piwik-script

Deutsch Intern
Psychology of Communication and New Media

Publications

Journal Articles

Trepte, S., Reinecke, L., Gimmler, R., Gleich, U., Winter, S., Frischlich, L., Krämer, N., Appel, M., Hutmacher, F., Mengelkamp, C., Stein J.-P., & Weber, S. (2023). Berufsfelder der Medienpsychologie. http://nbn-resolving.de/urn:nbn:de:bsz:100-opus-21288

Winkler, J. R., Mengelkamp, C., & Appel, M. (2022). Real-time responses to stories: Linking valence shifts to post-exposure emotional flow and transportation. Communication Research Reports, 39(5), 237-247. https://doi.org/10.1080/08824096.2022.2119380

Appel, M., & Mengelkamp, C. (2022). Watching videos on a smartphone: Do small screens impair narrative transportation? Media Psychology 25(5), 653-674. https://doi.org/10.1080/15213269.2021.2025109

Grundgeiger, T., Ertle, F., Diethei, D., Mengelkamp, C., & Held, V. (2022). Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-022-10148-0

Mihalca, L., Mengelkamp, C., Brendea, G., & Metz, D. (2022). Job attribute preferences of incoming university students and newly-hired employees in the context of the romanian labour market. Journal of East European Management Studies, 27(1), 31-63. https://doi.org/10.5771/0949-6181-2022-1-31

Mihalca, L., & Mengelkamp, C. (2020). Effects of induced levels of prior knowledge on monitoring accuracy and performance when learning from self-regulated problem solving. Journal of Educational Psychology, 112(4), 795-810. https://doi.org/10.1037/edu0000389

Pieger, E., Mengelkamp, C., & Bannert, M. (2018). Disfluency as a desirable difficulty – The effects of letter deletion on monitoring and performance. Frontiers in Education - Educational Psychology, 3, Aricle101. https://doi.org/10.3389/feduc.2018.00101

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. https://doi.org/10.1016/j.compedu.2018.06.015

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. https://doi.org/10.1155/2017/2148139

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. https://doi.org/10.1007/s11409-017-9173-2 

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. https://doi.org/10.1002/acp.3326 

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. https://doi.org/10.1016/j.learninstruc.2016.01.012

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. https://doi.org/10.1515/bmt-2014-0116

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. https://doi.org/10.1016/j.chb.2015.05.038

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. https://doi.org/10.1016/j.cedpsych.2015.01.001 

Schnotz, W., Mengelkamp, C., Baadte, C., & Hauck, G. (2014). Focus of Attention and Choice of Text Modality in Multimedia Learning. European Journal of Psychology of Education, 29, 483-501. https://doi.org/10.1007/s10212-013-0209-y

Frey, A., Mengelkamp, C., & Riebel, J. (2010). Ein Vergleich von theoriegeleiteter und faktorenanalytischer Skalenbildung beim Beobachtungsbogen für Kinder (BBK 3-6). Empirische Pädagogik, 24, 224-244.

Mengelkamp, C., & Bannert, M. (2010). Accuracy of confidence judgments: Stability and generality in the learning process and predictive validity for learning outcome. Memory and Cognition, 38, 441-451. https://doi.org/10.3758/MC.38.4.441

Bannert, M., Hildebrand, M., & Mengelkamp, C. (2009). Effects of a metacognitive support device in learning environments. Computers in Human Behaviour, 25, 829–835. https://doi.org/10.1016/j.chb.2008.07.002

Mengelkamp, C., & Bannert, M. (2009). Judgements about knowledge: searching for factors that influence their validity. Electronic Journal of Research in Educational Psychology, 7(1), 163-190.

Bannert, M., & Mengelkamp, C. (2008). Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning? Metacognition and Learning, 3, 39-58. https://doi.org/10.1007/s11409-007-9009-6

Frey, A., & Mengelkamp, C. (2007). Auswirkungen von Sport und Bewegung auf die Entwicklung von Kindergartenkindern. Bildungsforschung, 4(1), 1-19.

