Dr. Joana Heil
Chair of Learning, Design and Technology
Credit: Joana Heil
Main fields of research
- Online assessment
- Learning analytics
- Adaptive Learning
- Automated Feedback
Curriculum vitae
| 2019 | B.A. Education Sciences and Educational Management, University of Freiburg |
| 2021 | M.Sc. Cognitive Science, University of Osnabrück |
| 2026 | Ph.D. Business Education, University of Mannheim |
Selected publications
- Egloffstein, M. and Heil, J. (2026). Principles without provisions? Unpacking assessment in higher education AI policies. Assessment in Education, 1–15.
- Heil, J. (2026). Reconceptualizing online assessment as learning support in higher education : a multi-method approach toward effective implementation. Dissertation. Mannheim.
- Heil, J. and Ifenthaler, D. (2026). Effects of teacher, peer and self-feedback on student improvement in online assessment: the role of individuals’ presumptions and feedback literacy. Assessment & Evaluation in Higher Education, 51, 281–300.
- Ifenthaler, D., Heil, J. and Şahin, M. (2026). Implementierung eines computergestützten Beurteilungssystems zur Förderung des individuellen Lernerfolgs. In Freiräume für innovative digitale Lehre : Gestaltungsprozesse, Lehrprojekte, Reflexionen (S. 195–214). Bielefeld: wbv.
- Delcker, J., Heil, J. and Ifenthaler, D. (2025). Evidence-based development of an instrument for the assessment of teachers’ self-perceptions of their artificial intelligence competence. Educational Technology Research and Development : ET R & D, 73, 115–133.
- Heil, J., Ifenthaler, D., Cooper, M., Mascia, M. L., Conti, R. and Penna, M. P. (2025). Students’ perceived impact of GenAI tools on learning and assessment in higher education: the role of individual AI competence. Smart Learning Environments, 12, 1–18.
- Spirgi, L., Seufert, S., Delcker, J., Heil, J. and Ifenthaler, D. (2025). Soziotechnische Systemgestaltung im Kontext generativer KI: Eine empirische Untersuchung. In Künstliche Intelligenz in der forschungsgeleiteten Hochschullehre. Sonderheft KI-1 (S. 89–108). Wien: Österreichische Gesellschaft für Hochschuldidaktik.
- Tepgec, M., Heil, J. and Ifenthaler, D. (2025). Feedback literacy matters: unlocking the potential of learning analytics-based feedback. Assessment & Evaluation in Higher Education, 50, 50–66.
- Delcker, J., Heil, J., Ifenthaler, D., Seufert, S. and Spirgi, L. (2024). First-year students AI-competence as a predictor for intended and de facto use of AI-tools for supporting learning processes in higher education. International Journal of Educational Technology in Higher Education, 21, 1–13.
- Delcker, J., Heil, J., Ifenthaler, D., Seufert, S. and Spirgi, L. (2024). First-year students' usage of and attitudes towards mindless and mindful AI-technology. In Artificial intelligence for supporting human cognition and exploratory learning in the digital age (S. 25–40). Cham, Switzerland: Springer.
- Heil, J., Delcker, J., Ifenthaler, D., Seufert, S. and Spirgi, L. (2024). KI-Kompetenz zu Studienbeginn als Prädiktor für die Nutzung von KI-Werkzeugen zur Unterstützung von Lernprozessen. Informatik-Spektrum, 47, 51–59.
- Heil, J. and Ifenthaler, D. (2024). Ethics in AI-based online assessment in higher education. In Ethics in online AI-based systems : risks and opportunities in current technological trends (S. 55–70). San Diego, CA [u. a.]: Elsevier Science.
- Ifenthaler, D. and Heil, J. (2024). Designing online assessments. In The SAGE handbook of online higher education (S. 248–257). London: Sage Publications.
- Seufert, S., Spirgi, L., Delcker, J., Heil, J. and Ifenthaler, D. (2024). Umgang mit KI-Robotern: maschinelle Übersetzer, Textgeneratoren, Chatbots & Co – Eine empirische Studie bei Erstsemester-Studierenden. Empirische Pädagogik : EP, 38, 47–72.
- Heil, J. and Ifenthaler, D. (2023). Online assessment in higher education: a systematic review. Online Learning : OLJ = Online Learning Journal, 27, 187–218.
- Ifenthaler, D., Heil, J. and Greiff, S. (2023). Toward a categorisation of indicators for assessment analytics. Learning Letters, 1, 1–8.