Research Training Group AQUA-d
Using digital technologies in the classroom can have many benefits. They offer enormous potential, not only for learning and assessment tasks. But how can the quality of digital tasks in the classroom be improved, thereby realising this potential? This question lies at the heart of the research training group “Task Quality in Digitally Supported Teaching” (AQUA-d).
The cooperative research training group of the Karlsruhe University of Education and the University of Tübingen is funded by the Ministry of Science, Research and Arts of Baden-Württemberg (MWK)
The project will be funded for three years from 2023-2026, with the option of a three-year extension, and a maximum funding amount of 4.8 million euros. The second funding phase has been approved and will run from August 2026 to 2029.
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22:
Research projects
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2:
Partner organisations
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4:
Mio Euro Funding
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6:
Years
Overview
Learning and assessment tasks are considered to play a central role in the effective implementation of teaching and learning arrangements. In the classroom, they define what pupils are expected to do and trigger cognitive processes that promote learning. Digital technologies offer enormous potential in this regard: for example, they can generate learning and performance tasks algorithmically, provide adaptive feedback in real time, or enrich them with multimedia by integrating a wide variety of elements (such as text, images, music, etc.).
The interdisciplinary research training group “Task Quality in Digitally Supported Teaching” (AQUA-d) is investigating, across several sub-projects, the conditions of teaching and learning theory, subject-specific didactic principles, and the professional competence requirements for teachers under which digital technologies can realise their potential for the quality of teaching and learning tasks. The research group thus focuses on two key areas: the didactics of digital teaching and professionalism in digital teaching. The research findings from AQUA-d are incorporated into teacher training at universities and teacher training colleges in Baden-Württemberg.
On 8 and 9 October 2025, the conference by the research training group AQUA-d, under the theme “Advancing Digital Task Efficacy: International Perspectives on Technology-Enhanced Education”, took place at the Karlsruhe University of Education. The conference focused on how digital technology can generate learning-effective features in tasks and what professional skills teachers need to achieve this. Further information about the conference can be found in the press release: : (german).
Sub-projects
Sub-projects funding phase 2
Sub-project 1 (School Pedagogy)
Diagnostic-based support represents an evidence-informed form of adaptive teaching, which is considered particularly significant for primary education. Teachers face the challenging task of correctly interpreting diagnostic information and utilising it to optimise their teaching practice.
As a continuation of the sub-project “Task Dashboards in the Classroom” from the first funding phase, the research question in the second funding phase is to be expanded to include support through Retrieval-Augmented Generation. Retrieval-Augmented Generation combines external knowledge with large language models by embedding prompts into the same model in which specific documents, databases, etc. were previously embedded.
The aim of the sub-project in funding phase II is to investigate the extent to which teachers can be supported by dashboards featuring such context-aware conversational AI when interpreting diagnostic assessments of learning progress or learning trajectories, as well as when designing adaptive teaching interventions.
Sub-project 1 (School Pedagogy)
Diagnostic-based support represents an evidence-informed form of adaptive teaching, which is considered particularly significant for primary education. Teachers face the challenging task of correctly interpreting diagnostic information and utilising it to optimise their teaching practice.
As a continuation of the sub-project “Task Dashboards in the Classroom” from the first funding phase, the research question in the second funding phase is to be expanded to include support through Retrieval-Augmented Generation. Retrieval-Augmented Generation combines external knowledge with large language models by embedding prompts into the same model in which specific documents, databases, etc. were previously embedded.
The aim of the sub-project in funding phase II is to investigate the extent to which teachers can be supported by dashboards featuring such context-aware conversational AI when interpreting diagnostic assessments of learning progress or learning trajectories, as well as when designing adaptive teaching interventions.
Sub-project 2 (Cognitive Sciences)
Learning with computer-generated visualisations is opening up entirely new possibilities thanks to generative artificial intelligence (AI). Even without advanced expertise in illustration, convincing visualisations can be created from prompts; however, these are often inaccurate or flawed, and their effectiveness in learning is often overestimated.
Building on the findings of the sub-project “Learning tasks with computer-generated realistic representations” from the first funding phase, this sub-project in the second funding phase aims to investigate which supposed obstacles in the design and use of AI-generated images may actually be conducive to learning. This may include various types of errors and inaccuracies, as well as verification processes during creation and erroneous interpretations during viewing.
Sub-project 2 (Cognitive Sciences)
Learning with computer-generated visualisations is opening up entirely new possibilities thanks to generative artificial intelligence (AI). Even without advanced expertise in illustration, convincing visualisations can be created from prompts; however, these are often inaccurate or flawed, and their effectiveness in learning is often overestimated.
Building on the findings of the sub-project “Learning tasks with computer-generated realistic representations” from the first funding phase, this sub-project in the second funding phase aims to investigate which supposed obstacles in the design and use of AI-generated images may actually be conducive to learning. This may include various types of errors and inaccuracies, as well as verification processes during creation and erroneous interpretations during viewing.
Sub-project 3 (Empirical Educational Research)
In a recent approach, so-called individualised motivation interventions have proven particularly effective in promoting learner motivation; these interventions provide learners with targeted support tailored to their personal motivational needs.
Findings from the sub-project “Task Motivation in Digital Learning Environments” during the first funding phase indicate that such interventions lead to a reduction in motivational deficits, lower rates of dropping out and changing courses, as well as lower subjectively perceived costs.
Building on this, the present sub-project aims to investigate the mechanism through which perceived costs are reduced, whether this is actually associated with more successful learning – for example, through the use of goal-oriented learning strategies such as desirable difficulties – and whether the effects of individualised motivational interventions can be further enhanced.
Sub-project 3 (Empirical Educational Research)
In a recent approach, so-called individualised motivation interventions have proven particularly effective in promoting learner motivation; these interventions provide learners with targeted support tailored to their personal motivational needs.
Findings from the sub-project “Task Motivation in Digital Learning Environments” during the first funding phase indicate that such interventions lead to a reduction in motivational deficits, lower rates of dropping out and changing courses, as well as lower subjectively perceived costs.
Building on this, the present sub-project aims to investigate the mechanism through which perceived costs are reduced, whether this is actually associated with more successful learning – for example, through the use of goal-oriented learning strategies such as desirable difficulties – and whether the effects of individualised motivational interventions can be further enhanced.
Sub-project 4 (Educational Psychology)
For self-regulated learning from digital texts to be successful, learners must assess their own understanding as accurately as possible, as improved text comprehension can only be achieved through adaptive regulatory processes. A form of self-assessment that is widespread in the German school context but has so far been little researched is the so-called ‘can-judgments‘. These relate to specific learning objectives and focus on perceived competence.
