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Cornelia SindermannView profile

Researcher

• Computational Digital Psychology
• Political Psychology
• Disinformation Studies
• +5 more

Affiliations & Roles Cornelia Sindermann is an Independent Research Group Leader of the Computational Digital Psychology Team within the Stuttgart Research Focus 'Interchange Forum for Reflecting on Intelligent Systems for Diversity, Demography, and Democracy (IRIS3D)' at the University of Stuttgart. She holds associated roles in the Cluster of Excellence SimTech and the International Max Planck Research School for Intelligent Systems. Previously, she served as a Postdoctoral Researcher and Lecturer at Ulm University (2019–2022) and conducted research at the University of Toledo (2021–2022). She also held a Visiting Professorship at the University for Continuing Education Krems (2023). Education PhD in Natural Sciences (2019), Ulm University MSc in Psychology (2016), Ulm University BSc in Psychology (2014), Ulm University Research Focus Her work investigates the interplay between intelligent systems and human cognition, particularly focusing on how algorithm-driven platforms influence political opinion formation , disinformation spread , and democratic capabilities . Methodologically, she combines experimental designs , survey data , and digital trace analysis to study topics like filter bubbles, microtargeting, and the data economy. Key themes include: — Cognitive processing of online information — Effects of AI-driven content curation — Polarization and echo chambers — Ethical implications of social media business models Publications & Awards With over 80 peer-reviewed papers, her work spans journals in psychology, media studies, and political science. Awards include the 2019 Teaching Excellence Bonus (Ulm University) and grants from the Vodafone Foundation and DAAD . Notable publications address topics like fake news susceptibility, personality-driven social media addiction, and oxytocin’s role in trust and deception. Team & Collaborations Her research group at IRIS3D collaborates with experts in computer science, political science, and ethics. They actively seek to recruit researchers with backgrounds in psychology, computational methods, and digital policy. Current projects include developing tools to enhance democratic literacy and analyzing AI’s role in political discourse.

Peter ChewView profile

Associate Professor

• Behavioral Addictions
• Internet Gaming Disorder
• Social Media Addiction
• +3 more

Dr. Peter Chew is an Associate Professor of Psychology at James Cook University Singapore (JCUS). He specializes in behavioral addictions, particularly internet gaming disorder, social media addiction, and problematic pornography use. His research focuses on prevalence, correlates, interventions, and effects of these addictions. He also explores Terror Management Theory and psychometrics. Education: PhD in Psychology (2012-2016, JCU), BPsych (Hons I, 2008-2011, JCU), and a Graduate Certificate in Academic Practice (2018-2020, JCU). Research interests include behavioral addiction mechanisms, intervention strategies, and the psychological impact of mortality salience. He has published extensively in journals like Addictive Behaviors and Psychiatric Quarterly . His recent work examines cross-cultural addiction pathways, pandemic-induced death anxiety, and sleep quality mediated by addiction. He mentors both graduate and undergraduate students, co-authoring over 40 publications.

• Technology
• Media
• Social Media
• +4 more

Jennifer Shapka is a Professor in the Faculty of Education at the University of British Columbia, affiliated with the Department of Educational & Counselling Psychology, and Special Education. Her research focuses on adolescent development in the context of evolving digital technologies, particularly examining cyberbullying, online privacy, and self-regulation. Academic Rank: Professor Department: Educational & Counselling Psychology, and Special Education Research Themes: Cyberbullying, Adolescent Technology Engagement, Social-Emotional Development Dr. Shapka's work explores how adolescents navigate the risks and opportunities of growing up in the information age. Her studies investigate the impact of internet use on social and cognitive development, with a focus on cyberbullying, privacy concerns, and smartphone dependency. She employs longitudinal analyses and cross-cultural comparisons to understand developmental trajectories. Her recent publications highlight trends in problematic smartphone use, cybervictimization, and the role of attachment theory in digital interactions. These studies span contexts including Canada, China, and Tanzania, emphasizing global relevance. 2015 : Killam Award for Excellence in Mentoring Dr. Shapka supervises graduate students in the Human Development, Learning, and Culture program. Her collaborations with researchers like Nancy Perry and Shelley Wisniewski have produced significant insights into adolescent mental health and educational practices.

