Prof. Dr. Dr. h. c. Dirk Ifenthaler
Lehrstuhl für Wirtschaftspädagogik – Learning, Design & Technology
Bild: Anna Logue
Forschungsschwerpunkte
- Digitalisierung in Schule und Unterricht
- Learning Analytics
- Lernkultur in Organisationen und Unternehmen
- Studieneingangsphase im Hochschulkontext
- Game-based Learning
- Change Management
- Technology Integration
- Automatisierte Evaluierung und Feedback
- Adaptives und personalisiertes Lernen
- Schulentwicklung
Lebenslauf
| 2006 | Doctorate (Ph.D.) in Education Science, University of Freiburg |
| 2011 | Habilitation in Education Science, University of Freiburg |
| 2010–2011 | Interim Professor of Education Science, Universität Mannheim |
| 2012 | Fulbright Scholar-in-Residence, University of Oklahoma, USA |
| 2013 | Applied Research Manager, Open Universities Australia |
| 2013–2014 | Professor and Director of Research in Digital Learning, Deakin University |
| 2014 | Professor of Applied Teaching and Learning Research, University of Potsdam |
| Seit 2014 | Adjunct Professor, Deakin University, Australia |
| Seit 2015 | Professor of Economic and Business Education, Universität Mannheim |
| Seit 2018 | UNESCO Deputy Chair of Data Science in Higher Education Learning and Teaching, Curtin University, Australia |
Ausgewählte Mitgliedschaften
- AERA (American Educational Research Association)
- AECT (Association for Educational Communications and Technology)
- AEPF (Arbeitsgruppe für Empirisch Pädagogische Forschung)
- ASCILITE (Australasian Society for Computers in Learning in Tertiary Education)
- EARLI (European Association for Research on Learning and Instruction)
Preise, Auszeichnungen, Ehrungen
- 2016 Outstanding International Research Collaboration Award, American Educational Research Association (AERA)
- 2016 Outstanding Concurrent Session Award, Association for Educational Communications and Technology (AECT)
- 2015 Presidential Service Award, Association for Educational Communications and Technology (AECT)
- 2014 Outstanding Journal Article Award, Association for Educational Communications and Technology (AECT)
- 2012 Outstanding Journal Article Award, Association for Educational Communications and Technology (AECT)
- 2009 Outstanding Reviewer Award (Educational Technology Research and Development)
- 2009 Best Paper Award (CELDA Conference, Rome, Italy)
Ausgewählte Herausgeber-Aktivitäten
- Editor-in-Chief of Technology, Knowledge and Learning (www.springer.com/10758)
- Editor of the Book Series “Advances in Game-based Learning” and “Educational Communications and Technology: Issues and Innovations”
Ausgewählte Publikationen
- (2025). Computer-based diagnostics and systematic analysis of knowledge : critical reflections and advancements. Cham, Switzerland: Springer.
- Delcker, J., Heil, J. und 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.
- Egloffstein, M. und Ifenthaler, D. (2025). Designing a MOOC. In The Sage Handbook of Higher Education Instructional Design (S. 344–359). Thousand Oaks, CA: SAGE.
- Fromm, Y. M., Martin, F., Gezer, T. und Ifenthaler, D. (2025). Best practices for conducting systematic reviews: Perspectives of experienced systematic review researchers in educational sciences. Technology, Knowledge and Learning, 30, 1–28.
- Fromm, Y. M., Rasch, J. und Ifenthaler, D. (2025). Technology-enhanced personalized learning environments based on prior knowledge in continuing education: an experimental study. Smart Learning Environments, 12, 1–31.
- Heil, J. und Ifenthaler, D. (2025). 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, 1–20.
- Heil, J., Ifenthaler, D., Cooper, M., Mascia, M. L., Conti, R. und 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.
- Ifenthaler, D. (2025). Bildungsdatenkompetenz. Schulverwaltung / Baden-Württemberg, 34, 53–55.
- Ifenthaler, D. (2025). Bildungsdatenwissenschaft: ein Paradigmenwechsel für die Methodologie der Erziehungswissenschaft? Erziehungswissenschaft, 36, 35–45.
- Ifenthaler, D., Şahin, M., Boo, I., Rajasegeran, D. D. und Yuh, A. S. (2025). Adaptive serious games assessment: The case of the blood transfusion game in nursing education. Computers and Education: Artificial Intelligence, 8, 1–10.
- Pirnay-Dummer, P. und Ifenthaler, D. (2025). On the process, use and methodological challenges of assessing knowledge : a conceptual overview. In Computer-based diagnostics and systematic analysis of knowledge : critical reflections and advancements (S. 3–8). Cham, Switzerland: Springer.
