House of Labour | Eschersheimer Landstr. 155/157
60323 Frankfurt am Main

Mail: info@sd.uni-frankfurt.de
Profile: EduTec | LinkedIn | LinkedIn | Twitter

DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
Rostocker Straße 6
60323 Frankfurt am Main

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Hendrik Drachsler studierte Education und Computer Science an der Universität Duisburg-Essen und promovierte 2009 im Fach Technology-Enhanced Learning an der Open Universiteit in Heerlen, Niederlande (OUNL). Nach seiner Promotion arbeitete er als wissenschaftlicher Mitarbeiter 2014-2016 als Associate Professor der OUNL und 2016-2017 als Professor an der ZUYD-University of Applied Science in den Niederlanden. Seit 2017 ist er Professor für Educational Technologies an der Goethe-Universität Frankfurt und Arbeitsbereichsleiter für Educational Technologies der Abteilung Informationszentrum Bildung am DIPF. Seit 2019 ist er wissenschaftlicher Leiter von studiumdigitale. 2023 hat er zusätzlich eine Gastprofessur für Learning Analytics an der OUNL.

Arbeitsschwerpunkte

• Inhaltliche Beratung von Forschungsprojekten

• Qualifikation im Bereich Educational Technologies

• Koordination von studiumdigitale und des DIPF-Arbeitsbereichs Educational Technologies

Forschungsschwerpunkte

• Learning Analytics

• Learning Design

• AI in Education

• Assessment

• Feedback

Sonstiges

• Organisatorisches Mitglied der Society for Learning Analytics Research (SoLAR)

• Organisatorisches Mitglied der European Association of Technology-Enhanced Learning

• Special Issue Editor of the High Impact Journal of Computer Assisted Learning (JCAL)

• Associate Editor of the IEEE High Impact journal Transaction of Learning Technologies (TLT)

Projekte

• CORE (2023-2027)

• GREAT (2023-2026)

• ML2MT (2022-2026)

• HyTea (2022-2025)

• IMPACT (2021-2025)

• ALI (2021-2025)

• HIKOF-DL (2021-2024)

• ALICE (2021-2024)

Veröffentlichungen

•  Seidenberg, N., Jivet, I., Scheffel, M., Kovanović, V., Lynch, G., & Drachsler, H. (2024). Learning At and From a Virtual Conference: A Comparison of Conference Formats and Value Contributing Factors. Journal of Learning Analytics, 11(2), 281-296. DOI. 

• Karademir, O., Borgards, L., Di Mitri, D., Strauß, S., Kubsch, M., Brobeil, M., Grimm, A., Gombert, S., Rummel, N., Neumann, K., & Drachsler, H. (2024). Following the Impact Chain of the LA Cockpit: An Intervention Study Investigating a Teacher Dashboard’s Effect on Student Learning. Journal of Learning Analytics, 1-14. DOI.

• Fink, A., Gombert, S., Liu, T., Drachsler, H., Frey, A. (2024) A Hierarchical Rater Model Approach for Integrating Automated Essay Scoring Models. Zeitschrift für Psychologie, 232(3), 209–218. DOI. 

• Neumann, K., Kuhn, J. & Drachsler, H. (2024). Generative Künstliche Intelligenz in Unterricht und Unterrichtsforschung – Chancen und Herausforderungen. Unterrichtswissenschaft. doi: 10.1007/s42010-024-00212-6

• Weidlich, J., Fink, A., Jivet, I., Yau, J., Giorgashvili, T., Drachsler, H., & Frey, A. (2024). Emotional and motivational effects of automated and personalized formative feedback: The role of reference frames. Journal of Computer Assisted Learning. DOI. 

• Karademir, O., Di Mitri, D., Schneider, J., Jivet, I., Allmang, J., Gombert, S., Kubsch, M., Neumann, K., & Drachsler, H. (2024). I don’t have time! But keep me in the loop: Co-designing requirements for a learning analytics cockpit with teachers. Journal of Computer Assisted Learning, n/a(n/a). DOI.

• Kube, D., Weidlich, J., Kreijns, K., & Drachsler H. (2024). Addressing gender in STEM classrooms: The impact of gender bias on women scientists’ experiences in higher education careers in Germany. Education and Information Technologies. DOI.

• Banihashem, S.K., Kerman, N.T., Noroozi, O., Moon, J. & Drachsler, H. (2024). Feedback sources in essay writing: peer-generated or AI-generated feedback? International Journal of Educational Technology in Higher Education, 21 (23). DOI.

• Gombert, S., Fink, A., Giorgashvili, T., Jivet, I., Di Mitri, D., Yau, J., Frey, A., Drachsler, D. (2024) From the Automated Assessment of Student Essay Content to Highly Informative Feedback: a Case Study. Int J Artif Intell Educ. DOI. 

• Kube, D., Gombert, S., John, N., Weidlich, J., Kreijns, K., Drachsler, H. (2024). Escaping binary gender roles: Gender diversity dynamics in a CSCL-Escape game. Journal of Computer Assisted Learning. DOI.

