). Scrutinizing Technological Pedagogical Content Knowledge (TPCK) – Theoretical issues of and empirical approaches to a framework for the role of technology in teaching. Symposium at the EARLI SIG 11 meeting. Bergen, Norway. [Symposium Organisation]
  • Neugebauer, J., Ray, D.G., Sassenberg, K., Buder, J., & Hesse, F.W. (2012, September). Verstehen und Handhabung sozialer Abwärtsvergleiche bei Knowledge Awareness. 48. Kongress der Deutschen Gesellschaft für Psychologie. Bielefeld. [Vortrag]
  • Rudat, A., Buder, J., & Hesse, F. W. (2012, September). Informationsverbreitung im Microblogging. 2. Leibniz-Doktorandenforum der Sektion A, Römisch-Germanisches Zentralmuseum. Mainz. [Poster]
  • DeLeeuw, K. E., Scheiter, K., & Hesse, F. (2011, July). Individual and collaborative learning from text and pictures: A task analysis. 33rd Annual Conference of the Cognitive Science Society. Boston, MA, USA. [Poster]
  • Engelmann, T., & Hesse, F. W. (2011, August). Overcoming the unshared knowledge barrier by fostering awareness of the partners’ meta-knowledge. 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI). Exeter, Great Britain. [Talk]
  • Hesse, F.W. (2011, July). Fostering conceptual change with technologies. 9th International Conference on Computer Supported Collaborative Learning (CSCL). [Symposium Discussion]
  • Hesse, F.W. (2011, September). Mehr Objektivität durch netzbasierte Wissenskommunikation? Fachgruppentagung Pädagogische Psychologie. Erfurt. [Vortrag]
  • Hesse, F. W. (2011, Dezember). Wissensbildung durch Kommunikation und deren Fallstricke. Fachtagung im Rahmen von "Mainz Stadt der Wissenschaft 2011" der Leibniz-Gemeinschaft. [Vortrag]
  • Hesse, F.W. (2011, September). Die Nutzung sozialer Netzwerke zur Kommunikation zwischen Universität und Studierenden. 54. Jahrestagung der Kanzlerinnen und Kanzler der Universitäten Deutschlands. Hamburg. [Vortrag]
  • Hesse, F. W. (2011, May). Augmented knowledge communication spaces. International Conference on Computer Supported Education (CSEDU). Noordwijkerhout, The Netherlands. [Talk]
  • Hesse, F. W. (2011, Mai). Empirische Bildungsforschung in Tübingen. Unirat. Tübingen. [Vortrag]
  • Hesse, F.W., Buder, J., & Sassenberg, K. (2011, April). Collaborative problem solving a (measurable) skill of the 21 st.century ATC21S Board Planing Meeting, New Orleans, USA. [Talk]
  • Hesse, F.W., Buder, J., & Sassenberg, K. (2011, September). A framework for teachable collaborative problem solving skills. European Conference on Educational Research (ECER). Berlin. [Talk]
  • Imhof, B., Cierniak, G., Moe, E., Hesse, F., Wasson, B., & Reimann, P. (2011, September). Technologiegestützte Beurteilungsmethoden in der Schule von Morgen. 76. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung der DGfE. Klagenfurt, Österreich. [Vortrag]
  • Krauskopf, K., Zahn, C., & Hesse, F. W. (2011, March). Leveraging the affordances of YouTube: Pedagogical knowledge and mental models of technology affordances as predictors for pre-service teachers’ planning for technology integration. Society for Information Technology & Teacher Education International Conference (SITE). Nashville, Tennessee, USA. [Talk]
  • Krauskopf, K. Zahn, C., & Hesse, F. W. (2011, August). Leveraging the affordances of YouTube: Mental models of technology affordances and aspects of pre-service teachers’ planning for technology integration. European Association for Research in Learning and Instruction, Junior Researchers Pre-conference (JURE). Exeter, United Kingdom. [Talk]
  • Ray, D., Sassenberg, K., Buder, J., & Hesse F.W. (2011, July). Knowledge hoarding during cooperation: The role of social comparison and knowledge awareness. 16th General Meeting of the European Association of Social Psychology (EASP). Stockholm, Sweden. [Talk]
  • Rudat, A., Buder, J., Bodemer, D., & Hesse, F. W. (2011, September). Nachrichtenwerte 2.0 - Informationen bewerten, verarbeiten und verbreiten im Microblogging. 1. Leibniz-Doktorandenforum der Sektion A, Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik. Kiel. [Poster]
  • Schwind, C., Buder, J., & Hesse, F. W. (2011, July). Fostering social navigation and elaboration of controversial topics with preference-inconsistent recommendations. 9th International Conference on Computer Supported Collaborative Learning. Hong Kong, China. [Talk]
  • Schwind, C., Buder, J., & Hesse, F. W. (2011, May). I will do it, but I don’t like it: User reactions to preference-inconsistent recommendations. ACM CHI Conference on Human Factors in Computing Systems. Vancouver, Canada. [Talk]
  • Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2011, August). Digital media in the classroom: A study on how to improve guidance for successful collaboration and learning in student teams. 14th Biennial Conference for Research on Learning and Instruction (EARLI). Exeter, United Kingdom. [Talk]
  • Zahn, C., Krauskopf, K., Hesse, F. W., & Pea, R. (2011, July). Digital media in the classroom: A study on how to improve guidance for successful collaboration and learning in student teams. 9th International Conference on Computer Supported Collaborative Learning (CSCL). Hongkong, China. [Talk]
  • Engelmann, T., Baumeister, A., Dingel, A., & Hesse, F. W. (2010, October). The added value of communication in a cscl-scenario compared to just having access to the partners’ knowledge and information. 4th International Conference on Concept Mapping. Viña del Mar, Chile. [Talk]
  • Engelmann, T., & Hesse, F. W. (2010, September). Potential und Wirkfaktoren eines „Knowledge and Information Awareness“-Tools zur Unterstützung netzbasierter kooperativer Problemlösung. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Vortrag]
  • Hesse, F. W. (2010, November). Externalisiertes Wissen im Internet. Kolloquium Universität Ulm. Ulm. [Vortrag]
  • Hesse, F. W. (2010, April). Studieren 2.0: Das Potenzial externalisierten Wissens im Social Web. Symposium „Medizinstudium 2.0“. Georg Thime Verlag KG, Stuttgart. [Vortrag]
  • Hesse, F. W. (2010, September). Diskutant: Wissenschaft und Öffentlichkeit: Das Verständnis fragiler und konfligierender Evidenz. Symposium auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Bremen. [Symposium Discussion]
  • Papenmeier, F., Huff, M., Jahn, G., & Hesse, F. (2010, September). Blickbewegungen beim Multiple Object Tracking: Gruppierung von Zielobjekten. 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPS). Bremen. [Vortrag]
  • Papenmeier, F., Huff, M., Jahn, G., & Hesse, F.W. (2010, May). Eye movements across scene rotations in multiple object tracking. Vision Sciences Society 10th Annual Meeting. Naples, Florida, USA. [Poster]
  • Zahn, C., & Hesse F.W. (2010, June). The Knowledge Media Research Center, Science Campus & StObStigma. "Planning Workshop International Training Group (IRTG) - The Psychobiology of Eating Behaviour and Eating Disorders". Universitätsklinikum/Univeristät Tübingen. [Talk]
  • Baumeister, A., Engelmann, T., & Hesse, F. W. (2009, September). Der Einfluss von „Knowledge Awareness“ auf die individuelle ähnlichkeitsbasierte Fallzuordnung. 12. Fachtagung Pädagogische Psychologie der DGPs. Saarbrücken. [Poster]
  • Hesse, F. W. (2009, January). Key note: Knowledge Acquisition through Social Software - The Role of External Knowledge. Conference on Knowledge Media. Aarhus, Dänemark. [Talk]
  • Hesse, F. W. & Stahl, G. (2009, June). Organisation: Productive tensions in CSCL: Should design be driven by theory, research or practice? Symposium at the 8th International Conference on Computer Supported Collaborative Learning (CSCL). Rhodos, Griechenland. [Symposium Organisation]
  • Hesse F. W. (2009, September). Key note: Externalisiertes Wissen - Wie die Medien Wissensbildung und Wissensnutzung verändern E-Learning 2009 - Lernen im Digitalen Zeitalter. Berlin. [Vortrag]
  • Hesse F. W. (2009, Oktober). Key note: Use and Acqusition of externalized Knowledge 4. European Conference on Technology Enhanced Learning (EC-TEL 2009) - Learning in the Synergy of Multiple Disciplines. Nizza, Frankreich. [Talk]
  • Hesse F. W. (2009, September). Use and Acqusition of externalized Knowledge. Universidal Nacional Autónomade México (UNAM)/ Espacio Común de Educación Superior a Distancia (ECOSAD). Mexiko. [Talk]
  • Hesse F. W. (2009, September). Knowledge Acquisition through Social Software - The Role of External Knowledge. Universidal Nacional Autónomade México (UNAM)/ Espacio Común de Educación Superior a Distancia (ECOSAD). Mexico. [Talk]
  • Krauskopf, K., Zahn, C., & Hesse, F. W. (2009, September). Digitale „Video-Tools“ für kollaborative Designaufgaben im Unterricht – Bedingungen effektiven Kooperierens und Lernens. 12. Fachtagung Pädagogische Psychologie. Saarbrücken. [Vortrag]
  • Krauskopf, K., Zahn, C., Pea, R. D., Rosen, J., & Hesse, F. W. (2009, April). Advanced Digital Video Technologies for Collaborative Design Tasks in School Classes: Empirical Evidence on the Conditions for Effective Cooperation and Learning. Annual meeting of the American Educational Research Association. San Diego, CA, USA. [Talk]
  • Schwind, C., Buder, J., & Hesse, F. W. (2009, September). Multiple Perspectives by Recommendations: Looking Beyond the Obvious. European Conference on Technology Enhanced Learning - Doctoral Consortium. Nice, France. [Talk]
  • Zahn, C., Fischer, F. Schrader, J., & Hesse, F.W. (2009, September). Organisation: Orchestrierung computerunterstützter Lehr-Lernprozesse (DFG-Forschergruppe Nr. 738). Arbeitsgruppe auf der 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs) - PAEPS. Universität des Saarlandes, Saarbrücken. [Symposium Organisation]
  • Zahn, C., Hesse, F.W. & Krauskopf, K. (2009, März). Digitale Video-Tools für kollaborative Designaufgaben im Unterricht - Bedingungen effektiven Kooperierens und Lernens. 5. Tagung der Sektion "Empirische Bildungsforschung" Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Landau. [Vortrag]
  • Zahn, C., Krauskopf, K., & Hesse, F.W. (2009, April). Digitale Video-Werkzeuge als Schlüssel zu historischen Filmen im Deutschunterricht. Kolloquium des Instituts für Erziehungswissenschaft. Eberhard-Karls-Universität Tübingen. [Vortrag]
  • Zahn, C., Krauskopf, K., & Hesse, F.W. (2009, August). Maximizing scientific understanding and practical relevance in research on technology-enhanced education: The example of constructive video in the classroom. 13th Biennial Conference for Research on Learning and Instruction - EARLI 2009. Amsterdam, The Netherlands. [Talk]
  • Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2009, June). Participation in knowledge building “revisited”: Reflective discussion and information design with advanced digital video technology. 8th International Conference on Computer Supported Collaborative Learning (CSCL). University of the Aegean, Rhodes, Greece. [Talk]
  • Klages, B., Zahn, C., & Hesse, F.W. (2008, February). Fostering deep understanding and skills acquisition by means of collaborative design tasks involving advanced digital video technologies in the classroom. First Inter-Science of Learning Centers (iSLC). Pittsburgh, USA. [Poster]
  • Baumeister, A., Engelmann, T., & Hesse, F. W. (2008, July). Impact of computer-supported collaboration and knowledge awareness on analogical problem solving. XXIX International Congress of Psychology. Berlin. [Poster]
  • Baumeister, A., Engelmann, T., & Hesse, F. W. (2008, July). Can knowledge awareness enhance computer-supported dyadic analogical problem solving? 11th Conference of Junior Researchers of EARLI. Leuven, Belgium. [Talk]
  • Baumeister, A., Engelmann, T., & Hesse, F. W. (2008, June). Can knowledge awareness enhance computer-supported dyadic analogical problem solving? Doctoral Consortium Workshop of the Eighth International Conference for the Learning Sciences. Utrecht, The Netherlands. [Talk]
  • Baumeister, A., Engelmann, T., & Hesse, F. W. (2008, June). The potential of computer-supported collaboration and knowledge awareness for supporting analogical problem solving. Eighth International Conference for the Learning Sciences. Utrecht, The Netherlands. [Poster]
  • Hesse, F. W. (2008, September). Vorstellung von Forschungsmöglichkeiten in außeruniversitären Forschungseinrichtungen in Deutschland im Auftrag des Präsidiums der Leibnizgemeinschaft. GAIN (German Academic International Network)-Konferenz. Boston. [Vortrag]
  • Hesse, F. W. (2008, March). Cognitive view on social software. Pepperdine University. Los Angeles. [Talk]
  • Hesse, F. W. (2008, Mai). Internet als Lernmedium: informelles und institutionelles Lernen. Konferenz "Neue Medien in der Bildung - Lernformen der Zukunft" der Friedrich-Ebert-Stiftung. Berlin. [Vortrag]
  • Hesse, F. W. (2008, March). Potential of social software for learning (and teaching). NSF-Kooperationstreffen. Malibu, USA. [Talk]
  • Hesse, F. W. (2008, April). Dynamik bildungsrelevanter Informationsumwelten. InetBib-Tagung. Würzburg. [Talk]
  • Hesse, F. W. (2008, April). Social Software. Universität Darmstadt. Darmstadt. [Talk]
  • Hesse, F. W. (2008, März). Nutzung und Erwerb externales Wissen – Lernen in einer vernetzten Wissensgesellschaft. 24. Senatssitzung der Leibniz-Gemeinschaft. Köln. [Vortrag]
  • Hesse, F. W. (2008, October). Skills for the knowledge society. European University Association (EUA) Autumn Conference. Rotterdam. [Talk]
  • Hesse, F. W., Schwan, S. (2008, Juli). Von Cybermedien bis Social Tagging – Wissenserwerb mit digitalen Informationsressourcen. Vortrag im Rahmen der Ringvorlesung "Von linguistischen Datenstrukturen, Gravitationswellen und anderen Forschungsschwerpunkten unserer Universität". Tübingen. [Vortrag]
  • Hesse, F. W., Wodzicki, K., & Cress, U. (2008, December). Learning in a Cross-linked Knowledge Society. Zentrum für Europäische Wirtschaftsorganisation (ZEW). Mannheim. [Talk]
  • Krauskopf, K., Zahn, C., & Hesse, F.W. (2008, July). Advanced Digital Video Technologies for Collaborative Design Tasks in School Classes – Empirical Evidence on the Conditions for Effective Cooperation and Learning. XXIX International Congress of Psychology (ICP). Berlin. [Poster]
  • Mayr, E., Zahn, C., & Hesse, F.W. (2008, July). Supporting learning processes in museums with personalised labels. XXIX International Congress of Psychology. Berlin. [Talk]
  • Tergan, S.-O., Engelmann, T., & Hesse, F. W. (2008, September). Digital concept maps as powerful interfaces for enhancing information search. An experimental study on the effects of semantic cueing. 3rd International Conference on Concept Mapping. Helsinki, Finland. [Talk]
  • Wessel, D., Zahn, C., & Hesse, F.W. (2008, July). Supporting situational interest and knowledge exchange with mobile media. XXIX International Congress of Psychology. Berlin. [Talk]
  • Wessel, D., Zahn, C., Hesse, F.W. (2008, September). Unterstützung des Interesses von Besuchern während und nach dem Museumsbesuch mit mobilen Medien. Lernen im Museum: Die Rolle digitaler Medien. Rückblick und Bilanz - Ausblick und Perspektiven. Workshop im Deutschen Museum. München. [Vortrag]
  • Wessel, D., Zahn, C., Hesse, F.W. (2008, December). Supporting Visitors’ Interest within and beyond the Museum with Mobile Media. Nordic Digital Excellence in Museums. Reykjavik, Iceland. [Talk]
  • Zahn, C., Hesse, F.W., Pea, R., & Rosen, J. (2008, July). Can advanced digital video technologies support group knowledge processes in complex collaborative design tasks? XXIX International Congress of Psychology. Berlin. [Talk]
  • Zahn, C., Pea, R., Hesse, F.W., & Wessel, D. (2008, March). Knowledge building through collaborative construction of digital video: A comparative experimental study on the role of technology support in complex problem solving. Annual Meeting of the American Educational Research Association. New York, NY. [Talk]
  • Hesse, F. W., Huff, M., Garsoffky, B., & Schwan, S. (2007, Dezember). Kulturelle Codes und natürliche Wahrnehmung: Der Filmschnitt im Experimentallabor. Interdisziplinäres Forum Schnittstelle "Mensch". Universität Tübingen. [Vortrag]
  • Wessel, D., Zahn, C., & Hesse, F.W. (2007, November). A Mobile Application to Satisfy Situational Interest and Support Memory in Informal Settings. Workshop "Learning in Museums: International Positions". Knowledge Media Research Center, Tübingen. [Poster]
  • Kobbe, L., Zahn, C., & Hesse, F. W. (2007, September). Museumsbesuche mit Schulklassen: Neue Medien und kollaborative Gestaltungsaufträge zur Unterstützung des Explorationsverhaltens und kognitiver Elaboration im Museum. 11. Fachtagung Pädagogische Psychologie. Berlin. [Vortrag]
  • Wessel, D., Zahn, C., & Hesse, F. W. (2007, September). Der Pädagogische Nutzen von situationalem Interesse und Interest Trails in informellen Settings. 11. Fachtagung Pädagogische Psychologie. Berlin. [Vortrag]
