Prof. Dr. Dr. h.c. Dirk Ifenthaler

2022

• Staring, F., Brown, M., Bacsich, P. & Ifenthaler, D. (2022). Digital higher education: emerging quality standards, practices and supports. OECD Education Working Papers, 281. Paris: OECD. https://doi.org/10.1787/f622f257-en

2025

• Ifenthaler, D. (2025). Die „KI-getriebene“ Berufsbildung : von der Vision zur Realität. In B. Gössling, A. Barabasch, J. Bock-Schappelwein & K. Heinrichs (Hrsg.), Berufsbildung in Zeiten des Mangels : Konferenzband zur 9. Berufsbildungs­forschungs­konferenz (BBFK) (S. 31–41). , wbv Publikation: Bielefeld. https://doi.org/10.3278/9783763978373

2024

• Ifenthaler, D., Cooper, M., Heil, J. & Mascia, M. L. (2024). Demystifying the power of generative artificial intelligence tools in higher education: international students' perspectives. In T. Cochrane, V. Narayan, E. Bone, C. C. Deneen, M. Saligari, K. Tregloan & R. Vanderburg (Hrsg.), 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. https://doi.org/10.14742/apubs.2024.1090
• Manganello, F., Callaghan, P., Città, G., Denaro, P., Earp, J., Fante, C., Ifenthaler, D., Kirna, C., Laszlo, L. J., Matteucci, I., Perna, S., Plintz, N., Vaccarelli, A. & Gentile, M. (2024). SuperCyberKids: enhancing cybersecurity education in K-12 through digital game-based learning. In G. Casalino, R. Di Fuccio, G. Fulantelli, P. Raviolo, P. C. Rivoltella, D. Taibi & G. A. Toto (Hrsg.), Higher education learning methodologies and technologies online : 5th international conference, HELMeTO 2023, Foggia, Italy, September 13–15, 2023, revised selected papers (S. 323–334). Communications in Computer and Information Science, Springer: Berlin ; Heidelberg. https://doi.org/10.1007/978-3-031-67351-1_22
• Plintz, N. & Ifenthaler, D. (2024). Evidence-based content design and validation for cybersecurity games. In D. G. Sampson, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the 21st International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2024) : Zagreb, Croatia, October 26 – 28, 2024 (S. 19–26). , IADIS Press: Zagreb.
• Tepgec, M. & Ifenthaler, D. (2024). From data to outcomes: Experimental learning analytics insights. In D. G. Sampson, D. Ifenthaler & P. Isaías (Hrsg.), Smart learning environments in the post pandemic era : selected papers from the CELDA 2022 conference (S. 19–37). , Springer: Cham, Switzerland. https://doi.org/10.1007/978-3-031-54207-7_2
• Xing, X. & Ifenthaler, D. (2024). A systematic review on the effectiveness of educational technologies in workplace learning. In D. G. Sampson, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the 21st International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2024) : Zagreb, Croatia, October 26 – 28, 2024 (S. 349–352). , IADIS Press: Zagreb.
• Şahin, M. & Ifenthaler, D. (2024). Determining learners' behavioral patterns in a technology and analytics enhanced assessment environment. In D. G. Sampson, D. Ifenthaler & P. Isaías (Hrsg.), Smart learning environments in the post pandemic era : selected papers from the CELDA 2022 conference (S. 57–70). , Springer: Cham, Switzerland. https://doi.org/10.1007/978-3-031-54207-7_4

2023

• Egloffstein, M., Hünemohr, H. & Ifenthaler, D. (2023). Modularization of open online courses on the eGov-Campus : Prospects and challenges. In C. Meinel, S. Schweiger, T. Staubitz, R. Conrad, C. Alario Hoyos, M. Ebner, S. Sancassani, A. Żur, C. Friedl, S. Halawa, D. Gamage, J. Cross, M. Carlon, Y. Deville, M. Gaebel, C. Delgado Kloos & S (Hrsg.), EMOOCs 2023 (S. 105–112). , Universitäts­verlag: Potsdam.
• Egloffstein, M. & Ifenthaler, D. (2023). Modularizing MOOCs for professional learning: Prospects and challenges for instructional design. In 2023 IEEE Learning with MOOCS (LWMOOCS) : proceedings (S. 1–4). , IEEE: Cambridge, MA. https://doi.org/10.1109/LWMOOCS58322.2023.10305982
• Plintz, N. & Ifenthaler, D. (2023). Leveraging emotions to enhance learning success in online education: a systematic review. In D. G. Sampson, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the 20th international conference on cognition and exploratory learning in the digital age (CELDA 2023) : October 21 – 21, 2023 (S. 345–352). , IADIS Press: Madeira.
• Tepgec, M., Heil, J. & Ifenthaler, D. (2023). The effects of learning analytics-based feedback on knowledge acquisition: the role of feedback literacy. In D. G. Sampson, D. Ifenthaler & P. Isaías (Hrsg.), 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.

2022

• Chen, L., Ifenthaler, D. & Yau, J. Y.-K. (2022). The effectiveness of virtual team learning and its potential factors in entrepreneur­ship education courses. In M. Cukurova, N. Rummel, D. Gillet, B. McLaren & J. Uhomoibhi (Hrsg.), Proceedings of the 14th International Conference on Computer Supported Education (CSEDU 2022). Volume 1 (S. 250–256). , SciTePress: Setúbal. https://doi.org/10.5220/0011043500003182
• Cooper, M., Ifenthaler, D. & Şahin, M. (2022). Social anxiety in digital learning environments: empirical evidence and call to action. In S. Wilson, N. Arthars, D. Wardak, P. Yeoman, E. Kalman & D. Y. T. Liu (Hrsg.), ASCILITE 2022 : Conference Proceedings, 39th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, The University of Sydney, Australia, 4 – 7 December 2022 (S. e22037–1). , Australasian Society for Computers in Learning in Tertiary Education: Tugun, Australia. https://doi.org/10.14742/apubs.2022.37
• Ifenthaler, D. & Yau, J. Y.-K. (2022). Analytics for supporting teaching success in higher education: A systematic review. In M. Jemni, I. Kallel & A. Akkari (Hrsg.), Proceedings of the 2022 IEEE Global Engineering Education Conference (EDUCON) : date and venue: 28–31 March, 2022, Tunis, Tunisia (S. 1721–1727). , IEEE: Piscataway, NJ. https://doi.org/10.1109/EDUCON52537.2022.9766734
• Tepgec, M. & Ifenthaler, D. (2022). Learning analytics based interventions: a systematic review of experimental studies. In D. G. Sampson, D. Ifenthaler & P. Isaías (Hrsg.), 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 (S. 327–330). , IADIS Press: Lisbon.
• Şahin, M. & Ifenthaler, D. (2022). Determining learners' behavioral patterns in a technology and analytics enhanced assessment environment. In D. G. Sampson, D. Ifenthaler & P. Isaías (Hrsg.), 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 (S. 42–48). , IADIS Press: Lisbon.
• Şahin, M. & Ifenthaler, D. (2022). Examining of learners' dashboard interaction in computer classification testing environment. In M. Chang, N.-S. Chen, M. Dascalu, D. G. Sampson, A. Tlili & S. Trausan-Matu (Hrsg.), 2022 International Conference on Advanced Learning Technologies ICALT 2022 : Bucharest, Romania 1–4 July 2022 : proceedings (S. 152–154). , IEEE Computer Society: Washington, DC. https://doi.org/10.1109/ICALT55010.2022.00052

