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in press / submitted

Ifenthaler, D. (in press). Learning analytics design. In L. Lin & J. M. Spector (Eds.), Constructive articulation between the sciences of learning and the instructional design and technology communities. New York, NY: Routledge.

Ifenthaler, D. (2016). Are higher education institutions prepared for learning analytics? TechTrends. doi:10.1007/s11528-016-0154-0

Roll, M., & Ifenthaler, D. (in press). Bedingungsfaktoren für bildungstechnologische Innovation. Hinweise aus vertiefenden Analysen aktueller Bildungsmonitoringstudien. SchulVerwaltung NRW.

Gibson, D. C., & Ifenthaler, D. (accepted). Analysing performance in authentic digital scenarios. In R. Huang, N.-S. Chen, & Kinshuk (Eds.), Authentic learning through advances in technologies. Springer: New York, NY.

Ifenthaler, D. (Ed.) (in preparation). Digital workplace learning. Bridging formal and informal learning with digital technologies. New York, NY: Springer.


2017

Egloffstein, M., & Ifenthaler, D. (2017). Employee perspectives on MOOCs for workplace learning. TechTrends, 61(1), 65–70. doi:10.1007/s11528-016-0127-3

Ifenthaler, D. (2017). Learning analytics. In K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning (pp. 417–420). Thousand Oaks, CA: SAGE Publications.

Ifenthaler, D. (2017). Technologiebasiertes Instruktionsdesign. bwp@ Berufs- und Wirtschaftspädagogik – online, 5, 1–12.

Delcker, J., & Ifenthaler, D. (2017). Computational thinking as an interdisciplinary approach to computer science school curricula: A German perspective. In P. J. Rich & C. Hodges (Eds.), Emerging research, practice, and policy on computational thinking (pp. 49–62). New York, NY: Springer.

Gibson, D. C., & Ifenthaler, D. (2017). Preparing the next generation of education researchers for big data in higher education. In B. Kei Daniel (Ed.), Big data and learning analytics: Current theory and practice in higher education (pp. 29–42). Cham: Springer.

Ge, X., & Ifenthaler, D. (2017). Designing engaging educational games and assessing engagement in game-based learning. In R. Zheng & M. K. Gardner (Eds.), Handbook of research on serious games for educational applications (pp. 255–272). Hershey, PA: IGI Global.

Ifenthaler, D. (2017). Models for creative inventions. In E. G. Carayannis (Ed.), Encyclopedia of creativity, invention, innovation and entrepreneurship (pp. 1–3). New York, NY: Springer.

Ifenthaler, D. (2017). Alternate reality games as inventions. In E. G. Carayannis (Ed.), Encyclopedia of creativity, invention, innovation and entrepreneurship (pp. 1–3). New York, NY: Springer.


2016

Ifenthaler, D., & Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64(5), 923–938. doi:10.1007/s11423-016-9477-y

Ifenthaler, D., & Tracey, M. W. (2016). Exploring the relationship of ethics and privacy in learning analytics and design: implications for the field of educational technology. Educational Technology Research and Development, 64(5), 877–880. doi:10.1007/s11423-016-9480-3

Ifenthaler, D., & Schweinbenz, V. (2016). Students’ acceptance of tablet PCs in the classroom. Journal of Research on Technology in Education, 48(4), 306–321. doi:10.1080/15391523.2016.1215172

Ifenthaler, D. (2016). Challenging authentic digital scenarios. Technology, Knowledge and Learning, 21(2), 151–153. doi:10.1007/s10758-016-9285-9

Ifenthaler, D., & Erlandson, B. E. (2016). Learning with data: Visualization to support teaching, learning, and assessment. Technology, Knowledge and Learning, 21(1), 1–3. doi:10.1007/s10758-015-9273-5

Spector, J. M., Ifenthaler, D., Sampson, D. G., Yang, L., Mukama, E., Warusavitarana, A., . . . Gibson, D. C. (2016). Technology enhanced formative assessment for 21st century learning. Educational Technology & Society, 19(3), 58–71.

Lin, L., Mills, L., & Ifenthaler, D. (2016). Collaboration, multi-tasking and problem solving performance in shared virtual spaces. Journal of Computing in Higher Education, 28(3), 344–357. doi:10.1007/s12528-016-9117-x

Spector, J. M., Ifenthaler, D., & Sampson, D. G. (2016). Digital systems supporting cognition and exploratory learning in twenty-first century: guest editorial. Journal of Computing in Higher Education, 28(3), 301–306. doi:10.1007/s12528-016-9114-0

Ifenthaler, D., & Schumacher, C. (2016). Learning Analytics im Hochschulkontext. WiSt – Wirtschaftswissenschaftliches Studium, 4, 172–177.

Ifenthaler, D., & Delcker, J. (2016). 25 Jahre Internet: Herausforderungen für Schulverwaltung und Schulen. SchulVerwaltung NRW, 5, 154–156.

