Publikationen

English

2025

Zeitschriftenartikel

• Kaliisa, R., López-Pernas, S., Misiejuk, K., Damşa, C., Sobocinski, M., Järvelä, S., & Saqr, M. (2025). A Topical Review of Research in Computer-Supported Collaborative Learning: Questions and Possibilities. Computers & Education, 228, 105246. https://doi.org/10.1016/j.compedu.2025.105246
• Kasakowskij, R., & Haake, J. M. (2025). Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environment. International Journal of Educational Technology in Higher Education, 22(1). https://doi.org/10.1186/s41239-025-00512-6
• 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
• Misiejuk, K., Samuelsen, J., Kaliisa, R., & Prinsloo, P. (2025). Idiographic learning analytics: Mapping of the ethical issues. Learning and Individual Differences, 117, 102599. https://doi.org/10.1016/j.lindif.2024.102599
• Radović, S., & Seidel, N. (2025). Introduction to the SRL-S Rubric for evaluation of innovative higher educational technology for Self-Regulated Learning. Innovative Higher Education. Advance online publication. https://doi.org/10.1007/s10755-024-09771-z
• Radović, S., & Seidel, N. (2025). Uncovering variations in learning behaviors and cognitive engagement among students with diverse learning goals and outcomes. Educational Technology Research and Development, in print.
• Sibirski, A., & Veiel, D. (2025). Use of context-based adaptation to defuse threatening situations in times of a pandemic. I-Com, 24(1), 67–85. https://doi.org/10.1515/icom-2024-0065
• 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
• Weidlich, J., Jivet, I., Woitt, S., Orhan Göksün, D., Kraus, J., & Drachsler, H. (2025). The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version. Assessment & Evaluation in Higher Education, 1–17. https://doi.org/10.1080/02602938.2025.2451729

• Konferenzbeiträge

• Christ, P., Munkelt, T., Haake, J. M., Paul L. Christ, Torsten Munkelt (2025). Generating SQL-Query-Items using Knowledge Graphs. In B. du Boulay, T. Di Mascio, E. Tovar, & C. Meinel (Chairs), Proceedings of the 17th International Conference on Computer Supported Education - Volume 2: AIG. http://dx.doi.org/10.13140/RG.2.2.19159.18084

  Saqr, M., López-Pernas, S., Törmänen, T., Kaliisa, R., Misiejuk, K., & Tikka, S. (2025). Transition Network Analysis: A Novel Framework for Modeling, Visualizing, and Identifying the Temporal Patterns of Learners and Learning Processes. In Proceedings of the 15th International Learning Analytics and Knowledge Conference (pp. 351–361). ACM. https://doi.org/10.1145/3706468.3706513

  Seidel, N., Burchart, M., Haake, J. M., Schumacher, C., & Kuzilek, J. (2025). Detecting interaction patterns in educational collaborative writing. In Proceedings of the 28th ACM Conference on Computer-Supported Cooperative Work and Social Computing (CSCW).

• Vorträge und Posterpräsentationen

• Gropengießer, K. (2025, January 29). Diversitätsgerechte Optimierung der E-Prüfungssoftware Dynexite: Eine Mixed-Methods-Studie zur Verbesserung der User-Experience. Universität Mannheim. Gesellschaft für Empirische Bildungs­forschung (GEBF). 12. GEBF-Tagung, Universität Mannheim.

• Sonstige Publikationen

• Wöhrle, J., Karolyi, H., Weidlich, J., Seidenberg, N., Blanc, B., Woick, A., Drachsler, H., Pinkwart, N., Markgraf, D., & de Witt, C. (2025). LAMASS-Studie: Studienerfolg und Studienabbruch in digitalen Studienformaten. https://doi.org/10.18445/20240717-191649-0

2024

Zeitschriftenartikel

• Alexandron, G., Klebanov, B. B., Komachi, M., & Zesch, T. (2024). Editor’s Note: Special Issue on Educational NLP for a Multilingual World. International Journal of Artificial Intelligence in Education, 34(4), 1293. https://doi.org/10.1007/s40593-024-00444-8
• Besta, T., Jurek, P., Olech, M., Włodarczyk, A., Kosakowska-Berezecka, N., Bosson, J. K., Bender, M., Vandello, J. A., Abuhamdeh, S., Agyemang, C. B., Akbaş, G., Albayrak-Aydemir, N., Ammirati, S., Anderson, J., Anjum, G., Ariyanto, A., Aruta, J. J. B. R., Ashraf, M., Bakaitytė, A., . . . Żadkowska, M. (2024). Measuring Collective Action Intention Toward Gender Equality Across Cultures. European Journal of Psychological Assessment(0), 1–18. https://doi.org/10.1027/1015-5759/a000857
• Bexte, M., Horbach, A., & Zesch, T. (2024). Strengths and weaknesses of automated scoring of free-text student answers. Informatik Spektrum. Advance online publication. https://doi.org/10.1007/s00287-024-01573-z
• Bick, N., Froehlich, L., Voltmer, J.‑B., Raimann, J., Reich-Stiebert, N., Seidel, N., Burchart, M., Martiny, S. E [S. E.], Nikitin, J [J.], Stürmer, S., & Martin, A. (2024). Virtually isolated: social identity threat predicts social approach motivation via sense of belonging in computer-supported collaborative learning. Frontiers in Psychology, 15(1346503). https://doi.org/10.3389/fpsyg.2024.1346503
• Boas, H. C., Ruppenhofer, J., & Baker, C. (2024). FrameNet at 25. International Journal of Lexicography, 37(3), 263–284. https://doi.org/10.1093/ijl/ecae009
• Burchart, M., & Haake, J. M [Joerg M] (2024). Supporting Collaborative Writing Tasks in Large-Scale Distance Education. IEEE Transactions on Learning Technologies, 17, 1051–1068. https://doi.org/10.1109/TLT.2024.3355791
• 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.
• Flinz, C., & Ruppenhofer, J. (2024). Coreferenza e nuclei tematici nelle interviste del corpus IS. ANNALI. SEZIONE GERMANICA. Rivista del Dipartimento di Studi Letterari, Linguistici e Comparati dell’Università degli studi di Napoli L’Orientale, 383–414. https://doi.org/10.6093/GERMANICA.V0I33.10752
• Froehlich, L., & Weydner-Volkmann, S. (2024). Adaptive Interventions Reducing Social Identity Threat to Increase Equity in Higher Distance Education: A Use Case and Ethical Considerations on Algorithmic Fairness. Journal of Learning Analytics, 11(2), 112–122. https://doi.org/10.18608/jla.2024.8301
• 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, 1–39.
• Jansen, T., Meyer, J., Fleckenstein, J., Horbach, A., Keller, S., & Möller, J. (2024). Individualizing goal-setting interventions using automated writing evaluation to support secondary school students’ text revisions. Learning and Instruction, 89, 101847.
• 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. Advance online publication. https://doi.org/10.1111/jcal.12997
• Landmann, H., Winter, K., Froehlich, L., Klocke, U., Hechler, S., Niesta Kayser, D., Knab, N., Hess, F. M., Bender, R., & Hellmann, J. (2024). Transfer between science and practice: Findings from the Network of Social Psychology on Forced Migration and Integration. Zeitschrift Für Flüchtlingsforschung, 8(1), 187–200. https://doi.org/10.5771/2509-9485-2024-1-1
• Laufer, M., Deacon, B., Mende, M. A., & Schäfer, L. O. (2024). Leading with Trust: How University Leaders can Foster Innovation with Educational Technology through Organizational Trust. Innovative Higher Education. Advance online publication. https://doi.org/10.1007/s10755-024-09733-5
• Lenski, S., Mustafa, M., & Großschedl, J. (2024). Concept Mapping ‐ Increased Potential as a Retrieval-based Task. Memory (32, Issue 7), 901–912. https://doi.org/10.1080/09658211.2024.2363463
• Lenski, S., Zinke, N., Merkt, M., Reich-Stiebert, N., Stürmer, S., & Schröter, H. (2024). Early indicators of study delay and dropout: Test anxiety and its link to exam participation and performance // Early Indicators of Study Delay and Dropout: Test Anxiety and its Link to Exam Participation and Performance. Journal of College Student Retention: Research, Theory & Practice. Advance online publication. https://doi.org/10.1177/15210251241266547
• Meyer, J., Jansen, T., Schiller, R., Liebenow, L. W., Steinbach, M., Horbach, A., & Fleckenstein, J. (2024). Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions. Computers and Education: Artificial Intelligence, 6, 100199.
• Misiejuk, K., Kaliisa, R., & Scianna, J. (2024). Augmenting assessment with AI coding of online student discourse: A question of reliability. Computers and Education: Artificial Intelligence, 6, 100216. https://doi.org/10.1016/j.caeai.2024.100216
• Misiejuk, K., López-Pernas, S., Kaliisa, R., & Saqr, M. (2024). Mapping the Landscape of Generative Artificial Intelligence in Learning Analytics. Journal of Learning Analytics, 1–20. https://doi.org/10.18608/jla.2025.8591
• Radović, S., & Seidel, N. (2024). Self-regulated learning support in technology enhanced learning environments: A reliability analysis of the SRL-S Rubric. International Journal of Assessment Tools in Education, 11(4), 675–698. https://doi.org/10.21449/ijate.1502786
• Radović, S., Seidel, N., Haake, J. M [Joerg M.], & Kasakowskij, R. (2024). Analysing students’ self-assessment practice in a distance education environment: Student behaviour, accuracy, and task-related characteristics. Journal of Computer Assisted Learning, 40(2), 654–666. https://doi.org/10.1111/jcal.12907
• Radović, S., Seidel, N., Menze, D., & Kasakowskij, R. (2024). Investigating the effects of different levels of students’ regulation support on learning process and outcome: In search of the optimal level of support for self-regulated learning. Computers & Education, 215(105041). https://doi.org/10.1016/j.compedu.2024.105041
• Raimann, J., Reich-Stiebert, N., Voltmer, J.‑B., & Stürmer, S. (2024). Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning. Psychology Learning & Teaching, Article 14757257241246599. Advance online publication. https://doi.org/10.1177/14757257241246599
• Saxler, F. M., Dorrough, A. R., Froehlich, L., Block, K., Croft, A., Meeussen, L., Olsson, M. I. T., Schmader, T., Schuster, C., van Grootel, S., van Laar, C., Atkinson, C., Benson-Greenwald, T., Birneanu, A., Cavojova, V., Cheryan, S., Lee Kai Chung, A., Danyliuk, I., Dar-Nimrod, I., . . . Martiny, S. E [Sarah E.] (2024). Did Descriptive and Prescriptive Norms About Gender Equality at Home Change During the COVID-19 Pandemic? A Cross-National Investigation. Personality and Social Psychology Bulletin, 01461672231219719. https://doi.org/10.1177/01461672231219719
• Schindler, S., Schuster, C., Olsson, M. I. T., Froehlich, L., Hübner, A.‑K., Block, K., van Laar, C., Schmader, T., Meeussen, L., van Grootel, S., Croft, A., Sun, M. S., Ainsaar, M., Aarntzen, L., Adamus, M., Anderson, J., Atkinson, C., Avicenna, M., Bąbel, P., . . . Martiny, S. E [Sarah E.] (2024). Policy as normative influence? On the relationship between parental leave policy and social norms in gender division of childcare across 48 countries. The British Journal of Social Psychology. Advance online publication. https://doi.org/10.1111/bjso.12806
• Seidel, N. (2024). Short, Long, and Segmented Learning Videos: From YouTube Practice to Enhanced Video Players. Technology, Knowledge and Learning, 29(4), 1965–1991. https://doi.org/10.1007/s10758-024-09745-2
• Seidel, N., Lucke, U., Ifenthaler, D., & Moebert, T. (2024). Co-Intelligenz für alle. Informatik Spektrum, 47(3), 49-50. https://doi.org/10.1007/s00287-024-01578-8
• Seidel, N., & Menze, D. (2024). Von der Analyse zur adaptiven Unterstützung beim Lesen. Informatik Spektrum, 47(2). https://doi.org/10.1007/s00287-024-01572-0
• Seidenberg, N., Jivet, I., Scheffel, M., Kovanović, V., Lynch, G., & Drachsler, H. (2024). Learning At and From a Virtual Conference. Journal of Learning Analytics, 11(2), 281–296. https://doi.org/10.18608/jla.2024.8247
• 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
• Thorsteinsen, K., Heijens, M., Parks‐Stamm, E. J., Froehlich, L., & Martiny, S. E [Sarah E.] (2024). The role of gender, stress, and social support in parents’ pandemic well‐being: A cross‐national study. Family Relations. Advance online publication. https://doi.org/10.1111/fare.13018
• van Rijn, L., Karolyi, H., Hanses, M., & de Witt, C. (2024). Feedback mit Learning Analytics – Interdisziplinäres Design eines Dashboards für Studierende. Zeitschrift Für Hochschulentwicklung, 19(4), 77–94. https://doi.org/10.21240/zfhe/19-4/05
• Viberg, O., Kizilcec, R. F [Rene F.], Jivet, I., Monés, A. M., Oh, A., Mutimukwe, C., Hrastinski, S., & Scheffel, M. (2024). Cultural differences in students’ privacy concerns in learning analytics across Germany, South Korea, Spain, Sweden, and the United States. Computers in Human Behavior Reports, 14, 100416. https://doi.org/10.1016/j.chbr.2024.100416
• Viberg, O., Kizilcec, R. F [René F.], Wise, A. F., Jivet, I., & Nixon, N. (2024). Advancing equity and inclusion in educational practices with AI ‐powered educational decision support systems (AI ‐ EDSS ). British Journal of Educational Technology, 55(5), 1974–1981. https://doi.org/10.1111/bjet.13507
• Wehrhahn, F., Gaschler, R., & Zhao, F. (2024). Students Follow Structured Guidance in an Asynchronous Online-Only Course, Despite Diverging Preferences. Psychology Learning & Teaching, 23(3), 366–389. https://doi.org/10.1177/14757257241276078
• 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. Advance online publication. https://doi.org/10.1111/jcal.13024
• Wiegand, M., Schulder, M., & Ruppenhofer, J. (2024). Determining sentiment views of verbal multiword expressions using linguistic features. Natural Language Engineering, 30(2), 256-293. https://doi.org/10.1017/S1351324923000153
• Zhang, X [Xiaoling], 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
• Zhao, F., & Gaschler, R. (2024). Sending motivational emails in text‐picture personalised form can be feasible in e-learning: An asynchronous course case. Open Learning, 1–15. https://doi.org/10.1080/02680513.2024.2326002