However, findings from the previous funding phase showed that ‘can-judgments‘ did not yield any improvement in the accuracy of self-assessments or in text comprehension when working on comprehension tasks. In the second funding phase, therefore, building on the first project phase, the focus will be on the following questions: How can metacognitive feedback on ‘can-judgments‘ be designed in such a way that it supports self-regulated learning and promotes motivation? Can data collected throughout the learning process be used to identify patterns that distinguish more successful learners from less successful ones?
Sub-project 4 (Educational Psychology)
For self-regulated learning from digital texts to be successful, learners must assess their own understanding as accurately as possible, as improved text comprehension can only be achieved through adaptive regulatory processes. A form of self-assessment that is widespread in the German school context but has so far been little researched is the so-called ‘can-judgments‘. These relate to specific learning objectives and focus on perceived competence.
However, findings from the previous funding phase showed that ‘can-judgments‘ did not yield any improvement in the accuracy of self-assessments or in text comprehension when working on comprehension tasks. In the second funding phase, therefore, building on the first project phase, the focus will be on the following questions: How can metacognitive feedback on ‘can-judgments‘ be designed in such a way that it supports self-regulated learning and promotes motivation? Can data collected throughout the learning process be used to identify patterns that distinguish more successful learners from less successful ones?
Sub-project 5 (Educational Psychology)
Learning through practice exercises is considered one of the most effective learning strategies and is particularly well-suited to technology-supported learning. This can be explained by the fact that the active retrieval involved in practising consolidates memory traces more effectively than, for example, mere repetition through rereading. In practice, however, a significant limitation becomes apparent: through repeated practice, learners may memorise tasks rather than consolidate knowledge and skills. Consequently, learners who repeatedly practise the same tasks in an app and memorise their solutions may be unable to solve a slightly modified task in a test because the underlying principle has not been understood. Based on the cognitive psychology literature on ‘desirable difficulty’, it can be expected that this limitation can be addressed through a systematic variation of practice tasks.
The sub-project investigates, through laboratory and field experiments, whether variable learning tasks in digital practice-based learning offer added value for long-term learning success. The focus is on both learning effectiveness and the underlying cognitive psychological processes, as well as the conditions for the successful application of this ‘desirable difficulty’ in a digital context. The aim is to develop a better understanding of learning theory and to identify best practices for the effective use of digital practice-based learning.
Sub-project 5 (Educational Psychology)
Learning through practice exercises is considered one of the most effective learning strategies and is particularly well-suited to technology-supported learning. This can be explained by the fact that the active retrieval involved in practising consolidates memory traces more effectively than, for example, mere repetition through rereading. In practice, however, a significant limitation becomes apparent: through repeated practice, learners may memorise tasks rather than consolidate knowledge and skills. Consequently, learners who repeatedly practise the same tasks in an app and memorise their solutions may be unable to solve a slightly modified task in a test because the underlying principle has not been understood. Based on the cognitive psychology literature on ‘desirable difficulty’, it can be expected that this limitation can be addressed through a systematic variation of practice tasks.
The sub-project investigates, through laboratory and field experiments, whether variable learning tasks in digital practice-based learning offer added value for long-term learning success. The focus is on both learning effectiveness and the underlying cognitive psychological processes, as well as the conditions for the successful application of this ‘desirable difficulty’ in a digital context. The aim is to develop a better understanding of learning theory and to identify best practices for the effective use of digital practice-based learning.
Sub-project 6 (Mathematics Education)
During phase I of the funding period, a needs analysis revealed that digital task formats designed to develop an understanding of the relationship between parts and the whole are currently in short supply. Consequently, existing maths learning apps fail to provide a systematic approach to fostering this understanding through appropriate feedback. Consequently, a learning app designed to promote part-whole understanding was developed and evaluated in a pilot study.
In funding phase II of this sub-project, feedback components already implemented in XPart will be further developed so that they both respond adaptively to pupils’ errors and provide feedback to teachers on the learning process. The project builds on previous work on the effectiveness of feedback in the development of part-whole understanding.
Sub-project 6 (Mathematics Education)
During phase I of the funding period, a needs analysis revealed that digital task formats designed to develop an understanding of the relationship between parts and the whole are currently in short supply. Consequently, existing maths learning apps fail to provide a systematic approach to fostering this understanding through appropriate feedback. Consequently, a learning app designed to promote part-whole understanding was developed and evaluated in a pilot study.
In funding phase II of this sub-project, feedback components already implemented in XPart will be further developed so that they both respond adaptively to pupils’ errors and provide feedback to teachers on the learning process. The project builds on previous work on the effectiveness of feedback in the development of part-whole understanding.
Sub-project 7 (German Language Teaching)
Multimodal writing activities open up new perspectives on developing narrative skills in German lessons. They combine text with images, videos and audio elements, thereby fostering narrative skills through a multimodal approach. Apps that allow users to create e-books are particularly well-suited to this purpose. To teach multiliterate narrative skills, teachers can draw on methods such as digital storytelling or learning by design. However, recent approaches in writing didactics increasingly discuss how digital feedback processes, including the use of AI-supported tools, can enhance the quality of writing and revision processes.
Building on the findings of the sub-project “Digital Storytelling in Profiled Writing Arrangements” from the first funding phase, the aim of the sub-project in the second funding phase is to develop and evaluate the effectiveness of feedback procedures for multiliterate narrative products.
Sub-project 7 (German Language Teaching)
Multimodal writing activities open up new perspectives on developing narrative skills in German lessons. They combine text with images, videos and audio elements, thereby fostering narrative skills through a multimodal approach. Apps that allow users to create e-books are particularly well-suited to this purpose. To teach multiliterate narrative skills, teachers can draw on methods such as digital storytelling or learning by design. However, recent approaches in writing didactics increasingly discuss how digital feedback processes, including the use of AI-supported tools, can enhance the quality of writing and revision processes.
Building on the findings of the sub-project “Digital Storytelling in Profiled Writing Arrangements” from the first funding phase, the aim of the sub-project in the second funding phase is to develop and evaluate the effectiveness of feedback procedures for multiliterate narrative products.
Sub-project 8 (Economics Education)
Behavioural economics shows that decisions are influenced not only by rationality but also by emotions and automatic responses. Accordingly, the sub-project “Virtual behavioural economics experiments as learning tasks” investigated, during the fist funding phase, the extent to which virtual behavioural economics experiments can be used to simulate real-life decision-making situations in the field of consumer education. Among other things, the focus of interest shifted to the further development of digital behavioural economics learning tasks through AI-based feedback. AI-based feedback offers particular potential during the phases of strategy formulation, justification of strategy and reflection on virtual economic decision-making experiments, as it encourages learners to engage in more precise reasoning and a more critical examination of their decisions.
