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 outcomes of a seven-year multidisciplinary research initiative, the Leibniz-WissenschaftsCampus Tübingen Informational Environments, jointly conducted by the Leibniz-Institut für Wissensmedien (IWM) and the Eberhard Karls Universität Tübingen. Book chapters from leading international experts in psychology, education, computer science, sociology, and medicine provide a multi-layered and multidisciplinary view on how the interplay between individuals and their informational environments unfolds. Featured topics include: Managing obesity prevention using digital media. Using digital media to assess and promote school teacher competence. Informational environments and their effect on college student dropout. Web-Platforms for game-based learning of orthography and numeracy. How to design adaptive information environments to support self-regulated learning with multimedia. Informational Environments will be of interest to advanced undergraduate students, postgraduate students, researchers and practitioners in various fields of educational psychology, social psychology, education, computer science, communication science, sociology, and medicine.
Jürgen Buder studied psychology in Göttingen (diploma) and moved to Tübingen in 1995. There, he was working at the German Institute for Research on Distance Education (DIFF; 1995-2000) and at the Department of Applied Cognitive Psychology and Media Psychology of the Institute for Psychology at Eberhard Karls Universität Tübingen (2000-2008). In 2002, he received a Faculty Award for his PhD thesis on knowledge exchange. Since 2008, he is at the Leibniz-Institut für Wissensmedien (IWM) where he became Deputy Head of the Knowledge Exchange Lab in 2012. He also coordinated the scientific development of the Leibniz-WissenschaftsCampus Tübingen Informational Environments (2010-2017) and the Leibniz-WissenschaftsCampus Tübingen Cognitive Interfaces (since 2017).
Friedrich W. Hesse
studied psychology at the Universities of Marburg and Düsseldorf, received his doctorate at the RWTH Aachen and qualified as Professor of Psychology at the University of Göttingen. He was research fellow at the Learning Research and Development Center (LRDC) and at the Carnegie Mellon University in Pittsburgh. He was Head of the Department of Applied Cognitive Science at the German Institute of Research for Distance Education (DIFF) and for two years director at the Laboratoire Européen de Recherche sur les Apprentissages et les Nouvelles Technologies (LERANT) in France funded by CNRS. He is the Founding Director of the Leibniz-Institut für Wissensmedien (IWM) and at present Head of the Knowledge Exchange Lab. He is Scientific Vice-President of the Leibniz Association (an umbrella organization for 91 research institutes in Germany) and is holding the Chair of the Department for Applied Cognitive Psychology and Media Psychology at the Eberhard Karls Universität Tübingen. Friedrich Hesse has been initiator and speaker for the first Virtual Graduate School Knowledge acquisition and knowledge exchange with new media
funded by Deutsche Forschungsgemeinschaft (German Research Society DFG), the DFG
Priority Programme Net-based Knowledge Communication in Groups
, the DFG Research Group Analysis and Promotion of Effective Processes of Learning and Instruction
, the Leibniz-WissenschaftsCampus Tübingen Informational Environments
, and currently the Leibniz- WissenschaftsCampus Tübingen Cognitive Interfaces
Chapter 1. Informational Environments: Cognitive, Motivational-Affective, and Social-Interactive Forays into the Digital Transformation.- Chapter 2. Informational Environments and College Student Dropout.- Chapter 3. The Role of Cognitive Conflicts in Informational Environments: Conflicting Evidence from the Learning Sciences and Social Psychology?.- Chapter 4. Motivated Processing of Health-Related Information in Online Environments.- Chapter 5. Managing Obesity Prevention Using Digital Media - A Double-Sided Approach.- Chapter 6. Using Digital Media to Assess and Promote School and Adult Education Teacher Competence.- Chapter 7. Behavioral and Neurocognitive Evaluation of a Web-Platform for Game-Based Learning of Orthography and Numeracy.- Chapter 8. Brain-Computer Interfaces for Educational Applications.- Chapter 9. Brain-Computer Interfaces for Educational Applications.- Chapter 10. Using Data Visualizations to Foster Emotion Regulation During Self-Regulated Learning with Advanced Learning Technologies.- Chapter 11. Designs for Learning Analytics to Support Information Problem Solving.- Chapter 12. Successes and Failures in Building Learning Environments to Promote Deep Learning: The Value of Conversational Agents.