Dirk Ifenthaler, Learning Analytics, Educational Technology, Data Analytics, University of Mannheim, Curtin University

in press / in progress Heil, J., & Ifenthaler, D. (in press). Ethics in AI-based online assessment in higher education. In J. Casas Roma, S. Caballe, & J. Conesa (Eds.), Ethics in online AI based systems. Elsevier. Sampson, D. G., Ifenthaler, D., & Isaias, P. (Eds.). (in press). Smart learning environments in the post pandemic era. Springer. Sahin, M., & Ifenthaler, D. (Eds.). (in press). Assessment analytics in education. Designs, methods and solutions. Springer. 2024 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 Chen, L., Ifenthaler, D., Yau, J. Y.-K., & Sun, W. (2024). Artificial intelligence in entrepreneurship education: A scoping review. Education + Training. https://doi.org/10.1108/ET-05-2023-0169 Hemmler, Y., & Ifenthaler, D. (2024). Adaptive Lernumgebungen für die Weiterbildung – Möglichkeiten, Chancen und Herausforderungen. Berufsbildung in Wissenschaft und Praxis, 53(1), 28–29. https://www.bwp-zeitschrift.de/dienst/publikationen/de/19422 2023 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 Ifenthaler, D., Heil, J., & Greiff, S. (2023). Toward a categorization of indicators for assessment analytics. Learning Letters, 1, 3. https://doi.org/10.59453/CCTB2003 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 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 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 Chen, L., & Ifenthaler, D. (2023). Investigating digital entrepreneurship competence in an online practical training program. International Journal of Management Education, 21(3), 100894. https://doi.org/10.1016/j.ijme.2023.100894 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 Ifenthaler, D. (2023). Gelingensbedingungen für produktive Learning Analytics Systeme. In J. Felgentreu, C. Gloerfeld, C. Grüner, H. Karolyi, C. Leineweber, L. Weßler, & S. Wrede (Eds.), Bildung und Medien (pp. 205–221). Springer. https://doi.org/10.1007/978-3-658-38544-6_13 Ifenthaler, D. (2023). Ethische Perspektiven auf künstliche Intelligenz im Kontext der Hochschule. In T. Schmohl, A. Watanabe, & K. Schelling (Eds.), Künstliche Intelligenz in der Hochschulbildung. hancen und Grenzen des KI-gestützten Lernens und Lehrens (pp. 71–86). transcript-Verlag. https://doi.org/10.14361/9783839457696 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. Ifenthaler, D. (2023). Technologies for learning, instruction, and performance. In J. M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design, and technology. an international compendium of theory, research, practice, and policy (pp. 1–3). Springer. https://doi.org/10.1007/978-3-319-17727-4_130-2 Ifenthaler, D., Sampson, D. G., & Isaias, P. (Eds.). (2023). Open and inclusive educational practice in the digital world. Springer. https://doi.org/10.1007/978-3-031-18512-0 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 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 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 Delcker, J., & Ifenthaler, D. (2022). Digital distance learning and the transformation of vocational schools from a qualitative perspective. Frontiers in Education, 7, 908046. https://doi.org/10.3389/feduc.2022.908046 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 Ifenthaler, D. (2022). Learning Analytics: Grundlagen im Kontext der Schule. SEMINAR, 28(3), 52-63. https://doi.org/10.3278/SEM2203W005 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 Chen, L., Ifenthaler, D., Sun, W., Xu, T., & Yan, G. (2022). Effectiveness of virtual team learning in entrepreneurship education: A survey study. Entrepreneurship Education, 5, 69–95. https://doi.org/10.1007/s41959-022-00064-0 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 Ifenthaler, D., & Greiff, S. (2022). Learning Analytics: Analyse von Bildungsdaten in der Berufsbildung. Berufsbildung in Wissenschaft und Praxis, 51(2), 13–17. https://www.bwp-zeitschrift.de/de/bwp.php/de/bwp/show/17813 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 Hemmler, Y., & Ifenthaler, D. (2022). Personalisierte und adaptive Lernumgebungen für Online-Weiterbildungen. In S. Schumann, S. Seeber, & S. Abele (Eds.), Digitale Transformation in der Berufsbildung. Konzept, Befunde und Herausforderungen (pp. 145-164). wbv. https://doi.org/10.3278/9783763971381 Delcker, J., & Ifenthaler, D. (2022). Distance learning and the influence of schools’ organizational characteristics on the students perceived learning success In V. Dennen, C. Dickson-Deane, X. Ge, D. Ifenthaler, S. Murthy, & J. C. Richardson (Eds.), Global perspectives on educational innovations for emergency situations (pp. 241–250). Springer. https://doi.org/10.1007/978-3-030-99634-5_24 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. (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., 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., & 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 Ifenthaler, D. (2021). Indikatoren für Learning-Analytics-Anwendungen. In K. Wilbers (Ed.), Handbuch E-Learning (89 ed., pp. 1–10). Köln: Wolters Kluwer. 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 Delcker, J., & Ifenthaler, D. (2021). Teachers’ perspective on school development at German vocational schools during the COVID-19 Pandemic Technology, Pedagogy and Education, 30(1), 125–139. https://doi.org/10.1080/1475939X.2020.1857826 Roll, M., & Ifenthaler, D. (2021). Learning Factories 4.0 in technical vocational schools: can they foster competence development? Empirical Research in Vocational Education and Training. https://doi.org/10.1186/s40461-021-00124-0 Chen, L., Ifenthaler, D., & Yau, J. Y.-K. (2021). Online and blended entrepreneurship education: a systematic review of applied educational technologies. Entrepreneurship Education, 4, 191–232. https://doi.org/10.1007/s41959-021-00047-7 Ifenthaler, D., & Delcker, J. (2021). Check-up Distance Learning. Datengestützte Schul- und Unterrichtsentwicklung für berufliche Schulen vor Ort. Schulverwaltung BW, 30(11), 296–299. Ifenthaler, D., & Yau, J. (2021). Learning Analytics zur Unterstützung von Lernerfolg. Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft 31, 215–235. Seufert, S., Guggemos, J., & Ifenthaler, D. (2021). Zukunft der Arbeit mit intelligenten Maschinen: Implikationen der Künstlichen Intelligenz für die Berufsbildung. Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft 31, 9–27. Roll, M., & Ifenthaler, D. (2021). Multidisciplinary digital competencies of pre-service vocational teachers. Empirical Research in Vocational Education and Training, 13(7), 1–25. https://doi.org/10.1186/s40461-021-00112-4 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. Aprea, C., & Ifenthaler, D. (Eds.). (2021). Game-based learning across the disciplines. Springer. https://doi.org/10.1007/978-3-030-75142-5 Aprea, C., & Ifenthaler, D. (2021). Looking back and moving forward with game-based learning across the disciplines. In C. Aprea & D. Ifenthaler (Eds.), Game-based learning across the disciplines (pp. 395–407). Springer. https://doi.org/10.1007/978-3-030-75142-5_18 Sahin, M., & Ifenthaler, D. (Eds.). (2021). Visualizations and dashboards for learning analytics. Springer. https://doi.org/10.1007/978-3-030-81222-5. Sahin, M., & Ifenthaler, D. (2021). Visualizations and dashboards for learning analytics: A systematic literature review. In M. Sahin & D. Ifenthaler (Eds.), Visualizations and dashboards for learning analytics (pp. 3–22). Springer. https://doi.org/10.1007/978-3-030-81222-5_1 Sahin, M., & Ifenthaler, D. (2021). Visualizations and dashboards for learning analytics: Challenges and future directions. In M. Sahin & D. Ifenthaler (Eds.), Visualizations and dashboards for learning analytics (pp. 585–597). Springer. https://doi.org/10.1007/978-3-030-81222-5_27 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. Helbig, C., Hofhues, S., Egloffstein, M., & Ifenthaler, D. (2021). Digital transformation in learning organizations – summary and outlook In D. Ifenthaler, S. Hofhues, M. Egloffstein, & C. Helbig (Eds.), Digital transformation of learning organizations (pp. 237–244). 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 for study success: a systematic review. Educational Technology Research and Development, 68(4), 1961–1990. doi:10.1007/s11423-020-09788-z 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. doi: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. doi: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. doi:10.1108/IJILT-03-2020-0026 Augello, A., Daniela, L., Gentile, M., Ifenthaler, D., & Pilato, G. (2020). Editorial: Robot-assisted learning and education. frontiers in Robotics and AI, 7, 147. doi:10.3389/frobt.2020.591319 Ifenthaler, D., & Gibson, D. C. (Eds.). (2020). Adoption of data analytics in higher education learning and teaching. Cham: Springer. Ifenthaler, D., & Egloffstein, M. (2020). Development and implementation of a maturity model of digital transformation. TechTrends, 64, 302–309. doi:10.1007/s11528-019-00457-4 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. doi:10.1108/JARHE-12-2018-0258 Delcker, J., & Ifenthaler, D. (2020). Mobile game-based language assessment. International Journal of Emerging Technologies in Learning, 15(3), 195–206. Ifenthaler, D. (2020). Learning Analytics im Hochschulkontext – Potenziale aus Sicht von Stakeholdern, Datenschutz und Handlungsempfehlungen. In R. A. Fürst (Ed.), Digitale Bildung und Künstliche Intelligenz in Deutschland. Nachhaltige Wettbewerbsfähigkeit und Zukunftsagenda (pp. 519–535). Wiesbaden: Springer. Ifenthaler, D. (2020). Alternate reality games as inventions. In E. G. Carayannis (Ed.), Encyclopedia of creativity, invention, innovation and entrepreneurship (pp. 49–52). Springer. https://doi.org/10.1007/978-3-319-15347-6_346 Ifenthaler, D. (2020). Models for creative inventions. In E. G. Carayannis (Ed.), Encyclopedia of creativity, invention, innovation and entrepreneurship (pp. 1690–1692). Springer. https://doi.org/10.1007/978-3-319-15347-6_381 Roll, M., & Ifenthaler, D. (2020). Lernortübergreifende Kompetenzentwicklung in der Industrie 4.0: Die Entwicklung digitaler Handlungskompetenz in der dualen Berufsausbildung aus der Ausbilderperspektive. Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft 29, 185–209. Roll, M., & Ifenthaler, D. (2020). The impact of learning factories on multidisciplinary digital competencies. In E. Wuttke, J. Seifried, & H. M. Niegemann (Eds.), Vocational education and training in the age of digitization (pp. 23–38). Opladen: Barbara Budrich. 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). Cham: Springer. Ifenthaler, D. (2020). Gelingensbedingungen zum Einsatz von Learning Analytics. In K. Wilbers (Ed.), Handbuch E-Learning (85 ed., pp. 1–16). Köln: Wolters Kluwer. Ifenthaler, D., & Drachsler, H. (2020). Learning Analytics. In H. M. Niegemann & A. Weinberger (Eds.), Lernen mit Bildungstechnologien (pp. 515–534). Heidelberg: Springer. 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). Cham: Springer. Isaias, P., Sampson, D. G., & Ifenthaler, D. (Eds.). (2020). Online teaching and learning in higher education. Cham: Springer. Isaias, P., Sampson, D. G., & Ifenthaler, D. (Eds.). (2020). Technology supported innovations in school education. Cham: Springer. Helbig, C., Egloffstein, M., Hofhues, S., & Ifenthaler, D. (2020). Förderung beruflicher Medienkompetenzen in einer vernetzten Bildungsorganisation: Konzeption und Perspektiven aus der wissenschaftlichen Begleitung des Verbundprojekts #ko.vernetzt. In B. Ziegler & R. Tenberg (Eds.), Berufsbildung 4.0. Steht die berufliche Bildung vor einem Umbruch? (pp. 74–90). Leverkusen: Barbara Budrich. 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. Singapore: Springer. 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). London, UK: IntechOpen. Ifenthaler, D. (2020). Change management for learning analytics. In N. Pinkwart & S. Liu (Eds.), Artificial intelligence supported educational technologies (pp. 261–272). Cham: Springer. 2019 Ifenthaler, D., & Yau, J. (2019). Higher education stakeholders’ views on learning analytics policy recommendations for supporting study success. International Journal of Learning Analytics and Artificial Intelligence for Education, 1(1), 28–42. doi:10.3991/ijai.v1i1.10978 Ifenthaler, D., Yau, J. Y.-K., & Mah, D.-K. (Eds.). (2019). Utilizing learning analytics to support study success. New York, NY: Springer. Ifenthaler, D., & Kim, Y. J. (Eds.). (2019). Game-based assessment revisted. Cham: Springer. Ifenthaler, D., Mah, D.-K., & Yau, J. Y.