Vorträge
Wäscher, A., Hähnlein, I., Schmölling, P. & Pirnay-Dummer, P. (2026, März). Abstraktionsshock im mathematischen Verstehen mindern. Die Vorwissensstruktur von Mathematikaufgaben erlebbar machen. Paper präsentiert auf dem 13. Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF), München, Deutschland.
Hähnlein, I. (2025, August). Using knowledge maps as attention-directing support for writing instructional texts. Paper presented at the European Association for Research on Learning and Instruction (EARLI) Conference, Graz, Austria.
Hähnlein, I., Wilde, A. & Pirnay-Dummer, P. (2025, July). Assessing metacognitive activities in the learning process. Validation of the MILP Inventory.Paper presented at the 16th European Conference on Psychological assessment (ECPA), Barcelona, Spain.
Hähnlein, I., Wäscher, A., Zaft, M. & Pirnay-Dummer, P. (2023, April). Promoting Preservice Teachers‘ Knowledge Integration from Multiple Text Sources across Domains with Instructional Prompts. Poster presented at the American Educational Research Association (AERA) Conference, Division K: Teaching and Teacher Education, Chicago.
Hähnlein, I., & Pirnay-Dummer, P. (2023, August). Making pre-service teachers 2nd order cross-domain knowledge integration tangible with the MC-KIT. Paper presented at the European Association for Research on Learning and Instruction (EARLI) Conference, Thessaloniki, Greece.
Hähnlein, I., Luleich, C., Pirnay-Dummer, P. (2022, Sept.). The Digital Promotion of Learning Math Using the Transformation of Formal Language into Natural Language and Knowledge Maps (Symposium: AI-supported, knowledge-intensive technologies in digitally supported mentoring at universities). Paper presented at the Deutsche Gesellschaft für Psychologie (DGPs) Kongress, Hildesheim, Germany.
Luleich, C., Hähnlein, I., Pirnay-Dummer, P., Reiter, P. & Waterstraat, N. (2021, April). Transforming Formal Knowledge to Language and Graphs to Promote Learning Math. A Repeated-Measures Mixed Design-Experiment, Paper accepted at the American Educational Research Association (AERA) Conference, SIG Technology, Instruction, Cognition and Learning, TICL, Virtual Convention (Orlando, FL).
Hähnlein, I., Hachmann, W., & Zaft, M. (2020, November). Automated Epistemic Knowledge Representation for the Academic Field of Education. Paper presented at the Association for Educational Communications and Technology (AECT) Conference, Division Design and Development, Virtual Convention (Jacksonville, FL).
Pengel, N., Hähnlein, I., Martin, A., Köbis, L., & Wollersheim, H.-W. (2020, November). Using Domain-Models to Create Individual Feedback and Promote Learning. Paper presented at the Association for Educational Communications and Technology (AECT) Conference, Division Design and Development, Virtual Convention (Jacksonville, FL).
Pirnay-Dummer, P., Hähnlein, I., Hachmann, W., & Umber, D. (2019, Juni). Visualizing state and change in human thought, knowledge, and attitude from written texts. Paper presented at the International Sunbelt Social Network Conference, Montreal, Canada.
Hähnlein, I., & Pirnay-Dummer, P. (2019, August). Assessing Metacognition in the Learning Process. Construction of the Metacognition in the Learning Process Inventory MILP. Paper presented at the European Association for Research on Learning and Instruction (EARLI) Conference, Aachen, Germany.
Heinlein, S., Hähnlein, I., & Pirnay-Dummer, P. (2018, September). Epistemologische Überzeugungen von Lehramtsstudierenden in Abhängigkeit der fachlichen Ausrichtung [Teacher students' epistemological beliefs depending on the discipline], Paper presented at the AEPF Conference, Lüneburg, Germany, 2018.
Pirnay-Dummer, P., Hähnlein, I., Kampmann, I. & Jänicke, B. (2018, November). Automated Semantic Analysis of Written Essays. Graphical Knowledge Structures and Knowledge Comparison Measures, Paper presented at the European Literacy Network (ELN) Conference, Porto, Portugal, 2018.
Hähnlein, I., & Mägdefrau, J. (2017, August). Assessing teacher students’ epistemological beliefs about texts in pedagogy with the StEB Inventory, Paper presented at the EARLI Conference for Research on Learning and Instruction, SIG Assessment and Evaluation, Tampere, Finnland.
Hähnlein, I. (2017, November). Erfassung epistemologischer Überzeugungen: Entwicklung und Validierung des StEB Inventars nach der klassischen Testtheorie [Assessing epistemological beliefs. Construction and validation of the StEB Inventory based on classical test theory], Eingeladener Vortrag im Kolloquium der Professur für Psychologische Methodenlehre an der Medizinischen Hochschule Brandenburg Theodor Fontane.
Hähnlein, I., & Pirnay-Dummer, P. (2016, April). Assessing Metacognition during Learning. Construction and Item Reduction of the Metacognition in the Learning Process Inventory MILP. Poster presented at the AERA Conference, SIG Assessment of Learning and Instruction, Washington, DC, 2016.
Pirnay-Dummer, P., JungMi, L., & Hähnlein, I. (2013, August). Increasing Sustained Learning and Memory in Students by Playing with Wooden Blocks Prior to Learning, Paper presented at the EARLI Conference for Research on Learning and Instruction, Munich, Germany, 2013.
Ifenthaler, D., & Hähnlein, I. (2012, November). Impacts of Metacognitive Prompting on Problem Solving Processes, Paper presented at the AECT Conference, Design & Development Division, Louisville, KY, 2012.
Ifenthaler, D., & Hähnlein, I. (2011, November). Impacts of Metacognition and Motivation on Self-Regulated Learning within Problem Solving Scenarios, Paper presented at the AECT Conference, Research & Theory Division, Jacksonville, FL, 2011.
Pirnay-Dummer, P., Hähnlein, I., Muth, C. & Navratil, R. (2009, April). Learning as Guided Navigation. Using Automatically Generated Knowledge Maps to Facilitate Learning and Decision Making, Paper presented at the AERA Conference, SIG Technology, Instruction, Cognition and Learning, TICL, San Diego, CA, 2009.