English Intern


    Hier finden Sie alle Publikationen mit Beteiligung des Lehrstuhls der letzten drei Jahre (seit 2015).

    In Press / 2019

    Aichele, T., & Bannert, M. (2019). Comparing the Effects of Marginalia and Topic Sentences in Educational Hypermedia. Journal of Educational Multimedia and Hypermedia, 28(2)

    Pieger, E., Mengelkamp, C., & Bannert, M. (in press). Disfluency as a desirable difficulty – The effects of letter deletion on monitoring and performance. Frontiers in Education - Educational Psychology. doi: 10.3389/feduc.2018.00101

    Appel, M., Slater, M. D., & Oliver, M. B. (in press). Repelled by virtue? The dark triad and eudaimonic narratives. Media Psychology.

    Isberner, M.-B., Richter, T., Schreiner, C., Eisenbach, Y., Sommer, C., & Appel, M. (in press). Empowering stories: Transportation into narratives with strong protagonists increases self-related control beliefs. Discourse Processes.

    Krause, S. & Appel, M. (in press). Stories and the self: Assimilation, contrast, and the role of being transported into the narrative world. Journal of Media Psychology.

    Appel, M. & Weber, S. (in press). Do mass mediated stereotypes harm members of negatively stereotyped groups? A meta-analytical review on media-generated stereotype threat and stereotype lift. Communication Research.[pdf]

    Appel, M., Schreiner, C., Weber, S., Mara, M., & Gnambs, T (in press). Intensity of Facebook use is associated with lower self-concept clarity: Cross-sectional and longitudinal evidence. Journal of Media Psychology. [pdf]

    Gnambs, T., Stasielowicz, L., Wolter, I., & Appel, M. (in press). Do computer games jeopardize educational outcomes? A prospective study on gaming times and academic achievement. Psychology of Popular Media Culture. https://doi.org/10.1037/ppm0000204. [pdf]

    Slater, M., Oliver, M. B., & Appel, M. (in press). Poignancy and mediated wisdom of experience: Narrative impacts on willingness to accept delayed rewards. Communication Research. [link]

    Stein, J.-P., Lu, X., & Ohler, P. (in press). Mutual perceptions of Chinese and German students at a German university: Stereotypes, media influence, and evidence for a negative contact hypothesis. Compare. doi.org/10.1080/03057925.2018.1477579

    Stiglbauer, B., & Weber, S. (in press). A picture paints a thousand words: The influence of taking selfies on place identification. Journal of Environmental Psychology.   https://doi.org/10.1016/j.jenvp.2018.07.007

    Weber, S., & Steffens, M.C. (in press). Die Bedeutung sozialer Identitäten und Gruppenstereotype in Bezug auf Migrationshintergrund und Geschlecht. In P. Genkova & A. Riecken (Eds.), Handbuch Migration und Erfolg. Wiesbaden: Springer.  doi.org/10.1007/978-3-658-18403-2       



    Schreiner, C., Appel, M., Isberner M.-B., & Richter, T. (2018). Argument strength and the persuasiveness of stories. Discourse Processes, 55, 371-386. [pdf]

    Oliver, M. B., Raney, A. A., Slater, M. D., Appel, M., Hartmann, T., Bartsch, A., Schneider, F. M., Janicke, S. H., Krämer, N., Mares, M.-L., Vorderer, P., Rieger, D., Dale, K. R., & Das, E. (2018). Self-transcendent media experiences: Taking meaningful media to a higher level. Journal of Communication, 68, 380-389.

    Deublein, A., Pfeifer, A., Merbach, K., Bruckner, K., Mengelkamp, C., & Lugrin, B. (2018). Scaffolding of motivation in learning using a social robot. Computers & Education, 125, 182-190. doi:10.1016/j.compedu.2018.06.015

    Gnambs, T., & Appel, M. (2018). Narcissism and social networking behavior: A meta-analysis. Journal of Personality, 86, 200-212. [pdf]

    Knop-Hülß, K., Winkler, J. R., & Penzel, J. (2018). Being POPC together: Permanent connectedness and group dynamics. In P. Vorderer, D. Hefner, L. Reinecke, & C. Klimmt (Eds.), Permanently online, permanently connected. Living and communicating in a POPC world (S. 129-139). New York: Routledge.