The main objective of the sub-project in funding phase II is therefore to expand the intervention developed in the first funding phase to include AI-generated feedback, thereby supporting pupils in the development of reflective decision-making skills.
Sub-project 8 (Economics Education)
Behavioural economics shows that decisions are influenced not only by rationality but also by emotions and automatic responses. Accordingly, the sub-project “Virtual behavioural economics experiments as learning tasks” investigated, during the fist funding phase, the extent to which virtual behavioural economics experiments can be used to simulate real-life decision-making situations in the field of consumer education. Among other things, the focus of interest shifted to the further development of digital behavioural economics learning tasks through AI-based feedback. AI-based feedback offers particular potential during the phases of strategy formulation, justification of strategy and reflection on virtual economic decision-making experiments, as it encourages learners to engage in more precise reasoning and a more critical examination of their decisions.
The main objective of the sub-project in funding phase II is therefore to expand the intervention developed in the first funding phase to include AI-generated feedback, thereby supporting pupils in the development of reflective decision-making skills.
Meta sub-project 1 (Empirical Educational Research)
School grades play an important role in educational decisions and influence, for example, transitions within the school system. At the same time, findings regarding fairness – in the sense of independence from gender, migration status and socio-economic background, etc. – are mixed. Typical errors of perception and assessment by teachers are cited, amongst other things, as reasons for potential biases.
At the same time, AI systems are credited with the potential to carry out performance assessments in a less biased manner. Promising results have already been achieved, particularly in the automatic assessment of texts. The project therefore investigates which features of AI-supported systems are
particularly suitable for performance assessment and to what extent performance assessments become fairer when additional AI-based information on text quality is available.
Meta sub-project 1 (Empirical Educational Research)
School grades play an important role in educational decisions and influence, for example, transitions within the school system. At the same time, findings regarding fairness – in the sense of independence from gender, migration status and socio-economic background, etc. – are mixed. Typical errors of perception and assessment by teachers are cited, amongst other things, as reasons for potential biases.
At the same time, AI systems are credited with the potential to carry out performance assessments in a less biased manner. Promising results have already been achieved, particularly in the automatic assessment of texts. The project therefore investigates which features of AI-supported systems are
particularly suitable for performance assessment and to what extent performance assessments become fairer when additional AI-based information on text quality is available.
Meta sub-project 2 (School Pedagogy)
Educational scientists and stakeholders from educational administration have for some time been calling for more evidence-informed practice from those involved in the education system – particularly teachers. ‘Evidence-informed practice’ is understood, on the one hand, as the use of primary data as a source of information; on the other hand, it also refers to the derivation of decisions from evidence in the sense of research findings or meta-analyses.
In the first funding phase, the ‘Science Communication’ meta sub-project investigated, through laboratory studies, how effect sizes (such as the effectiveness of task quality) can be communicated in the most user-friendly way possible, so that teachers too can receive this information accurately and efficiently. In the second funding phase, this research question is now to be applied, firstly, to more ecologically valid settings such as science communication on social media, and secondly, to examine the use of the perceived effect sizes in lesson planning.
Meta sub-project 2 (School Pedagogy)
Educational scientists and stakeholders from educational administration have for some time been calling for more evidence-informed practice from those involved in the education system – particularly teachers. ‘Evidence-informed practice’ is understood, on the one hand, as the use of primary data as a source of information; on the other hand, it also refers to the derivation of decisions from evidence in the sense of research findings or meta-analyses.
In the first funding phase, the ‘Science Communication’ meta sub-project investigated, through laboratory studies, how effect sizes (such as the effectiveness of task quality) can be communicated in the most user-friendly way possible, so that teachers too can receive this information accurately and efficiently. In the second funding phase, this research question is now to be applied, firstly, to more ecologically valid settings such as science communication on social media, and secondly, to examine the use of the perceived effect sizes in lesson planning.
Sub-projects funding phase 1
Sub-project 1 (School Pedagogy)
Digital task systems enable automatically marked results to be sent to teachers in real time and clearly presented via dashboards. Teachers then face the challenge of recognising and interpreting relevant patterns in order to ultimately derive pedagogical actions from them. This sub-project aims to explore typical patterns of reception and interpretation among teachers when using assignment dashboards, to identify specific support needs in terms of reception and interpretation, and ultimately to derive design features for dashboards that optimally support these processes.
Contact persons
Prof. Dr. Samuel Merk (Professor für empirische Unterrichts- und Schulforschung; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Thorsten Bohl (Professor für Schulpädagogik; Universität Tübingen)
Erika Lunowa (Insitut für Schul- und Unterrrichtsentwicklung; Pädagogische Hochschule Karlsruhe)
Sub-project 1 (School Pedagogy)
Digital task systems enable automatically marked results to be sent to teachers in real time and clearly presented via dashboards. Teachers then face the challenge of recognising and interpreting relevant patterns in order to ultimately derive pedagogical actions from them. This sub-project aims to explore typical patterns of reception and interpretation among teachers when using assignment dashboards, to identify specific support needs in terms of reception and interpretation, and ultimately to derive design features for dashboards that optimally support these processes.
Contact persons
Prof. Dr. Samuel Merk (Professor für empirische Unterrichts- und Schulforschung; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Thorsten Bohl (Professor für Schulpädagogik; Universität Tübingen)
Erika Lunowa (Insitut für Schul- und Unterrrichtsentwicklung; Pädagogische Hochschule Karlsruhe)
Sub-project 1b (Empirical Classroom and School Research)
Within the framework of evidence-informed school practice, teachers are encouraged to take on board findings from scientific research and apply them to the school context in order to improve the quality of teaching and schooling. To this end, it is helpful for the scientific community to present empirical research findings in such a way that they are intuitively understandable to teachers – that is, without requiring prior methodological or statistical knowledge. This sub-project will therefore investigate the extent to which the communication of effect sizes can be improved. Specifically, experiments will be used to identify potential influencing factors that have a (positive) impact on the accurate perception of effect sizes, with the aim of subsequently identifying design features for the general and user-friendly communication of effect sizes.
Contact persons
Prof. Dr. Samuel Merk (Professor für empirische Unterrichts- und Schulforschung; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Thorsten Bohl (Professor für Schulpädagogik; Universität Tübingen)
Florian Kühlwein (Insitut für Schul- und Unterrrichtsentwicklung; Pädagogische Hochschule Karlsruhe)
Sub-project 1b (Empirical Classroom and School Research)
Within the framework of evidence-informed school practice, teachers are encouraged to take on board findings from scientific research and apply them to the school context in order to improve the quality of teaching and schooling. To this end, it is helpful for the scientific community to present empirical research findings in such a way that they are intuitively understandable to teachers – that is, without requiring prior methodological or statistical knowledge. This sub-project will therefore investigate the extent to which the communication of effect sizes can be improved. Specifically, experiments will be used to identify potential influencing factors that have a (positive) impact on the accurate perception of effect sizes, with the aim of subsequently identifying design features for the general and user-friendly communication of effect sizes.
