Friedrich W Hesse

FernUniversität in Hagen · Research Cluster D²L² - Digitalization, Diversity and Lifelong Learning – Consequences for Higher Education

In co-located, multi-user settings such as multi-touch tables, user interfaces need to be accessible from multiple viewpoints. In this project, we investigated how this goal can be achieved for depictions of data in bar graphs. We designed a laboratory task in which participants answered simple questions based on information depicted in bar graphs...

In situations (over-)taxing working memory (WM), offloading cognitive burdens and operations onto an interactive technological device could be key to success. Technological support allowing external storage and manipulation of information like in WM could offer even greater benefits in these demanding situations, where reducing WM burdens is essent...

Computers are increasingly used in teams in various contexts, for example in negotiations. Especially when using computer-support for decision-making processes, it is an important question whether active collaboration within the team – for example via audio-conference – has additional benefits beyond the supply of full task-relevant information via...

While working memory limits constrain the complexity of manageable tasks, technological devices offer vast information processing capacity and thus the potential to improve individual information processing capabilities and task performance. We explored the effects of providing individuals with intuitive, working memory affine information structuri...

Collaborative problem solving (CPS) has been receiving increasing international attention because much of the complex work in the modern world is performed by teams. However, systematic education and training on CPS is lacking for those entering and participating in the workforce. In 2015, the Programme for International Student Assessment (PISA),...

Touch technologies have become ubiquitous, motivating researchers to explore their potential - especially in collaborative scenarios. Studies on collaboration using joint visual spaces like multi-touch tables have demonstrated positive effects on performance. Yet, factors like prior knowledge and preferences, resulting in cognitive biases, were neg...

This chapter deals with the question of how people use digital technologies in order to get a better understanding of the world surrounding them, thus offering a cognitively inspired perspective to the current digital transformation of society. After delineating the importance of information and information processing, we introduce the concept of i...

Collaborative problem solving is a complex skill set that draws on social and cognitive factors. The construct remains in its infancy due to lack of empirical evidence that can be drawn upon for validation. The differences and similarities between two large-scale initiatives that reflect this state of the art, in terms of underlying assumptions abo...

This book provides a multidisciplinary view into how individuals and groups interact with the information environments that surround them. The book discusses how informational environments shape our daily lives, and how digital technologies can improve the ways in which people make use of informational environments. It presents the research and out...

Higher education in academic fields is often quite disconnected from professional practice. Deeper learning approaches aim at closing the gap between the way that students learn and the affordances of complex problems in their environment. This chapter deconstructs the term deeper learning, identifying its focus on problems, on declarative knowledg...

This experimental study extends conflict elaboration theory (1) by revealing social influence dynamics for a knowledge-rich computer-supported socio-cognitive conflict task not investigated in the context of this theory before and (2) by showing the impact of individual differences in social comparison orientation. Students in two conditions (N = 5...

Negotiations seldom lead to optimal results for the negotiators. The missing knowledge about the priorities of the negotiating parties is one known reason for this. This experimental study examines the effects of priority awareness on different measures of negotiation outcomes. Priority awareness is the awareness of one negotiator about the priorit...

Im vorliegenden Kapitel werden Beiträge der Pädagogischen Psychologie zur Personalentwicklung diskutiert. Dazu werden im ersten Teil des Buchkapitels grundlegende individuelle Lernprozesse beschrieben und daraus jeweils Hinweise für die Gestaltung von Lernprozessen abgeleitet. Im zweiten Teil wird der Fokus auf interindividuelle und soziale Vorauss...

In the computer-supported collaborative learning domain the Content-based Knowledge Awareness approach has been established as a reliable way of improving knowledge exchange within transiently collaborating online groups. On this paradigm group members are given insight into the entirety of each other’s task-related knowledge content at the outset...