2021

• Chen, L. & Ifenthaler, D. (2021). Mobile learning and social media applied in entrepreneur­ship education courses in a higher vocational college. In TALE2021 : IEEE International Conference on Engineering, Technology & Education, 5–8 December 2021, Wuhan, China, conference proceedings (S. 1023–1027). , IEEE: Piscataway, NJ. https://doi.org/10.1109/TALE52509.2021.9678928
• Egloffstein, M., Şahin, M., Bothe, M., Rohloff, T., Schenk, N., Schwerer, F. & Ifenthaler, D. (2021). Learner interactions and behavioral patterns in enterprise MOOCs. In D. G. Sampson, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021) : October 13–15, 2021 (S. 333–338). , IADIS Press: Lisbon.
• Feng, S., Qiu, S., Gibson, D. & Ifenthaler, D. (2021). The effect of social closeness on perceived satisfaction of collaborative learning. In D. G. Sampson, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021) : October 13–15, 2021 (S. 27–34). , IADIS Press: Lisbon.
• Ifenthaler, D. (2021). Ganzheitliche Schul­entwicklung mittels Learning Analytics? In L. Humbert (Hrsg.), Informatik – Bildung von Lehr­kräften in allen Phasen : 8.-10. September 2021 Wuppertal, Deutschland (S. 49–59). GI-Edition : Lecture Notes in Informatics. Proceedings, Ges. für Informatik: Bonn. https://doi.org/10.18420/infos2021_h300
• Ifenthaler, D. & Delcker, J. (2021). Teachers' perspective on school development at German vocational schools during the Covid-19 pandemic. In E. Langran & L. Archambault (Hrsg.), SITE 2021 : Society for Information Technology & Teacher Education International Conference, online conference (S. 669–672). , Association for the Advancement of Computing in Education: Waynesville, NC.
• Ifenthaler, D. & Yau, J. Y.-K. (2021). Supporting teaching staff through data analytics: a systematic review. In S. Gregory, S. Warburton & M. Schier (Hrsg.), ASCILITE 2021 : conference proceedings, 38th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Armidale University of New England, Virtual Conference 28 November – 1 December 2021 (S. 37–41). , Australasian Society for Computers in Learning in Tertiary Education: Tugun, Australia. https://doi.org/10.14742/ascilite2021.0105
• Yau, J. Y.-K. & Ifenthaler, D. (2021). Utilizing learning analytics for teaching success. In T. Bastiaens (Hrsg.), EdMedia + Innovate Learning : 2021 Conference, June 6–8, 2021, online (S. 330–338). , AACE: Waynesville, NC.
• Şahin, M., Egloffstein, M., Bothe, M., Rohloff, T., Schenk, N., Schwerer, F. & Ifenthaler, D. (2021). Behavioral patterns in enterprise MOOCs at openSAP. In C. Meinel, T. Staubitz, S. Schweiger, C. Friedl, J. Kiers, M. Ebner, A. Lorenz, G. Ubachs, C. Mongenet, J. A. Ruipérez Valiente, M. Cortes Mendez, A. Merceron & K. von Schmieden (Hrsg.), EMOOCs 2021 : 22 – 24 June, 2021, Hasso Plattner Institute, Online Conference (S. 281–288). , Universitäts­verlag Potsdam: Potsdam. https://doi.org/10.25932/publishup-51030

2019

• Huband, S., Parkin, E., Gibson, D. & Ifenthaler, D. (2019). Improving return on investment in higher education retention: leveraging data analytics insights. In S. Chew Yi Wei, C. Kah Mun & A. Alphonso (Hrsg.), ASCILITE 2019 : Conference Proceedings, 36th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences, Singapore 2–5 December 2019 (S. 447–452). , Australasian Society for Computers in Learning in Tertiary Education: Tugun, Australia. https://doi.org/10.14742/apubs.2019.310
• Ifenthaler, D. & Yau, J. Y.-K. (2019). Higher education experts' views on learning analytics policy recommendations for supporting study success: a German case. In T. Bastiaens, M. Ebner, T. Adiguzel, L. Smirnova, M. Fominykh, W. Lau, G. Davidson Shivers, E. Taricani, J. F. Johnston & V. Leendertz (Hrsg.), EdMedia + Innovate Learning : 2019 Conference, June 24–28, 2019, Amsterdam, The Netherlands (S. 745–753). , AACE: Waynesville, NC.
• Ifenthaler, D. & Yau, J. Y.-K. (2019). Higher education stakeholders' views on guiding the implementation of learning analytics for study success. In S. Chew Yi Wei, C. Kah Mun & A. Alphonso (Hrsg.), ASCILITE 2019 : Conference Proceedings, 36th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences, Singapore 2–5 December 2019 (S. 453–457). , Australasian Society for Computers in Learning in Tertiary Education: Tugun, Australia. https://doi.org/10.14742/apubs.2019.311
• Kerrigan, S., Feng, S., Vuthaluru, R., Ifenthaler, D. & Gibson, D. (2019). Network analytics of collaborative problem-solving. In D. G. Sampson, D. Ifenthaler, P. Isaías & M. L. Mascia (Hrsg.), Proceedings of the 16th IADIS International Conference Cognition and Exploratory Learning in the Digital Age (CELDA 2019) : Cagliari, Italy, November 7–9, 2019 (S. 43–50). , IADIS Press: Cagliari. https://doi.org/10.33965/celda2019_201911L006
• Parkin, E., Huband, S., Ifenthaler, D. & Gibson, D. (2019). Study progression, success and program component selection. In S. Chew Yi Wei, C. Kah Mun & A. Alphonso (Hrsg.), ASCILITE 2019 : Conference Proceedings, 36th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences, Singapore 2–5 December 2019 (S. 514–518). , Australasian Society for Computers in Learning in Tertiary Education: Tugun, Australia. https://doi.org/10.14742/apubs.2019.322
• Voogt, J., Knezek, G. A., Christensen, R., Tondeur, J., Ifenthaler, D. & Eickelmann, B. (2019). Core themes in the second international handbook of information technology in primary and secondary education: a bird's eye view. In T. Bastiaens, M. Ebner, T. Adiguzel, L. Smirnova, M. Fominykh, W. Lau, G. Davidson Shivers, E. Taricani, J. F. Johnston & V. Leendertz (Hrsg.), EdMedia + Innovate Learning : 2019 Conference, June 24–28, 2019, Amsterdam, The Netherlands (S. 493–498). , AACE: Waynesville, NC.
• Vuthaluru, R., Feng, S., Kerrigan, S., Jolliffe, G., Ifenthaler, D. & Gibson, D. (2019). Visualising learner behaviours with pie charts, network graphs and sankey diagrams. In R. Koul, P. J. Williams, Y. Ramma, T. Mohabeer & H. Bessoondyal (Hrsg.), Proceedings of SMTE Conference 2019 : Envisioning the future: The role of STEM education in educational reform, International Conference, Science, Mathematics & Technology Education, 6 – 9 November 2019 (S. 1–9). , Curtin University of Technology: Perth, Western Australia.

