2024–2027, German Research Foundation (DFG) ACSID: Affective and cognitive mechanisms of specific Internet-use disorders

Website: https://www.uni-due.de/for2974/

Partners: https://www.uni-due.de/for2974/mitarbeitende.php

Responsible people: Faye Oueslati, Nicole Krämer

Brief description: The World Health Organisation has included two disorders due to addictive behaviour in the ICD-11, which can be specified as predominantly online disorders: Gambling Disorder and Computer Gaming Disorder. Other potentially problematic online behaviours are discussed both academically and socially, in particular problematic social networking, pornography use and problematic shopping behaviour. Problematic pornography use is included in the ICD-11 under the diagnosis "compulsive sexual behaviour disorder" (which is classified as an impulse control disorder), while shopping disorder is an example of "other specified impulse control disorders". Taking meta-criteria into account, we consider the following specific Internet use disorders (INS) equally as disorders due to addictive behaviour, predominantly online: Computer Gaming Disorder, Pornography Use Disorder, Buying-Shopping Disorder, and Social Networking Use Disorder. These will also take centre stage in the second funding period of FOR2974. The mechanisms underlying the development and maintenance of specific INS are still unclear. FOR 2974 aims to better understand the affective and cognitive mechanisms as well as the neurobiological correlates of specific INS. In doing so, we continue to refer to the I-PACE (Interaction of Person-Affect-Cognition-Execution) model as an important theoretical framework to investigate the involvement of theoretically based (bio-)psychological processes in the development and maintenance of the above-mentioned INS. In the second funding period, we will (again) conduct a cross-sectional comparison of individuals with unproblematic use, risky use and pathological use of certain Internet applications as well as a six-month follow-up. In addition, we plan to re-recruit approximately 50% of the FOR 2974 cohort from the first funding period to conduct a three-year longitudinal study looking at possible changes in affective and cognitive mechanisms over the course of INS. A central feature of FOR2974 is the study of over 1,200 participants at multiple sites using the same core battery of experimental paradigms, neuropsychological tasks, questionnaires, biomarkers and a follow-up survey. The architecture of the proposed research projects ranges from basic processes to ecological aspects and clinical application. This allows us to contribute to a better scientific understanding of the psychological processes of INS. Furthermore, the proof-of-concept studies contribute to clinical application by showing which affective and cognitive mechanisms should be addressed more intensively to optimise treatment.

Central publications:

• Brand, M., Müller, A., Stark, R., Steins‐Loeber, S., Klucken, T., Montag, C., Diers, M., Wolf, O., Rumpf, H.-J., Wölfling, K., & Wegmann, E. (2021). Addiction Research Unit: Affective and cognitive mechanisms of specific Internet‐use disorders. Addiction Biology, e13087. https://doi.org/10.1111/adb.1308

June 2023–May 2026, Federal Ministry of Research, Technology and Space (BMFTR) DiversPrivat: Diversity-oriented privacy protection in online environments

Website: https://privacy4all.de/

Partners: Prof. Dr. Karoline Reinhardt (University of Passau), PD Dr. Jessica Heesen, (University of Tübingen), PD Dr. Christian Geminn (University of Kassel)

Responsible people: Clara Strathmann, Nicole Krämer

Brief description: DiversPrivat is a three-year collaborative project funded by the Federal Ministry of Research, Technology and Space (BMFTR). It aims to create diversity-sensitive privacy protection in digital environments. Current data protection models, particularly “informed consent,” often place unrealistic demands on users. Vulnerable groups in particular lack the knowledge, resources, or motivation required to safeguard their personal data effectively.
The project unites psychology, ethics, law, and social sciences to explore alternatives to traditional privacy literacy. Instead of focusing solely on cognitive education, DiversPrivat develops intuitive and sensory cues that raise immediate awareness of data risks – for example, through emotional triggers or visual reminders. These interventions seek to disrupt habitual consent behavior and support more autonomous digital decision-making.
Using empirical research and participatory design with diverse user groups, the project develops and evaluates innovative privacy-by-design strategies. Legal assessments, ethical reflection, and an intersectional diversity framework ensure that the solutions address structural inequalities. Ultimately, DiversPrivat aims to establish inclusive, everyday privacy protection that fosters freedom, autonomy, and equal participation in the digital society.

Central publications:

• Strathmann, C. (2025). Privacy for all: Empowering vulnerable groups with diversity-oriented online protection. In Proceedings of the Extended Abstracts of the CHI Conference on Human Factors in Computing Systems (CHI EA ’25) (Article 840, pp. 1–4). Association for Computing Machinery. https://doi.org/10.1145/3706599.3707600
• Strathmann, C., Ryan, G. F., Schramm, P., Steinhoff, L., & Krämer, N. C. (2025). “It’s always about them wanting our data”: Vulnerable groups’ mental models of and attitudes toward vertical data flows [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/b
• Koch, H., Strathmann, C., Hennig, M., Schmied, L., Geminn, C. L., Heesen, J., Krämer, N. C., & Reinhardt, K. (2025). Diversitätsgerechter Privatheitsschutz in digitalen Umgebungen. In M. Friedewald, A. Roßnagel, C. Geminn, & M. Karaboga (Hrsg.), Freiheit in digitalen Infrastrukturen (pp. 223–238). Nomos. https://doi.org/10.5771/9783748953371-223

April 2023–March 2026, Federal Ministry of Research, Technology and Space (BMFTR) VEREINT: To feel connected via interactive technologies

Website: https://näheüberdistanz.de/projekt/

Partners: Prof. Dr. Marc Hassenzahl (University of Siegen), Prof. Dr. Sarah Diefenbach (Ludwig Maximilian University of Munich), Prof. Dr. Saskia Nagel (RWTH Aachen)

Responsible people: Aike C. Horstmann, Nicole Krämer

Brief description: For years, technologies have been developed that enable people who are physically separated from one another to stay connected, and/or technologies have been used for this purpose even though they were originally developed for other purposes. These developments and the investigation of their effects have been pursued in a relatively atheoretical manner to date. In order to place the funded projects of the announcement “Closeness through Distance” (https://www.interaktive-technologien.de/foerderung/bekanntmachungen/naedi) in a meaningful theoretical framework and to integrate their results in a way that creates synergy effects, this meta-project promotes the exchange and cooperative further development of theory in a variety of ways. The social psychology subproject plays a special role in cooperative research on the impact and acceptance of connectedness technology. Based on social psychological principles, theoretical models are developed that can describe the effects of technology. Theoretical and methodological concepts are developed on the basis of social psychological principles, enabling the effects of technology to be described and compared.

Central publications:

• Horstmann, A., & Krämer, N. C. (2025). Interpersonal connectedness mediated by technology: Collections of constructs and measurement instruments. https://doi.org/10.17185/duepublico/83989
• Horstmann, A. C., & Wollny, V. (2025). Connected in the digital age: A mixed-methods exploration to assess technology-mediated connectedness. In Mensch und Computer 2025 – Workshopband (pp. 10–18420). Gesellschaft für Informatik e. V. https://doi.org/10.18420/muc2025-mci-wip-337
• Horstmann, A., Schneeberger, T., & Gebhard, P. (2025). CONNECT’24 workshop @ 24th ACM International Conference on Intelligent Virtual Agents (IVA), September 19, 2024, Glasgow, UK. https://doi.org/10.17185/duepublico/84103

August 2022–Juli 2026, Ministry of Culture and Science of the State of North Rhine-Westphalia Terahertz.NRW

Website: https://www.terahertz.nrw/en/

Partners: https://www.terahertz.nrw/en/principal-investigators/

Responsible people: Gina Goebel, Nicole Krämer

Brief description: Terahertz.NRW – the network for excellent terahertz research – unites leading THz research experts from North Rhine-Westphalia. Through close cooperation and innovation, Terahertz.NRW unlocks the potential of state-of-the-art THz technologies. The THz frequency range offers great potential for high data transmission rates, precise sensing, and advanced applications in diagnosis and monitoring.
Terahertz.NRW develops innovative mobile applications in the areas of communication and localization, materials characterization, medical technology, and environmental monitoring. The network’s goal is to establish THz technology worldwide and to promote THz technologies in the areas of communication, localization, medicine, and the environment. To this end, Terahertz.NRW supports startups in integrating THz innovations into their business models, thereby strengthening Germany’s position in the global THz market.
Terahertz.NRW is involved in international projects such as SFB MARIE and 6GEM and contributes to the further development of telecommunications, healthcare, and sustainability by transferring THz technologies into practice. Together with leading companies and researchers, the network shapes the future of THz science and develops technologies with major societal impact.

