Insights we gained so far:

2024

Conferences:

  1. Ahmad, A., Schneider, J., Schmitz, M., Schiffner, D., & Drachsler, H. (2024). Students want to experiment while teachers care more about assessment! Exploring how novices and experts engage in course design. In Proceedings of the 16th International Conference on Computer Supported Education – Volume 1: CSEDU (pp. 15-26). SciTePress. https://doi.org/10.5220/0012537900003693
  2. Gombert, S., Menzel, L., Di Mitri, D., & Drachsler, H. (2024, June). Predicting Item Difficulty and Item Response Time with Scalar-mixed Transformer Encoder Models and Rational Network Regression Heads. In Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2024) (pp. 483-492).

Journals:

  1. Weidlich, J., Fink, A., Jivet, I., Yau, J., Giorgashvili, T., Drachsler, H., & Frey, A. (2024). Emotional and motivational effects of automated and personalized formative feedback: The role of reference frames. Journal of Computer Assisted Learning. doi: 10.1111/jcal.13024
  2. Cardenas Hernandez, F. P., Schneider, J., Di Mitri, D., Jivet, I., & Drachsler, H. (2024). Beyond hard workout: A multimodal framework for personalised running training with immersive technologies. British Journal of Educational Technology, 00, 1–32. https://doi.org/10.1111/bjet.13445
  3. Zanellati, A., Di Mitri, D., Gabbrielli, M., & Levrini, O. (2023). Hybrid Models for Knowledge Tracing: A Systematic Literature Review. IEEE Transactions on Learning Technologies, 1–16. doi: 10.1109/TLT.2023.3348690
  4. Kreijns, K., Yau, J., Weidlich, J., & Weinberger, A. (2024). Toward a comprehensive framework of social presence f0r online, hybrid, and blended learning. Frontiers in Education, Section Digital Education. https://doi.org/10.3389/feduc.2023.1286594
  5. Kube, D., Gombert, S., John, N., Weidlich, J., Kreijns, K., & Drachsler, H. (2024). Escaping binary gender roles: Gender diversity dynamics in a CSCL-Escape Game. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12942
  6. Gombert, S., Fink, A., Giorgashvili, T., Jivet, I., Di Mitri, D., Yau, J., Frey, A., & Drachsler, H. (2024). From the automated assessment of student essay content to highly informative feedback: A case study. International Journal of Artificial Intelligence in Education. doi:10.1007/s40593-023-00387-6
  7. Khazanchi, R., Di Mitri, D., Drachsler, H. (2023). Measuring Efficacy of ALEKS as a Supportive Instructional Tool in K-12 Math Classroom with Underachieving Students. Journal of Computers in Mathematics and Science Teaching, 42(2), 155-176. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
  8. Kube, D., Weidlich, J., Kreijns, K., & Drachsler, H. (2024). Addressing gender in STEM classrooms: The impact of gender bias on women scientists’ experiences in higher education careers in Germany. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12669-0
  9. Banihashem, S.K., Kerman, N.T., Noroozi, O., Moon, J. & Drachsler, H. (2024). Feedback sources in essay writing: peer-generated or AI-generated feedback? International Journal of Educational Technology in Higher Education, 21 (23). https://doi.org/10.1186/s41239-024-00455-4
  10. Karademir, O., Di Mitri, D., Schneider, J., Jivet, I., Allmang, J., Gombert, S., Kubsch, M., Neumann, K., Drachsler, H. (2024). I don’t have time! But keep me in the loop: Co-designing requirements for a learning analytics cockpit with teachers. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12997
  11. Neumann, K., Kuhn, J., Drachsler, H. (2024). Generative Künstliche Intelligenz in Unterricht und Unterrichtsforschung – Chancen und Herausforderungen. Generative artificial intelligence in instruction and research on instruction—potentials and challenges. Unterrichtswissenschaft. doi: 10.1007/s42010-024-00212-6
  12. Fink, A., Gombert, S., Liu, T., Drachsler, H., & Frey, A. (2024). A hierarchical rater model approach for integrating automated essay scoring models. Zeitschrift Für Psychologie, 232(3), 209–218.

Preprints:

  1. Fritz, B., Kube, D., Scherer, S., & Drachsler, H. (2024). Learning Analytics in Higher Education – Exploring Students and Teachers Expectations in Germany. arXiv:2401.11981

2023

Conferences:

  1. Biedermann, D., Schneider, J., Ciordas-Hertel, G., Eichmann, B., Hahnel, C., Goldhammer, F., & Drachsler, H. (2023). Detecting the Disengaged Reader – Using Scrolling Data to Predict Disengagement during ReadingIn LAK23: 13th International Learning Analytics and Knowledge Conference. ACM.
  2. Menzel, L., Gombert, S., Weidlich, J., Fink, A., Frey, A., & Drachsler, H. (2023). Why You Should Give Your Students Automatic Process Feedback on Their Collaboration: Evidence from a Randomized Experiment. In: Viberg, O., Jivet, I., Muñoz-Merino, P., Perifanou, M., Papathoma, T. (eds) Responsive and Sustainable Educational Futures. EC-TEL 2023. Lecture Notes in Computer Science, vol 14200. Springer, Cham. https://doi.org/10.1007/978-3-031-42682-7_14
  3. Tobias, J.L., & Di Mitri, D. (2023). Using Accessible Motion Capture in Educational Games for Sign language Learning. In: Viberg, O., Jivet, I., Muñoz-Merino, P., Perifanou, M., Papathoma, T. (eds) Responsive and Sustainable Educational Futures. EC-TEL 2023. Lecture Notes in Computer Science, vol 14200. Springer, Cham. https://doi.org/10.1007/978-3-031-42682-7_74
  4. Ahmad, A.; Schneider, J.; Schiffner, D.; Islamovic, E. & Drachsler, H. (2023). LAxplore: An NLP-Based Tool for Distilling Learning Analytics and Learning Design Instruments out of Scientific Publications. In Proceedings of the 15th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management – Volume 1: KDIR, ISBN 978-989-758-671-2, ISSN 2184-3228, pages 230-239. DOI: 10.5220/0012163600003598

