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, especially in business, science, and education. In the traditionally written and book-cultured institutions of school and university, multimodal presentation is 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 network PFiV, in which the following topics are empirically researched with the help of quantitative and qualitative-analytical methods:

1. How can the complex linguistic action of presenting be described, analyzed, and categorized? What are the different forms of presenting and what requirements do presenters need to master them successfully?
2. How can a construct of presentation competence be modeled? Which competence dimensions does such a construct have and how are they interrelated?
3. How does the acquisition and development of presentation competence proceed among learners in the institutions of school, university, and in the work context, which are shaped by writing culture?
4. What role do personality traits such as anxiety, extraversion, or self-efficacy play in presentation and presentation performance?
5. Which methods can be used to promote presentation competence?

The research field on presentation, which is outlined by the aforementioned topics, is gradually developed by the members of the network with the help of trans- and interdisciplinary approaches and in the form of concrete research projects. For this purpose, regular working meetings of the network members take place.

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