-K. (2019). Utilising learning analytics for study success. Reflections on current empirical findings. In D. Ifenthaler, J. Y.-K. Yau, & D.-K. Mah (Eds.), Utilizing learning analytics to support study success (pp. 27–36). New York, NY: Springer. Klasen, D., & Ifenthaler, D. (2019). Implementing learning analytics into existing higher education legacy systems. In D. Ifenthaler, J. Y.-K. Yau, & D.-K. Mah (Eds.), Utilizing learning analytics to support study success (pp. 61–72). New York, NY: Springer. Mah, D.-K., Yau, J. Y.-K., & Ifenthaler, D. (2019). Future directions on learning analytics to enhance study success. In D. Ifenthaler, J. Y.-K. Yau, & D.-K. Mah (Eds.), Utilizing learning analytics to support study success (pp. 313–321). New York, NY: Springer. Seiler, L., Kuhnel, M., Ifenthaler, D., & Honal, A. (2019). Digital applications as smart solutions for learning and teaching at higher education institutions. In D. Ifenthaler, J. Y.-K. Yau, & D.-K. Mah (Eds.), Utilizing learning analytics to support study success (pp. 157–174). New York, NY: Springer. Kim, Y. J., & Ifenthaler, D. (2019). Game-based assessment: The past ten years and moving forward. In D. Ifenthaler & Y. J. Kim (Eds.), Game-based assessment revisted (pp. 3–12). Cham: Springer. Ifenthaler, D. (2019). Participating in the grand fondo of science. In C. T. Miller & A. Pina (Eds.), Lessons in leadership in the field of educational technology (pp. 37–42). Cham: Springer. Egloffstein, M., Koegler, K., & Ifenthaler, D. (2019). Instructional quality of business MOOCs: Indicators and initial findings. Online Learning, 23(4), 85–105. doi:10.24059/olj.v23i4.2091 Nouri, J., Ebner, M., Saqr, M., Malmberg, J., Khalil, M., Viberg, O., Bruun, J., Ifenthaler, D., Conde Gonzalez, M. A., Papamitsiou, Z., & Berthelsen, U. D. (in press). Efforts in Europe for data-driven improvement of education: A review of learning analytics research in six countries. International Journal of Learning Analytics and Artificial Intelligence for Education, 1(1), 28–42. doi:10.3991/ijai.v1i1.10978 Ifenthaler, D. (2019). Learning Analytics zur Unterstützung lebenslangen Lernens. In K. Schwuchow & J. Gutmann (Eds.), HR-Trends 2020 (pp. 255–263). Freiburg: Haufe Group. Ifenthaler, D. (2019). Technologies for learning, instruction, and performance. In J. M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design, and technology. an international compendium of theory, research, practice, and policy (pp. 1–3). Cham: Springer. Gibson, D. C., Webb, M., & Ifenthaler, D. (2019). Measurement challenges of interactive educational assessment. In D. G. Sampson, J. M. Spector, D. Ifenthaler, P. Isaias, & S. Sergis (Eds.), Learning technologies for transforming teaching, learning and assessment at large scale (pp. 19–33). New York, NY: Springer. Ifenthaler, D., & Schumacher, C. (2019). Releasing personal information within learning analytics systems. In D. G. Sampson, J. M. Spector, D. Ifenthaler, P. Isaias, & S. Sergis (Eds.), Learning technologies for transforming teaching, learning and assessment at large scale (pp. 3–18). New York, NY: Springer. Sampson, D. G., Spector, J. M., Ifenthaler, D., Isaias, P., & Sergis, S. (Eds.). (2019). Learning technologies for transforming teaching, learning and assessment at large scale. New York, NY: Springer. Schumacher, C., Klasen, D., & Ifenthaler, D. (2019). Implementation of a learning analytics system in a productive higher education environment In M. S. Khine (Ed.), Emerging trends in learning analytics (pp. 177–199). Leiden‚ NL: Brill. Ifenthaler, D., & Gibson, D. C. (2019). Opportunities of analytics in challenge-based learning. In A. Tlili & M. Chang (Eds.), Data analytics approaches in educational games and gamification systems (pp. 55–68). Cham: Springer. Mao, J., Ifenthaler, D., Fujimoto, T., Garavaglia, A., & Rossi, P. G. (2019). National policies and educational technology: a synopsis of trends and perspectives from five countries. TechTrends, 63(3), 284–293. doi:10.1007/s11528-019-00396-0 Egloffstein, M., Heilig, T., & Ifenthaler, D. (2019). Entwicklung eines Reifegradmodells der Digitalisierung für Bildungsorganisationen. In E. Wittmann, D. Frommberger, & U. Weyland (Eds.), Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2019 (pp. 31–44). Opladen: Verlag Barbara Budrich. 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 (Ed.), Propädeutikum wissenschaftliches Arbeiten (pp. 326–339). Tübingen: Narr. 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). Serious Games in der Sprachstandsermittlung. In J. Roche (Ed.), Propädeutikum wissenschaftliches Arbeiten (pp. 340–357). Tübingen: Narr. 2018 Ifenthaler, D., Gibson, D. C., & Dobozy, E. (2018). Informing learning design through analytics: Applying network graph analysis. Australasian Journal of Educational Technology, 34(2), 117–132. doi:10.14742/ajet.3767 Schumacher, C., & Ifenthaler, D. (2018). Features students really expect from learning analytics. Computers in Human Behavior, 78, 397–407. doi:10.1016/j.chb.2017.06.030 Schumacher, C., & Ifenthaler, D. (2018). The importance of students’ motivational dispositions for designing learning analytics. Journal of Computing in Higher Education, 30(3), 599–619. doi:10.1007/s12528-018-9188-y Kuhnel, M., Seiler, L., Honal, A., & Ifenthaler, D. (2018). Mobile learning analytics in higher education: Usability testing and evaluation of an app prototype. Interactive Technology and Smart Education, 15(4), 332 –347. doi:10.1108/ITSE-04-2018-0024 Mah, D.-K., & Ifenthaler, D. (2018). Students’ perceptions toward academic comptencies: the case of German first-year students. Issues in Educational Research, 28(1), 120–137. Bailey, M., Gosper, M., Ifenthaler, D., Ware, C., & Kretzschmar, M. (2018). On-campus, distance or online? Influences on student decision-making about study modes at university. Australasian Journal of Educational Technology, 34(5), 72–85. doi:10.14742/ajet.3781 Ifenthaler, D., Greiff, S., & Gibson, D. C. (2018). Making use of data for assessments: harnessing analytics and data science. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), International handbook of IT in primary and secondary education (2 ed., pp. 649–663). New York, NY: Springer. Webb, M., & Ifenthaler, D. (2018). Assessment as, for and of 21st Century learning using information technology: An overview. