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
- 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.
- 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.
- 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.
- 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, Switzerland: Springer (forthcoming).
- (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.
- (2022). Artificial intelligence education in the context of work. Cham, Switzerland: Springer.
- (2022). Global perspectives on educational innovations for emergency situations. Cham: Springer International Publishing.
- (2022). Orchestration of learning environments in the digital world. Cham: Springer.
- (2022). Proceedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022) : Lisbon, Portugal, 8–9 [8–10] November, 2022. Lisbon: IADIS Press.
- Chen, L., Ifenthaler, D., Sun, W., Xu, T. und Yan, G. (2022). Effectiveness of virtual team learning in entrepreneurship education: a survey study. Entrepreneurship education, 5, 69–95.
- Delcker, J. und Ifenthaler, D. (2022). Digital distance learning and the transformation of vocational schools from a qualitative perspective. Frontiers in Education, 7, 1–15.
- Delcker, J. und Ifenthaler, D. (2022). Distance learning and the influence of schools' organizational characteristics on the students perceived learning success. In Global perspectives on educational innovations for emergency situations (S. 241–250). Cham: Springer International Publishing.
- Gibson, D., Ifenthaler, D. und Greiff, S. (2022). Teaching of general psychology: problem solving. In International handbook of psychology learning and teaching (S. 1–19). Cham: Springer International Publishing.
- Hemmler, Y. und Ifenthaler, D. (2022). Four perspectives on personalized and adaptive learning environments for workplace learning. In Artificial intelligence education in the context of work (S. 27–39). Cham: Springer.
- Hemmler, Y. und Ifenthaler, D. (2022). Personalisierte und adaptive Lernumgebungen für Onlineweiterbildungen. In Digitale Transformation in der Berufsbildung : Konzepte, Befunde und Herausforderungen (S. 145–164). Bielefeld: wbv.
- Ifenthaler, D. (2022). A systems perspective on data and analytics for distance education. Distance Education, 43, 333–341.
- Ifenthaler, D. (2022). Automated essay scoring systems. In Handbook of open, distance and digital education (S. 1–15). Singapore: Springer.
- Ifenthaler, D. (2022). Data mining and analytics in the context of workplace learning: benefits and affordances. In Methods for researching professional learning and development : challenges, applications and empirical illustrations (S. 313–327). Cham: Springer.
- Ifenthaler, D. (2022). Learning Analytics : Grundlagen im Kontext der Schule. Seminar : bak-Vierteljahresschrift, 28, 52–63.
- Ifenthaler, D. und Greiff, S. (2022). Learning Analytics: Analyse von Bildungsdaten in der Berufsbildung. Berufsbildung in Wissenschaft und Praxis : BWP, 51, 13–17.
- Ifenthaler, D. und Greiff, S. (2022). Leveraging learning analytics for assessment and feedback. In Online learning analytics (S. 1–18). Boca Raton ; London ; New York, NY: CRC Press.
- Kim, Y. J., Ruipérez Valiente, J. A., Ifenthaler, D., Harpstead, E. und Rowe, E. (2022). Analytics for game-based learning. Journal of Learning Analytics, 9, 8–10.
- Li, M. X., Nadj, M., Maedche, A., Ifenthaler, D. und Wöhler, J. (2022). Towards a physiological computing infrastructure for researching students' flow in remote learning : Preliminary results from a field study. Technology, Knowledge and Learning, 27, 365–384.
- Sampson, D. G., Papamitsiou, Z., Ifenthaler, D., Giannakos, M., Mougiakou, S. und Vinatsella, D. (2022). Educational data literacy. Cham, Switzerland: Springer.
- Staring, F., Brown, M., Bacsich, P. und Ifenthaler, D. (2022). Digital higher education: emerging quality standards, practices and supports. OECD Education Working Papers, 281. Paris: OECD.
- Şahin, M. und Ifenthaler, D. (2022). Interaction preferences in digital learning environments: does gender and achievement matter? In Orchestration of learning environments in the digital world (S. 231–244). Cham: Springer.