- Plintz, N. und Ifenthaler, D. (2025). Empowering children online: a holistic skills framework for cybersecurity. Educational Technology Research and Development : ET R & D, 1–20.
- Seufert, S., Gössling, B., Ifenthaler, D. und Ostendorf, A. (2025). Berufsbildung: Lernortkooperation im digitalen Wandel – Welche Kompetenzen benötigen Lehrpersonen? Beiträge zur Lehrerinnen- und Lehrerbildung, 43, 89–105.
- Spirgi, L., Seufert, S., Delcker, J., Heil, J. und 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. und Ifenthaler, D. (2025). Feedback literacy matters: unlocking the potential of learning analytics-based feedback. Assessment & Evaluation in Higher Education, 50, 50–66.
- (2024). Artificial intelligence for supporting human cognition and exploratory learning in the digital age. Cham, Switzerland: Springer.
- (2024). Assessment analytics in education : designs, methods and solutions. Cham: Springer International Publishing.
- (2024). Smart learning environments in the post pandemic era : selected papers from the CELDA 2022 conference. Cham, Switzerland: Springer.
- Azevedo, R., Città, G., Gentile, M. und Ifenthaler, D. (2024). Editorial of the IJET special issue on „Artificial Intelligence and the paradigm shift of teachers' role“. Italian Journal of Educational Technology : TD, 1–3.
- Cataudella, S., Mascia, M. L., Agus, M., Ifenthaler, D., Tomczyk, . und Penna, M. P. (2024). A pilot study on individual and contextual factors influencing teachers' digitalisation process. Contemporary Educational Technology, 16, 1–18.
- Chen, L., Ifenthaler, D., Yau, J. Y.-K. und Sun, W. (2024). Artificial intelligence in entrepreneurship education: a scoping review. Education + Training : ET, 66, 589–608.
- Delcker, J., Heil, J., Ifenthaler, D., Seufert, S. und 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. und 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.
- Egloffstein, M., Kögler, K. und Ifenthaler, D. (2024). Evidenzgestützte Entwicklung von onlinebasierten Lernangeboten zu Künstlicher Intelligenz in der beruflichen Bildung: Stakeholder-Perspektiven und Implementierung. Empirische Pädagogik : EP, 38, 98–117.
- Fromm, Y. M. und Ifenthaler, D. (2024). Designing adaptive learning environments for continuing education: Stakeholders’ perspectives on indicators and interventions. Computers in Human Behavior Reports, 16, 1–19.
- Gibson, D. und Ifenthaler, D. (2024). Computational learning theories : models for artificial intelligence promoting learning processes. Cham, Switzerland: Springer.
- Heil, J., Delcker, J., Ifenthaler, D., Seufert, S. und 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. und 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.
- Hemmler, Y. und Ifenthaler, D. (2024). Adaptive Lernumgebungen für die Weiterbildung – Möglichkeiten, Chancen und Herausforderungen. Berufsbildung in Wissenschaft und Praxis : BWP, 53, 28–29.
- Hemmler, Y. und Ifenthaler, D. (2024). Self-regulated learning strategies in continuing education: A systematic review and meta-analysis. Educational Research Review, 45, 1–25.
- Ifenthaler, D. und Heil, J. (2024). Designing online assessments. In The SAGE handbook of online higher education (S. 248–257). London: Sage Publications.
- Ifenthaler, D., Majumdar, R., Gorissen, P., Judge, M., Mishra, S., Raffaghelli, J. und Shimada, A. (2024). Artificial intelligence in education: Implications for policymakers, researchers, and practitioners. Technology, Knowledge and Learning, 29, 1693-1710.
- Seufert, S., Spirgi, L., Delcker, J., Heil, J. und Ifenthaler, D. (2024). Umgang mit KI-Robotern: maschinelle Übersetzer, Textgeneratoren, Chatbots & Co – Eine empirische Studie bei Erstsemester-Studierenden. Empirische Pädagogik : EP, 38, 47–72.
- Şahin, M. und Ifenthaler, D. (2024). Foundations of assessment analytics. In Assessment analytics in education : designs, methods and solutions (S. 3–17). Cham, Switzerland: Springer.
- Şahin, M. und Ifenthaler, D. (2024). Future directions of assessment analytics. In Assessment analytics in education : designs, methods and solutions (S. 395–412). Cham, Switzerland: Springer.
- (2023). Open and inclusive educational practice in the digital world. Cham, Switzerland: Springer.
- (2023). Unobtrusive observations of learning in digital environments : examining behavior, cognition, emotion, metacognition and social processes using learning analytics. Cham: Springer.
- Chen, L. und Ifenthaler, D. (2023). Investigating digital entrepreneurship competence in an online practical training program. The International Journal of Management Education, 21.
