• Brich, I.R., Papenmeier, F., Huff, M., & Merkt, M. (in press). Construction or updating? Event model processes during visual narrative comprehension. Psychonomic Bulletin & Review. https://doi.org/10.3758/s13423-023-02424-w
• Buder, J., Zimmermann, A., Buttliere, B., Rabl, L., & Huff, M. (in press). Online interaction turns the congeniality bias into an uncongeniality bias. Psychological Science. https://doi.org/10.31234/osf.io/r87bm
• Huff, M., Jacobsen, C., & Papenmeier, F. (in press). Edit blindness is not related to immersion and presence in Hollywood movies. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000542
• Kläffling, L., Sittel, J., & Huff, M. (in press). Modality influences perceived film suspense but not time perception. Psychology of Aesthetics, Creativity, and the Arts.
• Timm, J. D., Huff, M., Schwan, S., & Papenmeier, F. (in press). Short-term transfer effects of Tetris on mental rotation: Review and registered report – A Bayesian approach. Attention, Perception & Psychophysics. https://doi.org/10.3758/s13414-024-02855-0

• Anders, G., Buder, J., Merkt, M., Egger, E., & Huff, M. (2024). Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos. Computers & Education, 104996. https://doi.org/10.1016/j.compedu.2024.104996
• Sondermann, C., Huff, M., & Merkt, M. (2024). Distracted by a talking head? An eye tracking study on the effects of instructor presence in learning videos with animated graphic slides. Learning and Instruction, 91, 101878. https://doi.org/10.1016/j.learninstruc.2024.101878

• Fischer, H., Huff., M., Anders, G., & Said, N. (2023). Metacognition, public health compliance and vaccination willingness. Proceedings of the National Academy of the Sciences (PNAS). www.pnas.org/doi/10.1073/pnas.2105425120
• Huff, M., & Bongartz, E. C. (2023). Low research data availability in educational psychology journals: No indication of effective research data policies. Advances in Methods and Practices in Psychological Science, 6(1). https://doi.org/10.1177/25152459231156419.
• Kaup, B., Ulrich, R., Bausenhart, K. M., Bryce, D., Butz, M. V., Dignath, D., Dudschig, C., Franz, V. H., Friedrich, C., Gawrilow, C., Heller, J., Huff, M., Hütter, M., Janczyk, M., Leuthold, H., Mallot, H., Nürk, H.-C., Ramscar, M., Said, N., Svaldi, J., Wong, H. Y. (2023). Modal and amodal cognition: An overarching principle in various domains of psychology. Psychological Research. https://doi.org/10.1007/s00426-023-01878-w
• Said, N.*, Frauhammer, L. T.*, & Huff, M. (2023). Consensus Messaging in Climate Change Communication: Metacognition as Moderator Variable in the Gateway Belief Model. Journal of Environmental Psychology. https://doi.org/10.1016/j.jenvp.2023.102128
• Said, N., Potinteu, A. E., Brich, I., Buder, J., Schumm, H., & Huff, M. (2023). An artificial intelligence perspective: How knowledge and confidence shape risk and benefit perception. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2023.107855
• Schwesig, R.*, Brich, I. B., Buder, J., Huff, M., Said, N.* (2023). Using artificial intelligence (AI)? Risk and opportunity perception of AI predict people’s willingness to use AI. Journal of Risk Research. https://doi.org/10.1080/13669877.2023.2249927
• Utz, S., Huff, M. & Said, N. (2023). Are you worried about getting COVID-19 or about losing your job? How different COVID-19 related fears are indirectly related to vaccination acceptance via media consumption. European Journal of Health Communication. https://doi.org/10.47368/ejhc.2023.305

• Fischer, H., Huff, M., & Said, N. (2022). Polarized climate change beliefs: No evidence for science literacy driving motivated reasoning in a U.S. national study. American Psychologist. Advance online publication. https://doi.org/10.1037/amp0000982
• Merkt, M., Hoppe, A., Bruns, G., Ewerth, R., & Huff, M. (2022). Pushing the button: Why do learners pause online videos? Computers & Education, 104355. https://doi.org/10.1016/j.compedu.2021.104355
• Meyerhoff, H. S., Jaggy, O., Papenmeier, F., & Huff, M. (2022). Long-term memory representations for audio-visual scenes. Memory & Cognition. https://doi.org/10.3758/s13421-022-01355-6
• Papenmeier, F., Meyerhoff, H. S., Hecht, H., & Huff, M. (2022). Stereo viewing upsets cinematic continuity: Filmic cuts are more salient in 3D than in 2D movies. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000476
• Said, N.*, Frauhammer, L.* & Huff, M. (2022). Pre-registered replication of the gateway belief model – results from a representative German sample. Journal of Environmental Psychology. https://doi.org/10.1016/j.jenvp.2022.101910
  *equal contribution