In his book “Cognition in the Wild”, Hutchins (1995) invites his readers to scan their immediate environment for objects that were not produced through collaborative efforts of several people, and remarks that the only object in his personal environment that passed this test was a small pebble on his desk. In fact, it is remarkable how our daily li...

In this chapter, the authors aim at theoretically developing the TPCK framework toward a process-oriented model of teachers’ pedagogical reasoning about technology. To address this issue, they elaborate on the transformative view of TPCK, introducing the notion of mental models, as analogue and continuous knowledge representations (Johnson-Laird PN...

Der technologische Fortschritt und die Globalisierung haben die Art und Weise verändert, wie Lernen in Organisationen stattfindet. Viele Trainings werden nicht mehr in Präsenzveranstaltungen angeboten, sondern vermehrt medienbasiert durchgeführt. Dabei ist es häufig der Fall, dass sich die Trainingsteilnehmer nicht an einem Ort, sondern virtuell ve...

Mobile phones and advanced web-based video tools have pushed forward new paradigms for using video in education: Today, students can readily create and broadcast their own digital videos for others and create entirely new patterns of video-based information structures for modern online-communities and multimedia environments. This paradigm shift in...

Proprioceptive information can supplement visual information in the comprehension of ambiguous perspective images. The importance of proprioceptive information in unambiguous perspective image comprehension is untested, however. We explored the role of proprioception in perspective image comprehension using three experiments in which participants t...

With the advent of Web 2.0 applications, practices of news spreading have changed. Now, not only journalists but also average Internet users are able to spread news. This paper examines criteria that influence the forwarding of information in microblogging systems such as Twitter. To test whether and how two different kinds of criteria (contextual...

Empirical studies have proven the effectiveness of the knowledge and information awareness approach of Engelmann and colleagues for improving collaboration and collaborative problem-solving performance of spatially distributed group members. This approach informs group members about both their collaborators’ knowledge structures and their collabora...

Empirische Bildungsforschung hat drei zentrale Aufgaben: Sie hilft erstens bei der Diagnose von Kompetenzen der Lernenden bzw. der Funktionsfähigkeit des Systems. Neben der Diagnostik verfolgt sie zweitens das Ziel, die Ursachen für gelingende oder misslingende Lernprozesse und Bildungskarrieren zu identifizieren, sowohl auf der Ebene der Individue...

In diesem Beitrag wird eine empirische Studie1 zum Lernen mit Texten und Animationen im naturwissenschaftlichen Unterricht vorgestellt. In einem 2 × 2-Design wurden die Verfügbarkeit multimedialen Lernmaterials (nur Text vs. Text + Animationen) und die Modalität des erläuternden Textes (geschrieben vs. gesprochen) variiert. Als kontinuierlicher Fak...

The present study aimed at extending research on multimedia design principles by investigating their validity as a function of learners’ reading comprehension and scientific literacy. Students (N = 125; age: M = 15.11 years) learned about cell reproduction during their regular Biology lessons in one of six conditions resulting from cross-varying mu...

Following new paradigms for using (audio)visual media and tools in modern knowledge communities, an important question arises relating to video usage in MOOCs: How can videos effectively be integrated into MOOC designs in terms of learning support? How can video tools be employed for advanced collaborative tasks? In the present contribution, we re...

Zu Beginn der drei Hauptkapitel geben die Herausgeber einen ausführlichen Überblick über aktuelle Entwicklungen und Herausforderungen im jeweiligen Themengebiet. Durch die enge Verknüpfung mit der Online-Zeitschrift wissensdialoge.de haben Sie die Möglichkeit, alle Beiträge auch online aufzurufen und zu kommentieren. Der Inhalt Teil 1: Lernen und W...

In Madison, Wisconsin, USA, with its Northern European heritage, collaborative learning is fueled by brats and beer. At the international CSCL conference in June, there were many formal and informal opportunities to build knowledge about our field with colleagues from around the world while sipping drinks on the shores of the sunny lakes, along the...