2023

Zeitschriftenartikel

• Deacon, B., Laufer, M., & Schäfer, L. O. (2023). Infusing Educational Technologies in the Heart of the University - A Systematic Literature Review from an Organisational Perspective. British Journal of Educational Technology, 54(2), 441–466. https://doi.org/10.1111/bjet.13277
• Fecher, B., Hebing, M., Laufer, M., Pohle, J., & Sofsky, F. (2023). Friend or foe? Exploring the implications of large language models on the science system. AI & SOCIETY. https://doi.org/10.1007/s00146-023-01791-1
• 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., … Yan, V. X. (2023). Aligning the Goals of Learning Analytics with its Research Scholarship: An Open Peer Commentary Approach. Journal of Learning Analytics, 10(2), 14–50. https://doi.org/10.18608/jla.2023.8197
• Froehlich, L., Bick, N., Nikitin, J., & Martiny, S. E. (2023). Social identity threat is related to ethnic minority adolescents’ social approach motivation towards classmates via reduced sense of belonging. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09800-3
• Froehlich, L., Brokjøb, L. G., Nikitin, J., & Martiny, S. E. (2023). Integration or isolation: Social identity threat relates to immigrant students’ sense of belonging and social approach motivation in the academic context. Journal of Social Issues, 79(1), 264–290. https://doi.org/10.1111/josi.12548
• Froehlich, L., Niedrich, J., Hattesohl, D. B. R., Behrends, U., Kedor, C., Haas, J.-P., Stingl, M., & Scheibenbogen, C. (2023). Evaluation of a Webinar to Increase Health Professionals’ Knowledge about Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS). Healthcare, 11(15). https://doi.org/10.3390/healthcare11152186
• Froehlich, L., Sassenberg, K., Jonkmann, K., Scheiter, K., & Stürmer, S. (2023). Student diversity and e-exam acceptance in higher education. Journal of Computer Assisted Learning, 1–15. https://doi.org/10.1111/jcal.12794
• Horbach, A., Pehlke, J., Laarmann-Quante, R., & Ding, Y. (2023). Crosslingual content scoring in five languages using machine-translation and multilingual transformer models. International Journal of Artificial Intelligence in Education, 1–27.
• Kaliisa, R., Jivet, I., & Prinsloo, P. (2023). A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards. International Journal of Educational Technology in Higher Education, 20(1), 28.
• Peo, L.-C., Wiehler, K., Paulick, J., Gerrer, K., Leone, A., Viereck, A., Haegele, M., Stojanov, S., Warlitz, C., Augustin, S., Alberer, M., Hattesohl, D. B. R., Froehlich, L., Scheibenbogen, C., Jason, L. A., Mihatsch, L. L., Pricoco, R., & Behrends, U. (2023). Pediatric and adult patients with ME/CFS following COVID-19: A structured approach to diagnosis using the Munich Berlin Symptom Questionnaire (MBSQ). European Journal of Pediatrics. https://doi.org/10.1007/s00431-023-05351-z
• Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023). Academic Self-Efficacy and Value Beliefs of International STEM and Non-STEM University Students in Germany from an Intersectional Perspective. Education Sciences, 13(8), 786. https://doi.org/10.3390/educsci13080786
• Radović, S. (2023). Is it only about technology? The interplay between educational technology for mathematics homework, teaching practice, and students’ activities. Journal of Computers in Education, 1–20. https://doi.org/10.1007/s40692-023-00277-9
• Radović, S., Firssova, O., Hummel, H. G. K., & Vermeulen, M. (2023a). Improving academic performance: Strengthening the relation between theory and practice through prompted reflection. Active Learning in Higher Education, 24(2), 139–154. https://doi.org/10.1177/14697874211014411
• Radović, S., Firssova, O., Hummel, H. G. K., & Vermeulen, M. (2023b). The case of socially constructed knowledge through online collaborative reflection. Studies in Continuing Education, 45(2), 168–187. https://doi.org/10.1080/0158037X.2022.2029389
• Radović, S., Hummel, H. G. K., & Vermeulen, M. (2023). The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines. Teaching in Higher Education, 28(6), 1173–1190. https://doi.org/10.1080/13562517.2021.1872527
• Radović, S., Seidel, N., Haake, J. M., & Kasakowskij, R. (2023). Analysing students’ self-assessment practice in a distance education environment: Student behaviour, accuracy, and task-related characteristics. Journal of Computer Assisted Learning, 1–13. https://doi.org/10.1111/jcal.12907
• Reich-Stiebert, N., Froehlich, L., & Voltmer, J.-B. (2023). Gendered Mental Labor: A Systematic Literature Review on the Cognitive Dimension of Unpaid Work Within the Household and Childcare. Sex Roles. https://doi.org/10.1007/s11199-023-01362-0
• Reich-Stiebert, N., Voltmer, J.-B., Raimann, J., & Stürmer, S. (2023). The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL. International Journal of Computer-Supported Collaborative Learning, 18(4), 513–530. https://doi.org/10.1007/s11412-023-09411-2
• Steiner, S., Fehrer, A., Hoheisel, F., Schoening, S., Aschenbrenner, A., Babel, N., Bellmann-Strobl, J., Finke, C., Fluge, Ø., Froehlich, L., Goebel, A., Grande, B., Haas, J.-P., Hohberger, B., Jason, L. A., Komaroff, A. L., Lacerda, E., Liebl, M., Maier, A., … Scheibenbogen, C. (2023). Understanding, diagnosing, and treating Myalgic encephalomyelitis/chronic fatigue syndrome – State of the art: Report of the 2nd international meeting at the Charité Fatigue Center. Autoimmunity Reviews, 22(11), 103452. https://doi.org/10.1016/j.autrev.2023.103452
• Thoma, M., Froehlich, L., Hattesohl, D. B. R., Quante, S., Jason, L. A., & Scheibenbogen, C. (2023). Why the Psychosomatic View on Myalgic Encephalomyelitis/Chronic Fatigue Syndrome Is Inconsistent with Current Evidence and Harmful to Patients. Medicina (Kaunas, Lithuania), 60(1), 83. https://doi.org/10.3390/medicina60010083
• Thorbrügge, C., Desel, J., & Schäfer, L. O. (2023). Vorqualifikationen und Anerkennungsoptionen im Informatikstudium. Hochschuldidaktik Informatik HDI 2021 (Commentarii informaticae didacticae), 13, 73–89. https://doi.org/10.25932/publishup-61394
• Wisniewski, K., Zesch, T., Schwendemann, M., Ruppenhofer, J., & Portmann, A. (2023b). AUTOMATISCHE ANALYSEN VON ERWERBSSTUFEN IN EINER GROSSEN LERNERKORPUS-DATENBANK FÜR DAF/DAZ. Das Forschungsprojekt DAKODA. Korpora Deutsch als Fremdsprache, 3, 179–224. https://doi.org/10.48694/kordaf.3845
• Wisniewski, K., Zesch, T., Schwendemann, M., Ruppenhofer, J., & Portmann, A. (2023a). Automatische Analysen von Erwerbsstufen in einer großen Lernerkorpus-Datenbank für DaF/DaZ. Das Forschungsprojekt DAKODA. Korpora Deutsch als Fremdsprache, 3(2). https://doi.org/10.48694/kordaf.3845
• Wollny, S., Di Mitri, D., Jivet, I., Muñoz-Merino, P., Scheffel, M., Schneider, J., Tsai, Y.-S., Whitelock-Wainwright, A., Gašević, D., & Drachsler, H. (2023). Students’ expectations of learning analytics across Europe. Journal of Computer Assisted Learning, 39(4), 1325–1338.
• Zesch, T., Horbach, A., & Zehner, F. (2023). To Score or Not to Score: Factors Influencing Performance and Feasibility of Automatic Content Scoring of Text Responses. Educational Measurement: Issues and Practice, 42(1), 44–58. https://doi.org/10.1111/emip.12544

