Mohamed Amine Chatti

Prof. Dr. Mohamed Amine Chatti is a full Professor at the University of Duisburg-Essen, Germany, where he heads the Informatik 9 – Learning Technologies teaching and research group. His role centers on advancing research and education in learning technologies and analytics, integrating computer science with educational innovation.

Research Interests

Mohamed Amine Chatti’s research lies at the intersection of learning analytics, technology-enhanced learning, and knowledge management. He investigates open learning analytics ecosystems, designs and evaluates personal learning environments, explores scalable peer assessment mechanisms in MOOCs, and studies mobile and contextual professional learning. His work often leverages social network analysis, data mining, and semantic technologies to create adaptive, learner-centric systems.

Across his publications, a clear trend emerges: leveraging big educational data to personalize learning, improve feedback quality, and support collaborative knowledge construction. His research spans theoretical frameworks, tool development, and empirical evaluations in both MOOC and blended learning contexts.

Scientific Awards & Recognition

While the provided text does not enumerate specific awards, Prof. Chatti’s extensive publication record and leadership roles in prominent conferences and journals underscore his significant recognition within the learning analytics community.

Advising & Collaborative Networks

Prof. Chatti has mentored numerous early-career researchers, as evidenced by his long list of co-authors including Ulrik Schroeder, Hendrik Thüs, Ahmed Yousef, Arham Muslim, Usman Wahid, and many others. While individual PhD or master’s students are not explicitly named, his sustained collaborative output indicates active supervision and research team leadership.

Labs & Teams

He leads the Informatik 9 – Learning Technologies group at the University of Duisburg-Essen, which focuses on designing analytics-driven learning technologies, developing open-source tools for learning analytics, and conducting empirical studies in real-world educational settings.