Roche, J., Jessen, M., Weidinger, N., Behrens, H., Haberzettl, S., Hasselhorn, M., Ifenthaler, D., Kapica, N., Kecker, G., Klein, W., Madlener, K., Pagonis, G., Schug, M., Skoruppa, K., Terrasi-Haufe, E., Thissen, F. (2016). Zur Entwicklung eines interaktiven Verfahrens der Sprachstandsermittlung bei mehrsprachig aufwachsenden Kindern – von der Idee zu ersten Umsetzungsschritten. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 21(2), 127–142.

Mah, D.-K., Bellin-Mularski, N., & Ifenthaler, D. (2016). Moving forward with digital badges in education. In D. Ifenthaler, N. Bellin-Mularski, & D.-K. Mah (Eds.), Foundations of digital badges and micro-credentials (pp. 511–517). New York, NY: Springer.

Bellin-Mularski, N., Mah, D.-K., & Ifenthaler, D. (2016). Pre-service teachers’ perceptions of school development. In J. M. Spector, D. Ifenthaler, D. G. Sampson, & P. Isaias (Eds.), Competencies in teaching, learning and educational leadership in the digital age (pp. 57–76). New York, NY: Springer.

Spector, J. M., Ifenthaler, D., Sampson, D. G., & Isaias, P. (2016). A synthesizing look forward in teaching, learning, and educational leadership in the digital age. In J. M. Spector, D. Ifenthaler, D. G. Sampson, & P. Isaias (Eds.), Competencies in teaching, learning and educational leadership in the digital age (pp. 345–354). New York, NY: Springer.

Spector, J. M., Ifenthaler, D., Sampson, D. G., & Isaias, P. (Eds.). (2016). Competencies in teaching, learning and educational leadership in the digital age. New York, NY: Springer.

Ifenthaler, D., Bellin-Mularski, N., & Mah, D.-K. (Eds.) (2016). Foundations of digital badges and micro-credentials. New York, NY: Springer.

Ifenthaler, D. (2016). Automated grading. In S. Danver (Ed.), The SAGE encyclopedia of online education (pp. 130). Thousand Oaks, CA: Sage.

Ifenthaler, D., & Bellin-Mularski, N. (2016). e-Portfolios. In S. Danver (Ed.), The SAGE encyclopedia of online education (pp. 242–244). Thousand Oaks, CA: Sage.

Ifenthaler, D., & Schumacher, C. (2016). Connectivism. In S. Danver (Ed.), The SAGE encyclopedia of online education (pp. 409–411). Thousand Oaks, CA: Sage.

Ifenthaler, D., & Schumacher, C. (2016). Udacity. In S. Danver (Ed.), The SAGE encyclopedia of online education (pp. 1149–1151). Thousand Oaks, CA: Sage.

Gibson, D. C., Ifenthaler, D., & Orlic, D. (2016). Open assessment resources for deeper learning. In P. Blessinger & T. J. Bliss (Eds.), Open education: international perspectives in higher education (pp. 257–279). Cambridge, UK: Open Book Publishers.


2015

Ifenthaler, D. (2015). Effects of experimentally induced emotions on model-based reasoning. Learning and Individual Differences, 43, 191–198. doi:10.1016/j.lindif.2015.09.003

Ifenthaler, D. (2015). Anschluss verschlafen? ICLIS und die Konsequenzen für Schule und Schulverwaltung. SchulVerwaltung NRW, 26(4), 108-111.

Ifenthaler, D., Bellin-Mularski, N., & Mah, D.-K. (2015). Umsetzung von ePortfolios auf Tablets. In A. Bresges, L. Mähler, & A. Pallack (Eds.), MNU Themenspezial MINT: Herausforderung Schulalltag: Praxischeck Tablets & Co (pp. 111–119). Neuss: Seeberger.

Ifenthaler, D. (2015). Disruptive technologies affecting academia and professional practice: An introduction to the special section. Technology, Knowledge and Learning, 20(1), 1–3. doi: 10.1007/s10758-014-9242-4

Bailey, M., Ifenthaler, D., Gosper, M., Kretzschmar, M., & Ware, C. (2015). The changing importance of factors influencing students’ choice of study mode Technology, Knowledge and Learning, 20(2), 169–184. doi: 10.1007/s10758-015-9253-9

Ifenthaler, D., Sampson, D. G., & Spector, J. M. (2015). Interactions between cognitive psychology, educational technology, and computing in the digital age. Technology, Knowledge and Learning. doi: 10.1007/s10758-015-9259-3

Loh, C. S., Sheng, Y., & Ifenthaler, D. (Eds.). (2015). Serious games analytics. methodologies for performance measurement, assessment, and improvement. New York, NY: Springer.

Loh, C. S., Sheng, Y., & Ifenthaler, D. (2015). Serious games analytics: Theoretical framework. In C. S. Loh, Y. Sheng, & D. Ifenthaler (Eds.), Serious games analytics. methodologies for performance measurement, assessment, and improvement (pp. 3–29). New York, NY: Springer.