Konferenzbeiträge

• Aggarwal, P., Chawla, P., Das, M., Saha, P., Mathew, B., Zesch, T., & Mukherjee, A. (2023). HateProof: Are Hateful Meme Detection Systems really Robust? In WWW ’23, Proceedings of the ACM Web Conference 2023 (pp. 3734–3743). ACM. https://doi.org/10.1145/3543507.3583356

  Bexte, M., Horbach, A., & Zesch, T. (2023). Similarity-Based Content Scoring - A more Classroom-Suitable Alternative to Instance-Based Scoring? In Findings of the Association for Computational Linguistics: ACL 2023 (pp. 1892–1903). Association for Computational Linguistics. https://aclanthology.org/2023.findings-acl.119

  Desel, J. (2023). Academic and non-academic informatics education ‐ aiming together at a moving target. In The future of European Informatics Education ‐ How to counter the skills shortage without compromising on quality?

  Ding, Y., Bexte, M., & Horbach, A. (2023). CATALPA_EduNLP at PragTag-2023. In M. Alshomary, C.-C. Chen, S. Muresan, J. Park, & J. Romberg (Eds.), Proceedings of the 10th Workshop on Argument Mining (pp. 197–201). Association for Computational Linguistics. https://doi.org/10.18653/v1/2023.argmining-1.22

  Ding, Y., Bexte, M., & Horbach, A. (2023). Score It All Together: A Multi-Task Learning Study on Automatic Scoring of Argumentative Essays. In Findings of the Association for Computational Linguistics: ACL 2023 (pp. 13052–13063). Association for Computational Linguistics. https://aclanthology.org/2023.findings-acl.825

  Ding, Y., Trüb, R., Fleckenstein, J., Keller, S., & Horbach, A. (2023). Sequence Tagging in EFL Email Texts as Feedback for Language Learners. In Proceedings of the 12th Workshop on NLP for Computer Assisted Language Learning.

• Egetenmeier, A., & Jivet, I. (2023). Ten Years of Learning Analytics in the German-speaking Space: Success, Failure and Lessons Learned. Workshopband der 21. Fachtagung Bildungstechnologien (DELFI), 13–16.

• Fontanella, V., Bleckmann, T., Dieckhoff, L., Friege, G., & Wartena, C. (2023). TeCoPhy: A Text Corpus of German Physics Texts. Corpus Linguistics in the Digital Era: Genres, Registers and Domains. In 14th International Conference on Corpus Linguistics (pp. 122–123). https://cilc2023.wordpress.com/book-of-abstracts/

  Fontanella, V., Wartena, C., & Friege, G. (2023). Unsupervised Methods for Domain Specific Ambiguity Detection. In International Workshop for Computational Semantics. https://iwcs2023.loria.fr/selected-papers/

  Gold, C., Laarmann-Quante, R., & Zesch, T. (2023). Preserving the Authenticity of Handwritten Learner Language: Annotation Guidelines for Creating Transcripts Retaining Orthographic Features. In 1st Computation and Written Language (CAWL) Workshop at ACL.

  Gold, C., Laarmann-Quante, R., & Zesch, T. (2023). Recognizing Learner Handwriting Retaining Orthographic Errors for Enabling Fine-Grained Error Feedback. In Innovative Use of NLP for Building Educational Applications (BEA) Workshop at ACL.

  Kasakowskij, R., Haake, J. M., & Seidel, N. (2023). Self-Assessment Task Processing Behavior of Students in Higher Education. In Proceedings of the 16th International Conference on Educational Data Mining (pp. 334–341). International Educational Data Mining Society. https://doi.org/10.5281/zenodo.8115707

  Kiesler, N., & Thorbrügge, C. (2023). Socially Responsible Programming in Computing Education and Expectations in the Profession. In Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 1 (pp. 443–449). ACM. https://doi.org/10.1145/3587102.3588839

  Kizilcec, R. F., Viberg, O., Jivet, I., Martinez Mones, A., Oh, A., Hrastinski, S., Mutimukwe, C., & Scheffel, M. (2023). The Role of Gender in Students’ Privacy Concerns about Learning Analytics: Evidence from five countries. In LAK23: 13th International Conference on Learning Analytics and Knowledge.

  Kupietz, M., Fankhauser, P., & Ruppenhofer, J. (2023). A distributional comparison between FOLK and DeReKo. In The Twelfth International Corpus Linguistics Conference 2023. Lancaster University, Monday 3rd-Thursday 6th July, 2023. Book of abstracts. Symposium conducted at the meeting of Lancaster University.

  Misiejuk, K., Khalil, M., & Wasson, B. (2023). Tackling the challenges with data access in learning analytics research: A case study of virtual labs. In Proceedings of the Technology-Enhanced Learning in Laboratories workshop (TELL 2023). CEUR Workshop Proceedings.

  Mousa, A., Laarmann-Quante, R., & Horbach, A. (2023). Manual and Automatic Identification of Similar Arguments in EFL Learner Essays. In Proceedings of the 12th Workshop on NLP for Computer Assisted Language Learning.

  Seidel, N., Dürhager, R., Goldammer, M., Henze, A., Langenbrink, F., Otto, J., & Stirling, V. (2023). Shared listening experience for hyperaudio textbooks. In DELFI 2023 ‐ Die 212 Fachtagung Bildungstec hnologien der Gesellschaft für Informatik e.V.

  Wang, X., Wrede, S., van Rijn, L., & Wöhrle, J. (2023). AI-based Quiz System for Personalised Learning. In ICERI2023 Proceedings. IATED. https://doi.org/10.21125/iceri.2023.1257

  Wiegand, M., Kampfmeier, J., Eder, E., & Ruppenhofer, J. (2023). Euphemistic Abuse ‐ A New Dataset and Classification Experiments for Implicitly Abusive Language. In H. Bouamor, J. Pino, & K. Bali (Eds.), Proceedings of the 2023 Conference on Empirical Methods in Natural Language Processing (pp. 16280–16297). Association for Computational Linguistics. https://doi.org/10.18653/v1/2023.emnlp-main.1012

Bücher

• de Witt, C., Gloerfeld, C., & Wrede, S. E. (2023). Künstliche Intelligenz in der Bildung. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-40079-8

Herausgeberschaften

• Kochmar, E., Burstein, J., Horbach, A., Laarmann-Quante, R., Madnani, N., Tack, A., Yaneva, V., Yuan, Z., & Zesch, T. (2023). Proceedings of the 18th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2023).

