Find Academic Supervisors

• Knowledge Construction
• Computer-Supported Collaborative Learning (CSCL)
• Digital Learning
• +5 more

Prof. Dr. Ulrike Cress is the Director of the Leibniz Institute for Science and Mathematics Education (IWM) in Tübingen and a W3 Professor of Psychology at Eberhard Karls University of Tübingen. She leads the Knowledge Construction and e-teaching Transfer research groups, focusing on social and cognitive processes in collaborative knowledge creation, with applications in digital learning, science communication, and human-AI collaboration. Her work integrates theories of co-evolution in learning and knowledge construction, extending to mass collaboration (e.g., Wikipedia) and participatory decision-making in healthcare. Roles: Director of IWM since 2017, Co-Director of Tübingen LEAD Graduate School, and member of the Standing Scientific Commission for German Education Policy. Key Projects: Includes EU- and DFG-funded initiatives on digital learning, AI in education, and science communication. Awards: 2024 Order of Merit of Baden-Württemberg, 2022 ISLS Fellow. Her research interests span educational technology, collaborative learning, and the societal impact of digital media. She co-edits the International Journal of Computer-Supported Learning and contributes to national education policy through roles in UNESCO and the Deutsche Telekom Foundation. Recent work explores AI’s role in science communication and medical education, emphasizing ethical frameworks and human-AI synergies. She advises on institutional strategies for digital education transformation and collaborates with interdisciplinary networks like Leibniz Research Network Educational Potentials (LERN). Award-winning contributions include over 150 peer-reviewed articles and books, such as the International Handbook of Computer-Supported Collaborative Learning . Her lab develops practical tools for e-teaching and evaluates innovations in teacher training and medical curricula.

• Computer-Supported Collaborative Learning (CSCL)
• Artificial Intelligence in Education
• Human-Computer Interaction
• +3 more

Nikol Rummel is a Professor at Ruhr-Universität Bochum , specializing in Computer-Supported Collaborative Learning (CSCL) , Artificial Intelligence in Education , and Human-Computer Interaction . Her work bridges educational technology with hardware reverse engineering , focusing on AI-orchestrated learning environments and adaptive tools for collaboration. Her research spans AI-orchestration tools ( Pair-Up , Co-Designing Orchestration Support ), collaborative problem-solving ( Learning Alone or Together ), and hardware reverse engineering education ( Promoting Skill Acquisition ). She investigates how multimodal data and adaptive feedback enhance learning outcomes, teacher practices, and emotional regulation. Her publications highlight trends in generative AI for academic writing , collaboration scripts , and cognitive obfuscation in cybersecurity education. Collaborations with researchers like Vincent Aleven, Christof Paar, and Steffen Becker underscore her interdisciplinary approach. Nikol Rummel’s work emphasizes teacher dashboards ( What Information Should CSCL Dashboards Provide? ), dynamic student pairing ( Combining Dialog Acts and Skill Modeling ), and emotional engagement in learning ( How to Enjoy Writing Papers ).

• Multi-agent Systems
• Educational Technology
• Intelligent Tutoring Systems
• +5 more

Demetrio Arturo Ovalle Carranza is a Professor in the Department of Computer Science at the National University of Colombia's School of Engineering. With an academic career spanning over three decades since earning his PhD from Joseph Fourier University in Grenoble, France in 1991, he has established himself as a prominent researcher in multi-agent systems and educational technology. His research focuses on developing intelligent systems for education, particularly in the areas of multi-agent architectures, adaptive learning environments, context-aware educational applications, and learning object recommendation systems. His work bridges artificial intelligence with practical educational applications, creating systems that adapt to individual learner needs and contexts. Analysis of his recent publications (2015-2020) reveals a strong trend toward developing sophisticated multi-agent systems for educational applications, with increasing emphasis on context-awareness, personalization, and adaptive learning techniques. His research demonstrates consistent evolution from foundational multi-agent work to sophisticated educational applications integrating fuzzy logic, ontologies, and collaborative filtering. Ovalle Carranza has mentored numerous researchers who have become active contributors in the field, including Oscar M. Salazar, Néstor D. Duque, Valentina Tabares Morales, and others who frequently appear as co-authors on his publications. His collaborative network extends across Colombian institutions and international research groups. His laboratory work centers around developing and testing multi-agent educational systems, with particular emphasis on creating adaptive learning environments that can respond to individual student needs and group dynamics. Current projects appear to focus on serious games, health-care applications of intelligent agents, and advanced recommendation systems for educational resources.

