Research Methods in Psychology – Media-based Knowledge Construction

Department of Computer Science and Applied Cognitive Science
Faculty of Engineering

University of Duisburg-Essen, Duisburg Campus
Lotharstraße 65
D-47057 Duisburg

• Computer-Supported Collaborative Learning

• Group Awareness

• Learning Analytics

• Text Mining

• Artificial Intelligence in Education

• EARLI - European Association for Research on Learning and Instruction https://earli.org/

• iZfB - Interdisziplinäres Zentrum für Bildungsforschung https://www.uni-due.de/izfb/

• ISLS - International Society of the Learning Sciences https://www.isls.org/

• Best Paper Award for “Awareness of Complementary Knowledge in CSCL: Impact on Learners’ Knowledge Exchange in Small Groups” presented at the 25th International Conference on Collaboration Technologies and Social Computing (CRIWG+CollabTech 2019) in Kyoto, Japan.

• DAAD Travel Grant for presenting “Effects of text mining based grouping and representing on collaborative learning” at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI 2017) in Tampere, Finland.

• IZfB Travel Grant for presenting “Qualitative and quantitative information in cognitive group awareness tools: Impact on collaborative learning” at the 12th International Conference of the Learning Sciences (ICLS 2016) in Singapore.

• ISLS Travel Scholarship for presenting “Potentials of Text Mining based Technologies for Improving Cognitive Group Awareness” at the Doctoral Consortium Workshop of the 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015) in Gothenburg, Sweden.

Schnaubert, L., Heimbuch, S., Erkens, M., & Bodemer, D. (in press). Cognitive Group Awareness Tools: versatile devices to guide learners towards discrepancies. In J. L. Shih et al. (Eds.), Proceedings of the 27th International Conference on Computers in Education. Taiwan: Asia-Pacific Society for Computers in Education.

Erkens, M., Manske, S., Hoppe, H. U., & Bodemer, D. (2019). Awareness of Complementary Knowledge in CSCL: Impact on Learners’ Knowledge Exchange in Small Groups. In Hideyuki Nakanishi, H. Egi, I.-A. Chounta, H. Takada, S. Ichimura, & U. Hoppe (Eds.), Collaboration Technologies and Social Computing (pp. 3–16). Springer International Publishing. https://doi.org/10.1007/978-3-030-28011-6_1

Erkens, M. & Bodemer, D. (2019). Improving collaborative learning: Guiding knowledge exchange through the provision of information about learning partners and learning contents. Computers & Education, 128, 452–472. https://doi.org/10.1016/j.compedu.2018.10.009

Erkens, M, Schneitzer, M. K., & Bodemer, D. (2018). The difference that counts: Guiding knowledge exchange by visualizing levels of co-learners’ knowledge. In J. Kay & Rosemary Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3). London, United Kingdom: International Society of the Learning Sciences.

Erkens, M., & Bodemer, D. (2017). Effects of text mining based grouping and representing on collaborative learning. Proceedings of the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), 29.08. – 02.09.2017, Tampere, Finland.https://earli.org/sites/default/files/2017-09/EARLI2017_book_of_abstracts1309.pdf

Tsovaltzi, D., Bodemer, D., Erkens, M., Heimbuch, S., Judele, R., Puhl, T., Schnaubert, L., Weinberger, A. (2017). Effects of explicit and implicit guidance on external and self-regulation through conflict awareness. Proceedings of the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), 29.08. – 02.09.2017, Tampere, Finland.https://earli.org/sites/default/files/2017-09/EARLI2017_book_of_abstracts1309.pdf

Schnaubert, L., Erkens, M., Heimbuch, S., & Bodemer, D. (2017). Implicit guidance by fostering conflict awareness in collaborative learning scenarios. Proceedings of the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), 29.08. – 02.09.2017, Tampere, Finland.https://earli.org/sites/default/files/2017-09/EARLI2017_book_of_abstracts1309.pdf

Erkens, M., & Bodemer, D. (2017). Einfluss der Verfügbarkeit inhalts- und partnerbezogener Informationen auf kollaborative Lernprozesse. Tagungsband der 16. Fachtagung Pädagogische Psychologie (PAEPS), 11. – 14.09.2017, Münster, Germany.http://www.uni-muenster.de/imperia/md/content/psyipbe/paepsy.2017.programmheft.pdf

Erkens, M., & Bodemer, D. (2017). Which visualization guides learners best? Impact of available partner- and content-related information on collaborative learning. Proceedings of the 12th International Conference on Computer Supported Collaborative Learning, 18. – 22.06.2017, Philadelphia, USA.https://cscl17.files.wordpress.com/2017/06/finalvol1cscl2017.pdf

Erkens, M., Bodemer, D., & Hoppe, H. U. (2016). Improving collaborative learning in the classroom: text mining based grouping and representing. International Journal of Computer-Supported Collaborative Learning, 11(4), 387–415. http://ijcscl.org/?go=contents&article=254#article254

