Short CV/Education and training

  • 1993
    Diplom degree in Psychology, University of Tübingen, Germany

  • 2000
    Doctorate, University of Tübingen

  • 2006
    Habilitation (postdoctoral qualification), University of Tübingen

  • 2007
    Offer of a W3 professorship in education with a research focus on empirical educational research, at the FernUniversität (distance learning university) in Hagen, Germany (declined).

  • 2008
    Offer of a W3 professorship in the psychology of modern media and methodology at the TU Berlin, Germany (declined).

  • 2008
    Offer of a W3 professorship in educational psychology at the Helmut Schmidt University – University of the Federal Armed Forces Hamburg (declined).

  • Since 2008
    W3 professor of empirical educational research at the University of Tübingen and head of lab the Leibniz-Institut für Wissensmedien (Knowledge Media Research Center)

  • 2014
    -

    2016
    Deputy director of the Leibniz-Institut für Wissensmedien (Knowledge Media Research Center), Tübingen

  • Since 2017
    Executive director of the Leibniz-Institut für Wissensmedien (Knowledge Media Research Center), Tübingen

Selected publications

  • Jirschitzka, J., Kimmerle, J., Halatchliyski, I., Hancke, J., Meurers, D., & Cress, U. (2017). A productive clash of perspectives? The interplay between articles’ and authors’ perspectives and their impact on Wikipedia edits in a controversial domain. PLOS ONE, 12: e0178985. https://dx.doi.org/10.1371/journal.pone.0178985 Open Access

  • Jirschitzka, J., Oeberst, A., Göllner, R., & Cress, U. (2017). Inter-rater reliability and validity of peer reviews in an interdisciplinary field. Scientometrics, 113, 1059-1092. https://dx.doi.org/10.1007/s11192-017-2516-6

  • Schwan, S., & Cress, U. (Eds.). (2017). The psychology of digital learning: Constructing, exchanging, and acquiring knowledge with digital media. Cham, Switzerland: Springer International Publishing. 

  • Cress, U., & Moskaliuk, J., & Jeong, H. (Eds.). (2016). Mass collaboration and education. Cham, Switzerland: Springer International Publishing.

  • Halatchliyski, I., Moskaliuk, J., Kimmerle, J., & Cress, U. (2014). Explaining authors' contribution to pivotal artifacts during mass collaboration in the Wikipedia's knowledge base. International Journal of Computer-Supported Collaborative Learning., 9, 97-115.

  • Oeberst, A, Halatchliyski, I., Kimmerle, J., & Cress, U. (2014). Knowledge construction in Wikipedia: A systemic-constructivist analysis. Journal of the Learning Sciences, 23, 149-176.

  • Schweiger, S., Oeberst, A., & Cress, U. (2014). Confirmation bias in web-based search: A randomized online study on the effects of expert information and social tags on information search and evaluation. Journal of Medial Internet Research, 16(3), e94.

  • Fischer, U., Moeller, K., Cress, U., & Nuerk, H.-C. (2013). Interventions supporting children's mathematics school success: A meta-analytic review. European Psychologist, 18, 89-113.

  • Kimmerle, J., Thiel, A., Gerbing, K.-K., Bientzle, M., Halatchliyski, I., & Cress, U. (2013). Knowledge construction in an outsider community: Extending the communities of practice concept. Computers in Human Behavior, 29, 1078-1090.

  • Held, C., Kimmerle, J., & Cress, U. (2012). Learning by foraging: The impact of individual knowledge and social tags on web navigation processes. Computers in Human Behavior, 28, 34-40.

  • Cress, U. (2008). The need for considering multi-level analysis in CSCL research. An appeal for the use of more advanced statistical methods. International Journal of Computer-Supported Collaborative Learning, 3(1), 69-84.



Complete list of publications

Selected projects

Membership in scientific bodies/juries

  • Member of the programme advisory committee to the Virtual University of Bavaria (VHB)

  • Academic reviewer for the German Federal Institute of Sport Science

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