• Immersive Multimedia Learning
• Computer-Supported Collaborative Learning (CSCL)
• Productive Failure
• +3 more

Dr. Christian Hartmann serves as an Academic Councillor and Research Assistant at the Chair of Teaching and Learning with Digital Media within the TUM School of Education since 2020. With a PhD in Educational Science from Ruhr University Bochum (2020) and prior research assistant experience at Ruhr University's Educational Psychology Chair (2015-2020), he brings extensive expertise in digital learning environments. Bachelor's & Master's in Education and History from Ruhr University Bochum Visiting scholar at Carnegie Mellon University's HCI Institute (2016) His research focuses on immersive learning technologies , including: Vicarious failure mechanisms in education Computer-supported cooperative learning (CSCL) Adaptive learning systems with VR/AR Coherence formation in multimedia environments Key publication trends show significant contributions to: Productive failure analysis (2018-2025) Social VR collaboration tools (2023) Immersive technology's impact on special education (2023) AI integration in science education (2025) As a program committee member for DELFI 2022 VR/AR Learning workshop and reviewer for journals like Learning & Instruction , he actively shapes educational technology research. His work has been presented at major conferences including EARLI (Austria 2025, Germany 2024), DGPs Congress (Austria 2025), and AERA Annual Meeting (USA 2025). Current affiliations include the European Association for Research on Learning and Instruction (EARLI) , International Society of the Learning Sciences (ISLS) , and German Society for Psychology (DGPs) . The Immersive Virtual Reality Lab at TUM School of Education serves as his primary research environment.

• Educational Technology
• Collaborative Learning
• Computer-Supported Learning
• +3 more

Markus Kuhn is a researcher at the University of Cambridge with a diverse academic career spanning over two decades, evidenced by publications from 2003 to 2023. His work bridges educational technology, computer science, and autonomous systems, demonstrating significant interdisciplinary reach across multiple domains. Dr. Kuhn's research has evolved through distinct phases. Initially focused on educational technology (2003-2007), he published extensively on classroom scenarios, collaborative learning, and media integration. His work then broadened to include physics computation (2008) and process support for inquiry learning (2010). More recently (2016-2023), his research has shifted toward autonomous systems, with publications on self-localization technologies and map generation for autonomous vehicles. This publication trajectory reveals a researcher who has successfully adapted his expertise from educational applications to more technical domains while maintaining connections to his foundational work in learning systems. His research demonstrates consistent innovation in applying computational approaches to solve practical problems across different contexts. Dr. Kuhn has maintained long-term collaborations with researchers including Heinz Ulrich Hoppe, Andreas Harrer, and Andreas Lingnau, indicating strong interdisciplinary networks. His work has been published in diverse venues ranging from IEEE Access and Microelectronics Reliability to Research and Practice in Technology Enhanced Learning and International Conferences on Computer-Supported Collaborative Learning.

Sebastian StraussView profile

Professor

• Computer-Supported Collaborative Learning
• Group Metacognition
• Learning Analytics
• +3 more

Dr. Sebastian Strauss is an Interim Professor of Educational Psychology and Educational Technology at the Ruhr University Bochum within the Faculty of Philosophy and Education. His work focuses on leveraging digital tools to enhance collaborative learning experiences and metacognitive regulation in educational contexts. Education : Dr. Phil. in Educational Psychology (2021), MA in Educational Science (2016), BA in Educational Science and Culture (2014), all from Ruhr University Bochum. Research Interests revolve around Computer-Supported Collaborative Learning , with a focus on group metacognition, learning analytics, and technology-enhanced learning. His studies aim to optimize structured group work and digital interaction in higher education. Selected Publications highlight advancements in collaboration scripts, group awareness tools, and adaptive prompts to foster effective online learning. His work addresses challenges in digital pedagogy, including equitable participation and interactive design. Scientific Contributions include leading projects like ALICE , KoLiB , INTERACT! , and IKARion , which explore innovative approaches to digital education. He also contributes to the Fellowships for Innovations in Digital Higher Education NRW . Award : Nominated for best paper award at the 14th International Conference on Computer-Supported Collaborative Learning (CSCL 2021).