• Vossen, L.P.V., Gasparini, I., Oliveira, E.H.T., Menzel, L., Gombert, S., Neumann, K. & Drachsler, H. (2024). Conceptual Map Assessment Through Structure Classification. In L. Benedetto, A. Caines, G. Duenas, D. Galvan-Sosa, A. Loukina, S. Taslimipoor & T. Zesch (Eds.), EvalLAC 2024 Automated Evaluation of Learning and Assessment Content: Proceedings of the First Workshop on Automated Evaluation of Learning and Assessment Content co-located with the 25th International Conference on Artificial Intelligence in Education (AIED 2024) (Vol. vol 3772, pp. 1-7). online: CEUR Workshop Proceedings. Ceur-ws.

• 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.  (2024). Exploring Learners’ Self-reflection and Intended Actions After Consulting Learning Analytics Dashboards in an Authentic Learning Setting. In: Ferreira Mello, R., Rummel, N., Jivet, I., Pishtari, G., Ruipérez Valiente, J.A. (eds) Technology Enhanced Learning for Inclusive and Equitable Quality Education. EC-TEL 2024. Lecture Notes in Computer Science, vol 15159. Springer, Cham, pp. 135-151. DOI.

• Banihashem, S.K., Alqassab, M., Georgiadis, K., Schmitz, M., Drachsler, H. (2024). Learning Analytics-Supported Learning Design for a Dutch Distance Learning University. In: Ferreira Mello, R., Rummel, N., Jivet, I., Pishtari, G., Ruipérez Valiente, J.A. (eds) Technology Enhanced Learning for Inclusive and Equitable Quality Education. EC-TEL 2024. Lecture Notes in Computer Science, vol 15160. Springer, Cham, pp. 63-67. DOI.

• Borgards, L.; Karademir, O.; Strauß, S.; Di Mitri, D.; Kubsch, M.; Brobeil, M.; Grimm, A.; Gombert, S.; Neumann, K.; Drachsler, H.; Scheffel, M.; Rummel, N. (2024). Achieving Tailored Feedback by Means of a Teacher Dashboard? Insights into Teachers’ Feedback Practices. In: Ferreira Mello, R., Rummel, N., Jivet, I., Pishtari, G., Ruipérez Valiente, J.A. (eds) Technology Enhanced Learning for Inclusive and Equitable Quality Education. EC-TEL 2024. Lecture Notes in Computer Science, vol 15160. Springer, Cham, pp.75-80. DOI.

• Gombert, S., Menzel, L., Di Mitri, D., Drachsler, D. (2024). Predicting Item Difficulty and Item Response Time with Scalar-mixed Transformer Encoder Models and Rational Network Regression Heads. Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications, pages 483–492. Aclanthology.

• Ahmad, A.; Schneider, J.; Schmitz, M.; Schiffner, D. and Drachsler, H. (2024). Students Want to Experiment While Teachers Care More About Assessment! Exploring How Novices and Experts Engage in Course Design. In Proceedings of the 16th International Conference on Computer Supported Education – Volume 1: CSEDU; ISBN 978-989-758-697-2; ISSN 2184-5026, SciTePress, pages 15-26. DOI: 10.5220/0012537900003693

• Drachsler, H. (2023). Towards Highly Informative Learning Analytics. Open Universiteit, Netherlands, Heerlen. DOI. 

•  Praharaj, S., Scheffel, M., Specht, M., Drachsler, H. (2023). Measuring Collaboration Quality Through Audio Data and Learning Analytics. In: Kovanovic, V., Azevedo, R., Gibson, D.C., lfenthaler, D. (eds) Unobtrusive Observations of Learning in Digital Environments. Advances in Analytics for Learning and Teaching. Springer, Cham. DOI.

•  Kerres, M., Buntins, K., Buchner, J., Drachsler, H., & Zawacki-Richter, O.. (In Press). Lernpfade in adaptiven und künstlich-intelligenten Lernprogramme: Eine kritische Analyse aus Sicht der Mediendidaktik. In C. de Witt, Gloerfeld, C., & Wrede, S. E. (Hrsg.), Künstliche Intelligenz in der Bildung. Wiesbaden: Springer VS

• Jude, N., Ziehm-Eicher, J., Goldhammer, F., Drachsler, H., Hasselhorn, M. (2023). Digitalisierung und Diagnostik in Schulen – Herausforderungen für Bildungspraxis und Bildungsforschung. In: Scheiter, K., Gogolin, I. (eds) Bildung für eine digitale Zukunft. Edition ZfE, vol 15. Springer VS, Wiesbaden. DOI.

• Ahmad, A., Yordanov, I.I., Yau, J., Schneider, J., Drachsler, H. (2023). A Trusted Learning Analytics Dashboard for Displaying OER. In: Otto, D., Scharnberg, G., Kerres, M., Zawacki-Richter, O. (eds) Distributed Learning Ecosystems . Springer VS, Wiesbaden. DOI.