• Educational Technology
• Human-Computer Interaction
• Cyberbullying and Internet Safety
• +7 more

Hasan ÖZGÜR is an Associate Professor at Trakya University, Faculty of Education, Department of Computer and Educational Technologies. He currently serves as Department Head since February 2022 and is a Member of the University Rectorate Board of Directors since September 2024. His academic career at Trakya University spans over 18 years, progressing from Education Expert in 2006 to Associate Professor in 2023. His educational background includes a PhD in Engineering Education from Trakya University (2011), a Master's Degree in Educational Sciences from Marmara University (2005), and a Bachelor's Degree from Marmara University Atatürk Faculty of Education (2002). Dr. ÖZGÜR's research focuses on educational technology, human-computer interaction, and digital media effects on learning. His work examines cyberbullying, internet safety, gamification in education, technology integration in teaching, and internet parenting styles. He investigates how digital technologies impact student learning, teacher effectiveness, and adolescent development in the digital age. His research often involves scale development and validation for Turkish educational contexts. His publication record shows consistent research output since 2009, with increasing focus on practical applications of technology in Turkish education. Recent work emphasizes gamification trends, social media integration in learning, and psychological impacts of digital technology on students and teachers. His research bridges theoretical frameworks with practical educational applications, addressing both K-12 and higher education contexts. Dr. ÖZGÜR has contributed significantly to teacher training programs, focusing on developing digital competencies for educators. His administrative roles demonstrate leadership in shaping educational technology policy and implementation at the institutional level. He has collaborated extensively with colleagues including F. Akgün, C. Çuhadar, and F. Arıkan on numerous research projects examining technology adoption challenges within the Turkish educational system.

Ming-chin Monique ChuView profile

Lecturer

• Semiconductor Geopolitics
• Economic Statecraft
• Sovereignty Studies
• +4 more

Dr. Ming-chin Monique Chu serves as a Lecturer in Chinese Politics at the University of Southampton. Prior to joining Southampton, she taught at the School of Oriental and African Studies (SOAS) and the University of Oxford. She holds MPhil and PhD degrees in international relations from the University of Cambridge. Her research focuses on semiconductor geopolitics, sovereignty studies, and Cross-Strait relations. Dr. Chu's work examines the intersection of globalization and security, particularly in the semiconductor industry, and explores the theory and practice of sovereignty in China's peripheral regions. She has conducted extensive field research including over 210 interviews with key stakeholders rarely featured in mainstream studies. Dr. Chu's publications reveal a consistent focus on the geopolitical dimensions of semiconductor supply chains, Chinese foreign policy, and sovereignty challenges. Her work spans book chapters, journal articles, and monographs, with increasing attention to semiconductor security implications amid US-China-Taiwan relations. The research shows progression from analyzing broader globalization-security linkages to more specific semiconductor industry dynamics and sovereignty challenges along China's periphery. Teaching Excellence Award from SOAS Teaching Excellence Award from University of Southampton Chiang Ching-Kuo Foundation Research Grant (two rounds) University of Southampton Annual Adventures in Research Award Dr. Chu currently supervises PhD students including Adrian Donald Li. Her research is supported by multiple grants, particularly from the Chiang Ching-Kuo Foundation for International Scholarly Exchange, focusing on semiconductor supply chain vulnerabilities and problematic sovereignty along China's periphery. She is an active member of the Centre for Political Ethnography (CPE) and accepts applications from prospective PhD students.