  • Zahn, C., & Hesse, F. W. (2007, September). Unterstützung informellen Lernens in naturwissenschaftlich-technischen Museumsausstellungen. Symposium auf der 11. Fachtagung Pädagogische Psychologie. Berlin. [Vortrag]
  • Wessel, D., Zahn, C., & Hesse, F. W. (2007, August). A mobile application to satisfy situational interest in informal settings. JURE Pre-Conference of EARLI. Budapest, Hungary. [Poster]
  • Wessel, D., Zahn, C., & Hesse, F. W. (2007, July). Integrating situational interest and interest trails with mobile learning in an informal setting. IADIS International Conference e-Learning. Lisbon, Portugal. [Talk]
  • Dehler, J., Engelmann, T., & Hesse, F. (2007, June). Group awareness: Impact on participation and personalization. International Follow-Up Workshop on Distributed Learning and Collaboration (DLAC II). Singapore, Singapore. [Talk]
  • Engelmann, T., Dehler, J., & Hesse, F. (2007, June). Social Networking Spaces in Future Learning Environments. Symposium at the International Follow-Up Workshop on Distributed Learning and Collaboration (DLAC II). Singapore, Singapore. [Talk]
  • Engelmann, T., Dehler, J., & Hesse, F. (2007, Juni). Participation and personalization: The main factors of Social Software. International Follow-Up Workshop on Distributed Learning and Collaboration (DLAC II). Singapore, Singapore. [Talk]
  • Zahn, C., Hesse, F. W., & Klages, B. (2007, April). Pilot-Experiment zum Wissensaustausch bei kooperativen Designaufgaben - "Werkstattbericht" aus Projekt 3: Innovative Digitale Videos für kooperative Designprojekte im Deutschunterricht. Kooperationstreffen der DFG-Forschergruppe Orchestrierung computerunterstützter Lehr-/Lernprozesse - Orchestrating Computer-Supported Processes of Learning and Instruction. Tübingen. [Vortrag]
  • Engelmann, T., Tergan, S.-O., & Hesse, F. W. (2007, January). "Knowledge and information awareness" for fostering computer-supported collaborative problem solving of spatially distributed group members. The CSCL Alpine Rendez-Vous: Mutual Modeling Workshop. Villars, Switzerland. [Talk]
  • Kimmerle, J., Cress, U., & Hesse, F. W. (2006, November). A challenge for knowledge management: Situational and personal factors of influence in web-based information-exchange. The Fourth IASTED International Conference on Knowledge Sharing and Collaborative Engineering. St. Thomas, US Virgin Islands. [Talk]
  • Dehler, J., Hesse, F.W. (2006, September). Unterstützung von computer-vermittelter Wissenskommunikation durch "Knowledge Mirroring". 45ter Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Nürnberg. [Vortrag]
  • Zahn, C., & Hesse, F.W. (2006, September). Lernen mit Hypervideos. Symposium " Das Medium Video - Gestaltungskriterien und Einsatz möglichkeiten zur Unterstützung von Lernen". AEPF, LMU München. [Vortrag]
  • Kimmerle, J., Cress, U., & Hesse, F. W. (2006, July). The Role of Personality in Knowledge Management - Aptitude Treatment Interactions in the Information-Exchange Dilemma. 13th European Conference on Personality. Athens, Greece. [Talk]
  • Keller, T., Tergan, S.-O., & Hesse, F.W. (2006, June). KIA - A knowledge and information awareness tool for supporting computer-supported collaborative problem solving. Distributed Learning and Collaboration (DLAC): Workshop on Theory, Research, & Practice. Shanghai & Hangzhou, China. [Talk]
  • Knipfer, K., Mayr, E., & Hesse, F. W. (2006, March). The role of media for learning in museums. Workshop ICT-supported informal learning in museums and cultural heritage sites: Building the research agenda. University of Sydney. [Talk]
  • Mayr, E., Knipfer, K., & Hesse, F. W. (2006, March). Learning in museums: Methodological considerations. Workshop ICT-supported informal learning in museums and cultural heritage sites: Building the research agenda. University of Sydney. [Talk]
  • Hesse, F. W., & Bauer, K. (2005, September). Reflecting on knowledge exchange via web-based forums: What promotes contribution? The 2nd Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning. Tokyo, Japan. [Talk]
  • Fischer, F., Wecker, C., Schrader, J., Gerjets, P., & Hesse, F. W. (2005, August). Use-inspired basic research on the orchestration of cognition, instruction and technology in the classroom. 11th Biennial Conference for Research on Learning and Instruction (EARLI). Nicosia, Cyprus. [Talk]
  • Fischer, F., & Hesse, F. W. (2005, July). The virtual Ph.D. program "Knowledge Acquisition and Knowledge Exchange with new Media". First International Kaleidoscope Symposium on Technology Enhanced Learning. Oberhausen. [Talk]
  • Zahn, C., Finke, M., Stahl, E., & Hesse, F. W. (2005, July). Collaborative knowledge building based on advanced video technology: Theoretical prospects and technological developments (Interactive Showcase). First International Kaleidoscope Symposium on Technology Enhanced Learning. Oberhausen. [Talk]
  • Hesse, F. W. (2005, May). Discussant's Contribution to the Panel CSCL in the Next 10 Years. International Conference on Computer Supported Collaborative Learning (CSCL) 2005: The Next 10 Years. Taipei, Taiwan. [Panel]
  • Cress, U., Kimmerle, J., Martin, S., & Hesse, F. W. (2005, April). Costs, benefits, and guidelines in computer-supported interaction - How to overcome the information-exchange dilemma. Conference on Group Processes in Computer-Supported Interaction: Technological and Social Determinism. Oxford, OH, USA. [Poster]
  • Hesse, F. W. (2005, April). Concepts and conceptions about educational technology and its use in teaching, learning, and communicating. Centre for Research on Computer-supported Learning and Cognition (CoCo). Sydney, Australia. [Talk]
  • Hesse, F. W. (2005, April). Information and communication technology and education for the achievement of knowledge society. International Conference "Europe heading for the Knowledge (-based) Society. Lisbon, Portugal. [Talk]
  • Zahn, C., & Hesse, F. W. (2005, February). Digitale Videotechnologien als kognitive Werkzeuge für kooperatives Lernen. Learntec 2005, Themenblock "Zukunftstechnologien - Zukunft des Lernens". Karlsruhe. [Vortrag]
  • Hesse, F. W. (2004, Dezember). Nicht surfen, den Dingen auf den Grund gehen im computergestützten Unterricht. Geisteswissenschaft im Dialog: Surfen statt büffeln? - Netzbasierte Wissensmedien für die Schule von morgen. Bonn. [Vortrag]
  • Hesse, F. W. (2004, November). Geteiltes Wissen beim Common Good Dilemma. Kolloquium des Instituts für Informationssysteme der Universität Hannover und des Forschungszentrums L3S. Hannover. [Vortrag]
  • Hesse, F. W. (2004, Oktober). Das Informationsangebot des Portals e-teaching.org. Die Zukunft der Hochschullehre. Transferveranstaltung der Qualifizierungsinitiative e-teaching@university. Berlin. [Talk]
  • Hesse, F. W., & Cress, U. (2004, October). Why group-awareness tools can undermine participation - The effect of providing participants - portraits in a virtual information-exchange environment. First Symposium of the CSCL SIG of the Kaleidoscope European Network of Excellence. Lausanne, Switzerland. [Talk]
  • Cress, U., Kimmerle, J., Martin, S., & Hesse, F. W. (2004, September). Barrieren beim Wissensaustausch - Ergebnisse einer Experimentalreihe. 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Göttingen. [Vortrag]
  • Garsoffky, B., Schwan, S., & Hesse, F. W. (2004, August). Does the viewpoint deviation effect diminish if canonical viewpoints are used for the presentation of dynamic sequences? 26th Annual Conference of the Cognitive Science Society. Chicago, IL, USA. [Poster]
  • Hesse, F. W. (2004, August). Conceptions about educational technology and its use in instruction. 28. International Congress of Psychology. Beijing, China. [Talk]
  • Cress, U., & Hesse, F.W. (2004, Juli). Knowledge sharing in groups: Experimental findings of how to overcome a social dilemma. Sixth International Conference of the Learning Sciences. Santa Monica, CA, USA. [Talk]
  • Fischer, F., Kollar, I., Zahn, C., & Hesse, F. W. (2004, July). The interaction of internal and external representations in computer-supported collaborative learning. Kaleidoscope JEIRP Meeting. Thessaloniki, Greece. [Talk]
  • Kollar, I., Fischer, F., & Hesse, F. W. (2004, April). Cooperation scripts for computer-supported collaborative learning - a conceptual analysis. Annual Meeting of the American Educational Research Association (AERA). San Diego, CA, USA. [Talk]
  • Hesse, F. W. (2004, Februar). e-teaching@university - ein Webportal mit hochschulspezifischem Zugang. Begleitkongress zur Learntec 2004, Forum Hochschule - Wirtschaft, Sektion J "Nachhaltige Entwicklung von E-Learning an Hochschulen". Karlsruhe. [Talk]
  • Hesse, F. W. (2004, Januar). E-Learning als Chance für eine neue Lernkultur. 1. Schweizer Lehrmittelsymposium. Ermatingen, Schweiz. [Vortrag]
  • Hesse, F. W. (2003, Dezember). Der Weg zum DFG-Antrag. DGPs-Workshop "Vorbereiten und Verfassen von Forschungsanträgen" für den wissenschaftlichen Nachwuchs. Institut für Wissensmedien, Tübingen. [Talk]
  • Hesse, F. W., & Zahn, C. (2003, November). Collaborative knowledge Building based on hyperlinked videos. DFG-NSF Workshop "Creation of an American-German Research Network in the Field of Technology-Supported Education". Tübingen. [Poster]
  • Buder, J. A., Bauer, K., & Hesse, F. W. (2003, September). Net-based knowledge communication in groups: How technology influences common ground. The Joint Workshop of Cognition and Learning Through Media-Communication for Advanced e-Learning. Deutsch-Japanisches Zentrum, Berlin. [Talk]
  • Cress, U., & Hesse, F. W. (2003, September). Trittbrettfahren beim netzbasierten Wissensaustausch. 9. Fachtagung Pädagogische Psychologie. Bielefeld. [Vortrag]
  • Cress, U., Vogt, K., & Hesse, F. W. (2003, September). Einfluss von Regeln und Normen beim Wissensaustausch mittels einer geteilten Datenbank. 3. Tagung der Fachgruppe Medienpsychologie. Saarbrücken. [Vortrag]
  • Gerjets, P., Hesse, F. W., & Frings, S. (2003, September). Knowledge acquisition and knowledge exchange with new media - Knowledge Media Research Center, Tuebingen. European Cognitive Science Conference. Osnabrück. [Poster]
  • Hesse, F. W. (2003, September). Idee und Entwicklung des Portals e-teaching@university. Campus Innovation. Hamburg. [Talk]
  • Kollar, I., Fischer, F., & Hesse, F. W. (2003, September). Kooperationsskripts face-to-face und computergestützt - eine konzeptuelle Analyse. 9. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie. Bielefeld. [Vortrag]
  • Decker, R., Oestermeier, U., Hesse, F. W., & Plötzner, R. (2003, August). Do graphs improve causal learning? Tenth Biennial Conference of the European Association for Research on Learning and Instruction. Padova, Italy. [Talk]
  • Kollar, I., Fischer, F., & Hesse, F. W. (2003, August). Cooperation scripts - a conceptual analysis of research on traditional and computer-supported collaborative learning. Tenth Biennial Conference of the European Association for Research on Learning and Instruction. Padova, Italy. [Talk]
  • Hesse, F. W. (2003, Juli). Qualität in der Lehre - Potenziale aus der Sicht der Neuen Medien. HRK-Tagung zur Qualität in der Lehre. Bonn. [Vortrag]
  • Hesse, F. W. (2003, Juli). Neues Lernen durch neue Medien. 8. Baden-Badener Sommerakademie. Baden-Baden. [Vortrag]
  • Hesse, F. W. (2003, Juni). Neue Ansätze in der Medienforschung. Alumni-Treffen der Universität Tübingen. [Vortrag]
  • Hesse, F. W. (2003, Mai). Das Institut für Wissensmedien - Inhalte - Schwerpunkte - Visionen. Informationstag "Lernen in virtuellen Welten". Veranstaltung des IWM in Kooperation mit dem Referat für Sonderpädagogik am Ministerium für Kultus, Jugend und Sport Baden-Württemberg. Tübingen. [Vortrag]
  • Hesse, F. W., & Gerjets, P. (2003, May). Conceptions about educational technology and its use in instruction. Workshop "Conceptions of students that affect the power of powerful learning environments"of the FWO Network "Design, development and implementation of powerful learning environments". University of Antwerp, Belgium. [Talk]
  • Hesse, F. W. (2003, April). Self-Assessment. Lernpsychologische Begründungen und Beispiele. E-Quality. Swiss Virtual Campus. ETH Zürich, Schweiz. [Talk]
  • Kollar, I., Fischer, F., & Hesse, F. W. (2003, April). Cooperation scripts for computer-supported collaborative learning. International Conference on Computer Support for Collaborative Learning - CSCL 2003. Bergen, Norway. [Poster]
  • Hesse, F. W. (2003, Februar). Neue Medien in der Bildung - Überblick. Begleitkongress zur Learntec 2003, Forum Hochschule-Wirtschaft, Sektion J "Bundesinitiative Neue Medien in der Bildung". Karlsruhe. [Vortrag]
  • Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2002, September). Wissensaustausch mittels geteilter Datenbanken - ein soziales Dilemma. 43. Kongress der Deutschen Gesellschaft für Psychologie. Berlin. [Vortrag]
  • Garsoffky, B., Schwan, S., & Hesse, F. W. (2002, September). Die Wiedererkennensleistung von Szenen aus dynamischen Geschehensabläufen ist perspektivenabhängig. 42. Kongress der Deutschen Gesellschaft für Psychologie. Jena. [Poster]
  • Zahn, C., Schwan, S., Barquero, B., & Hesse, F. W. (2002, September). Hypervideo - Eine Studie zum Lernen mit neuen Medien. 43. Kongress der Deutschen Gesellschaft für Psychologie. Berlin. [Vortrag]
  • Cress, U., Barquero, B., Buder, J., Schwan, S., & Hesse, F. W. (2002, June). Knowledge communication via shared databases - a social dilemma. Workshop on barriers and biases in computer-mediated knowledge communication - and how they may be overcome. Münster. [Talk]
  • Friedrich, H. F., Hron, A., & Hesse, F. W. (2001, Oktober). Eine Rahmenkonzeption für die Evaluation virtueller Seminare. Jahrestagung der Deutschen Gesellschaft für Evaluation. Speyer. [Vortrag]
  • Cress, U., Barquero, B., Schwan, S., Buder, J., & Hesse, F. W. (2001, September). Wissensaustausch mittels geteilter Datenbanken - ein soziales Dilemma. 2. Tagung der Fachgruppe Medienpsychologie. Landau. [Vortrag]
  • Cress, U., Knabel, O., & Hesse, F. W. (2001, September). Previews, Lern- und Navigationshilfe in Hypertexten? 8. Fachtagung Pädagogische Psychologie. Landau. [Vortrag]
  • Zahn, C., Schwan, S., Barquero, B., & Hesse, F. W. (2001, September). Hyperlinked Videos - Studie zum Design von Lehrfilmen mit Hyperlinks. 2. Tagung der Fachgruppe Medienpsychologie. Landau. [Vortrag]
  • Cress, U., Barquero, B., & Hesse, F. W. (2001, Mai). Online-Lernmaterialien in der Hochschullehre: Wie Studierende sie nutzen und beurteilen - Ergebnisse einer Evaluationsstudie. GOR 2001. Göttingen. [Vortrag]
  • Hesse, F. W., & Friedrich, H. F. (2001, April). Programme and scope of the Knowledge Media Research Center (KMRC) Tuebingen. 20th World Conference on Open Learning and Distance Education. Düsseldorf. [Talk]
  • Garsoffky, B., Schwan, S., & Hesse, F. W. (2001, März). Das visuelle Wiedererkennen von Geschehensabläufen ist perspektivenabhängig. 4. Tübinger Wahrnehmungskonferenz (TWK). Tübingen. [Poster]
  • Hesse, F. W., Cress, U., Barquero, B., & Schwan, S. (2000, November). Database-inherent tools to promote knowledge sharing via databases - theory and experimental design from a psychological view. International Workshop on New Technologies for Collaborative Learning. Awaji Island, Japan. [Talk]
  • Schwan, S., Garsoffky, B., & Hesse, F. W. (2000, Oktober). Freies Erinnern filmbasierter Ereigniszusammenfassungen. Tagung Medienwirkungsforschung 2000. Stuttgart. [Talk]
  • Cress, U., Barquero, B., & Hesse, F. W. (2000, September). Medien in der Hochschullehre - erste Ergebnisse einer Evaluationsstudie. 42. Kongress der Deutschen Gesellschaft für Psychologie. Jena. [Vortrag]
  • Buder, J., Hesse, F. W., Schwan, S., & Straub, D. (2000, Februar). Einfluss von Metawissen auf den Wissensaustausch und Wissenserwerb in Computerkonferenzen. 1. Tagung der Fachgruppe Medienpsychologie der DGPs. Köln. [Vortrag]
  • Garsoffky, B., Schwan, S., & Hesse, F. W. (2000, Februar). Die Repräsentation von Filmszenen ist perspektivisch. 1. Tagung der Fachgruppe Medienpsychologie. Köln. [Poster]
  • Hesse, F. W. (2000, Februar). Der virtuelle Campus - Eine Chance für neues Lehren an der Hochschule. "Werkstatt Multimedia" auf der Bildungsmesse Interschul/didacta. Köln. [Vortrag]
  • Tergan, S. -O., & Hesse, F. W. (2000, Februar). HyperDisc. Unterstützung der Lokalisation und Selektion von Informationen in einem hypermedialen System. 1. Tagung der Fachgruppe Medienpsychologie in der Deutschen Gesellschaft für Psychologie. Köln. [Vortrag]
  • Zahn, C., Schwan, S., Riempp, R., & Hesse, F. (2000, Februar). Lernen von Bewegungsabläufen mit interaktiven Videos: Anpassung der Informationsdarbietung an interne Verarbeitungsprozesse. 1. Tagung der Fachgruppe Medienpsychologie in der Deutschen Gesellschaft für Psychologie. Köln. [Vortrag]

