English Intern
    Kommunikationspsychologie und Neue Medien


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

    Zeitschriftenartikel (peer-reviewed, ab 2015)

    In press

    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. https://doi.org/10.1177/0093650217715543

    Marker, C., Gnambs, T., & Appel, M. (in press). Exploring the myth of the chubby gamer: A meta-analysis on sedentary video gaming and body mass. Social Science and Medicine. https://doi.org/10.1016/j.socscimed.2019.05.030

    Oschatz, C., & Marker, C. (in press). Long-term persuasive effects in narrative communication research: A meta-analysis. Journal of Communication.


    Appel, M., Izydorczyk, D., Weber, S., Mara, M., & Lischetzke, T. (2020). The uncanny of mind in a machine: Humanoid robots as tools, agents, and experiencers. Computers in Human Behavior, 102, 274-286. https://doi.org/10.1016/j.chb.2019.07.031

    Appel, M.Marker, C., & Gnambs, T. (2020). Are social media ruining our lives? A review of meta-analytic evidence. Review of General Psychology, 24, 60-74. https://doi.org/10.1177/1089268019880891

    Gnambs, T., Stasielowicz, L., Wolter, I., & Appel, M. (2020). Do computer games jeopardize educational outcomes? A prospective study on gaming times and academic achievement. Psychology of Popular Media, 9, 69-82. https://doi.org/10.1037/ppm0000204

    Krause, S., & Appel, M. (2020). Stories and the self: Assimilation, contrast, and the role of being transported into the narrative world. Journal of Media Psychology, 32(2), 47–58. https://doi.org/10.1027/1864-1105/a000255

    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

    Stein, J.-P., Appel, M., Jost, A., & Ohler, P. (2020). Matter over mind? How the acceptance of digital entities depends on their appearance, mental prowess, and the interaction between both. International Journal of Human-Computer Studies, 142, 102463. https://doi.org/10.1016/j.ijhcs.2020.102463 

    Tiede, K., & Appel, M. (2020). Reviews, expectations, and the experience of stories. Media Psychology 23(3), 365-390. https://doi.org/10.1080/15213269.2019.1602055   


    Aichele, T., & Bannert, M. (2019). Comparing the effects of marginalia and topic sentences in educational hypermedia. Journal of Educational Multimedia and Hypermedia, 28(2), 117-138.

    Appel, M., & Gnambs, T. (2019). Shyness and social media use: A meta-analytic summary of moderating and mediating effects. Computers in Human Behavior, 98, 294-301. https://doi.org/10.1016/j.chb.2019.04.018

    Appel, M., Krisch, N., Stein, J. P., & Weber, S. (2019). Smartphone zombies! Pedestrians’ distracted walking as a function of their fear of missing out. Journal of Environmental Psychology, 63, 130-133. https://doi.org/10.1016/j.jenvp.2019.04.003 

    Appel, M., Marker, C., & Mara, M. (2019). Otakuism and the appeal of sex robots. Frontiers in Psychology, 10:569. https://doi.org/10.3389/fpsyg.2019.00569

    Appel, M., Schreiner, C., Isberner, M.-B., & Richter, T. (2019). The mediating role of event-congruent emotions in narrative persuasion. Poetics, 77, 101385. https://doi.org/10.1016/j.poetic.2019.101385

    Appel, M., Slater, M. D., & Oliver, M. B. (2019). Repelled by virtue? The dark triad and eudaimonic narratives. Media Psychology, 22, 769-794. https://doi.org/10.1080/15213269.2018.1523014

    Gnambs, T., & Appel, M. (2019). Are robots becoming unpopular? Changes in attitudes towards autonomous robotic systems in Europe. Computers in Human Behavior, 93, 53-61. https://doi.org/10.1016/j.chb.2018.11.045

    Isberner, M.-B., Richter, T., Schreiner, C., Eisenbach, Y., Sommer, C., & Appel, M. (2019). Empowering stories: Transportation into narratives with strong protagonists increases self-related control beliefs. Discourse Processes, 56, 575-598. https://doi.org/10.1080/0163853X.2018.1526032