Isaias, P., Spector, J. M., Ifenthaler, D., & Sampson, D. G. (Eds.). (2015). E-Learning systems, environments and approaches. New York, NY: Springer.

Isaias, P., Spector, J. M., Ifenthaler, D., & Sampson, D. G. (2015). E-learning systems, environments and approaches: Theory and implementation. In P. Isaias, J. M. Spector, D. Ifenthaler, & D. G. Sampson (Eds.), E-Learning systems, environments and approaches (pp. 1-7). New York, NY: Springer.

Ifenthaler, D. (2015). Learning with the Simpleshow. In P. Isaias, J. M. Spector, D. Ifenthaler, & D. G. Sampson (Eds.), E-Learning systems, environments and approaches (pp. 57-66). New York, NY: Springer.

Ge, X., Ifenthaler, D., & Spector, J. M. (Eds.). (2015). Emerging technologies for STEAM education: Full STEAM ahead. New York, NY: Springer.

Ge, X., Ifenthaler, D., & Spector, J. M. (2015). Moving forward with STEAM education research. In X. Ge, D. Ifenthaler, & J. M. Spector (Eds.), Emerging technologies for STEAM education: Full STEAM ahead (pp. 383–395). New York, NY: Springer.

Ifenthaler, D., Siddique, Z., & Mistree, F. (2015). Designing for open innovation: Change of attitudes, self-concept, and team dynamics in engineering education. In X. Ge, D. Ifenthaler, & J. M. Spector (Eds.), Emerging technologies for STEAM education: Full STEAM ahead (pp. 201–215). New York, NY: Springer.

Spector, J. M., Ifenthaler, D., Johnson, T. E., Savenye, W. C., & Wang, M. (2015). Chronology. In J. M. Spector (Ed.), Encyclopedia of educational technology (Vol. 2, pp. 851–855). Thousand Oaks, CA: Sage.

Ifenthaler, D., & Dikli, S. (2015). Automated scoring of essays. In J. M. Spector (Ed.), Encyclopedia of educational technology (Vol. 1, pp. 64–68). Thousand Oaks, CA: Sage.

Ifenthaler, D., Bellin-Mularski, N., & Mah, D.-K. (2015). Internet: Its impact and its potential for learning and instruction. In J. M. Spector (Ed.), Encyclopedia of educational technology (Vol. 1, pp. 416–422). Thousand Oaks, CA: Sage.

Ifenthaler, D. (2015). Model-based approaches. In J. M. Spector (Ed.), Encyclopedia of educational technology (Vol. 2, pp. 512–525). Thousand Oaks, CA: Sage.

Ifenthaler, D. (2015). Learning analytics. In J. M. Spector (Ed.), Encyclopedia of educational technology (Vol. 2, pp. 447–451). Thousand Oaks, CA: Sage.


2014

Ifenthaler, D. (2014). Inaugural Editorial for Technology, Knowledge and Learning. Technology, Knowledge and Learning, 19(1-2), 117-119. doi: 10.1007/s10758-014-9221-9

Ifenthaler, D. (2014). Toward automated computer-based visualization and assessment of team-based performance. Journal of Educational Psychology, 106(3), 651-665. doi: 10.1037/a0035505

Ifenthaler, D., & Gosper, M. (2014). Guiding the design of lessons by using the MAPLET Framework: Matching aims, processes, learner expertise and technologies. Instructional Science, 42(4), 561-578. doi: 10.1007/s11251-013-9301-6

Ifenthaler, D., & Widanapathirana, C. (2014). Development and validation of a learning analytics framework: Two case studies using support vector machines. Technology, Knowledge and Learning, 19(1-2), 221-240. doi: 10.1007/s10758-014-9226-4

Ifenthaler, D., Adcock, A. B., Erlandson, B. E., Gosper, M., Greiff, S., & Pirnay-Dummer, P. (2014). Challenges for education in a connected world: Digital learning, data rich environments, and computer-based assessment – Introduction to the inaugural special issue of technology, knowledge and learning. Technology, Knowledge and Learning, 19(1-2), 121-126. doi: 10.1007/s10758-014-9228-2

Ifenthaler, D. (2014). AKOVIA: Automated Knowledge Visualization and Assessment. Technology, Knowledge and Learning, 19(1-2), 241-248. doi: 10.1007/s10758-014-9224-6

Ifenthaler, D., Mistree, F., & Siddique, Z. (2014). Exploring learning how to learn in a team-based engineering education. Interactive Technology and Smart Education, 11(1), 63-82. doi: 10.1108/ITSE-10-2013-0025

Ifenthaler, D., Spector, J. M., Sampson, D. G., & Isaias, P. (2014). Advances in cognitive psychology, educational technology and computing: An introduction to the special issue. Computers in Human Behavior, 32, 290-291. doi: 10.1016/j.chb.2013.08.018

Ifenthaler, D. (2014). Book review: simulation and learning: A model-centered approach. Journal of Educational Technology & Society, 17(1), 345-346.