September 2021–February 2025, Federal Ministry of Research, Technology and Space (BMFTR) DYNAMO: Detecting and Countering Disinformation Dynamics

Website: https://www.dynamo.sit.fraunhofer.de/

Partners: Prof. Dr. Martin Steinebach (Fraunhofer Institute for Secure Information Technology SIT), Prof. Dr. Gerrit Hornung (University of Kassel), Prof. Dr. Katharina Bade, Prof. Dr. Lars Rinsdorf (Stuttgart Media University)

Responsible people: Amancay Ancina, Nicole Krämer

Brief description: DYNAMO is an interdisciplinary consortium project that brings together psychological, technical, legal, and journalistic perspectives to systematically investigate disinformation in messaging services and to develop effective mitigation strategies. It responds to a growing societal challenge: platforms such as WhatsApp or Telegram enable the rapid, large-scale spread of disinformation within private contacts and groups, which hampers detection and correction. At the same time, evidence-based measures tailored to the specific communication dynamics of these platforms are still lacking.
The Social Psychology: Media and Communication team at the University of Duisburg-Essen examines why people believe and share disinformation and which factors shape credibility judgments and sharing behavior. Another focus is the experimental evaluation of the effectiveness of psychological countermeasures (e.g., prebunking-oriented approaches). The team's aim is to identify key psychological mechanisms and contextual conditions in messenger environments and to derive requirements for preventive and educational strategies.

Central publications:

• Panahi, T., Jansen, C., Ancina, A., Bader, K., Choi, J.-E., Hornung, G., Krämer, N. C., Rinsdorf, L., Schäfer, K., Vogel, I., Yannikos, Y., & Steinebach, M. (2025). Disinformation in messenger services: Current challenges and recommendations for legal and social measures (1st ed.). https://doi.org/10.17185/duepublico/83259

June 2021–May 2024, German Research Foundation (DFG) SCan: Science communication during pandemics: The role of public engagement in socialmedia discussions

Website: https://www.tu-braunschweig.de/en/en/ifkw/scan

Partners: Prof. Dr. Monika Taddicken (TU Braunschweig), Prof. Dr. Stefan Stieglitz (University of Potsdam)

Responsible people: Bianca Nowak, Nicole Krämer

Brief description: During times of pandemics, it is vital that the public is well informed about the disease, its dissemination and necessary counter-measures. During the current Covid-19 crisis, direct communication by scientists proved to be more effective than general media consumption regarding the audience’s knowledge, self-efficacy and intention to adhere to the measures. However, it has not been sufficiently addressed how this direct science communication resonates in social media and to what extend the public engagement with scientific knowledge leads to the messages being corroborated or contradicted and eroded. The goal of the proposed project is to contribute to this question by analyzing the proportion of evidence-based social media activities as well as the dissemination of emotionally toned messages (primarily focusing on fear and anger). Based on findings that pandemics are prone to the dissemination of disinformation, we further scrutinize how actual and feigned experts differ in their communication and how well laypeople can distinguish them. We will employ in-depth manual coding of social media content (communication science), apply this to – already collected - large data sets by computational methods (computer science) and analyse psychological effects and mechanisms by experimental methods (psychology).

Central publications:

• Biermann, K., Nowak, B., Braun, L. M., Taddicken, M., Krämer, N. C., & Stieglitz, S. (2024). Does scientific evidence sell? Combining manual and automated content analysis to investigate scientists’ and laypeople’s evidence practices on social media. Science Communication, 46(5), 619–652. https://doi.org/10.1177/10755470241249468

April 2021-Mai 2024, Federal Ministry of Education and Research (BMBF) PRIDS: Privacy, democracy, and self-determination in the age of artificial intelligence and globalization

Website: https://www.forschung-it-sicherheit-kommunikationssysteme.de/projekte/prids

Partners: Ludwig Maximilian University of Munich, Independent Center for Privacy Protection Schleswig-Holstein (ULD) Kiel, University of Duisburg-Essen, University of Kassel, Eberhard Karls University of Tübingen

Responsible people: Yannic Meier, Nicole Krämer

Brief description: In recent years, the digital transformation of societies worldwide has not only gained momentum, but has also developed increasingly noticeable global interdependencies and problems. Today, the virtually ubiquitous systems of artificial intelligence (AI) are at the center of scientific, political, economic, normative, and regulatory interest. AI and globalization are creating new challenges for data protection as an instrument of self-determination and decision-making autonomy, and thus ultimately also for democratic processes.
The objectives of the project “Privacy, Democracy, and Self-Determination in the Age of AI and Globalization (PRIDS)” focus on analyzing this very area of tension. Both theoretical and empirical research is being conducted to determine how individuals can achieve self-determination today and in the future. This is because private data is increasingly being collected not only through people actively disclosing it, but also through the analysis of behavioral data. The associated social issues are analyzed in depth in this interdisciplinary research project. The knowledge gained in this process will be continuously incorporated into social discourse through publications, lectures, and participation in networks for young researchers.
The research work focuses on four main areas: First, the researchers examine fundamental points of contact and the effects of AI tools on the self-determination of individuals and groups. Second, the consequences of data collection and “intelligent” evaluation in different contexts and for different social groups over the course of a lifetime will be identified, for example in schools and in healthcare, for children and other vulnerable groups. Third, possible ways of protecting fundamental rights in increasingly global infrastructures will be identified in terms of legal, political, and technical options. In the fourth focus area, researchers will examine the role of data protection in international competitiveness and explore ways of guaranteeing data protection in a market economy environment.

Central publications:

• Meier, Y., & Bol, N. (2025). Unequal experiences, unequal outcomes? Digital inequalities in experiencing online benefits and privacy harms, mistrust, and self-inhibiting behaviors. Journal of Computer-Mediated Communication, 30(5). https://doi.org/10.1093/jcmc/zmaf016
• Meier, Y., Oeldorf-Hirsch, A., & Krämer, N. C. (2024). Who is targeting me? Privacy perceptions of and responses to commercial and political targeted advertising on social media. Journal of Advertising, 53(4), 473–490. https://doi.org/10.1080/00913367.2023.2275776

2021–2024, German Research Foundation (DFG), DFG-Network POESI: Public Online Engagement with Science Information

Website: https://www.tu-braunschweig.de/en/ifkw/poesi

Partners: Prof. Dr. Monika Taddicken (TU Braunschweig)

Brief description: This network brings together different scholars working on the overarching research question: How does the changing media environment affect public engagement with science information? The network discusses and advances theoretical assumptions and models, plans bilateral empirical research, and reflects on the adequacy of different methods. 15 experts from six different European countries and both communication science and psychology, are invited to consolidate the online aspects of ‘science of science communication’. There are four different theoretical desiderata: 1) Role of new technologies and their affordances 2) Changes in the knowledge system 3) Bounded rationality and the need for trust 4) Recursiveness of processes. In sum, the network aims to combine theoretical, methodological and empirical competence to foster fundamental research on non-expert online communication about science, by developing a comprehensive theoretical framework and evaluating the appropriateness of traditional and digital research methods.

Central publications:

• Taddicken, M., & Krämer, N. C. (2021). Public online engagement with science information: On the road to a theoretical framework and a future research agenda. Journal of Science Communication, 20(3), A05.

