unesco.ifenthaler.info

Publications

in press / in progress

  • Azevedo, R., Citta, G., Gentile, M., & Ifenthaler, D. (2024). Editorial of the IJET special issue on “Artificial Intelligence and the paradigm shift of teachers’ role”. Italian Journal of Educational Technology. https://doi.org/10.17471/2499-4324/1358
  • Mascia, M. L., Cataudella, S., Agus, M., Ifenthaler, D., Tomczyk, L., & Penna, M. P. (in press). A pilot study on individual and contextual factors influencing teachers’ digitalisation process. Contemporary Educational Technology.
  • Tepgec, M., Heil, J., & Ifenthaler, D. (2024). Feedback literacy matters: Unlocking the potential of learning analytics-based feedback. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2024.2367587

2024

  • Gibson, D. C., & Ifenthaler, D. (2024). Computational learning theories. Models for artificial intelligence promoting learning processes. Springer. https://doi.org/10.1007/978-3-031-65898-3
  • Ifenthaler, D., Majumdar, R., Gorissen, P., Judge, M., Mishra, S., Raffaghelli, J., & Shimada, A. (2024). Artificial intelligence in education: implications for policymakers, researchers, and practitioners. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-024-09747-0 
  • Hemmler, Y., & Ifenthaler, D. (2024). Self-regulated learning strategies in continuing education: a systematic review and meta-analysis. Educational Research Review, 45, 100629. https://doi.org/10.1016/j.edurev.2024.100629
  • Delcker, J., Heil, J., & Ifenthaler, D. (2024). Evidence-based development of an instrument for the assessment of teachers’ self-perceptions of their artificial intelligence competence. Educational Technology Research and Development. https://doi.org/10.1007/s11423-024-10418-1
  • Delcker, J., Heil, J., Ifenthaler, D., Seufert, S., & 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, 18. https://doi.org/10.1186/s41239-024-00452-7 
  • Juhaňák, L., Joksimović, S., & Ifenthaler, D. (2023). Learning analytics to study and support self-regulated learning. Studia paedagogica, 28(3), 5–8. https://hdl.handle.net/11222.digilib/digilib.79674 
  • Heil, J., & Ifenthaler, D. (2024). Ethics in AI-based online assessment in higher education. In S. Caballe, J. Casas-Roma, & J. Conesa (Eds.), Ethics in online AI based systems (pp. 55–70). Elsevier. https://doi.org/10.1016/B978-0-443-18851-0.00008-1 
  • Sahin, M., & Ifenthaler, D. (2024). Future directions of assessment analytics. In M. Sahin & D. Ifenthaler (Eds.), Assessment analytics in education. Designs, methods and solutions (pp. 395–412). Springer. https://doi.org/10.1007/978-3-031-56365-2_20 
  • Sahin, M., & Ifenthaler, D. (2024). Foundations of assessment analytics. In M. Sahin & D. Ifenthaler (Eds.), Assessment analytics in education. Designs, methods and solutions (pp. 3–17). Springer. https://doi.org/10.1007/978-3-031-56365-2_1 
  • Sahin, M., & Ifenthaler, D. (Eds.). (2024). Assessment analytics in education. Designs, methods and solutions. Springer. https://doi.org/10.1007/978-3-031-56365-2
  • Tepgec, M., & Ifenthaler, D. (2024). From data to outcomes: experimental learning analytics insights. In D. G. Sampson, D. Ifenthaler, & P. Isaias (Eds.), Smart learning environments in the post pandemic era. cognition and exploratory learning in the digital age (pp. 19–37). Springer. https://doi.org/10.1007/978-3-031-54207-7_2 
  • Sahin, M., & Ifenthaler, D. (2024). Determining learners’ behavioral patterns in a technology and analytics enhanced assessment environment. In D. G. Sampson, D. Ifenthaler, & P. Isaias (Eds.), Smart learning environments in the post pandemic era. cognition and exploratory learning in the digital age (pp. 57–70). Springer. https://doi.org/10.1007/978-3-031-54207-7_4 
  • Sampson, D. G., Ifenthaler, D., & Isaias, P. (Eds.). (2024). Smart learning environments in the post pandemic era. Springer. https://doi.org/10.1007/978-3-031-54207-7