Bellin-Mularski, N., & Ifenthaler, D. (2014). Learning Analytics: Datenanalyse zur Untestützung von Lehren und Lernen in der Schule. SchulVerwaltung NRW, 25(11), 300-303.

Dobozy, E., & Ifenthaler, D. (2014). Initial teacher education by open and distance modes: A snapshot of e-competency experiences in Australia. eLearning Papers, 38, 43-54.

Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. B. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Journal of Educational Technology & Society, 17(1), 42-53.

Lehmann, T., Hähnlein, I., & Ifenthaler, D. (2014). Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning. Computers in Human Behavior, 32, 313-323. doi: 10.1016/j.chb.2013.07.051

Sampson, D. G., Ifenthaler, D., Isaias, P., & Spector, J. M. (2014). Editorial: Digital systems supporting cognition and exploratory learning in 21st century. Knowledge Management & E-Learning, 6(2), 98-102.

Ifenthaler, D., & Schweinbenz, V. (2014). Gestaltung problembasierter Lernumgebungen mit Mobile Augmented Reality. In A. Bresges & A. Pallack (Eds.), MNU Themenspezial MINT: Unterricht mit Tablet-Computern lebendig gestalten (pp. 92-104). Neuss: Seeberger.

Ifenthaler, D., & Pirnay-Dummer, P. (2014). Model-based tools for knowledge assessment. In J. M. Spector, M. D. Merrill, J. Elen & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4 ed., pp. 289-301). New York: Springer.

Ifenthaler, D., & Gosper, M. (2014). Research-based learning: Connecting research and instruction. In M. Gosper & D. Ifenthaler (Eds.), Curriculum models for the 21st Century. Using learning technologies in higher education (pp. 73-90). New York: Springer.

Gosper, M., & Ifenthaler, D. (2014). Curriculum design for the twenty-first Century. In M. Gosper & D. Ifenthaler (Eds.), Curriculum models for the 21st century. Using learning technologies in higher education (pp. 1-15). New York: Springer.

Gosper, M., & Ifenthaler, D. (Eds.). (2014). Curriculum models for the 21st century. Using learning technologies in higher education. New York: Springer.

Ifenthaler, D., & Hanewald, R. (2014). Digital knowledge maps in higher education. Technology-enhanced support for teachers and learners. New York: Springer.

Hanewald, R., & Ifenthaler, D. (2014). Digital knowledge mapping in educational contexts. In D. Ifenthaler & R. Hanewald (Eds.), Digital knowledge maps in education. Technology enhanced support for teachers and learners (pp. 3-15). New York: Springer.

Barry, D., Bender, N., Breuer, K., & Ifenthaler, D. (2014). Shared cognitions in a field of informal learning. Knowledge maps towards money management of young adults. In D. Ifenthaler & R. Hanewald (Eds.), Digital knowledge maps in education. Technology enhanced support for teachers and learners (pp. 355-370). New York: Springer.

Hanewald, R., & Ifenthaler, D. (2014). Developing Australian undergrauates’ science communication skills through collaboratively created digital knowledge maps. In D. Ifenthaler & R. Hanewald (Eds.), Digital knowledge maps in education. Technology enhanced support for teachers and learners (pp. 175-193). New York: Springer.

Sampson, D. G., Ifenthaler, D., Spector, J. M., & Isaias, P. (Eds.). (2014). Digital systems for open access to formal and informal learning. New York: Springer.

Sampson, D. G., Ifenthaler, D., Isaias, P., & Spector, J. M. (2014). Digital systems for open access to formal and informal learning. In D. G. Sampson, D. Ifenthaler, J. M. Spector & P. Isaias (Eds.), Digital systems for open access to formal and informal learning (pp. 1-7). New York: Springer.


2013

Ifenthaler, D., & Schweinbenz, V. (2013). The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives. Computers in Human Behavior, 29(3), 525-534. doi: 10.1016/j.chb.2012.11.004

Ifenthaler, D., & Seel, N. M. (2013). Model-based reasoning. Computers & Education, 64(1), 131–142. doi:10.1016/j.compedu.2012.11.014

Eseryel, D., Ifenthaler, D., & Ge, X. (2013). Towards innovation in complex problem solving research: an introduction to the special issue. Educational Technology Research and Development, 61(3), 359-363. doi:10.1007/s11423-013-9299-0

Eseryel, D., Ifenthaler, D., & Ge, X. (2013). Validation study of a method for assessing complex ill-structured problem solving by using causal representations. Educational Technology Research and Development61(3), 443-463. doi:10.1007/s11423-013-9297-2

Schweinbenz, V., & Ifenthaler, D. (2013). Integration von Tablet-PCs an Schulen. Kein Erfolg ohne die Akzeptanz der Lehrenden. SchulVerwaltung, 24(3), 71–73.

