@incollection{Unz, author = {Unz, Dagmar}, title = {Framing}, series = {Medienpsychologie: Schl{\"u}sselbegriffe und Konzepte}, booktitle = {Medienpsychologie: Schl{\"u}sselbegriffe und Konzepte}, editor = {Kr{\"a}mer, N. and Schwan, S. and Unz, Dagmar and Suckf{\"u}ll, M.}, publisher = {Kohlhammer}, address = {Stuttgart}, pages = {144 -- 148}, language = {de} } @incollection{Unz, author = {Unz, Dagmar}, title = {Gewalt}, series = {Medienpsychologie: Schl{\"u}sselbegriffe und Konzepte}, booktitle = {Medienpsychologie: Schl{\"u}sselbegriffe und Konzepte}, editor = {Kr{\"a}mer, N. and Schwan, S. and Unz, Dagmar and Suckf{\"u}ll, M.}, publisher = {Kohlhammer}, address = {Stuttgart}, pages = {350 -- 356}, language = {de} } @article{UnzHesse, author = {Unz, Dagmar and Hesse, F.W.}, title = {The Use of Hypertext for Learning}, series = {Journal of Educational Computing Research}, volume = {20}, journal = {Journal of Educational Computing Research}, number = {3}, pages = {279 -- 295}, language = {en} } @article{UnzWinterhoffSpurkSchwab, author = {Unz, Dagmar and Winterhoff-Spurk, P. and Schwab, F.}, title = {H{\"a}ufiger, schneller, variabler.}, series = {Publizistik}, volume = {50}, journal = {Publizistik}, number = {2}, pages = {225 -- 237}, language = {de} } @article{UnzSchwabWinterhoffSpurk, author = {Unz, Dagmar and Schwab, F. and Winterhoff-Spurk, P.}, title = {TV news - the daily horror?}, series = {Journal of Media Psychology}, volume = {20}, journal = {Journal of Media Psychology}, number = {4}, pages = {141 -- 156}, language = {en} } @incollection{Unz, author = {Unz, Dagmar}, title = {Exposure to News}, series = {The International Encyclopedia of Communication, Volume 4}, booktitle = {The International Encyclopedia of Communication, Volume 4}, editor = {Donsbach, W.}, publisher = {Wiley-Blackwell}, address = {Oxford, Malden}, pages = {1676 -- 1680}, language = {en} } @incollection{Unz, author = {Unz, Dagmar}, title = {Schemas}, series = {The International Encyclopedia of Communication, Volume X}, booktitle = {The International Encyclopedia of Communication, Volume X}, editor = {Donsbach, W.}, publisher = {Wiley-Blackwell}, address = {Oxford, Malden}, pages = {4493 -- 4497}, language = {en} } @article{Unz, author = {Unz, Dagmar}, title = {Wenn der Radioh{\"o}rer zum Telefon greift}, series = {Medienpsychologie}, volume = {4}, journal = {Medienpsychologie}, number = {1}, pages = {44 -- 61}, language = {de} } @article{UnzWinterhoffSpurk, author = {Unz, Dagmar and Winterhoff-Spurk, P.}, title = {Emotional processes of TV-viewers}, series = {SPIEL Siegener Periodicum zur Internationalen Empirischen Literaturwissenschaft - Sonderheft "Medien und Emotionen"}, volume = {22}, journal = {SPIEL Siegener Periodicum zur Internationalen Empirischen Literaturwissenschaft - Sonderheft "Medien und Emotionen"}, number = {2}, pages = {237 -- 249}, language = {en} } @article{NeuderthLukasczikThierolfetal., author = {Neuderth, Silke and Lukasczik, Matthias and Thierolf, Antje and Wolf, Hans-Dieter and Oorschot, Birgitt, van and K{\"o}nig, Sarah and Unz, Dagmar and Henking, Tanja}, title = {Use of standardized client simulations in an interprofessional teaching concept for social work and medical students: first results of a pilot study}, series = {Social Work Education}, volume = {38}, journal = {Social Work Education}, number = {1}, publisher = {Taylor \& Francis Online}, doi = {10.1080/02615479.2018.1524455}, pages = {75 -- 88}, abstract = {Teaching concepts with standardized clients/patients (SC) had been successfully implemented in the education of health professionals. Benefits were also demonstrated for social work education. Based on former experiences with simulated clients in medical education, we developed an innovative teaching concept for social work and medical students. We focused on the training of consultations