2023

  • Gibson, D. C., Kovanovic, V., Ifenthaler, D., Dexter, S., & Feng, S. (2023). Learning theories for artificial intelligence promoting learning processes. British Journal of Educational Technology, 54(5), 1125–1146. https://doi.org/10.1111/bjet.13341
  • Kovanovic, V., Azevedo, R., Gibson, D. C., & Ifenthaler, D. (2023). Unobtrusive observations of learning processes. In V. Kovanovic, R. Azevedo, D. C. Gibson, & D. Ifenthaler (Eds.), Unobtrusive observations of learning in digital environments. Examining behavior, cognition, emotion, metacognition and social processes using learning analytics (pp. 3–6). Springer. https://doi.org/10.1007/978-3-031-30992-2_1 
  • Kovanovic, V., Azevedo, R., Gibson, D. C., & Ifenthaler, D. (2023). Data for unobtrusive observations of learning: From trace Data to multimodal data. In V. Kovanovic, R. Azevedo, D. C. Gibson, & D. Ifenthaler (Eds.), Unobtrusive observations of learning in digital environments. Examining behavior, cognition, emotion, metacognition and social processes using learning analytics (pp. 119–121). Springer. https://doi.org/10.1007/978-3-031-30992-2_8 
  • Kovanovic, V., Azevedo, R., Gibson, D. C., & Ifenthaler, D. (Eds.). (2023). Unobtrusive observations of learning in digital environments. Examining behavior, cognition, emotion, metacognition and social processes using learning analytics. Springer. https://doi.org/10.1007/978-3-031-30992-2
  • Feng, S., Qiu, S., Gibson, D. C., & Ifenthaler, D. (2023). The effect of social closeness on perceived satisfaction of collaborative learning. In D. Ifenthaler, D. G. Sampson, & P. Isaias (Eds.), Open and inclusive educational practice in the digital world (pp. 101-113). Springer. https://doi.org/10.1007/978-3-031-18512-0_7
  • Ifenthaler, D., Cooper, M., Daniela, L., & Sahin, M. (2023). Social anxiety in digital learning environments: an international perspective and call to action. International Journal of Educational Technology in Higher Education, 20, 50. https://doi.org/10.1186/s41239-023-00419-0 
  • Ifenthaler, D., Schumacher, C., & Kuzilek, J. (2023). Investigating students’ use of self-assessments in higher education using learning analytics. Journal of Computer Assisted Learning, 39(1), 255–268. https://doi.org/10.1111/jcal.12744 
  • Heil, J., & Ifenthaler, D. (2023). Online assessment for supporting learning and teaching in higher education: a systematic review. Online Learning, 27(1), 187–218. https://doi.org/10.24059/olj.v27i1.3398 
  • Ifenthaler, D., & Schumacher, C. (2023). Reciprocal issues of artificial and human intelligence in education. Journal of Research on Technology in Education, 55(1), 1–6. https://doi.org/10.1080/15391523.2022.2154511 
  • Ifenthaler, D., & Sahin, M. (2023). Empowering higher education students to monitor their learning progress: opportunities of computerised classification testing. Interactive Technology and Smart Education, 20(3), 350–366. https://doi.org/10.1108/ITSE-11-2022-0150 
  • Joksimovic, S., Ifenthaler, D., De Laat, M., Siemens, G., & Marronne, R. (2023). Opportunities of artificial intelligence for supporting complex problem-solving: findings from a scoping review Computers & Education: Artificial Intelligence, 4, 100138. https://doi.org/10.1016/j.caeai.2023.100138 
  • Park, E., Ifenthaler, D., & Clariana, R. (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(1), 98–125. https://doi.org/10.1111/bjet.13287 
  • Hemmler, Y. M., Rasch, J., & Ifenthaler, D. (2023). A categorization of workplace learning goals for multi-stakeholder recommender systems: A systematic review. TechTrends, 67, 68–111. https://doi.org/10.1007/s11528-022-00777-y
  • Nicolay, B., Krieger, F., Kuhn, J.-T., Graesser, A., Ifenthaler, D., Baker, R. S., & Greiff, S. (2023). Unsuccessful and successful complex problem solvers – a log file analysis of complex problem solving strategies across multiple tasks. Intelligence, 101793. https://doi.org/10.1016/j.intell.2023.101793 
  • Egloffstein, M., Sahin, M., & Ifenthaler, D. (2023). Course design approaches and behavioral patterns in Massive Open Online Courses for professional learning. Online Learning, 27(4), 48–68. https://doi.org/10.24059/olj.v27i4.4054 
  • Ifenthaler, D. (2023). Adoption of learing analytics. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International encyclopedia of education (4 ed., pp. 331–335). Elsevier Science. https://doi.org/10.1016/B978-0-12-818630-5.02052-2 
  • Ifenthaler, D., & Heil, J. (2023). Designing online assessments. In S. Wa-Mbaleka, K. Thompson, & L. Casimiro (Eds.), The SAGE handbook of online higher education (pp. 248–257). SAGE Publications. https://bookshelf.vitalsource.com/books/9781529673005 
  • Ifenthaler, D. (2023). Automated essay grading systems. In O. Zawacki-Richter & I. Jung (Eds.), Hanboock of open, distance and digital education (pp. 1057–1071). Springer. https://doi.org/10.1007/978-981-19-2080-6_59 
  • Egloffstein, M., Sahin, 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. Isaias (Eds.), Open and inclusive educational practice in the digital world (pp. 3–14). Springer. https://doi.org/10.1007/978-3-031-18512-0_1 
  • Mougiakou, S., Vinatsella, D., Sampson, D. G., Papamitsiou, Z., Giannakos, M., & Ifenthaler, D. (2023). Educational data analytics for teachers and school leaders. Springer. https://doi.org/10.1007/978-3-031-15266-5 

