Dr. Natalia Reich-Stiebert

Deutsch

Dr. Natalia Reich-Stiebert Photo: Michael Schilderoth

Dr. Natalia Reich-Stiebert

Advisor for Science Management

Email: natalia.reich-stiebert

Phone: +49 2331 987-2318

Universitätsstraße 27 – PRG / Building 5
Room A 119
58097 Hagen, Germany

What is my role within CATALPA?

As a scientist with a psychological background, I support the organizational contexts of research within CATALPA. I combine my scientific knowledge with organizational and strategic practice. I am in close contact with the scientists and support them in the planning and coordination of research activities and networking, among other things. I pay particular attention to CATALPA's junior researchers. I plan further training and interdisciplinary exchange programs tailored to their needs in order to provide them with strategic support on their academic career path.

Why CATALPA?

Science management at CATALPA offers me the best of both worlds: On the one hand, I continue to gain deep insights into the interdisciplinary field of digital education research and, on the other hand, I can contribute to the strategic development of this constantly growing research center.

    • Advisor for science management at CATALPA at the FernUniversität in Hagen (from May 2024)
    • Project manager in the innovation cluster "E-Assessment - Diversity, Didactics, Technologies" (NOVA:ea) at CATALPA at the FernUniversität in Hagen (2021-2024)
    • Postdoctoral researcher in the project "Diversity Adapted CSCL in Higher Distance Education" at CATALPA at the FernUniversität in Hagen (2019-2021)
    • PhD (Dr. rer. nat.) at the Faculty of Psychology and Sports Science at Bielefeld University (2019)
    • Ph.D. student in the research group "Applied Social Psychology and Gender Research" at the Cluster of Excellence Cognitive Interaction Technology (CITEC) at Bielefeld University (2014-2018)
    • M.Ed. in Psychology and Romance Philology at the Technical University of Dortmund and the Ruhr-University of Bochum (2013)
    • B.A. in Psychology and Romance Philology at the Technical University of Dortmund and the Ruhr-University of Bochum (2011)

    • Mental labor (The cognitive dimension of care work)
    • Acceptance of learning analytics
    • Diversity and computer-supported collaborative learning
    • Social robots in education
    • Acceptance of social robots

  • 2024

    Journals

    • Bick, N., Froehlich, L., Voltmer, J.‑B., Raimann, J., Reich-Stiebert, N., Seidel, N., Burchart, M., Martiny, S. E., Nikitin, J., Stürmer, S., & Martin, A. (2024). Virtually isolated: social identity threat predicts social approach motivation via sense of belonging in computer-supported collaborative learning. Front. Psychol, 15(1346503). https://doi.org/10.3389/fpsyg.2024.1346503

      Lenski, S., Zinke, N., Merkt, M., Reich-Stiebert, N., Stürmer, S., & Schröter, H. (2024). Early indicators of study delay and dropout: Test anxiety and its link to exam participation and performance // Early Indicators of Study Delay and Dropout: Test Anxiety and its Link to Exam Participation and Performance. Journal of College Student Retention: Research, Theory & Practice, Article 15210251241266547. Advance online publication. https://doi.org/10.1177/15210251241266547

      Raimann, J., Reich-Stiebert, N., Voltmer, J.‑B., & Stürmer, S. (2024). Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning. Psychology Learning & Teaching, Article 14757257241246599. Advance online publication. https://doi.org/10.1177/14757257241246599

    Chapters in Edited Books

    • Voltmer, J.-B., Froehlich, L., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2024). Group cohesion and performance in Computer-Supported Collaborative Learning (CSCL): Using assessment analytics to understand the effects of multi-attributional diversity. In M. Sahin & D. Ifenthaler (Eds.), Assessment analytics in education – designs, methods and solutions. Springer Cham.

    2023

    Journals

    • Reich-Stiebert, N., Froehlich, L., & Voltmer, J.-B. (2023). Gendered mental labor: A systematic literature review on the cognitive dimension of unpaid work within the household and childcare. Sex Roles. https://doi.org/10.1007/s11199-023-01362-0
    • Reich-Stiebert, N., Voltmer, J.-B., Raimann, J., & Stürmer, S. (2023). The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL. International Journal of Computer-Supported Collaborative Learning, 18(4), 513–530. https://doi.org/10.1007/s11412-023-09411-2

    Talks and Poster Presentations

    • Zinke, N., Lenski, S., Merkt, M., Reich-Stiebert, N., Stürmer, S., & Schröter, H. (2023, August 26). The influence of test anxiety on indicators of dropout and study delay [Presentation]. EARLI 2023, 20th EARLI CONFERENCE, Thessaloniki, Greece. https://www.earli.org/events/earli2023#section-programme

    2022

    Journals

    • Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). The role of multi-attributional student diversity in computer-supported collaborative learning. The Internet and Higher Education, 55, 100868. https://doi.org/10.1016/j.iheduc.2022.100868

    Conferences

    • Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). Effects of multi-attributional student diversity in CSCL. Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL, 555–556.