• Viberg, O., Jivet, I., Muñoz-Merino, P. J., Perifanou, M., & Papathoma, T. (Eds.) (2023). Responsive and Sustainable Educational Futures. Lecture Notes in Computer Science. Springer Nature Switzerland.

Buchbeiträge

• Viberg, O., Jivet, I., & Scheffel, M. (2023). Designing culturally aware learning analytics: A value sensitive perspective. In O. Viberg & Å. Grönlund (Hrsg.), Practicable Learning Analytics (S. 177–192). Springer.
• Wrede, S. E., Gloerfeld, C., & de Witt, C. (2023). KI und Didaktik – Zur Qualität von Feedback durch Recommendersysteme. In C. de Witt, C. Gloerfeld, & S. E. Wrede (Hrsg.), Künstliche Intelligenz in der Bildung (S. 133–154). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-40079-8_7
• Wrede, S. E., Gloerfeld, C., de Witt, C., & Wang, X. (2023). Künstliche Intelligenz und forschendes Lernen - ein ideales Paar im Hochschulstudium!? In T. Schmohl & A. Watanabe (Hrsg.), Künstliche Intelligenz in der Hochschulbildung (S. 195–212). transcript.

Vorträge und Posterpräsentationen

• Bick, N. (2023a). Social Identity Threat Impairs Social Integration in Higher Distance Education [Presentation]. 18th Conference of the Social Psychology Section (FGSP) of the German Psychological Society (DGP), Graz.
• Bick, N. (2023b). Social Identity Threat Predicts Contact (Intentions) in Higher Distance Education [Presentation]. General Meeting of the European Associations of Social Psychology (EASP), Krakow.
• Froehlich, L. (2023a). Social Identity Threat is Related to Ethnic Minority Adolescents’ Social Approach Motivation [Presentation]. Conference of the European Association of Research on Learning and Instruction (EARLI), Thessaloniki.
• Froehlich, L. (2023b). Social Identity Threat is Related to Ethnic Minority Adolescents’ Social Approach Motivation via Reduced Sense of Belonging [Presentation]. 18th Conference of the Social Psychology Section (FGSP) of the German Psychological Society (DGP), Graz.
• Froehlich, L. (2023c). Social identity threat is related to ethnic minority students’ social approach motivation via reduced sense of belonging [Presentation]. Norwegian Conference on Social Psychology and Community Psychology, Trondheim, Norwegen.
• Gropengießer, K. (2023, November 28). User-centered evaluation of dynexite e-exam software [Presentation]. DigiMeet 2023 | Diversity in digital transformation, Online. https://www.bidt.digital/veranstaltung/digimeet-2023-diversity-in-digital-transformation/

• Laufer, M., Kuper, F., Mende, M., Schäfer, L. O., & Tschache, T. (2023, April). How to Organize Edtech at the University: A Practitioner’s Field Guide for Implementing Edtech. University:Future Festival Heads Up!

  Laufer, M., Schäfer, L. O., Kuper, F., & Deacon, B. (2023, July). The intersection of resilience, creativity and edtech: A conceptual framework for universities. 39th EGOS Colloquium: Organizing for the Good Life: Between Legacy and Imagination. Sub-theme 67: Resilient Individuals, Organizations, and Societies: Blenders of Legacy and Imagination, Caligari, Italy. https://www.egos.org/jart/prj3/egos/main.jart?rel=de&reserve-mode=active&content-id=1658501434997&subtheme_id=1637466415521&show_prog=yes

• Preuß, J., Zimmermann, J., & Jonkmann, K. (2023). Aktuelle Befunde aus dem Projekt InterMINT-Internationale MINT-Studierende in Deutschland - Das Zusammenwirken von Studienerfolgsprädiktoren auf individueller, Fach-, Hochschul- und kultureller Ebene: Studienbezogene Selbstwirksamkeit und Wertüberzeugungen internationaler MINT- und Nicht-MINT-Studierender in Deutschland aus intersektionaler Perspektive. Project Presentation.

• Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023a, Februar 28–März 2). Studienbezogene Selbstwirksamkeit und Wertüberzeugungen internationaler MINT- und Nicht-MINT-Studierender in Deutschland aus intersektionaler Perspektive [Paper Presentation]. 10th GEBF Annual conference, Universität Duisburg-Essen.
• Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023b, Juli 31–August 5). Intersectional perspectives on expectancy-value beliefs of international STEM-students in Germany. [Paper Presentation]. 27th Regional European Conference of the International Association for Cross-Cultural Psychology (IACCP) 2023 in Limerick, University of Limerick, Ireland.
• Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023c, September 18–20). Ein intersektionaler Blick auf die studienbezogene Selbstwirksamkeit und Wertüberzeugungen internationaler MINT-Studierender in Deutschland. [Paper Presentation]. PAEPS 2023 – 19. Fachgruppentagung Pädagogische Psychologie in Kiel, Christian-Albrechts-Universität zu Kiel, Deutschland.
• Radović, S., & Seidel, N. (2023, November 1–5). Evaluating and assessing distance education learners: Developing a comprehensive learner model [Paper Presentation]. AEA 2023 AEA-Europe Annual Conference, Malta.
• Thies, T., & Falk, S. (2023a, Februar 28–März 2). Einflussfaktoren des Antwortverhaltens von internationalen Studierenden in Onlinebefragungen [Paper Presentation]. 10th GEBF Annual conference, Universität Duisburg-Essen.
• Thies, T., & Falk, S. (2023b, August 22–25). International Students in German Higher Education: How Characteristics of the Study Program Relate to Student Satisfaction [Paper Presentation]. European Conference on Educational Research (ECER), Glasgow.
• Wehrhahn, F., Gaschler, R., & Zhao, F. (2023, Juni 14–16). Balancing autonomy and guidance in online learning: suggesting a sequence of recorded video lectures [Poster Presentation]. ESPLAT 2023 – Learning and Teaching Psychology in a Changing World, Umeå Universitet, Sweden.
• Yaban Yalçın, E. H., Wehrhahn, F., Reinhardt, C., & Gaschler, R. (2023, Juni 14–16). Having a backup plan as a facilitator or inhibitor to success in online education. [Paper Presentation]. ESPLAT 2023 – Learning and Teaching Psychology in a Changing World, Umeå Universitet, Sweden.
• Zehner, F., Zesch, T., & Horbach, A. (2023a, Februar 28–März 2). Mehr als nur Technologie- und Fairnessfrage: Ethische Prinzipien beim automatischen Bewerten von Textantworten aus Tests [Paper Presentation]. 10th GEBF Annual conference, Universität Duisburg-Essen.
• Zehner, F., Zesch, T., & Horbach, A. (2023b, Februar 28–März 2). To Score or Not to Score? Machbarkeits- und Performanzfaktoren für automatisches Scoring von Textantworten [Paper Presentation]. 10th GEBF Annual conference, Universität Duisburg-Essen.
• Zimmermann, J. (2023a, Februar 28–März 2). Internationale Studierende in Deutschland – Interdisziplinäre Befunde zu Studienerleben, Studienerfolg und Verbleibsintentionen [Symposium]. 10th GEBF Annual Conference, Universität Duisburg-Essen.
• Zimmermann, J. (2023b, Oktober 5–6). What promotes academic success and well-being of international students in Germany? An overview of current findings. [Paper Presentation]. International Conference: The Future of Higher Education and Science – A Turn of the Times, DZHW, Leibnitz University Hannover, Germany.
• Zinke, N., Lenski, S., Merkt, M., Reich-Stiebert, N., Stürmer, S., & Schröter, H. (2023, August 26). The influence of test anxiety on indicators of dropout and study delay [Presentation]. EARLI 2023, 20th EARLI CONFERENCE, Thessaloniki, Greece. https://www.earli.org/events/earli2023#section-programme

Web Dokumente

• Laufer, M., Mende, M. A., & Sievering, M. (2023, Juli). EdTech: The secret to its implementation. Digital Society Blog. https://www.hiig.de/en/edtech-the-secret-to-its-implementation/

Sonstige Publikationen

• Laufer, M., Kuper, F., Mende, M. A., Schäfer, L. O., & Tschache, T. (2023). Organizing Digital Change at the University. The Practitioners’ Field Guide for Implementing Educational Technology. In HIIG Impact Publication Series. https://graphite.page/fieldguide-edtech/