• Media multitasking
• Digital media effects
• Digital well-being
• +3 more

Dr. Susanne Baumgartner is an Associate Professor in the Faculty of Social and Behavioural Sciences at the University of Amsterdam, specializing in Youth & Media Entertainment. Her research examines the effects of digital media on attention, well-being, and development. Her work investigates: Media multitasking and attention processes Smartphone usage patterns and effects on sleep Digital stress and well-being interventions Adolescent development in digital environments Longitudinal effects of media use Dr. Baumgartner's current research employs mobile tracking, experience sampling, and experimental methods to understand how digital behaviors affect psychological functioning. Her work on notification-disabling interventions and grayscale smartphone displays examines practical approaches to digital well-being. She contributes to the Centre for Research on Children Adolescents and the Media and the Digital Communication Methods Lab, developing innovative approaches to studying digital behaviors in everyday life contexts.

• Weed Science
• Herbicide Resistance
• Pollen-mediated Gene Flow
• +7 more

Amit J. Jhala is a Professor and Associate Department Head in the Department of Agronomy and Horticulture at the University of Nebraska-Lincoln's College of Agricultural Sciences and Natural Resources. He serves as an Extension Weed Management Specialist and Integrated Pest Management (IPM) Coordinator, focusing on practical solutions for Nebraska's agricultural challenges. His work bridges academic research with on-the-ground extension services for farmers and agricultural professionals. Dr. Jhala's educational background includes: B.S. (Agriculture) from Gujarat Agricultural University, India (2000) M.S. (Weed Science) from Anand Agricultural University, India (2003) Ph.D. (Plant Science / Weed Science) from University of Alberta, Canada (2009) His research centers on herbicide resistance management, with particular expertise in Palmer amaranth and other problematic weeds. Dr. Jhala investigates sustainable weed management systems in corn and soybean production, pollen-mediated gene flow from herbicide-resistant crops, herbicide leaching and groundwater contamination, and factors affecting weed emergence patterns. His work combines field research with cutting-edge technologies like precision sprayers and AI-enabled weed detection systems. Analysis of his recent publications reveals a strong focus on addressing multiple herbicide-resistant weed challenges, particularly Palmer amaranth. His research integrates traditional weed science with emerging technologies, examining economic considerations of herbicide usage, precision application methods, and climate-adaptive management strategies. Much of his work addresses practical on-farm challenges while advancing fundamental understanding of weed biology and herbicide resistance mechanisms. Dr. Jhala has received numerous prestigious awards recognizing his contributions: Excellence in Extension Award for Research-based from Nebraska Extension (2024) Outstanding Early Career Weed Scientist Award by the Weed Science Society of America (2017) Multiple Outstanding Reviewer and Editor awards Herbicide-Resistant Weed Management Award by WSSA's US Herbicide Resistance Action Committee Through Nebraska Extension, Dr. Jhala actively engages with growers, conducting field days, publishing Crop Watch articles, and providing practical guidance on weed management. His extension efforts focus on educating growers about herbicide-resistant weeds, conducting herbicide efficacy trials, developing extension bulletins, and contributing to Crop Production Clinics. He has led numerous research projects funded by state and federal agencies addressing critical weed management challenges in Nebraska agriculture. Dr. Jhala leads the Jhala Lab, which combines traditional weed science approaches with innovative technologies for weed detection and management. His team collaborates with researchers across disciplines including plant physiology, soil science, agricultural engineering, and computer science to develop integrated solutions for weed management challenges.

Mimi ReckerView profile

Professor

• Educational Technology
• Computer Science Education
• Learning Sciences
• +6 more

