Doctoral Researcher in Educational Technologies at studiumdigitale, Goethe University Frankfurt, Germany

Email: giorgash [at] sd.uni-frankfurt.de

Tornike is a dedicated researcher with a background in Business informatics (M.Sc.) from the Goethe University Frankfurt. Since 2017, Tornike has been contributing to the development of innovative Learning Analytics (LA) approaches, particularly focusing on the application of artificial intelligence in education, automated learning processes, and the generation of competency-based feedback. His work has been recognized on a large scale, including a nomination for Best Paper at EC-TEL for his research on learner self-reflection using Learning Analytics Dashboards (LADs). Tornike continues to push the boundaries of technology-enhanced learning, with a commitment to improving personalized feedback mechanisms.
  • Learning Analytics Dashboards (LADs) and feedback literacy
  • Self-regulated learning (SRL) strategies and their enhancement through personalized feedback
  • The use of concept maps in structuring and visualizing knowledge
  • Epistemic Network Analysis (ENA) for exploring learner strategies
  • Development of digital education tools, including automated feedback systems
  • Data-driven learning environments and their role in modern education
  • Master of Science in Wirtschaftsinformatik, Goethe University Frankfurt (2016-2020)
  • Bachelor of Applied Computer Science, Informatics and Control Systems, Georgian Technical University (2010-2014)
  • Giorgashvili, T., Jivet, I., Artelt, C., Biedermann, D., Bengs, D., Goldhammer, F., Hahnel, C., Mendzheritskaya, J., Mordel, J., Onofrei, M., Winter, M., Wolter, I., Horz, H., & Drachsler, H. (2024). Exploring learners’ self-reflection and intended actions after consulting learning analytics dashboards in an authentic learning setting. Proceedings of the European Conference on Technology Enhanced Learning (EC-TEL).
  • Gombert, S., Fink, A., Giorgashvili, T., Jivet, I., Di Mitri, D., Yau, J., Frey, A., Drachsler, D. (2024). From the Automated Assessment of Student Essay Content to Highly Informative Feedback: a Case Study. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-023-00387-6
  • Weidlich, J., Fink, A., Jivet, I., 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. Advance online publication. https://doi.org/10.1111/jcal.13024
  • Rustemeier, Linda & Astheimer, Ann-Kristin & Giorgashvili, Tornike & Voß-Nakkour, Sarah. (2022). Experience Scrum! Agile Softwareentwicklung durchspielen. 
  • Giorgashvili, Tornike & Voß-Nakkour, Sarah. (2020). Nutzerzentrierter Ansatz zur Behebung von digitalen Barrieren. Ein Entwicklungsframework für barrierefreie User Interfaces.