• Brich, I. R., Bause, I. M., Hesse, F. W., & Wesslein, A.-K. (2021). How spatial information structuring in an interactive technological environment affects decision performance under working memory load. Computers in Human Behavior, 123, Article 106860. https://dx.doi.org/10.1016/j.chb.2021.106860
• Fischer, H. & Said, N. (2021). Importance of domain-specific metacognition for explaining beliefs about politicized science: The case of climate change. Cognition, 208, 104545. doi:10.1016/j.cognition.2020.104545
• Grinschgl, S., Meyerhoff, H. S., Schwan, S., & Papenmeier, F. (2021). From metacognitive beliefs to strategy selection: Does fake performance feedback influence cognitive offloading? Psychological Research, 85(7), 2654-2666. https://doi.org/10.1007/s00426-020-01435-9
• Papenmeier, F. & Timm, J.D. (2021). Do group ensemble statistics bias visual working memory for individual items? A registered replication of Brady and Alvarez (2011). Attention, Perception, & Psychophysics, 83(3), 1329–1336. https://doi.org/10.3758/s13414-020-02209-6
• Said, N.*, Fischer, H.*, & Anders, G. (2021). Contested Science: Individuals with higher metacognitive insight into interpretation of evidence are less likely to polarize. Psychonomic Bulletin & Review. doi.org/10.3758/s13423-021-01993-y
• Said, N. & Fischer, H. (2021). Extrapolation accuracy underestimates rule learning: Evidence from the function-learning paradigm. Acta Psychologica, 218. doi:10.1016/j.actpsy.2021.103356

• Bause, I. M., Brich, I. R., Hesse, F. W., & Wesslein, A. K. (2020) Does touching information on a surface tablet affect how it is evaluated? Journal of Articles in Support of the Null Hypothesis, 16(2), 127-146. https://www.jasnh.com/pdf/Vol16-No2-article5.pdf
• Blömacher, K., Nöcker, G., & Huff, M. (2020). The evolution of mental models in relation to initial information while driving automated. Transportation Research Part F: Traffic Psychology and Behaviour, 68, 198-217. https://doi.org/10.1016/j.trf.2019.11.003
• Elson, M., Huff, M., & Utz, S. (2020). Meta science on peer review: Testing the effects of study originality and statistical significance in a field experiment. Advances in Methods and Practices in Psychological Science, 3(1), 53-65. https://doi.org/10.1177/2515245919895419
• Grinschgl, S., Meyerhoff, H. S., & Papenmeier, F. (2020). Interface and interaction design: How mobile touch devices foster cognitive offloading. Computers in Human Behavior, 108, 106317. https://doi.org/10.1016/j.chb.2020.106317
• Huff, M., Rosenfelder, D., Oberbeck, M., Merkt, M., Papenmeier, F., & Meitz, T. G. K. (2020). Cross-codal integration of bridging event information in narrative understanding. Memory & Cognition, 48, 942–956. https://doi.org/10.3758/s13421-020-01039-z
• Merkt, M., & Huff, M. (2020). Does the position of source information for multiple documents matter? Insights from two experiments. Contemporary Educational Psychology, 101900. https://doi.org/10.1016/j.cedpsych.2020.101900
• Meyerhoff, H. S., & Papenmeier, F. (2020). Individual differences in visual attention: A short, reliable, open-source, and multilingual test of multiple object tracking in PsychoPy. Behavior Research Methods, 52, 2556-2566. https://doi.org/10.3758/s13428-020-01413-4
• Timm, J.D. & Aydin, N. (2020). Culturally independent risk factors of school and campus rampages: An analysis of international case studies of educational institution violence. Aggression and Violent Behavior, 55, Article 101514. https://doi.org/10.1016/j.avb.2020.101514
• Timm, J. D. & Papenmeier, F. (2020). (Re-)organization of spatial configurations in visual working memory: The fate of objects rendered relevant or irrelevant by selective attention. Quarterly Journal of Experimental Psychology, 73(12), 2246-2259. https://doi.org/10.1177/1747021820951130
• Wesslein, A. K., & Frings, C. (2020). Identity-based crossmodal negative priming: Aftereffects of ignoring in one sensory modality on responding in another sensory modality. Multisensory Research. doi: 10.1163/22134808-20201471
• Widany, S., Reichart, E., Ambos, I. & Huff, M. (2020). Datennutzung der VHS- und Verbundstatistik. Potentiale für Bildungsforschung, Politik und Praxis. Zeitschrift für Weiterbildungsforschung, 43, 75-95. https://doi.org/10.1007/s40955-019-0136-x