Mai 2020–April 2023, Bundesministerium für Bildung und Forschung (BMBF) ViRaGe: Virtuelle Realitäten als Geschichtserfahrung

Website: https://www.virage.ruhr-uni-bochum.de/

Partners: Prof. Dr. Sandra Aßmann (Ruhr University Bochum), Jun.-Prof. Dr. Christian Bunnenberg (Ruhr University Bochum), Prof. Dr. Nikol Rummel (Ruhr University Bochum)

Responsible people: Lea Frentzel-Beyme, Nicole Krämer

Brief description: Memorials and museums are increasingly using digital media to convey history. Virtual reality (VR) applications are particularly appealing in this context, as they make it possible to experience and learn about the past in a more vivid way than is possible with classroom lectures, for example. However, immersion in virtual worlds also carries the risk that learners will be left alone with the experience and uncritically accept the representations as an accurate reflection of the past. Particularly when it comes to emotionally charged topics, it is not yet known how people reflect on what they have seen, heard, and experienced in virtual environments. This is where the joint project comes in, combining expertise in history didactics, educational science, social psychology, and media psychology to investigate the phenomenon of waking up from virtual worlds and the subsequent communication about the experience. Researchers at Ruhr University Bochum and the University of Duisburg-Essen are working with software developer ATINO to investigate the experiences of young people and adults with history-related VR applications. Using a specially developed app, they are focusing in particular on digitally supported reflection on learning content after learners have left the virtual environment. They are also looking at the emotional stress and understanding of the historical situation. The overarching questions of the project are:

• What role do social and virtual interactions play in reflection processes?
• How can isolation and emotionality resulting from the use of VR applications be counteracted?
• How significant is the shift of the reflection process to virtual space?

Central publications:

• Frentzel-Beyme, L., & Krämer, N. C. (2022). Back to the past: An experimental investigation of the effects of immersive historical environments on empathy and morality. PRESENCE: Virtual and Augmented Reality, 28, 1–21. https://doi.org/10.1162/pres_a_00357
• Lewers, E., & Frentzel-Beyme, L. (2023). Und was kommt nach der Zeitreise? Eine empirische Untersuchung des ‹Auftauchens› aus geschichtsbezogener Virtual Reality. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 5(AR/VR – Part 2), 402–429. https://doi.org/10.21240/mpaed/51/2023.01.26.X

March 2021–Februrary 2030, German Research Foundation (DFG) WisPerMed - AI for personalized Medicine at the Point of Care (PoC)

Website: https://wispermed.org

Partners: wispermed.org/people/

Responsible people: Alisa Küper, Noëlle Bender, Enis Dogru, Nicole Krämer

Brief description: The Research Training Group WisPerMed is a highly diversified and interdisciplinary team of computer scientists, psychologists, and physicians. Together, we aim for the fusion of Artificial Intelligence and medical decision support to drive forward knowledge and data-based personalization of medicine at the Point of Care.

Central publications:

• Küper, A., & Krämer, N. C. (2024). Psychological traits and appropriate reliance: Factors shaping trust in AI. International Journal of Human–Computer Interaction, 1–17. https://doi.org/10.1080/10447318.2024.2348216
• Küper, A., Lodde, G., Livingstone, E., Schadendorf, D., & Krämer, N. C. (2023). Mitigating cognitive bias with clinical decision support systems: An experimental study. Journal of Decision Systems, 33(3), 439–458. https://doi.org/10.1080/12460125.2023.2245215

April 2019–March 2023, Volkswagen Foundation IMPACT: Implications of conversing with intelligent machines in everyday life for people's beliefs about algorithms, their communication behavior and their relationship building

Website: https://www.impact-projekt.de/

Partners: Prof. Dr. Arne Manzeschke (Lutheran University of Applied Sciences), Prof. Dr. Barbara Hammer (Bielefeld University), Prof. Dr.-Ing. Stefan Kopp (Bielefeld University), Prof. Dr. Alexander Roßnagel (University of Kassel)

Responsible people: Jessica Szczuka, Aike C. Horstmann, Nicole Krämer

Brief description: In the interdisciplinary research project IMPACT, experts from the fields of computer science, psychology, ethics, and law are jointly investigating communication with artificially intelligent dialogue systems. To answer the research questions holistically, different user groups are being analyzed, including children, adults, and seniors, allowing the use of artificial intelligence to be considered across the entire lifespan. The focus is on three main areas:

• Transparency: How do people understand artificial intelligence?
• Communication: How does repeated communication with a machine change a person's own communication behavior?
• Relationship building: What types of relationships develop, and are these at least partially preferred to human relationships?

The scientific work is supplemented by a citizen science project. The public is involved as participants in the studies and, in the context of two workshops, can engage in exchange with each other as active citizen researchers, conducting research together and creating new knowledge. Experts from various disciplines are working closely together to develop intelligent systems, conduct empirical studies, and provide ethical and legal reflections to gain both scientific and socio-political insights.

Central publications:

• IMPACT Policy Papers: https://doi.org/10.17185/duepublico/76319
• Horstmann, A. C., Schubert, T., Lambrich, L., & Strathmann, C. (2023, September). Alexa, I do not want to be patronized: A qualitative interview study to explore older adults’ attitudes towards intelligent voice assistants. In Proceedings of the 23rd ACM International Conference on Intelligent Virtual Agents (pp. 1–10). https://doi.org/10.1145/3570945.3607342
• Horstmann, A. C., Strathmann, C., Lambrich, L., & Krämer, N. C. (2023, September). Alexa, what’s inside of you: A qualitative study to explore users’ mental models of intelligent voice assistants. In Proceedings of the 23rd ACM International Conference on Intelligent Virtual Agents (pp. 1–10). https://doi.org/10.1145/3570945.3607335
• Horstmann, A. C., Strathmann, C., Lambrich, L., & Krämer, N. C. (2024). Communication style adaptation in human–computer interaction: An empirical study on the effects of a voice assistant’s politeness and machine-likeness on people’s communication behavior during and after the interaction. Human–Machine Communication, 8, 53–72. https://doi.org/10.30658/hmc.8.3
• Horstmann, A. C., Strathmann, C., Szczuka, J. M., & Krämer, N. C. (2025). Are voice assistants becoming family members? A 2.5-year study of families’ evolving relationships with their voice assistants. Technology, Mind, and Behavior, 6(2). https://doi.org/10.1037/tmb0000168
• Strathmann, C., Szczuka, J., & Krämer, N. C. (2020). She talks to me as if she were alive: Assessing the social reactions and perceptions of children toward voice assistants and their appraisal of the appropriateness of these reactions. In Proceedings of the 20th ACM International Conference on Intelligent Virtual Agents (pp. 1–8). https://doi.org/10.1145/3383652.3423906
• Strathmann, C., Horstmann, A. C., Szczuka, J. M., & Krämer, N. C. (2025). Alexa, shut up! A 2.5-year study on negatively connotated communication behaviour towards voice assistants in the family home. Behaviour & Information Technology, 1–19. https://doi.org/10.1080/0144929X.2025.2533352
• Szczuka, J. M., Strathmann, C., Szymczyk, N., Mavrina, L., & Krämer, N. C. (2022). How do children acquire knowledge about voice assistants? A longitudinal field study on children’s knowledge about how voice assistants store and process data. International Journal of Child-Computer Interaction, 33, 100460. https://doi.org/10.1016/j.ijcci.2022.100461
• Szczuka, J. M., Horstmann, A. C., Szymczyk, N., Strathmann, C., Artelt, A., Mavrina, L., & Krämer, N. C. (2024). Let me explain what I did or what I would have done: An empirical study on the effects of explanations and person-likeness on trust in and understanding of algorithms. In Proceedings of the 13th Nordic Conference on Human–Computer Interaction (pp. 1–13). https://doi.org/10.1145/3679318.3685351

January 2018–December 2020, German Research Foundation (DFG) Social connectedness and the use of social resources in the initial phase of undergraduate studies

Website: https://app.dimensions.ai/details/grant/grant.7168721

Partners: Prof. Dr. Daniel Bodemer (University of Duisburg-Essen), Assistant Prof. Dr. Julia Eberle (University of Salzburg), Prof. Dr. Nikol Rummel (Ruhr University Bochum), Prof. Dr. Katrin Sommer (Ruhr University Bochum)

Brief description: This project focuses on the relevance of social factors for academic success in the initial phases of undergraduate studies in science and technology. To develop a complete model for predicting academic success and deduce concrete measures for supporting students, the project considers both emotional/motivational and knowledge-related effects of social connectedness.