School visits to art museums are a vital aspect of art education and cultural participation. In this paper we present a CSCL concept designed to encourage students to observe closely and reflect on art works in art museums. The concept is based on a multilevel perspective on learning in art museums. It is implemented by means of a multi-touch table...

Background Weight-related stigmatization is a public health problem. It impairs the psychological well-being of obese individuals and hinders them from adopting weight-loss behaviors. We conducted an experimental study to investigate weight stigmatization in work settings using a sample of experienced human resource (HR) professionals from a real-l...

Being aware of someone else's existing knowledge is a prerequisite to effectively adapting an explanation to that person's learning needs. However, such knowledge awareness introduces the potential for motivated self-evaluation based on relative knowledge, that is, for social comparison. Because favorable social comparisons are actively defended, w...

Digital video technologies offer a variety of functions for supporting collaborative learning in classrooms. Yet, for novice learners, such as school students, positive learning outcomes also depend centrally on effective social interactions. We present empirical evidence for the positive effects of instructive guidance on performance and on learni...

Web-based digital video tools enable learners to access video sources in constructive ways. To leverage these affordances teachers need to integrate their knowledge of a technology with their professional knowledge about teaching. We suggest that this is a cognitive process, which is strongly connected to a teacher’s mental model of the tool’s affo...

The Web is a perfect backdrop for opinion formation as a multitude of different opinions is publicly available. However, the different opinions often remain unexploited: Learners prefer preference-consistent over preference-inconsistent information, a phenomenon called confirmation bias. Two experiments were designed to test whether technologies su...

While the technology-rich classroom makes it comparatively easy to gather, store and access data on students' activities, turning those into information on learning that can inform pedagogical decision-making is still hard to achieve. In this symposium, it is argued that teachers are an important if not the most important source of knowledge about...

The present experimental study focuses on two problems occurring in computer-supported collaborative learning situations: First, it has been empirically proven that groups discuss mainly shared information, that is, information already known to all group members, while unshared information, that is, information known to only one member, is often ne...

Recommender systems have their origin in e-commerce. In this domain the users are meant to like the recommended information. This preference-consistency is not adequate or even desirable for all domains where recommender systems are implemented. One key issue for opinion formation and informed decision making is to be aware of more than one's own p...

Computer-mediated collaboration is not in and of itself a beneficial setting for learning. Environments for computer-mediated collaboration need to trigger learning-productive interactions. In this paper, we propose to implement tools providing group knowledge awareness (GKA), i.e., information about collaborators’ knowledge. GKA is typically restr...

In this article, we will point out the impact of user-generated online Virtual Realities (VRs) on individual learning and knowledge building. For this purpose, we will first explain some of the key features of VRs, such as presence and immersion. We will then describe the specific qualities of user-generated online VRs: They have typical features o...

Awareness of the knowledge of learning partners is not always sufficiently available in collaborative learning scenarios. To compensate, the authors propose to provide collaborators with partner knowledge awareness by means of a visualization tool. Partner knowledge awareness can be used to adapt messages toward the partner. This study investigated...

The role of theory in CSCL research is a complex matter, which has not been well worked out yet. The short caricature is this: There are three kinds of researchers in the field of CSCL, 1. People who conduct CSCL research and report on it as though there is no need for theory; they simply observe results of interventions. 2. People who conduct CSCL...

For collaboration in learning situations, it is important to know what the collaborators know. However, developing such knowledge is difficult, especially for newly formed groups participating in a computer-supported collaboration. The solution for this problem described in this paper is to provide to group members access to the knowledge structure...

Observers can visually track multiple objects that move independently even if the scene containing the moving objects is rotated in a smooth way. Abrupt scene rota- tions yield tracking more difficult but not impossible. For nonrotated, stable dy- namic displays, the strategy of looking at the targets’ centroid has been shown to be of importance fo...