2018

• Ifenthaler, D., Gibson, D. & Zheng, L. (2018). Attributes of engagement in challenge-based digital learning environments. In D. G. Sampson, D. Ifenthaler, P. Isaías & M. L. Mascia (Hrsg.), Proceedings of the 15th IADIS International Conference Cognition and Exploratory Learning in the Digital Age (CELDA 2018) : Budapest, Hungary, October 21–23, 2018 (S. 225–232). , IADIS Press: Budapest.
• Ifenthaler, D., Gibson, D. & Zheng, L. (2018). The dynamics of learning engagement in challenge-based online learning. In M. Chang, N.-S. Chen, R. Huang, K. Moudgalya, S. Murthy & D. G. Sampson (Hrsg.), IEEE 18th International Conference on Advanced Learning Technologies, ICALT 2018 : proceedings : 9–13 July 2018, Bombay, India (S. 178–182). , IEEE Computer Society: Piscataway, NJ. https://doi.org/10.1109/ICALT.2018.00049
• Knezek, G. A., Voogt, J., Christensen, R., Eichhorn, K., Sligte, H., Baker, R., Petko, D., Shonfeld, M., Smits, A., Ifenthaler, D., Webb, M., Tondeur, J. & Howard, S. (2018). Research-based implications for policy and practice: outcomes from EduSummIT 2017 – The fifth international summit on information technology in education – Part 1. In T. Bastiaens (Hrsg.), EdMedia + Innovate Learning : 2018 Conference, June 25–29, 2018, Amsterdam, The Netherlands (S. 783–788). , AACE: Waynesville, NC.
• Parkin, E., Huband, S., Gibson, D. & Ifenthaler, D. (2018). Analysing university student academic performance at the unit level. In D. G. Sampson, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the 15th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2018) : Budapest, Hungary, October 21–23, 2018 (S. 153–160). , IADIS Press: Budapest.
• Schön, D. & Ifenthaler, D. (2018). Prompting in pseudonymised learning analytics – implementing learner centric prompts in legacy systems with high privacy requirements. In B. M. McLaren, R. Reilly, S. Zvacek & J. Uhomoibhi (Hrsg.), CSEDU 2018 : proceedings of the 10th International Conference on Computer Supported Education, Funchal, Madeira, Portugal, March 15–17, 2018 (S. 383–389). , SciTePress: Setúbal. https://doi.org/10.5220/0006780903830389

2017

• Kuhnel, M., Seiler, L., Honal, A. & Ifenthaler, D. (2017). Mobile learning analytics in higher education: usability testing and evaluation of an app prototype. In D. G. Sampson, J. M. Spector, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the 14th IADIS International Conference Cognition and Exploratory Learning in the Digital Age (CELDA 2017) : Vilamoura, Algarve, Portugal, October 18–20, 2017 (S. 101–108). , IADIS Press: Vilamoura.

2016

• Delcker, J., Honal, A. & Ifenthaler, D. (2016). Mobile device usage in higher education. In D. G. Sampson, J. M. Spector, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016) : Mannheim, Germany, October 28–30, 2016 (S. 59–66). , IADIS Press: .

2015

• Gibson, D., Webb, M. & Ifenthaler, D. (2015). Challenges of big data in educational assessment. In D. G. Sampson, J. M. Spector, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the 12th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2015) : Maynooth, Greater Dublin, Ireland, October 24–26, 2015 (S. 92–100). , IADIS Press: .
• Ifenthaler, D. & Schumacher, C. (2015). Divulging personal information within learning analytics systems. In D. G. Sampson, J. M. Spector, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the 12th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2015) : Maynooth, Greater Dublin, Ireland, October 24–26, 2015 (S. 11–18). , IADIS Press: .
• Lin, L., Mills, L. A. & Ifenthaler, D. (2015). Collaborative problem solving in shared space. In D. G. Sampson, J. M. Spector, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the 12th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2015) : Maynooth, Greater Dublin, Ireland, October 24–26, 2015 (S. 233–239). , IADIS Press: .
• Shifter, C., Ifenthaler, D. & White, D. (2015). Student's perspectives on taking courses online, blended, or a combination. In D. G. Sampson, J. M. Spector, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the 12th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2015) : Maynooth, Greater Dublin, Ireland, October 24–26, 2015 (S. 381–382). , IADIS Press: .

2014

• Ifenthaler, D., Gosper, M., Bailey, M. & Kretzschmar, M. (2014). Factors influencing students’ choice of study mode: An Australian case study. In D. G. Sampson, J. M. Spector, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the 11th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2014) : Porto, Portugal, October 25–27, 2014 (S. 195–203). , IADIS Press: .

2012

• Lehmann, T. & Ifenthaler, D. (2012). Influence of students' learning styles on the effectiveness of instructional interventions. In D. G. Sampson, J. M. Spector, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2012) : Madrid, Spain, October 19–21, 2012 (S. 180–188). , IADIS Press: Madrid.

2011

• Lehmann, T. & Ifenthaler, D. (2011). Preactional self-regulation as a tool for successful problem solving and learning. In D. G. Sampson, J. M. Spector, D. Ifenthaler & P. Isaías (Hrsg.), Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2011) : Rio de Janeiro, Brazil, November 6–8, 2011 (S. 26–34). , IADIS Press: .

2010

• Ifenthaler, D. & Schmidt, T. (2010). Assessing the effectiveness of prompts for self-regulated learning. In D. Kinshuk, D. G. Sampson, J. M. Spector, P. Isaías, D. Ifenthaler & R. Vasiu (Hrsg.), Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2010) : Timisoara, Romania, October 15–17, 2010 (S. 193–202). , IADIS Press: Lisbon.

2025

• Pirnay-Dummer, P. & Ifenthaler, D. (Hrsg.) (2025). Computer-based diagnostics and systematic analysis of knowledge : critical reflections and advancements (2. Aufl.) . Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-031-87740-7

2024

• Isaías, P., Sampson, D. G. & Ifenthaler, D. (Hrsg.) (2024). Artificial intelligence for supporting human cognition and exploratory learning in the digital age . Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-031-66462-5
• Şahin, M. & Ifenthaler, D. (Hrsg.) (2024). Assessment analytics in education : designs, methods and solutions . Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-56365-2
• Sampson, D. G., Ifenthaler, D. & Isaías, P. (Hrsg.) (2024). Smart learning environments in the post pandemic era : selected papers from the CELDA 2022 conference . Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-031-54207-7
• Gibson, D. & Ifenthaler, D. (2024). Computational learning theories : models for artificial intelligence promoting learning processes . Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-031-65898-3

2023

• Ifenthaler, D., Sampson, D. G. & Isaías, P. (Hrsg.) (2023). Open and inclusive educational practice in the digital world . Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-031-18512-0
• Kovanovic, V., Azevedo, R., Gibson, D. & Ifenthaler, D. (Hrsg.) (2023). Unobtrusive observations of learning in digital environments : examining behavior, cognition, emotion, metacognition and social processes using learning analytics . Cham: Springer. https://doi.org/10.1007/978-3-031-30992-2
• Mougiakou, S., Vinatsella, D., Sampson, D. G., Papamitsiou, Z., Giannakos, M. & Ifenthaler, D. (2023). Educational data analytics for teachers and school leaders . Cham: Springer. https://doi.org/10.1007/978-3-031-15266-5

2022

• Ifenthaler, D. & Seufert, S. (Hrsg.) (2022). Artificial intelligence education in the context of work . Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-031-14489-9
• Dennen, V. P., Dickson-Deane, C., Ge, X. & Ifenthaler, D. (Hrsg.) (2022). Global perspectives on educational innovations for emergency situations . Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-99634-5
• Ifenthaler, D., Isaías, P. & Sampson, D. G. (Hrsg.) (2022). Orchestration of learning environments in the digital world . Cham: Springer. https://doi.org/10.1007/978-3-030-90944-4
• Sampson, D. G., Ifenthaler, D. & Isaías, P. (Hrsg.) (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.
• Sampson, D. G., Papamitsiou, Z., Ifenthaler, D., Giannakos, M., Mougiakou, S. & Vinatsella, D. (2022). Educational data literacy . Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-031-11705-3

2021

• Sampson, D. G., Ifenthaler, D. & Isaías, P. (Hrsg.) (2021). Proceedings of the 18th IADIS International Conference Cognition and Exploratory Learning in the Digital Age (CELDA 2021) : October 13–15, 2021 . Lisbon: IADIS Press.
• Şahin, M. & Ifenthaler, D. (Hrsg.) (2021). Visualizations and dashboards for learning analytics . Cham: Springer. https://doi.org/10.1007/978-3-030-81222-5

2020

• Sampson, D. G., Ifenthaler, D. & Isaías, P. (Hrsg.) (2020). Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020) : November 18–20, 2020 . Lisbon: IADIS Press.

