see all

in press / in progress

Sampson, D. G., Ifenthaler, D., Spector, J. M., Isaias, P., & Sergis, S. (Eds.). (in press). Learning technologies for transforming teaching, learning and assessment at large scale. New York, NY: Springer.

Ifenthaler, D., & Schumacher, C. (in press). Releasing personal information within learning analytics systems. In D. G. Sampson, D. Ifenthaler, J. M. Spector, P. Isaias, & S. Sergis (Eds.), Learning technologies for transforming teaching, learning and assessment at large scale. New York, NY: Springer.

Gibson, D. C., Webb, M., & Ifenthaler, D. (in press). Challenges of big data in interactive educational assessment. In D. G. Sampson, D. Ifenthaler, J. M. Spector, P. Isaias, & S. Sergis (Eds.), Learning technologies for transforming teaching, learning and assessment at large scale. New York, NY: Springer.

Mao, J., Ifenthaler, D., Fujimoto, T., Garavaglia, A., & Rossi, P. G. (in press). National policies and educational technology: a synopsis of trends and perspectives from five countries. TechTrends

Ifenthaler, D., & Kim, Y. J. (Eds.). (in progress). Game-based assessment revisted. New York, NY: Springer.


2019

Ifenthaler, D., Yau, J. Y.-K., & Mah, D.-K. (Eds.). (2019). Utilizing learning analytics to support study success. New York, NY: 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.


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. 

Ifenthaler, D., & Drachsler, H. (2018). Learning Analytics. In H. M. Niegemann & A. Weinberger (Eds.), Lernen mit Bildungstechnologien (pp. 1–20). Heidelberg: Springer.

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.

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


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. SchulVerwaltung NRW, 28(7–8), 203–205. 

Gibson, D. C., & Ifenthaler, D. (2017). Preparing the next generation of education researchers for big data in higher education. In B. Kei Daniel (Ed.), Big data and learning analytics: Current theory and practice in higher education (pp. 29–42). New York, NY: Springer.

Ifenthaler, D. (2017). Learning analytics design. In L. Lin & J. M. Spector (Eds.), The sciences of learning and instructional design. Constructive articulation between communities (pp. 202–211). New York, NY: Routledge.

Ifenthaler, D. (2017). Learning analytics. In K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning (pp. 417–420). Thousand Oaks, CA: SAGE Publications.

Ge, X., & Ifenthaler, D. (2017). Designing engaging educational games and assessing engagement in game-based learning. In R. Zheng & M. K. Gardner (Eds.), Handbook of research on serious games for educational applications (pp. 255–272). Hershey, PA: IGI Global.

Delcker, J., & Ifenthaler, D. (2017). 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). Connectivism. In S. Danver (Ed.), The SAGE encyclopedia of online education (pp. 409–411). Thousand Oaks, CA: Sage.

Ifenthaler, D., & Bellin-Mularski, N. (2016). e-Portfolio. In S. Danver (Ed.), The SAGE encyclopedia of online education (pp. 242–244). Thousand Oaks, CA: Sage.

Ifenthaler, D. (2016). Automated grading. In S. Danver (Ed.), The SAGE encyclopedia of online education (pp. 130). Thousand Oaks, CA: Sage.

Gibson, D. C., Ifenthaler, D., & Orlic, D. (2016). Open assessment resources for deeper learning. In P. Blessinger & T. J. Bliss (Eds.), Open education: international perspectives in higher education (pp. 257–279). Cambridge, UK: Open Book Publishers.

Bellin-Mularski, N., Mah, D.-K., & Ifenthaler, D. (2016). Pre-service teachers’ perceptions of school development. In J. M. Spector, D. Ifenthaler, D. G. Sampson, & P. Isaias (Eds.), Competencies in teaching, learning and educational leadership in the digital age (pp. 57–76). New York, NY: Springer.

Roche, J., Jessen, M., Weidinger, N., Behrens, H., Haberzettl, S., Hasselhorn, M., Ifenthaler, D., & Thissen, F. (2016). Zur Entwicklung eines interaktiven Verfahrens der Sprachstandsermittlung bei mehrsprachig aufwachsenden Kindern – von der Idee zu ersten Umsetzungsschritten. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 21(2), 127–142. 

Spector, J. M., Ifenthaler, D., Sampson, D. G., & Isaias, P. (Eds.). (2016). Competencies in teaching, learning and educational leadership in the digital age. New York, NY: Springer.

Spector, J. M., Ifenthaler, D., Sampson, D. G., & Isaias, P. (2016). A synthesizing look forward in teaching, learning, and educational leadership in the digital age. In J. M. Spector, D. Ifenthaler, D. G. Sampson, & P. Isaias (Eds.), Competencies in teaching, learning and educational leadership in the digital age (pp. 345–354). New York, NY: Springer.

Ifenthaler, D., & Delcker, J. (2016). 25 Jahre Internet: Herausforderungen für Schulverwaltung und Schulen. 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). Editorial: Digital systems supporting cognition and exploratory learning in 21st century. Knowledge Management & E-Learning, 6(2), 98–102. 

Ifenthaler, D., Adcock, A. B., Erlandson, B. E., Gosper, M., Greiff, S., & Pirnay-Dummer, P. (2014). Challenges for education in a connected world: Digital learning, data rich environments, and computer-based assessment – Introduction to the inaugural special issue of technology, knowledge and learning. Technology, Knowledge and Learning, 19(1-2), 121–126. doi:10.1007/s10758-014-9228-2

Ifenthaler, D. (2014). Inaugural Editorial for Technology, Knowledge and Learning. Technology, Knowledge and Learning, 19(1-2), 117-119. doi:10.1007/s10758-014-9221-9

Ifenthaler, D. (2014). Book review: Simulation and learning: A model-centered approach. Journal of Educational Technology & Society, 17(1), 345-346. 

Sampson, D. G., Ifenthaler, D., Isaias, P., & Spector, J. M. (2014). Digital systems for open access to formal and informal learning. In D. G. Sampson, D. 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.


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.