SCIoI Alumni

Anja Henke

Research Assistant

Educational Science

U Potsdam

   

Photo: SCIoI

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Anja Henke

Anja Henke

Photo: SCIoI

Anja works in the field of adaptive technologies in social learning situations, focusing on emotionally adaptive support. She received her B.Ed. and M.Ed. from the University of Potsdam where she also worked as a student assistant in the department of educational sciences. She has worked as a student assistant for SCIoI since September 2020 and later pursued a PhD in educational sciences at the University of Potsdam, joining SCIoI as a researcher in project 6, where she investigated the effectiveness of emotionally adaptive technologies and robotic agents in social learning contexts.


Projects

Anja Henke is member of:


2756394 Henke 1 apa 50 date desc year 19874 https://www.scienceofintelligence.de/wp-content/plugins/zotpress/
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Ackermann, H., Henke, A., Chevalère, J., Yun, H. S., Hafner, V. V., Pinkwart, N., & Lazarides, R. (2025). Physical embodiment and anthropomorphism of AI tutors and their role in student enjoyment and performance. Npj Science of Learning, 10(1). https://doi.org/10.1038/s41539-024-00293-z
Henke, A., Harley, J. M., Matin, N., & Lazarides, R. (2025). Arousal and Traits Matter More than States: Situated Emotions in Technology-Enhanced Learning. EARLI 2025.
Henke, A., Chevalère, J., Omarchevska, Y., Yun, H. S., Pinkwart, N., Hafner, V., & Lazarides, R. (2024). Behavioral Profiles, Motivation and Emotions in an Intelligent Tutoring System. International Conference on Motivation (ICM) 2024.
Henke, A., Chevalère, J., Westphal, A., Yun, H. S., Pinkwart, N., Hafner, V., & Lazarides, R. (2024). Gender-related perceptions of robotic tutoring agents in human-robot interaction. Gender & STEM 2024.
Henke, A., Chevalère, J., Yun, H. S., Pinkwart, N., Hafner, V., & Lazarides, R. (2024). Lernen mit sozialen Robotern und intelligenten tutoriellen Systemen - Welche Rolle spielen wahrgenommenes soziales Interaktionsverhalten des Roboters, Lernfreude und kognitive Belastung für den Lernfortschritt? GEBF 2024.
Chevalère, J., Lazarides, R., Yun, H. S., Henke, A., Lazarides, C., Pinkwart, N., & Hafner, V. (2023). Do instructional strategies considering activity emotions reduce students’ boredom in a computerized open-ended learning environment? Computers & Education, 196. https://doi.org/10.1016/j.compedu.2023.104741
Henke, L., Guseva, M., Wagemans, K., Pischedda, D., Haynes, J.-D., Jahn, G., & Anders, S. (2022). Surgical face masks do not impair the decoding of facial expressions of negative affect more severely in older than in younger adults. Cognitive Research: Principles and Implications, 7, 63. https://doi.org/10.1186/s41235-022-00403-8

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