2019

• Sampson, D. G., Ifenthaler, D., Isaías, P. & Mascia, M. L. (Hrsg.) (2019). Proceedings of the 16th IADIS International Conference Cognition and Exploratory Learning in the Digital Age (CELDA 2019) : Cagliari, Italy, November 7–9, 2019 . Cagliari: IADIS Press.

2018

• Sampson, D. G., Ifenthaler, D., Isaías, P. & Mascia, M. L. (Hrsg.) (2018). Proceedings of the 15th IADIS International Conference Cognition and Exploratory Learning in the Digital Age (CELDA 2018) : Budapest, Hungary, October 21–23, 2018 . Budapest: IADIS Press.

2017

• Sampson, D. G., Spector, J. M., Ifenthaler, D. & Isaías, P. (Hrsg.) (2017). Proceedings of the 14th IADIS International Conference Cognition and Exploratory Learning in the Digital Age (CELDA 2017) : Vilamoura, Algarve, Portugal, October 18–20, 2017 . Vilamoura: IADIS Press.

2016

• Sampson, D. G., Spector, J. M., Ifenthaler, D. & Isaías, P. (Hrsg.) (2016). Proceedings of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016) : Mannheim, Germany, October 28–30, 2016 . : IADIS Press.

2015

• Sampson, D. G., Spector, J. M., Ifenthaler, D. & Isaías, P. (Hrsg.) (2015). Proceedings of the 12th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2015) : Maynooth, Greater Dublin, Ireland, October 24–26, 2015 . : IADIS Press.

2014

• Sampson, D. G., Spector, J. M., Ifenthaler, D. & Isaías, P. (Hrsg.) (2014). Proceedings of the 11th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2014) : Porto, Portugal, October 25–27, 2014 . : IADIS Press.

2011

• Sampson, D. G., Spector, J. M., Ifenthaler, D. & Isaías, P. (Hrsg.) (2011). Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2011) : Rio de Janeiro, Brazil, November 6–8, 2011 . : IADIS Press.

2010

• Sampson, D. G., Spector, J. M., Isaías, P., Ifenthaler, D. & Vasiu, R. (Hrsg.) (2010). Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2010) : Timisoara, Romania, October 15–17, 2010 . : IADIS Press.

2025

• Egloffstein, M. & Ifenthaler, D. (2025). Designing a MOOC. In S. Wa-Mbaleka, B. Chen, G.-E. Petre & A. deNoyelles (Hrsg.), The Sage Handbook of Higher Education Instructional Design (S. 344–359). Thousand Oaks, CA: SAGE.
• Pirnay-Dummer, P. & Ifenthaler, D. (2025). On the process, use and methodological challenges of assessing knowledge : a conceptual overview. In P. Pirnay-Dummer & D. Ifenthaler (Hrsg.), Computer-based diagnostics and systematic analysis of knowledge : critical reflections and advancements (2. Aufl., S. 3–8). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-031-87740-7_1
• Spirgi, L., Seufert, S., Delcker, J., Heil, J. & Ifenthaler, D. (2025). Soziotechnische Systemgestaltung im Kontext generativer KI: Eine empirische Unter­suchung. In T. Jadin, O. Gröblinger, G. Brandhofer & M. Raunig (Hrsg.), Künstliche Intelligenz in der forschungs­geleiteten Hochschul­lehre. Sonderheft KI-1 (S. 89–108). Wien: Österreichische Gesellschaft für Hochschul­didaktik. https://doi.org/10.21240/zfhe/SH-KI-1/06

2024

• Delcker, J., Heil, J., Ifenthaler, D., Seufert, S. & Spirgi, L. (2024). First-year students' usage of and attitudes towards mindless and mindful AI-technology. In P. Isaías, D. G. Sampson & D. Ifenthaler (Hrsg.), Artificial intelligence for supporting human cognition and exploratory learning in the digital age (S. 25–40). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-031-66462-5_2
• Heil, J. & Ifenthaler, D. (2024). Ethics in AI-based online assessment in higher education. In S. Caballé, J. Casas-Roma & J. Conesa (Hrsg.), Ethics in online AI-based systems : risks and opportunities in current technological trends (S. 55–70). San Diego, CA [u. a.]: Elsevier Science. https://doi.org/10.1016/B978-0-443-18851-0.00008-1
• Ifenthaler, D. & Heil, J. (2024). Designing online assessments. In S. Wa-Mbaleka, K. Thompson & L. Casimiro (Hrsg.), The SAGE handbook of online higher education (S. 248–257). London: Sage Publications.
• Şahin, M. & Ifenthaler, D. (2024). Foundations of assessment analytics. In M. Şahin & D. Ifenthaler (Hrsg.), Assessment analytics in education : designs, methods and solutions (S. 3–17). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-031-56365-2_1
• Şahin, M. & Ifenthaler, D. (2024). Future directions of assessment analytics. In M. Şahin & D. Ifenthaler (Hrsg.), Assessment analytics in education : designs, methods and solutions (S. 395–412). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-031-56365-2_20

2023

• Egloffstein, M., Şahin, M., Bothe, M., Schenk, N., Schwerer, F. & Ifenthaler, D. (2023). Behavioral patterns and learner interactions in enterprise MOOCs. In D. Ifenthaler, D. G. Sampson & P. Isaías (Hrsg.), Open and inclusive educational practice in the digital world (S. 3–14). Cham: Springer. https://doi.org/10.1007/978-3-031-18512-0_1
• Feng, S., Qiu, S., Gibson, D. & Ifenthaler, D. (2023). The effect of social closeness on perceived satisfaction of collaborative learning. In D. Ifenthaler, D. G. Sampson & P. Isaías (Hrsg.), Open and inclusive educational practice in the digital world (S. 101–113). Cham: Springer. https://doi.org/10.1007/978-3-031-18512-0_7
• Ifenthaler, D. (2023). Ethische Perspektiven auf künstliche Intelligenz im Kontext der Hochschule. In T. Schmohl, A. Watanabe & K. Schelling (Hrsg.), 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 J. Felgentreu, C. Gloerfeld, C. Grüner, H. Karolyi, C. Leineweber, L. Weßler & S. E. Wrede (Hrsg.), Bildung und Medien : Theorien, Konzepte und Innovationen (S. 205–221). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-38544-6_13
• Kovanovic, V., Azevedo, R., Gibson, D. & Ifenthaler, D. (2023). Data for unobtrusive observations of learning: from trace data to multimodal data. In V. Kovanovic, R. Azevedo, D. Gibson & D. Ifenthaler (Hrsg.), Unobtrusive observations of learning in digital environments : examining behavior, cognition, emotion, metacognition and social processes using learning analytics (S. 119–121). Cham: Springer. https://doi.org/10.1007/978-3-031-30992-2_8
• Kovanovic, V., Azevedo, R., Gibson, D. & Ifenthaler, D. (2023). Unobtrusive observations of learning processes. In V. Kovanovic, R. Azevedo, D. Gibson & D. Ifenthaler (Hrsg.), Unobtrusive observations of learning in digital environments : examining behavior, cognition, emotion, metacognition and social processes using learning analytics (S. 3–6). Cham: Springer. https://doi.org/10.1007/978-3-031-30992-2_1