    Koban, K., Stein, J.-P., Eckhardt, V., & Ohler, P. (2018). Quid pro quo in Web 2.0. Connecting personality traits and Facebook usage intensity to uncivil commenting intentions in public online discussions. Computers in Human Behavior, 79,  9–18.   doi.org/10.1016/j.chb.2017.10.015.

    Marker, C., Gnambs, T., Appel, M. (2018). Active on Facebook and  failing at school? Meta-analytic findings on the relationship between  online social networking activities and academic achievement.  Educational Psychology Review, 30, 651-677. [pdf]

    Mengelkamp, C., & Baadte, C. (2018). Einsatz von Medien im Schulunterricht (2. Aufl.). In I. C. Vogel (Hrsg.), Kommunikation in der Schule (S. 152-176). Bad Heilbrunn: Klinkhardt UTB.

    Slater, M. D., Oliver, M. B., Appel, M., Tchernev, J. M., & Silver, N. A. (2018). Mediated wisdom of experience revisited: Delay discounting, acceptance of death, and closeness to future self. Human Communication Research, 44, 80-101.

    Stein, J.-P., & Ohler, P. (2018). Saving face in front of the computer? Culture and attributions of human likenes influence users’ experience of automatic facial emotion recognition. Frontiers in Digital Humanities, 7, 18.doi.org/10.3389/fdigh.2018.00018

    Weber, S., Kronberger, N., & Appel, M. (2018). Immigrant students’ educational trajectories: The influence of cultural identity and stereotype threat. Self & Identity, 17, 211-235. [pdf]

    Weichhart, G., Stary, C., & Appel, M. (2018). The Digital Dalton Plan: Progressive education as integral part of web-based learning environments. Knowledge Management & E-Learning, 10, 25–52.


    Diethei, D., Ertle, F., Grundgeiger, T., Mengelkamp, C., & Held, V. (2017). E-Learning vs. E-Learning with Hands-on: An Experimental Study to Improve Clinical Skills. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 61, 660-660. doi:10.1177/1541931213601651

    Gebbers, T., De Wit, J., & Appel, M. (2017). Transportation into narrative worlds and the motivation to change health-related behavior. International Journal of Communication, 11, 4886-4906. [pdf]

    Gnambs, T. & Appel, M. (2017). Is computer gaming associated with cognitive abilities? A population study among German adolescents. Intelligence, 61, 19-28. [pdf]

    Lischetzke, T., Izydorczyk, D., Hüller, C., & Appel, M. (2017). The topography of the uncanny valley and individuals’ need for structure: A nonlinear mixed effects analysis. Journal of Research in Personality, 68, 96-113. [pdf]

    Mihalca, L., Mengelkamp, C., & Schnotz, W. (2017). Accuracy of metacognitive judgments as a moderator of learner control effectiveness in problem-solving tasks. Metacognition and Learning, 12, 357-379.doi:10.1007/s11409-017-9173-2

    Münchow, H., Mengelkamp, C., & Bannert, M. (2017). The better you feel the better you learn -  Do warm colours and rounded shapes enhance learning outcome in multimedia learning? Educational Research International, 2017, 1-15. doi:10.1155/2017/2148139

    Pieger, E., Mengelkamp, C., & Bannert, M. (2017). Fostering analytic metacognitive processes and reducing overconfidence by disfluency: The role of contrast-effects. Applied Cognitive Psychology, 31, 291–301.doi:10.1002/acp.3326 

    Rieger, D., Schmitt, J. B., Ernst, J., Winkler, J. & Roth, H.-J. (2017). Propaganda im Schulunterricht. Förderung von Medienkritikfähigkeit als Präventionsarbeit gegen Extremismus [Propaganda in school teaching. Fostering critical media literacy as prevention of radicalization]. Praxis Schulpsychologie,12, 4-5.

    Stein, J.-P. (2017).Cloud Strife. In J. Banks, R. Meija, & A. Adams (eds.), 100 Greatest Video Game Characters (pp. 39–40). Lanham, USA: Rowman & Littlefield.