    2021

    Conferences

    • Schumacher, C., Reich-Stiebert, N., Kuzilek, J., Burchart, M., Raimann, J., Voltmer, J.-B., & Stürmer, S. (2021, April). Group perceptions vs. Group reality: Exploring the fit of self-report and log file data in the process of collaboration. Companion Proceedings of Conference on Learning Analytics and Knowledge 2021, Virtual Conference, 15-04-2021.

    • Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). The role of multi-attributional student diversity in computer-supported collaborative learning. The Internet and Higher Education, 55. https://doi.org/10.1016/j.iheduc.2022.100868
    • Reich-Stiebert, N., Raimann, J., Thorbrügge, C., & Schäfer, L. O. (Hrsg.). (2022). Digitalisierung als Katalysator für Diversität an Hochschulen et vice versa. Beiträge des wissenschaftlichen Nachwuchses. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung.
    • Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). Effects of Multi-Attributional Student Diversity in CSCL. ISLS Annual Meeting, Hiroshima.
    • Reich-Stiebert, N. (2022). Soziale Roboter in der Bildung: Theoretische Überlegungen zu sozialen Interaktionsformen mit Robotern in Bildungskontexten. In C. de Witt, C. Gloerfeld, & S. Wrede (Hrsg.), Künstliche Intelligenz in der Bildung. Springer.
    • Alnajjar, F., Bartneck, C., Baxter, P., Belpaeme, T., Cappuccio, M. L., Di Dio, C., Eyssel, F., Handke, J., Mubin, O., Obaid, M., & Reich-Stiebert, N. (2021). Robots in Education: An Introduction to High-Tech Social Agents, Intelligent Tutors, and Curricular Tools (1. Aufl.). Routledge. https://doi.org/10.4324/9781003142706
    • Alnajjar, F., Bartneck, C., Baxter, P., Belpaeme, T., Cappuccio, M. L., Dio, C., Eyssel, F., Handke, J., Mubin, O., Obaid, M., & Reich-Stiebert, N. (2021). Roboter in der Bildung: Wie Robotik das Lernen im digitalen Zeitalter bereichern kann. Carl Hanser Verlag GmbH & Co. KG. https://doi.org/10.3139/9783446468023
    • Reich-Stiebert, N., Eyssel, F., & Hohnemann, C. (2020). Exploring University Students’ Preferences for Educational Robot Design by Means of a User-Centered Design Approach. International Journal of Social Robotics, 12(1), 227–237. https://doi.org/10.1007/s12369-019-00554-7
    • Reich-Stiebert, N., Eyssel, F., & Hohnemann, C. (2019). Involve the user! Changing attitudes toward robots by user participation in a robot prototyping process. Computers in Human Behavior, 91, 290–296. https://doi.org/10.1016/j.chb.2018.09.041
    • Reich-Stiebert, N., & Stürmer, S. (2019). Psychological Research on Digital Technologies in Collaborative Learning in Higher Education. Psychologie in Österreich, 39(4), 294–298.
    • Reich-Stiebert, N., & Eyssel, F. (2017). (Ir)relevance of Gender?: On the Influence of Gender Stereotypes on Learning with a Robot. Proceedings of the 2017 ACM/IEEE International Conference on Human-Robot Interaction, 166–176. https://doi.org/10.1145/2909824.3020242
    • Reich-Stiebert, N., & Eyssel, F. (2016). Robots in the Classroom: What Teachers Think About Teaching and Learning with Education Robots. In A. Agah, J.-J. Cabibihan, A. M. Howard, M. A. Salichs, & H. He (Hrsg.), Social Robotics (Bd. 9979, S. 671–680). Springer International Publishing. https://doi.org/10.1007/978-3-319-47437-3_66
    • Reich-Stiebert, N., & Eyssel, F. (2015). Learning with Educational Companion Robots? Toward Attitudes on Education Robots, Predictors of Attitudes, and Application Potentials for Education Robots. International Journal of Social Robotics, 7(5), 875–888. https://doi.org/10.1007/s12369-015-0308-9
    • Reich, N., & Eyssel, F. (2013). Attitudes towards service robots in domestic environments: The role of personality characteristics, individual interests, and demographic variables. Paladyn, Journal of Behavioral Robotics, 4(2). https://doi.org/10.2478/pjbr-2013-0014
    • Eyssel, F., & Reich, N. (2013). Loneliness makes the heart grow fonder (of robots). On the effects of loneliness on psychological anthropomorphism. 8th ACM/IEEE International Conference on Human-Robot Interaction (HRI), 121–122. https://doi.org/10.1109/HRI.2013.6483531

Research Center CATALPA | 17.12.2024