Publikationen

Das studiumdigitale Team betreibt internationale und exzellente Forschung im Bereich des technologiegestützten Lehrens und Lernens.

2026

Mascher, U., Fernes, D., Tillmann, A., Haas, S., Buschmann, C., Meßner, M. T., & Adl-Amini, K. (2026). Virtual Reality-gestützte Planspiele: Potenziale und Herausforderungen immersiver Technologien für Perspektivübernahme und komplexe Entscheidungsprozesse in virtuellen Lernumgebungen. MedienPädagogik: Zeitschrift Für Theorie Und Praxis Der Medienbildung, 71, 39–62. https://doi.org/10.21240/mpaed/71/2026.08.03.X

Huang, B., Chen, C., & Shu, K. (2026). Authorship Attribution in the Era of LLMs: Problems, Methodologies, and Challenges (arXiv:2408.08946). arXiv. https://doi.org/10.48550/arXiv.2408.08946

Frey, A., Schenk, C., Weiß, L., König, C., Ramesh, V., Fabriz, S., Drachsler, H., & Horz, H. (2026). A Theoretical Framework and Evaluation Instrument for the Competence to Use Artificial Intelligence and Digital Technology in Educational Processes. Systems, 14(5), 583. https://doi.org/10.3390/systems14050583

Schön, S., Brünner, B., Ebner, M., & Leitner, P. (2026). Whitepaper on evaluating GenAI innovation in higher education. Proceedings of EdMedia 2026, 697–703. https://www.learntechlib.org/p/2129693

Siddiqui, M. N., Nasseri, N., Coscia, A. J., Pea, R., & Subramonyam, H. (2026). DraftMarks: Enhancing Transparency in Human-AI Co-Writing Through Interactive Skeuomorphic Process Traces. Proceedings of the 2026 CHI Conference on Human Factors in Computing Systems, CHI ’26, 1–22. https://doi.org/10.1145/3772318.3791109

Mascher, U. (2026). Prag im Spiegel des Feuilletons. Literarische Topografien bei Richard Weiner und F. C. Weiskopf. In I. Wutsdorff (Ed.), Prag im | Feuilleton | in Prag (1st ed., pp. 149–170). Böhlau Verlag Köln. https://doi.org/10.7788/9783412533670.149

Zhang, B., Bu, C., & Dhillon, P. S. (2026). Who Owns the Text? Design Patterns for Preserving Authorship in AI-Assisted Writing (arXiv:2601.10236). arXiv. https://doi.org/10.48550/arXiv.2601.10236

Coeckelbergh, M. (2026). AI and Epistemic Agency: How AI Influences Belief Revision and Its Normative Implications. Social Epistemology, 40(1), 59–71. https://doi.org/10.1080/02691728.2025.2466164

Ebrahimzadeh, M., Shibani, A., & Shum, S. B. (2026). Coauthorship Integrity: Reconceptualising Assessment Validity for the Age of Generative Artificial Intelligence. Computers and Education: Artificial Intelligence, 100609. https://doi.org/10.1016/j.caeai.2026.100609

Misiejuk, K., López-Pernas, S., Kaliisa, R., & Saqr, M. (2026). Cognitive offloading in student–AI collaboration: A longitudinal analysis of prompting strategies. Computers in Human Behavior Reports, 22, 101130. https://doi.org/10.1016/j.chbr.2026.101130

Mascher, U., Fernes, D., Tillmann, A., Seewald, J., Dix, L., Fuchs, A., Weber, M., & Sabah, S. (2026). Sammlung der Future Learning Designs auf Zenodo [Jeweils mit einer DOI versehenene Lehr- und Lernszenarien, die im Rahmen von fuels entstanden sind]. https://zenodo.org/communities/fuels/

Jumbo, C., Amin, R. A., Abu-Rasheed, H., Wiese, V., Weber, C., & Obermaisser, R. (2026). A Knowledge Graph-Based Approach for Personalized Course and Curriculum Path Recommendation. In H. Takeda, Y. Tzitzikas, G. Flouris, S. He, D. Plexousakis, S. Ferré, R. Yu, V. Efthymiou, E. Ilkou, E. Jiménez-Ruiz, & X. Wang (Eds.), Knowledge Graphs (Vol. 16297, pp. 304–319). Springer Nature Singapore. https://doi.org/10.1007/978-981-95-5009-8_20

Hoffmann, N., Göbel, H., Rütten, D., & Schmidt, S. (2026). „Manchmal muss ich mich aktiv zum selbst denken motivieren“.