- Egloffstein, M., Şahin, M., Bothe, M., Schenk, N., Schwerer, F. und Ifenthaler, D. (2023). Behavioral patterns and learner interactions in enterprise MOOCs. In Open and inclusive educational practice in the digital world (S. 3–14). Cham: Springer.
- Egloffstein, M., Şahin, M. und Ifenthaler, D. (2023). Course design approaches and behavioral patterns in massive open online courses for professional learning. Online Learning : OLJ = Online Learning Journal, 27, 48–68.
- Feng, S., Qiu, S., Gibson, D. und Ifenthaler, D. (2023). The effect of social closeness on perceived satisfaction of collaborative learning. In Open and inclusive educational practice in the digital world (S. 101–113). Cham: Springer.
- Gibson, D., Kovanovic, V., Ifenthaler, D., Dexter, S. und Feng, S. (2023). Learning theories for artificial intelligence promoting learning processes. British Journal of Educational Technology, 54, 1125-1146.
- Heil, J. und Ifenthaler, D. (2023). Online assessment in higher education: a systematic review. Online Learning : OLJ = Online Learning Journal, 27, 187–218.
- Hemmler, Y., Rasch, J. und Ifenthaler, D. (2023). A categorization of workplace learning goals for multi-stakeholder recommender systems: A systematic review. TechTrends, 67, 98–111.
- Ifenthaler, D. (2023). Ethische Perspektiven auf künstliche Intelligenz im Kontext der Hochschule. In Künstliche Intelligenz in der Hochschulbildung : Chancen und Grenzen des KI-gestützten Lernens und Lehrens (S. 71–86). Bielefeld: transcript.
- Ifenthaler, D. (2023). Gelingensbedingungen für produktive Learning-Analytics-Systeme. In Bildung und Medien : Theorien, Konzepte und Innovationen (S. 205–221). Wiesbaden: Springer VS.
- Ifenthaler, D., Cooper, M., Daniela, L. und Şahin, M. (2023). Social anxiety in digital learning environments: an international perspective and call to action. International Journal of Educational Technology in Higher Education, 20, 1–18.
- Ifenthaler, D., Heil, J. und Greiff, S. (2023). Toward a categorisation of indicators for assessment analytics. Learning Letters, 1, 1–8.
- Ifenthaler, D. und Schumacher, C. (2023). Reciprocal issues of artificial and human intelligence in education. Journal of Research on Technology in Education : JRTE, 55, 1–6.
- Ifenthaler, D., Schumacher, C. und Kuzilek, J. (2023). Investigating students' use of self-assessments in higher education using learning analytics. Journal of Computer Assisted Learning, 39, 255–268.
- Ifenthaler, D. und Şahin, M. (2023). Empowering higher education students to monitor their learning progress: opportunities of computerised classification testing. Interactive Technology and Smart Education : ITSE, 20, 350–366.
- Joksimovic, S., Ifenthaler, D., Marrone, R., de Laat, M. und Siemens, G. (2023). Opportunities of artificial intelligence for supporting complex problem-solving: findings from a scoping review. Computers and Education: Artificial Intelligence, 4, 1–12.
- Juhaňák, L., Joksimovic, S. und Ifenthaler, D. (2023). Learning analytics to study and support self-regulated learning. Studia paedagogica, 28, 5–8.
- Kovanovic, V., Azevedo, R., Gibson, D. und Ifenthaler, D. (2023). Data for unobtrusive observations of learning: from trace data to multimodal data. In Unobtrusive observations of learning in digital environments : examining behavior, cognition, emotion, metacognition and social processes using learning analytics (S. 119–121). Cham: Springer.
- Kovanovic, V., Azevedo, R., Gibson, D. und Ifenthaler, D. (2023). Unobtrusive observations of learning processes. In Unobtrusive observations of learning in digital environments : examining behavior, cognition, emotion, metacognition and social processes using learning analytics (S. 3–6). Cham: Springer.
- Mougiakou, S., Vinatsella, D., Sampson, D. G., Papamitsiou, Z., Giannakos, M. und Ifenthaler, D. (2023). Educational data analytics for teachers and school leaders. Cham: Springer.
- Nicolay, B., Krieger, F., Kuhn, J.-T., Graesser, A. C., Ifenthaler, D., Baker, R. und Greiff, S. (2023). Unsuccessful and successful complex problem solvers – a log file analysis of complex problem solving strategies across multiple tasks. Intelligence, 101, 1–14.
- Park, E., Ifenthaler, D. und Clariana, R. B. (2023). Adaptive or adapted to: Sequence and reflexive thematic analysis to understand learners' self-regulated learning in an adaptive learning analytics dashboard. British Journal of Educational Technology, 54, 98–125.