2022

• Delcker, J. & Ifenthaler, D. (2022). Distance learning and the influence of schools' organizational characteristics on the students perceived learning success. In V. P. Dennen (Hrsg.), Global perspectives on educational innovations for emergency situations (S. 241–250). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-99634-5_24
• Gibson, D., Ifenthaler, D. & Greiff, S. (2022). Teaching of general psychology: problem solving. In J. Zumbach, D. Bernstein, S. Narciss & G. Marsico (Hrsg.), International handbook of psychology learning and teaching (S. 1–19). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-26248-8_8–1
• Hemmler, Y. & Ifenthaler, D. (2022). Four perspectives on personalized and adaptive learning environments for workplace learning. In D. Ifenthaler & S. Seufert (Hrsg.), Artificial intelligence education in the context of work (S. 27–39). Cham: Springer. https://doi.org/10.1007/978-3-031-14489-9_2
• Hemmler, Y. & Ifenthaler, D. (2022). Personalisierte und adaptive Lernumgebungen für Onlineweiterbildungen. In S. Schumann, S. Seeber & S. Abele (Hrsg.), Digitale Trans­formation in der Berufsbildung : Konzepte, Befunde und Herausforderungen (S. 145–164). Bielefeld: wbv.
• Ifenthaler, D. (2022). Automated essay scoring systems. In O. Zawacki-Richter & I. Jung (Hrsg.), Handbook of open, distance and digital education (S. 1–15). Singapore: Springer. https://doi.org/10.1007/978-981-19-0351-9_59–1
• Ifenthaler, D. (2022). Data mining and analytics in the context of workplace learning: benefits and affordances. In M. Goller, E. Kyndt, S. Paloniemi & C. Damşa (Hrsg.), Methods for researching professional learning and development : challenges, applications and empirical illustrations (S. 313–327). Cham: Springer. https://doi.org/10.1007/978-3-031-08518-5_14
• Ifenthaler, D. & Greiff, S. (2022). Leveraging learning analytics for assessment and feedback. In J. Liebowitz (Hrsg.), Online learning analytics (S. 1–18). Boca Raton ; London ; New York, NY: CRC Press.
• Şahin, M. & Ifenthaler, D. (2022). Interaction preferences in digital learning environments: does gender and achievement matter? In D. Ifenthaler, P. Isaías & D. G. Sampson (Hrsg.), Orchestration of learning environments in the digital world (S. 231–244). Cham: Springer. https://doi.org/10.1007/978-3-030-90944-4_13

2021

• Ifenthaler, D. (2021). Indikatoren für Learning-Analytics-Anwendungen. In K. Wilbers & A. Hohenstein (Hrsg.), Handbuch E-Learning : Expertenwissen aus Wissenschaft und Praxis (S. 1–10). Köln: Wolters Kluwer.
• Ifenthaler, D. (2021). Learning analytics for school and system management. In OECD Digital Education Outlook 2021 : pushing the frontiers with artificial intelligence, blockchain and robots (S. 161–172). Paris: OECD Publishing. https://doi.org/10.1787/d535b828-en
• Ifenthaler, D. & Yau, J. Y.-K. (2021). Learning Analytics zur Unter­stützung von Lernerfolg. Ausgewählte Ergebnisse einer systematischen Über­sichtsarbeit. In S. Seufert, J. Guggemos, D. Ifenthaler, H. Ertl & J. Seifried (Hrsg.), Künstliche Intelligenz in der beruflichen Bildung : Zukunft der Arbeit und Bildung mit intelligenten Maschinen?! (S. 215–235). Stuttgart: Franz Steiner Verlag.
• Seufert, S., Guggemos, J. & Ifenthaler, D. (2021). Zukunft der Arbeit mit intelligenten Maschinen : Implikationen der Künstlichen Intelligenz für die Berufsbildung : Einleitung zum Beiheft. In S. Seufert, J. Guggemos, D. Ifenthaler, H. Ertl & J. Seifried (Hrsg.), Künstliche Intelligenz in der beruflichen Bildung : Zukunft der Arbeit und Bildung mit intelligenten Maschinen?! (S. 9–27). Stuttgart: Franz Steiner Verlag.
• Şahin, M. & Ifenthaler, D. (2021). Visualization and dashboards: challenges and future directions. In M. Şahin & D. Ifenthaler (Hrsg.), Visualizations and dashboards for learning analytics (S. 585–597). Cham: Springer. https://doi.org/10.1007/978-3-030-81222-5_27
• Şahin, M. & Ifenthaler, D. (2021). Visualizations and dashboards for learning analytics: a systematic literature review. In M. Şahin & D. Ifenthaler (Hrsg.), Visualizations and dashboards for learning analytics (S. 3–22). Cham: Springer. https://doi.org/10.1007/978-3-030-81222-5_1

2019

• Roche, J., Haberzettl, S., Pagonis, G., Jessen, M., Weidinger, N., Behrens, H., Hasselhorn, M., Ifenthaler, D., Kapica, N., Kecker, G., Klein, W., Madlener, K., Schug, M., Skoruppa, K., Terrasi-Haufe, E., Thissen, F. & Vogl, N. (2019). Sprach­standsermittlung bei mehrsprachig aufwachsenden Kindern. In J. Roche (Hrsg.), Propädeutikum wissenschaft­liches Arbeiten : Schwerpunkt DaF/DaZ und Sprach­lehr-/Sprach­erwerbsforschung (S. 326–339). Tübingen: Narr Francke Attempto.

2018

• Seiler, L., Kuhnel, M., Honal, A. & Ifenthaler, D. (2018). Mobile Learning Analytics: Potenziale für Lernen und Lehren am Beispiel Hochschule. In C. de Witt & C. Gloerfeld (Hrsg.), Handbuch Mobile Learning (S. 585–608). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-19123-8_29

2025

• Delcker, J., Heil, J., Ifenthaler, D., Seufert, S. & Spirgi, L. (2025). Beyond the one-size-fits-all: tailoring AI education to student needs. 2025 AERA Annual Meeting, Denver, CO.
• Egloffstein, M., Heil, J. & Ifenthaler, D. (2025). Student experiences with online assessments in higher education. 2025 AERA Annual Meeting, Denver, CO.
• Fromm, Y. M., Ifenthaler, D. & Rasch, J. (2025). Prior knowledge-based adaptive learning environments in continuing education: an experimental study. 2025 AERA Annual Meeting, Denver, CO.
• Ifenthaler, D. (2025). Data-driven Education? Ein Blick auf internationale Befunde und deren Implikationen. 10. Technikdidaktik-Symposium des Journal of Technical Education (JOTED), Schwäbisch Gmünd, Germany.
• Ifenthaler, D. (2025). Empowering teachers through datafication and artificial intelligence: a new era for teaching? 2025 Annual Conference of the Asia-Pacific Association for Teacher Education (APATE), Taipei, Taiwan.
• Plintz, N. & Ifenthaler, D. (2025). Enhancing online learning platforms: a systematic review of emotion-based interventions. 2025 AERA Annual Meeting, Denver, CO.
• Scherb, F. K., Ifenthaler, D., von Bachmann, P. & Diestelkämper, R. (2025). A user-centric evaluation of a continuing education course recommender system. IEEE EDUCON 2025, IEEE Global Engineering Education Conference, London, United Kingdom.
• Schumacher, C. & Ifenthaler, D. (2025). Empowerment von angehenden Lehr­personen durch Bildungs­daten­kompetenz. GEBF-Tagung 2025, 12. Jahrestagung der Gesellschaft für Empirische Bildungs­forschung „Bildung als Schlüssel für gesellschaft­liche Herausforderungen: Interdisziplinäre Beiträge aus der Bildungs­forschung“, Mannheim, Germany.
• Schumacher, C. & Ifenthaler, D. (2025). What preservice teachers really expect from teacher dashboards. 2025 AERA Annual Meeting, Denver, CO.