Johnson, L., Adams Becker, S., Cummins, M., Freeman, A., Ifenthaler, D., & Vardaxis, N. (2013). Technology Outlook for Australian Tertiary Education 2013-2018: An NMC Horizon Project Regional Analysis. Austin, TX: The New Media Consortium.

Ifenthaler, D. (2013). Alternate Reality Games as inventions. In E. G. Carayannis (Ed.), Encyclopedia of creativity, invention, innovation, and entrepreneurship (pp. 49-52). New York: Springer.

Ifenthaler, D. (2013). Models for creative inventions. In E. G. Carayannis (Ed.), Encyclopedia of creativity, invention, innovation, and entrepreneurship (pp. 1313-1315). New York: Springer.

Ifenthaler, D., & Eseryel, D. (2013). Facilitating complex learning by mobile augmented reality learning environments. In R. Huang, J. M. Spector & Kinshuk (Eds.), Reshaping learning: The frontiers of learning technologies in a global context (pp. 415-438). New York: Springer.

Spector, J. M., Bishop, M. J., & Ifenthaler, D. (Eds.). (2013). Educational communications and technology: Issues and innovations. New York: Springer.

Spector, J. M., Bishop, M. J., & Ifenthaler, D. (Eds.). (2013). SpringerBriefs in Educational communications and technology. New York: Springer.

Sampson, D. G., Isaias, P., Ifenthaler, D., & Spector, J. M. (Eds.). (2013). Ubiquitous and mobile learning in the digital age. New York: Springer.

Sampson, D. G., Spector, J. M., Ifenthaler, D., & Isaias, P. (Eds.). (2013). Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age. Fort Worth, TX: IADIS Press.

Seel, N. M., Ifenthaler, D., & Pirnay-Dummer, P. (2013). Mental models and their role in learning by insight and creative problem solving. In J. M. Spector, B. B. Lockee, S. E. Smaldino & M. Herring (Eds.), Learning, problem solving, and mind tools: Essays in honor of David H. Jonassen. New York: Routledge.


2012

Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Journal of Educational Technology and Society, 15(1), 38-52.

Ifenthaler, D., & Lehmann, T. (2012). Preactional self-regulation as a tool for successful problem solving and learning. Technology, Instruction, Cognition and Learning, 9(1-2), 97-110.

Ifenthaler, D., Sampson, D. G., Spector, J. M., & Isaias, P. (2012). Guest editorial – Technology-enhanced learning environments for the digital age. Technology, Instruction, Cognition and Learning, 9(1-2), 59-61.

Ifenthaler, D., Isaias, P., Kinshuk, Sampson, D. G., & Spector, J. M. (2012). Guest editorial – Technology supported cognition and exploratory learning. Journal of Educational Technology and Society, 15(1), 1-1.

Ifenthaler, D., Eseryel, D., & Ge, X. (Eds.). (2012). Assessment in game-based learning. Foundations, innovations, and perspectives. New York: Springer.

Ifenthaler, D., Eseryel, D., & Ge, X. (2012). Assessment for game-based learning. In D. Ifenthaler, D. Eseryel & X. Ge (Eds.), Assessment in game-based learning. Foundations, innovations, and perspectives (pp. 3-10). New York: Springer.

Pirnay-Dummer, P., Ifenthaler, D., & Seel, N. M. (2012). Designing model-based learning environments to support mental models for learning. In D. H. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (2 ed., pp. 66-94). New York: Routledge.

Ifenthaler, D. (2012). Is Web 3.0 changing learning and instruction? In P. Isaias, D. Ifenthaler, Kinshuk, D. G. Sampson & J. M. Spector (Eds.), Towards learning and instruction in Web 3.0. Advances in cognitive and educational psychology (pp. xi-xvi). New York: Springer.

Isaias, P., Ifenthaler, D., Kinshuk, Sampson, D. G., & Spector, J. M. (Eds.). (2012). Towards learning and instruction in Web 3.0. Advances in cognitive and educational psychology. New York: Springer.

Ifenthaler, D. (2012). Blended learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 2, pp. 463-465). New York: Springer.

Ifenthaler, D. (2012). Computer-based learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 3, pp. 713-716). New York: Springer.

Ifenthaler, D. (2012). Computer simulation model. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 3, pp. 710-713). New York: Springer.

Ifenthaler, D. (2012). Design of learning environments. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 4, pp. 929-931). New York: Springer.

Pirnay-Dummer, P., Ifenthaler, D., & Seel, N. M. (2012). Knowledge representation. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 11, pp. 1689-1692). New York: Springer.

Ifenthaler, D. (2012). Learning management systems. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 12, pp. 1925-1927). New York: Springer.

Seel, N. M., & Ifenthaler, D. (2012). Learning-dependent progression of mental models. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 12, pp. 2032-2036). New York: Springer.

Ifenthaler, D. (2012). Measures of similarity. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 13, pp. 2147-2150). New York: Springer.

Pirnay-Dummer, P., Ifenthaler, D., & Seel, N. M. (2012). Semantic networks. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 19, pp. 3025-3029). New York: Springer.