• Brich, I. R., Bause, I. M., Hesse, F. W., & Wesslein, A. K. (2019). Working memory affine technological support functions improve decision performance. Computers in Human Behavior, 92, 238-249. doi: 10.1016/j.chb.2018.11.014
• Elson, M., Huff, M., & Utz, S. (2019). Meta science on peer review: Testing the effects of study originality and statistical significance in a field experiment. Advances in Methods and Practices in Psychological Science. doi: 10.31234/osf.io/gyds8
• Hesse, F. W., & Jirschitzka, J. (2019). Die Architektur von Lernräumen. In S. Robra-Bissantz, O. J. Bott, N. Kleinefeld, K. Neu, & K. Zickwolf (Eds.), Teaching Trends 2018: Die Präsenzhochschule und die digitale Transformation (pp. 13-16). Münster, Germany: Waxmann.
• Papenmeier, F., Boss, A., & Mahlke, A-K. (2019). Action goal changes caused by agents and patients both induce global updating of event models. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45, 1441-1454. https://doi.org/10.1037/xlm0000651
• Papenmeier, F., Brockhoff, A., & Huff, M. (2019). Filling the gap despite full attention: the role of fast backward inferences for event completion. Cognitive Research: Principles and Implications, 4:3. https://doi.org/10.1186/s41235-018-0151-2
• Papenmeier, F., Maurer, A. E., & Huff, M. (2019). Linguistic information in auditory dynamic events contributes to the detection of fine, not coarse event boundaries. Advances in Cognitive Psychology, 15(1), 30–40.
• Papenmeier, F., Uhrig, M., & Kirsch, A. (2019). Human understanding of robot motion: The role of velocity and orientation. International Journal of Social Robotics, 11, 75–88. https://doi.org/10.1007/s12369-018-0493-4
• Timm, J.D. & Papenmeier, F. (2019). Reorganization of spatial configurations in visual working memory: A matter of set size? PLoS ONE, 14(11):e0225068. https://doi.org/10.1371/journal.pone.0225068
• Timm, J.D. & Papenmeier, F. (2019). Reorganization of spatial configurations in visual working memory. Memory & Cognition, 47(8), 1469-1480. doi.org/10.3758/s13421-019-00944-2
• Wesslein, A. K., Moeller, B., Frings, C., & Giesen, C. (2019). Separating after-effects of target and distractor processing in the tactile sensory modality. Attention, Perception, & Psychophysics, 81, 809-822. doi: 10.3758/s13414-018-01655-7
• Wesslein, A. K., Naumann, E., Spence, C. & Frings, C. (2019). Modulations of event-related potentials by tactile negative priming. NeuroReport, 30, 227-231. doi: 10.1097/WNR.0000000000001189

Journal articles (peer-reviewed)

• 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. doi: 10.1007/s11412-018-9271-4
• Blömacher, K., Nöcker, G., & Huff, M. (2018). The role of system description for conditionally automated vehicles. Transportation Research Part F: Traffic Psychology and Behaviour, 54, 159–170. doi: 10.1016/j.trf.2018.01.010
• Huff, M., Maurer, A. E., Brich, I., Pagenkopf, A., Wickelmaier, F., & Papenmeier, F. (2018). Construction and updating of event models in auditory event processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 307-320. doi: 10.1037/xlm0000482
• Huff, M., Maurer, A. E., & Merkt, M. (2018). Producing gestures establishes a motor context for procedural learning tasks . Learning and Instruction, 58, 245-254. doi: 10.1016/j.learninstruc.2018.07.008
• Sebastian, K., Ghose, T., & Huff, M. (2018). Repeating virtual assembly training facilitates memory for coarse but not fine assembly steps. Journal of Computer Assisted Learning, 34, 787-798. doi: 10.1111/jcal.12285

Book chapters

• 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 Potentiale. Bad Heilbrunn: Klinkhardt.

Journal articles (peer-reviewed)

• 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. doi: 10.1007/s11423-016-9466-1
• Garsoffky, B., Huff, M., & Schwan, S. (2017). Mind the gap: Temporal discontinuities in observed activity streams influence perceived duration of actions. Psychonomic Bulletin & Review. doi: 10.3758/s13423-017-1239-2
• Huff, M.*, & Papenmeier, F.* (2017). Event perception: From event boundaries to ongoing events. Journal of Applied Research in Memory and Cognition, 6, 129-132. doi: 10.1016/j.jarmac.2017.01.003
• Huff, M.*, & Papenmeier, F.*, Maurer, A. E., Meitz, T. G. K., Garsoffky, B., & Schwan, S. (2017). Fandom biases retrospective judgments not perception. Scientific Reports, 7, 43083. doi: 10.1038/srep43083
• Jirschitzka, J., Kimmerle, J., Halatchliyski, I., Hancke, J., Meurers, D., & Cress, U. (2017). A productive clash of perspectives? The interplay between articles’ and authors’ perspectives and their impact on Wikipedia edits in a controversial domain. PLOS ONE, 12: e0178985. doi: 10.1371/journal.pone.0178985
• Jirschitzka, J., Oeberst, A., Göllner, R., & Cress, U. (2017). Inter-rater reliability and validity of peer reviews in an interdisciplinary field. Scientometrics, 113, 1059-1092. doi: 10.1007/s11192-017-2516-6
• Meyerhoff, H. S., Papenmeier, F., & Huff, M. (2017). Studying visual attention using the multiple object tracking paradigm: a tutorial review. Attention, Perception, & Psychophysics, 79, 1255-1274. doi: 10.3758/s13414-017-1338-1.
• Papenmeier, F., Meyerhoff, H. S., Brockhoff, A., Jahn, G., & Huff, M. (2017). Upside-down: Perceived space affects object-based attention. Journal of Experimental Psychology: Human Perception and Performance, 43, 1269-1274. doi: 10.1037/xhp0000421
• Rummel, J., Wesslein, A. K., & Meiser, T. (2017). The role of action coordination for prospective memory: Task-interruption demands affect intention realization. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(5), 717-735. doi: 10.1037/xlm0000334
• Scoular, C., Care, E., & Hesse, F. W. (2017). Designs for operationalizing collaborative problem solving for automated assessment. Journal of Educational Measurement, 54, 12-35. doi: 10.1111/jedm.12130
• Sebastian, K., Ghose, T., Zacks, J. M., & Huff, M. (2017). Understanding the cognitive potential of persons with intellectual disability in workshops for adapted work. Applied Cognitive Psychology, 31, 175–186. doi: 10.1002/acp.3315