2024

• Chen, L. & Ifenthaler, D. (2024). Examining digital entrepreneur­ship competence within an online training program. 2024 AERA Annual Meeting, Philadelphia, PA.
• Delcker, J., Heil, J., Ifenthaler, D., Seufert, S. & 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).
• Egloffstein, M. & Ifenthaler, D. (2024). Formative design of a cross-contextual training module for fostering educational cooperation through digital technology. AECT 2024 International Convention, Online (01.-03.10.2024) und Kansas City, MO (19.-23.10.2024).
• Gössling, B., Ifenthaler, D., Ostendorf, A. & Seufert, S. (2024). Lernortkooperation mittels Data Science und Künstlicher Intelligenz neu denken – Design und Evaluation eines Online Kurses für Akteure aus der Berufsbildung. Jahrestagung 2024 der Sektion Berufs- und Wirtschafts­pädagogik der Deutschen Gesellschaft für Erziehungs­wissenschaft (DGfE), Dresden, Germany.
• Heil, J., Egloffstein, M. & Ifenthaler, D. (2024). Student perspectives on online assessment in higher education. 2024 AERA Annual Meeting, Philadelphia, PA.
• Heil, J. & 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. & 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).
• Hemmler, Y. & Ifenthaler, D. (2024). Designing adaptive learning environments for continuing education: stakeholders' perspectives on interventions. AECT 2024 International Convention, Online (01.-03.10.2024) und Kansas City, MO (19.-23.10.2024).
• Hemmler, Y., Ifenthaler, D. & Rasch, J. (2024). Evaluation of a learning analytics intervention to support self-regulated learning in online continuing education. 2024 AERA Annual Meeting, Philadelphia, PA.
• Hemmler, Y., Martin, F., Gezer, T. & Ifenthaler, D. (2024). Best practices for conducting systematic reviews: perspectives of experienced systematic review researchers. 2024 AERA Annual Meeting, Philadelphia, PA.
• Ifenthaler, D. (2024). From discourse to action: navigating AI's role in higher education. Life@Lab – Horizons of AI Research in Higher Education, Dresden, Germany, Hybrid.
• Ifenthaler, D. (2024). Learning Analytics als Treiber für Change Prozesse an Hochschulen. dghd-Themenreihe Learning Analytics in Hochschulen, Paderborn, Germany, Online.
• Ifenthaler, D. (2024). Learning analytics: promises, evidence, and future directions. LernMINT-Abschlussworkshop, Hannover, Germany.
• Ifenthaler, D. (2024). Toward reciprocal human-machine-partner­ships for learning and teaching. The era of artificial intelligence and human-machine fusion: new perspectives of humanistic and socio-pedagogical knowledge, Alghero, Italy.
• Kögler, K., Egloffstein, M. & Ifenthaler, D. (2024). KI-bezogene Professionalisierungs­konzepte in der beruflichen Lehr­kräftebildung: Implementierung von Online-Bildungs­ressourcen in der Hochschul­lehre und Konsequenzen für das Kursdesign. Tagung „Digitale Trans­formation für Schule und Lehr­kräftebildung gestalten“, Kompetenzverbund lernen:digital, Potsdam, Germany.
• Plintz, N. & Ifenthaler, D. (2024). Empowering children online: A holistic skills framework for cybersecurity. 2024 AERA Annual Meeting, Philadelphia, PA.
• Scherb, F. K. & Ifenthaler, D. (2024). Recommender system for continuing vocational education courses. AECT 2024 International Convention, Online (01.-03.10.2024) und Kansas City, MO (19.-23.10.2024).
• Schumacher, C. & Ifenthaler, D. (2024). Students' behavioral reactions to generic, specific, and adaptive specific prompts. AECT 2024 International Convention, Online (01.-03.10.2024) und Kansas City, MO (19.-23.10.2024).

2023

• Chen, L. & Ifenthaler, D. (2023). Artificial intelligence in entrepreneur­ship education: a scoping review. 2023 AERA Annual Meeting, Chicago, Ill. (13.-16.04.2023) und Online (04.-05.05.2023).
• Cooper, M., Ifenthaler, D. & 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. & 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. & 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.
• Delcker, J. & Ifenthaler, D. (2023). Digital Distance Learning als Herausforderung und Chance für Schulleitungen. 10. Tagung der Gesellschaft für Empirische Bildungs­forschung (GEBF), Duisburg-Essen, Germany.
• Egloffstein, M. & Ifenthaler, D. (2023). Development and application of a modularization framework for Massive Open Online Courses. AECT 2023 International Convention, Orlando, FL, Hybrid.
• Egloffstein, M., Şahin, M., Bothe, M., Schenk, N., Schwerer, F., Heil, J. & 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).
• Gössling, B., Ifenthaler, D., Ostendorf, A. & Seufert, S. (2023). Entwicklung von Zukunfts­modellen für digitale Lernortkooperation (LOK) in der Berufsbildung. Jahrestagung 2023 der Sektion Berufs- und Wirtschafts­pädagogik der Deutschen Gesellschaft für Erziehungs­wissenschaft (DGfE), Flensburg, Germany.
• Hemmler, Y., Gerdes, S., Rasch, J. & Ifenthaler, D. (2023). An adaptive feature to support self-regulated learning in online continuing education: a think-aloud study. AECT 2023 International Convention, Orlando, FL, Hybrid.
• Hemmler, Y. & Ifenthaler, D. (2023). Self-regulated learning strategies in continuing education: a meta-analysis. 2023 AERA Annual Meeting, Chicago, Ill. (13.-16.04.2023) und Online (04.-05.05.2023).
• Ifenthaler, D. (2023). Data Analytics zur Unter­stützung von Lern- und Lehr­prozessen in der beruflichen Bildung. 22. Hochschul­tage Berufliche Bildung, Bamberg, Germany.
• Ifenthaler, D. (2023). Digitalisierung und Datafizierung als Treiber für Change-Prozesse an Hochschulen. Tag der Lehre 2023, Koblenz, Germany.
• Ifenthaler, D. (2023). Learner-robotic-alliances: reflections on collaborative problem solving. International Conference on Child-Robot Interaction, Milano, Italy.
• Ifenthaler, D. & Choi, I. (2023). Making constructivist learning feasible: exploring convergence of virtual reality and learning analytics for future research directions. 2023 AERA Annual Meeting, Chicago, Ill. (13.-16.04.2023) und Online (04.-05.05.2023).
• Ifenthaler, D. & Şahin, M. (2023). The use of grey relational analysis in analytics: Enhanced assessment environments. ICOIE 2023, Hongkong, China.
• Ifenthaler, D., Şahin, M., Cooper, M. & Daniela, L. (2023). Social anxiety in digital learning environments: An international perspective. 2023 AERA Annual Meeting, Chicago, Ill. (13.-16.04.2023) und Online (04.-05.05.2023).
• Manganello, F., Città, G., Denaro, P., Earp, J., Fante, C., Ifenthaler, D., Laszlo, L. J., Matteucci, I., Perna, S., Plintz, N., Vaccarelli, A. & Gentile, M. (2023). Toward a game-based cybersecurity training for young students: the SuperCyberKids project. HELMeTO 2023, 5th International Conference on Higher Education Learning Methodologies and Technologies Online 2023, Foggia, Italy.
• Moore, R., Blackmon, S., Ifenthaler, D. & Moore, S. (2023). Potential benefits and harms of learning analytics: a panel discussion of navigating ethical issues in design and research. AECT 2023 International Convention, Orlando, FL, Hybrid.
• Schumacher, C., Azevedo, R. & Ifenthaler, D. (2023). Investigating pre-service teachers' sense-making of educational dashboards using multichannel data. EARLI 2023, 20th Biennial EARLI Conference, Thessaloniki, Greece.
• Schumacher, C. & Ifenthaler, D. (2023). Changing my learning behavior through learning analytics feedback? Tell me what to do. AECT 2023 International Convention, Orlando, FL, Hybrid.
• Schumacher, C., Ifenthaler, D. & Kuzilek, J. (2023). Using students' interaction with self-assessments during the semester for predicting course success. EARLI 2023, 20th Biennial EARLI Conference, Thessaloniki, Greece.
• Schumacher, C., Kuzilek, J. & Ifenthaler, D. (2023). Investigating generic, specific, and adaptive specific prompts in digital learning environments using trace data. 2023 AERA Annual Meeting, Chicago, Ill. (13.-16.04.2023) und Online (04.-05.05.2023).
• West, R., Ifenthaler, D. & Tawfik, A. A. (2023). Can learning analytics help us create open badges that matter? AECT 2023 International Convention, Orlando, FL, Hybrid.
• Şahin, M. & Ifenthaler, D. (2023). Feasible and robust indicators for technology- and analytics-enhanced assessment environments. AECT 2023 International Convention, Orlando, FL, Hybrid.