2022

Zeitschriftenartikel

• Aufschnaiter, S., Zhao, F., Gaschler, R., Kiesel, A., & Thomaschke, R. (2022). Investigating time-based expectancy beyond binary timing scenarios: Evidence from a paradigm employing three predictive pre-target intervals. Psychological Research, 86(6), 2007–2020. https://doi.org/10.1007/s00426-021-01606-2
• Bick, N., Froehlich, L., Friehs, M., Kotzur, P. F., & Landmann, H. (2022). Social evaluation at a distance - Facets of stereotype content about student groups in higher distance education. International Review of Social Psychology, 35(1), 1–14. https://doi.org/10.5334/irsp.686
• Burchart, M. (2022). Auf dem Weg zur skalierbaren Unterstützung des kollaborativen Schreibens in hochdiversen Fernlerngruppen. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 48(Digitalisierung als Katalysator), 135–154. https://doi.org/10.21240/mpaed/48/2022.06.12.X
• Dorrough, A. R., Bick, N., Bring, L., Brockers, C., Butz, C., & Schneider, I. K. (2022). Caring About (COVID-19 Related) Social Issues Signals Trustworthiness: Direct and Conceptual Replication of Zlatev (2019). Collabra: Psychology, 8(1). https://doi.org/10.1525/collabra.31036
• Dorrough, A. R., Froehlich, L., & Eriksson, K. (2022). Cooperation in the cross-national context. Current opinion in psychology, 44, 281–285. https://doi.org/10.1016/j.copsyc.2021.10.006
• Elsholz, U., Schäfer, L. O., & Huynh, H. N. (2022). Kompetenzsensible Studiengestaltung als mehrdimensionale Herausforderung. die hochschule journal für wissenschaft und bildung, 31(1-2), 82–93. https://www.hof.uni-halle.de/journal/dhs222.htm
• Froehlich, L., Hattesohl, D. B. R., Cotler, J., Jason, L. A., Scheibenbogen, C., & Behrends, U. (2022). Causal attributions and perceived stigma for myalgic encephalomyelitis/chronic fatigue syndrome. Journal of health psychology, 27(10), 2291–2304. https://doi.org/10.1177/13591053211027631
• Froehlich, L., Mok, S. Y., Martiny, S. E., & Deaux, K. (2022). Stereotype threat-effects for Turkish-origin migrants in Germany: Taking stock of cumulative research evidence. European Educational Research Journal, 3(1), 147490411880753. https://doi.org/10.1177/1474904118807539
• Froehlich, L., Tsukamoto, S., Morinaga, Y., Sakata, K., Uchida, Y., Keller, M. M., Stürmer, S., Martiny, S. E., & Trommsdorff, G. (2022). Gender Stereotypes and Expected Backlash for Female STEM Students in Germany and Japan. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.793486
• Kaplar, M., Radović, S., Veljković, K., Simić-Muller, K., & Marić, M. (2022). The Influence of Interactive Learning Materials on Solving Tasks That Require Different Types of Mathematical Reasoning. International Journal of Science and Mathematics Education, 20(2), 1573–1774. https://doi.org/10.1007/s10763-021-10151-8
• Kasakowskij, R. (2022). Auswahl und Generierung von passenden Feedbacks auf Basis eines Feedback-Rating-System-Frameworks. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 48(Digitalisierung als Katalysator), 155–169. https://doi.org/10.21240/mpaed/48/2022.06.13.X
• Kosakowska-Berezecka, N., Bosson, J. K., Jurek, P., Besta, T., Froehlich, L., & Żadkowska, M. (2022). Gendered self-views across 62 countries: A test of competing models. Social Psychological and Personality Science, 0(0). https://doi.org/10.1177/19485506221129687
• Kuzilek, J., Zdrahal, Z., Vaclavek, J., Fuglik, V., Skocilas, J., & Wolff, A. (2022). First-Year Engineering Students’ Strategies for Taking Exams. International Journal of Artificial Intelligence in Education, 1–26.
• Leh, A., Langhanns, C., Zhao, F., Gaschler, R., & Müller, H. (2022). Muscle activity in explicit and implicit sequence learning: Exploring additional measures of learning and certainty via tensor decomposition. Acta Psychologica, 226, 103587. https://doi.org/10.1016/j.actpsy.2022.103587
• Radović, S., Hummel, H. G. K., & Vermeulen, M. (2022). Design-based research with mARC ID model: designing experiential learning environments. Learning Environments Research, 25(3), 1573–1855. https://doi.org/10.1007/s10984-021-09394-7
• Sanguinetti, M., Bosco, C., Cassidy, L., Çetinoğlu, Ö., Cignarella, A. T., Lynn, T., Rehbein, I., Ruppenhofer, J., Seddah, D., & Zeldes, A. (2022). Treebanking user-generated content: a UD based overview of guidelines, corpora and unified recommendations. Language Resources and Evaluation, 57(2), 493–544. https://doi.org/10.1007/s10579-022-09581-9
• Timm, M., Deacon, B., Laufer, M., Schäfer, L. O., & Tschache, T. (2022). Atomisierung, Innovation und Organisation: Qualität der Lehre im ersten Digitalsemester. die hochschullehre, 8(1), 395–408.
• Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). The role of multi-attributional student diversity in computer-supported collaborative learning. The Internet and Higher Education, 55, 100868. https://doi.org/10.1016/j.iheduc.2022.100868
• Zhao, F., & Gaschler, R. (2022). Graph schema and best graph type to compare discrete groups: Bar, line, and pie. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.991420
• Zhao, F., Gaschler, R., Schnotz, W., & Wagner, I. (2022). Lower grade students tend to give up early in multimedia learning. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00612-1
• Zhao, F., Schützler, L., Christ, O., & Gaschler, R. (2022). Learning statistics with interactive data graphs using R Shiny: Generally preferred, but not generally advantageous. Teaching Statistics. https://doi.org/10.1111/test.12324

Konferenzbeiträge

• Aggarwal, P., & Zesch, T. (2022a). Analyzing the Real Vulnerability of Hate Speech Detection Systems against Targeted Intentional Noise. Proceedings of the Eighth Workshop on Noisy User-generated Text (W-NUT 2022), 230–242. https://aclanthology.org/2022.wnut-1.25
• Aggarwal, P., & Zesch, T. (2022b). Bye, Bye, Maintenance Work? Using Model Cloning to Approximate the Behavior of Legacy Tools. Proceedings of the 18th Conference on Natural Language Processing (KONVENS 2022), 175–180. https://aclanthology.org/2022.konvens-1.21
• Bexte, M., Horbach, A., & Zesch, T. (2022). Similarity-Based Content Scoring - How to Make S-BERT Keep Up With BERT. Proceedings of the 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022), 118–123. https://aclanthology.org/2022.bea-1.16
• Bexte, M., Laarmann-Quante, R., Horbach, A., & Zesch, T. (2022). LeSpell - A Multi-Lingual Benchmark Corpus of Spelling Errors to Develop Spellchecking Methods for Learner Language. Proceedings of the Language Resources and Evaluation Conference, 697–706. https://aclanthology.org/2022.lrec-1.73
• Diesner-Mayer, T., & Seidel, N. (2022). Supporting gender-neutral writing in German. Proceedings of the Conference on Mensch und Computer. https://doi.org/10.1145/3543758.3547566
• Ding, Y., Bexte, M., & Horbach, A. (2022). Don’t Drop the Topic - The Role of the Prompt in Argument Identification in Student Writing. Proceedings of the 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022), 124–133. https://aclanthology.org/2022.bea-1.17
• Gold, C., & Zesch, T. (2022, Dezember). CNN-based Ruled Line Removal in Handwritten Documents. Proceedings of the 18th International Conference on Frontiers of Handwriting Recognition (ICFHR 2022).
• Horbach, A., Laarmann-Quante, R., Liebenow, L., Jansen, T., Keller, S., Meyer, J., Zesch, T., & Fleckenstein, J. (2022). Bringing Automatic Scoring into the Classroom–Measuring the Impact of Automated Analytic Feedback on Student Writing Performance. Swedish Language Technology Conference and NLP4CALL, 72–83. https://ecp.ep.liu.se/index.php/sltc/article/view/580/550
• Kasakowskij, R., Kasakowskij, T., & Seidel, N. (2022). Generation of Multiple True False Questions. In P. A. Henning, M. Striewe, & M. Wölfel (Hrsg.), DELFI 2021 – Die 20. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (S. 147–152). Gesellschaft für Informatik. https://doi.org/10.18420/delfi2022-026
• Kiesler, N., & Thorbrügge, C. (2022). A Comparative Study of Programming Competencies in Vocational Training and Higher Education. Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education, 1–7.
• Laarmann-Quante, R., Prepens, L., & Zesch, T. (2022). Evaluating Automatic Spelling Correction Tools on German Primary School Children’s Misspellings. Swedish Language Technology Conference and NLP4CALL, 95–107. https://ecp.ep.liu.se/index.php/sltc/article/download/582/552
• Laarmann-Quante, R., Schwarz, L., Horbach, A., & Zesch, T. (2022). ‘Meet me at the ribary’ – Acceptability of spelling variants in free-text answers to listening comprehension prompts. Proceedings of the 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022), 173–182. https://aclanthology.org/2022.bea-1.22
• Ludwig, F., Dolos, K., Zesch, T., & Hobley, E. (2022). Improving Generalization of Hate Speech Detection Systems to Novel Target Groups via Domain Adaptation. Proceedings of the Sixth Workshop on Online Abuse and Harms (WOAH), 29–39. https://doi.org/10.18653/v1/2022.woah-1.4
• Menze, D., & Seidel, N. (2022). Support for Reading Comprehension in Digital Course Texts. In M. Mandausch & P. A. Henning (Hrsg.), Workshop Proceedings DELFI 2022 (S. 105–116). https://doi.org/10.18420/delfi2022-ws-21
• Menze, D., Seidel, N., & Kasakowskij, R. (2022). Interaction of reading and assessment behavior. In P. A. Henning, M. Striewe, & M. Wölfel (Hrsg.), DELFI 2022 – Die 21. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (S. 27–38). Gesellschaft für Informatik. https://doi.org/10.18420/delfi2022-011
• Schumacher, C., & Kuzilek, J. (2022). How do students perceive algorithmic grouping in higher education? Companion Proceedings of the LAK2022, 48.
• Seidel, N. (2022a). Mapping course text to hyperaudio. In P. A. Henning, M. Striewe, & M. Wölfel (Hrsg.), DELFI 2022 – Die 21. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (S. 69–74). Gesellschaft für Informatik. https://doi.org/10.18420/delfi2022-015
• Seidel, N. (2022b). Modeling study duration considering course enrollments and student diversity. Proceedings of The 15th International Conference on Educational Data Mining (EDM 2022), 621–628. https://doi.org/10.5281/zenodo.6852956
• Seidel, N., & Menze, D. (2022). Interactions of reading and assessment activities. In S. Sosnovsky, P. Brusilovsky, & A. Lan (Hrsg.), 4th Workshop on Intelligent Textbooks, 2022 (S. 64–76). CEUR-WS. http://ceur-ws.org/Vol-3192/
• Seidel, N., & Schumacher, C. (2022). Workshop Learning Analytics - Intertweening Learning Analytics and Adaptive Learning. In M. Mandausch & P. A. Henning (Hrsg.), Proceedings of the DELFI Workshops 2022 (S. 99–103). Gesellschaft für Informatik e.V. https://doi.org/10.18420/delfi2022-ws-20
• van Rijn, L., Karolyi, H., & de Witt, C. (2022). Trusted Learning Analytics verstetigen. Mit Change Management zu didaktischen Innovationen. In B. Standl (Hrsg.), Digitale Lehre nachhaltig gestalten. Waxmann.
• Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). Effects of multi-attributional student diversity in CSCL. Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL, 555–556.
• Wang, X., Li, H., Zimmermann, A., Pinkwart, Niels., Wrede, S., van Rijn, L., de Witt, C., & Baudach, B. (2022). IFSE – Personalized Quiz Generator and Intelligent Knowledge Recommendation. 2022 IEEE 16th International Conference on Semantic Computing (ICSC), 201–208. https://doi.org/10.1109/ICSC52841.2022.00041
• Zesch, T., & Bewersdorff, J. (2022). German Medical Natural Language Processing–A Data-centric Survey. In C. Reich & U. Mescheder (Hrsg.), The Upper-Rhine Artificial Intelligence Symposium UR-AI 2022 : AI Applications in Medicine and Manufacturing, 19 October 2022, Villingen-Schwenningen, Germany (S. 137–145). Furtwangen University.
• Zufall, F., Hamacher, M., Kloppenborg, K., & Zesch, T. (2022). A Legal Approach to Hate Speech – Operationalizing the EU’s Legal Framework against the Expression of Hatred as an NLP Task. Proceedings of the Natural Legal Language Processing Workshop 2022, 53–64. https://aclanthology.org/2022.nllp-1.5