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), International handbook of IT in primary and secondary education (2 ed., pp. 1–20). Cham: Springer. Webb, M., & Ifenthaler, D. (2018). Section Introduction: Using Information Technology for Assessment: Issues and Opportunities. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), International handbook of IT in primary and secondary education (2 ed., pp. 577–580). Cham: Springer. Seiler, L., Kuhnel, M., Honal, A., & Ifenthaler, D. (2018). Mobile Learning Analytics: Potenziale für Lernen und Lehren im Hochschulkontext. In C. Gloerfeld & C. de Witt (Eds.), Handbuch Mobile Learning (pp. 585–608). Heidelberg: Springer. Sampson, D. G., Ifenthaler, D., Spector, J. M., & Isaias, P. (Eds.). (2018). Digital technologies: Sustainable innovations for improving teaching and learning. Cham: Springer. Ifenthaler, D., Sampson, D. G., Spector, J. M., & Isaias, P. (2018). Challenges of implementing data analytics in productive education systems for supporting cognition and exploratory learning in 21st century. Interactive Technology and Smart Education, 15(4), 294–297. doi:10.1108/ITSE-11-2018-071 Ifenthaler, D., Sampson, D. G., & Spector, J. M. (2018). Linking analytics data and digital systems for supporting cognition and exploratory learning in 21st Century. Computers in Human Behavior, 78, 348–350 doi:10.​1016/​j.​chb.​2017.​10.​0160747-5632 Ifenthaler, D. (2018). How we learn at the digital workplace. In D. Ifenthaler (Ed.), Digital workplace learning. Bridging formal and informal learning with digital technologies (pp. 3–8). New York, NY: Springer. Ifenthaler, D. (Ed.) (2018). Digital workplace learning. Bridging formal and informal learning with digital technologies. New York, NY: Springer. Howard, N. R., & Ifenthaler, D. (2018). Integrating STEM opportunities for young learners. Technology, Knowledge and Learning, 23(2), 195–197. doi:10.1007/s10758-018-9364-1 Gibson, D. C., & Ifenthaler, D. (2018). Analysing performance in authentic digital scenarios. In T.-W. Chang, R. Huang, & Kinshuk (Eds.), Authentic learning through advances in technologies (pp. 17–27). New York, NY: Springer. Delcker, J., Honal, A., & Ifenthaler, D. (2018). Mobile device usage in higher education. In D. G. Sampson, D. Ifenthaler, J. M. Spector, & P. Isaias (Eds.), Digital technologies: Sustainable innovations for improving teaching and learning (pp. 45–56). Cham: Springer. Città, G., Arnab, S., Augello, A., Gentile, M., Idelsohn Zielonka, S., Ifenthaler, D., . . . Manfrè, A. (2018). Move your mind: creative dancing humanoids as support to STEAM activities. In D. P. G., G. L., H. R., & J. L. (Eds.), intelligent interactive multimedia systems and services 2017 (pp. 190–199). Cham: Springer. 2017 Ifenthaler, D. (2017). Are higher education institutions prepared for learning analytics? TechTrends, 61(4), 366–371. doi:10.1007/s11528-016-0154-0 Ifenthaler, D. (2017). Designing effective digital learning environments: toward learning analytics design. Technology, Knowledge and Learning, 22(3), 401–404. doi:10.1007/s10758-017-9333-0 Mah, D.-K., & Ifenthaler, D. (2017). Academic staff perspectives on first-year students’ academic competencies. Journal of Applied Research in Higher Education, 9(4), 630–640. doi:10.1108/JARHE-03-2017-0023 Egloffstein, M., & Ifenthaler, D. (2017). Employee perspectives on MOOCs for workplace learning. TechTrends, 61(1), 65–70. doi:10.1007/s11528-016-0127-3 Roll, M., & Ifenthaler, D. (2017). Bedingungsfaktoren für bildungstechnologische Innovation. Hinweise aus vertiefenden Analysen aktueller Bildungsmonitoringstudien. 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Computational thinking as an interdisciplinary approach to computer science school curricula: A German perspective. In P. J. Rich & C. Hodges (Eds.), Emerging research, practice, and policy on computational thinking (pp. 49–62). New York, NY: Springer. Ifenthaler, D. (2017). Technologiebasiertes Instruktionsdesign. bwp@ Berufs- und Wirtschaftspädagogik – online, 5, 1–12. Ifenthaler, D. (2017). Models for creative inventions. In E. G. Carayannis (Ed.), Encyclopedia of creativity, invention, innovation and entrepreneurship (pp. 1–3). New York, NY: Springer. Ifenthaler, D. (2017). Alternate reality games as inventions. In E. G. Carayannis (Ed.), Encyclopedia of creativity, invention, innovation and entrepreneurship (pp. 1–3). New York, NY: Springer. Delcker, J., Schumacher, C., & Ifenthaler, D. (2017). Einsatz von App Smashing im Unterricht. In A. Bresges, L. Mähler, R. Stephani, & A. Pallack (Eds.), MINT mit Medien produktiv gestalten (pp. 10–15). Menden: medienstatt. 2016 Ifenthaler, D., & Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64(5), 923–938. doi:10.1007/s11423-016-9477-y Ifenthaler, D., & Tracey, M. W. (2016). Exploring the relationship of ethics and privacy in learning analytics and design: implications for the field of educational technology. Educational Technology Research and Development, 64(5), 877–880. doi:10.1007/s11423-016-9480-3 Ifenthaler, D., & Erlandson, B. E. (2016). Learning with data: Visualization to support teaching, learning, and assessment. Technology, Knowledge and Learning, 21(1), 1–3. doi:10.1007/s10758-015-9273-5 Ifenthaler, D., & Schweinbenz, V. (2016). Students’ acceptance of tablet PCs in the classroom. Journal of Research on Technology in Education, 48(4), 306–321. doi:10.1080/15391523.2016.1215172 Lin, L., Mills, L., & Ifenthaler, D. (2016). Collaboration, multi-tasking and problem solving performance in shared virtual spaces. Journal of Computing in Higher Education, 28(3), 344–357. doi:10.1007/s12528-016-9117-x Ifenthaler, D. (2016). Challenging authentic digital scenarios. Technology, Knowledge and Learning, 21(2), 151–153. doi:10.1007/s10758-016-9285-9 Spector, J. M., Ifenthaler, D., Sampson, D. G., Yang, L., Mukama, E., Warusavitarana, A., . . . Gibson, D. C. (2016). Technology enhanced formative assessment for 21st century learning. Educational Technology & Society, 19(3), 58–71. Spector, J. M., Ifenthaler, D., & Sampson, D. G. (2016). Digital systems supporting cognition and exploratory learning in twenty-first century: guest editorial. Journal of Computing in Higher Education, 28(3), 301–306. doi:10.1007/s12528-016-9114-0 Ifenthaler, D., & Schumacher, C. (2016). Udacity. In S. Danver (Ed.), The SAGE encyclopedia of online education (pp. 1149–1151). Thousand Oaks, CA: Sage. Ifenthaler, D., & Schumacher, C. (2016). 