2022

  • Ifenthaler, D. (2022). A systems perspective on data and analytics for distance education. Distance Education, 43(2), 333–341. https://doi.org/10.1080/01587919.2022.2064828 
  • Kim, Y. J., Ruipérez Valiente, J. A., Ifenthaler, D., Harpstead, E., & Rowe, E. (2022). Analytics for game-based learning Journal of Learning Analytics, 9(3), 8–10. https://doi.org/10.18608/jla.2022.7929 
  • Li, M. X., Nadj, M., Maeedche, A., Ifenthaler, D., & 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(2), 365–384. https://doi.org/10.1007/s10758-021-09569-4 
  • Ifenthaler, D., & Seufert, S. (Eds.). (2022). Articifial intelligence education in the context of work. Springer. https://doi.org/10.1007/978-3-031-14489-9 
  • Ifenthaler, D. (2022). Data mining and analytics in the context of workplace learning: benefits and affordances. In M. Goller, E. Kyndt, S. Paloniemi, & C. Damsa (Eds.), Methods for researching professional learning and development. Challenges, applications, and empirical illustrations (pp. 313–327). Springer. https://doi.org/10.1007/978-3-031-08518-5_14 
  • Hemmler, Y., & Ifenthaler, D. (2022). Four perspectives on personalized and adaptive learning environments for workplace learning. In D. Ifenthaler & S. Seufert (Eds.), Artificial intelligence education in the context of work (pp. 27–39). Springer. https://doi.org/10.1007/978-3-031-14489-9_2 
  • Sampson, D. G., Papamitsiou, Z., Ifenthaler, D., Giannakos, M., Mougiakou, S., & Vinatsella, D. (2022). Educational data literacy. Springer. https://doi.org/10.1007/978-3-031-11705-3 
  • Gibson, D. C., Ifenthaler, D., & Greiff, S. (2022). Teaching of general psychology: Problem solving. In J. Zumbach, D. Bernstein, S. Narciss, & G. Marsico (Eds.), International handbook of psychology learning and teaching (pp. 1–19). Springer. https://doi.org/10.1007/978-3-030-26248-8_8-1 
  • Ifenthaler, D., Isaias, P., & Sampson, D. G. (Eds.). (2022). Orchestration of learning environments in the digital world. Springer. https://doi.org/10.1007/978-3-030-90944-4
  • Dennen, V., Dickson-Deane, C., Ge, X., Ifenthaler, D., Murthy, S., & Richardson, J. C. (Eds.). (2022). Global perspectives on educational innovations for emergency situations. Springer. https://doi.org/10.1007/978-3-030-99634-5
  • Sahin, M., & Ifenthaler, D. (2022). Interaction preferences in digital learning environments: Does gender and achievement matter? In D. Ifenthaler, P. Isaias, & D. G. Sampson (Eds.), Orchestration of learning environments in the digital world (pp. 231–244). Springer. https://doi.org/10.1007/978-3-030-90944-4_13 
  • Staring, F., Brown, M., Bacsich, P., & Ifenthaler, D. (2022). Digital higher education: Emerging quality standards, practices and supports. OECD Education Working Papers, 281. https://doi.org/10.1787/f622f257-en 

