Media effects and media psychology

HERE you can find the right Master for the degree programme!

Study overview

The Master's programme "Media Effects and Media Psychology" (MUM) deals with psychological approaches to explaining media use and media effects.

Media now determine our lives centrally and comprehensively: from getting up to going to bed, in the world of learning and work as well as in leisure and family life alike. Media satisfy our elementary needs: from information and entertainment to communication and social-emotional identification. Due to their complex impact potential, media offers and messages not only have a central individual psychological relevance, but also an enormous social significance and political dimension.

This is where the highly topical approach of the degree programme "Media Effects and Media Psychology" becomes apparent, which has an equally exciting and important field as its central study content. This was also recently emphasised by the German Psychological Society: "In our modern information and communication society, the need for psychological approaches to explain media use and media effects has grown enormously. Psychological theory formation and research are centrally required." The degree programme aims to meet this demand with its dedicated research profile. This orientation is also reflected in the curriculum with several modules.

Short form	MUM
Type of study	Full time
Standard period of study	3 semester
Award	Master of Science (M.Sc.)
Start of studies	Winter semester
Admission restricstions	specific
Lecture location	Ansbach
Language of instruction	German
Course management	Prof. Dr. habil. Marion Händel Prof. Dr. Markus Paul
Student advisory service	Prof. Dr. habil. Marion Händel
Student Services	studierendenservice.mum(at)hs-ansbach.de

Course flyer (German)

Module manual (German)

The many levels of media effects correlate with the other, equally highly topical focus of the degree programme: media education and its approach to supporting all members of society, especially children and young people, in a competent and reflective use of media and their contents. This also includes teaching operating competence in the media field to enable appropriate social participation in the digital age.

Current studies such as the one conducted by the „Deutschen Kinderhilfswerks“ in autumn 2021 show the enormous importance of learning media competence. Children and young people in particular are often overwhelmed by the challenges and dangers of the diverse communication possibilities in the digital age and feel left alone. Media providers as well as schools and parents seem to have neither the right answers nor the help they need to deal competently with the media. This is precisely where the study programme comes in with its contents and study objectives.

Admission requirements

Applicants with a successfully completed university degree (minimum grade see study and examination regulations) in a relevant degree programme can be admitted. Psychology, education, journalism or journalism studies or media and communication studies at a German university with at least 210 ECTS credit points or an equivalent domestic or foreign degree are considered relevant.

Focal points in the study programme

Basics of Psychology
Questions of media psychology
Media reception and media effects
Media pedagogy and media education
Media and society
Basics of empirical research methods
Conception and implementation of independent empirical research projects

Study structure

Competences of our graduates

Knowledge of human thinking, feeling and experience as well as the reception and processing of information and messages conveyed by the media and their manifold social implications.
Ability to describe, analyse and evaluate the effects of media content.
Ability to advise different target groups with regard to media competence, media education and media use and to train them in the reflective use of media and media content.
Based on this, the ability to design and implement digital qualification and counselling offers.
The ability to conceptualise, develop and design media messages and offers with regard to intended functions and user-friendliness.
Competence to plan media offers for specific target groups and to develop them innovatively
Methodological confidence to independently conceptualise and implement an empirical study

Possible occupational fields

Scientific research
Media Education
Media Education
Advertising industry
Consulting
Corporate Communications
Media business
Media Development

Staff

Prof. Dr. habil. Marion Händel

Studiengangsleitung Medienwirkungen und Medienpsychologie (MUM)

0981 4877-239 Retti 033, Rettistraße 56, 91522 Ansbach Do., 11:45–12:45 Uhr sowie nach Vereinbarung per Mail marion.haendel vCard

Mehr erfahren

Prof. Dr. habil. Marion Händel

0981 4877-239
Retti 033, Rettistraße 56, 91522 Ansbach
Do., 11:45–12:45 Uhr sowie nach Vereinbarung per Mail
marion.haendel
vCard

Studiengangsleitung Medienwirkungen und Medienpsychologie (MUM)

Funktion

Studiengangsleitung Medienwirkungen und Medienpsychologie (MUM)
Studienfachberatung Medienwirkungen und Medienpsychologie (MUM)
Forschungsprofessur „Digitale Kommunikation verstehen und innovieren“ (seit SS 23)
Editorial Board Member Metacognition and Learning

Lehrgebiete

Medienpsychologie
Medienpädagogik
Medieninnovationen
Werbewirkung- und Persuasionsforschung
Quantitative Methoden