Books & book chapters

• Buder, J., & Hesse, F. W. (Eds.). (2017). Informational environments: Effects of use, effective designs. New York: Springer. Cham, Switzerland: Springer International Publishing.
• 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.
• Schwan, S., & Papenmeier, F. (2017). Learning from animations: From 2D to 3D? In R. Lowe & R. Ploetzner (Eds.), Learning from dynamic visualization: Innovations in research and application. Berlin: Springer.

Magazinbeiträge

• Hesse, F. W. (2017). Digitalisierte Lehr-/Lernprozesse neu denken! Über die Notwendigkeit einer kognitiven Schnittstelle. DIE - Zeitschrift für Erwachsenenbildung , III, 27-29.

Journal articles (peer-reviewed)

• Adam, M., Henrichs, I., Papenmeier, F., Gredebäck, G., Elsner, C., & Elsner, B. (2016). Goal saliency boosts infants’ action prediction for human manual actions, but not for mechanical claws. Infant Behavior and Development, 44, 29-37. doi: 10.1016/j.infbeh.2016.05.001
• Brockhoff, A., & Huff, M. (2016). All eyes on relevance: Strategic allocation of attention as a result of feature-based task demands in multiple object tracking. Attention, Perception, & Psychophysics, 78, 2090–2109. doi: 10.3758/s13414-016-1129-0
• Brockhoff, A., Huff, M., Maurer, A., & Papenmeier, F. (2016). Seeing the unseen? Illusory causal filling in FIFA referees, players, and novices. Cognitive Research: Principles and Implications, 1:7. doi: 10.1186/s41235-016-0008-5
• Brockhoff, A., Papenmeier, F., Wolf, K., Pfeiffer, T., Jahn, G., & Huff, M. (2016). Viewpoint matters: Exploring the involvement of reference frames in multiple object tracking from a developmental perspective. Cognitive Development, 37, 1-8. doi: 10.1016/j.cogdev.2015.10.004
• Hesse, F. W., Sassenberg, K., & Schwan, S. (2016). Editorial: Psychologie und Wissensmedien. Psychologische Rundschau, 67, 83-86. doi: 10.1026/0033-3042/a000299
• Jirschitzka, J., Kimmerle, J., & Cress, U. (2016). A new method for re-analyzing evaluation bias: Piecewise growth curve modeling reveals an asymmetry in the evaluation of pro and con arguments. PLOS ONE, 11: e0148283. doi: 10.1371/journal.pone.0148283
• 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. doi: 10.1016/j.chb.2016.02.079
• Meyerhoff, H. S., Papenmeier, F., Jahn, G., & Huff, M. (2016). Not FLEXible enough: Exploring the temporal dynamics of attentional reallocations with the multiple object tracking paradigm. Journal of Experimental Psychology: Human Perception and Performance, 42, 776-787. doi: 10.1037/xhp0000187
• Papenmeier, F., & Schwan, S. (2016). If you watch it move, you'll recognize it in 3D: Transfer of depth cues between encoding and retrieval. Acta Psychologica, 164, 90-95. doi: 10.1016/j.actpsy.2015.12.010
• Teubner, D. Wesslein, A. K., Rønne, P. B., Veith, M., Frings, C., & Paulus, M. (2016). Is a visuo-haptic differentiation of zebra mussel and quagga mussel based on a single external morphometric shell character possible? Aquatic Invasions, 11, 145-154. doi: 10.3391/ai.2016.11.2.04
• Schäfer, S.*, Wesslein, A. K.*, Spence, C., Wentura, D., & Frings, C. (2016). Self-prioritization in vision, audition, and touch. Experimental Brain Research. doi: 10.1007/s00221-016-4616-6
• Wesslein, A. K., Spence, C., Mast, F., & Frings, C. (2016). Spatial negative priming: In touch, it’s all about location. Attention, Perception, & Psychophysics, 78, 464-473. doi: 10.3758/s13414-015-1028-9

Books & book chapters

• 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. doi: 10.1007/978-3-319-17727-4_47-1
• Cress, U., Feinkohl, I., Jirschitzka, J., & Kimmerle, J. (2016). Mass collaboration as co-evolution of cognitive and social systems. In U. Cress, H. Jeong, & J. Moskaliuk (Eds.), Mass Collaboration and education (pp. 85-104). Cham, Switzerland: Springer International Publishing.
• Frindte, W., Haußecker, N., & Jirschitzka, J. (2016). Mediale Terrorberichterstattung und deren Interpretation vor und nach 9/11. In T. Karmann, S. Wendt, T. Endler, & M. Thunert (Eds.), Zeitenwende 9/11? Eine transatlantische Bilanz (pp. 333-374). Opladen, Germany: Barbara Budrich.
• 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.

