Carolin Hahnel, M. Sc. Psych.

Projects

• Centre for International Comparative Assessments of Education
• MultiTex
• National PISA 2012 CBA Add-On Study

Curriculum Vitae

2015	Visiting scholar at the Technology and Learning Sciences Lab (TALS; Director: Prof. Dr. Patricia Boechler) of the University of Alberta, Department of Educational Psychology in Edmonton (CA)
since 2012	Doctoral studies at the Goethe University Frankfurt am Main, Department of Psychology („Cognitive demands and processes in reading and comprehending digital texts“)
since 2011	Researcher at the German Institute for International Educational Research (DIPF)
2009-2011	Master studies of psychology at the Martin-Luther-Universität Halle-Wittenberg
2006-2009	Bachelor studies of psychology at the Martin-Luther-Universität Halle-Wittenberg

Research Interests

• Reading and comprehending digital text
• Analyzing and modeling process data for further diagnostic approaches
• Implementation and application of computer based assessment

Selected Presentations

• Hahnel, C., Kröhne, U., Goldhammer, F., Schoor, C., Artelt, C., Reimann, D., Lockl, K., & Roßbach, H.-G. (2016). Using process data from log files to explain measures of multiple documents literacy (MDL). Paper to be presented at the EARLI SIG 27 conference, 29.11.-01.12.2016, Oulu, FIN.
• Hahnel, C., Goldhammer, F., & Kröhne, U. (2016). Active in navigation = better in evaluation? What process data can tell us about competencies in evaluating online information. Paper to be presented at the EAM conference, 27.07.-29.07.2016, Palma de Mallorca, ESP.
• Hahnel, C., Goldhammer, F., Kröhne, U., Schiepe-Tiska, A., & Lüdtke, O. (2016, March 09th). Beeinflusst die Effizienz kognitiver Basisfähigkeiten die in PISA gemessene Lesekompetenz und ihre Veränderung innerhalb eines Jahres? [Does the efficiency of cognitive basic skills affect changes in reading competence measured in PISA within one year?]. Presentation at the 4. Tagung der Gesellschaft der Empirischen Bildungsforschung (GEBF) in Berlin, DE.
• Hahnel, C., Goldhammer, F., Kröhne, U., & Naumann, J. (2015, August 27th). Too Demanding, too Complex? The Role of Working Memory Updating in Reading Digital Text. Presentation at the 16th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI) in Limassol, CYP.
• Hahnel, C., Naumann, J., Goldhammer, F., & Kröhne, U. (2014, September 22nd). Validierung von Digital Reading: Befunde zum Erklärungsbeitrag ICT-bezogener Komponenten [Validating digital reading: Finding on the predictive contribution of ICT-related components]. Presentation at the 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) in Bochum, DE.

Publications

• Hahnel, C., Goldhammer, F., Naumann, J., & Kröhne, U. (2016). Effects of linear reading, basic computer skills, evaluating online information, and navigation on reading digital text. Computers in Human Behavior, 55, 486–500. http://doi.org/10.1016/j.chb.2015.09.042