• Study 1: Examines how chemistry and civil engineering students use social resources for emotional, motivational, and knowledge-related support in relation to academic success, considering factors such as social connectedness, need to belong, and group awareness.
• Study 2: Uses social network analysis to investigate chemistry students’ connectedness, linking their social relations to individual emotional, motivational, and group awareness variables, and tracking their co-evolution.
• Study 3: Tests experimentally whether group awareness features in an online learning platform help chemistry students identify supportive peers, potentially compensating for low connectedness in early study phases.

All three studies also consider gender differences. The project investigates the relationships and effects of significant social variables on academic success, enhancing existing research insights in this field and complementing the conceptual framework of the research unit ALSTER. The findings will help to create practical measures to support students in overcoming challenges related to social connectedness during the initial phases of their undergraduate studies, ultimately leading to increased academic success.

August 2017–January 2019, Federal Ministry of Education and Research (BMBF) DORIAN: Detecting and fighting disinformation

Website: https://dorian-projekt.sit.fraunhofer.de/

Partners: Prof. Dr. Michael Waidner (Fraunhofer Institute for Secure Information Technology SIT), Prof. Dr. Katarina Bader (Stuttgart Media University), Prof. Dr. Lars Rinsdorf (Stuttgart Media University), Prof. Dr. Alexander Roßnagel (University of Kassel)

Responsible people: Leonie (Rösner) Schäwitz, Nicole Krämer

Brief description: Disinformation (fake news) refers to publications that are demonstrably factually incorrect or misleading and are shared and disseminated semi- or fully automatically with the intent to manipulate. It spreads rapidly across the internet, stirring up general sentiment or targeting specific individuals. Identifying fake news is often difficult and time-consuming. This is where the DORIAN project comes in. Led by the Fraunhofer Institute for Secure Information Technology SIT, DORIAN aims to uncover disinformation and combat it comprehensively. The main challenges of the project include reliably and quickly identifying fake news, and designing and evaluating effective countermeasures while respecting fundamental rights such as freedom of expression, freedom of the press, and data protection. The DORIAN team is developing a catalog of recommendations for combating disinformation on the internet, including technical, political-normative, sociocultural, and organizational approaches. These recommendations target citizens, the media, politicians, and academics. In addition to these, the researchers aim to identify technical solutions for detecting and combating disinformation and opinion manipulation, and evaluate their potential impact and user acceptance.

Central publications:

• Bader, K., Jansen, C., Johannes, P. C., Krämer, N. C., Kreutzer, M., Löber, L. I., Rinsdorf, L., Rösner, L., & Roßnagel, A. (2018). Desinformation aufdecken und bekämpfen: Handlungsempfehlungen. Forum Privatheit und selbstbestimmtes Leben in der digitalen Welt. https://plattform-privatheit.de/p-prv-wAssets/wp-content/uploads/Policy-Paper-DORIAN-Desinformation-aufdecken-und-bekaempfen-1.pdf
• Steinebach, M., Bader, K., Rinsdorf, L., Krämer, N. C., & Roßnagel, A. (2020). Desinformation aufdecken und bekämpfen: Interdisziplinäre Ansätze gegen Desinformationskampagnen und für Meinungspluralität. Schriften zum Medien- und Informationsrecht (Vol. 45). Nomos. https://doi.org/10.5771/9783748904816

2017–2021, Ministry of Culture and Science of the German state of North Rhine-Westphalia, Dissertation Tandem Incivility in political online communication: Types, origins, effects and interventions

Website: http://graduiertenkolleg-digitale-gesellschaft.nrw/promotionstandem-6-inzivilitaet-in-der-politischen-online-kommunikation-typen-ursachen-wirkungen-und-interventionen/

Partners: Prof. Dr. Nicole Krämer (University of Duisburg-Essen), Prof. Dr. Gerhard Vowe (Heinrich Heine University Düsseldorf)

Responsible people: Jan-Philipp Kluck, Nicole Krämer

Brief description: There is a growing gap between expectations of public online debates and reality. Political communication online is often not used for fruitful and respectful exchange; instead, discussions on the internet are often characterized by hate speech, abuse, and defamation. This uncivil behavior not only has consequences for those directly involved but also deters many citizens from participating in online political debates. The project addresses the key question: How can incivility in political discussions be recognized, explained, and overcome? The objectives of the project include developing (1) an empirically based typology of incivility, (2) an empirically tested explanatory model for communicatively deviant behavior, and (3) a graduated, tested set of intervention tools for various contexts. The project is carried out in two interrelated doctoral projects, one focusing on communication science and the other on media psychology, to analyze incivility from complementary perspectives.

Central publications:

• Kluck, J. P. (2021). It’s not the message, it’s the sender! An integrative approach to investigate incivility in online political discussions from the perspective of social perception [Doctoral dissertation, Universität Duisburg-Essen]. Universität Duisburg-Essen. https://doi.org/10.17185/duepublico/75896

March 2016–February 2019, Federal Ministry of Education and Research (BMBF) IKARion: Intelligent support for small group tasks in online courses in higher education

Website: https://www.wihoforschung.de/wihoforschung/en/bmbf-funding-projects/funding-lines/research-on-digital-higher-education/erste-foerderlinie-zur-digitalen-hochschulbildung/ikarion/ikarion.html

Partners: Prof. Dr. Monique Janneck (Lübeck University of Applied Sciences), Prof. Dr. Horst Hellbrück, Prof. Dr. Joachim Wirth (Ruhr University Bochum), Prof. Dr. Nikol Rummel (Ruhr University Bochum), Prof. Dr. Nicole Krämer (University of Duisburg-Essen), Prof. Dr. Ulrich Hoppe (University of Duisburg-Essen)

Responsible people: Elias Kyewski, Nicole Krämer

Brief description: The successful implementation of small group work is a major challenge for teachers, influenced by many factors. The IKARion project aims to develop methods for intelligent automated diagnosis and intervention to make small group work in online-supported teaching a success. The project seeks to automatically detect interaction problems within the groups and develop suitable automatable interventions for controlling small group work. These interventions will be tested across various online-supported teaching and learning formats, including different social sciences, natural sciences, and engineering subjects, at different types of universities. The project is focused on enhancing collaborative learning in large-scale online courses through intelligent, adaptive methods.

Central publications:

• Kyewski, E., Krämer, N. C., Christmann, N., Elson, M., Erdmann, J., Hecking, T., Hermann, T., Hoppe, H. U., Rummel, N., & Wichmann, A. (2016). Is small group collaboration beneficial in large-scale online courses? An investigation of factors influencing satisfaction and performance in groupMOOCs. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Proceedings of the 12th International Conference of the Learning Sciences (ICLS): Transforming learning, empowering learners (pp. 918–922). Singapore: International Society of the Learning Sciences (ISLS).
• Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25–37. https://doi.org/10.1016/j.compedu.2017.11.006
• Erdmann, J., Rummel, N., Christmann, N., Elson, M., Hecking, T., Herrmann, T., Hoppe, H. U., Krämer, N. C., Kyewski, E., & Wichmann, A. (2017). Challenges in implementing small group collaboration in large online courses. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL (12th International Conference on Computer Supported Collaborative Learning [CSCL] 2017, Vol. 2). Philadelphia, PA: International Society of the Learning Sciences.