Research reports

  • Biel, C., Hesse, F. W., Hansen, C., Wasson, B., Wake, J., Meissl-Egghardt, G.,..Kossowski, M. (2014). Deliverable 6.6: Report on TDS II. Tübingen: Leibniz-Institut für Wissensmedien.
  • Biel, C., Wake, J.D., Hesse, F.W., Hansen, C., Wasson, B., Hunter, J.,..Giorgini, F. (2014). Combined Deliverable D6.7 and D2.9: Final Report on Pilot Studies, Final Report on Classroom Research with STEM and TESL Assessment. Tübingen: Leibniz-Institut für Wissensmedien. http://next-tell.eu/wp-content/uploads/NEXT-TELL-D6.7-2.9-KMRC-UniRes-Deliverable_v06.pdf
  • Cierniak, G., Biel, C. Hesse, F. W., Hillemann, E., Hansen, C., Wasson, B. … Reimann, P. (2013). Deliverable D6.5: Report on TDS 1. Tübingen: Leibniz-Institut für Wissensmedien.
  • Cierniak, G., Biel, C., Hansen, C., Meissl-Egghart, G., Hillemann, E., Vatrapu, R., Kickmeier-Rust, M., Hesse, F. W., Wasson, B., & Reimann, P. (2012). Deliverable D6.3: Report on RDS 1. Tübingen: Institut für Wissensmedien. http://www.next-tell.eu/publications/
  • Cierniak, G., Biel, C., Hesse, F.W., Craft, B., Hansen, C., Hillemann, E., Meissl-Egghart, G., et al. (2012). Deliverable D6.4: Report on RDS 2. Tübingen: Leibniz-Institut für Wissensmedien. http://www.next-tell.eu/wp-content/uploads/2012/09/NEXT-TELL-D6.4-KMRC-Report_RDS2_v11.pdf
  • Cress, U., & Hesse, F.W. (2007). Arbeitsbericht zum DFG-Projekt HE 1305/14-3 "Wissensaustausch mittels einer geteilten Datenbank". Bericht über den Zeitraum 1.4.2004 bis 14.2.2007. Tübingen: Institut für Wissensmedien.
  • Friedrich, H. F., Hron, A., Töpper, J., & Hesse, F. W. (2006). Nutzung und Bewertung des Lehr-/Lernsystems "Digitale Oberstufe" durch Lehrende und Lernende. Abschlussbericht Projekt Digitale Oberstufe, Teilvorhaben: Qualitätssicherung und Evaluation. Tübingen: Institut für Wissensmedien.
  • Buder, J., & Hesse, F. W. (2004). 2nd Documentation on the Special Priority Program (SPP) "Net-based knowledge communication in groups". Tübingen: Knowledge Media Research Center.
  • Cress, U., & Hesse, F.W. (2004). Arbeitsbericht zum DFG-Projekt HE 1305/14-2 "Wissensaustausch mittels einer geteilten Datenbank". Bericht über den Zeitraum 01.01.2001 bis 31.03.2004. Tübingen: Institut für Wissensmedien.
  • Rinn, U., Bett, K., Meister, D. M., Wedekind, J., Zentel, P., & Hesse, F. W. (2004). Virtual Education at German Institutions of Higher Learning in Alliance, Part II. Results of the online surveys of initiatives to promote the use of new media in higher education through the funding program "New Media in Education". Tübingen: Knowledge Media Research Center.
  • Rinn, U., Bett, K., Meister, D. M., Wedekind, J., Zentel, P., & Hesse, F. W. (2004). Virtuelle Lehre an deutschen Hochschulen im Verbund, Teil II. Ergebnisse der Online-Befragungen von Vorhaben zur Förderung des Einsatzes Neuer Medien in der Hochschullehre im BMBF-Förderprogramm "Neue Medien in der Bildung". Tübingen: Institut für Wissensmedien.
  • Rinn, U., Bett, K., Wedekind, J., Zentel, P., Meister, D. M., & Hesse, F. W. (2003). Virtual Education at German Institutions of Higher Learning in Alliance, Part I. An empirical study of the project conceptions submitted for the initiative to promote the use of new media in higher education with the government program "New Media in Education". Tübingen: Knowledge Media Research Center.
  • Rinn, U., Bett, K., Wedekind, J., Zentel, P., Meister, D. M., & Hesse, F. W. (2003). Virtuelle Lehre an deutschen Hochschulen im Verbund. Eine empirische Untersuchung der Projektkonzeptionen im BMBF-Förderprogramm "Neue Medien in der Bildung". Tübingen: Institut für Wissensmedien.
  • Buder, J., & Hesse, F. W. (2002). 1st Documentation on the Special Priority Program (SPP) "Net-based knowledge communication in groups". Tübingen: Knowledge Media Research Center.
  • Cress, U., Barquero, B., & Hesse, F.W. (2002). Arbeitsbericht zum DFG-Projekt HE 1305/14-1 "Wissensaustausch mittels einer geteilten Datenbank". Bericht über den Zeitraum 1.1.2001 bis 31.3.2002. Tübingen: Institut für Wissensmedien.
  • Friedrich, H. F., Mayer-Picard, R. E., & Hesse, F. W. (2002). Auf dem Wege in die Lerngesellschaft: Netzbasierte Angebote für das selbstbestimmte lebenslange Lernen. Tübingen: Institut für Wissensmedien.
  • Barquero, B., Cress, U., & Hesse, F. W. (2000). BioInform@tik: Multimedia-gestützter Studiengang Bioinformatik. Endbericht zur Evaluation der multimedialen Lehrveranstaltungen vom Sommersemester 1999 bis Sommersemester 2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen.
  • Barquero, B., Cress, U., & Hesse, F. W. (2000). BioInform@tik: Evaluation der multimedialen Lehrveranstaltungen im Sommersemester 2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen.
  • Barquero, B., Cress, U., & Hesse, F. W. (2000). BioInform@tik: Evaluation der multimedialen Lehrveranstaltungen im Wintersemester 1999-2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen.
  • Cress, U., Barquero, B., & Hesse, F. W. (2000). VirtuGrade: Evaluation der Lehrveranstaltungen im Sommersemester 2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen.
  • Cress, U., Barquero, B., & Hesse, F. W. (2000). VirtuGrade: Evaluation der Lehrveranstaltungen im Wintersemester 1999/2000. Tübingen: Deutsches Institut für Fernstudienforschung an der Universität Tübingen.