Contact persons
Prof. Dr. Samuel Merk (Professor für empirische Unterrichts- und Schulforschung; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Thorsten Bohl (Professor für Schulpädagogik; Universität Tübingen)
Florian Kühlwein (Insitut für Schul- und Unterrrichtsentwicklung; Pädagogische Hochschule Karlsruhe)
Sub-project 2 (Cognitive Science)
Computer-generated visualisations are an important component of many school subjects, for example, to teach anatomy in biology lessons. Given the level of realism that can be achieved, the question arises as to how detailed learning visualisations should be in different subjects. In addition, the study aims to investigate whether hybrid representations, in which realistic images are supplemented with schematic elements, can offer an advantage. To date, little is known about the criteria teachers use to select realistic visualisations for their lessons. As laypeople often assume that realistic visualisations are generally superior to more abstract representations, the aim is to investigate what misconceptions teachers may have regarding this knowledge.
Contact persons
Jun.Prof. Dr. Alexander Skulmowski (Tenure-Track-Professor für Digitale Bildung; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Stephan Schwan (Professor für Lehr-Lernforschung; Universität Tübingen)
Patricia Engel-Hermann (Institut für Informatik und digitale Bildung; Pädagogische Hochschule Karlsruhe)
Sub-project 2 (Cognitive Science)
Computer-generated visualisations are an important component of many school subjects, for example, to teach anatomy in biology lessons. Given the level of realism that can be achieved, the question arises as to how detailed learning visualisations should be in different subjects. In addition, the study aims to investigate whether hybrid representations, in which realistic images are supplemented with schematic elements, can offer an advantage. To date, little is known about the criteria teachers use to select realistic visualisations for their lessons. As laypeople often assume that realistic visualisations are generally superior to more abstract representations, the aim is to investigate what misconceptions teachers may have regarding this knowledge.
Contact persons
Jun.Prof. Dr. Alexander Skulmowski (Tenure-Track-Professor für Digitale Bildung; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Stephan Schwan (Professor für Lehr-Lernforschung; Universität Tübingen)
Patricia Engel-Hermann (Institut für Informatik und digitale Bildung; Pädagogische Hochschule Karlsruhe)
Sub-project 3 (Empirical Educational Research)
Digital learning environments promise to increase the willingness to exert effort when working on tasks and thus contribute to higher achievement motivation and academic success in the long term. In the future, they will make it possible to provide various motivational elements (e.g. goal salience, feedback, gamification elements) and to adapt these to the needs and characteristics of the learners and the situation. Based on an existing digital learning environment, this sub-project aims to develop an adaptivity algorithm for providing motivational elements, taking into account various criteria (e.g. time, individual and learning environment), and to test its effectiveness. As a preparatory step, questions regarding the temporal development of task motivation and its dependence on the characteristics of the individual and the learning environment (e.g. classroom context or teacher) are to be addressed.
Contact persons
Jun.-Prof. Dr. Cora Parrisius (Tenure-Track-Professorin für Empirische Bildungsforschung; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Benjamin Nagengast (Professor für Pädagogische Psychologie; Universität Tübingen)
Liene Brandhuber (Institut für Empirische Bildungsforschung, Pädagogische Hochschule Karlsruhe)
Bei Fragen kontaktieren Sie bitte Prof. Dr. Benjamin Nagengast.
Sub-project 3 (Empirical Educational Research)
Digital learning environments promise to increase the willingness to exert effort when working on tasks and thus contribute to higher achievement motivation and academic success in the long term. In the future, they will make it possible to provide various motivational elements (e.g. goal salience, feedback, gamification elements) and to adapt these to the needs and characteristics of the learners and the situation. Based on an existing digital learning environment, this sub-project aims to develop an adaptivity algorithm for providing motivational elements, taking into account various criteria (e.g. time, individual and learning environment), and to test its effectiveness. As a preparatory step, questions regarding the temporal development of task motivation and its dependence on the characteristics of the individual and the learning environment (e.g. classroom context or teacher) are to be addressed.
Contact persons
Jun.-Prof. Dr. Cora Parrisius (Tenure-Track-Professorin für Empirische Bildungsforschung; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Benjamin Nagengast (Professor für Pädagogische Psychologie; Universität Tübingen)
Liene Brandhuber (Institut für Empirische Bildungsforschung, Pädagogische Hochschule Karlsruhe)
Bei Fragen kontaktieren Sie bitte Prof. Dr. Benjamin Nagengast.
Sub-project 4a (Educational Psychology)
For successful self-regulated learning, pupils must monitor and accurately assess their own understanding. Digital learning environments offer new and promising opportunities to support self-regulated learning in this regard. In this sub-project, experimental field and laboratory studies will investigate the extent to which visualisations of pupils’ self-assessments help them with self-regulated learning from digital texts. To this end, various visualisations will be developed and tested for their effectiveness. The research will focus in particular on secondary school pupils, as they often struggle with self-regulated learning from texts and targeted support in this area appears particularly beneficial.
Contact persons
Jun.-Prof. Dr. Anja Prinz-Weiß (Tenure-Track-Professorin für Pädagogische Psychologie; Pädagogische Hochschule Karlsruhe)
Jun.-Prof. Dr. Nicolas Hübner (Junior-Professor für Schulpädagogik; Universität Tübingen)
Martin Fifka (Institut für Psychologie; Pädagogische Hochschule Karlsruhe)
Sub-project 4a (Educational Psychology)
For successful self-regulated learning, pupils must monitor and accurately assess their own understanding. Digital learning environments offer new and promising opportunities to support self-regulated learning in this regard. In this sub-project, experimental field and laboratory studies will investigate the extent to which visualisations of pupils’ self-assessments help them with self-regulated learning from digital texts. To this end, various visualisations will be developed and tested for their effectiveness. The research will focus in particular on secondary school pupils, as they often struggle with self-regulated learning from texts and targeted support in this area appears particularly beneficial.
Contact persons
Jun.-Prof. Dr. Anja Prinz-Weiß (Tenure-Track-Professorin für Pädagogische Psychologie; Pädagogische Hochschule Karlsruhe)
Jun.-Prof. Dr. Nicolas Hübner (Junior-Professor für Schulpädagogik; Universität Tübingen)
Martin Fifka (Institut für Psychologie; Pädagogische Hochschule Karlsruhe)
Sub-project 4b (Educational Psychology)
Digital learning environments are diverse and offer great potential for knowledge transfer. For example, learning materials can be accessed at any time, different learning pathways can be facilitated, and timely feedback on learning progress can be provided. But what do these possibilities mean for learners?