2022

• Chen, L. & Ifenthaler, D. (2022). Effectiveness of virtual team learning in entrepreneur­ship education. AECT 2022 International Convention, Association for Educational Communications & Technology, Las Vegas, NV, Hybrid.
• Delcker, J., Heil, J. & Ifenthaler, D. (2022). Artificial intelligence competence of teachers in vocational schools. AECT 2022 International Convention, Association for Educational Communications & Technology, Las Vegas, NV, Hybrid.
• Egloffstein, M., Kögler, K. & Ifenthaler, D. (2022). Künstliche Intelligenz in der beruflichen Bildung: Status Quo und Aus- und Weiterbildungs­desiderate. Jahrestagung der Sektion Berufs- und Wirtschafts­pädagogik 2022 der Deutschen Gesellschaft für Erziehungs­wissenschaft (DGfE), Freiburg, Germany.
• Egloffstein, M., Kögler, K. & Ifenthaler, D. (2022). Participatory design and development of open online courses on artificial intelligence in education. AECT 2022 International Convention, Association for Educational Communications & Technology, Las Vegas, NV, Hybrid.
• Hemmler, Y. & Ifenthaler, D. (2022). Identification of relevant indicators for adaptive and personalized workplace learning environments. 7th International VET Congress, Zollikofen, Switzerland, Online.
• Hemmler, Y. & Ifenthaler, D. (2022). Indicators for supporting personalised and adaptive learning environments in online further education: An interview study. DELFI Workshop Learning Analytics 2022, Karlsruhe, Germany.
• Hemmler, Y. & Ifenthaler, D. (2022). Indicators of the learning context for supporting personalized and adaptive learning environments. 22nd IEEE International Conference on Advanced Learning Technologies (ICALT 2022), București, Romania, Hybrid.
• Hemmler, Y. & Ifenthaler, D. (2022). Kontext­basierte und adaptive Maßnahmen für effektive Lern­unter­stützung in der Weiterbildung. LEARNTEC 2022, Karlsruhe, Germany.
• Hemmler, Y., Rasch, J. & Ifenthaler, D. (2022). A taxonomy of workplace learning goals for multi-stakeholder recommender systems: a systematic review. AECT 2022 International Convention, Association for Educational Communications & Technology, Las Vegas, NV, Hybrid.
• Ifenthaler, D. (2022). Adoption of learning analytics – data-driven vs. data-demand. 15th International Computer and Instructional Technologies Symposium (ICITS) 2022, Çanakkale, Turkey.
• Ifenthaler, D. (2022). Context-based and adaptive indicators for effective learning support in online learning environments. 80th International Scientific Conference of the University of Latvia 2022, Rīga, Latvia, Online.
• Ifenthaler, D. (2022). Datafication in education – Daten-getrieben versus Daten-fordernd. IMS-Tagung 2022 – Datafication in Education, Goldau, Switzerland.
• Ifenthaler, D. (2022). Guiding the implementation of learning analytics for study success. Nordic Learning Analytics (Summer) Institute (NLASI) 2022, Stockholm, Sweden.
• Ifenthaler, D. (2022). In search for validity of learning analytics indicators. Finnish Learning Analytics and Artificial Intelligence in Education Conference (FLAIEC) 2022, Joensuu, Finland.
• Ifenthaler, D. (2022). Kontext­basierte und adaptive Massnahmen für effektive Lern- und Lehr­unter­stützung. Märztagung 2022, Online.
• Ifenthaler, D. (2022). Learning Analytics als Treiber für Change Prozesse an Hochschulen. 10. Tag der Lehre 2022, Bern, Switzerland, Online.
• Ifenthaler, D. & 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.
• Ifenthaler, D. & Şahin, M. (2022). Implementierung von Computer­ized Classification Testing in produktive Lernumgebungen. GEBF-Tagung 2022, 9. Jahrestagung der Gesellschaft für Empirische Bildungs­forschung „Alles auf Anfang? – Bildung im digitalen Wandel“, Online.
• Ifenthaler, D. & Şahin, M. (2022). Opportunities of computer­ised classification testing for self-assessments in higher education. ICOIE 2022, Hongkong, China, Hybrid.
• Moore, R., Blackmon, S., Ifenthaler, D. & Moore, S. (2022). Ethical considerations for AI and learning analytics. Empowering Learners for the Age of AI 2022, Online.
• Schumacher, C. & Ifenthaler, D. (2022). Support my learning: Which learning analytics feedback works best? AECT 2022 International Convention, Association for Educational Communications & Technology, Las Vegas, NV, Hybrid.
• Schumacher, C., Ifenthaler, D. & Kuzilek, J. (2022). Einblicke in die Verwendung von Self-Assessments im Kontext der Hochschule. GEBF-Tagung 2022, 9. Jahrestagung der Gesellschaft für Empirische Bildungs­forschung „Alles auf Anfang? – Bildung im digitalen Wandel“, Online.
• Schumacher, C., Ifenthaler, D. & Kuzilek, J. (2022). Making use of learning analytics for assessment: Student's engagement with self-assessments in digital learning environments. AECT 2022 International Convention, Association for Educational Communications & Technology, Las Vegas, NV, Hybrid.
• Schumacher, C., Kuzilek, J. & Ifenthaler, D. (2022). Investigating students' use of online formative self-assessments in higher education using learning analytics. AERA Annual Meeting 2022, San Diego, CA, Hybrid.
• Seufert, S. & Ifenthaler, D. (2022). Using AI education for managing the digital trans­formation in organisations. EURAM 2022, European Academy of Management, Winterthur, Switzerland.
• Şahin, M., Delcker, J. & Ifenthaler, D. (2022). Computer­ized classification self-assessments for predicting and supporting learners' performance. AERA Annual Meeting 2022, San Diego, CA, Hybrid.
• Şahin, M. & Ifenthaler, D. (2022). Do dashboard designs in computer­ized classification testing systems matter? AECT 2022 International Convention, Association for Educational Communications & Technology, Las Vegas, NV, Hybrid.

