2026 Ulrike Cress: Psychology Researcher – H-Index, Publications & Awards

Discipline name	D-Index	World Ranking	Current World Ranking	National Ranking	Current National Ranking	Publications	Citations
Psychology	44	6989	6517	332	326	240	7623

Overview

Ulrike Cress is affiliated with the Leibniz Institute for Neurobiology in Germany. Their research primarily spans the fields of Psychology, Social Sciences, and Computer Science, with a focus on various interdisciplinary subfields and topics.

Their main subfields of study include:

Artificial Intelligence
Developmental and Educational Psychology
Sociology and Political Science
Education
Health Informatics

Key topics in Ulrike Cress's work are:

Innovative Teaching and Learning Methods
Artificial Intelligence in Healthcare and Education
Clinical Reasoning and Diagnostic Skills
Topic Modeling
COVID-19 diagnosis using AI
AI in Service Interactions
Animal and Plant Science Education

They have contributed to several frequent publication venues, including:

International Journal of Computer-Supported Collaborative Learning
Conservation Science and Practice
Health Expectations
Education Sciences
Journal of Medical Education and Curricular Development

Frequent co-authors in Ulrike Cress's publications include:

Joachim Kimmerle
Martina Bientzle
Jasmin Timm
Teresa Festl-Wietek
Anne Herrmann-Werner

Among the recent papers authored or co-authored by Ulrike Cress are:

Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective (2023), published in International Journal of Computer-Supported Collaborative Learning
Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes (2020), published in Education Sciences
Toward learning progression analytics - Developing learning environments for the automated analysis of learning using evidence centered design (2022), published in Frontiers in Education
Medical Students' Attitudes Toward AI in Medicine and their Expectations for Medical Education (2023), published in Journal of Medical Education and Curricular Development
Elucidating the socio-demographics of wildlife tolerance using the example of the red fox (Vulpes vulpes) in Germany (2020), published in Conservation Science and Practice

Best Publications

A systemic and cognitive view on collaborative knowledge building with wikis

Ulrike Cress;Joachim Kimmerle

798
Citations
The interplay between individual and collective knowledge: technologies for organisational learning and knowledge building

Joachim Kimmerle;Ulrike Cress;Christoph Held

229
Citations
Sensori-motor spatial training of number magnitude representation

Ursula Fischer;Korbinian Moeller;Martina Bientzle;Ulrike Cress

222
Citations
Learning and Collective Knowledge Construction With Social Media: A Process-Oriented Perspective.

Joachim Kimmerle;Johannes Moskaliuk;Aileen Oeberst;Ulrike Cress

197
Citations
The need for considering multilevel analysis in CSCL research—An appeal for the use of more advanced statistical methods

Ulrike Cress

187
Citations
Group awareness and self-presentation in computer-supported information exchange

Joachim Kimmerle;Ulrike Cress

172
Citations
Learning in the Synergy of Multiple Disciplines

Ulrike Cress;Vania Dimitrova;Marcus Specht

165
Citations
Wiki-supported learning and knowledge building: effects of incongruity between knowledge and information

Johannes Moskaliuk;Joachim Kimmerle;Ulrike Cress

159
Citations
Learning and development of embodied numerosity.

Korbinian Moeller;Ursula Fischer;Tanja Link;Mirjam Wasner

141
Citations
Virtual training

Johanna Bertram;Johannes Moskaliuk;Ulrike Cress

140
Citations
Information Exchange With Shared Databases as a Social Dilemma The Effect of Metaknowledge, Bonus Systems, and Costs

Ulrike Cress;Joachim Kimmerle;Friedrich W. Hesse

134
Citations
Implicit and explicit dialogue structuring in virtual learning groups.

Aemilian Hron;Friedrich W. Hesse;Ulrike Cress;Christos Giovis

129
Citations
Reflection as a catalyst for organisational learning

Kristin Knipfer;Barbara Kump;Daniel Wessel;Ulrike Cress

128
Citations
Using Wikis for Learning and Knowledge Building: Results of an Experimental Study.

Joachim Kimmerle;Johannes Moskaliuk;Ulrike Cress

128
Citations
Collaborative knowledge building with wikis: The impact of redundancy and polarity

Johannes Moskaliuk;Joachim Kimmerle;Ulrike Cress

114
Citations
Knowledge exchange using Web 2.0 technologies in NGOs

Christina Matschke;Johannes Moskaliuk;Ulrike Cress

111
Citations
An interactional perspective on group awareness: Alleviating the information-exchange dilemma (for everybody?)

Joachim Kimmerle;Ulrike Cress;Friedrich W. Hesse

104
Citations
Preference-inconsistent recommendations: An effective approach for reducing confirmation bias and stimulating divergent thinking?

Christina Schwind;Jürgen Buder;Ulrike Cress;Friedrich W. Hesse

101
Citations
The collective knowledge of social tags: Direct and indirect influences on navigation, learning, and information processing

Ulrike Cress;Christoph Held;Joachim Kimmerle

91
Citations
The social psychology of knowledge management

Joachim Kimmerle;Katrin Wodzicki;Ulrike Cress

89
Citations

Frequent Co-Authors

Joachim Kimmerle University of Tübingen

Hans-Christoph Nuerk University of Tübingen

Korbinian Moeller University of Tübingen

Steffen Nestler University of Münster

Kai Sassenberg Leibniz Institute for Neurobiology

Mitja D. Back University of Münster

Sonja Utz Leibniz-Institut für Wissensmedien

Gale M. Sinatra University of Southern California

Thomas Dresler University of Tübingen

Ann-Christine Ehlis University of Tübingen

External Links

Wikipedia of Ulrike Cress Google Scholar page

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