Dindas, H., & Keller, K. (2026). Digitale Prüfungen an Hochschulen im Zeitalter der KI: Zwischen Automatisierung, Adaptivität und akademischer Integrität. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-50530-1

2025

Kosmyna, N., Hauptmann, E., Yuan, Y. T., Situ, J., Liao, X.-H., Beresnitzky, A. V., Braunstein, I., & Maes, P. (2025). Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task (arXiv:2506.08872). arXiv. https://doi.org/10.48550/arXiv.2506.08872

Thomson, D., Zimmermann, G. L., & Montesanti, S. (2025). Does the “17-year gap” tell the right story about implementation science? Frontiers in Health Services, 5, 1704368. https://doi.org/10.3389/frhs.2025.1704368

FoLA | digital. (2025, October 31). https://fola.digital/

(PDF) The Development of Comic Book as Marker of Augmented Reality to Raise Students’ Critical Thinking. (2025). ResearchGate. https://doi.org/10.18421/TEM111-44

Weidlich, J., Fink, A., Frey, A., Jivet, I., Gombert, S., Menzel, L., Giorgashvili, T., Yau, J., & Drachsler, H. (2025). Highly informative feedback using learning analytics: how feedback literacy moderates student perceptions of feedback. International Journal of Educational Technology in Higher Education, 22(1), 43. https://doi.org/10.1186/s41239-025-00539-9

Schmitt, J., Eichhorn, M., Tillmann, A., & Rizzo, A. (2025). Identifizierung von Entwicklungspotenzialen für Lehrplanungs-Tools: Eine empirische Analyse und Ausblick auf zukünftige Unterstützungsmassnahmen. MedienPädagogik: Zeitschrift Für Theorie Und Praxis Der Medienbildung, 65, 95–121. https://doi.org/10.21240/mpaed/65/2025.07.13.x

Palikhe, A., Yu, Z., Wang, Z., & Zhang, W. (2025). Towards Transparent AI: A Survey on Explainable Large Language Models (arXiv:2506.21812). arXiv. https://doi.org/10.48550/arXiv.2506.21812

Lähdesmäki, S. A., Väisänen, S., & Hyytinen, H. (2025). University Teachers’ Perspectives on Using Artificial Intelligence in Teaching and its Related Aspects. International Journal on Social and Education Sciences, 7(3), 272–291. https://doi.org/10.46328/ijonses.765

Pöcher, B., Campbell, D. F. J., Weiss, S., & Steinbrener, J. (2025). “Third Space” und “Third Mission”. Eine innovative Fallstudie der Universität Klagenfurt. Zeitschrift Für Hochschulentwicklung, 20(2). https://doi.org/10.21240/zfhe/20-2/12

Kleindl, R. (2025, May 18). Mysteriöse KI-generierte Studien fluten die Fachjournale. https://www.derstandard.de/story/3000000269916/mysterioese-ki-generierte-studien-fluten-die-fachjournale

Šimić, D., Begičević Ređep, N., Rako, S., Kadoić, N., Van Petegem, W., Rienties, B., Cabrera Lanzo, N., Eichhorn, M., Guàrdia, L., Kučina Softić, S., & Tillmann, A. (2025). HELA-CMM: capability maturity model for adoption of learning analytics in higher education. International Journal of Educational Technology in Higher Education, 22(1), 25. https://doi.org/10.1186/s41239-025-00509-1

Reinmann, G., Watanabe, A., Herzberg, D., & Simon, J. (2025). Selbstbestimmtes Handeln mit KI in der Hochschule: Forschungsdefizit und -perspektiven. Zeitschrift für Hochschulentwicklung, 20(SH-KI-1), 33–50. https://doi.org/10.21240/zfhe/SH-KI-1/03

Kesumawati, K., Lombok, J. L. L., & Harefa, O. (2025). Moral Responsibility in the Development of Artificial Intelligence according to Ethical Theology. Journal of the American Institute, 2(2), 199–209. https://doi.org/10.71364/sfcj3f93

Schallert-Vallaster, S., Nüesch, C., Papageorgiou, K., Herrmann, L., Hofmann, M., & Buchner, J. (2025). Enhancing AI literacy of educators in higher education. Zeitschrift Für Hochschulentwicklung, 20(SH-KI-1), 147–166. https://doi.org/10.21240/zfhe/SH-KI-1/09

Hutson, J. (2025). Human-AI Collaboration in Writing: A Multidimensional Framework for Creative and Intellectual Authorship. International Journal of Changes in Education. https://doi.org/10.47852/bonviewIJCE52024908

Huang, B., Chen, C., & Shu, K. (2025). Authorship Attribution in the Era of LLMs: Problems, Methodologies, and Challenges. ACM SIGKDD Explorations Newsletter, 26(2), 21–43. https://doi.org/10.1145/3715073.3715076

Fernandes, M. N., & Silva, C. R. (2025). Movimentos sociais digitais e desigualdades na sociedade em rede: Digital social movements and inequalities in the network society. RCMOS - Revista Científica Multidisciplinar O Saber, 1(1). https://doi.org/10.51473/rcmos.v1i1.2025.834

Weidlich, J., Jivet, I., Woitt, S., Orhan Göksün, D., Kraus, J., & Drachsler, H. (2025). The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version. Assessment & Evaluation in Higher Education, 1–17. https://doi.org/10.1080/02602938.2025.2451729