Digital learning environments and the independent completion of exercises place greater demands on learners’ ability to monitor their own understanding metacognitively and to regulate their own learning (Carpenter et al., 2020). Accurate self-assessments of one’s own understanding are particularly important here, as they enable learners to adapt their learning behaviour accordingly and to fill gaps in their understanding. However, numerous findings suggest that, even in digital learning environments, learners often fail to assess their understanding accurately (Carpenter et al., 2020; Händel et al., 2020; Roelle et al., 2017) and do not effectively self-regulate their learning (Choi et al., 2023). It is therefore important to support learners in developing their skills for accurate self-assessment so that they can learn in a more self-regulated manner, i.e. effectively adapt their learning behaviour.
Contact persons:
Jun.-Prof. Dr. Anja Prinz-Weiß (Tenure-Track-Professorin für Pädagogische Psychologie; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Samuel Merk (Professor für empirische Unterrichts- und Schulforschung; Pädagogische Hochschule Karlsruhe)
Theresa Walesch (Institut für Psychologie; Pädagogische Hochschule Karlsruhe)
Sub-project 4b (Educational Psychology)
Digital learning environments are diverse and offer great potential for knowledge transfer. For example, learning materials can be accessed at any time, different learning pathways can be facilitated, and timely feedback on learning progress can be provided. But what do these possibilities mean for learners?
Digital learning environments and the independent completion of exercises place greater demands on learners’ ability to monitor their own understanding metacognitively and to regulate their own learning (Carpenter et al., 2020). Accurate self-assessments of one’s own understanding are particularly important here, as they enable learners to adapt their learning behaviour accordingly and to fill gaps in their understanding. However, numerous findings suggest that, even in digital learning environments, learners often fail to assess their understanding accurately (Carpenter et al., 2020; Händel et al., 2020; Roelle et al., 2017) and do not effectively self-regulate their learning (Choi et al., 2023). It is therefore important to support learners in developing their skills for accurate self-assessment so that they can learn in a more self-regulated manner, i.e. effectively adapt their learning behaviour.
Contact persons:
Jun.-Prof. Dr. Anja Prinz-Weiß (Tenure-Track-Professorin für Pädagogische Psychologie; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Samuel Merk (Professor für empirische Unterrichts- und Schulforschung; Pädagogische Hochschule Karlsruhe)
Theresa Walesch (Institut für Psychologie; Pädagogische Hochschule Karlsruhe)
Sub-project 5 (Mathematics Education – Secondary Level)
The iOS app MalAR (Learning Mathematics with Augmented Reality, mathematik-ar.de) allows three-dimensional mathematical objects, such as lines and planes, to be integrated into the smartphone’s camera view. To fully exploit the potential that AR offers for teaching and learning situations, it is necessary not only to develop effective AR technologies but also to explore beneficial ways of integrating AR.
The aim of this sub-project is to identify task characteristics based on typical movement patterns when working on tasks using the MalAR app. Building on this, a possible correlation between mathematical performance and movement initiated by the app whilst working on AR-sensitive and conventional tasks will be investigated. The extent to which the ability to manipulate mathematical objects sensorimotorically within the MalAR app offers added value for the teaching and learning process will also be explored and supported by didactic guidance.
Contact persons
Jun.-Prof. Dr. Xenia-Rosemarie Reit (Tenure-Track-Professorin für Mathematik und ihre Didaktik; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Richard Göllner (Professor für Educational Effectiveness; Universität Tübingen)
Valerie Leister (Institut für Mathematik; Pädagogische Hochschule Karlsruhe)
Sub-project 5 (Mathematics Education – Secondary Level)
The iOS app MalAR (Learning Mathematics with Augmented Reality, mathematik-ar.de) allows three-dimensional mathematical objects, such as lines and planes, to be integrated into the smartphone’s camera view. To fully exploit the potential that AR offers for teaching and learning situations, it is necessary not only to develop effective AR technologies but also to explore beneficial ways of integrating AR.
The aim of this sub-project is to identify task characteristics based on typical movement patterns when working on tasks using the MalAR app. Building on this, a possible correlation between mathematical performance and movement initiated by the app whilst working on AR-sensitive and conventional tasks will be investigated. The extent to which the ability to manipulate mathematical objects sensorimotorically within the MalAR app offers added value for the teaching and learning process will also be explored and supported by didactic guidance.
Contact persons
Jun.-Prof. Dr. Xenia-Rosemarie Reit (Tenure-Track-Professorin für Mathematik und ihre Didaktik; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Richard Göllner (Professor für Educational Effectiveness; Universität Tübingen)
Valerie Leister (Institut für Mathematik; Pädagogische Hochschule Karlsruhe)
Sub-project 6 (Physics Education)
Many pupils in lower secondary school fail to develop a fundamental understanding of electrical circuits (Wilhelm & Hopf, 2018). Against this backdrop, the highly effective teaching concept “An Introduction to Electricity with Potential” (Burde & Wilhelm, 2020) was developed, which specifically incorporates existing findings in subject didactics—including those on preconceptions and analogies—but has so far only been available in the form of a traditional textbook. Against this backdrop, the sub-project ‘Physics’ aims to develop and research digitally supported learning tasks based on the above-mentioned teaching concept, with a particular focus on a) digital measurement (Benz & Ludwig 2021), b) the digitally supported analysis of experimental data, and c) scientific reasoning based on this data.
Contact persons
Jun.-Prof. Dr. Tobias Ludwig (Tenure-Track-Professor für Physik und ihre Didaktik; Pädagogische Hochschule Karlsruhe)
Jun.-Prof. Dr. Jan-Philipp Burde (Tenure-Track-Professor für Didaktik der Physik; Universität Tübingen)
Lena Lenz (Institut für Physik und Technische Bildung; Pädagogische Hochschule Karlsruhe)
Sub-project 6 (Physics Education)
Many pupils in lower secondary school fail to develop a fundamental understanding of electrical circuits (Wilhelm & Hopf, 2018). Against this backdrop, the highly effective teaching concept “An Introduction to Electricity with Potential” (Burde & Wilhelm, 2020) was developed, which specifically incorporates existing findings in subject didactics—including those on preconceptions and analogies—but has so far only been available in the form of a traditional textbook. Against this backdrop, the sub-project ‘Physics’ aims to develop and research digitally supported learning tasks based on the above-mentioned teaching concept, with a particular focus on a) digital measurement (Benz & Ludwig 2021), b) the digitally supported analysis of experimental data, and c) scientific reasoning based on this data.
