Tolksdorf, N. F., Wildt, E., &; Rohlfing, K. (2024). Preschoolers’ Interactions with Social Robots: Investigating the Potential for Eliciting Metatalk and Critical Technological Thinking. Companion of the 2024 ACM/IEEE International Conference on Human-Robot Interaction, 1053–1057.https://doi.org/10.1145/3610978.3640654 

Rohlfing, K., Altvater-Mackensen, N., Caruana, N., van den Berghe, R., Bruno, B., Tolksdorf, N. F., &; Hanulíková, A. (2022). Social/dialogical roles of social robots in supporting children’s learning of language and literacy—A review and analysis of innovative roles. Frontiers in Robotics and AI, 9.https://doi.org/10.3389/frobt.2022.971749 

Tolksdorf, N. F., Hönemann, D., Viertel, F. E., &; Rohlfing, K. (2022). Who is that?!  Does  Changing  the  Robot  as  a Learning  Companion  Impact  Preschoolers’Language Learning? Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction, 1069–1074.https://doi.org/10.5555/3523760.3523937 

Tolksdorf, N. F., Crawshaw, C. E., &; Rohlfing, K. J. (2021). Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction. Frontiers in Education.https://doi.org/10.3389/feduc.2020.569615 

Tolksdorf, N. F., Viertel, F. E., Crawshaw, C. E., &; Rohlfing, K. J. (2021). Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human. Interaction Design and Children.https://doi.org/10.1145/3459990.3465181 

Tolksdorf, N. F., Viertel, F. E., &; Rohlfing, K. J. (2021). Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning. Frontiers in Robotics and AI.https://doi.org/10.3389/frobt.2021.676123 

Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I., &; Rohlfing, K. J. (2021). Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. International Journal of Social Robotics, 129–140.https://doi.org/10.1007/s12369-020-00622-3 

Tolksdorf, N. F., &; Mertens, U. J. (2020). Beyond words: Children’s multimodal responses during word learning with a social robot. In K. J. Rohlfing &; C. Müller-Brauers (Eds.), International Perspectives on Digital Media and Early Literacy (pp. 90–102). Routledge.https://doi.org/10.4324/9780429321399-7 

Tolksdorf, N. F., Viertel, F., &; Rohlfing, K. J. (2020). Do Shy Children Behave Differently than Non-shy Children in a Long-term Child-robot Interaction? Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction.https://doi.org/10.1145/3371382.3378367 

Tolksdorf, N. F., &; Rohlfing, K. J. (2020). Parents’ Views on Using Social Robots for Language Learning. 2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN).https://doi.org/10.1109/ro-man47096.2020.9223540 

Tolksdorf, N. F., Siebert, S., Zorn, I., Horwarth, I., &; Rohlfing, K. (2020). Ethical considerations of applying robots in kindergarten settings: Towards an approach from a macroperspective. International Journal of Social Robotics.https://doi.org/10.1007/s12369-020-00622-3 

Tolksdorf, N. F. (2019). Social robots–new opportunities for early language learning in the digital age? Ethical considerations and moving towards goal-oriented co-action. Workshop on the ethical impact of robot tutors in early education, Paderborn.

Tolksdorf, N. F. (2019). New opportunities for early education in the digital age? Examining the role of social robots. Digital Society – International Summer School 2019, Duisburg.

Siebert, S., Tolksdorf, N. F., Rohlfing, K. J., &; Zorn, I. (2019). Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education. The Journal of Communication and Media Studies, 21–35.https://doi.org/10.18848/2470-9247/cgp/v04i04/21-35 

Tolksdorf, N. F., Dirk, H., Rohlfing, K. J., &; Viertel, F. E. (2019). Do shy children behave differently than non-shy children in a child-robot interaction? An analysis of positive and negative expressions of shyness in kindergarten children. Atypical Interaction Conference, Helsinki, Finland.

Tolksdorf, N. F., Mertens, U. J., &; Rohlfing, K. J. (2019). When learning words with robots, children’s answers are multimodal: a challenge for a dialogue design. International Conference on Human-Computer Interaction (HCI), Orlando, USA.

Tolksdorf, N. F., &; Rohlfing, K. J. (2019). Reconceptualising early childhood literacy facing child-robot interaction. Reconceptualising Early Childhood Literacies: An International Conference, Manchester, UK.

Siebert, S., Tolksdorf, N. F., Rohlfing, K., &; Zorn, I. (2019). Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education. The Journal of Communication and Media Studies , 21–35.https://doi.org/10.18848/2470-9247/CGP/v04i04/21-35 

Tolksdorf, N. F., &; Siebert, S. (2018). Raising Robotic Natives? Ethical aspects of learning with robots in kindergarten. Third International Conference on Communication &; Media Studies, Berkeley, USA.

Mertens, U. J., Bergmann, K., Tolksdorf, N. F., &; Rohlfing, K. J. (2018). Can the reduction of an iconic gesture aid long-term learning? A pilot child-robot-study. Conference of the International Society for Gesture Studies: Gesture and Diversity, Cape Town, South Africa.