    Slater, M. D., Oliver, M. B., & Appel, M. (2019). Poignancy and mediated wisdom of experience: Narrative impacts on willingness to accept delayed rewards. Communication Research, 46, 333-354. https://doi.org/10.1177/0093650215623838

    Stein, J.-P., Krause, E., & Ohler, P. (2019). Every (Insta-)gram counts? Applying cultivation theory to explore the effects of Instagram on young users ' body image. Psychology of Popular Media Culture. Advance publication online. https://doi.org/10.1037/ppm0000268 

    Stein, J.-P., Liebold, B., & Ohler, P. (2019). Stay back, clever thing! Linking situational control and human uniqueness concerns to the aversion against autonomous technology. Computers in Human Behavior, 95, 73–82. https://doi.org/10.1016/j.chb.2019.01.021 

    Stiglbauer, B., Weber, S., & Batinic, B. (2019). Does your health really benefit from using a self-tracking device? Evidence from a longitudinal randomized control trial. Computers in Human Behavior, 94, 131-139. https://doi.org/10.1016/j.chb.2019.01.018    

    Weber, S., Lorenz, C., & Hemmings, N. (2019). Improving stress and positive mental health at work via an app-based intervention: A large-scale multi-centre randomised control trial. Frontiers in Psychology – Health Psychology, 10:2745. https://doi.org/10.3389/fpsyg.2019.02745 


    Appel, M., Schreiner, C., Weber, S., Mara, M., & Gnambs, T (2018). Intensity of Facebook use is associated with lower self-concept clarity: Cross-sectional and longitudinal evidence. Journal of Media Psychology, 30, 160-172. https://doi.org/10.1027/1864-1105/a000192

    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

    Gnambs, T., & Appel, M. (2018). Narcissism and social networking behavior: A meta-analysis. Journal of Personality, 86, 200-212. https://doi.org/10.1111/jopy.12305

    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. https://doi.org/10.1016/j.chb.2017.10.015  

    Krause, S., & Weber, S. (2018). Lift me up by looking down: Social comparison effects of narratives. Frontiers in Psychology – Personality and Social Psychology, 9:1889. https://doi.org/10.3389/fpsyg.2018.01889 

    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. https://doi.org/10.1007/s10648-017-9430-6

    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. https://doi.org/10.1027/1864-1105/a000255

    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, 3:101https://doi.org/10.3389/feduc.2018.00101

    Schreiner, C., Appel, M., Isberner M.-B., & Richter, T. (2018). Argument strength and the persuasiveness of stories. Discourse Processes, 55, 371-386. https://doi.org/10.1080/0163853X.2016.1257406

    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. https://doi.org/10.1093/hcr/hqx004      

    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. https://doi.org/10.3389/fdigh.2018.00018 

    Stein, J.-P., & Ohler, P. (2018). Uncanny... but convincing? Inconsistency between a virtual agent's facial proportions and vocal realism reduces its credibility and attractiveness, but not its persuasive success. Interacting With Computers, 30(6), 480–491. https://doi.org/10.1093/iwc/iwy023 

    Stein, J.-P., Lu, X., & Ohler, P. (2018). Mutual perceptions of Chinese and German students at a German university: Stereotypes, media influence, and evidence for a negative contact hypothesis. Compare, 49(6), 943–963. https://doi.org/10.1080/03057925.2018.1477579

    Stiglbauer, B., & Weber, S. (2018). A picture paints a thousand words: The influence of taking selfies on place identification. Journal of Environmental Psychology, 58, 18-26.  https://doi.org/10.1016/j.jenvp.2018.07.007   

    Weber, S., & Hagmayer, Y. (2018). Thinking about the Joneses? Decreasing rumination about social comparison increases wellbeing. European Journal of Health Psychology, 25, 83-95. https://doi.org/10.1027/2512-8442/a000013 

    Weber, S., Kronberger, N., & Appel, M. (2018). Immigrant students’ educational trajectories: The influence of cultural identity and stereotype threat. Self & Identity, 17, 211-235. https://doi.org/10.1080/15298868.2017.1380696