Working with digital video technologies, particularly advanced video tools with editing capabilities, offers new prospects for meaningful learning through design. However, it is also possible that the additional complexity of such tools does not advance learning. We compared in an experiment the design processes and learning outcomes of 24 collabor...

The goal of this chapter is to propose an integrated approach to technology-enhanced learning and collaborative problem solving in the classroom. To this end, constructivist learning, that is, learning by actually constructing video material with digital video technology, is taken as an example. We present a concept for history lessons where digita...

This paper presents empirical evidence concerning the application of digital video technologies for creating design-based learning environments for middle school students. In three studies we show how the affordances and constraints of digital video technology can support for students their (a) cognitive (b) action related and (c) socio-cognitive l...

In this article, the potentials of advanced technologies for learning in science exhibitions are outlined. For this purpose, we conceptualize science exhibitions as dynamic information space for knowledge building which includes three pathways of knowledge communication. This article centers on the second pathway, that is, knowledge communication a...

Multiple paradigms for analyzing shared knowledge in collaboration Collaborative learning is all about sharing knowledge. Without a shared base of knowledge (common ground), discourse itself is impossible, let alone collaborative interaction. Collaborators must share a means of communication (language), a joint focus (object-orientation), and a com...

Computer-supported collaboration by spatially distributed group members still involves interaction problems within the group. This article presents an empirical study investigating the question of whether computer-supported collaborative problem solving by spatially distributed group members can be fostered by evoking knowledge and information awar...

Knowledge acquisition is no longer mainly restricted to classical institutions and formal learning (as in schools and universities) but is also connected to informal learning settings at home in leisure time or at the workplace. Thus, the interplay between formal and informal learning is developing in a new way, mainly in connection with the develo...

In collaboration, group knowledge awareness (i.e. being informed about the partners' knowledge) is used to effectively communicate and to efficiently coordinate interaction. Computer-mediated collaboration impairs the establishment of group knowledge awareness. Technological support for group knowledge awareness can compensate for this shortcoming...

People’s willingness to contribute information they have in a situation of computer-supported information exchange is influenced by the configuration of various circumstantial aspects. People’s perception and their behavior depend on how long the period of cooperation persists, on whether the information exchange takes place synchronously or asynch...

In this paper, two experiments on the use of hypermedia environments for learning about probability theory are reported. In Experiment 1a it was tested whether multimedia design principles (multimedia principle, modality principle, redundancy principle) are valid in hypermedia environments, despite the fact that hypermedia offers more learner contr...

The relationship among theory, research and practice in the design of instructional technology and educational interventions is complex and controversial. It differs by discipline--e.g., psychology, education, computer science, sociology. In some cases theory is used to derive special expectations to be tested in order to confirm and refine a devel...

Advanced tools in the realm of Web 2.0 applications have pushed forward a new paradigm for using (audio)visual media. This paradigm shift marks a starting point for theoretical reflections and empirical research on the changing nature of participation in modern knowledge building communities involving digital video. We propose a simplified model of...

The relationship among theory, research and practice in the design of instructional technology and educational interventions is complex and controversial. It differs by discipline--e.g., psychology, education, computer science, sociology. In some cases theory is used to derive special expectations to be tested in order to confirm and refine a devel...

The Group Involvement Questionnaire (Cress, Kimmerle, & Hesse, 2009) was developed for use in a study that examined the impact of temporal extension, synchronicity, and group size on computer-supported information exchange. This measure consists of three 2-item scales assessing participants' identification with the group, perceived willingness to s...

The present experimental study investigates the impact of computer-supported collaboration and knowledge awareness regarding the source problems the collaboration partner has remembered on analogical problem solving. Collaborating dyads with an external representation for supporting knowledge awareness were compared to collaborating dyads without s...

In situations of computer-mediated communication and computer-supported cooperation, a central challenge lies in increasing the willingness of those involved to share their information with the other group members. In the experimental work presented here, a shared-database setting is selected as a prototypical situation of net-based information exc...