House of Labour | Eschersheimer Landstr. 155/157
60323 Frankfurt am Main

Mail: info@sd.uni-frankfurt.de
Profile: EduTec | LinkedIn | LinkedIn | Twitter

DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
Rostocker Straße 6
60323 Frankfurt am Main

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Hendrik Drachsler studierte Education und Computer Science an der Universität Duisburg-Essen und promovierte 2009 im Fach Technology-Enhanced Learning an der Open Universiteit in Heerlen, Niederlande (OUNL). Nach seiner Promotion arbeitete er als wissenschaftlicher Mitarbeiter 2014-2016 als Associate Professor der OUNL und 2016-2017 als Professor an der ZUYD-University of Applied Science in den Niederlanden. Seit 2017 ist er Professor für Educational Technologies an der Goethe-Universität Frankfurt und Arbeitsbereichsleiter für Educational Technologies der Abteilung Informationszentrum Bildung am DIPF. Seit 2019 ist er Direktor von studiumdigitale. Im Jahr 2023 hat er zusätzlich eine Gastprofessur für Learning Analytics an der OUN übernommen.

Arbeitsschwerpunkte

• Inhaltliche Beratung von Forschungsprojekten

• Qualifikation im Bereich Educational Technologies

• Koordination von studiumdigitale und des DIPF-Arbeitsbereichs Educational Technologies

Forschungsschwerpunkte

• Learning Analytics

• Learning Design

• AI in Education

• Assessment

• Feedback

Sonstiges

• Organisatorisches Mitglied der Society for Learning Analytics Research (SoLAR)

• Organisatorisches Mitglied der European Association of Technology-Enhanced Learning

• Special Issue Editor of the High Impact Journal of Computer Assisted Learning (JCAL)

• Associate Editor of the IEEE High Impact journal Transaction of Learning Technologies (TLT)

Projekte

• CORE (2023-2027)

• GREAT (2023-2026)

• ML2MT (2022-2026)

• HyTea (2022-2025)

• IMPACT - Implementierung von KI-basiertem Feedback und Assessment mit Trusted Learning Analytics in Hochschulen (2021-2025)

• ALI - AI and digital Technology in Learning and Instruction (2021-2025)

• HIKOF-DL (2021-2024)

• ALICE (2021-2024)

Veröffentlichungen

2024

Seidenberg, N., Jivet, I., Scheffel, M., Kovanović, V., Lynch, G., & Drachsler, H. (2024). Learning at and from a virtual conference: A comparison of conference formats and value contributing factors. Journal of Learning Analytics, 11(2), 281–296. https://doi.org/10.18608/jla.2024.8247

Karademir, O., Borgards, L., Di Mitri, D., Strauß, S., Kubsch, M., Brobeil, M., Grimm, A., Gombert, S., Rummel, N., Neumann, K., & Drachsler, H. (2024). Following the impact chain of the LA cockpit: An intervention study investigating a teacher dashboard's effect on student learning. Journal of Learning Analytics, 1–14. https://doi.org/10.18608/jla.2024.8399

Fink, A., Gombert, S., Liu, T., Drachsler, H., & Frey, A. (2024). A hierarchical rater model approach for integrating automated essay scoring models. Zeitschrift für Psychologie, 232(3), 209–218. https://doi.org/10.1027/2151-2604/a000567

Neumann, K., Kuhn, J., & Drachsler, H. (2024). Generative Künstliche Intelligenz in Unterricht und Unterrichtsforschung – Chancen und Herausforderungen. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-024-00212-6

Weidlich, J., Fink, A., Jivet, I., Yau, J., Giorgashvili, T., Drachsler, H., & Frey, A. (2024). Emotional and motivational effects of automated and personalized formative feedback: The role of reference frames. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.13024

Karademir, O., Di Mitri, D., Schneider, J., Jivet, I., Allmang, J., Gombert, S., Kubsch, M., Neumann, K., & Drachsler, H. (2024). I don't have time! But keep me in the loop: Co-designing requirements for a learning analytics cockpit with teachers. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12997

Kube, D., Weidlich, J., Kreijns, K., & Drachsler, H. (2024). Addressing gender in STEM classrooms: The impact of gender bias on women scientists' experiences in higher education careers in Germany. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12669-0

Banihashem, S. K., Kerman, N. T., Noroozi, O., Moon, J., & Drachsler, H. (2024). Feedback sources in essay writing: Peer-generated or AI-generated feedback? International Journal of Educational Technology in Higher Education, 21(23). https://doi.org/10.1186/s41239-024-00455-4

Gombert, S., Fink, A., Giorgashvili, T., Jivet, I., Di Mitri, D., Yau, J., Frey, A., & Drachsler, H. (2024). From the automated assessment of student essay content to highly informative feedback: A case study. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-023-00387-6

Kube, D., Gombert, S., John, N., Weidlich, J., Kreijns, K., & Drachsler, H. (2024). Escaping binary gender roles: Gender diversity dynamics in a CSCL-escape game. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12942

Vossen, L. P. V., Gasparini, I., Oliveira, E. H. T., Menzel, L., Gombert, S., Neumann, K., & Drachsler, H. (2024). Conceptual map assessment through structure classification. In L. Benedetto, A. Caines, G. Duenas, D. Galvan-Sosa, A. Loukina, S. Taslimipoor, & T. Zesch (Hrsg.), EvalLAC 2024: Proceedings of the First Workshop on Automated Evaluation of Learning and Assessment Content, co-located with AIED 2024 (Bd. 3772, S. 1–7). CEUR Workshop Proceedings.