2016–2019, Ministry of Culture and Science of the German state of North Rhine-Westphalia Genderdenomination: Gender perspectives when interacting with new technologies

Responsible people: Sabrina Sobieraj, Nicole Krämer

Brief description: Under the heading “digital divide,” analyses have already been conducted to determine the extent to which men and women differ in their use of new digital technologies and the extent to which women in particular are disadvantaged as a result. The research is based on the so-called knowledge gap hypothesis, which found that not all groups can benefit equally from the availability of (new) media, but that, for example, lower levels of education lead to knowledge gaps between social groups widening rather than narrowing. With regard to digital environments such as internet use, it has been shown that women have been unable to catch up with men in terms of their initial lag in the use of digital technologies. Our own research shows that this also applies to the use of professional online networks, which can put women at a serious disadvantage in the labor market (cf. Eimler, 2014). It therefore seems highly relevant to society to analyze how men and women use digital technologies in more detail in order to determine what measures can be taken to equalize opportunities. Within this framework, initial approaches must also be empirically tested, in which new technologies are used in a targeted manner to overcome disadvantages (e.g., through training) (Karacora, Dehghani, Krämer, & Gratch, 2012). Adding gender studies to the professorship will enable important research in this area to be advanced. This will allow both fundamental scientific contributions to the understanding of differential use of technologies and application-oriented knowledge on intervention measures to be achieved.

Central publications:

• Sobieraj, S., & Krämer, N. C. (2020). Similarities and differences between genders in the usage of computer with different levels of technological complexity. Computers in Human Behavior, 104, 106145. https://doi.org/10.1016/j.chb.2019.09.021
• Sobieraj, S., & Krämer, N. C. (2019). The Impacts of Gender and Subject on Experience of Competence and Autonomy in STEM. Frontiers in Psychology, 10, 1432. https://doi.org/10.3389/fpsyg.2019.01432

October 2015–March 2020, German Research Foundation (DFG) Graduate school: User centred social media

Website: https://gepris.dfg.de/gepris/projekt/271720050

Partners: Prof. Dr. Matthias Brand, Prof. Dr. Norbert Fuhr, Prof. Dr. Maritta Heisel, Prof. Dr. Heinz Ulrich Hoppe, Prof. Dr. Barbara König, Prof. Dr. Nicole Krämer, Prof. Dr. Stefan Stieglitz, Prof. Dr.-Ing. Torsten Zesch, Prof. Dr.-Ing. Jürgen Ziegler

Responsible people: Johanna Schäwel, Judith Meinert, Magdalena Wischnewski, Thao Ngo, Nicole Krämer

Brief description: The emergence of social media has marked a significant advancement in the use of information and communication technology, deeply impacting individuals, businesses, and society. Social media platforms are complex sociotechnical systems that involve large user groups, both public and organizational, and are characterized by user-generated content, social interaction, and emergent functionality. Despite widespread use, there are significant research gaps in understanding the characteristics and determinants of user behavior at both individual and collective levels, and in the user-centered design of social media systems. The Research Training Group (RTG) addresses these gaps by providing an interdisciplinary research environment combining computer science and psychology. The program is designed to equip students with the necessary knowledge and methods from both fields, offering high-quality research and development in social media. The RTG also provides modular qualification components, team-based structures, and supervision by experts from both disciplines.

Central publications:

• Krämer, N. C., & Schäwel, J. (2020). Mastering the challenge of balancing self-disclosure and privacy in social media. Current Opinion in Psychology, 31, 67–71. https://doi.org/10.1016/j.copsyc.2019.08.003
• Meinert, J., & Krämer, N. C. (2020). Which cues are credible? – The relative importance and interaction of expertise, likes, shares, pictures and involvement while assessing the credibility of politicians’ Facebook postings. International Conference on Social Media and Society, 299–308. https://doi.org/10.1145/3400806.3400840
• Meinert, J., & Krämer, N. C. (2022). How the expertise heuristic accelerates decision-making and credibility judgments in social media by means of effort reduction. PLOS ONE, 17(3), e0264428. https://doi.org/10.1371/journal.pone.0264428
• Ngo, T., & Krämer, N. C. (2022). Exploring folk theories of algorithmic news curation for explainable design. Behaviour & Information Technology, 41(15), 3346–3359. https://doi.org/10.1080/0144929X.2021.1987522
• Ngo, T., & Krämer, N. C. (2021). It’s just a recipe?—Comparing expert and lay user understanding of algorithmic systems. Technology, Mind, and Behavior, 2(4). https://doi.org/10.1037/tmb0000045
• Wischnewski, M., & Krämer, N. C. (2021). The role of emotions and identity-protection cognition when processing (mis)information. Technology, Mind, and Behavior, 2(1). https://doi.org/10.1037/tmb0000029
• Wischnewski, M., & Krämer, N. C. (2020). I reason who I am? Identity salience manipulation to reduce motivated reasoning in news consumption. International Conference on Social Media and Society, 148–155. https://doi.org/10.1145/3400806.3400824

April 2015–September 2018, Federal Ministry of Education and Research (BMBF) KOMPASS: Social cooperative virtual assistants as companion for humans with support needs

Website: https://scs.techfak.uni-bielefeld.de/kompass/

Partners: University of Bielefeld, University of Duisburg-Essen, Bielefeld University of Applied Sciences, Bodelschwingh Foundation Bethel Bielefeld

Responsible people: Astrid Rosenthal-von der Pütten, Carolin Strassmann, Nicole Krämer

Brief description: The KOMPASS project is focused on developing a virtual assistant as a daily companion for people with cognitive impairments. The goal is to create an assistive technology that adapts both cognitively and emotionally to users, ensuring reliable support throughout the day. The assistant is designed to engage in socially cooperative and “empathetic” interactions, promoting communication, understanding, and acceptance by users. Through empirical studies, the project will record user-specific effects and mechanisms of dialogue-based human-technology interaction, evaluating the system in real-world settings. Ethical and legal concerns are addressed early in the development process to ensure comprehensive and responsible design. The project aims to lay the foundation for new assistant technologies that recognize social signals, simulate communicative behavior, and provide long-term adaptive assistance.

Central publications:

• Straßmann, C., Krämer, N. C., Buschmeier, H., & Kopp, S. (2020). Age-Related Differences in the Evaluation of a Virtual Health Agent’s Appearance and Embodiment in a Health-Related Interaction: Experimental Lab Study. Journal of Medical Internet Research, 22(4), e13726. https://doi.org/10.2196/13726
• Rosenthal-von der Pütten, A. M., Straßmann, C., Yaghoubzadeh, R., Kopp, S., & Krämer, N. C. (2019). Dominant and submissive nonverbal behavior of virtual agents and its effects on evaluation and negotiation outcome in different age groups. Computers in Human Behavior, 90, 397–409. https://doi.org/10.1016/j.chb.2018.08.047
• Kopp, S., Brandt, M., Buschmeier, H., Cyra, K., Freigang, F., Krämer, N., Kummert, F., et al. (2018). Conversational Assistants for Elderly Users – The Importance of Socially Cooperative Dialogue. In E. André, T. Bickmore, S. Vrochidis, & L. Wanner (Eds.), Proceedings of the AAMAS Workshop on Intelligent Conversation Agents in Home and Geriatric Care Applications co-located with the Federated AI Meeting (p. 10–17). Aachen: RWTH. https://ceur-ws.org/Vol-2338/
• Straßmann, C. & Krämer, N. C. (2018). A two-study approach to explore the effect of user characteristics on users’ perception and evaluation of a virtual assistant’s appearance. Multimodal Technologies and Interaction, 2 (4), 66. https://doi.org/10.3390/mti2040066
• Straßmann, C., Rosenthal-von der Pütten, A. M. & Krämer, N. C. (2018). With or against each other? The influence of a virtual agent’s (non) cooperative behavior on user’s cooperation behavior in the prisoners’ dilemma. Advances in Human-Computer Interaction, Article ID 2589542, https://doi.org/10.1155/2018/2589542

August 2014–July 2017, Federal Ministry of Education and Research (BMBF) AHA – Automated offer of helpers for major incidents

Website: https://www.sifo.de/sifo/de/projekte/schutz-und-rettung-von-menschen/schutz-und-rettung-bei-komplexen-einsatzlagen/aha/aha_node.html

Partners: Prof. Dr. Gerd Bumiller (Ruhr West University of Applied Sciences), Dr. Hauke Speth (Institute for Fire and Rescue Technology of the Dortmund Fire Brigade), Dr. Ingo Hofmann (CKS Systeme GmbH), Dr. Stefanie Nicoletta Messerschmidt (University of Applied Sciences for Public Administration NRW)

Responsible people: Stephan Winter, German Neubaum, Leonie (Rösner) Schäwitz, Nicole Krämer

Brief description: The overall aim of the AHA project is to develop a system that efficiently integrates qualified volunteers as an additional rescue resource in major disaster situations, improving assistance and shortening response times. The Social Psychology: Media and Communication team played a crucial role by supporting the design and development of the automated volunteer service from a psychological perspective. This involved identifying the needs of control center staff and volunteers and evaluating system demonstrators for acceptance and usability. The first phase of the project focused on understanding the demands on control center systems, especially under the stress of major incidents, and examining the motives and barriers for volunteers using an app-based system. Subsequent phases involved iterative testing of the app prototype and control center system with the target groups to identify potential optimizations and requirements for further development.