Contact persons
Jun.-Prof. Dr. Tobias Ludwig (Tenure-Track-Professor für Physik und ihre Didaktik; Pädagogische Hochschule Karlsruhe)
Jun.-Prof. Dr. Jan-Philipp Burde (Tenure-Track-Professor für Didaktik der Physik; Universität Tübingen)
Lena Lenz (Institut für Physik und Technische Bildung; Pädagogische Hochschule Karlsruhe)
Sub-project 7 (German Language Teaching)
Digital writing tasks can play an important role in the development and use of literacy skills, and there is a growing interest in subject-specific didactics regarding writing tasks that promote these skills. Digital storytelling offers an innovative way of using media-rich environments as a narrative prompt and of fostering specific narrative skills in learners through the use of digital writing platforms. The aim of the sub-project is to develop learning-promoting digital task arrangements and to investigate their influence on the narrative text production skills of learners in primary and lower secondary education. To this end, an intervention study is planned in which task arrangements with varying degrees of specialisation and digitalisation will be tested for their effectiveness.
Contact persons
Prof. Dr. Nadine Anskeit (Professorin für deutsche Sprache und ihre Didaktik; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Carolin Führer (Professorin für Deutsche Philologie / Didaktik der deutschen Literatur; Universität Tübingen)
Maximilian Stoller (Institut für deutsche Sprache und Literatur; Pädagogische Hochschule Karlsruhe)
Sub-project 7 (German Language Teaching)
Digital writing tasks can play an important role in the development and use of literacy skills, and there is a growing interest in subject-specific didactics regarding writing tasks that promote these skills. Digital storytelling offers an innovative way of using media-rich environments as a narrative prompt and of fostering specific narrative skills in learners through the use of digital writing platforms. The aim of the sub-project is to develop learning-promoting digital task arrangements and to investigate their influence on the narrative text production skills of learners in primary and lower secondary education. To this end, an intervention study is planned in which task arrangements with varying degrees of specialisation and digitalisation will be tested for their effectiveness.
Contact persons
Prof. Dr. Nadine Anskeit (Professorin für deutsche Sprache und ihre Didaktik; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Carolin Führer (Professorin für Deutsche Philologie / Didaktik der deutschen Literatur; Universität Tübingen)
Maximilian Stoller (Institut für deutsche Sprache und Literatur; Pädagogische Hochschule Karlsruhe)
Sub-project 8 (Economics Education)
The project is based on the premise that people are constantly making decisions and, in doing so, do not generally behave rationally in the sense of neoclassical economic theories and models. Human decision-making behaviour is influenced by emotions and automatic responses rooted in cultural and biological evolutionary processes, which often occur unconsciously or reactively. In behavioural economics, these decisions are investigated using experiments that can also be incorporated into digital-based tasks in economics lessons. The aim of the research project is to systematise (or, where necessary, develop) digital behavioural economics experiments for school education and to empirically validate their digital-based application.
Contact persons
Prof. Dr. Juliane Yildiz (Professorin für Verbraucher- und Ernährungsbildung; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Taiga Brahm (Professorin für Ökonomische Bildung und Wirtschaftsdidaktik; Universität Tübingen)
Julian Polly (Institut für Ökonomie und ihre Didaktik; Pädagogische Hochschule Karlsruhe)
Sub-project 8 (Economics Education)
The project is based on the premise that people are constantly making decisions and, in doing so, do not generally behave rationally in the sense of neoclassical economic theories and models. Human decision-making behaviour is influenced by emotions and automatic responses rooted in cultural and biological evolutionary processes, which often occur unconsciously or reactively. In behavioural economics, these decisions are investigated using experiments that can also be incorporated into digital-based tasks in economics lessons. The aim of the research project is to systematise (or, where necessary, develop) digital behavioural economics experiments for school education and to empirically validate their digital-based application.
Contact persons
Prof. Dr. Juliane Yildiz (Professorin für Verbraucher- und Ernährungsbildung; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Taiga Brahm (Professorin für Ökonomische Bildung und Wirtschaftsdidaktik; Universität Tübingen)
Julian Polly (Institut für Ökonomie und ihre Didaktik; Pädagogische Hochschule Karlsruhe)
Sub-project 9 (Mathematics Education – Primary Level)
The part-whole concept of numbers is a milestone in the process of learning arithmetic, with structured set perception and the subsequent use of structure to determine quantities forming the basis for this. The aim of the sub-project is to develop and evaluate an app for structured set perception and structure-based number determination.
The app is initially to be developed using a design-based research approach. Its effectiveness will be investigated as part of an intervention study involving first-year primary school pupils. In addition, teachers’ attitudes towards the app’s added value and general acceptance of the technology will be assessed.
Contact persons
Prof. Dr. Christiane Benz (Professorin für Mathematik und ihre Didaktik; Pädagogische Hochschule Karlsruhe)
Dr. Stephanie Roesch (Wissenschaftliche Mitarbeiterin; Universität Tübingen)
Prof. Dr. Korbinian Moeller (Professor of Mathematical Cognition, Loughborough University - UK)
Caroline Marx (Institut für Mathematik; Pädagogische Hochschule Karlsruhe)
Sub-project 9 (Mathematics Education – Primary Level)
The part-whole concept of numbers is a milestone in the process of learning arithmetic, with structured set perception and the subsequent use of structure to determine quantities forming the basis for this. The aim of the sub-project is to develop and evaluate an app for structured set perception and structure-based number determination.
The app is initially to be developed using a design-based research approach. Its effectiveness will be investigated as part of an intervention study involving first-year primary school pupils. In addition, teachers’ attitudes towards the app’s added value and general acceptance of the technology will be assessed.
Contact persons
Prof. Dr. Christiane Benz (Professorin für Mathematik und ihre Didaktik; Pädagogische Hochschule Karlsruhe)
Dr. Stephanie Roesch (Wissenschaftliche Mitarbeiterin; Universität Tübingen)
Prof. Dr. Korbinian Moeller (Professor of Mathematical Cognition, Loughborough University - UK)
Caroline Marx (Institut für Mathematik; Pädagogische Hochschule Karlsruhe)
Sub-project 10 (Music Education)
New tools in the field of generative artificial intelligence open up novel and accessible avenues for creative engagement with music. Furthermore, real-time processing offers particular potential for improvisational processes in which humans and machines interact collaboratively. As part of this research project, the interaction processes between learners and generative AI during improvisation in school music lessons will be investigated, with a particular focus on the role of human creativity in musical composition processes.