    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. https://doi.org/10.34105/j.kmel.2018.10.002


    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. https://doi.org/10.1016/j.intell.2016.12.004

    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. https://doi.org/10.1016/j.jrp.2017.02.001

    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 

    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

    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 

    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. https://doi.org/10.1016/j.cognition.2016.12.010 


    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. https://doi.org/10.1037/aca0000052

    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. https://doi.org/10.1080/00223980.2015.1009415

    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


    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. https://doi.org/10.1026/0033-3042/a000252

    Appel, M., Gnambs, T., Richter, T., & Green, M. (2015). The Transportation Scale-Short Form (TS-SF). Media Psychology, 18, 243–266. https://doi.org/10.1080/15213269.2014.987400

    Appel, M., Weber, S., & Kronberger, N. (2015). The influence of stereotype threat on immigrants: Review and meta-analysis. Frontiers in Psychology, 6:900. https://doi.org/10.3389/fpsyg.2015.00900  

    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

    Gnambs, T., Appel, M., & Oeberst, A. (2015). Color red and risk-taking in online environments. PLOS ONE, 10(7): e0134033. https://doi.org/10.1371/journal.pone.0134033

    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

    Mara, M., & Appel, M. (2015). Effects of lateral head tilt on user perceptions of android robots. Computers in Human Behavior, 44, 326-334. https://doi.org/10.1016/j.chb.2014.09.025

    Mara, M., & Appel, M. (2015). Science fiction reduces the eeriness of android robots: A field experiment. Computers in Human Behavior, 48, 156-162. https://doi.org/10.1016/j.chb.2015.01.007

    Marker, C., & Schneider, F. M. (2015). Further evidence for the validity of the Need Inventory of Sensation Seeking. Personality and Individual Differences77, 41-44. https://doi.org/10.1016/j.paid.2014.12.029

    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 

    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. https://doi.org/10.1016/j.cedpsych.2015.05.001


    Bücher, Buchkapitel & Andere Veröffentlichungen


    Appel, M. (Ed.). (2020). Die Psychologie des Postfaktischen [The psychology of the post-factual]. Springer. https://doi.org/10.1007/978-3-662-58695-2

    Appel, M. (2020). Die Psychologie des Postfaktischen – Einleitung und Überblick. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 1-7). Springer. https://doi.org/10.1007/978-3-662-58695-2_1

    Appel, M. (2020). Wie lässt sich das Postfaktische eindämmen? In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 205-215). Springer. https://doi.org/10.1007/978-3-662-58695-2_17 

    Appel, M., & Doser, N. (2020). Fake News. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 9-20). Springer. https://doi.org/10.1007/978-3-662-58695-2_2

    Appel, M., & Mehretab, S. (2020). Verschwörungstheorien. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 117-126). Springer. https://doi.org/10.1007/978-3-662-58695-2_11 

    Appel, M., & Roder, M. (2020). Nachrichtenfaktoren: Worüber ist es wert zu berichten? In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 33-43). Springer. https://doi.org/10.1007/978-3-662-58695-2_4

    Hümpfner D., & Appel, M. (2020). Native Advertising: Werbung, die nicht als solche erkannt werden will. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 59-66). Springer. https://doi.org/10.1007/978-3-662-58695-2_6

    Hutchinson, L., & Appel, M. (2020). Die Psychologie des Gerüchts. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 157-166). Springer. https://doi.org/10.1007/978-3-662-58695-2_14 

    Mayr, J., & Appel, M. (2020). Wie Fiktionen und Einzelfälle die Welt verändern. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 127-139). Springer. https://doi.org/10.1007/978-3-662-58695-2_12 

    Messingschlager, T., & Holtz, P. (2020). Filter Bubbles und Echo Chambers. Besser unter sich bleiben? In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 91-102). Springer. https://doi.org/10.1007/978-3-662-58695-2_9 

    Rieger D., Dippold J., & Appel, M. (2020). Trolle gibt es nicht nur im Märchen – Das Phänomen Trolling im Internet. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 45-58). Springer. https://doi.org/10.1007/978-3-662-58695-2_5

