@phdthesis{65522,
  abstract     = {{Wie verläuft der Leseprozess im Geschichtsunterricht für Schüler:innen, die neu in das deutsche Bildungssystem einsteigen – und welche Faktoren beeinflussen ihr Verstehen? Diese Studie untersucht an der Schnittstelle von Deutsch als Zweitsprache und Geschichtsdidaktik die Bedingungen des Lesens im Geschichtsunterricht. Im Fokus stehen die Erfahrungen von Seiteneinsteiger:innen sowie die Perspektiven der Lehrkräfte, die im Rahmen einer qualitativ‑explorativen Untersuchung mithilfe von Unterrichtshospitationen, Interviews und Materialanalysen erhoben wurden. Methodisch ist die Arbeit in der Grounded Theory Methodology nach Strauss und Corbin (1996) verankert, anhand derer die komplexen Einflussfaktoren historischer Leseprozesse systematisch herausgearbeitet werden.

Die Ergebnisse zeigen drei zentrale Einflussdimensionen: sprachliche, sozial‑affektive und geschichtsspezifische Faktoren. Zudem wird deutlich, dass Unterstützungsmaßnahmen stets zwischen kurzfristiger Hilfe und dem langfristigen Aufbau von Disciplinary Literacy ausbalanciert werden müssen. Ihre Wirksamkeit hängt wesentlich von der bewussten Auswahl und Zugänglichkeit durch die Lehrkraft sowie von den Möglichkeiten der Lernenden ab, Unterstützung gezielt einzufordern. Lernwirksam wird Geschichtsunterricht besonders dann, wenn hohe fachliche Anforderungen mit reflektierter sprachlicher Unterstützung verbunden werden. Die Studie leistet damit einen Beitrag zur Forschung zu sprachbewusstem Fachunterricht und bietet Impulse für eine kritisch‑reflexive Sprachsensibilität in schulischen Bildungsprozessen.}},
  author       = {{Müller, Jennifer}},
  keywords     = {{Scaffolding, Sprache und Fach, Grounded Theory Methodology, Lesen in der Sekundarstufe I, Sprachsensibler Geschichtsunterricht, Durchgängige Sprachbildung}},
  publisher    = {{Springer Spektrum}},
  title        = {{{Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht}}},
  doi          = {{10.1007/978-3-658-51420-4}},
  year         = {{2026}},
}

@article{55400,
  abstract     = {{This study contributes to the evolving field of robot learning in interaction
with humans, examining the impact of diverse input modalities on learning
outcomes. It introduces the concept of "meta-modalities" which encapsulate
additional forms of feedback beyond the traditional preference and scalar
feedback mechanisms. Unlike prior research that focused on individual
meta-modalities, this work evaluates their combined effect on learning
outcomes. Through a study with human participants, we explore user preferences
for these modalities and their impact on robot learning performance. Our
findings reveal that while individual modalities are perceived differently,
their combination significantly improves learning behavior and usability. This
research not only provides valuable insights into the optimization of
human-robot interactive task learning but also opens new avenues for enhancing
the interactive freedom and scaffolding capabilities provided to users in such
settings.}},
  author       = {{Beierling, Helen and Beierling, Robin  and Vollmer, Anna-Lisa}},
  journal      = {{Frontiers in Robotics and AI}},
  keywords     = {{human-robot interaction, human-in-the-loop learning, reinforcement learning, interactive robot learning, multi-modal feedback, learning from demonstration, preference-based learning, scaffolding in robot learning}},
  publisher    = {{Frontiers }},
  title        = {{{The power of combined modalities in interactive robot learning}}},
  volume       = {{12}},
  year         = {{2025}},
}

@inproceedings{56660,
  abstract     = {{In a successful dialogue in general and a successful explanation in specific, partners need to account for both, the task model (what is relevant for the task) and the partner model (what one can con- tribute). The phenomenon of coupling between task and the partner model becomes especially interesting in the context of Human– Robot Interaction where humans have to deal with unknown ca- pabilities of the robot, which can momentarily be perceived when the robot is unable to contribute to the task. Following research on the path over manner prominence in an action [31–33], a robot ex- plained actions to a human by emphasizing two aspects – the path ("where" component) and the manner ("how" component). On criti- cal trials, the robot occasionally omitted one of these components where participants sought missing information for the path or the manner. Participants’ information-seeking and gaze behaviour were analysed. Analysis confirms the initial predictions for, a) task model (path over manner prominence), i.e., earlier information-seeking for path-missing than manner-missing trials, and b) partner model, i.e., while information-seeking is predominantly tied to the attention on the robot’s face, when robot fails to provide resolution, attention shifts more often towards its torso – a behavior likely to indicate an exploration of the robot’s capabilities. An individual-level anal- ysis further confirms that the intra-individual variation in the task model is partly influenced by the perceived capability of the robot.}},
  author       = {{Singh, Amit and Rohlfing, Katharina J.}},
  booktitle    = {{Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024)}},
  keywords     = {{Explanation, Scaffolding, Eyetracking, Partner Model, HRI}},
  location     = {{San Jose, Costa Rica}},
  title        = {{{Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue}}},
  doi          = {{10.1145/3686215.3689202}},
  year         = {{2024}},
}

@inproceedings{48409,
  author       = {{Wessel, Lena}},
  booktitle    = {{Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)}},
  editor       = {{Jankvist, Uffe Thomas and van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel}},
  keywords     = {{Vocational education, language, percentages, scaffolding, design research}},
  number       = {{12}},
  publisher    = {{Freudenthal Group}},
  title        = {{{How theories of language-responsive mathematics can inform teaching designs for vocational mathematics}}},
  volume       = {{TWG07}},
  year         = {{2019}},
}

@inbook{48411,
  author       = {{Wessel, Lena}},
  booktitle    = {{Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)}},
  editor       = {{Dooley, T. and Gueudet, G.}},
  keywords     = {{Academic language, relative frequency, scaffolding, design research, trace analysis}},
  pages        = {{1388--1395}},
  publisher    = {{DCU Institute of Education and ERME.}},
  title        = {{{How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses}}},
  year         = {{2017}},
}