Organisation of conferences

  • Hesse, F. W. (2017). Entwicklung der Forschung zu Wissen und Bildung am Standort Tübingen. Abschlusstagung der DFG-Forschergruppe "Analyse und Förderung effektiver Lehr-Lernprozesse". Leibniz-Institut für Wissensmedien, Tübingen, 04.-05.05.2017.
  • Hesse, F. W., & Scheiter, K. (2017). Bildungspotenziale in Zeiten digitalen Wandels. Bildungspolitisches Forum 2017. Berlin, 5.10.2017.
  • Kleiner, M., & Hesse, F. W. (2017). Global Learning Council Summit (GLCS) 2017: Paving the way for the digital future. Berlin, 28.-30.6.2017.
  • Hesse, F. W. (2016). A Digital Revolution in Teaching and Learning – Paving the Way for a New Division of Labour in Higher Education Symposium. Landesvertretung Hessen bei der EU, Brüssel, 24.02.2016.
  • Hesse, F. W., Cress, U., & Scheiter, K. (2016). Current and future trends in technology-based learning Symposium, Leibniz-Institut für Wissensmedien, 2.6.-3.6.2016.
  • Hesse, F.W., Neudert, S., Pfeiffer, S., & Rieber, N. (2013). Kolloquium „Perspektiven der Empirischen Bildungsforschung: Interdisziplinäre Forschung am Standort Tübingen“. Leibniz-Institut für Wissensmedien. Tübingen, 24.-25.06.2013.
  • Pfeiffer, S., & Hesse, F. W. (2013). WissenschaftsCampi. Geschäftsstelle der Leibniz-Gemeinschaft. Berlin, 18.07.2013.
  • Krauskopf, K., Zahn, C., & Hesse, F. H. (2011). International Workshop on TPACK-Development: Knowledge and Skills related to Digital Tools for Teaching and Teacher Training — Cognitive Processes involved in Teachers’ Technological Pedagogical Content Knowledge (TPACK). Tübingen, 25.-26.10.2011.
  • Scheiter, K., Krauskopf, K., Stalbovs, K., & Hesse, F. W. (2010). BMBF-Workshop „Computerunterstützte Förderung der Kompetenzentwicklung – Lesen, Mathematik, Naturwissenschaften“. Tübingen, 26.02.2010.
  • Engelmann, T., Hesse, F.W., & Hamilton, E. (2008). International (Follow up) Workshop on distributed Learning and Collaboration (DLAC). Participation and personalization: the main factors of social software. Tübingen, 18.-21.06.2008.
  • Buder, J., Hesse, F.W., Bodemer, D., Dehler, J., Knipfer, K., Mayr, E., Wessel, D. & Zahn, C. (2006). Workshop on CSCL and Group Cognition. Tübingen, 25.-27.10.2006.
  • Hesse, F. W., & Bauer, K. (2005). The 2nd Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning. Tokyo, 28.09.-30.09.2005.
  • Hesse, F. W., Buder, J., & Bauer, K. (2005). Jahrestreffen des DFG-Schwerpunktprogramms "Netzbasierte Wissenskomunikation in Gruppen". Freiburg, 27.-28.01.2005.
  • Buder, J., & Hesse, F. W. (2004). Arbeitsgruppe Mechanismen netzbasierter Wissenskommunikation. 44. Kongress der Deutschen Gesellschaft für Psychologie. Göttingen, 28.09.2004.
  • Hesse, F. W. (2004). Organisation der Sektion J: "Nachhaltige Entwicklung von E-Learning an Hochschulen" im Forum Hochschule - Wirtschaft auf der Learntec 2004. Karlsruhe, 11.02.2004.
  • Hesse, F. W., Buder, J., & Bauer, K. (2004). Jahrestreffen des DFG-Schwerpunktprogramms "Netzbasierte Wissenskomunikation in Gruppen". Freudenstadt, 15.-16.01.2004.
  • Gerjets, P. & Hesse, F. W. (2003). Organisation des Symposiums "Psychological perspectives on advanced technology in education" auf der Tenth European Conference for Research in Learning and Instruction. Padua, 27.08.2003.
  • Hesse, F. W. (2003). Organisation der Sektion J: Bundesinitiative "Neue Medien in der Bildung" im Forum Hochschule - Wirtschaft auf der Learntec 2003. Karlsruhe, 05.02.2003.
  • Hesse, F. W., Buder, J., & Bauer, K. (2003). Treffen der Arbeitsgruppe 2 des DFG-Schwerpunktprogramms "Netzbasierte Wissenskommunikation in Gruppen". Köln, 10.-11.07.2003.
  • Hesse, F. W., Buder, J., & Bauer, K. (2003). DFG-NSF Workshop "Creation of an American-German Research Network in the Field of Technology-Supported Education". Tübingen, 12.-14.11.2003.
  • Hesse, F. W., Buder, J., & Frings, S. (2003). Jahrestreffen des DFG-Schwerpunktprogramms "Netzbasierte Wissenskommunikation in Gruppen". Tübingen, 07.-08.04.2003.
  • Hesse, F. W., Gerjets, P., Scheiter, K., Schorr, T., Schuh, J. & Ründal, E. (2003). Summerschool of the Virtual Ph. D. Program "Knowledge Acquisition and Knowledge Exchange with New Media". Tübingen, 15.-19.09.2003.
  • Hesse, F. W., & Tamura, Y. (2003). The Joint Workshop of Cognition and Learning through Media-Communication for Advanced e-Learning. Berlin, 08.-09.09.2003.
  • Friedrich, H. F., & Hesse, F. W. (2000). Vorbereitung und Durchführung eines Workshops zum Thema "Partizipation und Interaktion im virtuellen Seminar". Tübingen, 12.-13.10.2000.

Projects at the Leibniz-Institut für Wissensmedien

Current projects

Ideas to Market - A tool-based approach to transform research results into business options

Project Team:   

Prof. Dr. Dr. Friedrich W. Hesse, Dr. Johanna Rahn, Dipl.-Ing. (FH) Sebastian Kupke, Tjark Müller, Mag. rer. nat.

Duration

09/2016–08/2019

Funding

BMBF

 

Project Description

In Germany, the economic utilization of patents lags behind expectations. Therefore, the Federal Ministry of Education and Research (BMBF) decided to fund projects that foster the economic use of scientific findings. Against this background, the project “Ideas to market” aims to facilitate the transition of basic research into different application areas. Specifically, research at the IWM focuses on the technological support of knowledge exchange within groups.

The exchange of ideas and joint innovation in groups often fail, because of basic cognitive or communicative misconceptions (e.g., group think). The situation becomes even worse when groups consist of heterogenic, competitive members that are unlikely to have to cooperate again in the future. Problems in such settings include the challenge of establishing a common ground, for instance, in using a commonly understood vocabulary. Also, the different needs of individual group members have to be addressed to encourage cooperation, even under competitive circumstances. Therefore, we focus on the development of computer-assisted tools that facilitate the communication process to enhance judgment and decision-making in groups.

In the project, we use visualizations of different options in a decision-making process that can be manipulated at a multi-touch table, to enhance the communication process. External representations play an important role in cognitive psychology. Notes, gestures, sketches, and other modes of representation allow humans to overcome the biological limits of the working memory and to establish a deeper, more insightful understanding of the subject in joint discussions. Moreover, new technologies harbor unprecedented opportunities for tool-assisted communication, especially in the context of group work. The possibility of joint manipulations of data, the application of different filters, and exhaustive graphic visualizations allow a more interactive communication process than in traditional media. In this context, we conduct basic research in user interface design and investigate patterns of group interactions with digital interfaces, to improve group discussions and decrease the impact of biases on their judgments and decisions.

 

Cooperations
  • Prof. Dr. Martina Schraudner, Fraunhofer Institut (CeRRI)
  • Prof. Dr. Claudia Müller-Birn, Freie Universität Berlin (HCC)

Digital Learning Map 2020: Success Factors of Digital Learning and Teaching in Higher Education

Project Team

Prof. Dr. Johannes Moskaliuk, Bianca Diller, M.A., Dr. Gabriele Irle

Elke Kümmel, M.Sc., Prof. Dr. Ulrike Cress, Prof. Dr. Dr. Friedrich W. Hesse

Duration

03/2017–02/2020

Funding

BMBF

 
Project Description

The LearnMap project evaluates existing empirical studies on the efficacy of digital teaching and learning at the university and maps national projects, products and concepts using digital media in higher education. For this, a framework model is being developed in order to evaluate existing teaching and learning arrangements from a learning science and psychological perspective, to assess their effectiveness and, on this basis, to foster the exchange between teachers and researchers.
In this project, we aim to provide a structured overview of the success factors of digital learning and teaching in higher education, which (1) enables comparing different solutions and thus, allows assessing new approaches and concepts; (2) promotes the application of tools and methods across universities, and makes recommendations for the didactic design of teaching and learning arrangements, and (3) allows to make statements on promising networking and promotion strategies in order to exploit synergy effects and implement innovative approaches effectively.


In a meta-study we will summarize existing empirical research results on influence factors on the success of digital learning and teaching in higher education and integrate these into a practice-oriented framework model. In cooperation with the information portal e-teaching.org, we build up the Digital Learning Map database that makes the mapped national projects and initiatives visible and therefore stimulates the exchange of best practices. In addition, innovative international developments are taken into account. Based on this, we will develop a benchmarking tool to identify innovative didactic approaches and evaluate national projects and developments with regards to learning-related success factors.


As part of the project, we will organize a conference to discuss the results of the meta-study and further research approaches with national experts. In addition, we plan to conduct a BarCamp which connects researchers in the field of using digital media in higher education with lecturers and other stakeholders (for example, students, content providers). Additionally, a series of online events has been organized in cooperation with e-teaching.org.

 
Cooperations

e-teaching.org

 

 

Publications
  • Kümmel, E., Irle, G., Moskaliuk, J., Kimmerle, J., & Cress, U.  (2018, Juni). How learning outcomes are measured in digital learning environments in higher education.  13th International Conference of the Learning Sciences (ICLS). London, UK. [Poster]
  • Irle, G., Kümmel, E., & Moskaliuk, J.  (2017). Organisation des Themenspecials im Rahmen des Forschungsprojekts Digital Learning Map 2020 auf e-teaching.org: „Was macht Lernen mit digitalen Medien erfolgreich?". https://www.e-teaching.org/praxis/themenspecials/digital-learning-map-2020 
  • Irle, G., & Moskaliuk, J.  (2017). Was macht Lernen mit digitalen Medien in der Hochschule erfolgreich: Eine Einladung zum Perspektivenwechsel. In C. Igel (Ed.), Bildungsräume. Proceedings der 25. Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW)  (pp. 116-119). Münster: Waxmann.

Joint Action in Complex Environments

Project Team:

Prof. Dr. Dr. Friedrich W. Hesse, Julien Schweizer, M.Sc.

Duration

07/2015–offen

Funding

IWM budget resources

 
Project Description

Collaborating with a partner on a shared task requires both actors to coordinate their actions on an ongoing basis. Actors have to observe the actions of their partner, understand his or her intentions, and adjust their own behavior accordingly. Research on joint action investigates the perceptual, cognitive and motor processes that help actors to achieve this coordination.