Dr. Mimi Recker is a Professor in the Department of Instructional Technology & Learning Sciences at Utah State University (USU), part of the Emma Eccles Jones College of Education and Human Services. She holds a B.A. in Mathematics from the University of Pennsylvania and a Ph.D. from the University of California, Berkeley. Prior to joining USU in 1998, she worked at Georgia Institute of Technology and Victoria University of Wellington. She served as Department Head of ITLS from 2008 to 2015. Her research focuses on leveraging cyber-learning technologies to enhance education, with a particular emphasis on digital libraries, teacher professional development, and computational thinking integration in K-12 curricula. She has led NSF-funded projects such as 'SchoolWide Labs' and 'Digital Libraries Goes to School,' collaborating with global teams. Her work emphasizes co-design approaches with educators to develop cross-curricular resources. Key contributions include the Instructional Architect tool, supporting teachers in designing instructional activities with online resources, and studies on debugging pedagogies in physical computing. She has advised over 25 graduate students and received the 2013 University Graduate Mentor Award. Education: B.A. Mathematics (University of Pennsylvania), Ph.D. (UC Berkeley) Awards: University Graduate Mentor Award (2013) Grants: NSF, J.S. McDonnell Foundation, Institute for Museum and Library Services Labs/Teams: ITLS Design Lab, Collaborative Research on Rural STEM Pathways

• Social Psychology
• Cyberpsychology
• Behavior Change
• +5 more

Professor John McAlaney is a Chartered Psychologist and Chartered Scientist at Bournemouth University's Department of Psychology. He leads the Cyberpsychology research group and is Programme Leader for the BSc Cyberpsychology degree. His research focuses on social psychology and behavior change, particularly in areas like digital addiction, problematic gambling, and socio-technical systems. He holds a PhD from the University of West of Scotland (2007) and has held academic roles at the University of Bradford and London School of Hygiene and Tropical Medicine. He collaborates with the Department of Computing to study human factors in cybersecurity and online social dynamics. Education: Bachelor's degree: University of Stirling MSc: University of Strathclyde PhD: University of the West of Scotland (2007) Research Interests: Social norms approach to behavior change Cyberpsychology applications in digital addiction and gambling Role of human factors in cybersecurity/hacktivism Socio-technical systems and fake news Advising & Grants: Leads the Cyberpsychology research group, oversees the BSc Cyberpsychology program, and collaborates with industry/charities (e.g., Gordon Moody Association for problem gambling). Labs/Teams: Cyberpsychology Research Group, BSc Cyberpsychology Program.

• Developmental Psychology
• Child Development
• Learning Mechanisms
• +6 more

Rachel F. Barr is a Professor and Chair of the Department of Psychology at Georgetown University. Her research focuses on developmental psychology, particularly learning and memory mechanisms in infancy and early childhood. She directs the Georgetown Early Learning Project (ELP), examining how children under five learn from multiple sources, including bilingual exposure, parent-child interactions, and media engagement. Dr. Barr holds a Ph.D. and B.Sc. in Psychology from the University of Otago. Her work emphasizes the cognitive and social impacts of digital media on young children, including sleep patterns, language development, and emotional regulation. She has pioneered studies on video chat interactions between grandparents and grandchildren during the pandemic, highlighting technology’s role in maintaining family connections. Key areas of interest include problematic media use, technoference in parenting, and the validation of tools like the Joint Media Engagement Scale (JMES). Dr. Barr’s research spans cross-cultural studies, analyzing media exposure across countries such as Canada, the U.S., Israel, Sweden, and New Zealand. She explores how policy and parental resources influence child development in digital contexts. Recent projects address parental burnout, screen time motivations, and the interplay between media use and child temperamental traits. Her contributions include over 150 publications on media effects, bilingualism, and early learning. She actively advocates for equitable access to digital tools and evidence-based guidelines for families and policymakers. Labs/Teams: Georgetown Early Learning Project (ELP). Mentoring: No specific advisees listed in provided text.

