Research Professorship of Learning Sciences in Higher Education

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Stefan Stürmer, Marcus Specht, Andreas Mokros, Stephanie Steimann Photo: CATALPA
Marcus Specht (2.f.l.) with Stefan Stürmer, Andreas Mokros and Stephanie Steimann (f.l.t.r.)

Psychology of Digital Teaching and Learning

The design and development of "Intelligent Learning Technologies" are associated with interdisciplinary challenges as well as fundamental insights from learning and instructional psychology.

In the research professorship revolving around the topic of "Psychology of Digital Teaching and Learning", human-computer interaction in teaching and learning processes is viewed on three levels:

A) Knowledge and Skill Acquisition,

B) Regulation,

C) and Motivation.

These levels are essential variables of successful teaching and learning to research learning technologies, learning activities, instructional designs, and their effects.

    • Use of Learning Analytics and its effects on metacognitive processes, learning outcomes, and learning motivation
    • Use of Augmented and Virtual Reality for the development of authentic problem-solving competence, deliberate practice, and development of horizontal competencies
    • Use of artificial intelligence and its influence on self-efficacy, learning success, and learning motivation

  • Prof. Dr. Marcus Specht

    Marcus SpechtPhoto: Private

    Maria Efstathiadou

    Assistence of the research professorship Learning Analytics

    Email: maria.efstathiadou

    Phone: +49 2331 987-4678

    PRG, Room B 113 (1st Floor)

    Dr. Florence Kristin Lehnert

    Florence LehnertPhoto: Private

    Daiana Rinja

    Daiana RinjaPhoto: Private

  • 2025

    Journals

    • Lehnert, F., Doublet, S., & Sim, G. (2025). Designing usability/user experience heuristics to evaluate e-assessments administered to children. Computer Standards & Interfaces, 92, 103933. https://doi.org/10.1016/j.csi.2024.103933
    • van Martins Jaarsveld, G., Wong, J., Baars, M., Specht, M., & Paas, F. (2025). Goal setting in higher education: how, why, and when are students prompted to set goals? A systematic review. Frontiers in Education, 9, Article 1511605. https://doi.org/10.3389/feduc.2024.1511605

    2024

    Journals

    • Soleymani, A., Aerts, T., Laat, M. de, & Specht, M. (2024). Gamified Networked Learning Environments in Higher Education: A Study on Student Engagement and Value Creation in Computer Science. European Conference on Games Based Learning, 18(1), 755–765. https://doi.org/10.34190/ecgbl.18.1.2660
    • Zhang, X., Aivaloglou, F., & Specht, M. (2024). A Systematic Umbrella Review on Computational Thinking Assessment in Higher Education. European Journal of STEM Education, 9(1), 2. https://doi.org/10.20897/ejsteme/14175

    Conferences

    • de Wit, S., Hermans, F., Specht, M., & Aivaloglou, E. (2024). Gender Differences in Story, Game and Visual Adventures in Hedy. In F. Hermans & R. Bohrer (Eds.), Proceedings of the 2024 ACM SIGPLAN International Symposium on SPLASH-E (pp. 1–11). ACM. https://doi.org/10.1145/3689493.3689983

      de Wit, S., Hermans, F., Specht, M., & Aivaloglou, E. (2024). Gender, Social Interactions and Interests of Characters Illustrated in Scratch and Python Programming Books for Children. In B. Stephenson, J. A. Stone, L. Battestilli, S. A. Rebelsky, & L. Shoop (Eds.), Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1 (pp. 262–268). ACM. https://doi.org/10.1145/3626252.3630862

    • Valle Torre, M., Oertel, C., & Specht, M. (2024). The Sequence Matters in Learning - A Systematic Literature Review. In Proceedings of the 14th Learning Analytics and Knowledge Conference (pp. 263–272). ACM. https://doi.org/10.1145/3636555.3636880
    • van der Werf, V., Hermans, F., Specht, M., & Aivaloglou, E. (2024). Variables and Variable Naming in Popular Programming Textbooks for Children and Novices. In M. Dorodchi, M. Zhange, & S. Cooper (Eds.), Proceedings of the 2024 on ACM Virtual Global Computing Education Conference V. 1 (pp. 242–248). ACM. https://doi.org/10.1145/3649165.3690112
    • van der Werf, V., Swidan, A., Hermans, F., Specht, M., & Aivaloglou, E. (2024). Teachers' Beliefs and Practices on the Naming of Variables in Introductory Python Programming Courses. In A. Roychoudhury, A. Paiva, R. Abreu, M. Storey, K. Gama, & J. Siegmund (Eds.), Proceedings of the 46th International Conference on Software Engineering: Software Engineering Education and Training (pp. 368–379). ACM. https://doi.org/10.1145/3639474.3640069
    • Zhang, X., Aivaloglou, E., & Specht, M. (2024). Teachers' Intention to Integrate Computational Thinking Skills in Higher Education: A Survey Study in the Netherlands. In 2024 IEEE Global Engineering Education Conference (EDUCON) (pp. 1–9). IEEE. https://doi.org/10.1109/EDUCON60312.2024.10578887

  • Maria Efstathiadou

    Assistence oft the research professorship Learning Analytics

    E-Mail: maria.efstathiadou

    Telefon: +49 2331 987-4678

    PRG, Room B 113 (1st Floor)

CATALPA | 26.05.2025