•  Khazanchi, R., Di Mitri, D. & Drachsler, H. (2023). Measuring Efficacy of ALEKS as a Supportive Instructional Tool in K-12 Math Classroom with Underachieving Students. Journal of Computers in Mathematics and Science Teaching, 42(2), 155-176. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 28, 2023 from learntechlib.

• Kube, D., Gombert, S., Suter, B., Weidlich, J., Kreijns, K., & Drachsler, H. (2023). Hacking gender in computer-supported collaborative learning: The experience of being in mixed-gender teams at a computer science hackathon. Journal of Computer Assisted Learning, 1–15. DOI.

•  Woitt, S., Weidlich, J., Jivet, J., Orhan Göksün, D., Drachsler, H., & Kalz, M. (2023). Students’ feedback literacy in higher education: an initial scale validation study. Teaching in Higher Education, 1-19. tandfonline.

•  Ferguson, R., Khosravi, H., Kovanović, V., Viberg, O., Aggarwal, A., Brinkhuis, M., Buckingham Shum, S.,  Chen, L. K., Drachsler, D., Guerrero, V. A., Hanses, M., Hayward, C.,  Hicks, B., Jivet, I., Kitto, K., Kizilcec, R., Lodge, J. M., Manly, C. A.,  Matz, R. L., Meaney, M. J., Ochoa, X., Schuetze, B. A., Spruit, M., van Haastrecht, M., van Leeuwen, A., van Rijn, L.,  Tsai, Y.-S., Weidlich, J., Williamson, K., Yan, V. X.. (2023). Aligning the Goals of Learning Analytics With Its Research Scholarship: An Open Peer Commentary Approach. Journal of Learning Analytics 10 (2):14-50. DOI.

•  Biedermann, D., Kister, S., Breitwieser, J., Weidlich, J., Drachsler, D. Use of digital self-control tools in higher education – a survey study. Educ Inf Technol (2023). DOI.

• Biedermann, D., Ciordas-Hertel, G.-P., Winter, M., Mordel, J., & Drachsler, H. (2023). Contextualized Logging of On-Task and Off-Task Behaviours During Learning. Journal of Learning Analytics, 10(2), 115-125. DOI.

•  Amaefule, C.O., Breitwieser, J., Biedermann, D., Nobbe, L., Drachsler, H. & Brod, G. (2023). Fostering children's acceptance of educational apps: The importance of designing enjoyable learning activities. British Journal of Educational Technology, 1-22. DOI.

•  Weidlich, J., Hicks, B. & Drachsler, H. (2023). Causal reasoning with causal graphs in educational technology research. Educational Technology Research and Development. doi.org/10.1007/s11423-023-10241-0

• Wollny, S., Di Mitri, D., Jivet, I., Muoz-Merino, P., Scheffel, M., Schneider, J., Tsai, Y.-S., Whitelock-Wainwright, A., Gašević, D., Drachsler, D. (2023) Students’ expectations of Learning Analytics across Europe. Journal of Computer Assisted Learning. DOI.

• Biedermann, D., Schwarz, P., Yau, J., Drachsler, H. (2023) The Effect of Social Support Features via Buddies in App-Based Habit Building. International Journal of Mobile and Blended Learning, DOI.

• Schmitz, M., Scheffel, M., Bemelmans, R., & Drachsler, H. (2023) Evaluating the Impact of FoLA on Learning Analytics Knowledge Creation and Acceptance during Multidisciplinary, Co-Design of Learning Activities. Interaction Design and Architecture(s) Journal - IxD&A, N.55, 2022-23, pp. 9 – 33. DOI.

• Ahmad, A.; Schneider, J.; Schiffner, D.; Islamovic, E. and Drachsler, H. (2023). LAxplore: An NLP-Based Tool for Distilling Learning Analytics and Learning Design Instruments out of Scientific Publications. In Proceedings of the 15th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management - KDIR; ISBN 978-989-758-671-2 ; ISSN 2184-3228, SciTePress, pages 230-239. DOI: 10.5220/0012163600003598

•  Biedermann, D., Schneider, J., Ciordas-Hertel, G., Eichmann, B., Hahnel, C., Goldhammer, F., Drachsler, H. (2023). Detecting the Disengaged Reader – Using Scrolling Data to Predict Disengagement during Reading. In LAK23: 13th International Learning Analytics and Knowledge Conference. ACM.

• Menzel, L., Gombert, S., Weidlich, J., Fink, A., Frey, A., Drachsler, H. (2023). Why You Should Give Your Students Automatic Process Feedback on Their Collaboration: Evidence from a Randomized Experiment. In: Viberg, O., Jivet, I., Muñoz-Merino, P., Perifanou, M., Papathoma, T. (eds) Responsive and Sustainable Educational Futures. EC-TEL 2023. Lecture Notes in Computer Science, vol 14200. Springer, Cham. DOI.