Herausgeberschaften

• Kochmar, E., Burstein, J., Horbach, A., Laarmann-Quante, R., Madnani, N., Tack, A., Yaneva, V., Yuan, Z., & Zesch, T. (Hrsg.). (2022). Proceedings of the 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022). Association for Computational Linguistics. https://aclanthology.org/2022.bea-1.0

Buchbeiträge

• Froehlich, L., Essien, I., & Martiny, S. E. (2022). Stereotype in Kindergärten und Kindertagesstätten: Theoretische Grundlagen, empirische Evidenz und Interventionsansätze für pädagogisches Fachpersonal. In S. Glock (Hrsg.), Stereotype in der Schule II (S. 137–170). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-37262-0_4
• Horbach, A. (2022). Werkzeuge für die automatische Sprachanalyse. In M. Beißwenger, L. Lemnitzer, & C. Müller-Spitzer (Hrsg.), Forschen in der Linguistik. Eine Methodeneinführung für das Germanistik-Studium. Wilhelm Fink (UTB).
• Laufer, M., Deacon, B., & Schäfer, L. O. (2022). The Power of Informal Networks. How middle management, central leadership and trust can impact innovation at the university. In F. W. Hesse, C. Kobsda, & C. Schemmann (Hrsg.), Digital Transformation of Higher Education - Global Learning Report 2022 (S. 54). Global Learning Council (GLC). https://doi.org/10.21241/ssoar.79627
• Schütz, J., Rosenkranz, L., Deacon, B., & Elsholz, U. (2022). Never walk alone. Über das Verhältnis pädagogischer Professionalität und organisationaler Verantwortung an Hochschulen in Zeiten der Corona-Pandemie. In H. Angenent, J. Petri, & T. Zimenkova (Hrsg.), Hochschulen in der Pandemie (S. 58–73). transcript Verlag. https://doi.org/10.14361/9783839459843-004

Vorträge und Posterpräsentationen

• Falk, S., & Thies, T. (2022a). Aktuelle Befunde aus dem Projekt InterMINT – Internationale MINT-Studierende in Deutschland. Das Zusammenwirken von Studienerfolgsprädiktoren auf individueller, Fach-, Hochschul- und kultureller Ebene. Beeinflussen Merkmale des Studiengangs die Studienzufriedenheit von internationalen Studierenden im Studienverlauf? Erste Ergebnisse aus dem InterMINT Projekt [Presentation]. DAAD-Leitertagung digital 2022, online.
• Falk, S., & Thies, T. (2022b). Projektvortrag [Project Presentation]. Internationale DAAD Akademie „Studieneingangsphase für internationale Studierende“.
• Froehlich, L. (2022a). Social evaluation at a distance – Facets of stereotype content of student groups in higher distance education [Presentation]. 52nd Congress of the German Psychological Society (Deutsche Gesellschaft für Psychology, DGPs), Hildesheim.
• Froehlich, L. (2022b). Stereotype threat predicts lower social approach motivation of immigrant students in Norway via reduced sense of belonging [Presentation]. 9th Virtual GEBF Conference, online.
• Karolyi, H. (2022, September). Selbstreguliertes Lernen und digitale Kompetenzen in digitalen Studienformaten [Presentation].
• Karolyi, H., & van Rijn, L. (2022). Im Team besser – worauf es bei der interdisziplinären Zusammenarbeit ankommt [Presentation]. Workshop zum Thema Interdisziplinäre Zusammenarbeit, Online.
• Karolyi, H., & Wrede, S. (2022). Gestaltung formativer Feedbacks an Hochschulen mit Künstlicher Intelligenz und Trusted Learning Analytics [Presentation].
• Laufer, M., Deacon, B., & Schäfer, L. O. (2022, September). Leadership in Digital Change: An exploration of organizational trust and innovation in universities. EAIR Forum 2022: Accelerating the Future of Higher Education. https://www.eairweb.org/
• Laufer, M., Schäfer, L. O., & Deacon, B. (2022). Resisting Digital Change: Is it a Bad Thing?: An exploration into why university staff resist digital teaching. SRHE Conference 2022, Mobilities in Higher Education.
• Preuß, J. S., & Zimmermann, J. (2022). Aktuelle Befunde aus dem Projekt InterMINT – Internationale MINT-Studierende in Deutschland. Das Zusammenwirken von Studienerfolgsprädiktoren auf individueller, Fach-, Hochschul- und kultureller Ebene. Traue ich mir ein MINT-Studium zu? Wie sich internationale Studierende in der Beantwortung dieser Frage unterscheiden und warum dies relevant für den Studienerfolg ist [Presentation]. DAAD-Leitertagung digital 2022, online.
• Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023a, Juli 18–19). Right in the middle or just along for the ride? University belonging amongst international STEM students in Germany from an intersectional point of view. [Paper Presentation]. Transitions and Mobilities - International students’ aspirations 2022, Fulda University of Applied Sciences.
• Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023b, Juli 21–23). A „chilly climate“ for female international students in STEM? An intersectional perspective on the determinants of sence of university belonging amongst international students in Germany in STEM and non-STEM subjects. [Poster Presentation, 2nd Price Poster Award]. Network Gender & STEM Conference 2022, Universität der Bundeswehr München.
• Preuß, J. S., Zimmermann, J., & Jonkmann, K. (2023c, September 10–15). Mittendrin oder „nur“ dabei? Determinanten des Hochschulzugehörigkeitsgefühls internationaler Studierender in Deutschland in MINT- und Nicht-MINT-Studiengängen [Paper Presentation]. 52nd DGPs congress, Universität Hildesheim.
• Radović, S., & Seidel, N. (2022). Scaffolding self-regulation in distance higher education: Design guidelines for reflection [Paper Presentation]. 5th International conference on New Trends in Teaching and Education, Barcelona.
• Schäfer, L. O., Deacon, B., & Laufer, M. (2022, Juli). Organizational conditions and dynamics of digital teaching. Academic Practice and Technology (APT): Shaping academic practice through diversity and flexibility. Parallel Sessions 2. https://reflect.ucl.ac.uk/aptconference/presentations-papers-archive/conference-2022-video/
• van Rijn, L., Karolyi, H., & de Witt, C. (2022, September 13). Trusted Learning Analytics verstetigen. Mit Change Management zu didaktischen Innovationen [Presentation]. 30. Jahrestagung der Gesellschaft für Medien in der Wissenschaft e.V., Karlsruhe.
• Wehrhahn, F., Zhao, F., Gaschler, R., & Haake, J. M. (2022a, März). Can interactive information pictures enhance learning? [Poster Presentation]. Conference Name: TeaP 2022 – Tagung experimentell arbeitender Psycholog:innen; Conference of Experimental Psychologists.
• Wehrhahn, F., Zhao, F., Gaschler, R., & Haake, J. M. (2022b, August 29–31). Can interactive decorative pictures enhance learning compared to informative and static pictures? [Poster Presentation]. EARLI SIG 2 Conference 2022 – Text and Graphics Comprehension in a Digital World: Potential and Challenges, IPN - Leipniz Institute for Science and Mathematics Education, Germany.
• Zimmermann, J., Falk, S., Preuß, J. S., & Thies, T. (2022). Projektpräsentation im Rahmen der Jahrestagung internationale Studierende, Bonn: DAAD, Das Zusammenwirken von Studienerfolgsprädiktoren auf individueller, Fach-, Hochschul- und kultureller Ebene.

