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.