Ifenthaler, D., & Seel, N. M. (2012). Stochastic models of learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (Vol. 19, pp. 3192-3194). New York: Springer.

Sampson, D. G., Spector, J. M., Ifenthaler, D., & Isaias, P. (Eds.). (2012). Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age. Madrid, Spain: IADIS Press.

Lehmann, T., & Ifenthaler, D. (2012). Influence of student’s learning styles on the effectiveness of instructional interventions. In D. G. Sampson, J. M. Spector, D. Ifenthaler & P. Isaias (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 180-188). Madrid, Spain: IADIS Press.


2011

Ifenthaler, D., & Seel, N. M. (2011). A longitudinal perspective on inductive reasoning tasks. Illuminating the probability of change. Learning and Instruction, 21(4), 538-549. doi: 10.1016/j.learninstruc.2010.08.004

Ifenthaler, D. (2011). Identifying cross-domain distinguishing features of cognitive structure. Educational Technology Research and Development, 59(6), 817-840. doi: 10.1007/s11423-011-9207-4

Ifenthaler, D., Masduki, I., & Seel, N. M. (2011). The mystery of cognitive structure and how we can detect it. Tracking the development of cognitive structures over time. Instructional Science, 39(1), 41-61. doi: 10.1007/s11251-009-9097-6

Pirnay-Dummer, P., & Ifenthaler, D. (2011). Reading guided by automated graphical representations: How model-based text visualizations facilitate learning in reading comprehension tasks. Instructional Science, 39(6), 901-919. doi: 10.1007/s11251-010-9153-2

Eseryel, D., Ge, X., Ifenthaler, D., & Law, V. (2011). Dynamic modeling as cognitive regulation scaffold for complex problem solving skill acquisition in an educational massively multiplayer online game environment. Journal of Educational Computing Research, 45(3), 265-286.

Al-Diban, S., & Ifenthaler, D. (2011). Comparison of two analysis approaches for measuring externalized mental models: Implications for diagnostics and applications. Journal of Educational Technology & Society, 14(2), 16-30.

Johnson, T. E., Pirnay-Dummer, P., Ifenthaler, D., Mendenhall, A., Karaman, S., & Tennenbaum, G. (2011). Text summaries or concept maps: Which better represent reading text conceptualization? Technology, Instruction, Cognition and Learning, 8(3-4), 297-312.

Hanke, U., Ifenthaler, D., & Seel, N. M. (2011). Modeling the world of instruction: Creative insight or learnt by advise? The Open Education Journal, 4, 179-185.

Ifenthaler, D., Kinshuk, Isaias, P., Sampson, D., & Spector, J. M. (Eds.). (2011). Multiple perspectives on problem solving and learning in the digital age. New York: Springer.

Ifenthaler, D., & Pirnay-Dummer, P. (2011). States and processes of learning communities. Engaging students in meaningful reflection and elaboration. In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments: Present and future (pp. 81-94). New York: Springer.

Eseryel, D., Ifenthaler, D., & Ge, X. (2011). Alternative assessment strategies for complex problem solving in game-based learning environments. In D. Ifenthaler, Kinshuk, P. Isaias, D. G. Sampson & J. M. Spector (Eds.), Multiple perspectives on problem solving and learning in the digital age (pp. 159-178). New York: Springer.

Pirnay-Dummer, P., & Ifenthaler, D. (2011). Text-guided automated self assessment. A graph-based approach to help learners with ongoing writing. In D. Ifenthaler, Kinshuk, P. Isaias, D. G. Sampson & J. M. Spector (Eds.), Multiple perspectives on problem solving and learning in the digital age (pp. 217-225). New York: Springer.

Ifenthaler, D. (2011). Intelligent model-based feedback. Helping students to monitor their individual learning progress. In S. Graf, F. Lin, Kinshuk & R. McGreal (Eds.), Intelligent and adaptive systems: Technology enhanced support for learners and teachers (pp. 88-100). Hershey, PA: IGI Global.

Ifenthaler, D. (2011). Insight into cognitive structure. Assessment, analysis, and instructional innovations. Freiburg: Institut für Erziehungswissenschaft.


2010

Ifenthaler, D. (2010). Zur Notwendigkeit einer systematischen Erfassung von Bildungsverläufen. Methodologische Anforderungen einer Veränderungsmessung. Lehrerbildung auf dem Prüfstand, 3(Sonderheft), 86-105.

Ifenthaler, D. (2010). Relational, structural, and semantic analysis of graphical representations and concept maps. Educational Technology Research and Development, 58(1), 81-97. doi: 10.1007/s11423-008-9087-4

Pirnay-Dummer, P., Ifenthaler, D., & Spector, J. M. (2010). Highly integrated model assessment technology and tools. Educational Technology Research and Development, 58(1), 3-18. doi: 10.1007/s11423-009-9119-8

Kinshuk, Ifenthaler, D., Spector, J. M., Sampson, D. G., & Isaias, P. (2010). Cognition and learning in the age of digital technologies and social networking. Journal of Research on Technology in Education, 43(2), 101-102.