with clients suffering from a serious illness like cancer—with different learning goals for medical students (e.g. breaking bad news) and social work students (e.g. psychosocial exploration and counseling). Both groups should gain knowledge about the other professions tasks and learn to handle clients' emotional reactions. In addition to role-plays with simulated clients in small groups, the concept includes an interprofessional lecture by physicians, psychologists, social workers, and lawyers as well as a visit on the palliative care ward (for social work students only) and a research colloquium. A formative evaluation shows high satisfaction with the teaching concept. The students underline the realistic setting, interprofessional contact, authentic talks and direct feedback. The SC method and its interprofessional application proved to be a practicable and motivating way to enhance conversational skills.}, language = {de} } @incollection{UnzTaube, author = {Unz, Dagmar and Taube, Vera}, title = {Implementierung von evidenzbasierten Programmen in der Sozialen Arbeit}, series = {Wirkungen Sozialer Arbeit}, booktitle = {Wirkungen Sozialer Arbeit}, editor = {Borrmann, Stefan and Thiessen, Barbara}, publisher = {Barbara Budrich}, address = {Opladen, Berlin, Toronto}, isbn = {978-3-8474-0768-3}, pages = {125 -- 142}, language = {de} } @article{UnzMoellerBrezing, author = {Unz, Dagmar and M{\"o}ller, B. and Brezing, C.}, title = {The influence of Gestalt principles and visualization in website design on the degree of acceptance and recommendation}, series = {Behavior \& Information Technology}, journal = {Behavior \& Information Technology}, doi = {DOI 10.1080/0144929X.2011.642893.}, language = {en} } @article{UnzGlockKovacs, author = {Unz, Dagmar and Glock, S. and Kovacs, C.}, title = {Beyond fear appeals}, series = {Addictive Behaviors}, volume = {37}, journal = {Addictive Behaviors}, number = {4}, pages = {548 -- 551}, language = {en} } @article{UnzFingerSchwab, author = {Unz, Dagmar and Finger, J. and Schwab, F.}, title = {Crime Scene Investigation}, series = {Sex Roles}, volume = {62}, journal = {Sex Roles}, number = {11-12}, pages = {798 -- 809}, language = {en} } @incollection{UnzMangoldWinterhoffSpurk, author = {Unz, Dagmar and Mangold, R. and Winterhoff-Spurk, P.}, title = {Zur Erkl{\"a}rung emotionaler Medienwirkungen}, series = {Theoretische Perspektiven der Rezeptionsforschung}, booktitle = {Theoretische Perspektiven der Rezeptionsforschung}, editor = {R{\"o}ßler, P. and Hasebrink, U. and J{\"a}ckel, M.}, publisher = {Reinhard Fischer}, address = {M{\"u}nchen}, pages = {163 -- 180}, language = {de} } @incollection{UnzSchwabWinterhoffSpurk, author = {Unz, Dagmar and Schwab, F. and Winterhoff-Spurk, P.}, title = {Facial Expression and Emotions while Watching Violent TV-News}, series = {Oralite et Gestualite. Interactions et Comportements multimodaus dans la Communication}, booktitle = {Oralite et Gestualite. Interactions et Comportements multimodaus dans la Communication}, editor = {Cave, C. and Guatiella, I. and Santi, S.}, publisher = {L'Harmattan}, address = {Paris}, pages = {205 -- 208}, language = {en} } @incollection{UnzWallachHenssetal., author = {Unz, Dagmar and Wallach, D. and Henss, R. and Egler, R. and Tack, W.H.}, title = {Design and Implementation of a Representation System for Human Knowledge}, series = {The Cognitive Psychology of Knowledge}, booktitle = {The Cognitive Psychology of Knowledge}, editor = {Strube, G. and Wender, K.F.}, publisher = {Elsevier Science}, pages = {351 -- 366}, language = {en} } @incollection{UnzCapstickErbach, author = {Unz, Dagmar and Capstick, J. and Erbach, G.}, title = {Damit die Suche (schneller) zum Ziel f{\"u}hrt}, series = {Selektion im Internet. Empirische Analysen zu einem Schl{\"u}sselkonzept}, booktitle = {Selektion im Internet. Empirische Analysen zu einem Schl{\"u}sselkonzept}, editor = {Wirth, W. and Schweiger, W.