Jennifer RaimannView profile

Research Fellow

• Stereotypes in STEM and HEE fields
• Computer Supported Collaborative Learning (CSCL)
• Diversity in distance education
• +2 more

Jennifer Raimann is a Research Fellow at the Department of Social Psychology, FernUniversität in Hagen, and a member of the CATALPA Research Center. Her work focuses on diversity, gender stereotypes, and collaborative learning in digital education. M.A. in Educational Sciences (Ruhr-Universität Bochum, 2016-2018) B.A. in Educational Sciences and Linguistics (Ruhr-Universität Bochum, 2013-2016) Her research explores gender stereotypes in STEM and HEE fields , CSCL mechanisms , and diversity in online learning . She investigates how these factors influence knowledge acquisition and competency development in digital environments. Analysis of her 2021-2024 publications reveals trends in diversity analytics , collaborative dynamics , and self-efficacy in remote education. Key projects include her PhD work on "Fitting in or Standing out" (gender stereotypes in non-traditional majors) and the DivAdapt initiative (2018-2021) addressing diversity-adapted CSCL in distance education.

• Educational Technology
• Computer-Supported Collaborative Learning (CSCL)
• Artificial Intelligence in Education
• +3 more

Cindy E. Hmelo-Silver is a Professor of Educational Psychology at Indiana University's School of Education, Bloomington, IN, USA. She previously held a position at Rutgers University's Graduate School of Education. Her research focuses on collaborative learning, technology-enhanced education, and artificial intelligence in educational settings. She leads projects like the AI Institute for Engaged Learning, emphasizing AI-infused learning environments for K-12 students. Her work spans educational technology, science education, and learning analytics, with a strong emphasis on design-based research and teacher professional development. She collaborates extensively with institutions like North Carolina State University and engages in interdisciplinary efforts to bridge cognitive science and pedagogy. Her research interests include collaborative problem-solving, game-based learning, and the role of technology in fostering deep understanding. Notable contributions include frameworks for analyzing group dynamics in learning environments and studies on the use of AI tools in classrooms. She has advised numerous educational technology initiatives and contributed to national initiatives in STEM education and teacher training. Publications highlight her focus on AI applications in education, learning analytics, and the design of collaborative learning environments. Her work often integrates empirical studies with theoretical models to advance educational practices. She is a key figure in the Computer-Supported Collaborative Learning (CSCL) community, contributing to both research and policy.

Armin WeinbergerView profile

Professor

• Educational Technology
• Technology-Enhanced Learning
• Computer-Supported Collaboration Scripts
• +7 more

Professor Armin Weinberger is the founder and head of the Department of Educational Technology at Saarland University. He previously held roles including Associate Professor at the University of Twente and lecturer/research fellow positions at the University of Munich, University of Tübingen, and Knowledge Media Research Center. His expertise spans educational technology, technology-enhanced learning, and collaborative learning strategies. He teaches courses such as 'EduTech,' 'The Design Challenge,' and 'Empirical Research Methods III' at the EduTech M.Sc. program. His research focuses on knowledge construction in small groups, computer-supported collaboration scripts, and cross-cultural education. He coordinates the EARLI SIG Argumentation, Dialogue, and Reasoning and serves on editorial boards for journals like the Journal of the Learning Sciences . Notable awards include recognition for top-cited articles (2007-2011) and frequent authorship (2010-2014) in key journals. His work emphasizes ethical AI integration in education, virtual patient environments for medical training, and motivational factors in hybrid learning. Professional services include reviewing for funding agencies (DFG, ISF) and conferences (CSCL, EC-TEL). His office is located at Saarland University's C5 4 building, room 1.12.