Journal articles (peer-reviewed)

• 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. doi: 10.1016/j.chb.2015.04.029
• Meyerhoff. H. S., Papenmeier, F., Jahn, G., & Huff, M (2015). Distractor locations influence multiple object tracking beyond interobject spacing: Evidence from equidistant distractor displacements. Experimental Psychology, 62, 170-180. doi: 10.1027/1618-3169/a000283
• Papenmeier, F. (2015). Kognition im Kontext: Einfluss der Lernsituation und gleichzeitig memorierter Inhalte auf die Speicherung im Arbeitsgedächtnis. Das In-Mind Magazin, 4.
• Wesslein, A. K., Spence, C., & Frings, C. (2015). Vision of embodied rubber hands enhances tactile distractor processing. Experimental Brain Research, 233, 477-486. doi: 10.1007/s00221-014-4129-0
• Wesslein, A. K., Spence, C., & Frings, C. (2015). You can’t ignore what you can’t separate: The effect of visually induced target-distractor separation on tactile selection. Psychonomic Bulletin & Review, 22, 728-736. doi: 10.3758/s13423-014-0738-7

Books & book chapters

• 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.

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.

Magazinbeiträge

• Hesse, F. W. (2013). Wissensbildung durch Kommunikation und deren Fallstricke. Wissen für die Gesellschaft, 38-39.
• Huff, M. (2015). Die Wahrnehmung bewegter Bilder. Von den Grundlagen der Filmwahrnehmung bis zur Wissensvermittlung mit Filmen ist es ein weiter Weg. Zeitschrift Außerschulische Bildung.

Journal articles (peer-reviewed)

• 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. doi: 10.1007/s11412-013-9187-y
• Huff, M., & Maurer, A. E. (2014). Post-learning verbal information changes visual and motor memory for hand-manipulative tasks. Applied Cognitive Psychology, 28, 772-779. doi: 10.1002/acp.3047
• Huff, M., Meitz, T.G.K, & Papenmeier, F. (2014). Changes in situation models modulate processes of event perception in audio-visual narratives. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 1377-1388. doi: 10.1037/a0036780
• 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. doi: 10.1016/j.stueduc.2014.05.002
• 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. doi: 10.3758/s13414-014-0731-2
• Papenmeier, F., & Huff, M. (2014). Viewpoint-dependent representation of contextual information in visual working memory. Attention, Perception, & Psychophysics, 76, 663-668. doi: 10.3758/s13414-014-0632-4
• Papenmeier, F., Meyerhofff, H.S., Jahn, G., & Huff, M. (2014). Tracking by location and features: Object correspondence across spatiotemporal discontinuities during multiple objekt tracking. Journal of Experimental Psychology: Human Perception and Performance, 40, 159-171. doi: 10.1037/a0033117
• 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. doi: 10.1016/j.chb.2014.03.006
• 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.
• Scheiter, K., Schrader, J., Trautwein, U., & Hesse, F. W. (2014). Schwerpunkt: Analyse und Förderung effektiver Lehr-Lernprozesse. Zeitschrift für Erziehungswissenschaft, 17.
• 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.
• 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.
• Wesslein, A. K., Spence, C., & Frings, C. (2014). When vision influences the invisible distractor: Tactile response compatibility effects require vision. Journal of Experimental Psychology: Human Perception and Performance, 40, 763-774. doi: 10.1037/a0035047
• Wesslein, A. K., Spence, C., & Frings, C. (2014). Vision affects tactile target and distractor processing even when space is task-irrelevant. Frontiers in Cognition, 5:84. doi: 10.3389/fpsyg.2014.00084
• Wesslein, A. K., Rummel, J., & Boywitt, C. D. (2014). Differential effects of cue specificity and list length on the prospective and retrospective prospective-memory components. Journal of Cognitive Psychology, 26, 135-146. doi: 10.1080/20445911.2013.865628
• 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.

Books & book chapters

• Cress, U., Hesse, F. W., & Sassenberg, K. (Eds.). (2014). Wissenskollektion. 100 Impulse für Lernen und Wissensmanagement in Organisationen. Wiesbaden: Springer Gabler.
• Haußecker, N., Jirschitzka, J., & Frindte, W. (2014). Framing in der Terrorismusberichterstattung in Fernsehnachrichten. In F. Marcinkowski (Ed.), Framing als politischer Prozess. Beiträge zum Deutungskampf in der politischen Kommunikation (Vol. 6, pp. 163-176). Baden-Baden, Germany: Nomos.
• 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.

Proceedings

• 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. 