Sharing a task with one or more partners is an integral part of many everyday activities. From playing a double of tennis to carrying a piece of furniture, understanding what our partners perceive and how they interpret this information allows us to predict their future behavior and adjust our own actions. Research has demonstrated that to coordinate, cooperating actors represent multiple aspects of their partner’s part within shared tasks, even though forming these representations might negatively impact their own task performance. Which processes allow actors to cope with conflicts between information about their partner’s and their own part within a shared task remains an open question.

In this research project, we investigate the underlying mechanisms that allow actors to coordinate their actions in complex environments where information from different sensory modalities is of different relevance for the actor's individual parts within a shared task. We assume that cooperating actors are able to execute top-down control to shield their actions and perceptions against conflicts arising from representations of their partner’s current task set. Uncovering how sharing tasks with others affects the integration of information from different sensory modalities can allow us to design media environments that effectively support the coordination of joint actions.

Mental rotation of data visualisations

Group knowledge work at the multi touch table implies that participants view the surface from different angles. Yet, some visualisations can only be shown on the display with only one optimal point of view. The participants with suboptimal points of view are forced to mentally rotate the visualisation to understand its content (see illustration). This PhD project investigates what consequences this additional effort has and how to ease mental rotation.
The multi touch table promises to support group work in giving all members the same access to the same information. In certain situations like in the usage of diagrams, however, this equal access cannot be guaranteed since most diagrams have an optimal point of view that allows the best access to their information. Participants who don’t have this optimal point of view need to mentally rotate the visualisation and thus invest more cognitive resources to interpret its content (see illustration). These additional costs and their possible consequences in the processing and communication are the focus of this PhD project. The first goal is to show that the claim of the allocation of additional mental resources for the rotation is true for diagrams. The question here is how to construct diagrams in order to minimize these costs. Subsequently, the effects of the mental rotation process on learning and communication will be investigated.

Improvement of information processing through a working memory affine visual environment on the multi touch table

Project Team

Prof. Dr. Dr. Friedrich W. Hesse, Inga Bause M. Sc.

Irina Brich, M.Sc.

Duration

12/2014 - offen

Funding

IWM budget resources

 
Project Description

While the processing capacity of the human brain frequently reaches its limits, technologies like tablets or smartphones can store and process more and more information. However, humans can now tap into these digital resources. This PhD project aims to use technologies to improve the human information processing capacity.

Decision making or problem solving are everyday cognitive challenges. These tasks take place in working memory (WM), whose limited capacity constrains the complexity of manageable problems or decisions. Group tasks are particularly demanding for WM.

Multi touch tables are well-suited for technology-assisted group work. The goal of this project therefore is to investigate if and how information processing can be improved in a group task by providing an interactive visual environment on a multi touch table. WM load can be reduced in interaction with a multi touch table, because user actions have a high affinity to WM processes.

In a series of studies with multi touch tables we will test the effect of different manipulations on information processing and outcome quality for various complex tasks in group and individual settings. Results will make it possible to tailor the interaction of humans with technology to their WM and thereby improve information processing and group outcomes.

Former Projects since 2005 (selective)

Knowledge and Information Awareness" for Fostering the Efficiency of Net-based Collaborative Problem Solving of Spatially Distributed Group Members (end of project: 2012-12-31)

Project Team

PD Dr. Tanja Engelmann, Prof. Dr. Dr. Friedrich W. Hesse, Dipl.-Psych. Antonia Baumeister, Dipl.-Psych. Agnes Dingel, Dipl.-Psych. Richard Kolodziej

Duration

11/2009-12/2012

Funding

German Research Foundation (DFG), “Margarete von Wrangell-Habilitationsprogramm” supported by the European Social Fund and by the Ministry Of Science, Research and the Arts Baden-Württemberg, budget resources KMRC

 

Project Description

This is the follow-up project of the project „Knowledge and Information Awareness for Fostering Computer-Supported Collaboration“.
Psychological theories and empirical results demonstrated that in group situations it is important to know what the collaborators know. However, developing such knowledge is difficult, especially for newly formed groups participating in a computer-supported collaboration. Our solution for this problem is to enhance knowledge and information awareness by means of a particular environment representing the others’ knowledge or knowledge structures as well as the information underlying this knowledge by means of concept maps. In previous studies we could already confirm that this kind of environment for fostering knowledge and information awareness improves group performance in such situations. This present project aims at both investigating the potential of knowledge and information awareness as well as developing an effective and efficient possibility for fostering knowledge and information awareness for improving net-based collaboration. A further goal is to implement this solution in real settings of teachings, research, and economy. Therefore, this project contributes to both basic research and use-inspired research.

Augmented Group Awareness Tools for Collaborative Learning (end of project: 2012-08-15)

Project Team

Dr. Jürgen Buder, Dr. Daniel Bodemer, Prof. Dr. Dr. Friedrich W. Hesse,

Duration

Open-end

Funding

IWM budget resources

 

Project Description

Group awareness tools were developed for the field of computer-supported cooperative work. These tools collect behavioural information about the group members (e.g. spatial location, current activities) and feed this information back to the work team. Based on the idea that groups benefit when members are informed about the status of their groups, we have developed so-called augmented group awareness tools. These tools collect cognitive variables (e.g. attitudes, preferences, degree of knowledge) from the group, aggregate these data, and feed them back to collaborative learning groups. The project seeks to demonstrate and explain the efficiency of such tools through experimental studies.

It was investigated how certain types of group awareness tools trigger psychological mechanisms that positively affect controversial group discussions, and how tools must be designed in order to improve decision quality of collaborative learning groups.

Additionally, results from several awareness-related studies at KMRC were conceptually integrated into frameworks about psychological mechanisms and design principles.

 

Publications
  • Buder, J. (2007). Net-based knowledge communication in groups: Searching for added value. Zeitschrift für Psychologie / Journal of Psychology, 215(4), 209-217.
  • Buder, J. & Bodemer, D. (2008). Supporting controversial CSCL discussions with augmented group awareness tools. International Journal of Computer-Supported Collaborative Learning, 3, 123-139.
  • Buder, J., Bodemer, D., Dehler, J., & Engelmann, T. (2009). SCAN tools for collaborative learning. In C. O' Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL 2009 Conference Proceedings, Vol. 1 (pp. 606-615). International Society of the Learning Sciences (ISLS).
  • Engelmann, T., Dehler, J., Bodemer, D., & Buder, J. (2009). Knowledge awareness in CSCL: a psychological perspective. Computers in Human Behavior, 25 (4), 949-960.

Awareness in Social Software (end of project: 2008-02-29)

Project Team

PD Dr. Tanja Engelmann, Dipl.-Psych. Antonia Baumeister, Dipl.-Psych. Agnes Dingel, Dipl.-Psych. Richard Kolodziej, Prof. Dr. Dr. Friedrich W. Hesse

Duration

06/2007-02/2008

Funding

Budget resources of KMRC, German Research Foundation (DFG), National Science Foundation (NSF)

 

Project Description

In (our) information society, the issue of Social Software is becoming increasingly important. Social Software comprises all applications which support communication, interaction, and collaboration between individuals. These applications aim at establishing and maintaining social networks that act mainly self-organized. Social Software is characterized by many-to-many communication via the internet (e.g. via weblogs or wikis), and by functioning in the sense of a bottom-up approach, that is, the users follow their own goals.

The project "Awareness in Social Software" focused on network-wikis, also comprising processes like tagging and social bookmarking in the context of network-wikis. The goal of the project was to investigate the research question of how awareness can support self-regulated individual and collaborative knowledge processes and interactions in the context of network-wikis. Awareness in network-wikis and in tagging/social bookmarking means that the individual user of network-wikis is informed regarding features of the other users and of the network-wiki respectively. For example, awareness can be fostered by providing information about wiki contributions, tags, or annotations. While dealing with a wiki contribution, users may be informed about the expertise of all authors or about the relevance estimation of this contribution created by other users. In addition, social bookmarking may be enriched with information about the similarity of own bookmarks and others' bookmarks.

Exemplary research questions of the project:

  • How does awareness influence the reception of wiki contents?
  • Does awareness support the use of network-wikis?
  • How does awareness impact the wiki contributions (text changes, contributions to discussion pages)?

The project was part of a framework "Learning Environments of the Future" that has been funded by the American National Science Foundation (NSF) since 2006. The goal of this framework is to foster a productive, interdisciplinary, and international research community that aims at contributing to the development of Computer-supported Collaborate Learning (CSCL) environments of the future. Famous researchers within the "Distributed Learning and Collaboration" (DLAC) network in the USA, Europe, and Asia belong to this frame. In this context, three international workshops have been organized: 2006 at the Shanghai Jiao Tong University in China and 2007 at the Learning Sciences Laboratory of the Nanyang Technological University in Singapore. To introduce a new framework, a third workshop was conducted at the Knowledge Media Research Center in Tübingen in June 2008, funded by the NSF and the DFG. The workshop topic was Social Software. The goal of the workshop was to initiate concrete research cooperations around the present project topic "Awareness in Social Software".

Cooperations
  • Prof. Dr. Eric Hamilton, Associate Dean and Professor of Education, Pepperdine University, Graduate School of Education and Psychology, Los Angeles, USA
  • Dr. Peng Han, FernUniversität Hagen, Fakultät für Mathematik und Informatik, Hagen
  • Dr. Fan Yang, FernUniversität Hagen, Fakultät für Mathematik und Informatik, Hagen

Blended Library (end of project: 2015-05-31)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse, Dr. Jürgen Buder, Dr. Uwe Oestermeier, André Klemke, M.Sc.

Duration

11/2011 - 10/2014

Funding

Ministry for Science, Research, and Arts Baden-Württemberg

 

Project Description

Public libraries and university libraries underwent some major transformations in the last few years. While libraries used to be archives and mediators for individual knowledge acquisition, they have now turned into public places where people can collaborate by using a blend of analog and digital media. This development is addressed by the "Blended Library" project. While our project partners at the University of Konstanz investigate the integration and accessibility of task-related technologies, the KMRC and partners from the University of Tuebingen analyze aspects of collaboration among learners located in a library.

In a first project phase, modes of group work that foster group diversity and consensus building will be examined for teams that prepare for a course presentation, particularly with regard to information search and information evaluation. The overarching question involves the ways in which teams should collaborate in order to efficiently search, evaluate, and select research literature. Several modes of work (collaboration, division of labor, parallelism) are compared with individual information seeking processes.

The search tasks are executed in face-to-face settings at an interactive multi touch table. The second phase of the project will address the question of how technologies can support teams in order to minimize process losses. In particular, availability of information about the knowledge and activities of other collaborators (awareness) will play a crucial role.

 

Cooperations

Bodily awareness in media perception: Influence of multi-sensory body representation activation on media perception (end of project: 2012-07-31)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse, Dipl.-Inform. Christian W. Michel

Duration

Open-end

Funding

IWM-budget resources

 

Project Description

Results from embodied cognition research suggest that the human ability of representing aspects of their bodies and embodied experiences are an important aspect of cognitive online processes. There is evidence that the activation of representations of bodily experiences (heart beat, effort, warmth, touch, posture, orientation) influences the assessment of spatial variables (distance, steepness, size), social variables (abilities, sympathy, sociability, trust, affiliation, power), and specific aspects of memory.

This project addresses the question whether the dynamic use of body-related representations could be beneficial for knowledge exchange within net-based media environments. Content and structures shall become more accessible and more attractive by directed activation and manipulation of body awareness.

Our general aims are (a) the development of an interactive online environment for manipulating bodily states within familiar net-based scenarios (surfing, search, social interaction), (b) taxonomy and classification of bodily states/representations and their activators, (c) evidence for selective influence of body awareness on knowledge communication.

Innovative Digital Video Technologies for Collaborative Design Tasks in German Classes - Conditions for Effective Cooperation and Learning (end of project: 2010-04-01)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse, Prof. Dr. Carmen Zahn,

Dr. Karsten Krauskopf

Duration

04/2007-03/2010

Funding

German Research Fundation (DFG)/ Interdisciplinary DFG-research group for empirical educational research "Orchestrating Computer-supported Processes of Learning and Instruction"

 

Project Description

Innovative digital video technologies have augmented the spectrum of instructional video uses in the classroom. For example, they allow for new types of multimedia design tasks, such as the production of video and visual hypermedia. Current research suggests that such design tasks under certain conditions can advance active and collaborative student learning. Our research addresses the specific conditions necessary for effective collaboration and learning when students perform design tasks using digital video technologies in class. The goal was to examine the influences of technological constraints, students' media-related cognition and instruction on collaborative learning and achievement. Our working program included two experiments to study the impacts of digital (hyper)video technology in interaction with students' media-related concepts (Exp. 1), and teachers' instructional guidance (Exp. 2) on students' collaborative design efforts, their deep processing of the subject matter and their acquisition of literacy skills. Particularly, we focused on visual and digital literacy skills. Our research thus involved educational goals repeatedly emphasized in educational science that are part of the national education standards relevant for German schools.

