Assistant Professor at the Research Center Data Intelligence of Zuyd University of Applied Sciences in the Netherlands

Email: marcel.schmitz [at] zuyd.nl

Marcel is a knowledge technologist (M.Sc. Maastricht University, 2001) who has worked as a software developer, technical support specialist, and developer in ICT education, taking on roles as advisor, teacher, team leader, and education coordinator. Often, Marcel operates in a combination of roles, where he seeks to bridge the different groups he engages with. Within the contexts of education and healthcare, he has undertaken various innovative and/or research projects. In all these roles, Marcel innovates by connecting education, research, and industry in collaboration with students. Marcel is a senior researcher at the Research Center Data Intelligence of Zuyd University of Applied Sciences in the Netherlands and has a PhD from the Open University on linking Learning Analytics and Learning Design. Through design-science research, Marcel aims to create an environment where feedback about learning activities is shared between students and teachers, with a special focus on students' metacognitive competencies.
  • Learning analytics supported learning design
  • Multimodal Learning Analytics
  • Design Science Research
  • Gamification in education and Serious Gaming
  • Data Intelligence
  • PhD at the Open University of the Netherlands
  • Master of Science Knowledge Technology Maastricht University, the Netherlands
  1. Schmitz, M., Van Limbeek, E., Greller, W., Sloep, P., & Drachsler, H. (2017). Opportunities and challenges in using learning analytics in learning design. In Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings 12 (pp. 209-223). Springer International Publishing.
  2. Jivet, I., Scheffel, M., Schmitz, M., Robbers, S., Specht, M., & Drachsler, H. (2020). From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education. The Internet and Higher Education, 47, 100758.
  3. Schmitz, M., Scheffel, M., van Limbeek, E., van Halem, N., Cornelisz, I., van Klaveren, C., ... & Drachsler, H. (2018). Investigating the relationships between online activity, learning strategies and grades to create learning analytics-supported learning designs. In Lifelong Technology-Enhanced Learning: 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings 13 (pp. 311-325). Springer International Publishing.
  4. Schmitz, M., Scheffel, M., Bemelmans, R., & Drachsler, H. (2022). FoLA 2--A Method for Co-Creating Learning Analytics-Supported Learning Design. Journal of Learning Analytics, 9(2), 265-281.
  5. Schmitz, M., Scheffel, M., Bemelmans, R., & Drachsler, H. (2023). Evaluating the Impact of FoLA 2 on Learning Analytics Knowledge Creation and Acceptance during the Co-Design of Learning Activities. Interaction Design and Architecture (s), 55(55), 9-33.