    Stein, J.-P., & Ohler, P. (2017). Venturing into the uncanny valley of mind—The influence of mind attribution on the acceptance of human-like characters in a virtual reality setting. Cognition, 160, 43–50. doi.org/10.1016/j.cognition.2016.12.010


    Appel, M. (2016). „Immer online, immer allein?“ – Zu den Auswirkungen des digitalen Wandels. In W. Lenhard (Hrsg.), Verhaltensstörungen im Jugendalter: Ausgewählte Determinanten und Phänomene (S. 58-65). Heidelberg: Springer.

    Appel, M., Krause, S., Gleich, U., & Mara, M. (2016). Meaning through fiction: Science Fiction and innovative technologies. Psychology of Aesthetics, Creativity, and the Arts, 10, 472-480 [pdf] 

    Appel, M., Weber, S., Krause, S., & Mara, M. (2016). On the eeriness of service robots with emotional capabilities. In The Eleventh ACM/IEEE International Conference on Human Robot Interaction (pp. 411-412). IEEE Press.

    Batinic, B., Appel, M., & Gnambs, T. (2016). Examining individual differences in interpersonal influence: On the psychometric properties of the Generalized Opinion Leadership Scale (GOLS). Journal of Psychology: Interdisciplinary and Applied, 150, 88-101. [pdf]

    Pieger, E., Mengelkamp, C., & Bannert, M. (2016). Metacognitive judgments and disfluency - Does disfluency lead to more accurate judgments, better control, and better performance? Learning and Instruction., 44, 31-40. doi:10.1016/j.learninstruc.2016.01.012


    Appel, M. & Schreiner, C. (2015). Leben in einer digitalen Welt: Wissenschaftliche Befundlage und problematische Fehlschlüsse. Stellungnahme zur Erwiderung von Spitzer (2015). Psychologische Rundschau, 66, 119-123. [pdf]

    Appel, M., Gnambs, T., Richter, T., & Green, M. (2015). The Transportation Scale-Short Form (TS-SF). Media Psychology, 18, 243–266. [pdf]

    Appel, M., Weber, S., & Kronberger, N. (2015). The influence of stereotype threat on immigrants: Review and meta-analysis. Frontiers in Psychology, 6:900. [link]

    Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015). Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance. Computers in Human Behavior, 52, 293-306. doi: 10.1016/j.chb.2015.05.038

    Gnambs, T., Appel, M., & Oeberst, A. (2015). Color red and risk-taking in online environments. PLOS ONE, 10(7): e0134033. [link]   

    Grundgeiger, T., Kolb, L., Korb, M. O., Mengelkamp, C., & Held, V. (2015). Training students to use syringe pumps: An experimental comparison of e-learning and classroom training. Biomedical Engineering / Biomedizinische Technik,61(2), 211-220. doi: 10.1515/bmt-2014-0116

    Mara, M. & Appel, M. (2015). Effects of lateral head tilt on user perceptions of android robots. Computers in Human Behavior, 44, 326-334. [link]

    Mara, M. & Appel, M. (2015). Roboter im Gruselgraben. Warum uns menschenähnliche Maschinen oft unheimlich sind. In-Mind 05/15. [link]

    Mara, M. & Appel, M. (2015). Science fiction reduces the eeriness of android robots: A field experiment. Computers in Human Behavior, 48, 156-162. [link]

    Marker, C., & Schneider, F. M. (2015). Further evidence for the validity of the Need Inventory of Sensation Seeking. Personality and Individual Differences, 77, 41-44.

    Mihalca, L., Mengelkamp, C., Schnotz, W., & Paas, F. (2015). Completion problems can reduce the illusions of understanding in a computer-based learning environment on genetics. Contemporary Educational Psychology, 41, 157–171. doi:10.1016/j.cedpsych.2015.01.001

    Mihalca, L., Schnotz, W., & Mengelkamp, C. (2015). Self-regulation in computer-based learning environments: effects of learner characteristics and instructional support. In W. Schnotz, A. Kauertz, H. Ludwig, A. Müller & J. Pretsch (Eds.), Multidisciplinary Research on Teaching and Learning (pp. 44-67). Palgrave Macmillan: Basingstoke, UK.

    Weber, S., Appel, M., & Kronberger, N. (2015). Stereotype threat and the cognitive performance of adolescent immigrants: The role of cultural identity strength. Contemporary Educational Psychology, 42, 71-81. [pdf]

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