 

Cooperations
  • Prof. Roy Pea, Stanford Center for Innovations in Learning (SCIL)
  • Prof. Josef Schrader, Institut für Erziehungswissenschaften an der Universität Tübingen

 

Publications
  • Zahn, C. (2009). Gestaltendes Lernen - "Learning by Design" im Schulunterricht. LOG IN Informatische Bildung in der Schule, 156, 27-35.
  • Zahn, C., Krauskopf, K., & Hesse, F.W. (2009). Video-Tools im Schulunterricht: Psychologisch-pädagogische Forschung zur Nutzung audiovisueller Medien. In M. Eibl, J. Kürsten, & M. Ritter (Eds.), Workshop Audiovisuelle Medien WAM 2009 (pp. 59-65). Chemnitz: Technische Universität.
  • Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2009). Participation in knowledge building "revisited": Reflective discussion and information design with advanced digital video technology. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCSL Conference Proceedings (pp. 596-600). New Brunswick, NJ: International Society of the Learning Scienes (ISLS).
  • Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (accepted). Digital Video Tools in the Classroom: How to Support Meaningful Collaboration and Critical Advanced Thinking of Students? To appear in M.S. Khine & I.M. Saleh (Eds.): "New Science of Learning: Computers, Cognition and Collaboration in Education"

Experimental research on digital video tools used to support learning and skills acquisition in history and language arts (end of project: 2010-12-31)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse, Dr. Karsten Krauskopf,

Prof. Dr. Carmen Zahn

Duration

2007-2010

Funding

German Science Foundation (DFG

 

Project Description

Digital video tools afford new ways of learning in school-based education, especially in subjects like history, social studies and language arts. Here, students can discuss and reflect on social/ historical topics based on video information and learn through designing their own media products using video tools (e.g., they may design a webpage). By doing so, they can acquire important media-related communication skills, too. In this DFG-funded project we investigated the technical, cognitive and social conditions necessary for effective collaboration and successful learning with video tools. Results from a series of experiments show that video tools can support collaboration in design tasks und the acquisition of media-related skills (Zahn,Pea, Hesse & Rosen, 2010). This was evidenced not only in our research labs, but also in a large field study with 234 16-year-old German students (Zahn, Krauskopf, Hesse & Pea, 2010). Further analyses demonstrated positive effects of social interaction related instructional guidance on the outcomes of collaborative learning in a design task. The project was conducted by PD Dr. Carmen Zahn, Prof. Dr. Dr. Friedrich W. Hesse and Dipl. Psych. Karsten Krauskopf. It is part of the DFG funded research group „Analysis und advancement of effective teaching and learning" (Chairperson: Prof. Dr. Dr. Friedrich W. Hesse) in cooperation with the educational science department at the University of Tübingen, Germany, and Prof. Roy Pea, Director of the Stanford Center for Innovations in Learning, Stanford University, CA, USA.

 

Cooperations
  • Prof. Dr. Josef Schrader, Institut für Erziehungswissenschaft, Universität Tübingen
  • Prof. Dr. Roy Pea, Stanford Center for Innovations in Learning (SCIL), Stanford University, CA, USA

 

Publications
  • Zahn, C., Pea, R., Hesse, F. W., & Rosen, J. (2010). Comparing simple and advanced video tools as supports for collaborative design processes. The Journal of the Learning Sciences, 19(3), 403-440.
  • Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2010). Digital video tools in the classroom: How to support meaningful collaboration and critical advanced thinking of students? In M. S. Khine & I. M.Saleh (Eds.), New Science of Learning: Cognition, Computers and Collaboration in Education (pp. 503-523). New York: Springer.
  • Zahn, C., Krauskopf, K., & Hesse, F.W. (2009). Video-Tools im Schulunterricht: Psychologisch-pädagogische Forschung zur Nutzung audiovisueller Medien. In M. Eibl, J. Kürsten, & M. Ritter (Eds.), Workshop Audiovisuelle Medien WAM 2009 (pp. 59-65). Chemnitz: Technische Universität.

Intuitive and personalized visitor information with interactive displays in museums: contextualized – multimedia-based – collaborative (EyeVisit) (end of project: 2014-12-31)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse

Duration

05/2011-12/2014

Funding

Leibniz Association as part of the „Wettbewerbsfonds 2011“

 

Project Description

„Which story is shown in this painting?“, „What kind of techniques did the artist use to accomplish this piece of art?“, „Who commissioned the piece of art and what for?“

A lot of questions can come up during a visit to a museum. Up until now, these questions have been answered by so-called audio guides. Audio guides offer information on selected artworks in the form of spoken texts, but their possibilities are restricted to verbal information only. Also, the selection of artworks is determined by the curators in advance. As a result, visitors’ specific questions and interests may not be met. To solve this problem, multimedia guides as focused on in the „EyeVisit“-Project might be helpful. These guides are able to meet the visitors’ needs and interests adaptively and enable a vivid illustration of various pieces of information, e.g. by first showing sketches of the painting. It is therefore important that the multimedia guides are easy to understand and intuitively accessible to all different kinds of visitors, i.e. complicated control buttons should be avoided. Interactive displays as applied in smartphones and multitouchtables demonstrate a highly intuitive interface. These displays allow the user to manipulate pictorial representations like real objects with intuitive touch movements such as rotating, sliding or zooming.

The main idea of this project is to combine a large, collaboratively usable multitouchtable, with iPhones, which can be used individually (see picture). The aim is to design this combination in a way that the visitor can retrieve specified information according to his interests before, during or after visiting the exhibition. For example, the visitor can get an overview of the exhibition at the beginning of the visit and then arrange a personalized guided tour through the exhibition (application „EyeGuide“). During the visit the visitor can mark his favourite art works with his iPhone in order to explore more detailed information on the selected oeuvres on the multitouchtable later on, e.g. other pieces of art by the same artist (application „Fundstücke“). A third application (EyeVideo) allows the user to take pictures of or film the artworks with the iPhone, in order to then use this material collaboratively at the multitouch table, e.g. for school assignments.

The project „EyeVisit“ combines psychological research methods and findings of the Knowledge Media Research Center (KMRC) with technological development results of the Wilhelm-Schickard-Institute of Computer Sciences (WSI) at the University of Tübingen and makes them applicable in real-life situations. This project therefore serves as problem based and sustainable application of knowledge and technology at the interface of innovative media technology and psychological analyses of museum settings.

 

Cooperations

Factors of Self-Creating Digital Concept Maps for Fostering Knowledge and Information Awareness and Problem-Solving Performance in Virtual Groups (end of project: 2015-09-01)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse, Dr. Michail D. Kozlov,

Dipl.-Psych. Katrin König

Duration

04/2013-09/2015

Funding

German Research Foundation (DFG)

 

Project Description

In collaborative learning settings, it is important that the group members are informed about the knowledge of their collaboration partners. However, acquisition of such knowledge is difficult, especially in virtual groups, that is, groups with spatially distributed members collaborating via computer. To solve this problem effectively, the project coordinator developed an approach for fostering knowledge and information awareness, which provides members of virtual groups with the knowledge structures of their collaboration partners as well as the underlying information by means of digital concept maps. This approach has been demonstrated to improve group performance and to help overcome important collaboration barriers. However, in studies in which the awareness contents had to be created by group members themselves, major problems appeared which reduced the effectiveness of this approach. Nevertheless, self-generation of such contents is indispensable in application fields (e.g., at school). Therefore, the goal of this research proposition is to solve the problems of self-generation of awareness contents in order to be able to use the advantages of the knowledge and information awareness approach in application fields.

In February 2014, Prof. Dr. Dr. Hesse was handed over the leadership of this project started by PD Dr. Tanja Engelmann and him.

Sharing of information with microblogging (end of project: 2014-08-31)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse, Dr. Jürgen Buder,

Dr. Anja Rudat

Duration

02/ 2010 - 12/2013

Funding

ScienceCampus Tuebingen

 

Project Description

Microblogging systems are typical Web 2.0 applications in which users write, read, and share short messages. The most popular one of these systems is Twitter. Microblogging systems are not only social networks because of the many relationships among the users but they are also real-time news media. Thus, users have to deal with an increasing amount of incoming information (e.g. news), they can perceive, process, and share with others. The quick and easy way to disseminate information in microblogging is regarded as one of its central features. However, regarding the increasing amount of information, information dissemination requires some selection by the users.

This project brings together theories and findings of communication science and psychology and analyzes (1), which content criteria influence the users’ selection decision for disseminating information. For that, approaches of news selection are employed. This project investigates (2), which environmental criteria influence the users’ selection decision. For this, principles of awareness and social navigation are going to be applied and tested.

 

Publikation

Rudat, A. (2011). Can “prominence” and “aggression” enhance learning? In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCSL2011 Conference Proceedings (Vol. III, pp. 1224-1228). Hong Kong: International Society of the Learning Sciences.

Knowledge and Information Awareness for Fostering Computer-Supported Collaboration (end of project: 2009-11-30)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse,

PD Dr. Tanja Engelmann

Duration

05/2005-11/2009

Funding

Budget resources of KMRC, Margarete von Wrangell-Habilitation Program supported by the European Social Fund, and by the Ministry for Science, Research, and Arts Baden-Württemberg.

 

Project Description

Net-based collaboration by spatially distributed group members is increasingly important, despite the fact that it still involves problems, especially interaction problems within the group. One of the reasons for these kinds of problems in computer-supported collaboration is the reduced contextual information, like reduced nonverbal communication.
This research project suggested "Knowledge and Information Awareness" as a solution for these problems. Knowledge and Information Awareness is defined as being aware of a group member regarding the collaborators' knowledge structures and information resources underlying these knowledge structures (e.g., Engelmann, Tergan & Hesse, 2010; Keller, Tergan, & Coffey, 2006). In this project it was investigated whether a particular tool - which is operationalized by digital concept maps representing the collaborators' knowledge structures and the information resources underlying these knowledge structures - may generate Knowledge and Information Awareness and whether Knowledge and Information Awareness results in an improved communication and coordination and, therefore, in an improved group performance. In addition, it was started to investigate the supposable impact factors included in the applied tool. Regarding the theoretical perspective the concept Knowledge (and Information) Awareness and already established related concepts, like transactive memory system or common ground, were differentiated.

 

Publications
  • Engelmann, T., Dehler, J., Bodemer, D. & Buder, J. (2009). Knowledge awareness in CSCL: a psychological perspective. Computers in Human Behavior, 25 (4), 949-960.
  • Engelmann, T., Tergan, S.-O. & Hesse, F.W. (2010). Evoking knowledge and information awareness for enhancing computer-supported collaborative problem solving. The Journal of Experimental Education, 78, 1-20. (DOI: 10.1080/00220970903292850)
  • Keller, T., Tergan, S.-O., & Coffey, J. (2006). Concept maps used as a "knowledge and information awareness" tool for supporting collaborative problem solving in distributed groups. In A. J. Cañas, & J. D. Novak (Eds.), Concept Maps: Theories, Methodology, Technology. Proceedings of the Second International Conference on Concept Mapping (pp. 128-135). San José: Sección de Impresión SIEDIN.

Knowledge Awareness for supporting the identification of solution-relevant case features (end of project: 2011-12-31)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse,

PD Dr. Tanja Engelmann

Duration

01/2007-open-end

Funding

Budget resources of KMRC, 01/2007-12/2008: Virtual Ph.D. Program "Knowledge acquisition and knowledge exchange with new media" of the German Research Foundation (DFG)

 

Project Description

Individual problem solvers often have difficulties in identifying structural similarities between already-solved source problems and unsolved target problems or cases, in order to transfer parts of the solution. Therefore, this project aims at supporting the identification of solution-relevant case features both in a collaborative and an individual setting by applying an innovative form of group awareness, namely, knowledge awareness (cf., Engelmann, Dehler, Bodemer & Buder, 2009). In this project, it is assumed that an individual problem solver can gain awareness in considerartion of another person’s task-relevant knowledge by being confronted with the individual allocation of target problems to source problems that another problem solver has created. Furthermore, we assume that being informed about an alternative allocation of target problems to source problems combined with the awareness regarding the source of this allocation has an impact on maintaining vs. changing one’s own allocation of target problems to source problems.
In a first study, two collaborators of a spatially separated dyad were presented with an external representation of the source problems each partner had retrieved from memory and allocated to target problems in order to apply the source problem's solution procedures to the target problem. The study showed that collaborating dyads are more confident in having the cases solved correctly, provided that the solution was correct compared to nominal dyads consisting of individual problem solvers. The results of this study were presented at three international conferences in 2008.
In a second study, we investigated in an individual setting whether the individual allocation of target problems to source problems can be improved by providing the problem solver with an alternative allocation whose source is varied. Problem solvers compared their own allocation of target problems to source problems with an additional, partly correct allocation, whereby either a former problem solver or a textbook were named as source. The baseline was not provided with an additional allocation of target problems to source problems. The presentation of an additional allocation of target problems to source problems led to a stronger adaptation of one's own case allocation to the presented if a textbook was indicated as the source, compared to a former problem solver indicated as source. After being provided with an additional case allocation, both conditions improved the correctness of their own case allocation in combination with their confidence of having the target problems allocated correctly compared to the baseline. The additional case allocation, however, had neither an impact on recognizing case features nor on solving a new case. A third study is planned.

Making Social Navigation Click (end of project: 2013-08-26)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse, Dr. Christina Schwind,

Dr. Jürgen Buder

Duration

10/2008-12/2012

Funding

Leibniz Graduate School for Knowledge Media Research, budget resources KMRC

 

Project Description

Informed decision making and elaborated opinion formation on controversial issues require knowledge about the diversity of opinions available. The Web is a perfect backdrop for opinion formation as a multitude of different opinions is publicly available, i.e. in discussion forums and in social networks. However, the different opinions often remain unexploited When people seek new information, these information search processes are often biased in favor of the information seeker’s previously held expectations; an effect that has been labeled confirmation bias.

This project is based on the assumption that the use of technologies like recommender systems are a promising approach to overcome this bias and to stimulate elaboration. Of prior importance is the role of preference-inconsistent recommendations compared to preference-consistent recommendations. In previous studies it has been shown that preference-inconsistent recommendations can reduce confirmation bias. Further, preference-inconsistent recommendations affect preferences and elaboration, i.e. they lead to more divergent thinking. Moreover, barriers and facilitators for the impact of preference-inconsistent recommendations were investigated. Results show that preference-inconsistent recommendations are especially effective for learners with no prior knowledge or under cooperation.