2021

  • Ifenthaler, D., Gibson, D. C., Prasse, D., Shimada, A., & Yamada, M. (2021). Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners. Educational Technology Research and Development, 69(4), 2131–2150. https://doi.org/10.1007/s11423-020-09909-8 
  • Ifenthaler, D. (2021). Learning analytics for school and system management. In OECD (Ed.), OECD digital education outlook 2021: Pushing the frontiers with artificial intelligence, blockchain and robots (pp. 161–172). OECD Publishing. 
  • Ifenthaler, D., & Greiff, S. (2021). Leveraging learning analytics for assessment and feedback. In J. Liebowitz (Ed.), Online learning analytics (pp. 1–18). Auerbach Publications. https://doi.org/10.1201/9781003194620 
  • Schumacher, C., & Ifenthaler, D. (2021). Investigating prompts for supporting students’ self-regulation – A remaining challenge for learning analytics approaches? The Internet and Higher Education, 49, 100791. https://doi.org/10.1016/j.iheduc.2020.100791
  • Papamitsiou, Z., Filippakis, M., Poulou, M., Sampson, D. G., Ifenthaler, D., & Giannakos, M. (2021). Towards an educational data literacy framework: enhancing the profiles of instructional designers and e-tutors of online and blended courses with new competences. Smart Learning Environments, 8, 18. https://doi.org/10.1186/s40561‐021‐00163‐w 
  • Ifenthaler, D., Sampson, D. G., & Isaias, P. (Eds.). (2021). Balancing the tension between digital technologies and learning sciences. Cham: Springer.
  • Ifenthaler, D., Hofhues, S., Egloffstein, M., & Helbig, C. (Eds.). (2021). Digital transformation of learning organizations. Cham: Springer.
  • Sahin, M., & Ifenthaler, D. (Eds.). (2021). Visualizations and dashboards for learning analytics. Springer. https://doi.org/10.1007/978-3-030-81222-5. 
  • Kerrigan, S., Feng, S., Vathaluru, R., Ifenthaler, D., & Gibson, D. C. (2021). Network analytics of collaborative problem-solving. In D. Ifenthaler, D. G. Sampson, & P. Isaias (Eds.), Balancing the tension between digital technologies and learning sciences. (pp. 53–76). Cham: Springer.
  • Egloffstein, M., & Ifenthaler, D. (2021). Tracing digital transformation in educational organizations. In D. Ifenthaler, S. Hofhues, M. Egloffstein, & C. Helbig (Eds.), Digital transformation of learning organizations (pp. 41–57). Cham: Springer.

2020

  • Ifenthaler, D., & Yau, J. Y.-K. (2020). Utilising learning analytics to support study success in higher education: a systematic review. Educational Technology Research and Development, 68(4), 1961–1990. https://doi.org/10.1007/s11423-020-09788-z 
  • Ifenthaler, D., & Gibson, D. C. (Eds.). (2020). Adoption of data analytics in higher education learning and teaching. Springer. https://doi.org/10.1007/978-3-030-47392-1
  • Yau, J., & Ifenthaler, D. (2020). Reflections on different learning analytics indicators for supporting study success. International Journal of Learning Analytics and Artificial Intelligence for Education, 2(2), 4–23. https://doi.org/10.3991/ijai.v2i2.15639 
  • Ifenthaler, D. (2020). Supporting higher education students through analytics systems. Journal of Applied Research in Higher Education, 12(1), 1–3. https://doi.org/10.1108/JARHE-07-2019-0173 
  • De Laat, M., Joksimovic, S., & Ifenthaler, D. (2020). Artificial intelligence, real-time feedback and workplace learning analytics to support in situ complex problem-solving: a commentary. International Journal of Information and Learning Technology, 37(5), 267–277. https://doi.org/10.1108/IJILT-03-2020-0026 
  • Gibson, D. C., & Ifenthaler, D. (2020). Adoption of learning analytics. In D. Ifenthaler & D. C. Gibson (Eds.), Adoption of data analytics in higher education learning and teaching (pp. 3–20). Springer. https://doi.org/10.1007/978-3-030-47392-1_1 
  • Henry, M., Gibson, D. C., Flodin, C., & Ifenthaler, D. (2020). Learning innovations for identifying and developing talent for university. In D. Parrish & J. Joyce-McCoach (Eds.), Innovations in higher education – Cases on transforming and advancing practice (pp. 1–17). IntechOpen. https://doi.org/10.5772/intechopen.81380 
  • Ifenthaler, D. (2020). Change management for learning analytics. In N. Pinkwart & S. Liu (Eds.), Artificial intelligence supported educational technologies (pp. 261–272). Springer. https://doi.org/10.1007/978-3-030-41099-5_15 
  • Ifenthaler, D., Gibson, D. C., & Zheng, L. (2020). Attributes of engagement in challenge-based digital learning environments. In P. Isaias, D. G. Sampson, & D. Ifenthaler (Eds.), Online teaching and learning in higher education (pp. 81–91). Springer. https://doi.org/10.1007/978-3-030-48190-2_5 
  • Mah, D.-K., & Ifenthaler, D. (2020). What do first-year students need? Digital badges for academic support to enhance student retention. Journal of Applied Research in Higher Education, 12(1), 86–96. https://doi.org/10.1108/JARHE-12-2018-0258 
  • Yau, J. Y.-K., & Ifenthaler, D. (2020). Learning analytics, international perspectives, policies and contributions. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of educational innovation. Springer. https://doi.org/10.1007/978-981-13-2262-4_123-1