Journals:

  1. Weidlich, J., Yau, J. & Kreijns, K (2023). Social presence and psychological distance: A construal level account for online distance learning. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12289-0
  2. Woitt, S., Weidlich, J., Jivet, J., Orhan Göksün, D., Drachsler, H., & Kalz, M. (2023). Students’ feedback literacy in higher education: an initial scale validation study. Teaching in Higher Education, 1-19, DOI: 10.1080/13562517.2023.2263838
  3. Biedermann, D., Kister, S., Breitwieser, J., Weidlich, J., & Drachsler, H. (2023). Use of digital self-control tools in higher education – a survey study. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12198-2
  4. Ahmad, A., Kiesler, N., Schiffner, D., Schneider, J., and Wollny, S. (2023). Caught in the Lifelong Learning Maze: Helping People with Learning Analytics and Chatbots to Find Personal Career Paths. In International Journal of Information and Education Technology. vol. 13, no. 3, pp. 423-429, 2023.
  5. Amaefule, C. O., Breitwieser, J., Biedermann, D., Nobbe, L., Drachsler, H., & Brod, G. (2023). Fostering children’s acceptance of educational apps: The importance of designing enjoyable learning activities. British Journal of Educational Technology, 00, 1– 22. https://doi.org/10.1111/bjet.13314
  6. Wollny, S., Di Mitri, D., Jivet, I.,Muñoz-Merino, P., Scheffel, M., Schneider, J., Tsai, Y.-S.,Whitelock-Wainwright, A., Gasevic, D., & Drachsler, H. (2023). Students’ expectations of Learning Analytics across Europe. Journal of Computer Assisted Learning,1–14. https://doi.org/10.1111/jcal.12802
  7. Biedermann, D., Schwarz, P., Yau, J., Drachsler, H. (2023) The Effect of Social Support Features via Buddies in App-Based Habit BuildingInternational Journal of Mobile and Blended Learning, https://doi.org/10.4018/IJMBL.318223
  8. Kaliisa, R., Jivet, I. & Prinsloo, P. A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboardsInternational Journal of Education Technology in Higher Education 20, 28 (2023).
  9. Weidlich, J., Hicks, B., & Drachsler, H. (2023). Causal reasoning with causal graphs in educational technology research. Educational Technology Research and Development. https://doi.org/10.1007/s11423-023-10241-0
  10. Schmitz, M., Scheffel, M., Bemelmans, R., & Drachsler, H. (2023) Evaluating the Impact of FoLA on Learning Analytics Knowledge Creation and Acceptance during Co-Design of Learning Activities. Interaction Design and Architecture(s) Journal – IxD&A, N.55, 2022-23, pp. 9 – 33. https://doi.org/10.55612/s-5002-055-001
  11. Weidlich, J. & Kalz, M. (2023). How well does teacher education prepare for teaching with technology? A TPACK-based investigation at a university of education. European Journal of Teacher Education, 1-21. https://doi.org/10.1080/02619768.2023.2243645
  12. Yau, J. (2023). Technological innovations for advancing quality education, gender equality and climate action. Global Young Academy. 2023. GYA Connections, Issue 11. Halle (Saale), Germany: Global Young Academy at the German National Academy of Sciences Leopoldina. https://doi.org/10.26164/GYA_00799
  13. Biedermann, D., Ciordas-Hertel, G.-P., Winter, M., Mordel, J., & Drachsler, H. (2023). Contextualized Logging of On-Task and Off-Task Behaviours During Learning. Journal of Learning Analytics, 10(2), 115-125. https://doi.org/10.18608/jla.2023.7837
  14. Kube, D., Gombert, S., Suter, B., Weidlich, J., Kreijns, K. & Drachsler, H. (2023). Hacking gender in computer-supported collaborative learning: The experience of being in mixed-gender teams at a computer science hackathon. Journal of Computer Assisted Learning, 115. https://doi.org/10.1111/jcal.12905
  15. Khazanchi, R., Di Mitri, D. & Drachsler, H. (2023). Measuring Efficacy of ALEKS as a Supportive Instructional Tool in K-12 Math Classroom with Underachieving Students. Journal of Computers in Mathematics and Science Teaching, 42(2), 155-176. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
  16. Ferguson, R. ., Khosravi, H., Kovanović, V., Viberg, O., Aggarwal, A., Brinkhuis, M., Buckingham Shum, S., Chen, L. K., Drachsler, H., Guerrero, V. A., Hanses, M., Hayward, C., Hicks, B., Jivet, I., Kitto, K., Kizilcec, R., Lodge, J. M., Manly, C. A., Matz, R. L., Meaney, M. J., Ochoa, X., Schuetze, B. A., Spruit, M., van Haastrecht, M., van Leeuwen, A., van Rijn, L., Tsai, Y.-S., Weidlich, J., Williamson, K., & Yan, V. X. (2023). Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary ApproachJournal of Learning Analytics10(2), 14-50. https://doi.org/10.18608/jla.2023.8197

Books / Book chapters:

  1. Drachsler, H. (2023). Towards Highly Informative Learning Analytics. Open Universiteit, Netherlands, Heerlen. https://doi.org/10.25656/01:26787
  2. Ahmad, A., Yordanov, I.I., Yau, J., Schneider, J., Drachsler, H. (2023). A Trusted Learning Analytics Dashboard for Displaying OER. In: Otto, D., Scharnberg, G., Kerres, M., Zawacki-Richter, O. (eds) Distributed Learning Ecosystems . Springer VS, Wiesbaden.
  3. Jude, N., Ziehm-Eicher, J., Goldhammer, F., Drachsler, H., Hasselhorn, M. (2023). Digitalisierung und Diagnostik in Schulen – Herausforderungen für Bildungspraxis und Bildungsforschung. In: Scheiter, K., Gogolin, I. (eds) Bildung für eine digitale Zukunft. Edition ZfE, vol 15. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-37895-0_11
  4. Kerres, M., Buntins, K., Buchner, J., Drachsler, H., & ZawackiRichter, O.. (In Press). Lernpfade in adaptiven und künstlich-intelligenten Lernprogramme: Eine kritische Analyse aus Sicht der Mediendidaktik. In C. de Witt, Gloerfeld, C., & Wrede, S. E. (Hrsg.), Künstliche Intelligenz in der Bildung. Wiesbaden: Springer VS
  5. Praharaj, S., Scheffel, M., Specht, M., Drachsler, H. (2023). Measuring Collaboration Quality Through Audio Data and Learning Analytics. In: Kovanovic, V., Azevedo, R., Gibson, D.C., lfenthaler, D. (eds) Unobtrusive Observations of Learning in Digital Environments. Advances in Analytics for Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-031-30992-2_6

Dissertations:

  1. Biedermann, D. (2023): Technological Responses to Distracting Media Multitasking in Academic Learning. Dissertation zur Erlangung des Doktorgrades der Naturwissenschaften. Universitätsbibliothek Johann Christian Senckenberg, Frankfurt am Main. https://doi.org/10.21248/gups.81400

2022

Conferences:

  1. Kreijns, K., Henderikx, M., & Weidlich, J. (2022). Productivity in online CSCL groups: A Rasch analysis approach to the preliminary validation of the productivity scale. In Proceedings of INTED2022 conference. International Academy of Technology, Education, and Development (IATED).
  2. Sambit Praharaj, Maren Scheffel, Marcel Schmitz, Marcus Specht, and Hendrik Drachsler. (2022). Towards Collaborative Convergence: Quantifying Collaboration Quality with Automated Co-located Collaboration Analytics. In LAK22: 12th International Learning Analytics and Knowledge Conference(LAK22). Association for Computing Machinery, New York, NY, USA, 358–369. https://doi.org/10.1145/3506860.3506922
  3. Ifenthaler, D. & Yau, J. (2022) Analytics for supporting teaching success in higher education: a systematic review. IEEE Global Engineering Education Conference, 28-31 March 2022.
  4. Ahmad, A.; Schneider, J.; Weidlich, J.; Di Mitri, D.; Yau, J.; Schiffner, D. and Drachsler, H. (2022). What Indicators Can I Serve You with? An Evaluation of a Research-Driven Learning Analytics Indicator Repository. In Proceedings of the 14th International Conference on Computer Supported Education – Volume 1, ISBN 978-989-758-562-3, ISSN 2184-5026, pages 58-68.
  5. Khazanchi, R., Di Mitri, D. & Drachsler, H. (2022). Impact of Intelligent Tutoring Systems on Mathematics Achievement of Underachieving Students. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1358-1367). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 5, 2022 from https://www.learntechlib.org/primary/p/220916/.
  6. Böttger, F., Cetinkaya, U., Di Mitri, D., Gombert, S., Shingjergji, K., Iren, D., & Klemke, R. (2022). Privacy-Preserving and Scalable Affect Detection in Online Synchronous Learning. In Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption. EC-TEL 2022. Lecture Notes in Computer Science, vol 13450. Springer International Publishing. https://doi.org/10.1007/978-3-031-16290-9_4
  7. Menzel, L., Gombert, S., Di Mitri, D., & Drachsler, H. (2022). Superpowers in the Classroom: Hyperchalk is an Online Whiteboard for Learning Analytics Data Collection. In Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption. EC-TEL 2022. Lecture Notes in Computer Science, vol 13450. Springer International Publishing. https://doi.org/10.1007/978-3-031-16290-9_37 *Best demo EC-TEL 2022
  8. Ciordas-Hertel, G., Biedermann, D., Winter, M., Mordel, J., and Drachsler, H. (2022). How can Interaction Data be Contextualized with Mobile Sensing to Enhance Learning Engagement Assessment in Distance Learning? In Companion Publication of the 2022 International Conference on Multimodal Interaction (ICMI ’22 Companion) (pp. 105-112). Association for Computing Machinery. https://doi.org/10.1145/3536220.3558037 

Journals:

  1. Weidlich, J., Gasevic, D., & Drachsler, H. (2022). Causal Inference and Bias in Learning Analytics: A Primer on Pitfalls using Directed Acyclic Graphs. Journal of Learning Analytics 9(3), 1-17. https://doi.org/10.18608/jla.2022.7577
  2. Schmitz, M., Scheffel, M., Bemelmans, R., & Drachsler, H. (2022). FoLA2 — A Method for Co-creating Learning Analytics–Supported Learning Design. Journal of Learning Analytics, 9(2), 265-281. https://doi.org/10.18608/jla.2022.7643
  3. R. Pérez-Álvarez, I. Jivet, M. Pérez-Sanagustín, M. Scheffel and K. Verbert, “Tools Designed to Support Self-Regulated Learning in Online Learning Environments: A Systematic Review,” in IEEE Transactions on Learning Technologies, 2022, doi: 10.1109/TLT.2022.3193271.
  4. Kube, D., Weidlich, J., Jivet, I., Kreijns, K., & Drachsler, H. (2022). “Gendered differences versus doing gender”: a systematic review on the role of gender in CSCL. Unterrichtswissenschaft, 1-28. https://doi.org/10.1007/s42010-022-00153-y
  5. Ahmad, A., Schneider, J., Griffiths, D., Biedermann, D., Schiffner, D., Greller, W., Drachsler, H. (2022). Connecting the dots – A literature review on learning analytics indicators from a learning design perspective. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12716
  6. Weidlich, J., Göksün, D. O., & Kreijns, K. (2022). Extending social presence theory: social presence divergence and interaction integration in online distance learningJournal of Computing in Higher Education, 1-22. https://doi.org/10.1007/s12528-022-09325-2
  7. Rosar, M. & Weidlich, J. (2022). Creative students in self-paced online learning environments: an experimental exploration of the interaction of visual design and creativity. Research and Practice in Technology-enhanced Learning 17 (8). https://doi.org/10.1186/s41039-022-00183-1
  8. Dragan, G., Tsai, Y., Drachsler, H. (2022). Learning analytics in higher education – Stakeholders, strategy and scale. The Internet and Higher Education. Vol. 52, p. 100833. https://doi.org/10.1016/j.iheduc.2021.100833
  9. Fominykh, M., Weidlich, J., Kalz, M. et al. (2022). What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning. International Journal of Educational Technology in Higher Education 19 :1. https://doi.org/10.1186/s41239-021-00305-7
  10. Vogt, L.; Stoyanov, S.; Bergs, J.; Schröder, H.,; Drachsler, H.; Klasen, M.; Sopka, S. (2022). Are the World Health Organization’s Patient Safety Learning Objectives Still Up-to-Date. Journal of Patient Safety. February 16, 2022. https://doi.org/10.1097/PTS.0000000000000993 
  11. Kubsch M., Czinczel B., Lossjew J., Wyrwich T., Bednorz D., Bernholt S., Fiedler D., Strauß S., Cress U., Drachsler H., Neumann K. and Rummel N. (2022) Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence-centred design. Front. Educ. 7:981910. https://doi.org/10.3389/feduc.2022.981910
  12. Alzahrani, A. S., Tsai, Y. S., Iqbal, S., Marcos, P. M. M., Scheffel, M., Drachsler, H., Delgado Kloos, C., Aljohani N., & Gasevic, D. (2022). Untangling connections between challenges in the adoption of learning analytics in higher education. Education and Information Technologies, 1. https://doi.org/10.1007/s10639-022-11323-x 
  13. Gombert, S., Di Mitri, D., Karademir, O., Kubsch, M., Kolbe, H., Tautz, S., Grimm, A., Bohm, I., Neumann, K., & Drachsler, H. (2022). Coding energy knowledge in constructed responses with explainable NLP models. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12767

Books / Book chapters:

  1. Scheffel, M., Tsai, Y.S., Gašević, D. & Drachsler, H. (2022). Learning Analytics Policies. In C. Lang, G. Siemens, A.F. Wise & D.M. Gašević (Eds.), The Handbook of Learning Analytics (pp. 231-239). Vancouver, Canada: Society for Learning Analytics Research. doi: 10.18608/hla22.
  2. Di Mitri, D., Schneider, J., Drachsler, H. (2022). The Rise of Multimodal Tutors in Education. In Zawacki-Richter, O., & Jung I. (Eds.), Handbook of Open, Distance and Digital Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-0351-9_58-1

Workshop Papers:

  1. Limbu, B., van Helden, G., Schneider, J., & Specht, M. (2022). We can teach more than we can tell: combining Deliberate Practice, Embodied Cognition, and Multimodal Learning. In Proceedings of the Second International Workshop on Multimodal Immersive Learning Systems (MILeS 2022) At the Seventeenth European Conference on Technology Enhanced Learning (EC-TEL 2022), Toulouse, France, September 12th-16th, 2022 (pp. 15–21). CEUR-WS.org.
  2. Hernandez, F. P. C., & Schneider, J. (2022). Considerations in Feedback and Periodization for the Multimodal Learning Experience of Running via Wearable Devices. In Proceedings of the Second International Workshop on Multimodal Immersive Learning Systems (MILeS 2022) At the Seventeenth European Conference on Technology Enhanced Learning (EC-TEL 2022), Toulouse, France, September 12th-16th, 2022 (pp. 28–33). CEUR-WS.org.
  3. Daniele Di Mitri, Sebastian Gombert, & Onur Karademir (2022). Reflecting on the Actionable Components of a Model for Augmented Feedback. In Proceedings of the Second International Workshop on Multimodal Immersive Learning Systems (MILeS 2022) At the Seventeenth European Conference on Technology Enhanced Learning (EC-TEL 2022), Toulouse, France, September 12th-16th, 2022 (pp. 45–50). CEUR-WS.org.
  4. Romano, G. (2022). Meaningful Feedback from Wearable Sensor Data to Train Psychomotor Skills. In Proceedings of the Second International Workshop on Multimodal Immersive Learning Systems (MILeS 2022) At the Seventeenth European Conference on Technology Enhanced Learning (EC-TEL 2022), Toulouse, France, September 12th-16th, 2022 (pp. 51–54). CEUR-WS.org.

Reports:

  1. Drachsler, H. (2022) Effective Use of Learner-Generated Data in Teacher Training Activities, European Schoonet Academy, Brussels, Belgium

2021

Conferences:

  1. Jivet, I., Wong, J., Scheffel, M., Valle Torre, M., Specht, M., and Drachsler, H. 2021. Quantum of Choice: How learners’ feedback monitoring decisions, goals and self-regulated learning skills are related. In LAK21: 11th International Learning Analytics and Knowledge Conference(LAK21). Association for Computing Machinery, New York, NY, USA, 416–427. DOI:https://doi.org/10.1145/3448139.3448179 *Best paper LAK21
  2. Yau, J. and Ifenthaler, D. (2021). Utilizing learning analytics for teaching success. In Proceedings of EdMedia + Innovate Learning (AACE).
  3. Kreijns, K., Henderikx, M., & Weidlich, J. (2021). Measuring social space in online group learning: Preliminary validation of the social space scale using the Rasch analysis approach. In Proceedings of EdMedia+ Innovate Learning (AACE).
  4. Bovermann, K., Habla, S., & Weidlich, J. (2021, July). Effects of competition in gamified online distance learning on intrinsic motivation: A comparative case study. In Proceedings of EdMedia+ Innovate Learning (AACE).
  5. Scheffel, M., Schmitz, M., van Hooijdonk, J., van Limbeek, ., Kockelkoren, C., Joppe, D. & Drachsler, H., (2021). The Design Cycle for Education (DC4E). In: Kienle, A., Harrer, A., Haake, J. M. & Lingnau, A. (Hrsg.), DELFI 2021. Bonn: Gesellschaft für Informatik e.V.. (S. 229-240).
  6. Meik, A., Schneider, J., & Schiffner, D. (2021). Get your back straight! Learn Pilates with the Pilates Correction App. In: Kienle, A., Harrer, A., Haake, J. M. & Lingnau, A. (Hrsg.), DELFI 2021. Bonn: Gesellschaft für Informatik e.V.. (S. 163-168).
  7. Buraha, T., Schneider, J., Mitri, D. D., Schiffner, D. (2021). Analysis of the “D’oh!” Moments. Physiological Markers of Performance in Cognitive Switching Tasks. In European Conference on Technology Enhanced Learning (pp. 137-148). Springer, Cham.
  8. Karademir, O., Ahmad, A., Schneider, J., Mitri, D. D., Jivet, I., & Drachsler, H. (2021, October). Designing the Learning Analytics Cockpit-A Dashboard that Enables Interventions. In International Conference in Methodologies and intelligent Systems for Techhnology Enhanced Learning (pp. 95-104). Springer, Cham.

Journals:

  1. Whitelock-Wainwright, A., Tsai, Y. S., Drachsler, H., Scheffel, M., & Gašević, D. (2021). An exploratory latent class analysis of student expectations towards learning analytics services. The Internet and Higher Education, 100818.
  2. Praharaj, S.; Scheffel, M.; Schmitz, M.; Specht, M.; and Drachsler, H. (2021). Towards Automatic Collaboration Analytics for Group Speech Data Using Learning Analytics. Sensors 2021, 21, 3156. https://doi.org/10.3390/s21093156
  3. Wollny, S., Schneider, J., Di Mitri, D., Weidlich, J., Rittberger, M., & Drachsler, H. (2021). Are we there yet? – A Systematic Literature Review on Chatbots in Education. Frontiers in Artificial Intelligence, 4. https://doi.org/10.3389/frai.2021.654924
  4. Weidlich, J., & Kalz, M. (2021). Exploring predictors of instructional resilience during emergency remote teaching in higher education. International Journal of Educational Technology in Higher Education18(1), 1-26. https://doi.org/10.1186/s41239-021-00278-7
  5. Praharaj, S., Scheffel, M., Drachsler H. and Specht M. M. (2021). “Literature Review on Co-Located Collaboration Modeling Using Multimodal Learning Analytics. Can We Go the Whole Nine Yards?,” in IEEE Transactions on Learning Technologies, doi: 10.1109/TLT.2021.3097766.
  6. Biedermann, D., Schneider and Drachsler, H. (2021). Digital self-control interventions for distracting media multitasking – A systematic review, in Journal of Computer Assisted Learning, doi: https://doi.org/10.1111/jcal.12581
  7. Mavrikis, M., Cukurova, M.,  Di Mitri, D., Schneider, J., & Drachsler, H. (2021). A short history, emerging challenges and co-operation structures for Artificial Intelligence in education. Bildung und Erziehung 2021, 74, 3, pp. 249-263. https://doi.org/10.13109/buer.2021.74.3.249
  8. Kreijns, K., Xu, K., & Weidlich, J. (2021). Social Presence: Conceptualization and Measurement. Educational Psychology Review, doi: https://doi.org/10.1007/s10648-021-09623-8.
  9. Weidlich, J., Kreijns, K., & Bastiaens, T. (2021). Individual differences in perceptions of social presence. Exploring the role of personality in online distance learning. Open Education Studies. doi: https://doi.org/10.1515/edu-2020-0153
  10. Ciordas-Hertel, G.-P.; Rödling, S.; Schneider, J.; Di Mitri, D.; Weidlich, J.; Drachsler, H. Mobile Sensing with Smart Wearables of the Physical Context of Distance Learning Students to Consider Its Effects on Learning. Sensors 2021, 21, 6649. https://doi.org/10.3390/s21196649
  11. Seidenberg, N., Scheffel, M., Kovanovic, V., Lynch, G., & Drachsler, H. (2021). Virtual Academic Conferences as Learning Spaces:Factors Associated with the Perceived Value of Purely Virtual Conferences. Journal of Computer Assisted Learning. doi: https://doi.org/10.1111/jcal.12614
  12. Di Mitri, D., Schneider, J., & Drachsler, H. (2021). Keep Me in the Loop: Real-Time Feedback with Multimodal Data. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-021-00281-z
  13. Drachsler, H., Jansen, J. and Kirschner, P.A. (2021), Adoption of learning technologies in times of pandemic crisis. J Comput Assist Learn, 37: 1509-1512. https://doi.org/10.1111/jcal.12626
  14. Eichhorn, M., Tillmann, A. & Drachsler, H. (2021). Der Einfluss von Lehr-Einstellungen und digitalen Kompetenzen auf die virtuelle Lehre. In ZFHE Zeitschrift für Hochschulentwicklung, 16 (3), 119–137. https://doi.org/10.3217/zfhe-16-03/07

Position / Policy papers:

  1. Steuer, T., Herrmann, O., Rensing, C. & Drachsler, H. (2021). Learning Analytics Anwendungen für den Hochschuleinsatz. Eine praxisnahe Übersicht. Version 1.0, urn:nbn:de:0111-dipfdocs-215867
  2. Schmid, U., Blanc, B., Toepel, M., Pinkwart, N., & Drachsler, H. (2021). Trendstudie für Deutsche Telekom Stiftung KI@Bildung: Lehren und Lernen in der Schule mit Werkzeugen Künstlicher Intelligenz. Deutsche Telekom Stiftung. Bonn. https://www.telekom-stiftung.de/aktivitaeten/kibildung

Workshop Papers:

  1. Gombert, S. (2021). Twin BERT Contextualized Sentence Embedding Space Learning and Gradient-Boosted Decision Tree Ensembles for Scene Segmentation in German Literature. In A. Zehe, L. Konle, L. K. Dümpelmann, E. Gius, S. S. Guhr, A. Hotho, F. Jannidis, L. Kaufmann, M. Krug, F. Puppe, N. Reiter, & A. Schreiber (Eds.), Proceedings of the Shared Task on Scene Segmentation co-located with the 17th Conference on Natural Language Processing (KONVENS 2021), Düsseldorf, Germany, September 6th, 2021 (Vol. 3001, pp. 42–48). CEUR-WS.org.

2020

Journals:

  1. Kollom, K., Tammets, K., Scheffel, M., Tsai, Y.S., Jivet, I., Muñoz-Merino, P.J., Moreno-Marcos, P.M., Whitelock-Wainwright, A., Ruiz Calleja, A., Gasevic, D., Delgado Kloos C., Drachsler, H., Ley, T. (2020). A four-country cross-case analysis of academic staff expectations about learning analytics in higher education. The Internet and Higher Education, 2020, 100788, ISSN 1096-7516 https://doi.org/10.1016/j.iheduc.2020.100788.
  2. Brückner, S.; Schneider, J.; Zlatkin-Troitschanskaia, O.; Drachsler, H.(2020). “Epistemic Network Analyses of Economics Students’ Graph Understanding: An Eye-Tracking StudySensors, 20, 6908. https://doi.org/10.3390/s20236908
  3. Jivet, I., Scheffel, M.,  Schmitz, M.,  Robbers, S., Specht, M., and 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,” Internet High. Educ., p. 100758. https://doi.org/10.1016/j.iheduc.2020.100758
  4. Tsai, Y‐S, Rates, D., Moreno-Marcos, M. P., Muñoz‐Merino, P. J., Jivet, I., Scheffel, M., Drachsler H., Delgado Kloos, C,  Gašević, D (2020). Learning analytics in European higher education–trends and barriersComputers & Education, 103933, ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2020.103933.
  5. Whitelock‐Wainwright, A, Gašević, D, Tsai, Y‐S, Drachsler H., Scheffel, M., Muñoz‐Merino, P. J., Tammets, K., Delgado Kloos, C. (2020). Assessing the validity of a learning analytics expectation instrument: A multinational study. J Comput Assist Learn. 2020; 132. https://doi.org/10.1111/jcal.12401.
  6. van Halem, N., van Klaveren, C., Drachsler, H., Schmitz, M., Cornelisz, I. (2020). Tracking Patterns in Self-Regulated Learning Using Students’ Self-Reports and Online Trace Data. Frontline Learning Research Vol. 8 no 3 special issue (2020) 142 – 165 ISSN 2295-3159

Conferences:

  1. Rödling, S., Biedermann, D., Schneider J., and Drachsler, H. (2020). Associative Media Learning With Smartwatches, IEEE Global Engineering Education Conference (EDUCON), Porto, Portugal, pp. 752-755, doi: 10.1109/EDUCON45650.2020.9125157.
  2. Ciordas-Hertel, G. P., Schneider, J., and Drachsler, H. (2020). Which Strategies are Used in the Design of Technical LA Infrastructure?: A Qualitative Interview Study, IEEE Global Engineering Education Conference (EDUCON), Virtual Event, Portugal, 2020, pp. 96-105, doi: 10.1109/EDUCON45650.2020.9125363. * Best Paper award!
  3. Di Mitri D., Schneider J., Trebing K., Sopka S., Specht M., Drachsler H. (2020). Real-Time Multimodal Feedback with the CPR Tutor. In: Bittencourt I., Cukurova M., Muldner K., Luckin R., Millán E. (eds) Artificial Intelligence in Education. AIED 2020. Lecture Notes in Computer Science, vol 12163. Springer, Cham. Doi: https://doi.org/10.1007/978-3-030-52237-7_12
  4. Ahmad, A., Schneider, J., & Drachsler, H. (2020, September). OpenLAIR an Open Learning Analytics Indicator Repository Dashboard. In European Conference on Technology Enhanced Learning (pp. 467-471). Springer, Cham.
  5. Ciordas-Hertel, G. P. (2020). How to Complement Learning Analytics with Smartwatches?: Fusing Physical Activities, Environmental Context, and Learning Activities., ACM International Conference on Multimodal Interaction (ICMI), Virtual Event, Netherlands, 2020, pp. 708–712, doi: 10.1145/3382507.3421151.

Instruments / Games:

  1. Schmitz, Marcel; Scheffel, Maren; Bemelmans, Roger; Drachsler, Hendrik (2020): Fellowship Of The Learning Activity – Learning Analytics 4 Learning Design  Link to Promovideo of the Game. https://doi.org/10.25385/zuyd.9884279

Position / Policy papers:

  1. Hansen, J., Rensing, C., Hermann, O., & Drachsler, H. (2020). Verhaltenskodex für Trusted Learning Analytics: Entwurf für die Hessischen Hochschulen. Frankfurt am Main: Innovationsforum Trusted Learning Analytics Goethe-Universität Frankfurt am Main. Available at: http://nbn-resolving.de/urn:nbn:de:0111-dipfdocs-189038.
  2. Yücebas, Aysegül; Kube, Dana; Spartafora, Alessia; Schneider, Jan; Alsaleh, Ala; Radicchi, Elena; Foresti, Illaria; Longobardi, Rosalia; Isoardo, Micol; Cramaro, Fiorenza; Battini Elvira Tocalachis, Silvia; Chomatianou, Margaret; Erkan, Hakan; van Dijk, Guido: Compendium of gamification strategies based on Augmented reality for STE(A)M learning. Augmented Reality (AR) Kompendium. Frankfurt : AR4STE(A)M project 2020, 114 S.