Lang, D., Mengelkamp, C., Jäger, R. S., Geoffroy, D., Billaud, M., & Zimmer, T. (2007). Pedagogical evaluation in eMerge project.European Journal of Engineering Education, 32(1), 57-72. https://doi.org/10.1080/03043790601055626

Mengelkamp, C., & Jäger, R. S. (2007). Self-estimates of attention performance. Psychology Science, 49, 223-237.

Lang, D., Mengelkamp, C., & Jäger, R. S. (2004). Entwicklung von Testverfahren zur Berufsberatung von Schülern. Empirische Pädagogik, 18, 281-302.

Chapters, Conference Contributions & Other Publications

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

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. https://doi.org/10.1177/1541931213601651

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. https://doi.org/10.1057/9781137467744_3 

Bannert, M., & Mengelkamp, C. (2013). Scaffolding Hypermedia Learning through Metacognitive Prompts. In R. Azevedo & V. Aleven. (Eds). International Handbook of Metacognition and Learning Technologies (pp. 171-186). Springer Science. https://doi.org/10.1007/978-1-4419-5546-3_12 

Mengelkamp, C., & Bannert, M. (2012). Confidence judgments in learning. In N. M. Seel (Ed.), Encyclopledia of the sciences of learning (pp. 756-759). Springer. https://doi.org/10.1007/978-1-4419-1428-6

Schnotz, W., Baadte, C., Johnson, A., & Mengelkamp, C. (2012). Knowledge acquisition from verbal and pictorial information. In J. R. Kirby & M. L. Lawson (Eds.), Enhancing the quality of learning (pp. 339-365). Cambridge University Press. https://doi.org/10.1017/CBO9781139048224.019

Mengelkamp, C., Brock, K., Teuscher, B., Schmid, S., Streib, A., & Jäger, R. S. (2010). Stabilität und Validität von Maßen der metakognitiven Überwachung während einer Vorlesung. In B. Schwarz, P. Nenniger & R. S. Jäger (Eds.), Erziehungswissenschaftliche Forschung - nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung Empirische Bildungsforschung / AEPF-KBBB im Frühjahr 2009 (Vol. 28, pp. 324-329). Verlag Empirische Pädagogik.

Mengelkamp, C. (2009). Metakognitionen zur Aufmerksamkeitsfähigkeit und zum Lernen: Methodische Verfahren und Implikationen. Dissertation, Universität Koblenz-Landau.

Schröter, Y., Mengelkamp, C., & Jäger, R. S. (2008). Key concept multiculturalism: survey of elites on dual citizenship in germany. In D. Kalekin-Fishman & P. Pitkänen (Eds.), An emerging institution? Multiple citizenship in europe - views of officials (Vol. 419, pp. 91-125). Peter Lang.

Jäger, R. S., & Mengelkamp, C. (2006). Das Bildungsbarometer: Begründung, Implementation und erste Ergebnisse. In I. Hosenfeld & F.-W. Schrader (Eds.), Schulische Leistung. Grundlagen, Bedingungen, Perspektiven (pp. 41-63). Waxmann.

Mengelkamp, C., & Schröter, Y. M. (2005). Elitenbefragung zur mehrfachen Staatsangehörigkeit in Deutschland. In Y. M. Schröter, C. Mengelkamp & R. S. Jäger (Eds.), Doppelte Staatsbürgerschaft - ein gesellschaftlicher Diskurs über Mehrstaatigkeit (S. 142-170). Verlag Empirische Pädagogik.

Schröter, Y. M., Mengelkamp, C., & Jäger, R. S. (Eds.). (2005). Doppelte Staatsbürgerschaft - ein gesellschaftlicher Diskurs über Mehrstaatigkeit. Verlag Empirische Pädagogik.