Gotthardt, K. A., Rakoczy, K., Tallon, M., Seitz, M., & Frick, U. (2025). Can Virtual Art Touch Your Heart?—The Impact of Virtual Reality Art on Affect Considering Individual Characteristics and Aesthetic Experiences. Empirical Studies of the Arts, 43(1), 319–354. https://doi.org/10.1177/02762374231221920

Giorgashvili, T., Jivet, I., Artelt, C., Biedermann, D., Bengs, D., Goldhammer, F., Hahnel, C., Mendzheritskaya, J., Mordel, J., Onofrei, M., Winter, M., Wolter, I., Horz, H., & Drachsler, H. (2025). From Reflection to Action: A Controlled Field Study on How Learners Interpret and Respond to Feedback in Learning Analytics Dashboards. Journal of Computer Assisted Learning, 41(4), e70073. https://doi.org/10.1111/jcal.70073

Macnish, K. (2025). The Social Media Dilemma: Who Really Holds the Power? A Response to “What is the Point of Social Media?” Philosophy & Technology, 38(2), 38. https://doi.org/10.1007/s13347-025-00867-8

Uhl, M., & Knobe, J. (2025). The Inauthentic Online Self: Perceptions of Naturalness Drive Judgments of Authenticity. Philosophy & Technology, 38(2), 36. https://doi.org/10.1007/s13347-025-00871-y

Rubel, A., Kaehrle, M., & Streiffer, R. (2025). Digital Platforms, Privacy, and the Ethics of Wildlife Information Sharing. Philosophy & Technology, 38(1), 22. https://doi.org/10.1007/s13347-025-00841-4

Battisti, D. (2025). Second-Person Authenticity and the Mediating Role of AI: A Moral Challenge for Human-to-Human Relationships? Philosophy & Technology, 38(1), 28. https://doi.org/10.1007/s13347-025-00857-w

Karpus, J., & Strasser, A. (2025). Persons and their Digital Replicas. Philosophy & Technology, 38(1), 25. https://doi.org/10.1007/s13347-025-00854-z

Chirayath, G., Premamalini, K., & Joseph, J. (2025). Cognitive offloading or cognitive overload? How AI alters the mental architecture of coping. Frontiers in Psychology, 16, 1699320. https://doi.org/10.3389/fpsyg.2025.1699320

Dunkel, L., Hossain, I., Sacher, P., & Abu-Rasheed, H. (2025). LearnMate – KI-gestützter Lernassistent zur Vor- und Nachbereitung universitärer Lehrveranstaltungen. https://doi.org/10.18420/DELFI2025_46

Roessler, I., Ulrich, S., Brinkmann, B., Hachmeister, C.-D., & Rischke, M. (2025). Soziale Innovationen aus Hochschulen – Förderung einer besonderen Form des Wissenstransfers. Die Hochschule. Journal Für Wissenschaft Und Bildung, (1-2/2025), 174–187.

Nickel, S., Reum, N., Hachmeister, C.-D., Ulrich, S., & Ziegele, F. (2025). Verbesserung des Wissenstransfers zwischen Hochschulforschung und Hochschulmanagement.

Schmoch, U., Eickelmann, A., Henke, J., Krieger, B., Spanjol, J., Strina, G., & Witzigmann, F. (2025). Erfolgreiche Gestaltung von Wissenstransfer an Hochschulen - Ein Leitfaden für Hochschulleitungen und Wissenschaftsministerien.

Sharma, R., Kumar, N., & Sharma, V. (2025). Computer Vision for Disease Detection — An Overview of How Computer Vision Techniques Can Be Used to Detect Diseases in Medical Images, Such as X‐Rays and MRIs - AI in Disease Detection: Advancements and Applications. IEEE. (rayyan-328515605). https://doi.org/10.1002/9781394278695.ch4

Ram Pavan Kumar M, V. T., Giridhar, N., Pavani, S., Srilekha, R., Harika, S., & Meghana, P. (2025). A Machine Learning Framework for Evaluating College Performance and Student Outcomes - 2025 8th International Conference on Trends in Electronics and Informatics (ICOEI). 1296–1300. (rayyan-328515604). https://doi.org/10.1109/ICOEI65986.2025.11013685

Puvvadi, M., Arava, S. K., Santoria, A., Chennupati, S. S. P., & Puvvadi, H. V. (2025). Generative AI for Personalized Learning and Education - 2025 7th International Conference on Intelligent Sustainable Systems (ICISS). 1621–1627. (rayyan-328515597). https://doi.org/10.1109/ICISS63372.2025.11076239

Geethanjali, K. S., & Umashankar, N. (2025). Enhancing Educational Outcomes with Explainable AI: Bridging Transparency and Trust in Learning Systems - 2025 International Conference on Emerging Systems and Intelligent Computing (ESIC). 325–328. (rayyan-328515599). https://doi.org/10.1109/ESIC64052.2025.10962568

Showing 1–50 of 1938 publications