Magazinbeiträge

• Huff, M. (2014). Die wahrnehmungspsychologischen Grundlagen des Filmemachens oder warum Menschen Filme verstehen. Das In-Mind Magazin, 2.

Journal articles (peer-reviewed)

• Huff, M.*, & Papenmeier, F.* (2013). It is time to integrate: The temporal dynamics of object motion and texture motion integration in multiple object tracking. Vision Research, 76, 25-30. doi: 10.1016/j.visres.2012.10.001
• Meyerhoff, H.S., Papenmeier, F., & Huff, M. (2013). Object-based integration of motion information during attentive tracking. Perception, 42, 119-121. doi: 10.1068/p7273
• Meyerhoff, H. S., Papenmeier, F., Jahn, G. & Huff, M. (2013). A single unexpected change in target- but not distractor motion impairs multiple object tracking. i-Perception, 4(1), 81–83. doi: 10.1068/i0567sas
• Mura, K., Petersen, N., Huff, M., & Ghose, T. (2013). IBES: A tool for creating instructions based on event segmentation. Frontiers in Psychology, 4, 994. doi: 10.3389/fpsyg.2013.00994
• 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. doi: 10.1037/a0029339

Books & book chapters

• 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.
• Kimmerle, J., & Hesse, F. W. (2013). Computervermittelte Kommunikation.In M. A. Wirtz (Ed.), Dorsch – Lexikon der Psychologie (16. Aufl., p. 337). Bern: Huber.
• Wesslein, A.-K., & Frings, C. (2013). Aufmerksamkeit, crossmodal. In M. Wirtz, H.-O. Häcker & K.H. Stapf (Eds.), Dorsch - Lexikon der Psychologie. Bern: Verlag Hans Huber.
• Wesslein, A.-K., Mast, F., & Frings, C. (2013). Handlungsvermittelnde Selektion (selection for action). In M. Wirtz, H.-O. Häcker & K.H. Stapf (Eds.), Dorsch - Lexikon der Psychologie. Bern: Verlag Hans Huber.

Proceedings

• 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.

Journal articles (peer-reviewed)

• Bauhoff, V., Huff, M., & Schwan, S. (2012). Distance matters: Spatial contiguity effects as trade-off between gaze-switches and memory load. Applied Cognitive Psychology, 26, 863–871. doi:10.1002/acp.2887
• 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.
• Huff, M., Bauhoff, V., & Schwan, S. (2012). Effects of split attention revisited: A new display technology for troubleshooting tasks. Computers in Human Behavior, 28, 1254-1261. doi:10.1016/j.chb.2012.02.008
• Huff, M., Papenmeier, F., & Zacks, J. M. (2012). Visual target detection is impaired at event boundaries. Visual Cognition, 20(7), 848-864. doi: 10.1080/13506285.2012.705359
• Huff, M., & Schwan, S. (2012). Do not cross the line: Heuristic spatial updating in dynamic scenes. Psychonomic Bulletin & Review, 9, 1065-1072. doi: 10.3758/s13423-012-0293-z
• Huff, M., & Schwan, S. (2012). The verbal facilitation effect in learning to tie nautical knots. Learning and Instruction, 22, 376-385. doi: 10.1016/j.learninstruc.2012.03.001
• Jahn, G., Papenmeier, F., Meyerhoff, H.S., & Huff, M. (2012). Spatial reference in multiple object tracking. Experimental Psychology, 59, 163-173. doi: 10.1027/1618-3169/a000139
• Jahn, G., Wendt, J., Lotze, M., Papenmeier, F., & Huff, M. (2012). Brain activation during spatial updating and attentive tracking of moving targets. Brain and Cognition, 78, 105-113. doi: 10.1016/j.bandc.2011.12.001
• 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. doi: 10.1016/j.compedu.2011.12.010
• Papenmeier, F., Huff, M., & Schwan, S. (2012). Representation of dynamic spatial configurations in visual short-term memory. Attention, Perception, & Psychophysics, 74, 397-415. doi: 10.3758/s13414-011-0242-3
• 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. doi: 10.1016/j.compedu.2011.10.003 
• 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. doi: 10.1007/s11412-012-9145-0

Book chapters

• Frindte, W., Haußecker, N., & Jirschitzka, J. (2012). Terrorismus-Berichterstattung und ihre Folgen. In W. Baros & J. Rost (Eds.), Natur- und kulturwissenschaftliche Perspektiven in der Psychologie. Methodologie - Methoden - Anwendungsbeispiele (pp. 40-60). Berlin, Germany: Regener.