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SchulVerwaltung NRW, 5, 154–156. Ifenthaler, D., & Schumacher, C. (2016). Learning Analytics im Hochschulkontext. WiSt – Wirtschaftswissenschaftliches Studium, 4, 172–177. Ifenthaler, D., Bellin-Mularski, N., & Mah, D.-K. (Eds.). (2016). Foundations of digital badges and micro-credentials. New York, NY: Springer. Mah, D.-K., Bellin-Mularski, N., & Ifenthaler, D. (2016). Moving forward with digital badges in education. In D. Ifenthaler, N. Bellin-Mularski, & D.-K. Mah (Eds.), Foundations of digital badges and micro-credentials (pp. 511–517). New York, NY: Springer. 2015 Ifenthaler, D. (2015). Effects of experimentally induced emotions on model-based reasoning. Learning and Individual Differences, 43, 191–198. doi:10.1016/j.lindif.2015.09.003 Ifenthaler, D. (2015). Learning analytics. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (Vol. 2, pp. 447–451). Thousand Oaks, CA: Sage. Ifenthaler, D. (2015). Disruptive technologies affecting academia and professional practice: An introduction to the special section. Technology, Knowledge and Learning, 20(1), 1–3. doi:10.1007/s10758-014-9242-4 Bailey, M., Ifenthaler, D., Gosper, M., Kretzschmar, M., & Ware, C. (2015). The changing importance of factors influencing students’ choice of study mode Technology, Knowledge and Learning, 20(2), 169–184. doi:10.1007/s10758-015-9253-9 Ifenthaler, D., & Dikli, S. (2015). Automated scoring of essays. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (Vol. 1, pp. 64–68). Thousand Oaks, CA: Sage. Ifenthaler, D., Bellin-Mularski, N., & Mah, D.-K. (2015). Internet: Its impact and its potential for learning and instruction. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (Vol. 1, pp. 416–422). Thousand Oaks, CA: Sage. Ifenthaler, D. (2015). Model-based approaches. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (Vol. 2, pp. 512–525). Thousand Oaks, CA: Sage. Spector, J. M., Ifenthaler, D., Johnson, T. E., Savenye, W. C., & Wang, M. (2015). Chronology. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (Vol. 2, pp. 851–855). Thousand Oaks, CA: Sage. Ifenthaler, D., Sampson, D. G., & Spector, J. M. (2015). Interactions between cognitive psychology, educational technology, and computing in the digital age. Technology, Knowledge and Learning, 20(2), 129–131. doi:10.1007/s10758-015-9259-3 Ge, X., Ifenthaler, D., & Spector, J. M. (Eds.). (2015). Emerging technologies for STEAM education: Full STEAM ahead. New York, NY: Springer. Ifenthaler, D., Siddique, Z., & Mistree, F. (2015). Designing for open innovation: Change of attitudes, self-concept, and team dynamics in engineering education. In X. Ge, D. Ifenthaler, & J. M. Spector (Eds.), Emerging technologies for STEAM education: Full STEAM ahead (pp. 201–215). New York, NY: Springer. Ge, X., Ifenthaler, D., & Spector, J. M. (2015). Moving forward with STEAM education research. In X. Ge, D. Ifenthaler, & J. M. Spector (Eds.), Emerging technologies for STEAM education: Full STEAM ahead (pp. 383–395). New York, NY: Springer. Loh, C. S., Sheng, Y., & Ifenthaler, D. (Eds.). (2015). Serious games analytics. methodologies for performance measurement, assessment, and improvement. New York, NY: Springer. Loh, C. S., Sheng, Y., & Ifenthaler, D. (2015). Serious games analytics: Theoretical framework. In C. S. Loh, Y. Sheng, & D. Ifenthaler (Eds.), Serious games analytics. methodologies for performance measurement, assessment, and improvement (pp. 3–29). New York, NY: Springer. Isaias, P., Spector, J. M., Ifenthaler, D., & Sampson, D. G. (Eds.). (2015). E-Learning systems, environments and approaches. New York, NY: Springer. Isaias, P., Spector, J. M., Ifenthaler, D., & Sampson, D. G. (2015). E-learning systems, environments and approaches: Theory and implementation. In P. Isaias, J. M. Spector, D. Ifenthaler, & D. G. Sampson (Eds.), E-Learning systems, environments and approaches (pp. 1-7). New York, NY: Springer. Ifenthaler, D. (2015). Learning with the Simpleshow. In P. Isaias, J. M. Spector, D. Ifenthaler, & D. G. Sampson (Eds.), E-Learning systems, environments and approaches (pp. 57-66). New York, NY: Springer. Bellin-Mularski, N., & Ifenthaler, D. (2015). Learning Analytics. Datenanalyse zur Unterstützung von Lehren und Lernen in der Schule. Schulverwaltung BY, 38(1), 27-30. Ifenthaler, D. (2015). Anschluss verschlafen? ICLIS und die Konsequenzen für Schule und Schulverwaltung. SchulVerwaltung NRW, 26(4), 108-111. Ifenthaler, D., Bellin-Mularski, N., & Mah, D.-K. (2015). Umsetzung von ePortfolios auf Tablets. In A. Bresges, L. Mähler, & A. Pallack (Eds.), MNU Themenspezial MINT: Herausforderung Schulalltag: Praxischeck Tablets & Co (pp. 111–119). Neuss: Seeberger. 2014 Ifenthaler, D. (2014). Toward automated computer-based visualization and assessment of team-based performance. Journal of Educational Psychology, 106(3), 651-665. doi:10.1037/a0035505 Ifenthaler, D., & Widanapathirana, C. (2014). Development and validation of a learning analytics framework: Two case studies using support vector machines. Technology, Knowledge and Learning, 19(1–2), 221–240. doi:10.1007/s10758-014-9226-4 Ifenthaler, D., & Gosper, M. (2014). Guiding the design of lessons by using the MAPLET Framework: Matching aims, processes, learner expertise and technologies. Instructional Science, 42(4), 561–578. doi:10.1007/s11251-013-9301-6 Ifenthaler, D. (2014). AKOVIA: Automated Knowledge Visualization and Assessment. Technology, Knowledge and Learning, 19(1-2), 241-248. doi:10.1007/s10758-014-9224-6 Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. B. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Journal of Educational Technology & Society, 17(1), 42–53. Ifenthaler, D., Mistree, F., & Siddique, Z. (2014). Learning how to learn in a team-based Engineering eduction. Interactive Technology and Smart Education, 11(1), 63 – 82. doi:10.1108/ITSE-10-2013-0025 Dobozy, E., & Ifenthaler, D. (2014). Initial teacher education by open and distance modes: A snapshot of e-competency experiences in Australia. eLearning Papers, 38, 43-54. Ifenthaler, D., Spector, J. M., Sampson, D. G., & Isaias, P. (2014). Advances in cognitive psychology, educational technology and computing: An introduction to the special issue. Computers in Human Behavior, 32, 290–291. doi:10.1016/j.chb.2013.08.018 Lehmann, T., Haehnlein, I., & Ifenthaler, D. (2014). Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning. Computers in Human Behavior, 32, 313-323. doi:10.1016/j.chb.2013.07.051 Sampson, D. G., Ifenthaler, D., Isaias, P., & Spector, J. M. (2014). 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Ifenthaler, J. M. Spector, & P. Isaias (Eds.), Digital systems for open access to formal and informal learning (pp. 1–7). New York, NY: Springer. Sampson, D. G., Ifenthaler, D., Spector, J. M., & Isaias, P. (Eds.). (2014). Digital systems for open access to formal and informal learning. New York, NY: Springer. Gosper, M., & Ifenthaler, D. (2014). Curriculum design for the twenty-first Century. In M. Gosper & D. Ifenthaler (Eds.), Curriculum models for the 21st Century. Using learning technologies in higher education (pp. 1–15). New York, NY: Springer. Gosper, M., & Ifenthaler, D. (Eds.). (2014). Curriculum models for the 21st Century. Using learning technologies in higher education. New York, NY: Springer. Ifenthaler, D., & Gosper, M. (2014). Research-based learning: Connecting research and instruction. In M. Gosper & D. Ifenthaler (Eds.), Curriculum models for the 21st Century. Using learning technologies in higher education (pp. 73–90). New York, NY: Springer. Ifenthaler, D., & Hanewald, R. (Eds.). (2014). Digital knowledge maps in education. Technology enhanced support for teachers and learners. New York, NY: Springer. Hanewald, R., & Ifenthaler, D. (2014). Developing Australian undergrauates’ science communication skills through collaboratively created digital knowledge maps. In D. Ifenthaler & R. Hanewald (Eds.), Digital knowledge maps in education. Technology enhanced support for teachers and learners (pp. 175–193). New York, NY: Springer. Hanewald, R., & Ifenthaler, D. (2014). Digital knowledge mapping in educational contexts. In D. Ifenthaler & R. Hanewald (Eds.), Digital knowledge maps in education. Technology enhanced support for teachers and learners (pp. 1–15). New York, NY: Springer. Barry, D., Bender, N., Breuer, K., & Ifenthaler, D. (2014). Shared cognitions in a field of informal learning. Knowledge maps towards money management of young adults. In D. Ifenthaler & R. Hanewald (Eds.), Digital knowledge maps in education. Technology enhanced support for teachers and learners (pp. 355–370). New York, NY: Springer. Bellin-Mularski, N., & Ifenthaler, D. (2014). Learning Analytics: Datenanalyse zur Unterstützung von Lehren und Lernen in der Schule. SchulVerwaltung NRW, 25(11), 300–303. Ifenthaler, D., & Schweinbenz, V. (2014). Gestaltung problembasierter Lernumgebungen mit Mobile Augmented Reality. In A. Bresges & A. Pallack (Eds.), MNU Themenspezial MINT: Unterricht mit Tablet-Computern lebendig gestalten (pp. 92-104). Neuss: Seeberger. Ifenthaler, D., & Pirnay-Dummer, P. (2014). Model-based tools for knowledge assessment. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4 ed., pp. 289–301). New York, NY: Springer. 2013 Ifenthaler, D., & Seel, N. M. (2013). Model-based reasoning. Computers & Education, 64, 131–142. doi:10.1016/j.compedu.2012.11.014 Ifenthaler, D., & Schweinbenz, V. (2013). The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives. Computers in Human Behavior, 29(3), 525–534. doi:10.1016/j.chb.2012.11.004 Eseryel, D., Ifenthaler, D., & Ge, X. (2013). Towards innovation in complex problem solving research: an introduction to the special issue. Educational Technology Research and Development, 61(3), 359-363. doi:10.1007/s11423-013-9299-0 Eseryel, D., Ifenthaler, D., & Ge, X. (2013). Validation study of a method for assessing complex ill-structured problem solving by using causal representations. Educational Technology Research and Development, 61(3), 443–463. doi:10.1007/s11423-013-9297-2 Seel, N. M., Ifenthaler, D., & Pirnay-Dummer, P. (2013). Mental models and their role in learning by insight and creative problem solving. In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. Herring (Eds.), Learning, problem solving, and mind tools: Essays in honor of David H. Jonassen (pp. 10–34). New York, NY: Routledge. Johnson, L., Adams Becker, S., Cummins, M., Freeman, A., Ifenthaler, D., & Vardaxis, N. (2013). Technology Outlook for Australian Tertiary Education 2013-2018: An NMC Horizon Project Regional Analysis. Austin, TX: The New Media Consortium. Ifenthaler, D., & Eseryel, D. (2013). Facilitating complex learning by mobile augmented reality learning environments. In R. Huang, Kinshuk, & J. M. Spector (Eds.), Reshaping learning: The frontiers of learning technologies in a global context (pp. 415–438). New York, NY: Springer. Schweinbenz, V., & Ifenthaler, D. (2013). Integration von Tablet-PCs an Schulen. Kein Erfolg ohne die Akzeptanz der Lehrenden. SchulVerwaltung, 3, 71-73. Sampson, D. G., Isaias, P., Ifenthaler, D., & Spector, J. M. (Eds.). (2013). Ubiquitous and mobile learning in the digital age. New York, NY: Springer. Ifenthaler, D. (2013). Models for creative inventions. In E. G. Carayannis (Ed.), Encyclopedia of creativity, invention, innovation, and entrepreneurship (pp. 1313–1315). New York, NY: Springer. Ifenthaler, D. (2013). Alternate Reality Games as inventions. In E. G. Carayannis (Ed.), Encyclopedia of creativity, invention, innovation, and entrepreneurship (pp. 49-52). New York: Springer. 2012 Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Journal of Educational Technology & Society, 15(1), 38-52. Ifenthaler, D., & Lehmann, T. (2012). Preactional self-regulation as a tool for successful problem solving and learning. Technology, Instruction, Cognition and Learning, 9(1-2), 97-110. Ifenthaler, D., Isaias, P., Kinshuk, Sampson, D. G., & Spector, J. M. (2012). Guest editorial – Technology supported cognition and exploratory learning. Journal of Educational Technology & Society, 15(1), 1-1. Ifenthaler, D., Sampson, D. G., Spector, J. M., & Isaias, P. (2012). Guest editorial – Technology-enhanced learning environments for the digital age. Technology, Instruction, Cognition and Learning, 9(1–2), 59–61. Seel, N. M., & Ifenthaler, D. (2012). Learning-dependent progression of mental models. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 12, pp. 2032–2036). New York, NY: Springer. Ifenthaler, D. (2012). Computer-based learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 3, pp. 713-716). New York, NY: Springer. Ifenthaler, D. (2012). Learning management systems. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 12, pp. 1925-1927). New York, NY: Springer. Ifenthaler, D. (2012). Blended learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 2, pp. 463-465). New York, NY: Springer. Ifenthaler, D. (2012). Computer simulation model. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 3, pp. 710-713). New York, NY: Springer. Ifenthaler, D. (2012). Measures of similarity. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 13, pp. 2147-2150). New York, NY: Springer. Ifenthaler, D., & Seel, N. M. (2012). Stochastic models of learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 3192–3194). New York, NY: Springer. Pirnay-Dummer, P., Ifenthaler, D., & Seel, N. M. (2012). Knowledge representation. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 11, pp. 1689-1692). New York, NY: Springer. Pirnay-Dummer, P., Ifenthaler, D., & Seel, N. M. (2012). Semantic networks. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 19, pp. 3025-3029). New York, NY: Springer. Pirnay-Dummer, P., Ifenthaler, D., & Seel, N. M. (2012). Designing model-based learning environments to support mental models for learning. In D. H. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (2 ed., pp. 66–94). New York, NY: Routledge. Isaias, P., Ifenthaler, D., Kinshuk, Sampson, D. G., & Spector, J. M. (Eds.). (2012). Towards learning and instruction in Web 3.0. Advances in cognitive and educational psychology. New York, NY: Springer. Ifenthaler, D. (2012). Is Web 3.0 changing learning and instruction? In P. Isaias, D. Ifenthaler, Kinshuk, D. G. Sampson, & J. M. Spector (Eds.), Towards learning and instruction in Web 3.0. Advances in cognitive and educational psychology (pp. xi–xvi). New York, NY: Springer. Ifenthaler, D., Eseryel, D., & Ge, X. (2012). Assessment for game-based learning. In D. Ifenthaler, D. Eseryel, & X. Ge (Eds.), Assessment in game-based learning. Foundations, innovations, and perspectives (pp. 3–10). New York, NY: Springer. Ifenthaler, D., Eseryel, D., & Ge, X. (Eds.). (2012). Assessment in game-based learning. Foundations, innovations, and perspectives. New York, NY: Springer. 2011 Ifenthaler, D., & Seel, N. M. (2011). A longitudinal perspective on inductive reasoning tasks. Illuminating the probability of change. Learning and Instruction, 21(4), 538–549. doi:10.1016/j.learninstruc.2010.08.004 Ifenthaler, D. (2011). Identifying cross-domain distinguishing features of cognitive structures. Educational Technology Research and Development, 59(6), 817-840. doi:10.1007/s11423-011-9207-4 Ifenthaler, D., Masduki, I., & Seel, N. M. (2011). The mystery of cognitive structure and how we can detect it. Tracking the development of cognitive structures over time. Instructional Science, 39(1), 41–61. doi:10.1007/s11251-009-9097-6 Al-Diban, S., & Ifenthaler, D. (2011). Comparison of two analysis approaches for measuring externalized mental models: Implications for diagnostics and applications. Journal of Educational Technology & Society, 14(2), 16–30. Pirnay-Dummer, P., & Ifenthaler, D. (2011). Reading guided by automated graphical representations: How model-based text visualizations facilitate learning in reading comprehension tasks. Instructional Science, 39(6), 901-919. doi:10.1007/s11251-010-9153-2 Johnson, T. E., Pirnay-Dummer, P., Ifenthaler, D., Mendenhall, A., Karaman, S., & Tennenbaum, G. (2011). Text summaries or concept maps: Which better represent reading text conceptualization? Technology, Instruction, Cognition and Learning, 8(3-4), 297–312. Hanke, U., Ifenthaler, D., & Seel, N. M. (2011). Modeling the world of instruction: Creative insight or learnt by advise? The Open Education Journal, 4(Suppl 1:M10), 113–119. Eseryel, D., Ge, X., Ifenthaler, D., & Law, V. (2011). Dynamic modeling as cognitive regulation scaffold for complex problem solving skill acquisition in an educational massively multiplayer online game environment. Journal of Educational Computing Research, 45(3), 265-287. Ifenthaler, D. (2011). Intelligent model-based feedback. Helping students to monitor their individual learning progress. In S. Graf, F. Lin, Kinshuk, & R. McGreal (Eds.), Intelligent and adaptive systems: Technology enhanced support for learners and teachers (pp. 88–100). Hershey, PA: IGI Global. Eseryel, D., Ifenthaler, D., & Ge, X. (2011). Alternative assessment strategies for complex problem solving in game-based learning environments. In D. Ifenthaler, Kinshuk, P. Isaias, D. G. Sampson, & J. M. Spector (Eds.), Multiple perspectives on problem solving and learning in the digital age (pp. 159–178). New York, NY: Springer. Ifenthaler, D., Kinshuk, Isaias, P., Sampson, D. G., & Spector, J. M. (Eds.). (2011). Multiple perspectives on problem solving and learning in the digital age. New York, NY: Springer. Pirnay-Dummer, P., & Ifenthaler, D. (2011). Text-guided automated self assessment. A graph-based approach to help learners with ongoing writing. In D. Ifenthaler, Kinshuk, P. Isaias, D. G. Sampson, & J. M. Spector (Eds.), Multiple perspectives on problem solving and learning in the digital age (pp. 217–225). New York, NY: Springer. Ifenthaler, D., & Pirnay-Dummer, P. (2011). States and processes of learning communities. Engaging students in meaningful reflection and elaboration. In B. White, I. King, & P. Tsang (Eds.), Social media tools and platforms in learning environments: Present and future (pp. 81–94). New York, NY: Springer. 