Central publications:

• Detjen, H., Hoffmann, S., Rösner, L., Winter, S., Geisler, S., Krämer, N. C., & Bumiller, G. (2015). Integrating volunteers into rescue processes: Analysis of user requirements and mobile app conception. International Journal of Information Systems for Crisis Response and Management, 7(2), 1–18. https://doi.org/10.4018/IJISCRAM.2015040101
• Horstmann, A. C., Winter, S., Rösner, L., & Krämer, N. C. (2018). SOS on my phone: An analysis of motives and incentives for participation in smartphone-based volunteering. Journal of Contingencies and Crisis Management, 26(1), 193–199. https://doi.org/10.1111/1468-5973.12174
• Schaewitz, L., Winter, S., & Krämer, N. C. (2021). The influence of privacy control options on the evaluation and user acceptance of mobile applications for volunteers in crisis situations. Behaviour & Information Technology, 40(8), 759–775. https://doi.org/10.1080/0144929X.2020.1723703

2014–2016, Mercator Research Center Ruhr MOOCs: Educational and technological concepts for cooperative learning in massive open online courses

Website: https://www.imtm-iaw.ruhr-uni-bochum.de/research/projekte/moocs/

Partners: Prof. Dr. Nikol Rummel (Ruhr University Bochum), Prof. Dr. Nicole Krämer (University of Duisburg-Essen), Prof. Dr. Thomas Herrmann (Ruhr University Bochum), Prof. Dr. Ulrich Hoppe (Ruhr University Bochum), Dr. Astrid Wichmann (Ruhr University Bochum)

Responsible people: Elias Kyewski, Nicole Krämer

Brief description: The project focuses on integrating pedagogical, social-psychological, and IT expertise to promote cooperative learning in MOOCs (Massive Open Online Courses). Traditionally, MOOCs have focused on individual learning and knowledge transfer. This project aims to enhance collaboration in MOOCs by implementing small group work within the courses. Specifically, the project addresses three key goals: (1) Developing and testing methods to form and structure small groups in MOOCs using analytical methods and user data, (2) Improving collaboration through incentive structures, and (3) Investigating the differential use of cooperative learning for various types of tasks. The project combines technical support and pedagogical approaches and explores them experimentally in two MOOCs.

Central publications:

• Kyewski, E., Krämer, N. C., Christmann, N., Elson, M., Erdmann, J., Hecking, T., Hermann, T., Hoppe, H. U., Rummel, N., & Wichmann, A. (2016). Is small group collaboration beneficial in large-scale online courses? An investigation of factors influencing satisfaction and performance in groupMOOCs. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Proceedings of the 12th International Conference of the Learning Sciences (ICLS) – Transforming Learning, Empowering Learners (pp. 918–922). Singapore: International Society of the Learning Sciences (ISLS).
• Erdmann, J., Rummel, N., Christmann, N., Elson, M., Hecking, T., Herrmann, T., Hoppe, H. U., Krämer, N. C., Kyewski, E., & Wichmann, A. (2017). Challenges in Implementing Small Group Collaboration in Large Online Courses. In B. K. Smith, M. Borge, E. Mercier, and K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences.
• Ziebarth, S., Neubaum G., Kyewski E., Krämer N., Hoppe H. U., Hecking T., & Eimler S. (2015). Resource usage in online courses: Analyzing learner’s active and passive participation patterns. In O. Lindwall, P. Häkkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Proceedings of the 11th International Conference on Computer Supported Collaborative Learning (CSCL) - Exploring the Material Conditions of Learning (pp. 395–402). Gothenburg, Sweden: International Society of the Learning Sciences (ISLS).

2014–2015, Federal Ministry of Education and Research (BMBF) noALIeN: Utilization of linguistic alignment in language acquisition of immigrants based on human-technology interaction

Responsible people: Astrid Rosenthal-von der Pütten, Nicole Krämer

Brief description: The project analyzes the extent to which communication with a virtual agent or robot is helpful and whether the processes involved in linguistic alignment can be used to improve migrants' language skills. With a view to possible future applications, two experimental psychological studies will therefore analyze the conditions under which helpful linguistic alignment occurs in communication with robots and virtual agents. On the one hand, the extent to which alignment varies depending on whether the language is used via text-to-speech or recorded original speech will be clarified. With a view to future developments, it would be desirable for text-to-speech systems to have at least the same effect, as they are much more flexible in their application. On the other hand, the studies will analyze whether the effects differ when a robot acts as a conversation partner versus an agent embodied only on the screen, as the effects can vary considerably. Finally, the second study will investigate the extent to which nonverbal signals can be used in a supportive manner.

Central publications:

• Rosenthal-von der Pütten, A. M., Straßmann, C., & Krämer, N. C. (2016). Robots or agents – neither helps you more or less during second language acquisition: Experimental study on the effects of embodiment and type of speech output on evaluation and alignment. In D. Traum et al. (Eds.), International Conference on Intelligent Virtual Agents (pp. 256-268). Springer International Publishing. https://doi.org/10.1007/978-3-319-47665-0_23

December 2013–November 2016, Federal Ministry of Education and Research (BMBF) Privacy Forum: Self-determined life in the digital world

Website: https://plattform-privatheit.de/p-prv/index.php

Partners: University of Hohenheim, Fraunhofer Institute for Secure Information Technology SIT, University of Kassel, Eberhard Karls University of Tübingen, Independent Center for Privacy Protection Schleswig-Holstein (ULD), Ludwig Maximilian University of Munich (LMU)

Responsible people: Elias Kyewski, Yannic Meier, Judith Meinert, German Neubaum, Nicole Krämer

Brief description: The "Privacy Forum" project addresses the increasing digitalization of the world and its effects on privacy. As society, business, and politics face new vulnerabilities due to digitization, this interdisciplinary project aims to foster discourse on privacy protection. It examines not only technological aspects but also legal, social, and economic factors, alongside individual privacy needs. The project is organized around five thematic pillars: privacy and the public sphere, self-determination, legal norms, digital life, and future trends. The goal is to bring together national and international experts and create solutions to conflicts between different actors, with the results contributing to both scientific research and public discourse.

Central publications:

• Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25–37. https://doi.org/10.1016/j.compedu.2017.11.006

2011–2013, German Research Foundation (DFG) Determinants of selection and attitude formation during reception of science information in the Internet

Website: http://wissenschaftundoeffentlichkeit.de/projekte/die-rolle-der-onlinekommunikation-bei-der-herstellung-von-vertrauen-in-medizinisches-wissen/

Responsible people: Stephan Winter, German Neubaum, Leonie Rösner, Nicole Krämer

Brief description: This project explores how laypeople engage with science-related information on controversial topics created by private individuals in the Web 2.0 environment. Building on the findings of the first phase, the project conducts five experimental studies to explore how people select and form attitudes towards scientific information. The focus is on understanding the effects of presenting complex, two-sided information versus one-sided and assertive texts, the expertise of the source, and the characteristics of the recipient (e.g., cognitive ability and educational level). Ultimately, a comprehensive model for the selection, processing, and attitude formation regarding online science-related information will be developed, with implications for enhancing media literacy.

