Daniel Bodemer

Full Professor

Universität Duisburg-Essen

Germany

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Daniel Bodemer is a Full Professor at Universität Duisburg-Essen in Germany. His research interests include collaborative problem solving in higher education, the impact of generative AI on learning experiences, and the application of multimedia design principles in augmented reality learning environments. Recent articles reflect his focus on student collaboration, cognitive learning strategies, and the use of technology to enhance educational outcomes.

Articles (13)

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2025

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2025

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2025

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2025

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2024

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2024

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2023

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2022

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2022

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2021

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2021

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2021

Collaborators (2)

Eva Gößwein

Universität Duisburg-Essen

GERMANY

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Lenka Schnaubert

Assistant Professor

University of Nottingham

UNITED KINGDOM

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Daniel Bodemer

Research Interests

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Articles (13)

Applying debriefings in the context of higher education: How joint reflection fosters students’ collaborative problem solving

Selecting learning partners: memory for participation and competence

Generative AI in the Classroom: Effects of Context-Personalized Learning Material and Tasks on Motivation and Performance

Verhaltensverankerte Einstufungsskalen (BARS) zur Erfassung studentischer Kollaboration

(Over)Trusting AI Recommendations: How System and Person Variables Affect Dimensions of Complacency

Learning with videos: Do task instructions and the availability of a pause button matter?

Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties

Aktives Integrieren von Repräsentationen bei interaktiven Augmented Reality-Anwendungen

Group awareness and regulation in computer-supported collaborative learning

Application and Investigation of Multimedia Design Principles in Augmented Reality Learning Environments

Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation

Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies

Improving learning and writing outcomes: Influence of cognitive and behavioral group awareness tools in wikis

Collaborators (2)

Eva Gößwein

Lenka Schnaubert

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