Eric Berkmann, M.Sc.
Publikationen
Im Rahmen meiner wissenschaftlichen Arbeit sind mehrere Publikationen entstanden, vor allem zu Fragestellungen in der Hochschullehre.
Wehrhahn, F., Berkmann, E., & Fisseler, B. (2025, June 4). Fostering Student Engagement Online: Effects of Various Feedback Types. Study Preregistration, Center for Open Science. Retrieved from osf.io/752zc
Type: Preregistration Protocol
Berkmann, E., Fisseler, B., Schützler, L., & Christ, O. (2025). Shiny Apps in Distance Education: Do Psychology Students Benefit from Interactive Statistics Applications? Journal of Statistics and Data Science Education, 1–19. doi:10.1080/26939169.2025.2479008
Type: Peer-reviewed Journal Article
Abstract: The development of Shiny, a web framework for R, has greatly simplified the process of creating interactive statistical applications. The principal objective of this study was to evaluate the implementation of Shiny applications in distance learning for a diverse student cohort. A longitudinal study was conducted with a quasi-experimental design, employing propensity score matching to compare two cohorts of 524 and 773 students at the FernUniversität in Hagen, Germany. Data were collected on students' academic performance, perception of statistics, and evaluations of the Shiny apps. The results indicated no significant difference in academic performance between the intervention and control groups. However, students' perception of statistics changed significantly throughout the semester, and group membership did not moderate these time-related changes. Despite this, the majority of students expressed positive attitudes towards the Shiny apps and found them beneficial for their studies. This paper discusses the implications of using Shiny apps in distance education and potential directions for future research.
Berkmann, E., Fisseler, B., Christ, O. & Schützler, L. (2022). DIStaM – Digitale interaktive Statistik in der psychologischen Methodenlehre. In M. Krämer, S. Dutke, G. Bintz & M. Lindhaus (Hrsg.), Psychologiedidaktik und Evaluation XIV (S. 197-205). Aachen: Shaker. doi:10.23668/psycharchives.8248
Typ: Buchkapitel
Einleitung: Das Lehrangebot der psychologischen Methodenlehre im Studiengang B.Sc. Psychologie an der FernUniversität in Hagen wurde in den vergangenen Semestern intensiv weiterentwickelt. Für die praktischen Anteile des Statistik-Moduls wird die Statistiksoftware R gelehrt und verwendet. Im Rahmen des Projekts „DIStaM“ wird die Lehre weiter digitalisiert. Technische Grundlage für interaktive Visualisierungen und Tutorien ist das R-Paket Shiny. Studierende werden in interaktiven Tutorials durch Übungen geleitet und explorieren statistische Phänomene mit interaktiven Webanwendungen. Im Rahmen des Projekts wird untersucht, wie interaktive Inhalte in die Lehre integriert werden können. Dieser Tagungsbeitrag stellt das Projekt, erste interaktive Shiny-Apps und das Evaluationsdesign vor.
Berkmann, E. (2022, 28. Mai). DIStaM – Digitale interaktive Statistik in der psychologischen Methodenlehre. Vortrag zur 14. Tagung für Psychologiedidaktik und Evaluation des Berufsverbandes Deutscher Psychologinnen und Psychologen e.V., Münster, Deutschland.
Typ: Vortrag
Marks, A. (2023, 26. Oktober). Innovative Lehrprojekte – Interview mit Eric Berkmann. Blogbeitrag des Zentrums für Lernen und Innovation (ZLI), FernUniversität in Hagen.
Typ: Interview
Ritter, V., Schüller, J., Berkmann, E. M., von Soosten-Höllings-Lilge, L. & Stangier, U. (2023). Efficacy of Cognitive Therapy for Body Dysmorphic Disorder: A Randomized Controlled Pilot Trial. Behavior Therapy, 54(1), 65–76. doi:10.1016/j.beth.2022.07.006
Type: Peer-reviewed Journal Article
Abstract: Dysfunctional cognitive processes and maladaptive interpersonal patterns have been postulated to maintain body dysmorphic disorder (BDD). The present trial evaluated CT for BDD (CT-BDD), which includes modules targeting maladaptive cognitive processing in BDD, as well as elements of schema therapy related to interpersonal problems. We investigated whether (a) CT-BDD is effective, as compared with a wait-list (WL) group at Week 12; (b) outcome of CT-BDD is maintained at posttreatment and 3- and 6- months follow-up; and (c) whether changes in shame and insight mediate changes in BDD symptom severity. Forty adults with BDD were randomized to 36 weeks immediate CT-BDD (n = 21), or to 12-week WL (n = 19). At Week 12, immediate CT-BDD was significantly superior to WL in clinician-rated BDD symptom severity, insight, self-reported BDD symptoms, shame, depression, general symptomatology, and life satisfaction. Changes in outcomes were associated with moderate to large effect sizes at Week 12. Reductions in shame and increase in insight separately mediated changes in BDD symptom severity during treatment at Week 12. From baseline to posttreatment, significant improvements occurred within CT-BDD in clinician-rated symptom severity, insight, depression, global functioning, self-reported BDD symptoms, shame, depression, general symptomatology, and life satisfaction. At posttreatment, improvements were associated with large effect sizes and were maintained at 3- and 6-month follow-up. Preliminary results support the efficacy of CT-BDD. Addressing interpersonal problems in addition to cognitive dysfunctions may increase the benefit of CBT for BDD patients.