Central publications:

• Winter, S., Krämer, N. C., Rösner, L., & Neubaum, G. (2015). Don’t keep it (too) simple: How textual representations of scientific uncertainty affect laypersons’ attitudes. Journal of Language and Social Psychology, 34, 251–272. https://doi.org/10.1177/0261927X14555872
• Winter, S., & Krämer, N. C. (2014). A question of credibility – Effects of source cues and recommendations on information selection on news sites and blogs. Communications – The European Journal of Communication Research, 39, 435–456. https://doi.org/10.1515/commun-2014-0020
• Krämer, N. C., & Winter, S. (2014). Selektion und Rezeption von wissenschaftsbezogenen Informationen aus dem Internet – Entwicklung eines theoretischen Modells und Implikationen für instruktionale Settings. Unterrichtswissenschaft – Zeitschrift für Lernforschung, 42, 39–54.
• Winter, S. (2013). Lost in information? – Sozialpsychologische Aspekte der Selektion und Rezeption von journalistischen Online-Angeboten. Stuttgart: Kohlhammer.
• Winter, S., & Krämer, N. C. (2012). Selecting science information in Web 2.0: How source cues, message sidedness, and need for cognition influence users’ exposure to blog posts. Journal of Computer-Mediated Communication, 18, 80–96. https://doi.org/10.1111/j.1083-6101.2012.01596.x
• Winter, S., Krämer, N. C., Appel, J., & Schielke, K. (2010). Information selection in the blogosphere – The effect of expertise, community rating, and age. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd annual conference of the Cognitive Science Society (pp. 802–807). Austin, TX: Cognitive Science Society.

January 2010–December 2012, Federal Ministry of Education and Research (BMBF) Foodweb 2.0: Development and Evaluation of Web 2.0 Technologies for Strengthening Education and Innovation in the Food Industry

Partner:  reflactAG; Foodprocessing Initiative (FPI) e.V.; innowise GmbH, bfw – Unternehmen für Bildung; Lebensmittel-insititut KIN e.V.; NEW.S Nordrhein-Westfälische ErnährungsWirtschaft – Sozialpartnerprojekt e.V.; Zentralfachschule der Deutschen Süßwarenwirtschaft e.V. (ZDS)

Responsible people: Nicole Sträfling, Tina Ganster, Nicole Krämer

Brief description: The FoodWeb 2.0 project focuses on the development, creation, and evaluation of a Web 2.0 platform that allows employees and managers in the food industry to continue their education flexibly, independent of time and location. Unlike traditional e-learning platforms, this one integrates Web 2.0 functionalities such as communication and interaction tools, fostering the creation of a dynamic learning and knowledge-sharing community. The platform encourages long-term engagement and knowledge exchange among employees from different companies through a tailored incentive system. Learning content evolves through user interactions, such as comments and contributions, turning static materials into a collaborative and continually growing knowledge base. To ensure the platform meets the diverse needs of its target audience, the project includes an initial needs analysis, focusing on the motivations and preferences of employees, including low-skilled workers, and ongoing surveys to monitor usage patterns. A concept for tailored incentive systems will also be developed based on these insights.

Central publications:

• Malzahn, N., Ganster, T., Sträfling, N., Krämer, N., & Hoppe, H. U. (2013). Motivating students or teachers? Challenges for a successful implementation of online-learning in industry-related vocational training. In D. Hernández Leo, T. Ley, R. Klamma & A. Harrer (Eds.), Technology Enhanced Learning EC-TEL 2013: Scaling up Learning for Sustained Impact (pp. 191–204). Springer. https://doi.org/10.1007/978-3-642-40814-4_16
• Hoppe, H. U., Kerres, M., Köhler, T., Krämer, N. C., Martens, A., Schneider, D. K., de Witt, C. & Malzahn, N. (2011). Web2.0 in der beruflichen Weiterbildung. In S. Friedrich, A. Kienle, & H. Rohland (Hrsg.), Workshop Web2.0 in der beruflichen Weiterbildung im Rahmen der DeLFI 2011 (S. 2–3). TUDpress. 
  https://nbn-resolving.org/urn:nbn:de:bsz:14-qucosa-77317
• Sträfling, N., Ganster, T., Grundig, S. A. & Krämer, N. C. (2011). Anreizesysteme in der Weiterbildung mittels Web 2.0 Technologien. In S. Friedrich, A. Kienle, H. Rohland (Hrsg.), Workshop Web2.0 in der beruflichen Weiterbildung im Rahmen der DeLFI 2011, (S. 38–43). TUDpress.

2009–2011, German Research Foundation (DFG) The relative importance of information source and information complexity for selection and processing of science information in the Internet

Website: http://wissenschaftundoeffentlichkeit.de/en/people-projects/publications/the-relative-importance-of-information-source-and-information-complexity-for-selection-and-processing-of-science-information-in-the-internet-3/

Responsible people: Stephan Winter, Nicole Krämer

Brief description: The Internet is increasingly being used to obtain information on science-related everyday issues. As part of current developments on the World Wide Web towards what is known as Web 2.0, information disseminated by laypeople in blogs or forums can also be increasingly accessed. The aim is to examine the extent to which the models for information retrieval, which have so far been predominantly influenced by cognitive psychology, need to be supplemented by social and media psychology approaches in light of this heterogenization of authors. Specifically, the extent to which findings from persuasion research can be transferred to information retrieval and selection will be analyzed. Three consecutive experimental and quasi-experimental laboratory studies will examine the influence of the stated and attributed expertise of the source, the type of message design, and the individual's ability to process the information. Based on social and media psychological theories (Yale studies on persuasion, elaboration likelihood model, selective exposure, knowledge gap hypothesis), it is assumed that, in addition to information about the source, the design of the message in particular can be a criterion for selecting information. It is assumed that two-sided messages, i.e., those that are fragile and conflicting in nature, are particularly avoided by people who have a lower ability to process information due to a lack of (prior) knowledge. The discussion of science-related information on the controversy surrounding the effect of violent media content on children and adolescents is chosen as an example scenario.

Central publications:

• Winter, S., Krämer, N. C., Rösner, L., & Neubaum, G. (2015). Don’t keep it (too) simple: How textual representations of scientific uncertainty affect laypersons’ attitudes. Journal of Language and Social Psychology, 34, 251–272. https://doi.org/10.1177/0261927X14555872
• Winter, S., & Krämer, N. C. (2014). A question of credibility – Effects of source cues and recommendations on information selection on news sites and blogs. Communications – The European Journal of Communication Research, 39, 435–456. https://doi.org/10.1515/commun-2014-0020
• Krämer, N. C., & Winter, S. (2014). Selektion und Rezeption von wissenschaftsbezogenen Informationen aus dem Internet – Entwicklung eines theoretischen Modells und Implikationen für instruktionale Settings. Unterrichtswissenschaft – Zeitschrift für Lernforschung, 42, 39–54.
• Winter, S. (2013). Lost in information? – Sozialpsychologische Aspekte der Selektion und Rezeption von journalistischen Online-Angeboten. Stuttgart: Kohlhammer.
• Winter, S., & Krämer, N. C. (2012). Selecting science information in Web 2.0: How source cues, message sidedness, and need for cognition influence users’ exposure to blog posts. Journal of Computer-Mediated Communication, 18, 80–96. https://doi.org/10.1111/j.1083-6101.2012.01596.x
• Winter, S., Krämer, N. C., Appel, J., & Schielke, K. (2010). Information selection in the blogosphere – The effect of expertise, community rating, and age. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd annual conference of the Cognitive Science Society (pp. 802–807). Austin, TX: Cognitive Science Society.