Journal articles (peer-reviewed)

• 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. doi: 10.1016/j.chb.2011.06.002
• Huff, M., & Schwan, S. (2011). Integrating information from two pictorial animations: Complexity and cognitive prerequisites influence performance. Applied Cognitive Psychology, 25, 878–886. doi:10.1002/acp.1762
• Huff, M., Schwan, S., & Garsoffky, B. (2011). When movement patterns turn into events: Implications for the recognition of spatial configurations from different viewpoints. Journal of Cognitive Psychology, 23(4), 476-484, doi:10.1080/20445911.2011.541152
• Huff, M., Schwan, S., & Garsoffky, B. (2011). Recognizing dynamic scenes: Influence of processing orientation. Perceptual and Motor Skills, 112, 429-439. doi: 10.2466/22.PMS.112.2.429-439
• Meyerhoff, H. S., Huff, M., Papenmeier, F., Jahn, G, & Schwan, S. (2011). Continuous visual cues trigger automatic spatial target updating in dynamic scenes. Cognition, 121, 73-82. doi: 10.1016/j.cognition.2011.06.001
• 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. doi: 10.4304/jetwi.3.1.38-46

Book chapters

• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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. doi: 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., Meyerhoff, H. S., Papenmeier, F., & Jahn, G. (2010). Spatial updating of dynamic scenes: Tracking multiple invisible objects across viewpoint changes. Attention, Perception, & Psychophysics, 72, 628-636. doi: 10.3758/APP.72.3.628
• 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. doi: 10.1080/13506285.2010.495878
• Papenmeier, F., & Huff, M. (2010). DynAOI: A tool for matching eye movement data with dynamic areas of interest in animations and movies. Behavior Research Methods, 42, 179-187. doi: 10.3758/BRM.42.1.179
• Stahl, G., & Hesse, F. W. (2010). Beyond folk theories of CSCL. International Journal Computer-Supported Collaborative Learning, 5(4), 355-358.
• St. Clair, R., Huff, M., & Seiffert, A. E. (2010). Conflicting motion information impairs multiple object tracking. Journal of Vision, 10(4):18, 1-13, http://journalofvision.org/10/4/18/, doi: 10.1167/10.4.18.
• 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.

Book chapters

• Frindte, W., Jirschitzka, J., Gniechwitz, S., & Geschke, D. (2010). Individuelle Interpretationen des Terrorismus II: Interviews und standardisierte Befragung - Ergebnisdarstellung und Interpretation. In W. Frindte & N. Haußecker (Eds.), Inszenierter Terrorismus: Mediale Konstruktionen und individuelle Interpretationen (pp. 159-230). Wiesbaden, Germany: VS Verlag für Sozialwissenschaften.
• Frindte, W., Jirschitzka, J., Gniechwitz, S., & Haußecker, N. (2010). Terrorismus – Mediale Konstruktionen und individuelle Interpretation. In C. Glunz & T. F. Schneider (Eds.), Wahrheitsmaschinen. Der Einfluss technischer Innovationen auf die Darstellung und das Bild des Krieges in den Medien und Künsten (pp. 19-56). Göttingen, Germany: V&R unipress.
• Gniechwitz, S., Jirschitzka, J., & Frindte, W. (2010). Individuelle Interpretationen des Terrorismus I: Interviews und standardisierte Befragung - Die methodischen Grundlagen. In W. Frindte & N. Haußecker (Eds.), Inszenierter Terrorismus: Mediale Konstruktionen und individuelle Interpretationen (pp. 121-157). Wiesbaden, Germany: VS Verlag für Sozialwissenschaften.
• Haußecker, N., & Jirschitzka, J. (2010). Mediale Konstruktion I: Methodisches Vorgehen - Inhaltsanalyse der Terrorberichterstattung in deutschen Fernsehnachrichten. In W. Frindte & N. Haußecker (Eds.), Inszenierter Terrorismus: Mediale Konstruktionen und individuelle Interpretationen (pp. 67-79). Wiesbaden, Germany: VS Verlag für Sozialwissenschaften.
• Jirschitzka, J., Haußecker, N., & Frindte, W. (2010). Mediale Konstruktion II: Die Konstruktion des Terrorismus im deutschen Fernsehen - Ergebnisdarstellung und Interpretation. In W. Frindte & N. Haußecker (Eds.), Inszenierter Terrorismus: Mediale Konstruktionen und individuelle Interpretationen (pp. 81-119). Wiesbaden, Germany: VS Verlag für Sozialwissenschaften.
• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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. doi: 10.1016/j.chb.2009.01.010
• 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.
• Garsoffky, B., Schwan, S., & Huff, M. (2009). Canonical views of dynamic scenes. Journal of Experimental Psychology: Human Perception and Performance, 35, 17-27. doi: 10.1037/0096-1523.35.1.17
• 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.
• Huff, M., Jahn, G., & Schwan, S. (2009). Tracking multiple objects across abrupt viewpoint changes. Visual Cognition, 17, 297-306. doi: 10.1080/13506280802061838
• 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.
• 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.

Books & book chapters

• 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.

Proceedings

• 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).

Journal articles (peer-reviewed)

• Huff, M., & Schwan, S. (2008). Verbalizing events: Overshadowing or facilitation? Memory & Cognition, 36, 392-402. doi: 10.3758/MC.36.2.392
• Schwan, S., Zahn, C., Wessel, D., Huff, M., Herrmann, N., & Reussner, E. M. (2008). Lernen in Museen und Ausstellungen – Die Rolle digitaler Medien. Unterrichtswissenschaft, 36, 117-135.
• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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. doi: 10.1016/j.compedu.2005.10.003
• Garsoffky, B., Huff, M., & Schwan, S. (2007). Changing viewpoints during dynamic events. Perception, 36, 366-374. doi: 10.1068/p5645
• 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. doi: 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.