Niels SeidelView profile

Researcher

• Adaptive Learning Environments
• Learning Analytics
• Self-Regulated Learning
• +4 more

Niels Seidel is a computer scientist and researcher at FernUniversität in Hagen, where he serves as the Lead of project APLE II at the CATALPA research center and as an alternate/deputy member of the CATALPA executive board. He works within the Faculty of Mathematics and Computer Science, focusing on the development of adaptive personalized learning environments for higher education. His work bridges computer science and educational technology, with particular emphasis on supporting self-regulated learning, reading comprehension, and assessment activities across diverse student populations. Seidel's research interests span multiple interconnected domains in educational technology. His primary focus is on Adaptive Learning Environments , where he designs, develops, and evaluates systems that support learners in self-regulated learning, reading, and assessment. His work in Learning Analytics involves analyzing and visualizing learning behavior at individual, group, and organizational levels while accounting for learner diversity. He has made significant contributions to Video-Based Learning , examining how video content can be structured and presented to optimize learning outcomes. His research increasingly incorporates Artificial Intelligence to create more responsive and personalized educational experiences, as evidenced by his recent work on generative AI applications for evaluating self-regulated learning skills. His publication record shows a clear trajectory toward increasingly sophisticated adaptive learning systems. Early work focused on foundational aspects of video-based learning and interaction design patterns, while recent publications demonstrate sophisticated integration of AI, learning analytics, and adaptive techniques. His research consistently addresses practical challenges in distance education while contributing to theoretical frameworks in educational technology. The 2024-2025 publications reveal particular emphasis on self-regulated learning assessment, reading comprehension support, and the application of generative AI in educational contexts. As an academic advisor, Seidel has supervised numerous bachelor's, master's, and diploma theses since 2018, mentoring students working on diverse projects related to educational technology. His current leadership roles include serving as spokesman for the Working Group Learning Analytics within the SIG Educational Technology of the German Informatics Society since 2021. He has secured funding for multiple projects, including the Google.org-funded Theresienstadt explained project and the BMBF-funded Life Long Learning Open Operating Platform (L³OOP). Seidel leads the APLE II project at CATALPA research center, which aims to develop domain-independent adaptive personalized learning environments for higher education. His work leverages the research infrastructure at FernUniversität in Hagen, particularly the Moodle-based learning management system, to implement and test innovative educational technologies with large student cohorts in real-world settings.

• Educational Technology
• Collaborative Learning
• Science Education
• +3 more

Sadhana Puntambekar is a prominent academic researcher in the field of educational technology and collaborative learning. Her work focuses on understanding and enhancing learning processes through technology integration, particularly in science and inquiry-based education. She has contributed extensively to the design of collaborative learning environments, automated assessment tools, and AI-driven educational systems. Her research spans topics such as collaborative learning dynamics, student-teacher interactions, and the role of physical/virtual models in science education. Notably, she has explored the impact of prior knowledge on collaborative outcomes and the development of frameworks for teacher support in educational technology adoption. Dr. Puntambekar has co-edited major conference proceedings, including the 10th International Conference on Computer-Supported Collaborative Learning (CSCL 2013), and has collaborated with institutions globally. Her recent work integrates large language models (LLMs) into educational tools, emphasizing ethical and responsible AI applications in learning environments. Publications highlight her exploration of AI in education, automated formative assessment, and the design of interactive learning systems for physics and biology. Her contributions bridge theory and practice, aiming to improve educational outcomes through innovative technology solutions.

• Human-AI Interaction
• Social Media Psychology
• Cognitive Psychology
• +7 more

