Nadine Bergner

Nadine Bergner is a Professor in the Teaching and Research Area of Learning Technologies (Informatik 9) at the Faculty of Computer Science, Dresden University of Technology (TU Dresden). Her work focuses on innovative approaches to computer science education across various educational levels, from primary schools to university settings. She leads research on learning technologies, VR applications in education, and teacher training in computer science.

Prof. Bergner's research spans multiple dimensions of computer science education. She has developed and evaluated numerous educational approaches including VR serious games, physical computing with Arduino, and specialized learning environments like the InfoSphere student lab. Her work emphasizes making computer science accessible and engaging for diverse learners, including young children, senior citizens, and pre-service teachers. She has made significant contributions to understanding how students form mental models of computer science concepts and how these can be effectively developed through targeted educational interventions.

Her recent publications reveal a strong focus on emerging technologies in education, particularly virtual reality applications for computer science learning. She has been exploring how different interaction modalities in VR affect learning outcomes, presence, and enjoyment. Another major thread in her recent work involves machine learning education, where she has developed concept inventories and game-based learning approaches to make complex ML concepts accessible to learners. She has also been actively researching how to integrate computer science and AI competencies into teacher education across various disciplines.

Prof. Bergner has made substantial contributions to the development of educational materials and frameworks for computer science education. Her work includes creating resources for programming education ("Apps programmieren für Dummies Junior"), designing concept inventories for machine learning assessment, and developing comprehensive approaches to building computational thinking skills from early childhood through higher education. She has been instrumental in shaping computer science education policy through initiatives like the Dagstuhl Declaration on education in the digital networked world.

Her research often involves collaborative projects with schools and teachers, focusing on practical implementation and evaluation of computer science education approaches. She has been particularly active in developing teacher training programs and materials to support the integration of digital competencies into school curricula. Her work with the InfoSphere student lab has provided valuable insights into how extracurricular learning environments can shape students' perceptions of computer science.