Erkens, M., Schlottbom, P., & Bodemer, D. (2016). Qualitative and quantitative information in cognitive group awareness tools: Impact on collaborative learning. In U. Cress (Ed.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016. Singapore: International Society of the Learning Sciences. Retrieved from: https://www.isls.org/icls/2016/docs/ICLS2016_Volume_1_30June2016.pdf

Erkens, M.,  & Bodemer, D. (2015). Potentials of text mining based technologies for improving cognitive group awareness. 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). Gothenburg, Sweden: The International Society of the Learning Sciences. Retrieved from: http://www.isls.org/cscl2015/papers/CSCL2015ProceedingsVolume2.pdf

Daems, O., Erkens, M., Malzahn, N., & Hoppe, H. U. (2014). Using content analysis and domain ontologies to check learners’ understanding of science concepts. Journal of Computers in Education, 1(2-3), 113–131. http://doi.org/10.1007/s40692-014-0013-y

Erkens, M., Daems, O., & Hoppe, H. U. (2014). Artifact Analysis around Video Creation in Collaborative STEM Learning Scenarios. In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT) (pp. 388–392). http://doi.org/10.1109/ICALT.2014.116

Daems, O., Erkens, M., Malzahn, N., Hoppe, H. U. (2014). Using Content Analysis to Check Learners’ Understanding of Science Concepts. In Liu, C.-C. et al. (Eds.) Proceedings of the 22nd International Conference on Computers in Education. Japan: Asia-Pacific Society for Computers in Education. Retrieved from http://icce2014.jaist.ac.jp/icce2014/wp-content/uploads/2014/12/ICCE2014-Main-Proceedings-lite-1.pdf

Erkens, M., Malzahn, N., Hoppe, H. U., & Daems, O. (2013). Using Text-Analytic Methods to Extract Potential Misconceptions from Video Comments. In Proceedings of the 3rd International Workshop on Teaching Analytics (IWTA-2013). Paphos, Cyprus.

Hoppe, H. U., Erkens, M., Clough, G., Daems, O., & Adams, A. (2013). Using Network Text Analysis to Characterise Teachers’ and Students’ Conceptualisations in Science Domains. In Proceedings of the 2nd International Workshop on Teaching Analytics (Vol. 2). Leuven, Belgium. Retrieved from http://ceur-ws.org/Vol-985/paper7.pdf

Erkens, M., Manske, S., Hoppe, H. U., & Bodemer, D., & Langner-Thiele, A. (2019). Video-based Competence Development in Chemistry Vocational Training. Poster to be presented at the 27th International Conference on Computers in Education. Taiwan: Asia-Pacific Society for Computers in Education.

Harbarth, L., Erkens, M., & Bodemer, D. (2019). Grounding Support for Effective Collaborative Learning. Poster to be presented at the 27th International Conference on Computers in Education. Taiwan: Asia-Pacific Society for Computers in Education.

Erkens, M., & Bodemer, D. (2017). Effects of text mining based grouping and representing on collaborative learning. Paper presented at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), 29.08. – 02.09.2017, Tampere, Finland.

Erkens, M., & Bodemer, D. (2017). Einfluss der Verfügbarkeit inhalts- und partnerbezogener Informationen auf kollaborative Lernprozesse. Vortrag auf der 16. Fachtagung Pädagogische Psychologie (PAEPS), 11. – 14.09.2017, Münster, Germany.

Erkens, M.,  & Bodemer, D. (2017). Which visualization guides learners best? Impact of available partner- and content-related information on collaborative learning. Paper presented at the 12^th International Conference on Computer Supported Collaborative Learning, 18. – 22.06.2017, Philadelphia, USA.

Erkens, M.,  & Bodemer, D. (2016). Klasse oder Masse? Einfluss qualitativer und quantitativer Awareness-Informationen auf kollaborative Lernprozesse.  Forschungsreferat auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), 18. – 22.09.2016, Leipzig, Germany. 

Erkens, M., Schlottbom, P., & Bodemer, D. (2016). Qualitative and quantitative information in cognitive group awareness tools: Impact on collaborative learning. Paper presented at the 12^th International Conference of the learning Sciences, 20. – 24.06.2016, Singapore.

Erkens, M., & Bodemer, D. (2015). Ich sehe was, was du nicht weißt... Konzeption und Anwendung eines Text Mining basierten Cognitive Group Awareness Tools zum Erfassen, Matchen und Visualisieren heterogener Wissensprofile. Vortrag auf der 15. Fachtagung Pädagogische Psychologie (PAEPS), 14. – 16.09.2015, Kassel, Germany.

Erkens, M. (2015). Potentials of Text Mining based Technologies for Improving Cognitive Group Awareness. Paper presented at the Doctoral Consortium Workshop of the 11^th International Conference on Computer Supported Collaborative Learning, 07. – 08.06.2015, Gothenburg, Sweden.