Jürgen Buder is a research scientist at the Leibniz-Institut für Wissensmedien (IWM) in Tübingen, Germany, and has been a key member since 2008. He serves as Deputy Head of the Perception and Action lab since 2022 and is also the ombudsman for good scientific practice at IWM. He is affiliated with Eberhard Karls University Tübingen, where he completed his habilitation in psychology in 2021. His research focuses on human-AI interaction, processing of conflicting information on social media, attitude polarization, knowledge communication, and computer-supported collaborative learning (CSCL). His work bridges cognitive psychology, educational technology, and social media dynamics. He has led major projects such as 'Info-noise', 'How do people deal with opposing opinions?', and 'ArchiveGPT', exploring the psychological effects of digital environments. The most recent articles highlight trends in AI perception, trust in artificial agents, polarization in online discourse, and cognitive mechanisms in digital learning. These publications appear in high-impact journals such as Computers in Human Behavior , Psychological Science , and New Media & Society , reflecting interdisciplinary engagement across psychology, education, and human-computer interaction. Scientific Awards: Dissertation Award, Faculty of Social Sciences, University of Tübingen (2002) He actively supervises and collaborates with PhD students and postdocs, though specific advisees are not listed. He has secured multiple research grants through DFG and Leibniz ScienceCampus funding. He has organized numerous conferences and workshops, including the 'WCT meets HCI' series and symposia on belief polarization. He teaches courses such as 'Knowledge media in education, work, and leisure' and seminars on anthropomorphism at the University of Tübingen. He is a core member of the Perception and Action lab at IWM, contributing to its mission of understanding human cognition in digital environments. His work emphasizes both theoretical frameworks and practical applications in educational and public policy contexts.

• Smart Learning Environments
• Learning Design
• Educational Technology
• +6 more

Juan I. Asensio-Pérez is a researcher in educational technology and smart learning environments, with a focus on integrating formal and informal learning through innovative tools. He has collaborated extensively with Miguel L. Bote-Lorenzo, Yannis A. Dimitriadis, Alejandra Martínez-Monés, and Eduardo Gómez-Sánchez. Key research areas: Smart Learning Environments, Learning Design, Gamification, Linked Data Applications Notable contributions: Development of tools like Casual Learn for cultural heritage education, GamiTool for MOOC gamification, and Bucket-Server for cross-space learning artifact management Publications span journals like Computers & Education , IEEE Transactions on Learning Technologies , and conferences including EC-TEL and ICALT.

Jingjing ZhangView profile

Associate Professor

• Educational Technology
• Learning Analytics
• Open Educational Resources (OER)
• +6 more

Jingjing Zhang is an Associate Professor and Associate Dean at the Beijing Normal University (BNU) Faculty of Education. She leads the Big Data Centre for Technology-mediated Education and holds a DPhil in Education from the University of Oxford. Research Interests span educational technology, learning analytics, open educational resources (OER), and massive open online courses (MOOCs). Her work focuses on data mining techniques like network analysis to study human relationships and activities in digital learning environments, with applications in knowledge visualization and collaborative learning. Scientific Contributions include 103 publications and 2.3+ billion citations. Key research trends involve: Temporal network analysis of learner interactions Knowledge convergence mechanisms in open learning Design thinking for creativity in primary education MOOCs as agents of educational transformation Awards : ORS Scholarship, Clarendon Scholarship. Collaborations include Jiang Zhang's Lab and international partnerships with researchers from University College London, University of Oxford, and global institutions.

Freydis VogelView profile

Professor

• Computer-Supported Collaborative Learning (CSCL)
• Educational Psychology
• Collaboration Scripts
• +4 more

Prof. Dr. Freydis Vogel is a Professor at the University of Hamburg's Faculty of Education, specifically within the Department of General, Intercultural and International Comparative Education as well as Educational Psychology (EW1). Her research focuses on computer-supported collaborative learning (CSCL), collaboration scripts, and their impact on educational outcomes. She investigates how socio-cognitive scaffolding, group awareness tools, and self-regulation strategies enhance learning processes in digital and collaborative environments. Her work emphasizes the design and evaluation of CSCL systems for fostering mathematical argumentation skills, collaborative problem-solving, and teacher education. Vogel also explores the role of emergency remote teaching methodologies and evidence-based practices in higher education. Her contributions bridge theoretical frameworks with practical implementations, addressing challenges in both synchronous online learning and traditional classroom settings. Key areas of interest include the interplay between collaboration scripts and cognitive processes, the effectiveness of heuristic worked examples, and the adaptation of scaffolding techniques for diverse learner populations. She has authored numerous publications on these topics and actively engages with international educational research communities through initiatives like the NAPLeS project.