}, publisher = {Westdeutscher Verlag}, address = {Opladen}, pages = {249 -- 270}, language = {de} } @incollection{Unz, author = {Unz, Dagmar}, title = {Didaktisches Design computergest{\"u}tzter, multimedialer Lernumgebungen.}, series = {Studieren und weiterbilden mit Multimedia - Perspektiven der Fernlehre in der wissenschaftlichen Aus- und Weiterbildung}, booktitle = {Studieren und weiterbilden mit Multimedia - Perspektiven der Fernlehre in der wissenschaftlichen Aus- und Weiterbildung}, editor = {Scheuermann, F. and Schwab, F. and Augenstein, H.}, publisher = {BW Bildung und Wissen}, address = {N{\"u}rnberg}, language = {de} } @incollection{UnzSchwanNetal., author = {Unz, Dagmar and Schwan, S. and N., Kr{\"a}mer and Suckf{\"u}ll, M.}, title = {Medienpsychologie}, publisher = {Kohlhammer}, address = {Stuttgart}, language = {de} } @incollection{Unz, author = {Unz, Dagmar}, title = {Radioh{\"o}rer am Telefon}, series = {Radioperspektiven.Strukturen und Programme}, booktitle = {Radioperspektiven.Strukturen und Programme}, editor = {Barth, C. and Schr{\"o}ter, C.}, publisher = {Nomos}, address = {Baden-Baden}, pages = {S.185 -- 192}, language = {de} } @inproceedings{UnzWernerMangoldetal., author = {Unz, Dagmar and Werner, B. and Mangold, R. and Burmester, M.}, title = {Informationssuche im WWW}, series = {UDayIV - Information nutzbar machen. Proceedings Usability Day IV, Vorarlberg ({\"O}sterreich)}, booktitle = {UDayIV - Information nutzbar machen. Proceedings Usability Day IV, Vorarlberg ({\"O}sterreich)}, editor = {Kemptner, G. and von Hellberg, P.}, publisher = {Pabst Science Publisher}, address = {Lengerich}, pages = {130 -- 133}, language = {de} } @article{WeissUnzSchwab, author = {Weiß, Eva-Maria and Unz, Dagmar C. and Schwab, Frank}, title = {Scoping Review on the Effects of Simulation-Based Interventions on Reducing Stigma Toward People with Schizophrenia}, series = {Frontiers in Virtual Reality}, volume = {6}, journal = {Frontiers in Virtual Reality}, publisher = {Frontiers Media SA}, issn = {2673-4192}, doi = {10.3389/frvir.2025.1404156}, abstract = {Introduction: Schizophrenia imposes a significant burden on global public health and is associated with pervasive stigmatization, perpetuating misconceptions of danger and incompetence. This review examines the efficacy of simulation interventions in reducing stigmas associated with schizophrenia and fostering empathy towards affected individuals. Methods: A comprehensive literature review spanning from August 2021 to September 2022 identified 14 relevant studies meeting inclusion criteria. Results: Analysis revealed a diverse landscape of simulation-based interventions, characterized by variability in methodological rigor, intervention design, and technological modalities. While some studies demonstrated promising outcomes in stigma reduction and empathy enhancement, methodological limitations and inconsistencies underscore the need for cautious interpretation of findings. Furthermore, mixed outcomes in stigma characteristics and empathy development highlight the complexity of intervention effectiveness. Discussion: Despite these challenges, simulation interventions, particularly when integrated with additional components, hold potential in mitigating stigmatization and promoting empathy. Future research should prioritize methodological rigor, comprehensive outcome assessment, and tailored intervention strategies to advance the field of stigma reduction in schizophrenia.