Ifenthaler, D. (2010). Bridging the gap between expert-novice differences: The model-based feedback approach. Journal of Research on Technology in Education, 43(2), 103-117.

Ifenthaler, D., & Seel, N. M. (2010). Online-Lernen in der Schule. Schulmagazin 5-10, 12, 7-10.

Ifenthaler, D., & Seel, N. M. (2010). Online-Lernen im schulischen Unterricht. Schulmagazin 5-10, 12, 11-14.

Ifenthaler, D., Pirnay-Dummer, P., & Seel, N. M. (Eds.). (2010). Computer-based diagnostics and systematic analysis of knowledge. New York: Springer.

Spector, J. M., Ifenthaler, D., Isaias, P., Kinshuk, & Sampson, D. (Eds.). (2010). Learning and instruction in the digital age: Making a difference through cognitive approaches, technology-facilitated collaboration and assessment, and personalized communications. New York: Springer.

Ifenthaler, D. (2010). Scope of graphical indices in educational diagnostics. In D. Ifenthaler, P. Pirnay-Dummer & N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 213-234). New York: Springer.

Pirnay-Dummer, P., & Ifenthaler, D. (2010). Automated knowledge visualization and assessment. In D. Ifenthaler, P. Pirnay-Dummer & N. M. Seel (Eds.), Computer-based diagnostics and systematic analysis of knowledge (pp. 77-115). New York: Springer.

Ifenthaler, D. (2010). Learning and instruction in the digital age. In J. M. Spector, D. Ifenthaler, P. Isaías, Kinshuk & D. G. Sampson (Eds.), Learning and instruction in the digital age: Making a difference through cognitive approaches, technology-facilitated collaboration and assessment, and personalized communications (pp. 3-10). New York: Springer.

Ifenthaler, D. (2010). The LMS Moodle in schools: Benefits and obstacles. In M. B. Nunes & M. McPherson (Eds.), Proceedings of the IADIS international conference on e-learning (Vol. I, pp. 81-88). Freiburg: IADIS Press.

Ifenthaler, D., & Schmidt, T. (2010). Assessing the effectiveness of prompts for self-regulated learning. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isaias, D. Ifenthaler & R. Vasiu (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 193-202). Timisoara: IADIS Press.


2009

Seel, N. M., & Ifenthaler, D. (2009). Online lernen und lehren. München: Ernst Rheinhardt Verlag.

Ifenthaler, D. (2009). Model-based feedback for improving expertise and expert performance. Technology, Instruction, Cognition and Learning, 7(2), 83-101.

Ifenthaler, D. (2009). Using a causal path model for the design and development of a simulation game for teacher education. Technology, Instruction, Cognition and Learning, 6(3), 193-212.

Ifenthaler, D., Isaias, P., Spector, J. M., Kinshuk, & Sampson, D. G. (2009). Editors’ introduction to the special issue on cognition & learning technology. Educational Technology Research and Development, 57(6), 721-723. doi: 10.1007/s11423-009-9127-8

Seel, N. M., Pirnay-Dummer, P., & Ifenthaler, D. (2009). Quantitative Bildungsforschung. In R. Tippelt & B. Schmidt (Eds.), Handbuch Bildungsforschung (pp. 551-570). Wiesbaden: VS Verlag für Sozialwissenschaften.

Seel, N. M., Ifenthaler, D., & Pirnay-Dummer, P. (2009). Mental models and problem solving: Technological solutions for measurement and assessment of the development of expertise. In P. Blumschein, W. Hung, D. H. Jonassen & J. Strobel (Eds.), Model-based approaches to learning: Using systems models and simulations to improve understanding and problem solving in complex domains (pp. 17-40). Rotterdam: Sense Publishers.

Johnson, T. E., Ifenthaler, D., Pirnay-Dummer, P., & Spector, J. M. (2009). Using concept maps to assess individuals and team in collaborative learning environments. In P. L. Torres & R. C. V. Marriott (Eds.), Handbook of research on collaborative learning using concept mapping (pp. 358-381). Hershey,PA: Information Science Publishing.

Ifenthaler, D., & Pirnay-Dummer, P. (2009). Assessment of knowledge: Do graphical notes and texts represent different things? In M. R. Simonson (Ed.), Annual proceedings of selected research and development papers presented at the national convention of the Association for Educational Communications and Technology (32nd, Loisville, KY, 2009). Volume 2 (pp. 86-93). Bloomington, IN: AECT.

Wieland, K., & Ifenthaler, D. (2009). Evaluating the effectiveness of a simulation-based collaborative learning environment and validating new ways to assess learning outcomes. In M. R. Simonson (Ed.), Annual proceedings of selected research and development papers presented at the national convention of the Association for Educational Communications and Technology (32nd, Loisville, KY, 2009). Volume 2 (pp. 243-250). Bloomington, IN: AECT.