2010 Ifenthaler, D. (2010). Relational, structural, and semantic analysis of graphical representations and concept maps. Educational Technology Research and Development, 58(1), 81-97. doi:10.1007/s11423-008-9087-4 Ifenthaler, D. (2010). Bridging the gap between expert-novice differences: The model-based feedback approach. Journal of Research on Technology in Education, 43(2), 103-117. Pirnay-Dummer, P., Ifenthaler, D., & Spector, J. M. (2010). Highly integrated model assessment technology and tools. Educational Technology Research and Development, 58(1), 3-18. doi:10.1007/s11423-009-9119-8 Kinshuk, Ifenthaler, D., Spector, J. M., Sampson, D. G., & Isaias, P. (2010). Cognition and learning in the age of digital technologies and social networking. Journal of Research on Technology in Education, 43(2), 101–102. Spector, J. M., Ifenthaler, D., Isaías, P., Kinshuk, & Sampson, D. G. (Eds.). (2010). Learning and instruction in the digital age: Making a difference through cognitive approaches, technology-facilitated collaboration and assessment, and personalized communications. New York, NY: Springer. Ifenthaler, D., Pirnay-Dummer, P., & Seel, N. M. (Eds.). (2010). Computer-based diagnostics and systematic analysis of knowledge. New York, NY: Springer. Pirnay-Dummer, P., & Ifenthaler, D. (2010). Automated knowledge visualization and assessment. In D. Ifenthaler, P. Pirnay-Dummer, & N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 77–115). New York, NY: Springer. Ifenthaler, D. (2010). Scope of graphical indices in educational diagnostics. In D. Ifenthaler, P. Pirnay-Dummer, & N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 213–234). New York, NY: Springer. Ifenthaler, D. (2010). Learning and instruction in the digital age. In J. M. Spector, D. Ifenthaler, P. Isaías, Kinshuk, & D. G. Sampson (Eds.), Learning and instruction in the digital age: Making a difference through cognitive approaches, technology-facilitated collaboration and assessment, and personalized communications (pp. 3–10). New York, NY: Springer. Ifenthaler, D., & Pirnay-Dummer, P. (2010). Artefacts of thought: Properties and kinds of re-representations. In D. Ifenthaler, P. Pirnay-Dummer, & N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 75–76). New York, NY: Springer. Ifenthaler, D., & Seel, N. M. (2010). Online-Lernen im schulischen Unterricht. Schulmagazin, 12(11–14). Ifenthaler, D., & Seel, N. M. (2010). Online-Lernen in der Schule. Schulmagazin, 12(7–10). Ifenthaler, D. (2010). Zur Notwendigkeit einer systematischen Erfassung von Bildungsverläufen. Methodologische Anforderungen einer Veränderungsmessung. Lehrerbildung auf dem Prüfstand, 3(Sonderheft), 86-105. 2009 Ifenthaler, D. (2009). Using a causal model for the design and development of a simulation game for teacher education. Technology, Instruction, Cognition and Learning, 6(3), 193-212. Ifenthaler, D. (2009). Model-based feedback for improving expertise and expert performance. Technology, Instruction, Cognition and Learning, 7(2), 83–101. Ifenthaler, D., Isaias, P., Spector, J. M., Kinshuk, & Sampson, D. G. (2009). Editors’ introduction to the special issue on cognition and learning technology. Educational Technology Research and Development, 57(6), 721–723. doi:10.1007/s11423-009-9127-8 Johnson, T. E., Ifenthaler, D., Pirnay-Dummer, P., & Spector, J. M. (2009). Using concept maps to assess individuals and team in collaborative learning environments. In P. L. Torres & R. C. V. Marriott (Eds.), Handbook of research on collaborative learning using concept mapping (pp. 358–381). Hershey, PA: Information Science Publishing. Seel, N. M., & Ifenthaler, D. (2009). Online Lernen und Lehren. München: Reinhardt Verlag. Seel, N. M., Ifenthaler, D., & Pirnay-Dummer, P. (2009). Mental models and problem solving: Technological solutions for measurement and assessment of the development of expertise. In P. Blumschein, W. Hung, D. H. Jonassen, & J. Strobel (Eds.), Model-based approaches to learning: Using systems models and simulations to improve understanding and problem solving in complex domains (pp. 17–40). Rotterdam: Sense Publishers. Seel, N. M., Pirnay-Dummer, P., & Ifenthaler, D. (2009). Quantitative Bildungsforschung. In R. Tippelt & B. Schmidt (Eds.), Handbuch Bildungsforschung (pp. 551–570). Wiesbaden: VS Verlag für Sozialwissenschaften. 2008 Ifenthaler, D., Pirnay-Dummer, P., & Spector, J. M. (Eds.). (2008). Understanding models for learning and instruction. Essays in honor of Norbert M. Seel. New York, NY: Springer. Ifenthaler, D. (2008). Practical solutions for the diagnosis of progressing mental models. In D. Ifenthaler, P. Pirnay-Dummer, & J. M. Spector (Eds.), Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 43–61). New York, NY: Springer. Ifenthaler, D., & Pirnay-Dummer, P. (2008). Model-based theories of instruction. In D. Ifenthaler, P. Pirnay-Dummer, & J. M. Spector (Eds.), Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 103–104). New York, NY: Springer. Pirnay-Dummer, P., & Ifenthaler, D. (2008). Foundations and methodologies of mental models research. In D. Ifenthaler, P. Pirnay-Dummer, & J. M. Spector (Eds.), Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 1–2). New York, NY: Springer. Pirnay-Dummer, P., & Ifenthaler, D. (2008). Engineering the model environment. In D. Ifenthaler, P. Pirnay-Dummer, & J. M. Spector (Eds.), Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 187–188). New York, NY: Springer. 2007 Ifenthaler, D., Pirnay-Dummer, P., & Seel, N. M. (2007). The role of cognitive learning strategies and intellectual abilities in mental model building processes. Technology, Instruction, Cognition and Learning, 5(4), 353–366. Blumschein, P., Ifenthaler, D., & Pirnay-Dummer, P. (2007). Der SMARTroom – Innovative Technologien zur Erweiterung des Lehr- und Ausbildungsangebots. In G. Schneider, B. Couné, C. Gayer, E. Vögele & C. Weber (Eds.), Neue Medien als strategische Schrittmacher an der Universität Freiburg Wie Informations- und Kommunikationstechnologien Studium, Verwaltung und Forschung verändern (pp. 131–138). Freiburg: Universitätsbibliothek. 2006 Ifenthaler, D. (2006). Diagnose lernabhängiger Veränderung mentaler Modelle. Entwicklung der SMD-Technologie als methodologisches Verfahren zur relationalen, strukturellen und semantischen Analyse individueller Modellkonstruktionen. Freiburg: FreiDok. 2005 Ifenthaler, D., & Seel, N. M. (2005). The measurement of change: Learning-dependent progression of mental models. Technology, Instruction, Cognition and Learning, 2(4), 317–336. Dummer, P., & Ifenthaler, D. (2005). Planning and assessing navigation in model-centered learning environments. Why learners often do not follow the path laid out for them. In G. Chiazzese, M. Allegra, A. Chifari, & S. Ottaviano (Eds.), Methods and technologies for learning (pp. 327–334). Southampton, UK: WIT Press.