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 

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 

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 

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 

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. (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 

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