Based on the results, implications for developing recommender systems should be derived.

 

Publications
  • Buder, J., & Schwind, C. (2012). Learning with personalized recommender systems: A psychological view. Computers in Human Behavior, 28, 207-216.
  • Schwind, C., Buder, J., Cress, U., & Hesse, F. W. (2012). Preference-inconsistent recommendations: An effective approach for reducing confirmation bias and stimulating divergent thinking? Computers & Education, 58, 787-796.
  • Schwind, C., Buder, J., & Hesse, F. W. (2011). I will do it, but I don't like it: User reactions to preference-inconsistent recommendations. In D. Tan, S. Amershi, B. Begole, W. A. Kellog, & M. Tungare (Eds.), Proceedings of the 29th Annual CHI Conference on Human Factors in Computing Systems (pp. 349-352). New York, NY: ACM Press.
  • Schwind, C., Buder, J., & Hesse, F. W. (2011). Fostering social navigation and elaboration of controversial topics with preference-inconsistent recommendations. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. I, pp. 374-381). Hong Kong: International Society of the Learning Sciences.

Mental models of digital video tools of teachers in training: An approach to the didactic integration of digital media in the classroom (end of project: 2013-08-26)

Project Team

Dr. Karsten Krauskopf, Prof. Dr. Carmen Zahn,

Prof. Dr. Dr. Friedrich W. Hesse

Duration

Open-ended

Funding

German Research Foundation (DFG), ScienceCampus Tuebingen

 

Project Description

Interpreting web-based digital video technologies as (socio-) cognitive tools (YouTube Annotations, WebDIVER TM, or VideoANT) opens up new vistas for constructivist learning in formal education. This dissertation project poses the question, whether and how teachers perceive and mentally represent the (socio-) cognitive functions of such video technologies. Furthermore, we ask how such mental models of (socio-) cognitive tool functions influence the teacher’s planning for leveraging the potential of this technology in instruction. Based on the Technological Pedagogical Content Knowledge (TPACK) framework (Angeli & Valanides, 2009; Mishra & Koehler, 2006) and other models of the professional competence of teachers (Baumert & Kunter, 2006; Bromme, 1992), these questions are investigated with samples of pre-service teachers while focussing on History and German Language Arts education.

On the theoretical level, the project aims at elaborating on the TPACK approach by integrating it with the concept of mental models (Johnson-Laird, 1980; Westbrook, 2006; Mohammed et al., 2000) in order to formulate more concrete hypotheses on the cognitive processes involved in teaching with digital media. Here, mental models are defined as representations of elements and their interrelations that are constructed based on prior knowledge and beliefs. With regard to their formal characteristics, mental models can be directly manipulated and tested. As such, they help to complete specific tasks by guiding the actor’s interpretations of and predictions about her or his environment. This project focuses on mental models of the cognitive and socio-cognitive functions of digital technologies of teachers. These models represent how a specific technology influences the affordances and constraints of a learning situation and, thus, the students’ individual and collaborative learning processes. In relation to the teacher-specific task of lesson planning, these mental models are assumed to play a significant role in determining whether and how teachers leverage the specific potentials of a technology by embedding them pedagogically and in a specific content. Overall, complex and adequate mental models should lead to more flexible planning for technology integration and to scrutinizing the specific added-value of the respective technology.

On the empirical level, this general hypothesis is tested using the example of digital video technologies. In correlational and experimental studies with pre-service teachers we investigate to what extent mental models of the (socio-)cognitive functions of a technology predict a teacher’s lesson planning for this technology and how to support the construction of effective mental models.

NEXT-TELL – Next Generation Teaching, Education and Learning for Life (end of project: 2014-11-30)

Project Team

Dipl.-Päd. Carmen Biel,

Prof. Dr. Dr. Friedrich W. Hesse

Duration

09/2010 - 08/2014

Funding

European Union (within the 7th Framwork Programe)

Webseite: www.next-tell.eu/

 

 
Project Description

NEXT-TELL investigates how digital media need to be designed in order to fit and serve the complex demands in pedagogical teaching-learning practices. Within the project, we develop online tools which support teaching and learning content-independently in relevant structures. NEXT-TELL seeks to support self-organized and individual learning by supporting processes reaching from lesson planning to formative feedback (see figure). With this background in mind the engaged participation of teachers and their schools is important.

First results showed that teachers would like to be supported in lesson planning in a digital way. The pedagogical approach of evidence-based activity and assessment design (ECAAD) is, however, very uncommon to teachers. Thus, the visual planning tool has been extended with wizards which should lead through the planning process more clearly.

The idea of supporting a formative feedback culture with digital media like open learner models (OLM) is interesting for teachers. First experiences show how teachers first work on making their assessment system more transparent for their students. Communication between teachers and students as well as trust from both sides seem to be important first steps. This finding is in line with international research on assessment for learning. Students are also interested in the tool because they are not necessarily sure what they already master and what not. Moreover, they are interested in finding out how their self-assessments deviate from their teachers’ assessments. Finally, the aspect of feed-forward is a critical component in the process. So far, the tool has been extended with different visualizations and verbal feedback options.

The NEXT-TELL consortium consists of twelve partners across seven European countries (see below). The role of the KMRC is to develop and coordinate the pedagocial-psychological research in line with the tool development.

 

Cooperations

Partner Knowledge Awareness for Collaborative Text Comprehension (end of project: 2008-05-31)

Project Team

Dr. Jürgen Buder, Dipl.-Psych Jessica Dehler, Dr. Daniel Bodemer

Prof. Dr. Dr. Friedrich W. Hesse

Duration

Juni 2005 - Mai 2008

Funding

Virtual Ph.D. Program "Knowledge acquisition and knowledge exchange with new media" of the German Research Foundation (DFG)

 

Project Description

IIn this project we studied learning of hypertext material by knowledge communication. Information about a partner's knowledge is provided in the learning environment in order to establish partner knowledge awareness (= being informed about a partner's knowledge). Knowledge is subjectively assessed by learners themselves. Visualizations of knowledge are provided to collaboration partners. A first empirical study investigated how learners use visualizations of partner knowledge when producing contributions to knowledge communication. Learners were found to adapt their explanations and questions towards partner knowledge and adaptation was found to foster the acquisition of elaborated knowledge. A second study examined how visualizations of partner knowledge influence dyadic interaction and collaborative learning. Dyads benefited from partner knowledge awareness particularly when partners´ knowledge levels were highly divergent.

This doctoral project by Dr. Jessica Dehler has been completed.

 

Publications
  • Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (in press). Guiding knowledge communication in CSCL via group knowledge awareness. Computers in Human Behavior. doi:10.1016/j.chb.2010.05.018. (1.7)
  • Dehler-Zufferey, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011). Partner knowledge awareness in knowledge communication: Learning by adapting to the partner. The Journal of Experimental Education, 79, 102-125. (1.0)
  • Dehler, J., Bodemer, D., Buder, J. & Hesse, F. W. (2009). Providing group knowledge awareness in computer-supported collaborative learning: Insights into learning mechanisms. Research and Practice in Technology Enhanced Learning, 4, 111-132.

The role of shared mental models in learning through design with digital media (end of project: 2012-07-31)

Project Team

Prof. Dr. Carmen Zahn

Prof. Dr. Dr. Friedrich W. Hesse, Dr. Karsten Krauskopf

Duration

2008-offen

Funding

IWM budget resources

 

Project Description

n constructivist approaches to learning, learning through design (constructionism) is considered a valuable way of implementation of constructivist learning (Kafai & Resnick, 1996; Paper, 1994). Design tasks applied within this theoretical framework can be considered ill-structured problems, which in general need to be solved in collaboration with others. Due to the complexity of such design tasks and the simultaneous action of several persons (learners), there is the need to coordinate the collaborative design activities. In order to do so, shared mental models of the situation, which help to define and structure the design-related problem spaces need to emerge (Bromme & Stahl, 1999; Goel & Piroli, 1992; Stahl, Zahn, & Finke, 2006).
Against this background, this project investigates how the collaborative work on design-problems in computer- supported learning scenarios can be influenced by suggesting or supporting specific mental models.
In a first experimental study we exemplarily compared two metaphors describing the character of the design product of a visual design task with digital video and investigated their potential of structuring the participants shared mental models. With regard to the lack of theoretical models of the production of audio-visual media, we referred to theoretical approaches to processes of film reception from cognitive psychology and mapped two contrasting metaphors on collaborative media production. In detail, the first metaphor (documentary film) represents an operationalization of (a) a linear filmic information structure, whereas the second (interactive DVD) represents an operationalization of (b) a non-linear, spatial structure in terms of Spiro’s (1991) cognitive flexibility theory. We expected the production of a non-linear filmic information structure to lead to greater cognitive flexibility than that of a linear one. The content of the learning material applied was related to the acquisition of historical competences, with the focus being multi-perspectivity (Hartmann, Martens, & Sauer, 2007) as an operationalization of cognitive flexibility as the dependent variable. The impact of the two metaphors is investigated using a prototypical task, which asks participants to collaboratively decompose a digitized historical news-reel produced by the allied forces in 1948 using the video-software WebDIVERTM.

 

Cooperations

Prof. Roy Pea, Stanford Center for Innovations in Learning (SCIL)

Selecting, organizing, and integrating text and pictures during collaborative multimedia learning (end of project: 2012-07-31)

Project Team

Krista DeLeeuw, Ph.D.

Prof. Dr. Katharina Scheiter, Prof. Dr. Dr. Friedrich W. Hesse,

Duration

2009-Juli 2012

Funding

IWM budget resources

 

Project Description

This project examined how learners select, organize, and integrate relevant representations in a collaborative setting that provides the opportunity to intuitively interact with verbal and pictorial representations (through an interactive multi-touch table). The externalization of the processes, which were available through observing the interaction and communication between learners, provided an impression of processes that are covert in individual learning settings and therefore normally measured only indirectly (e.g., eye tracking data or verbal protocols).
It was investigated to what extent collaborative learning settings foster the awareness of certain properties of different representations (representational awareness), compared to individual learning settings. In a first study, a learning task was designed to further externalize the processes of selection, organization, and integration, and to provide collaborating learners with a deliberate task – learners worked with cards containing pictures or text bits about mitosis and integrated them into useable instructional materials, on which they were later tested. Collaborating learners and individuals scored similarly on tests, but had varied strategies related to selection, organization, and integration – early on in the task, collaborating learners were more concerned with the selection of information pieces, while individuals spoke more about integration. Collaborating learners also rated their cognitive load during the task as much lower than individuals.
It is thought that collaborative settings have a positive effect on the learning process, and this project aimed to pinpoint the underlying cognitive processes that are different for collaborating learners during multimedia learning. Finally, the question of how the opportunity of intuitive interaction with representations (e.g. zooming) influences representational awareness and the learning process was addressed.

Social Navigation through Recommendations (end of project: 2012-07-31)

Project Team

Dr. Christina Schwind

Prof. Dr. Dr. Friedrich W. Hesse, Dr. Jürgen Buder

Duration

2008-open-end

Funding

Leibniz Graduate School for Knowledge Media Research

 

Project Description

Social navigation as a guidance instrument: Community members evaluate available objects (e.g. documents, discussion contributions) actively via explicit ratings, or passively based on their usage data. Consequently, recommendations for prospective users can be derived improving the navigation and retrieval of relevant data especially in situations of informational overload. Implementing this approach in the informal learning context attempts to demonstrate the mentioned benefits.

Taking advantage of the communities' intelligence is the central idea pursued in this project. A personalised learning path can be suggested to each individual by the application of social navigation. Depending on the rating dimensions (e.g. relevance, novelty or incongruity) and community affiliations new perspectives are pointed out to activate critical thinking and reflection. In particular we are referring to new types of recommendations which are not based on the principle of maximum similarity.

The project is focused on cognitive processes caused by social navigation. Accordingly the general effectiveness of recommender systems in the context of learning will be explored.

Sustaining Technology Enhanced Learning Large-scale multidisciplinary Research (STELLAR) (end of project: 2012-05-31)

Project Team

Prof. Dr. Ulrike Cress

Prof. Dr. Dr. Friedrich W. Hesse, Stefan Schweiger, Mag. 

Duration

Februar 2009 - Mai 2012

Funding

European Union

 

Project Description

STELLAR, an European Network of Excellence, was a research network within the Seventh Framework Programme (FP 7), in which the European leading institutes with a research focus on Technology-Enhanced Learning had joined forces to unify this diverse research field and to advance its research capacity. Building on the strengths of the two previous research networks Kaleidoscope and Prolearn, it combined the pedagogical and scientific excellence of Kaleidoscope and the technological and professional excellence of Prolearn. STELLAR went beyond the previous networks by devising an agenda for the research on Technology-Enhanced Learning in the future. The basis for this was a broad-scale delphi study, a systematical multi-stage survey method for appraisal of future trends provided by experts' opinions. The conception and performance of this study was in joint responsibility of the University of Freiburg and the Knowledge Media Research Center.

Furthermore, a series of supplementary integration instruments were used to pool the research capacities in Europe. So it was a further central goal of the research network to incorporate important stakeholders and policy makers from business and politics by strategic communication instruments. For example, there was an annual "Meeting of Minds".

The research network highlighted the challenges and transitions people are faced with in today's knowledge society. Frequent organizational changes are on everybody's agenda, and institutional learning more and more is supplemented by informal learning contexts. This calls for the ability of self-regulated lifelong learning.