Vita

Studium des Lehramts an Gymnasien mit den Fächern Mathematik und Biologie an der Universität Ulm (2001–2006), abgeschlossen mit dem 1. Staatsexamen
Promotionsstudium (2009 Promotion zum Dr. rer. nat.) im DFG-geförderten Graduiertenkolleg „nwu-essen – Naturwissenschaftlicher Unterricht“ an der Universität Duisburg-Essen (2007–2009); währenddessen Forschungsaufenthalt an der Simon Fraser University in Vancouver, Kanada
Mitarbeit im Nationalen Bildungspanel (NEPS) in Bamberg (2009-2011), am Lehrstuhl für Pädagogische Psychologie und Exzellenzforschung an der Universität Erlangen-Nürnberg (2011-2022) sowie am Lehrstuhl für Psychologie der Universität Augsburg (2022)
2018 Habilitation und Erteilung der Venia Legendi im Fachgebiet „Psychologie mit Schwerpunkt Empirische Bildungsforschung“ an der Universität Erlangen-Nürnberg
Vertretung der W3-Professur Digitale Bildung in der Schule an der Carl von Ossietzky Universität Oldenburg im Wintersemester 2021/22; Listenplätze an der Universität Zürich (UZH) in der Schweiz (2022, Gymnasialpädagogik und Lehr- und Lernforschung) sowie der Universität Augsburg (2020, Methoden der empirischen Unterrichtsforschung)
Seit September 2022 Professorin für Medienpsychologie mit den Schwerpunkten Medienpädagogik und Rezeptionsforschung an der Hochschule Ansbach

Ausgewählte Publikationen (vollständiges Verzeichnis: https://orcid.org/0000-0002-3069-5582)

Händel, M., Bedenlier, S., Gläser-Zikuda, M., Kammerl, R., Kopp, K. & Ziegler, A. (2022). The webcam and student engagement in synchronous online learning: Visually or verbally? Education and Information Technologies. https://doi.org/10.1007/s10639-022-11050-3

Naujoks, N., Harder, B. & Händel, M. (2022). Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09295-x

Bond, M., Bedenlier, S., Marín, V. I. & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 50. https://doi.org/10.1186/s41239-021-00282-x

Händel, M., Harder, B. & Dresel, M. (2020). Enhanced monitoring accuracy and test performance: Incremental effects of judgment training over and above repeated testing. Learning and Instruction, 65. https://doi.org/10.1016/j.learninstruc.2019.101245

Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, K., Bedenlier, S. & Ziegler, A. (2020). Digital readiness and its effects on higher education student socio-emotional perceptions in the context of COVID-19 pandemic. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2020.1846147

Ausgewählte Forschungs-, Lehr- und Kooperationsprojekte

2021: Konsiliarpartnerin im OPEN vhb Projekt „Selbstreguliertes Lernen als Wegbereiter für das Studium“ der Universität Bamberg
2021: Methodenberatung bei der Lehrevaluation im Rahmen des Projekts Zukunftskompetenzen für Transformation und nachhaltiges Wirtschaften der Technischen Hochschule Nürnberg, gefördert von der Stiftung Innovation und Zukunft
2020-2023: Mitglied im DFG network „The role of self-regulated learning in the process of educational innovation“ (SeReNe)
2020-2022: Mitarbeit bei der Evaluation der „ILAE Academy“, einem virtuellen Campus zur Weiterbildung medizinischen Fachpersonals (geleitet vom Universitätsklinikum Erlangen)
Seit 2020: Projektleitung des FAU-E-Learning Monitoring, einer institutionellen Längsschnittstudie zum Umgang Studierender mit der Umstellung auf digitale Hochschullehre
Seit 2020: Mitarbeit an systematischen Reviews im Bereich des Emergency Remote Teaching sowie Educational Technology (interdisziplinäre und internationale Kooperationen)
2018-2020: Leitung eines Projekts zur Analyse von Portfolio-Einträgen und Ableitung von Handlungsempfehlungen für den Einsatz von E-Portfolios in der Hochschullehre (gefördert von der STAEDTLER-Stiftung)
2018-2019: Leitung eines Projekts zur Bedeutsamkeit (meta-)metakognitiver Leistungseinschätzungen für das selbstregulierte Lernen (gefördert von der Emerging Talents Initiative – ETI der Universität Erlangen-Nürnberg)

Auszeichnungen

Top 10 COVID “Good Reads” 2021; National Institute for Digital Learning, NIDL, Ireland
Waxmann Posterpreis der 7. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) in Köln 2019