• Substance use research
• health systems
• prescription opioids
• +1 more

Cynthia Campbell, PhD is a Professor in the Department of Psychiatry at the University of California, San Francisco (UCSF) School of Medicine and a member of the UCSF Weill Institute for Neurosciences. Her work focuses on substance use research within health systems, particularly examining prescription opioids and health services and policy. She maintains an active research program with numerous current and past NIH-funded projects spanning substance use disorders, health policy impacts, and treatment innovations. Dr. Campbell's primary research interests include substance use disorders, health systems research, prescription opioid policy, and health services for addiction treatment. Her work examines how healthcare policy changes impact substance use treatment access and outcomes, with particular attention to vulnerable populations including adolescents, pregnant individuals, and those with co-occurring mental health conditions. She frequently employs large-scale health system data to investigate patterns of substance use and treatment effectiveness across diverse populations and healthcare settings. Her recent publications (2024-2025) demonstrate a strong focus on cannabis policy impacts, opioid use disorder treatment innovations, and substance use during pregnancy. These works employ diverse methodologies including longitudinal observational studies, qualitative analyses, and examination of health system data across Northern California. Her research bridges clinical practice, health policy, and population health with particular emphasis on how healthcare delivery systems can better serve patients with substance use disorders. Dr. Campbell has served as Principal or Co-Principal Investigator on numerous NIH-funded research projects including the Health Systems Node of the NIDA Clinical Trials Network (2015-2025), Buprenorphine and Substance Abuse Services for Prescription Opioid Dependence (2014-2019), and studies examining the impact of healthcare reform on addiction and HIV services. Her grant portfolio demonstrates sustained research productivity in substance use disorders and health services research across multiple funding cycles.

Carlos Alberto Miranda DuarteView profile

Professor

• Industrial Design
• Sustainable Design
• Design Simplicity and Complexity
• +2 more

Carlos Alberto Miranda Duarte is a Full Professor at IADE - European University, where he serves as Vice-rector for Research & Quality and Accreditation and Vice-President of Europeia ID. His academic work centers on Industrial Design within the IADE School of Design, Technology and Business, focusing on simplicity versus complexity in design processes. His educational background includes: Ph.D. in Production Engineering (2001) from Universidade da Beira Interior Agregado (Habilitation) in Electromechanical Engineering (2012) from Universidade de Trás-os-Montes e Alto Douro Professor Duarte's research explores subjective assessment methods using perception and visualization, with emphasis on relativistic information measurement and long waves theory applied to design history. His work bridges Industrial Design with Sustainable Design practices, evidenced by his Gold Mercury Sustainability Award. He investigates how simplicity manifests as an engineering parameter and develops frameworks for evaluating design complexity. His publication trajectory (2013-2021) reveals two dominant threads: Design Education innovation through coworking spaces as stigmergic learning environments, and Design Simplicity quantification using relativistic information metrics. These areas converge in developing methodologies for sustainable design problem-solving and educational transformation. His notable recognitions include: Gold Mercury Sustainability Award 2010 for Most Sustainable Design Honorary Membership in Clube de Criativos de Portugal (2016) IADE's consistent ranking among Europe's top 50 design schools (2015-2017) As an academic leader, he has supervised four Ph.D. students on accessibility, assistive products, circular economy, and design education platforms. His current research leadership includes the MAR2020 "BLUE CIRCULAR POSTBRANDING PROJECT" and advisory roles with FCT, DGES, and IAPMEI. Ph.D. Supervisions: 4 completed theses on design accessibility and circular models Research Leadership: Co-responsible for maritime sustainability project Policy Influence: Member of national design accreditation committees He actively contributes to UNIDCOM/IADE research unit and chairs Europeia ID, which integrates multiple research groups across design, marketing, and communications disciplines to advance Portugal's design research ecosystem.

Juan Albacete MazaView profile

Researcher

• Education
• Social Sciences
• Ethics
• +4 more

Juan Albacete Maza is a researcher at the IQS School of Management , affiliated with the Chair of Ethics and Christian Thought . His work bridges education, ethics, and cultural studies through interdisciplinary projects. Current projects include MobilePressure (addressing smartphone overuse in children) and Sustainability, Economics, and Ethics (SEE) under AGAUR funding. Research Interests focus on: Educational Resilience using Spanish folk songs Digital Wellbeing in youth and adolescents Ethical Implications of neoliberalism in poverty alleviation Cognitive Linguistics applied to cultural narratives Scientific Output reveals a trajectory centered on: Tragic themes in children's music Post-COVID pedagogy using folkloric resources Mixed-methodology analysis of social and technological issues