The work package on evaluation took up the challenge to develop a robust set of measurements that will allow to uncover the fragmentation of the research field. Thereby, a first picture of the recent state of the research community on Technology-Enhanced Learning emerged. The evaluation of the network's achievement ,to remove the fragmentation, was headed by the Centre for Social Innovation, AT, and was conducted in cooperation with the Knowledge Media Research Center and the Open University, UK.

The STELLAR project contributed significantly to integrate the TEL community of Europe and beyond as the results of the evaluation show. The delphi study revealed the crucial topics and an initial road map to tackle these challenges in the TEL field over the next years. This could be achieved by establishing various online platforms such as TEL-Europe, Open Archive, TEL Dictionary and TEL Thesaurus. Moreover the community was highly active in organizing of conferences such as the Meeting of The Young Minds, the Alpine Rendez-Vous and the JTEL Summer and Winter Schools. These doctoral and stakeholder events successfully integrated young and mid-career researchers as well as stakeholders and policymakers and increased the interdisciplinarity of the TEL community.

 

Cooperations
  • The Open University, UK
  • Université Joseph Fourier, FR
  • Ludwig-Maximilians-Universität München, DE
  • University of Bristol, UK
  • University of Nottingham, UK
  • L3S Research Centre - Leibniz Universität Hannover, DE
  • Centre for Social Innovation, AT
  • Ecole Polytechnique Fédérale de Lausanne, CH
  • Katholieke Universiteit Leuven, BE
  • Instituto Technologie Didattiche, IT
  • Open University of the Netherlands, NL
  • IKnow, ATUniversity of Freiburg, DE
  • Atos Origin s.a.e, ES
  • SCIENTER, IT

Theoretical and Empirical Foundation of the Knowledge and Information Awareness-Approach as well as its Expansion to Further Cognitive Contents (end of project: 2016-12-31)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse,

Dipl.-Psych. Daniel Thiemann, Dipl.-Psych Richard Kolodziej

Duration

01/2013 - 12/2016

Funding

Leibniz Association as part of the Leibniz Competition

 

 

 
Project Description

In group situations, it is important to have knowledge about the collaborating partners‘ knowledge. However, its acquisition is difficult, especially in virtual groups. The approach for fostering knowledge and information awareness developed by Engelmann improves collaboration and group performance and helps to overcome collaboration barriers. The project addresses important outstanding questions.

In research line 1 the theoretical differentiation of the knowledge and information awareness concept from related concepts is to be validated empirically. Research line 2 focuses on the presentation and the acquisition of knowledge and information awareness content. Research line 3 expands the approach to additional cognitive contents.

The leadership of this project started by Dr. Tanja Engelmann, was handed over to Prof. Dr. Dr. Friedrich Hesse in February 2014.

 
Cooperations
  • Dr. Michail Kozlov (Universität Tübingen)
  • Dr. Cornelia Große (Universität Bremen)
  • Prof. Dr. Roy B. Clariana (Pennsylvania State University, USA)

Supporting Interest and Knowledge Exchange through Mobile Devices and Interest Trails in Informal Settings (end of project: 201-09-30)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse,

Dipl. Psych. Richard Kolodziej, Dipl.-Psych. Daniel Thiemann

Duration

March 2006 - December 2009

Funding

Funded by the Leibniz Association as part of the "Pact for Research and Innovation"

 

Project Description

Museums possess a high potential for the propagation of knowledge due to the large number of visitors and their role as setting for informal learning. The realization of this potential, however, depends on interest and the resultant free-choice engagement of the visitor with the exhibition. We want to take a closer look at the role of interest in exhibitions: What makes exhibits interesting for visitors of museums for science and technology? How can interest be supported during the exhibition visit? How can we facilitate continuing engagement with the themes of the exhibits?

To answer these questions we conduct studies regarding the support of interest and knowledge exchange through mobile devices and interest trails in informal settings. From March through June 2006 we conducted a laboratory study with the exhibition "Nanodialogue". The results were presented on conferences regarding mobile learning, pedagogical psychology and learning in museums. A second study was conducted in March and April 2007 in the Deutsches Museum, Bonn. The results were presented on conference regarding mobile learning, psychology and learning in museums. Further publications are currently in preparation.

 

Cooperations
  • Deutsches Museum München
  • Deutsches Museum Bonn

 

Publications
  • Wessel, D. Zahn, C., Hesse, F.W. (2008): Supporting Visitor's Interest within and beyond the Museum with Mobile Media. Nordic Digital Excellence in Museums, 2008, Reykjavik, Iceland.
  • Schwan, S., Zahn, C., Wessel, D., Huff, M., Herrmann, N., & Reussner, E. (2008). Lernen in Museen und Ausstellungen - die Rolle digitaler Medien. Unterrichtswissenschaft Zeitschrift für Lernforschung. Thema: Lernen im Museum, 36 (2), 117-135.
  • Wessel, D., & Mayr, E. (2007). Potentials & challenges of mobile media in museums. International Journal of Interactive Mobile Technologies, 1 (1), 32-39. URL: http://www.online-journals.org/index.php/i-jim/article/view/165/103.

Improvement of negotiations through awareness (end of project: 2016-12-31)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse,

Dipl. Psych. Richard Kolodziej, Dipl.-Psych. Daniel Thiemann

Duration

01/2013-12/2016

Funding

Leibniz Association as part of the Leibniz Competition

 

 
Project Description

Computer-supported negotiations can be improved by making the negotiators aware of their different priorities. The aim of this PhD project is to investigate the so called priority awareness and foster it by an adequate information design. This not only has practical relevance for negotiations in a professional setting, but also for everyday negotiations in private life.

Negotiations rarely revolve around only one issue, the parties usually must agree on several issues. For example in the acquisition/sale of a vehicle fleet where a multinational insurance company and a big carmaker would have to agree in addition to the price, also on the number of vehicles, their type and the amenities. Such variety of issues offers the possibility of an integrative negotiation: By giving concessions on less important issues you can in exchange demand concessions on more important issues. Thereby a higher negotiation result is achieved for both parties as if each issue had been negotiated individually (distributive negotiation). However, this is only possible if the negotiating parties are aware of the relevant priorities.

A persistent fallacy is to assume that the other party would have the same priorities (fixed-sum-error). However, this is practically non-existent and stands in the way of an integrative negotiation and a worth optimizing negotiation outcome. This PhD project aims to foster the awareness of the negotiators about their different priorities (priority awareness) and thereby improve objective and subjective measures of negotiation performance.

By using a negotiation support system it is investigated in numerous experimental negotiations about a vehicle fleet, how such information about priorities can be visually presented in such a way that automatic fallacies can be bypassed and negotiation outcomes improved. There are no special experiences required from the negotiating parties; there are no further instructions or training given to them.

First results show that a complex visualization impairs subjective negotiation outcomes (satisfaction, fairness, honesty) whereas simple bar charts that were created with a common spreadsheet program do not have this negative impact and improve objective measures negotiation outcome (individual/joint outcome, pareto efficiency).

 
Cooperations

PD Dr. Tanja Engelmann, Praxis für Hochbegabung und Hochleistungspotenzial in Stuttgart

 
Publications

Kolodziej, R., Hesse, F. W., & Engelmann, T. (2016). Improving Negotiations with Bar Charts: The Advantages of Priority Awareness. Computers in Human Behavior, 60, 351–360.

Linking museum and school by collaborative video clip production (end of project: 2014-12-31)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse,

Dipl. Psych. Moritz Borchers, Prof. Dr. Carmen Zahn

Duration

Open-end

Funding

Leibniz Association as part of the „Wettbewerbsfonds 2011“

 

Project Description

Today, most art museums make use of digital media, to satisfy their visitors’ needs regarding infor-mation, education and enjoyment. Within the EyeVisit project (see details here) the workstream “Linking museum and school by collaborative video clip production” focuses on visual skills and the question: how can digital media be applied as support for students to develop such skills.

Therefore, a prototypical video tool is being developed, which allows for a meaningful processing of artworks in accordance with the learning through visual design approach (Zahn, Pea, Hesse, & Rosen, 2010). In our scenario, students browse the museum guided by an educational visual search task, collect appropriate art works with mobile devices and, finally, convert the selected art works by means of a large Multi Touch Table into a video clip. According to the learning through visual design rationale and in line with empirical data from field experiments (e.g. Zahn, et al., 2010), collaboratively designing a product can lead to a deep and meaningful engagement with the respective content since it generates a design space across different levels (form, content, and person).

While the workstream “Linking museum and school by collaborative video clip production” primarily focusses on learning and visual skills development, the PhD project of Moritz Borchers is additionally concerned with the influence of modern digital media on aesthetic experience.

Using Digital Videos in the Classroom (end of project: 2013-08-26)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse,

Prof. Dr. Carmen Zahn, Dr. Karsten Krauskopf

Duration

January 2010 - December 2012

Funding

ScienceCampus Tuebingen

 

Project Description

This project provides empirical evidence for the impact of teachers' knowledge and beliefs on the use of digital videos (and video tools) in class, which is still an underinvestigated topic in terms of systematic research. Regarding the development of potential approaches to advance technical and related pedacogical skills in teacher training, the following issues are addressed in two studies:

  1. How do teachers already use digital videos and video tools in class, and which applications do they see?
  2. How do (prospective) teachers' technical and related pedagogical knowledge about and their personal experiences with online video tools affect their planning of classroom situations?

Visual Design in the Classroom: Learning through design with digital video tools (end of project: 2012-08-15)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse,

Prof. Dr. Carmen Zahn, Dr. Karsten Krauskopf

Duration

2007- open-end

Funding

German Science Foundation (DFG), IWM

 

Project Description

In this project we investigate constructivist "learning through design" for history learning and German language arts lessons in school-based education. Based on prior empirical research (e.g. Zahn, Pea, Hesse et al., 2005) we developed a specific learning unit, where students collaboratively create a video-based webpage on a historical topic ("Berlin Airlift in 1948"). To do so, they use a digitized version of a historical newsreel ("The Berlin crisis") and an innovative video tool (e.g., WebDiverTM, Pea et al., 2004, a collaborative tool developed at the Stanford Center for Innovations in Learning, Stanford University, CA, USA). The learning unit was investigated concerning important determinants of successful learning: preconditions of the students, situative factors in class, video tool support and instructional guidance by the teacher. As a result of this project we developed a unit for teacher education, which was successfully realized in practice and was accredited in 2010 by the Institut für Qualitätsentwicklung/Hessisches Kultusministerium (Institute for Quality Development at the Ministery for Education in Hessen, Germany).

 

Cooperations

Prof. Dr. Roy Pea, Stanford Center for Innovations in Learning (SCIL), Stanford University, CA, USA

 

Publications
  • Pea, R., Mills, M., Rosen, J., Dauber, K., Effelsberg, W., & Hoffert. E. (2004, Jan-March). The DIVER™ Project: Interactive Digital Video Repurposing. IEEE Multimedia, 11(1), 54-61.
  • Zahn, C. (2009). Gestaltendes Lernen - "Learning by Design" im Schulunterricht. LOG IN Informatische Bildung in der Schule, 156, 27-35.
  • Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2010). Digital video tools in the classroom: How to support meaningful collaboration and critical advanced thinking of students? In M. S. Khine & I. M.Saleh (Eds.), New Science of Learning: Cognition, Computers and Collaboration in Education (pp. 503-523). New York: Springer.
    • Zahn, C., Krauskopf, K., & Hesse, F.W. (2009). Video-Tools im Schulunterricht: Psychologisch-pädagogische Forschung zur Nutzung audiovisueller Medien. In M. Eibl, J. Kürsten, & M. Ritter (Eds.), Workshop Audiovisuelle Medien WAM 2009 (pp. 59-65). Chemnitz: Technische Universität.

How to align your team: Preference Awareness in the negotiation preparation of teams for fostering joint team priorities (end of project: 2016-12-31)

Project Team

Prof. Dr. Dr. Friedrich W. Hesse,

Dipl.-Psych. Daniel Thiemann, Dipl.-Psych. Richard Kolodziej

Duration

05/2013 - 12/2016

Funding

Leibniz Association as part of the Leibniz Competition

 
Project Description

Individuals, who work together as a team, often have different preferences and objectives. This also applies to members of negotiation teams. Yet, diverse preferences of the team members are often insufficiently exchanged and aligned to joint priorities prior to a negotiation, which impairs the negotiation performance. My PhD project examines how joint priorities within the team can be fostered, in order to derive recommendations for the management of teams.

I investigate, if the alignment of team members' preferences can be fostered by computer-supported graphical awareness about the different preferences of the team members (Preference Awareness). Additionally, I examine further effects of my concept Preference Awareness, for example on social factors, satisfaction measures and also if it enables the team members to recognize which profitable trade-offs with the other negotiation party in favor of the team could be made.

Findings of my PhD project have an important impact on numerous situations in which negotiations occur and more than one person is part of the negotiation party, like for example in many political or organizational contexts in which failure or success of a negotiation can have crucial financial and political consequences. But they can also be applied to numerous situations in which team work in general plays a role and team members need to coordinate their diverse preferences and skills, for example in order to get to a team decision, solve a complex problem or reach a collective learning target. The findings are also particularly valuable for team/project managers in order to optimize the leadership of heterogeneous teams.

First promising results show that the availability of Preference Awareness in the negotiation preparation leads to more similar priorities within the team. Additionally, the team members can judge the importance of negotiation issues for the team more accurately – an important indicator of negotiation success.

 
Cooperations

PD Dr. Tanja Engelmann, Praxis für Hochbegabung und Hochleistungspotenzial in Stuttgart