Ifenthaler, D. (2009). Bridging the gap between expert-novice differences: The model-based feedback approach. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isaias & D. Ifenthaler (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 49-60). Rome: IADIS Press.

Kinshuk, Sampson, D. G., Spector, J. M., Isaias, P., & Ifenthaler, D. (Eds.). (2009). Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age. Rome: IADIS Press.

Pirnay-Dummer, P., Ifenthaler, D., & Rohde, J. (2009). Text-guided automated self-assessment. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isaias & D. Ifenthaler (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 311-316). Rome: IADIS Press.

Eseryel, D., Ifenthaler, D., & Ge, X. (2009). A validation study of a methodology for assessing progress of learning and complex, ill-structured problem solving in STEM domains. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isaias & D. Ifenthaler (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 363-368). Rome: IADIS Press.


2008

Ifenthaler, D., Pirnay-Dummer, P., & Spector, J. M. (Eds.). (2008). Understanding models for learning and instruction. Essays in honor of Norbert M. Seel. New York: Springer.

Ifenthaler, D. (2008). Practical solutions for the diagnosis of progressing mental models. In D. Ifenthaler, P. Pirnay-Dummer & J. M. Spector (Eds.), Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 43-61). New York: Springer.

Pirnay-Dummer, P. & Ifenthaler D. (2008). Foundations and methodologies of mental models research. In D. Ifenthaler, P. Pirnay-Dummer, J.M. Spector (Eds.): Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 1-2). New York: Springer.

Ifenthaler, D. & Pirnay-Dummer, P. (2008). Model-based theories of instruction. In D. Ifenthaler, P. Pirnay-Dummer, J.M. Spector (Eds.): Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 103-104). New York: Springer.

Pirnay-Dummer, P. & Ifenthaler, D. (2008). Engineering the model environment. In D. Ifenthaler, P. Pirnay-Dummer, J.M. Spector (Eds.): Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 197-188). New York: Springer.

Ifenthaler, D. (2008). Implementation of web-enhanced features for successful teaching and learning. The utility of technological progressions of Learning Management Systems. In M. R. Simonson (Ed.), Annual proceedings of selected research and development papers presented at the national convention of the Association for Educational Communications and Technology (31st, Orlando, FL, 2008). Volume 1 (pp. 134-146). Bloomington, IN: AECT.

Kinshuk, Sampson, D.G., Spector, J. M., Isaías, P. , & Ifenthaler, D. (Eds.). (2008). Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age. Freiburg: IADIS.

Nunes, M. B., Isaías, P. , & Ifenthaler, D. (Eds.). (2008). Proceedings of the IADIS international conference WWW/Internet. Freiburg: IADIS.

Pirnay-Dummer, P., Ifenthaler, D., & Spector, J. M. (2008). Highly integrated model assessment technology and tools. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isaias & D. Ifenthaler (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 18-28). Freiburg: IADIS.


2007

Ifenthaler, D., Pirnay-Dummer, P., & Seel, N. M. (2007). The role of cognitive learning strategies and intellectual abilities in mental model building processes. Technology, Instruction, Cognition and Learning, 5, 353-366.

Blumschein, P., Ifenthaler, D., & Pirnay-Dummer, P. (2007). Der SMARTroom – Innovative Technologien zur Erweiterung des Lehr- und Ausbildungsangebots. In G. Schneider, B. Couné, C. Gayer, E. Vögele & C. Weber (Eds.), Neue Medien als strategische Schrittmacher an der Universität Freiburg Wie Informations- und Kommunikationstechnologien Studium, Verwaltung und Forschung verändern (pp. 131-138). Freiburg: Universitätsbibliothek.


2006

Ifenthaler, D. (2006). Diagnose lernabhängiger Veränderung mentaler Modelle. Entwicklung der SMD-Technologie als methodologisches Verfahren zur relationalen, strukturellen und semantischen Analyse individueller Modellkonstruktionen. Freiburg: FreiDok.

Johnson, T. E., O’Connor, D. L., Spector, J. M., Ifenthaler, D., & Pirnay-Dummer, P. (2006). Comparative study of mental model research methods: Relationships among ACSMM, SMD, MITOCAR & DEEP methodologies. In A. J. Cañas & J. D. Novak (Eds.), Concept maps: Thery, methodology, technology. Procedings of the Second International Conference on Concept Mapping, Voume 1 (pp. 87-94). San José: Universidad de Costa Rica.


2005

Ifenthaler, D., & Seel, N. M. (2005). The measurement of change: Learning-dependent progression of mental models. Technology, Instruction, Cognition and Learning, 2(4), 317-336.

Dummer, P., & Ifenthaler, D. (2005). Planning and assessing navigation in model-centered learning environments. Why learners often do not follow the path laid out for them. In G. Chiazzese, M. Allegra, A. Chifari & S. Ottaviano (Eds.), Methods and technologies for learning (pp. 327-334). Southampton: WIT Press.