Natalia Reich-Stiebert

• Dr. rer. nat.
• PostDoc Position at University of Hagen

Collaboration improves multiple academic and social outcomes. Accordingly, computer-supported collaborative learning (CSCL) can be beneficial in distance education contexts to overcome the issues specific to online learning (e.g., underperformance, low identification with university). Distance universities often attract a substantial number of non-...

This study examined the relationship between test anxiety and early indicators of dropout at the largest distance university in Germany. Specifically, we examined how test anxiety correlated with first-year students’ intention to take their first exam, the postponement of it and their performance in it ( N = 542). Results indicated a negative assoc...

Many online learning environments offer opportunities for computer-supported collaborative learning (CSCL). Although the effectiveness of CSCL has been studied extensively, researchers have only recently begun to systematically examine student diversity in CSCL. Building on a theoretical integration of social psychology research with the CSCL liter...

Background: Male students’ achievements in female-dominated study programs have garnered limited research attention. This study investigates the relationship between psychology students’ perceived diversity climate and their learning outcomes in a gender-mixed computer-supported collaborative learning (CSCL) course in introductory psychology. Our m...

The acquisition of online interaction competencies is an important learning objective. The present study explored the relationships between the first-language heterogeneity of computer-supported collaborative learning (CSCL) groups and the development of students’ online interaction self-efficacy via a pretest–posttest design in the context of a ni...

With this literature review, we provide a systematic overview on and working definition of mental labor in the context of unpaid work—an inherent cognitive component of daily routines primarily related to domestic or childcare tasks. Our methodology followed PRISMA guidelines, and 31 full-text articles were included. Articles were peer-reviewed and...

Many online learning contexts are characterized by both high levels of student diversity on socio-demographic attributes (e.g., gender, first language) as well as task-related attributes (e.g., prior online-learning experiences, prior degrees). This longitudinal study investigated the relationships of multi-attributional diversity with CSCL process...

Robots in Education is an accessible introduction to the use of robotics in formal learning, encompassing pedagogical and psychological theories as well as implementation in curricula. Today, a variety of communities across education are increasingly using robots as general classroom tutors, tools in STEM projects, and subjects of study. This volum...

User-centered design approaches have become more prominent in various domains and have slowly been adopted in robotics research. Previous research on user-centered design highlights the beneficial effects of actively involving end users into the design process. Results further imply that end users have different notions about ideal robot design, pl...

Digitization processes increasingly affect higher education, opening up new opportunities for shaping and developing new forms of teaching and learning. In this context, a general expectation is that digital technologies will effectively influence learning. However, the interplay between learning and technology is complex and constantly raises new...

The use of robots in the area of education is rapidly gaining momentum. Education faces restructuring and modernization in the forthcoming age of robots, thus necessitating research meeting the requirements of this development. In this, focusing on robots’ acceptance and applicability in educational contexts, right from the very beginning, is cruci...

Are students willing to accept robotic support for learning when their attitudes toward educational robots are moderate? Probably not, as evidence from psychological research has suggested that attitudes predict how people will behave toward an attitude object. Consequently, a negative view of robots could represent a strong barrier to the deployme...

Education research has documented a trend that reflects gender based differences in the choice of fields of study. This, in turn, contributes to an imbalance in the representation of men and women in particular professions: In educational contexts, female teachers predominantly teach stereotypically female areas of study like social sciences and hu...

In the present study, we investigated teachers’ attitudes toward teaching with education robots and robot-mediated learning processes. We further explored predictors of attitudes, and investigated teachers’ willingness to use robots in diverse learning settings. To do so, we conducted a survey with 59 German school teachers. Our results suggest tha...

Previous research on attitudes toward robots has emphasized the aspect of cultural differences regarding the acceptance of social robots in everyday life. Existing work has also focused on the importance of various other factors (e.g., demographic variables, interest in science and technology, prior robot experience) that predict robot acceptance....

The majority of EU citizens report a positive view about robots in general according to recent EU-level survey data. However, does this also hold true for attitudes towards service robots in particular? To investigate this research question, we conducted a survey on a representative sample from Germany. Importantly, we explored the role of demograp...

Sociality motivation represents an essential driving force for human behavior and well-being. If the need for affiliation is not satisfied and social interaction partners are unavailable, people might use an alternative strategy: Nonhuman entities, such as pets or religious deities are humanized and turned into social agents. We tested this notion...