Bild: Joana Heil
Joana Heil, M.Sc.
Wissenschaftliche Mitarbeiterin
Universität Mannheim
Lehrstuhl für Wirtschaftspädagogik – Learning, Design & Technology
L 4, 1 – Raum 403
68161 Mannheim
Lehrstuhl für Wirtschaftspädagogik – Learning, Design & Technology
L 4, 1 – Raum 403
68161 Mannheim
Sprechstunde:
nach Vereinbarung
nach Vereinbarung
Kurzbiografie
Joana Heil ist seit September 2021 als wissenschaftliche Mitarbeiterin am Lehrstuhl für Wirtschaftspädagogik – Learning, Design & Technology tätig. Nach einem Bachelor an der Universität Freiburg in Bildungswissenschaft/Bildungsmanagement absolvierte sie ihren Master in Cognitive Science an der Universität Osnabrück mit Schwerpunkten auf künstlicher Intelligenz und Computerlinguistik. Ihre Hauptinteressen liegen in Learning Analytics, adaptivem Lernen sowie E-Assessments.
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.
- 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.
- 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.
- 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.
- 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.
- 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.
- Heil, J. und Ifenthaler, D. (2023). Online assessment in higher education: a systematic review. Online Learning : OLJ = Online Learning Journal, 27, 187–218.
- Ifenthaler, D., Heil, J. und Greiff, S. (2023). Toward a categorisation of indicators for assessment analytics. Learning Letters, 1, 1–8.
- Ifenthaler, D., Cooper, M., Heil, J. und Mascia, M. L. (2024). Demystifying the power of generative artificial intelligence tools in higher education: international students' perspectives. In , ASCILITE 2024 : conference proceedings, 41st International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, The University of Melbourne, Australia, 1 – 4 December 2024 (S. 56–65). , Australasian Society for Computers in Learning in Tertiary Education: Tugun, Australia.
- Tepgec, M., Heil, J. und Ifenthaler, D. (2023). The effects of learning analytics-based feedback on knowledge acquisition: the role of feedback literacy. In , 20th international conference on cognition and exploratory learning in the digital age (CELDA 2023) : October 21 – 21, 2023; proceedings (S. 407–410). , IADIS Press: Madeira.
- Delcker, J., Heil, J., Ifenthaler, D., Seufert, S. und Spirgi, L. (2024). First-year students' AI competence and facilitating conditions as predictors for ChatGPT usage in higher education. AECT 2024 International Convention, Online (01.-03.10.2024) und Kansas City, MO (19.-23.10.2024).
- Heil, J., Egloffstein, M. und Ifenthaler, D. (2024). Student perspectives on online assessment in higher education. 2024 AERA Annual Meeting, Philadelphia, PA.
- Heil, J. und Ifenthaler, D. (2024). The student perspective: examining experiences and preferences for bring-your-own-device (BYOD) online assessment in higher education. AECT 2024 International Convention, Online (01.-03.10.2024) und Kansas City, MO (19.-23.10.2024).
- Heil, J., Ifenthaler, D. und Cooper, M. (2024). AI-tools as a support of assessment for learning. AECT 2024 International Convention, Online (01.-03.10.2024) und Kansas City, MO (19.-23.10.2024).
- Cooper, M., Ifenthaler, D. und Heil, J. (2023). Generative artificial intelligence and assessment: student views from Australia and Germany. AARE 2023 Conference, Australian Association for Research in Education, Melbourne, Australia.
- Delcker, J., Heil, J. und Ifenthaler, D. (2023). Evidence-based development of an instrument for the assessment of teachers' artificial intelligence competence. 2023 AERA Annual Meeting, Chicago, Ill. (13.-16.04.2023) und Online (04.-05.05.2023).
- Delcker, J., Heil, J., Ifenthaler, D., Seufert, S. und Spirgi, L. (2023). Usage of and attitudes towards AI-technology in the learning process of first-year students. CELDA 2023, International Conference on Cognition and Exploratory Learning in Digital Age, Madeira, Portugal.
- Egloffstein, M., Şahin, M., Bothe, M., Schenk, N., Schwerer, F., Heil, J. und Ifenthaler, D. (2023). Course design approaches and behavioral patterns in MOOCs for professional learning. 2023 AERA Annual Meeting, Chicago, Ill. (13.-16.04.2023) und Online (04.-05.05.2023).
- Delcker, J., Heil, J. und Ifenthaler, D. (2022). Artificial intelligence competence of teachers in vocational schools. AECT 2022 International Convention, Association for Educational Communications & Technology, Las Vegas, NV, Hybrid.
- Ifenthaler, D. und Heil, J. (2022). Data mining and analytics in the context of workplace learning: Benefits and affordances. EARLI SIG 14 Learning and Professional Development Conference 2022, Paderborn, Germany.
- 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.
- 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.
- 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.
- Ifenthaler, D. und Heil, J. (2024). Designing online assessments. In The SAGE handbook of online higher education (S. 248–257). London: Sage Publications.