Contact persons
Prof. Dr. Kai Koch (Professor für Musik; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Marcus Syring (Professor für Erziehungswissenschaft; Universität Tübingen)
Florian Öttl (Institut für Musik; Pädagogische Hochschule Karlsruhe)
Sub-project 10 (Music Education)
New tools in the field of generative artificial intelligence open up novel and accessible avenues for creative engagement with music. Furthermore, real-time processing offers particular potential for improvisational processes in which humans and machines interact collaboratively. As part of this research project, the interaction processes between learners and generative AI during improvisation in school music lessons will be investigated, with a particular focus on the role of human creativity in musical composition processes.
Contact persons
Prof. Dr. Kai Koch (Professor für Musik; Pädagogische Hochschule Karlsruhe)
Prof. Dr. Marcus Syring (Professor für Erziehungswissenschaft; Universität Tübingen)
Florian Öttl (Institut für Musik; Pädagogische Hochschule Karlsruhe)
Involved people
Professors of the Karlsruhe University of Education
Professors and Supervisors of the University of Tübingen
Organisation
University of Tübingen
Room
210a
Phone
Organisation
University of Tübingen
Building
D-Bau
Room
P07
Phone
Organisation
University of Tübingen
Room
219
Phone
Organisation
University of Bonn
Building
BZL
Room
1.010
Phone
Organisation
University of Potsdam
Building
Campus Golm Haus 24
Room
2.52
Phone
Organisation
Loughborough University
Building
Schofield Building
Organisation
University of Tübingen
Room
303
Phone
Organisation
University of Tübingen
Room
201
Phone
Organisation
Leibniz Institute for Knowledge Media
Room
6.308
Phone
Organisation
University of Tübingen
Room
207
Phone
PhD Candidates funding phase 1
Spokespersons for the research group
Organisation
University of Tübingen
Room
210a
Phone
Coordination
Organisation
Karlsruhe University of Education
Publications
Articles
2026
Fifka, M., Hübner, N., de Bruin, A., & Prinz-Weiß, A. (2026). “Yes we can?” – To what extent do can-judgments enhance self-regulated learning from text? Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1689514
Janson, M. P., Wissel, S., Ingendahl, F., & Undorf, M. (2026). Judgments of learning in the wild: Establishing ecological validity with an intelligent tutoring system in a field study. Learning and Instruction, 103, 102293. https://doi.org/10.1016/j.learninstruc.2025.102293
Lunowa, E., Bez, S., Rosman, T., & Merk, S. (2026). Effects of graphical representations on teachers’ interpretation of learning progress data. A registered replication. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-026-01385-9
Marx, C., Moeller, K., Roesch, S., Rudzewitz, B., & Benz, C. (2026). From concept to implementation: Lessons learnt from developing a mathematical digital learning resource. In T. Meaney, C. Benz, A. Montone, B. Di Paola, & M. G. Fiorentino (Eds), Engaging with mathematics in the early years—Results from the POEM 6 conference. Springer Nature Switzerland. https://link.springer.com/book/10.1007/978-3-032-16065-2
2025
Kühlwein, F., Merk, S., Schneider, J., & Schmidt, K. (2025). How to communicate evidence to teachers: Comparing the effects of verbal and visual effect size representation [Registered Report - Stage I]. Learning and Instruction, 100, 102179. https://doi.org/10.1016/j.learninstruc.2025.102179
Marx, C., Roesch, S., Moeller, K., & Benz, C. (2025). From the whole to its parts – A systematic analysis of affordances for learning part-whole-relations in digital apps. International Electronic Journal of Mathematics Education, 20(1), em0802. https://doi.org/10.29333/iejme/15677
Marx, C., Moeller, K., Roesch, S., Rudzewitz, B., & Benz, C. (2025). From concept to implementation: Lessons learnt from developing a mathematical digital learning resource (DLR). A Mathematics Education Perspective on early Mathematics Learning - POEM 2024, Bari, Springer. (in print)
Skulmowski, A., & Engel-Hermann, P. (2025). The ethics of erroneous AI-generated scientific figures. Ethics and Information Technology, 27, 31. https://doi.org/10.1007/s10676-025-09835-4
2024
Engel-Hermann, P., & Skulmowski, A. (2024). Appealing, but misleading: a warning against a naive AI realism. AI and Ethics. https://doi.org/10.1007/s43681-024-00587-3
Reit, X.-R., Wachter, V., Güvercin, K. (2024). Augmented Reality-unterstütztes Lernen: Initiierte Bewegungsmuster von Lernenden im Mathematikunterricht. Beiträge zum Mathematikunterricht 2024. Gesellschaft für Didaktik der Mathematik. http://dx.doi.org/10.17877/DE290R-25103
Presentations
2026
Brandhuber, L., Merk, S., Nagengast, B., Parrisius, C. (16. März 2026). Jenseits des One-Size-Fits-All-Ansatzes: Wie können individualisierte Motivationsinterventionen bedarfsgerecht zugewiesen werden? [Einzelbeitrag]. 13. GEBF-Tagung. Technische Universität München, München.
Kühlwein, F., Schmidt, K., Rosman, T., Lortie-Forgues, H. & Merk, S. (16. März 2026). Evidenzinformierte Entscheidungen von Lehrpersonen [Einzelbeitrag]. 13. GEBF-Tagung. Technische Universität München, München. https://osf.io/tqar5/overview?view_only=65012e1388c44b2c8f2dcdfdce8fdec8
2025
Brandhuber, L., Bäulke, L., Wieczorek, D., Jansen, T., Merk, S., Nagengast, B. & Parrisius, C. (29. Januar 2025). Individualisierte Interventionen - Motivationsförderung nicht nur im Durchschnitt, sondern für alle? [Einzelbeitrag]. 12. GEBF-Tagung. Universität Mannheim, Mannheim.
Kühlwein, F., Merk, S., Schneider, J. & Schmidt, K. (29. Januar 2025). Effektstärken verständlich an Lehrpersonen kommunizieren [Symposium: Förderung evidenzinformierter Entscheidungen von Lehrkräften]. 12. GEBF-Tagung. Universität Mannheim, Mannheim. https://osf.io/dtxyv/?view_only=0d96b05dc77f4209a10119b26371565d .