2009–2010, EU 7th Framework Programme SERA: Social engagement with robots and agents

Responsible people: Sabrina Eimler; Astrid Rosenthal-von der Pütten, Nicole Krämer

Brief description: Getting people to engage with robotic and virtual artifacts is easy, but keeping them engaged over time is hard: robots and agents lack some fundamental capabilities which can be summarized as sociability. Sociability involves perceptiveness of and responsiveness to individuals' and groups' needs, moods, habits, situations, cultural background, social norms and conventions. The research community has realized the problem, but approaches, so far, have been dispersed and disjoint. If robots and agents are to become companions in people’s lives, with assistive, coaching, monitoring, or educational roles, they will have to blend into these lives seamlessly. SERA is innovative in that it addresses sociability holistically, by advancing knowledge about what sociability in robots and agents entails, by developing methodology to analyze and evaluate it, and by making available research resources and platforms. SERA will, to this purpose, undertake real-life extended field studies of users’ engagement with robotic devices. Sociability also has to be built into robot and agent architectures from scratch. The goal here is to research and implement an architecture that caters for both background (cultural, normative, etc.) and situational individual (theory of mind, adaptivity, responsiveness) practices and needs of users, with the guiding principle of pervasive affectivity. Assistive robots and agents who are to become true companions, e.g., for elderly or homebound people, have to be versatile in functionality and identity (style, personality) depending on the service they are required to deliver, such as (reactive) social mediators, (in turn reactive and proactive) information assistants, or as (proactive) coaches or monitors, e.g., with health-related tasks. SERA will develop pilots of such intertwined interactive service applications for a robotic device.

Central publications:

• Eimler, S.C., Krämer, N.C., & von der Pütten, A. (2011). Determinants of Acceptance and Emotion Attribution in Confrontation with a Robot Rabbit. Applied Artificial Intelligence, 25(6), 747–502.
• Krämer, N. C., Eimler, S., von der Pütten, A., & Payr, S. (2011). “Theory of companions” What can theoretical models contribute to applications and understanding of human-robot interaction? Applied Artificial Intelligence, 25(6), 503–529.
• Von der Pütten, A.M., Krämer, N.C., Eimler, S.C. (2011). Living with a Robot Companion - Empirical Study on the Interaction with an Artificial Health Advisor. In Proceedings of the 11th International Conference on Multimodal Interaction, ICMI´11, November 14-18, 2011, Alicante, Spain.
• Krämer, N. C., von der Pütten, A., & Eimler, S. (2012). Human-Agent and Human-Robot Interaction Theory: Similarities to and differences from human-human interaction. In M. Zacarias & J. de Oliveira (Eds.), Human-Computer Interaction: The Agency Perspective (pp. 215-240). Berlin: Springer.

2008–2010, German Research Foundation (DFG), DFG-Network Assessing and Augmenting Instructional Communication in Computer Supported Settings

Partners: Prof. Dr. Nikol Rummel (Ruhr University Bochum)

Brief description: The network initiative focuses on instructional communication in computer-supported settings. Goals when analyzing instructional communication are: 1) understanding variables associated with successful communication in instructional settings, and 2) deducing principles in order to design instructional communication more effectively. In line with these goals, the objective of this initiative is to establish a network among researchers from the areas of educational/cognitive psychology, computer science/educational technology, and communication/social psychology whose work focuses on different aspects of instructional communication in computer-supported settings. We aim at pooling competences in order to arrive at a comprehensive account of factors relevant for instructional communication in computer-supported settings. Furthermore, we seek to achieve synergies by discussing and experimenting with our differing methodological approaches to analyzing instructional communication. Third, we plan to discuss prerequisites and develop future guidelines for adaptive, individualized instructional communication in computer-supported instructional settings. Participants of the network are German researchers from centers of excellence in the targeted field of research, and some U.S. researchers, partly located at Science of Learning Centers. The research contacts that form the basis of this network proposal were initiated by a German-American Exchange Program on “Technologies in Education”, co-funded by the Deutsche Forschungsgemeinschaft (DFG) and the US National Science Foundation (NSF). With the proposed scientific network, we build upon these contacts and create a framework to support us in working towards joint goals in a systematic way across three workshops, aiming to compile a corresponding special issue in a major international journal, a methodological paper, and a review article by the participating junior scientists.

Central publications:

• Deiglmayr, A., Paus, E., McCall, C., Mullins, D., Berthold, K., Wittwer, J., Krämer, N., & Rummel, N. (2013). Towards an integration of the learning perspective and the communication perspective in computer-supported instructional communication. Journal of Media Psychology, 25(4), 180–189.
• Rummel, N. & Krämer, N. C. (2010). Computer-Supported Instructional Communication: A Multidisciplinary Account of Relevant Factors. Educational Psychology Review, 22(1), 1–7.
• Krämer, N. C. & Bente, G. (2010). Personalising e-learning. The social effects of pedagogical agents. Educational Psychology Review, 22(1), 71–87.

2008–2009, EU Lifelong learning program DREAD-ED: Disaster Readiness through education

Partners: TILS (Italy), University of Naples (Italy), Civil Protection Agency (Italy), University of Duisburg-Essen (Germany), University of Lincoln (United Kingdom), and AHLSTROM (France)

Responsible people: Nina Haferkamp, Nicole Krämer

Brief description: Nowhere in the world is immune from the risk of natural or man-made disasters: earthquakes, floods, extreme weather, major industrial accidents, terrorist attacks, epidemics. The key to reducing mortality and damage is advance planning and training. Those at risk need to learn how to react to specific events (e.g. earthquakes). And they need transversal skills: effective communication and understanding of information under conditions of stress; problem solving in conditions in which available information may be partial and contradictory; rational decision-making in the face of competing demands.
The goal of DREAD-ED is to develop and validate an innovative, technology-based teaching methodology to provide this preparation. The proposed methodology responds to a broad community need and will be designed to support the delivery of cost-effective training to the broad range of different target populations. The learning methodology proposed by DREAD-ED is based on the concept of experiential learning: to acquire new competences learners should be placed in situations where they can experiment with these competences under safe conditions. To this end, the training proposed by the project will take the form of role playing in a PC-based, online Virtual Environment. Within this environment, supervised by an online tutor, learners from different backgrounds (e.g emergency workers, officials in local and central government, school teachers and principals, family and hospital doctors, telecoms managers, managers in industry, ordinary citizens, and school children) will simulate group interactions and individual decision-making during a simulated disaster. At the end of each session, learners and tutor will watch and discuss recordings of the session, identifying strategies leading to improved outcomes.
DREAD-ED will define a learning methodology, design and implement the virtual environment, design the specific scenarios to be used during the training, set up and manage the technological infrastructure required to deliver the training, and test the training in 4 different European countries. The tests will take place in two rounds – the first (in year 1) designed to improve the design of the methodology and the technology tools, the second (in year 2) to test its effectiveness. The trials will take place in Italy, Germany, and France and will involve different disaster scenarios and different target populations in each country. The evaluation of outcomes will be based on a shared evaluation protocol. A major effort will be dedicated to valorization. The valorization effort will include two international conferences, publications, and contacts with media.

Central publications:

• Haferkamp, N., Krämer, N. C., Linehan, C. & Schembri, M. (2011). Training Disaster Communication by means of Serious Games in Virtual Environments. Entertainment Computing, 2(2), 81–88.
• Haferkamp, N. & Krämer, N. C. (2010). Disaster Readiness through Education - Training Soft Skills to Crisis Units by means of Serious Games in Virtual Environments. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstädt, & V. Dimitrova (Eds.) Sustaining TEL: From Innovation to Learning and Practice. Proceedings of EC-TEL 2010. Berlin: Springer.
• Haferkamp, N. & Krämer, N. C. (2010). Krisenkommunikation in Virtuellen Realitäten – Evaluation eines Serious Games zum Training von Soft Skills in Krisenstäben. Gruppendynamik und Organisationsberatung, 41(4), 357-373. DOI: 10.1007/s11612-010-0123-6
• Linehan, C., Lawson, S., Doughty, M., Kirman, B., Haferkamp, N., Krämer, N. C., Schembri, M. & Nigrelli, M. L. (2011). Teaching Group Decision Making Skills to Emergency Managers via Digital Games. In A. Lugmayr, H. Franssila, P. Näränen, O. Sotamaa, & J. Vanhala (Eds.), Media in the Ubiquitous Era: Ambient, Social, and Gaming Media (pp. 111-129). IGI Global.

2009–2012 DFG-Network: Young Scholars' Network on Privacy and Web 2.0

Website: https://gepris.dfg.de/gepris/projekt/161857057?context=projekt&task=showDetail&id=161857057&

Partners: Prof. Dr. Sabine Trepte (University of Hohenheim)

Responsible people: Nina Haferkamp, Nicole Krämer