2021

• Blevins, S. J., Clark-Stallkamp, R., Hodges, C., Stefaniak, J., Ifenthaler, D., Dennen, V. P. & Johnson, T. E. (2021). Mid-career: leading through editor­ship. AECT 2021 International Convention, Association for Educational Communications & Technology, Chicago, IL, Hybrid.
• Budhrani, K., Shemshack, A., Ifenthaler, D., Spector, J. M. & Ogata, H. (2021). Personalized adaptive learning research and practice. AECT 2021 International Convention, Association for Educational Communications & Technology, Chicago, IL, Hybrid.
• Chen, L. & Ifenthaler, D. (2021). The formation of intelligent and online teams: Compared with online entrepreneur­ship education courses, computer science courses and language courses. The Future of Education, 11th International Conference, Online.
• Curry, J. H., Ifenthaler, D., Glazewski, K. D., Graham, C. R., Moore, J., Walker, A. & Brill, J. (2021). Mid-career: trans­itioning faculty to leader­ship. AECT 2021 International Convention, Association for Educational Communications & Technology, Chicago, IL, Hybrid.
• Delcker, J., Ifenthaler, D. & Roll, M. (2021). Adaptation and evaluation of the TPACK.xs instrument for the domain of economic and business education. AECT 2021 International Convention, Association for Educational Communications & Technology, Chicago, IL, Hybrid.
• Ifenthaler, D. (2021). Drivers for successful adoption of learning analytics. ICOIE 2021, Online.
• Ifenthaler, D. (2021). Keynote: Bildungs­daten­kompetenz für die E-Learning Industrie. LEARNTEC 2021, Online.
• Ifenthaler, D. (2021). Kontext­basierte und adaptive Maßnahmen für effektive Lern­unter­stützung in der Online-Weiterbildung. eLearning SUMMIT 2021, L&D Speed Geeking, Online.
• Ifenthaler, D. (2021). Professionalität für die Erwachsenenbildung: Bildungs­daten­kompetenz & Fortbildung. Bildung, Daten, Lernen: Perspektiven und Professionalität im Umgang mit Educational Data in der Erwachsenen- und Weiterbildung, Online.
• Ifenthaler, D. & Egloffstein, M. (2021). Educational data literacy: Enabling on-demand educational support and reflective course (re)design. AERA 2021, Online.
• Ifenthaler, D., Schumacher, C. & Şahin, M. (2021). System-based or teacher-based learning analytics feedback – what works best? 21st IEEE International Conference on Advanced Learning Technologies (ICALT 2021), Online.
• Ifenthaler, D., Weko, T. & Wise, A. (2021). Learning analytics at the organisation and system level. Digital Education for a Strong Recovery: A Forward Look, Online.
• Ifenthaler, D. & Şahin, M. (2021). Social anxiety in digital learning environments: differences from an international perspective. AECT 2021 International Convention, Association for Educational Communications & Technology, Chicago, IL, Hybrid.
• Ifenthaler, D., Şahin, M. & Schumacher, C. (2021). How emotional dispositions influence the online learning behaviour. 19th Biennial EARLI Conference : Education and Citizen­ship: Learning and Instruction and the Shaping of Futures, Online.
• Park, E. & Ifenthaler, D. (2021). Understanding how students control their learning in adaptive learning environments. AERA 2021, Online.
• Sadaf, A., Olesova, L., Martin, F., Ifenthaler, D., Zhu, M., Choi, H. & Park, Y. (2021). Systematic reviews on distance learning. AECT 2021 International Convention, Association for Educational Communications & Technology, Chicago, IL, Hybrid.
• Schumacher, C. & Ifenthaler, D. (2021). Investigating students' perceived benefits of system- vs. teacher-based learning analytics feedback. 19th Biennial EARLI Conference 2019 : Education and Citizen­ship: Learning and Instruction and the Shaping of Futures, Online.
• Schumacher, C. & Ifenthaler, D. (2021). Investigating students' perceptions of system- versus teacher-based learning analytics feedback. AERA 2021, Online.
• Schumacher, C. & Ifenthaler, D. (2021). Tell me more! Students' perceptions about learning analytics feedback. AECT 2021 International Convention, Association for Educational Communications & Technology, Chicago, IL, Hybrid.

2019

• Delcker, J. & Ifenthaler, D. (2019). Mobile game-based language assessment. AECT 2019 International Convention, Association for Educational Communications & Technology, Las Vegas, NV.
• Ifenthaler, D. (2019). Digital Workplace Learning – Was ist das, was kann das und wie bereichert es die betriebliche Ausbildung? 4. Deutscher Ausbildungs­leiterkongress (DALK) 2019, Düsseldorf, Germany.
• Ifenthaler, D. (2019). Gelingensbedingungen für die Implementation von Learning Analytics an Hochschulen. Digitaler Wandel in Studium und Lehre, Kaiserslautern, Germany.
• Ifenthaler, D. (2019). Implementation of learning analytics in productive systems. LEARNTEC 2019, Karlsruhe, Germany.
• Ifenthaler, D. (2019). Tracing the educational evolution: ten years of research on MOOCs. openHPI-Forum 2019, Potsdam, Germany.
• Ifenthaler, D., Gibson, D. & Zheng, L. (2019). Investigating attributes of engagement in digital learning environments. AERA Annual Meeting 2019, Toronto, ON.
• Ifenthaler, D. & Schumacher, C. (2019). Implementing learning analytics for supporting students. Strategies Beyond Borders – Trans­forming Higher Education in a Digital Age, Berlin, Germany.
• Uth, S., Roche, J., Haberzettl, S., Pagonis, G., Weidinger, N., Behrens, H., Delcker, J., Draxler, C., Eichholz, M., Faidt, S., Hasselhorn, M., Ifenthaler, D., Jessen, M., Kapica, N., Kecker, G., Klein, W., Madlener, K., Meyer, C., Schug, M., Skoruppa, K., Terrasi-Haufe, E., Thissen, F. & Woerner, W. (2019). Potentiale von Serious Games zur objektiven Messung produktiver Sprach­kompetenzen. 7. Bremer Symposion zum Sprach­enlernen und -lehren, Bremen, Germany.
• Vuthaluru, R., Kerrigan, S., Ifenthaler, D. & Gibson, D. (2019). Evaluation of course design and learner behavior with Sankey diagrams. Australian Learning Analytics Summer Institute (ALASI) 2019, Wollongong, Australia.

2018

• Honal, A., Seiler, L., Ifenthaler, D. & Kuhnel, M. (2018). Adaptive learning and global teaching as accelerator for 21st century business students. 78th Annual Meeting of the Academy of Management 2018, Chicago, IL.
• Ifenthaler, D. (2018). Designing engaging educational games: Affective, behavioural and cognitive components. GALA 2018, Games and Learning Alliance Conference, Palermo, Italy.
• Ifenthaler, D. (2018). Learning Analytics Design: Potentiale von Daten aus dem Bildungs­kontext für die Gestaltung und Optimierung von Lernumgebungen. LEARNTEC 2018, Karlsruhe, Germany.
• Ifenthaler, D. (2018). Opportunities and challenges of utilising learning analytics for study success. 51. Kongress der Deutschen Gesellschaft für Psychologie, Frankfurt a.M., Germany.
• Ifenthaler, D. & Webb, M. (2018). Assessment as, for and of 21st-century learning using IT. ECER 2018: Inclusion and Exclusion, Resources for Educational Research?, Bolzano, Italy.
• Kuhnel, M., Ifenthaler, D., Seiler, L. & Honal, A. (2018). MyLA – Eine Web-App zur Optimierung von Lehr-/Lernprozessen an Hochschulen. Fach­tagung IWM #LearnMap, Tübingen, Germany.
• Liu, L., Gibson, D. & Ifenthaler, D. (2018). A model of dynamic instructional design and dynamic assessment: applied in teacher education online courses. SITE 2018, Society for Information Technology and Teacher Eduction, Washington, D.C..
• Roll, M. & Ifenthaler, D. (2018). Which competencies do apprentices need for Industry 4.0? EARLI SIG 14 Learning and Professional Development Conference 2018, Geneva, Switzerland.
• Seiler, L., Honal, A., Ifenthaler, D. & Kuhnel, M. (2018). Personalized learning and teaching by using mobile learning analytics in the curriculum. WACE 2018 International Research Symposium, Stuttgart, Germany.