Research posters:

  1. Ahmad, A., Schneider, J., Drachsler, H., (2020). Open Learning Analytics Indicator Repository., The 10th International Learning Analytics and Knowledge Conference LAK20 (2020), pages 41-43. * Best poster award!

Books / Book chapters:

  1. Drachsler, H., & Goldhammer, F. (2020). Learning Analytics and eAssessment—Towards Computational Psychometrics by Combining Psychometrics with Learning Analytics. In. Burgos, D. (Ed.) (2020). Radical Solutions and Learning Analytics. pp. 67-80. Singapore: Springer. DOI: https://doi.org/10.1007/978-981-15-4526-9
  2. Jaakonmäki, R., vom Brocke, J., Dietze, S., Drachsler, H., Fortenbacher, A., Helbig, R., Kickmeier-Rust, M., Marenzi, I., Fernández, Á.S., Yun, H. (2020). Learning Analytics Cookbook – How to Support Learning Processes Through Data Analytics and Visualization. SpringerBriefs in Business Process Management, XI, 93, DOI: 10.1007/978-3-030-43377-2, ISSN: 2197-9618
  3. Schneider, J., Di Mitri, D., Limbu, B., & Drachsler, H. (2020). Der multimodale Lern-Hub: Ein Werkzeug zur Erfassung individualisierbarer und sensorgestützter multimodaler Lernerfahrungen. In Digitale Bildung und Künstliche Intelligenz in Deutschland (pp. 537-557). Springer, Wiesbaden.

2019

Journals:

  1. Schneider, J., Romano, G., & Drachsler, H. (2019). Beyond Reality—Extending a Presentation Trainer with an Immersive VR Module. Sensors, 19(16), 3457.
  2. Di Mitri, D.; Schneider, J.; Specht, M.; Drachsler, H. (2019) Detecting Mistakes in CPR Training with Multimodal Data and Neural Networks. Sensors 2019, 17, 3099.
  3. Romano, G., and Schneider, J., and Drachsler, H. (2019). Dancing Salsa with Machines Filling the Gap of Dancing Learning Solutions. Sensors 2019, 17, 3661.
  4. Ciordas-Hertel, G., P., Schneider, J., Ternier, S., Drachsler, H., (2019). Adopting Trust in Learning Analytics Infrastructure: A Structured Literature Review.  Journal of Universal Computer Science, Vol. 25, No. 13, pp. 1668-1686.

Conferences:

  1. Wollny, S., Schneider, J., Rittberger, M., Drachsler, H. (2019). What can I help you with today? – Exploring Opportunities of Learner Modeling for Online Educational Portals. DeLFI 2019 – Die 17. Fachtagung Bildungstechnologien der Fachgruppe Bildungstechnologien der gi e.V. Humboldt Universität zu Berlin, 16.-19. September 2019.
  2. Biedermann, D., Kalbfell, L., Schneider, J., Drachsler, H. (2019). Stakeholder attitudes towards digitalization in higher education institutions. DeLFI 2019 – Die 17. Fachtagung Bildungstechnologien der Fachgruppe Bildungstechnologien der gi e.V. Humboldt Universität zu Berlin, 16.-19. September 2019.
  3. Scheffel, M., Tsai, Y., Gasevic, D., and Drachsler, H. (2019). Policy matters: Expert recommendations for learning analytics policy. 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, 16-19 September 2019, Proceedings (Lecture Notes in Computer Science).Cham: Springer
  4. Scheffel, M., van Limbeek, E., Joppe, D., van Hooijdonk, J., Kockelkoren, C., Schmitz, M., Ebus, P., Sloep, P., and Drachsler, H. (2019). The means to a blend: A practical model for the redesign of face-to-face education to blended learning. 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, 16-19 September 2019, Proceedings (Lecture Notes in Computer Science).Cham: Springer
  5. DiMitri, D., Schneider, J., Klemke, R., Specht, M. & Drachsler, H. (2019). Read Between the Lines: An Annotation Tool for Multimodal Data for Learning. In: Proceedings of International Conference on Learning Analytics and Knowledge, Arizona, US, March 7–9, 2019 (LAK ’19).
  6. Di Mitri D., Schneider J., Specht M., Drachsler H. (2019) The Multimodal Learning Analytics Pipeline. In Proceedings of the Artificial Intelligence and Adaptive Education Conference  – AIAED’19. Beijing, China: IEEE. (Slideshare)

Workshop Papers:

  1. Hiebl, J., Ahmad, A., Scharnberg, G., Drachsler, H., Heck, T., Hölterhof, T. (2019). Designing Multi-faceted Open Informational Ecosystems for Learning and Teaching. Forschungsworkshop auf der ECER 2019, Hamburg
  2. Di Mitri, D., Schneider, J., Specht, M., & Drachsler, H. (2019) Multimodal Pipeline: A generic approach for handling multimodal data for supporting learning. 1st workshop on AI-based Multimodal Analytics for Understanding Human Learning in Real-world Educational Contexts (AIMA4EDU) IJCAI’19 Macau, China.  *Best Paper Award!
  3. Schneider, J., Di Mitri, D. & Drachsler, H. (2019). Multimodal Learning Analytics Runtime Framework. In: Proceedings of International Conference on Learning Analytics and Knowledge, Arizona, US, March 7–9, 2019 (LAK ’19).*Best Demo Award 2019
  4. Wollny, S., Schneider, J., Rittberger, M. & Drachsler, H. (2019). Am I planning smart? – Analysing student goals. In: Proceedings of International Conference on Learning Analytics and Knowledge, Arizona, US, March 7–9, 2019 (LAK ’19).
  5. Schneider, J., Di Mitri, D. & Drachsler, H. (2019). Multimodal Tutor Builder Kit. In: Proceedings of International Conference on Learning Analytics and Knowledge, Arizona, US, March 7–9, 2019 (LAK ’19).
  6. De Croon, R., Millecamp, M. A. R. T. I. J. N., Ochoa, X., Bodily, R., Kay, J., Drachsler, H., & Conati, C. (2019). VISLA: Visual Approaches to Learning Analytics. In Companion Proceeding of the 9th International Conference on Learning Analytics & Knowledge (LAK’19) (pp. 750-753). Solar.
  7. Schneider, J., Di Mitri, D., Specht, M., & Drachsler, H. (2019) Multimodal Learning Analytics Runtime Framework. In Spikol, D. et al. (Eds.), Proceedings of the Third Multimodal Learning Analytics Across (Physical and Digital) Spaces (CrossMMLA).

2018

Proceedings:

  1. Pammer-Schindler, V., Pérez-Sanagustín, M., Drachsler, H., Elferink, R. & Scheffel (Eds.), M. (Eds.) (2018). Lifelong technology-enhanced learning. 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings (Lecture Notes in Computer Science, Bd. 11082).Cham: Springer

Journals:

  1. Drachsler, H. & Schneider, J. (2018). Special Issue on multimodal learning analytics. Journal of Computer Assisted Learning
  2. Di Mitri D, Schneider J, Specht M, Drachsler H. (2018). From signals to knowledge: A conceptual model for multimodal learning analytics. J Comput Assist Learn. 2018;34:338–349.
  3. Schröder, H., Thaeter, L., Henze, L., Drachsler, H., Rossaint, R. & Sopka, S. (2018). Patientenübergaben in der Ausbildung? Eine systematische Analyse des Trainingsbedarfs unter Medizinstudierenden. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen
  4. Pijeira-Díaz, H.J., Drachsler, H., Kirschner, P.A. & Järvelä, S. (2018). Profiling sympathetic arousal in a physics course: How active are students? Journal of Computer Assisted Learning
  5. Drachsler, H. (2018). Trusted Learning Analytics. Synergie (6), 40-43
  6. Pijeira-Díaz, H.J., Drachsler, H., Järvelä, S. & Kirschner, P.A. (2018). Sympathetic arousal commonalities and arousal contagion during collaborative learning: How attuned are triad members? Computers in Human Behavior, 2019 (Volume 91), 188-197

Conferences:

  1. Schmitz, M., Scheffel, M., van Limbeek, E., van Halem, N., Cornelisz, I., van Klaveren, C., Bemelmans, R. & Drachsler, H. (2018). Investigating the relationships between online activity, learning strategies and grades to create learning analytics-supported learning designs. 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings (Lecture Notes in Computer Science, Vol. 11082, pp. 311-325). Cham: Springer
  2. Schmitz, M., Scheffel, M., van Limbeek, E., Bemelmans, R. & Drachsler, H. (2018). “Make It Personal!” – Gathering Input from Stakeholders for a Learning Analytics-Supported Learning Design Tool  13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings (Lecture Notes in Computer Science, Vol. 11082, pp. 297-310). Cham: Springer
  3. Praharaj, S., Scheffel, M., Drachsler, H. & Specht, M. (2018). Multimodal Analytics for Real-Time Feedback in Co-located Collaboration. 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings (Lecture Notes in Computer Science, Vol. 11082, pp. 187-201). Cham: Springer
  4. Schneider, J., di Mitri, D., Limbu, B. & Drachsler, H. (2018). Multimodal Learning Hub: A Tool for Capturing Customizable Multimodal Learning Experiences. 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings (Lecture Notes in Computer Science, Vol. 11082, pp. 45-58). Cham: Springer
  5. Biedermann, D., Schneider, J. & Drachsler, H. (2018). The Learning Analytics Indicator Repository. 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings (Lecture Notes in Computer Science, Vol. 11082, pp. 579-582). Cham: Springer

Book chapters:

  1. Ternier, S., Scheffel, M. & Drachsler, H. (2018). Towards a Cloud-Based Big Data Infrastructure for Higher Education Institutions: Emerging Technologies for Teaching and Learning. In A. Essa, M. Spector, Y.M. Huang, R. Tortorella, R. Koper, T.W. Chang, V. Kumar, Y. Li & Z. Zhang (Eds.), Frontiers of cyberlearning: Emerging technologies for teaching and learning (Lecture Notes in Educational Technology, pp. ?). Singapore: Springer
  2. Ifenthaler, D. & Drachsler, H. (2018). Learning analytics: Spezielle Forschungsmethoden in der Bildungstechnologie. In H. Niegemann & A. Weinberger (Hrsg.), Lernen mit Bildungstechnologien (Springer Reference Psychologie, S. 1-20). Berlin: Springer

Workshop Papers:

  1. Di Mitri, D., Schneider, J., & Drachsler, H. (2018). Multimodal challenge: Analytics beyond user-computer interaction data. The Fourth LAK Hackathon: Benefiting learning through novel data sources, standards and infrastructure. Amsterdam: LAK Hackathon
  2. Di Mitri, D., Schneider, J., Specht, M., & Drachsler, H. (2018). The big five: Addressing recurrent multimodal learning data challenges. Second Multimodal Learning Analytics Across (Physical and Digital) Spaces (CrossMMLA) workshop @ LAK18.Sydney: University of Technology