    Rieger, D., Winkler, J. R., Rutkowski, O., Caspari, C., Schmitt, J. B., Ernst, J., & Roth, H.-J. (2020). Förderung von Awareness zu Inhalten und Verbreitungswegen extremistischer Online-Inhalte bei Schüler*innen. In J.B. Schmitt, J. Ernst, D. Rieger & H.-J. Roth (Eds.). Propaganda und Prävention. Forschungsergebnisse, didaktische Ansätze sowie interdisziplinäre Perspektiven zur pädagogischen Arbeit zu extremistischer Internetpropaganda (pp. 217-248). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-28538-8_12 

    Ripperger, K., & Appel, M. (2020). Word-of-Mouth: Von Mund-zu-Mund-Propaganda zu viralem Marketing. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 167-176). Springer. https://doi.org/10.1007/978-3-662-58695-2_15 

    Schmitt, J.B., Caspari, C., Winkler, J. R., Wulf, T., Rutkowski, O., Braun, L., Rieger, D., Ernst, J., & Roth, H.-J. (2020). Förderung von Empowerment gegenüber extremistischen Online-Inhalten bei Schüler*innen. In J.B. Schmitt, J. Ernst, D. Rieger & H.-J. Roth (Eds.). Propaganda und Prävention. Forschungsergebnisse, didaktische Ansätze sowie interdisziplinäre Perspektiven zur pädagogischen Arbeit zu extremistischer Internetpropaganda (pp. 283-316). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-28538-8_14 

    Stein, J.-P., Sehic, S., & Appel, M. (2020). Machtvolle Bilder und Bildmanipulationen. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 177-187). Springer. https://doi.org/10.1007/978-3-662-58695-2_16 

    Weber, S., & Knorr, E. (2020). Kognitive Verzerrungen und die Irrationalität des Denkens. In M. Appel (Ed.), Die Psychologie des Postfaktischen: Über Fake News. „Lügenpresse“, Clickbait & Co. (pp. 103-105). Springer. https://doi.org/10.1007/978-3-662-58695-2_10 

    Winkler, J. R., Schmitt, J. B., van Balen, A.-K., Caspari, C., Rutkowski, O., Ernst, J., Rieger, D., & Roth, H.-J. (2020). Beurteilung der Lernarrangements durch Schüler*innen und Lehrer*innen. In J.B. Schmitt, J. Ernst, D. Rieger & H.-J. Roth (Eds.). Propaganda und Prävention. Forschungsergebnisse, didaktische Ansätze sowie interdisziplinäre Perspektiven zur pädagogischen Arbeit zu extremistischer Internetpropaganda (pp. 169-196). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-28538-8_10 


    Cohen, J., Appel, M., & Slater, M. (2019). Media, identity, and the self. In M. B. Oliver, A. Raney, & J. Bryant (Eds.), Media Effects (4th edition, pp. 179-194). Routledge.


    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 (pp. 129-139). Routledge.

    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.

    Weber, S., & Steffens, M.C. (2018). Die Bedeutung sozialer Identitäten und Gruppenstereotype in Bezug auf Migrationshintergrund und Geschlecht. In P. Genkova & A. Riecken (Eds.), Handbuch Migration und Erfolg (pp. 1-14). Springer Reference Psychologie. https://doi.org/10.1007/978-3-658-18403-2_17-1 


    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

    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). Rowman & Littlefield.


    Appel, M. (2016). „Immer online, immer allein?“ – Zu den Auswirkungen des digitalen Wandels. In W. Lenhard (Ed.), Verhaltensstörungen im Jugendalter: Ausgewählte Determinanten und Phänomene (pp. 58-65). Springer. https://doi.org/10.1007/978-3-662-47350-4

    Appel, M., Weber, S., Krause, S., and Mara, M. (2016). “On the eeriness of service robots with emotional capabilities,” in Proceedings of the 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI) (Christchurch), 411-412. https://doi.org/10.1109/HRI.2016.7451781 


    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