}, language = {en} } @article{CazanDavidTruțaetal., author = {Cazan, Ana-Maria and David, Laura Teodora and Truța, Camelia and Maican, Cătălin Ioan and Henter, Ramona and Năstasă, Laura Elena and Nummela, Niko and Vesterinen, Olli and Rosnes, Arne Morten and Tungland, Tobias and Gudevold, Eirin and Digernes, Mari and Unz, Dagmar and Witter, Stefanie and Pavalache-Ilie, Mariela}, title = {Technostress and time spent online - A cross-cultural comparison for teachers and students}, series = {Frontiers in Psychology}, volume = {15}, journal = {Frontiers in Psychology}, publisher = {Frontiers Media SA}, issn = {1664-1078}, doi = {10.3389/fpsyg.2024.1377200}, abstract = {Introduction Research shows that ICT is beneficial for academics and students, aiding in overcoming distance barriers, streamlining administration, and improving teaching and learning processes. However, the negative impact of technology, particularly technostress, are garnering attention. In the context of the concerns about technostress among higher education institutions (HEI), the aim of the study is to analyze the technostress creators and inhibitors for university teachers and students in different European countries. The topical concept of digital well-being is seen as "a subjective individual experience of optimal balance between the benefits and drawbacks obtained from mobile connectivity, focusing on the personal perception of what amount of time spent using technology is optimal so that well-being is preserved". Method To explore specific aspects related to use of technology, two - parallel online surveys for academics (N = 446) and students (N = 660) from four European countries (Romania, Germany, Norway, and Finland) were conducted between November 2022 - January 2023. The surveys included the Technostress scale and the Technostress Inhibitors Scale, the Technology self-efficacy Scale, and a questionnaire focusing on socio-demographic aspects, work experience, academic field, dimensions related to the actual use of technology and participants perception on the optimal use of technology for work, learning or personal tasks, in terms of the period of day/week and amount of time spent. We also inquired about the social support given and received when using technology and the formal and informal rules, expectations, policies, punishments, and rewards regarding the use of technology. Results The findings suggest that the perceived optimal use of technology is significantly lower than the actual use for all the contexts. Overuse of technology was associated with technostress. Our results also showed that technology self-efficacy and social support from colleagues and teachers are negatively associated with technostress. Country differences regarding technostress and time spent online were also observed. Discussions Despite the needed caution in interpreting the results because of the unbalanced sample size across countries, the results could be used to develop research and support interventions within European countries to promote digital well-being, a better work-life balance with further positive effects on academic satisfaction and work/learning productivity.}, language = {en} } @inproceedings{MenneLangeUnz, author = {Menne, Isabelle M. and Lange, Benjamin P. and Unz, Dagmar C.}, title = {My Humorous Robot: Effects of a Robot Telling Jokes on Perceived Intelligence and Liking}, series = {Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction}, booktitle = {Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction}, publisher = {ACM}, address = {New York, NY, USA}, doi = {10.1145/3173386.3177015}, pages = {193 -- 194}, abstract = {Research suggests, interpersonal competences such as having a sense of humor can help establish sociality in human-robot interaction. This study tested the effect of different types of jokes told by either a human or a robot (NAO) on the perceived intelligence and liking of the narrator. Results of a mixed-design ANOVA showed that only clever jokes could increase the attribution of intelligence to a robot. No significant differences were found for different types of jokes on liking the robot.}, language = {en} }