Lunowa, E., Bez, S., Tomasik, M. J., & Merk, S. (29. Januar 2025). Die grafische Darstellung von Lernverläufen beeinflusst die eingenommene Bezugsnorm bei der Interpretation [Einzelbeitrag]. 12. GEBF Tagung. Universität Mannheim, Mannheim. https://osf.io/ajphe/?view_only=df32cd4d9ce94172935b2bf95b174d76
Lunowa, E., Bez, S., Tomasik, M. J., & Merk, S. (2025, August 28th). Effects of Graphical Representations on Student-Teachers’ Interpretation of Student Progress Data [Paper Presentation]. European Association for Research on Learning and Instruction (EARLI) 21st Biennial EARLI Conference. University of Graz, Austria. https://osf.io/65vj2/?view_only=9a8925a83b494665a94f004cd06febd7
Marx, C., Roesch, S., Moeller, K., & Benz, C. (2025, June 9th). Assessing children‘s part-whole understanding on enactive, iconic and symbolic levels of representation (Conference presentation). MCLS, Hong Kong. https://osf.io/uheg7/files/osfstorage/6859407acd2078c4725cfb07
Marx, C., Roesch, S., Moeller, K., & Benz, C. (2025, June 13th). Development and evaluation of a Digital Learning Resource (DLR) to promote part-whole understanding (Poster presentation). CRECE, Hong Kong. https://osf.io/ch8km/files/osfstorage/685941217abee320895cfdbc
Walesch, T., Janson, M.P., Merk, S., & Prinz-Weiß, A. (2025, August 23th). Does informing learners about the dangers of under- & overconfidence lead to more accurate judgments?. [Roundtable]. JURE 2025. Graz, Austria.
Walesch, T., Baumann, C. Merk, S., & Prinz-Weiß, A. (2025, August 25-30). The influence of parametrised tasks on learners’ judgements of learning. [Single Paper]. EARLI, Graz, Austria.
Walesch, T., Baumann, C., Merk, S., & Prinz-Weiß, A. (29.September–1.Oktober 2025). The influence of parametrised tasks on learners’ judgements of learning – A secondary analysis. [Symposium: From Recognition to Understanding: Parametrization of Retrieval Practice Tasks in Technology enhanced Learning Settings]. 20.Tagung der Fachgruppe Pädagogische Psychologie, Jena, Deutschland.
2024
Brandhuber, L., Parrisius, C., Bäulke, L., Nagengast, B., Jansen, T. & Wieczorek, D. (2024, August 21-23). Testing the effectiveness of an individualized assignment of motivational interventions. [Poster presentation]. EARLI SIG 6 &7 conference, University of Tübingen, Germany.
Brandhuber, L. & Parrisius, C. (2024, July 15-17). Testing the effectiveness of an individualized assignment of motivational interventions: A replication study. [Poster presentation]. TEMMPS - Tübingen week on Education, Motivation, Meta-Cognition, Personality, and Self-regulation, University of Tübingen, Germany.
Brandhuber, L., Bäulke, L., Wieczorek, D., Jansen, T., Nagengast, B. & Parrisius, C. (2024, June 24-28). Testing the effectiveness of an individualized assignment of motivational interventions. [Conference Presentation]. JURE, Sevilla, Spain.
Lunowa, E., Bez, S., Tomasik, M. J., & Merk, S. (15. November 2024). Der Einfluss der grafischen Darstellung von Lernverläufen auf die eingenommene Bezugsnorm bei der Interpretation. [Einzelbeitrag]. Zukunftsforum Bildungsforschung. Pädagogische Hochschule Karlsruhe, Karlsruhe. https://osf.io/k45jh/?view_only=a19dafc7ab554a0ea0051b2e6c7739cf
Marx, C. (2024, August 21-23). ICT related competences, attitudes, and experiences in primary school mathematics teachers. [Conference Presentation]. EARLI SIG 6 &7 conference, University of Tübingen, Germany. http://dx.doi.org/10.13140/RG.2.2.32096.49922/1
Marx, C., Moeller, K., Roesch, S., Rudzewitz, B., & Benz, C. (2024, Mai 20-21). From concept to implementation: Lessons learnt from developing a mathematical digital learning resource (DLR). [Conference Presentation]. A Mathematics Education Perspective on early Mathematics Learning - POEM 2024, University of Bari, Italy. http://dx.doi.org/10.13140/RG.2.2.21191.30883
Stoller, M. (21-22. März 2024). Digital Storytelling in profilierten Schreibarrangements. [Konferenz Präsentation]. Arbeitstreffen des deutschdidaktischen Netzwerks Design (Based) Research in der Deutschdidaktik, Universität Koblenz, Deutschland https://www.uni-koblenz.de/de/bildungswissenschaften/institut-fuer-grundschulpaedagogik/ab-sprachbildung/benjamin-uhl/medien_uhl/call_for_papers_dbr_uni_koblenz.pdf/
Stoller, M. (14.-15. November 2024). Work in Progress: Digital Storytelling in multimodalen Schreibarrangements. [Konferenzvortrag]. Zukunftsforum Bildungsforschung 2024: „Transformation(en) in Schule und Unterricht – Wandel reflektieren, gestalten und evaluieren“, Pädagogische Hochschule Karlsruhe, Graduiertenakademie (graPH).
Poster
2026
Walesch, T., Janson, M. P. Merk, S., & Prinz-Weiß, A. (16.-18. März 2026). Does informing learners about the dangers of under- & overconfidence lead to more accurate judgments?. [Posterbeitrag]. 13. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Technische Universität München, München.
2025
Stoller, M. (30. Januar 2025). Digital Storytelling in multimodalen Schreibarrangements [Posterpräsentation]. 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Universität Mannheim.
2024
Kühlwein, F., Merk, S., Schneider, J. & Schmidt, K. (18. März 2024). Verbal, Visual, Valuable: Making Effect Sizes Understandable for Teachers. [Posterpräsentation]. 11. GEBF Tagung, Universität Potsdam, Potsdam. http://dx.doi.org/10.13140/RG.2.2.11248.47360
Lenz, L., Burde, J. & Ludwig, T. (2024, Sept.). Digitale Lernaufgaben zur Unterrichtskon-zeption "E-Lehre mit Potential". Poster presented at 2024 GDCP Jahrestagung. Bochum.
Lunowa, E., Bez, S., & Merk, S. (18. März 2024). Wie stark beeinflusst die graphische Darstellung von Lernverläufen die eingenommene Bezugsnorm bei der Interpretation? [Posterpräsentation]. 11. GEBF Tagung. Universität Potsdam, Potsdam. https://osf.io/v3d5b/?view_only=d489c8dfedcf4fc6a6cfb664442b4fab
Marx, C., Roesch, S., Moeller, K., & Benz, C. (14.-15. Mai 2024). Digitale Kompetenzen von Mathematiklehrkräften in der Grundschule. [Posterpräsentation]. LERN – Jahrestagung 2024, Universität Tübingen, Deutschland. http://dx.doi.org/10.13140/RG.2.2.33774.22080
Walesch, T., Baumann, C., Merk, S., & Prinz-Weiß, A. (2024, June 24-28). The influence of parametrised tasks on learners’ judgements of learning. [Poster presentation]. JURE, Sevilla, Spain.
Updated on 1 April 2026