Books & book chapters

• Gaiser, B., Hesse, F. W., & Lütke-Entrup, M. (Eds.). (2007). Bildungsportale. Potenziale und Perspektiven netzbasierter Bildungsressourcen. München: Oldenbourg.
• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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. doi: 10.1177/0093650206291481
• Kollar, I., Fischer, F., & Hesse, F. W. (2006). Collaboration scripts - a conceptual analysis. Educational Psychology Review, 18(2), 159-185.
• 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.

Books & book chapters

• 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.

Proceedings

• 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.

Books & book chapters

• 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.
• 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.
• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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. doi: 10.1026//0044-3409.211.2.75
• 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. doi: 10.1016/j.ijer.2005.08.011

Books & book chapters

• 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.
• Zentel, P., & Hesse, F. W. (2004). Netzbasierte Wissenskommunikation in Hochschule und Weiterbildung: Die Globalisierung des Lernens. Bern: Huber.

Proceedings

• 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.

Books & book chapters

• 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.
• 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.
• 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. Auflage, pp. 83-97). Stuttgart: Klett-Cotta.
• Scheffer, U., & Hesse, F. W. (Eds.). (2003). E-Learning: Die Revolution des Lernens gewinnbringend einsetzen. Stuttgart: Klett-Cotta.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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. doi: 10.1037/0278-7393.28.6.1035
• 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.

Books & book chapters

• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• Buder, J., & Hesse, F. W. (2001). Bericht über das DFG-Schwerpunktprogramm "Netzbasierte Wissenskommunikation in Gruppen". Zeitschrift für Medienpsychologie, 13, 150-152.
• Friedrich, H. F., Hron, A., & Hesse, F. W. (2001). A framework for designing and evaluating virtual seminars. European Journal of Education, 36, 157-174. doi: 10.1111/ejed.2001.36.issue-2
• Hesse, F. W., & Friedrich, H. F. (2001). Zum Potenzial virtueller Lernumgebungen. Neue Möglichkeiten und Grenzen. DIE - Zeitschrift für Erwachsenenbildung, 8, 25-27.

Books & book chapters

• 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., & Friedrich, H. F. (Eds.). (2001). Partizipation und Interaktion im virtuellen Seminar. Münster: Waxmann.
• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• Hesse, F. W., Oestermeier, U., & Buder, J. (2000). Neue Medien - neue Forschungsinitiativen. Kognitionswissenschaft, 9(1), 54-58.
• 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. doi: 10.1348/000709900157967
• Oestermeier, U., & Hesse, F. W. (2000). Verbal and visual causal arguments. Cognition, 75, 65-104. doi: 10.1016/S0010-0277(00)00060-3
• 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.

Books & book chapters

• 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.

Journal articles (peer-reviewed)

• Unz, D., & Hesse, F. W. (1999). The Use of Hypertext for Learning. Journal of Educational Computing Research, 20, 279-295. doi: 10.2190/FB08-5H94-3R3Y-KQLY

Books & book chapters

• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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.

Books & book chapters

• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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. doi: 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. doi: 10.1007/s001970050034

Books & book chapters

• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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. doi: 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. doi: 10.1002/(ISSN)1099-0992

Books & book chapters

• 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.

Proceedings

• 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.

Books & book chapters

• 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 (2. Auflage: 1997, pp. 253-267). Weinheim: Beltz-PVU.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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. doi: 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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.

Books & book chapters

• Hesse, F. W. (1991). Analoges Problemlösen. Weinheim: Psychologie Verlags Union.
• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• Hesse, F. W., & Klecha, D. (1990). Use of analogies in problem solving. Computers in Human Behavior, 6, 115-129.

Proceedings

• 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.

Books & book chapters

• 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.

Book chapters

• Spies, K., & Hesse, F. W. (1987). Problemlösen. In G. Lüer (Ed.), Allgemeine Experimentelle Psychologie (pp. 371-430). Stuttgart: Fischer.

Journal articles (peer-reviewed)

• 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.

Books

• Bornewasser, M., Hesse, F. W., Mielke, R., & Mummendey, H. D. (1986). Einführung in die Sozialpsychologie. Heidelberg: Quelle & Meyer (UTB).

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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.

Books & book chapters

• 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.

Journal articles (peer-reviewed)

• Hesse, F. W., Spies, K., & Lüer, G. (1984). Motivational influences on complex problem solving. The German Journal of Psychology, 8, 196.

Journal articles (peer-reviewed)

• 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.

Books & book chapters

• 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.

Proceedings

• 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.

Journal articles (peer-reviewed)

• 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.

Books & book chapters

• 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.

Books & book chapters

• Hesse, F. W. (1979). Trainingsinduzierte Veränderungen in der heuristischen Struktur und ihr Einfluß auf das Problemlösen. Aachen: Augenstein.
• 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.

*: Geteilte Erstautorenschaft