Web Dokumente

• Deacon, B., Laufer, M., & Sokolovska, N. (2022). Sharing knowledge: Impact of Covid-19 on digital teaching. Digital Society Blog. https://www.hiig.de/en/digital-teaching/
• Deacon, B., & Leiser, A. (2022). Inequalities in higher education: A global perspective. HFD Blog. https://hochschulforumdigitalisierung.de/en/blog/inequalities-in-higher-education-a-global-perspective
• Deacon, B., & Timm, M. (2022). Possibilities for Change: Higher Education and Digitalisation. encore. The Annual Magazine on Internet and Society Research. https://hiig.de/wp-content/uploads/2022/01/encore2021_magazine-final_digital-sm.pdf
• Schäfer, L. O. (2022). Freiheit in der digitalen Lehre. #NewLearning Blog. https://newlearning.fernuni-hagen.de/freiheit-in-der-digitalen-lehre/

Datensätze

• Kasakowskij, R., Kasakowskij, T., & Seidel, N. (2022). Dataset for Generation of multiple true false questions [dataset]. Zenodo. https://doi.org/10.5281/zenodo.7303300
• Seidel, N., & Menze, D. (2022). Data and Analysis of Reading and Assessment Activities in Moodle [dataset]. Zenodo. https://doi.org/10.5281/zenodo.7300070

Software

• Diesner-Mayer, T., & Seidel, N. (2022). Gender-Assistenz: Assistenzsystem für das gender-gerechte Schreiben [Software]. https://github.com/theodm/gender-assistenz/
• Hamacher, M., & Zesch, T. (2022). INCEpTALYTICS - An easy-to-use API for analyzing INCEpTION annotation projects. [Software]. Zenodo. https://doi.org/10.5281/ZENODO.7095346

2021

Zeitschriftenartikel

• Bosson, J. K., Jurek, P., Vandello, J. A., Kosakowska-Berezecka, N., Olech, M., Besta, T., Bender, M., Hoorens, V., Becker, M., Timur Sevincer, A., Best, D. L., Safdar, S., Włodarczyk, A., Zawisza, M., Żadkowska, M., Abuhamdeh, S., Badu Agyemang, C., Akbaş, G., Albayrak-Aydemir, N., … Žukauskienė, R. (2021). Psychometric Properties and Correlates of Precarious Manhood Beliefs in 62 Nations. Journal of Cross-Cultural Psychology, 52(3), 231–258. https://doi.org/10.1177/0022022121997997
• Dorrough, A. R., Olsson, M. I. T., Froehlich, L., Glöckner, A., & Martiny, S. E. (2021). Does she compensate the victim while he punishes the perpetrator? No gender differences in anonymous economic games across 11 nations. Journal of Behavioral Decision Making, 34(2), 261–274. https://doi.org/10.1002/bdm.2208
• Elsholz, U., Fecher, B., Deacon, B., Schäfer, L. O., & Laufer, M. (2021). Implikationen der Covid-19-Pandemie für digitale Lehre: Organisierte Freiheit als Veränderungsparadigma. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 40, 472–486. https://doi.org/10.21240/mpaed/40/2021.11.29.X
• Froehlich, L., Dorrough, A. R., Glöckner, A., & Stürmer, S. (2021). Similarity Predicts Cross-National Social Preferences. Social Psychological and Personality Science, 12(8), 1486–1498. https://doi.org/10.1177/1948550620982704
• Froehlich, L., Hattesohl, D. B. R., Jason, L. A., Scheibenbogen, C., Behrends, U., & Thoma, M. (2021). Medical Care Situation of People with Myalgic Encephalomyelitis/Chronic Fatigue Syndrome in Germany. Medicina (Kaunas, Lithuania), 57(7). https://doi.org/10.3390/medicina57070646
• Granderath, J. S., Martin, A., & Froehlich, L. (2021). The Effect of Participation in Adult Education on Life Satisfaction of Immigrants and Natives: A Longitudinal Analysis. Journal of Happiness Studies, 22(7), 3043–3067. https://doi.org/10.1007/s10902-020-00340-7
• Granderath, J. S., Martin, A., Froehlich, L., & Stürmer, S. (2021). Identification through education: Exploring the effects of adult education on national and ethnic identification of people with migration background in Germany. Journal of Community & Applied Social Psychology, 31(2), 198–212. https://doi.org/10.1002/casp.2482

• Kasakowskij, T., Kasakowskij, R., & Fietkiewicz, K. J. (2021). "Can I pin this?" The legal position of Pinterest and its users: An analysis of Pinterest's data storage policies and users' trust in the service. First Monday. Advance online publication. https://doi.org/10.5210/fm.v26i7.11477

• Laufer, M. (2021). Spinning Stories: Communicating Internationalization Through Organizational Storytelling. Journal of Studies in International Education, 25(2), 167–181. https://doi.org/10.1177/1028315319893652
• Laufer, M., Leiser, A., Deacon, B., Perrin de Brichambaut, P., Fecher, B., Kobsda, C., & Hesse, F. W. (2021). Digital Higher Education: a Divider or Bridge Builder? Leadership Perspectives on Edtech in a COVID-19 Reality. International Journal of Educational Technology in Higher Education, 18(1), 1–17. https://doi.org/10.1186/s41239-021-00287-6
• Mok, S. Y., Bakaç, C., & Froehlich, L. (2021). „My family’s goals are also my goals“: the relationship between collectivism, distal utility value, and learning and career goals of international university students in Germany. International Journal for Educational and Vocational Guidance, 21(2), 355–378. https://doi.org/10.1007/s10775-020-09447-y
• Olsson, M. I. T., Froehlich, L., Dorrough, A. R., & Martiny, S. E. (2021). The hers and his of prosociality across 10 countries. British Journal of Social Psychology, 60(4), 1330–1349. https://doi.org/10.1111/bjso.12454

• Radović, S., Firssova, O., Hummel, H. G. K., & Vermeulen, M. (2021). Strengthening the ties between theory and practice in higher education: an investigation into different levels of authenticity and processes of re- and de-contextualisation. Studies in Higher Education, 46(12), 2710–2725. https://doi.org/10.1080/03075079.2020.1767053

• Radović, S., Hummel, H. G. K., & Vermeulen, M. (2021). The Challenge of Designing „More“ Experiential Learning in Higher Education Programs in the Field of Teacher Education: A Systematic Review Study. International Journal of Lifelong Education, 40(5-6), 545–560. https://doi.org/10.1080/02601370.2021.1994664
• Röttger, E., Zhao, F., Gaschler, R., & Haider, H. (2021). Why does dual-tasking hamper implicit sequence learning? Journal of Cognition, 4(1), 1. https://doi.org/10.5334/joc.136
• Seidel, N., Haake, J. M., & Burchart, M. (2021). From Diversity to adaptive Personalization: The Next Generation Learning Management System as Adaptive Learning Environment. eleed, 14(1). http://nbn-resolving.de/urn:nbn:de:0009-5-52421
• Stevanović, A., Božić, R., & Radović, S. (2021). Higher education students’ experiences and opinion about distance learning during the Covid-19 pandemic. Journal of Computer Assisted Learning, 37(6), 1682–1693. https://doi.org/10.1111/jcal.12613
• Zesch, T., Horbach, A., & Laarmann-Quante, R. (2021). Künstliche Intelligenz in der Bildung. Unikate: Berichte aus Forschung und Lehre, 56: Junge Wilde - Die nächste Generation, 95–103. https://www.uni-due.de/unikate/pdf/UNIKATE_2021_056_10_Zesch.pdf
• Zhao, F. (2021). Interviewer presence can affect learning with interview videos. E-Learning and Digital Media, 18(4), 1–17. https://doi.org/10.1177/2042753021995312
• Zhao, F., & Gaschler, R. (2021). Best graph type to compare discrete groups: Bar, dot, and tally. Frontiers in Psychology, 12, 775721. https://doi.org/10.3389/fpsyg.2021.775721