Giorgashvili, T., Jivet, I., Artelt, C., Biedermann, D., Bengs, D., Goldhammer, F., Hahnel, C., Mendzheritskaya, J., Mordel, J., Onofrei, M., Winter, M., Wolter, I., Horz, H., & Drachsler, H. (2024). Exploring learners' self-reflection and intended actions after consulting learning analytics dashboards in an authentic learning setting. In R. Ferreira Mello, N. Rummel, I. Jivet, G. Pishtari, & J. A. Ruipérez Valiente (Hrsg.), Technology enhanced learning for inclusive and equitable quality education. EC-TEL 2024 (Lecture Notes in Computer Science, Bd. 15159, S. 135–151). Springer. https://doi.org/10.1007/978-3-031-72315-5_10

Banihashem, S. K., Alqassab, M., Georgiadis, K., Schmitz, M., & Drachsler, H. (2024). Learning analytics-supported learning design for a Dutch distance learning university. In R. Ferreira Mello, N. Rummel, I. Jivet, G. Pishtari, & J. A. Ruipérez Valiente (Hrsg.), Technology enhanced learning for inclusive and equitable quality education. EC-TEL 2024 (Lecture Notes in Computer Science, Bd. 15160, S. 63–67). Springer. https://doi.org/10.1007/978-3-031-72312-4_6

Borgards, L., Karademir, O., Strauß, S., Di Mitri, D., Kubsch, M., Brobeil, M., Grimm, A., Gombert, S., Neumann, K., Drachsler, H., Scheffel, M., & Rummel, N. (2024). Achieving tailored feedback by means of a teacher dashboard? Insights into teachers' feedback practices. In R. Ferreira Mello, N. Rummel, I. Jivet, G. Pishtari, & J. A. Ruipérez Valiente (Hrsg.), Technology enhanced learning for inclusive and equitable quality education. EC-TEL 2024 (Lecture Notes in Computer Science, Bd. 15160, S. 75–80). Springer. https://doi.org/10.1007/978-3-031-72312-4_8

Gombert, S., Menzel, L., Di Mitri, D., & Drachsler, H. (2024). Predicting item difficulty and item response time with scalar-mixed transformer encoder models and rational network regression heads. In Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications (S. 483–492). Association for Computational Linguistics. https://aclanthology.org/2024.bea-1.40.pdf

Ahmad, A., Schneider, J., Schmitz, M., Schiffner, D., & Drachsler, H. (2024). Students want to experiment while teachers care more about assessment! Exploring how novices and experts engage in course design. In Proceedings of the 16th International Conference on Computer Supported Education (CSEDU), Bd. 1 (S. 15–26). SciTePress. https://doi.org/10.5220/0012537900003693

2023

Drachsler, H. (2023). Towards highly informative learning analytics. Open Universiteit Netherlands. https://doi.org/10.25656/01:26787

Praharaj, S., Scheffel, M., Specht, M., & Drachsler, H. (2023). Measuring collaboration quality through audio data and learning analytics. In V. Kovanovic, R. Azevedo, D. C. Gibson, & D. Ifenthaler (Hrsg.), Unobtrusive observations of learning in digital environments (Advances in Analytics for Learning and Teaching). Springer. https://doi.org/10.1007/978-3-031-30992-2_6

Kerres, M., Buntins, K., Buchner, J., Drachsler, H., & Zawacki-Richter, O. (im Erscheinen). Lernpfade in adaptiven und künstlich-intelligenten Lernprogrammen: Eine kritische Analyse aus Sicht der Mediendidaktik. In C. de Witt, C. Gloerfeld, & S. E. Wrede (Hrsg.), Künstliche Intelligenz in der Bildung. Springer VS.

Jude, N., Ziehm-Eicher, J., Goldhammer, F., Drachsler, H., & Hasselhorn, M. (2023). Digitalisierung und Diagnostik in Schulen – Herausforderungen für Bildungspraxis und Bildungsforschung. In K. Scheiter & I. Gogolin (Hrsg.), Bildung für eine digitale Zukunft (Edition ZfE, Bd. 15). Springer VS. https://doi.org/10.1007/978-3-658-37895-0_11

Ahmad, A., Yordanov, I. I., Yau, J., Schneider, J., & Drachsler, H. (2023). A trusted learning analytics dashboard for displaying OER. In D. Otto, G. Scharnberg, M. Kerres, & O. Zawacki-Richter (Hrsg.), Distributed learning ecosystems. Springer VS. https://doi.org/10.1007/978-3-658-38703-7_15

Khazanchi, R., Di Mitri, D., & Drachsler, H. (2023). Measuring efficacy of ALEKS as a supportive instructional tool in K-12 math classroom with underachieving students. Journal of Computers in Mathematics and Science Teaching, 42(2), 155–176.

