Research Projects

The communicative modeling of knowledge in the form of an oral lecture, but more frequently in the form of multimodal and software-supported presentations, is now part of the established repertoire of knowledge communication, particularly in business, science and education. In the traditionally written and book-based institutions of schools and universities, multimodal presentations are often used as a teaching, performance and examination format.

Against the background of the social relevance and ubiquitous use of presentation, researchers from the disciplines of psychology, rhetoric, linguistics and didactics have formed the PFiV network, in which the following topics are being empirically researched using quantitative and qualitative analytical methods:

1. How can the complex linguistic action of presenting be described, analyzed and categorized? What different forms of presenting are there and what requirements do presenters need to successfully master them?
2. How can a construct of presentation competence be modeled? What competence dimensions does such a construct have and how are they connected?
3. How do learners acquire and develop presentation skills in the written-cultural institutions of school, university and in the work context?
4. What role do personality traits such as anxiety, extraversion or self-efficacy play in presentation and presentation performance?
5. What methods can be used to promote presentation skills?

The research field on presentation, which is outlined by the above-mentioned topics, is gradually being developed by the members of the network with the help of trans- and interdisciplinary approaches and in the form of specific research projects. To this end, the members of the network hold regular working meetings.

Felix Böhm (University of Kassel, boehm[at]uni-kassel[dot]de)

Olaf Gätje (University of Kassel, gaetje[at]uni-kassel[dot]de)

Elke Grundler (PH Ludwigsburg, elke.grundler[at]ph-ludwigsburg[dot]de)

Jana Keßler (University of Kassel, jana.kessler[at]uni-kassel[dot]de)

Tobias Ringeisen (Berlin School of Economics and Law, tobias.ringeisen[at]hwr-berlin[dot]de)

Fabian Ruth (University of Tübingen, fabian.ruth[at]uni-tuebingen[dot]de)

Marco Schickel (Berlin School of Economics and Law, marco.schickel[at]hwr-berlin[dot]de)

Tanja Steinebronn (PH Ludwigsburg, tanja.steinebronn[at]ph-ludwigsburg[dot]de)

In the context of selection procedures, applicants are frequently confronted with a presentation task. The factual and addressee-oriented structuring of such application presentations can be regarded as the central factor for the quality of the presentation performance, so that a good structuring performance also increases the probability of being selected for the vacant position. The current project investigates by means of interdisciplinary cooperation of linguistics/didactics and psychology which textual strategies chosen by the presenting person favor the emergence of good structuring performances, which linguistic-textual features characterize a good structuring and whether the identified structuring features show a correlation with selected personality traits.

Language-related skills such as presenting to customers are an important requirement for university graduates, career starters and young professionals. Against this background, we are investigating which training concepts can be used to promote presentation skills in students and what role personality traits such as self-efficacy play in this. One focus is on the interplay between didactic support approaches, learners' self-perceived competence (change) and their performance when presenting.

Böhm, Felix (2021): Presenting as a process. Multimodal coherence in software-supported student presentations in high school. Tübingen: Stauffenburg.

Gätje, Olaf (2020): Student presentation in high school. A theoretical and historical investigation of visually supported speaking. Berlin: Erich Schmidt.

Herbein, E., Ruth, F., Lipphardt, C., & Ringeisen, T. (2021). Conceptualization and diagnostics of presentation skills. Group. Interaction. Organization. Journal of Applied Organizational Psychology (GIO). https://link.springer.com/article/10.1007/s11612-021-00572-y

Ringeisen, T., Rohrmann, S., Mayor, A., & Tibubos, A. (2019). Assessing self-efficacy in presentation and moderation skills - Validation of a new scale (SEPM). European Journal of Psychological Assessment, 35, 564-576. https://econtent.hogrefe.com/doi/pdf/10.1027/1015-5759/a000423

Schickel, M. & Ringeisen, T. (2020). What Predicts Students' Presentation Performance? Boredom and Competence (Beliefs) During Presentation Training," Current Psychology. https://link.springer.com/article/10.1007%2Fs12144-020-01090-8

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