Maria KääriäinenView profile

Professor

• Health Coaching
• Health Promotion
• Patient Counseling
• +3 more

Maria Kääriäinen is a Professor of Nursing Science at the University of Oulu's Faculty of Medicine, leading the HealthCoach and Digi-EBHC research groups. She focuses on evidence-based health coaching, digital wellbeing interventions, and improving healthcare outcomes for chronically ill patients and adolescents. Her work emphasizes translating research into practical solutions for healthcare and social service systems. Dr. Kääriäinen holds a PhD and a Docent title in Nursing Science. Her research integrates qualitative and quantitative methods to study topics like patient counseling effectiveness, digital health interventions, and healthcare professional competence. Key research areas include: Health promotion strategies for youth and adults Effectiveness of digital health coaching Counseling quality assessment in clinical settings Healthcare provider competence development Problematic media use among young adults Her collaborative projects involve universities, hospitals, and private-sector partners to bridge research and practice. Recent work explores digital solutions for patient safety, cultural competence in clinical education, and interprofessional mentorship. Key findings include identifying barriers to effective counseling in stroke care pathways and developing competency assessment tools like the ReCCA instrument. Her studies on problematic social media use highlight links between digital behavior and mental health outcomes. Dr. Kääriäinen's work addresses healthcare system challenges through innovation, such as virtual counseling environments and intergenerational learning methods to enhance digital competence among healthcare professionals.

• Media education
• Information education
• Information society
• +5 more

Łukasz Tomczyk is a Professor at the Institute of Pedagogy, Faculty of Philosophy, Jagiellonian University in Poland. He holds a PhD in Social Sciences with a focus on pedagogy (media education, social pedagogy) from the Pedagogical University of Krakow, a Doctor of Philosophy (PhDr) from Charles University in Prague, and is also a computer science engineer. He has established himself as a leading academic in digital literacy and media education, ranking among the top 2% of the world's most influential scientists in 2022 according to Stanford University and Elsevier. His research interests center on media and information education, the information society, and lifelong learning, with particular emphasis on digital literacy, cybersecurity education, and media pedagogy. Professor Tomczyk has authored 7 monographs and over 220 scientific articles, and has edited 15 collective monographs, establishing himself as a prolific scholar in his field. His research spans multiple domains including digital competence development, problematic internet use, educational technology integration, and intergenerational digital literacy. Analysis of his recent publications reveals a strong focus on digital competencies for teachers and students, with particular attention to cybersecurity education, digital safety, and the challenges of digital transformation in education. His work demonstrates a global perspective, with research conducted across multiple countries and addressing both theoretical frameworks and practical applications in educational settings. The publications show consistent methodological rigor and interdisciplinary approaches that bridge pedagogy, psychology, and information technology. Top 2% of the most influential scientists in the world in 2022 (Stanford University and Elsevier) 3rd degree Award of the Rector of the Jagiellonian University for 2022 List of 100 – contributing to strengthening the digital competences of Poles in 2022 Strategic Program Excellence Initiative at the Jagiellonian University Rector's distinction for outstanding scientific achievements (2019, 2018) Scholarship for outstanding young scientists (2018-2020) Professor Tomczyk has successfully managed numerous international research projects funded by various organizations including NCBiR, NCN, Erasmus+, NAWA, Visegrad Fund, and Mundus Penta. His international collaborations span over 15 countries across Europe, Latin America, and Asia. He serves as Deputy Editor-in-Chief of the journal 'Education and Information Technologies' (IF=4.8, Springer) and sits on the editorial boards of numerous international journals. As a highly sought-after academic, he has lectured in numerous countries worldwide and serves as a reviewer for multiple international research agencies, including the European Commission. His work extends to policy impact through his role as a textbook reviewer for the Ministry of Education and his contributions to national digital competence initiatives in Poland. He is actively involved in the EU KIDS Online research network and COST Action networks, demonstrating his commitment to addressing contemporary educational challenges through collaborative international research.