Kube, D., Gombert, S., Suter, B., Weidlich, J., Kreijns, K., & Drachsler, H. (2023). Hacking gender in computer-supported collaborative learning: The experience of being in mixed-gender teams at a computer science hackathon. Journal of Computer Assisted Learning, 1–15. https://doi.org/10.1111/jcal.12905

Woitt, S., Weidlich, J., Jivet, I., Orhan Göksün, D., Drachsler, H., & Kalz, M. (2023). Students' feedback literacy in higher education: An initial scale validation study. Teaching in Higher Education, 1–19. https://www.tandfonline.com/doi/full/10.1080/13562517.2023.2263838

Ferguson, R., Khosravi, H., Kovanović, V., Viberg, O., Aggarwal, A., Brinkhuis, M., Buckingham Shum, S., Chen, L. K., Drachsler, H., Guerrero, V. A., Hanses, M., Hayward, C., Hicks, B., Jivet, I., Kitto, K., Kizilcec, R., Lodge, J. M., Manly, C. A., Matz, R. L., Meaney, M. J., Ochoa, X., Schuetze, B. A., Spruit, M., van Haastrecht, M., van Leeuwen, A., van Rijn, L., Tsai, Y.-S., Weidlich, J., Williamson, K., & Yan, V. X. (2023). Aligning the goals of learning analytics with its research scholarship: An open peer commentary approach. Journal of Learning Analytics, 10(2), 14–50. https://doi.org/10.18608/jla.2023.8197

Biedermann, D., Kister, S., Breitwieser, J., Weidlich, J., & Drachsler, H. (2023). Use of digital self-control tools in higher education – a survey study. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12198-2

Biedermann, D., Ciordas-Hertel, G.-P., Winter, M., Mordel, J., & Drachsler, H. (2023). Contextualized logging of on-task and off-task behaviours during learning. Journal of Learning Analytics, 10(2), 115–125. https://doi.org/10.18608/jla.2023.7837

Amaefule, C. O., Breitwieser, J., Biedermann, D., Nobbe, L., Drachsler, H., & Brod, G. (2023). Fostering children's acceptance of educational apps: The importance of designing enjoyable learning activities. British Journal of Educational Technology, 1–22. https://doi.org/10.1111/bjet.13314

Weidlich, J., Hicks, B., & Drachsler, H. (2023). Causal reasoning with causal graphs in educational technology research. Educational Technology Research and Development. https://doi.org/10.1007/s11423-023-10241-0

Wollny, S., Di Mitri, D., Jivet, I., Muñoz-Merino, P., Scheffel, M., Schneider, J., Tsai, Y.-S., Whitelock-Wainwright, A., Gašević, D., & Drachsler, H. (2023). Students' expectations of learning analytics across Europe. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12802.

Biedermann, D., Schwarz, P., Yau, J., & Drachsler, H. (2023). The effect of social support features via buddies in app-based habit building. International Journal of Mobile and Blended Learning. https://doi.org/10.4018/IJMBL.318223

Schmitz, M., Scheffel, M., Bemelmans, R., & Drachsler, H. (2023). Evaluating the impact of FoLA on learning analytics knowledge creation and acceptance during multidisciplinary, co-design of learning activities. Interaction Design and Architecture(s) Journal, 55, 9–33. https://doi.org/10.55612/s-5002-055-001

Ahmad, A., Schneider, J., Schiffner, D., Islamovic, E., & Drachsler, H. (2023). LAxplore: An NLP-based tool for distilling learning analytics and learning design instruments out of scientific publications. In Proceedings of the 15th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management – KDIR (S. 230–239). SciTePress. https://doi.org/10.5220/0012163600003598

Biedermann, D., Schneider, J., Ciordas-Hertel, G., Eichmann, B., Hahnel, C., Goldhammer, F., & Drachsler, H. (2023). Detecting the disengaged reader – using scrolling data to predict disengagement during reading. In LAK23: 13th International Learning Analytics and Knowledge Conference. ACM. https://dl.acm.org/doi/abs/10.1145/3576050.3576078

Menzel, L., Gombert, S., Weidlich, J., Fink, A., Frey, A., & Drachsler, H. (2023). Why you should give your students automatic process feedback on their collaboration: Evidence from a randomized experiment. In O. Viberg, I. Jivet, P. J. Muñoz-Merino, M. Perifanou, & T. Papathoma (Hrsg.), Responsive and sustainable educational futures. EC-TEL 2023 (Lecture Notes in Computer Science, Bd. 14200, S. 198–212). Springer. https://doi.org/10.1007/978-3-031-42682-7_14