Konferenzbeiträge

• Aggarwal, P., Liman, M. E., Gold, D., & Zesch, T. (2021). VL-BERT+: Detecting Protected Groups in Hateful Multimodal Memes. Proceedings of the 5th Workshop on Online Abuse and Harms (WOAH 2021), 207–214. https://doi.org/10.18653/v1/2021.woah-1.22
• Bexte, M., Horbach, A., & Zesch, T. (2021). Implicit Phenomena in Short-answer Scoring Data. Proceedings of the First Workshop on Understanding Implicit and Underspecified Language.
• Gold, C., Boom, D. van den, & Zesch, T. (2021). Personalizing Handwriting Recognition Systems with Limited User-Specific Samples. Proceedings of the 16th International Conference on Document Analysis and Recognition (ICDAR 2021).
• Haake, J. M., Seidel, N., Burchart, M., Karolyi, H., & Kasakowskij, R. (2021). Accuracy of self-assessments in higher education. DELFI 2021 – Die 19. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V., 97–108. https://dl.gi.de/handle/20.500.12116/36995
• Haring, C., Lehmann, R., Horbach, A., & Zesch, T. (2021). C-Test Collector: A Proficiency Testing Application to Collect Training Data for C-Tests. Proceedings of the 16th Workshop on Innovative Use of NLP for Building Educational Applications, 180–184. https://www.aclweb.org/anthology/2021.bea-1.19
• Huynh, H. N., Elsholz, U., & Opel, S. (2021, September). Individuelle Anrechnung außerhochschulischer Kompetenzen am Beispiel eines informatischen Studiengangs. 9. Fachtagung Hochschuldidaktik Informatik (HDI) 2021.
• Opel, S., Netzer, C. M., & Desel, J. (2021a). AsTRA - An Assessment Tool for Recognition and Adaption of Prior Professional Experience and Vocational Training. Proceedings of OCCE 2021 D℡-IFIP TC3 Conference, 222–233.
• Opel, S., Netzer, C. M., & Desel, J. (2021b, September). Adaption von Lernwegen in adaptierten Lehrmaterialien für Studierende mit Berufsausbildungsabschluss. 9. Fachtagung Hochschuldidaktik Informatik (HDI) 2021.
• Pham, D. D., Müller, J., Aggarwal, P., Khatri, A., Sharma, M., Zesch, T., & Pauli, J. (2021, Januar). Fully vs. Weakly Supervised Caries Localization in Smartphone Images with CNNs. Artificial Intelligence for Healthcare Applications International Workshop - ICPR 2020 Workshop Proceedings.
• Schäfer, H., Idrissi-Yaghir, A., Galetzka, W., Bexte, M., & Friedrich, C. M. (2021). WisPerMed Text at TREC Clinical Trials Track 2021. In 30th Text REtrieval Conference, 7.
• Schumacher, C., Reich-Stiebert, N., Kuzilek, J., Burchart, M., Raimann, J., Voltmer, J.-B., & Stürmer, S. (2021, April). Group perceptions vs. group reality: Exploring the fit of self-report and log file data in the process of collaboration. Companion proceedings of Conference on Learning Analytics and Knowledge 2021, Virtual Conference, 15-04-2021.
• Schumacher, C., Seidel, N., & Rzepka, N. (2021). Workshop Learning Analytics - Considering student diversity with regard to assessment data and discrimination. In A. Lingnau (Hrsg.), Proceedings of the DELFI Workshops (S. 113–119). https://repositorium.hs-ruhrwest.de/frontdoor/deliver/index/docId/733/file/DELFI_2021_WS.pdf
• Seidel, N. (2021). Designing Systems for Mobile Collaboration. 26th European Conference on Pattern Languages of Programs, Article 22, 13 pages. https://doi.org/10.1145/3489449.3489999
• Seidel, N., Karolyi, H., Burchart, M., & de Witt, C. (2021). Approaching Adaptive Support for Self-regulated Learning. In D. Guralnick, M. E. Auer, & A. Poce (Hrsg.), Innovations in Learning and Technology for the Workplace and Higher Education (S. 409–424). Springer International Publishing.
• Thorbrügge, C., Desel, J., & Schäfer, L. O. (2021, September). Studienverkürzung durch Anerkennung von Kompetenzen. Eine Interviewstudie über Vorqualifikationen von Informatikstudierenden. 9. Fachtagung Hochschuldidaktik Informatik (HDI) 2021.
• Weiher, B., Seidel, N., Burchart, M., & Veiel, D. (2021). Indicators of group learning in collaborative software development teams. In Andreas Lingnau (Hrsg.), Proceedings of DELFI Workshops 2021 (S. 164–175). Gesellschaft für Informatik.

Bücher

• Hesse, F. W., Kobsda, C., & Leiser, A. (2021). Digital Transformation of Higher Education - Global Learning Report 2021. Global Learning Council (GLC). https://doi.org/10.21241/ssoar.73580

Herausgeberschaften

• Burstein, J., Horbach, A., Kochmar, E., Laarmann-Quante, R., Leacock, C., Madnani, N., Pilán, I., Yannakoudakis, H., & Zesch, T. (Hrsg.). (2021). Proceedings of the 16th Workshop on Innovative Use of NLP for Building Educational Applications. Association for Computational Linguistics. https://www.aclweb.org/anthology/2021.bea-1.0

Buchbeiträge

• Goram, M., & Veiel, D. (2021a). Ethical Behavior and Legal Regulations in Artificial Intelligence (Part One): Supporting Sovereignty of Users While Using Complex and Intelligent Systems. In S. J. Thompson (Hrsg.), Machine Law, Ethics, and Morality in the Age of Artificial Intelligence (S. 12–26). IGI Global.
• Goram, M., & Veiel, D. (2021b). Ethical Behavior and Legal Regulations in Artificial Intelligence (Part Two): Representation of Law and Ethics in Intelligent Systems. In S. J. Thompson (Hrsg.), Machine Law, Ethics, and Morality in the Age of Artificial Intelligence (S. 27–46). IGI Global.

Vorträge und Posterpräsentationen

• Deacon, B., Leiser, A., Hian, L. C., & Parchmann, I. (2021, September). Digital higher education: A divider or bridge builder? Leadership perspectives on digital learning for collaboration. CHER 33rd Annual Conference Promoting Closer Relations and Scholarly Dialogues Between European and Asian Higher Education Researchers. University of Hong Kong; CHER Board of Governors. https://www.cher2021.edu.hku.hk/home
• Deacon, B., Schäfer, L. O., & Laufer, M. (2021, September). The Rapid Digital Turn: An Exploration into the Tight and Loose Coupling of University Structures. 43rd Annual EAIR Forum 2021. Transformation Fast and Slow: Quality, Trust and Digitalisation in Higher Education.
• Deacon, B., Schäfer, L. O., & Laufer, M. (2021, März). The Rapid Digital Turn: An Exploration into the Tight and Loose Coupling of University Structures. Understanding Digital Transformations of Higher Education Teaching and Learning in the Nordics and Beyond. Universities of Agder (Norway), Aarhus (Denmark) and KTH Royal Institute of Technology (Sweden).
• Deacon, B., Schäfer, L. O., Timm, M., & Laufer, M. (2021, September). Enge und lose Kopplungen in der Hochschule – Die COVID-19 Pandemie und digitale Lehre. Soziologische Betrachtungen zur Digitalisierung der Lehre (in der COVID-19-Pandemie). DIPF – Leibniz-Institut für Bildungsforschung und Bildungsinformation. https://www.dipf.de/de
• Froehlich, L. (2021). Stereotype threat predicts lower social approach motivation of students with migration background in Norway via reduced sense of belonging. Presentation. 3rd Cultural Diversity, Migration, and Education Conference, Potsdam.
• Leiser, A., Deacon, B., Fredman, P., Ogan, A., Moser-Mercer, B., & Grabill, J. (2021, November). Panel-Discussion: Inequalities in higher education: A global perspective. University:Future Festival 2021 - Open for Discussion. Hochschulforum Digitalisierung. https://festival.hfd.digital/en/programme/sessions-2021/?id=281541
• Radović, S., & Seidel, N. (2021, March 16-18). Authenticity, Reflection, and Collaboration as pillars for more experiential learning in higher education. Paper Presentation. The ICO International Spring School, Online.
• Schumacher, C., & Kuzilek, J. (2021a). Perfect Match? Investigating Students’ Perceptions About Algorithmic Grouping in Higher Education. 2021 AECT International Convention.
• Schumacher, C., & Kuzilek, J. (2021b, Juni). Student perspectives on automatic grouping in higher education. Presented at Junges Forum für Medien und Hochschulentwicklung, Virtual Conference, 09-06-2021.
• Timm, M., Deacon, B., Tschache, T., Schäfer, L. O., & Laufer, M. (2021, September). Qualität in der digitalen Lehre: Eine Untersuchung von Einflussfaktoren. Tagung der Gesellschaft für Hochschulforschung. https://www.uni-giessen.de/fbz/fb03/institutefb03/erziehung/abteilungen/hd/gfhf2021
• Zimmermann, J., Falk, S., Preuß, J., & Thies, T. (2021). Projektpräsentation. Project Presentation. Auftaktveranstaltung zur Förderlinie „Forschung zu Studienerfolg und Studienabbruch II“. DAAD, Online.
• Zimmermann, J., Falk, S., & Thies, T. (2021). Projektpräsentation. Project Presentation. BMBF-Transfertagung „Viele Wege führen zum Erfolg! Ein Dialog zwischen Forschung und Praxis über Studienerfolg und Studienabbruch.“. https://static1.bmbfcluster.de/5/2/0/7/2_2c8356e18874275/52072_455d69dc1bb2955_web.mp4

Web Dokumente

• Deacon, B., & Timm, M. (2021). Possibilities for Change – Higher Education and Digitalisation. Elephant in the Lab. https://doi.org/10.5281/zenodo.5113453
• Zhao, F., Schäfer, L. O., van Rijn, L., & Wöhrle, J. (2021). Snails on the chase: How to cope with anxiety in academic career. Elephant in the lab. https://doi.org/10.5281/zenodo.5574873

Datensätze

• Haake, J. M., Ma, L., & Seidel, N. (2021). Self-Assessment Questions – Operating Systems and Computer Networks [dataset]. https://doi.org/10.5281/zenodo.5021350

2020

Zeitschriftenartikel

Konferenzbeiträge

Buchbeiträge

Dissertationen

Web Dokumente

Software

Sonstige Publikationen

2019

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2017

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