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Person

Hendrik Drachsler (1977-)

Informatiker

Name	Hendrik Drachsler
Zeit	1977- (Lebensdaten)
Ort	Deutschland Niederlande
Akademischer Grad bzw. Titel	Prof. Dr.
Beruf	Informatiker (charakteristischer Beruf)
Beziehung	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation Goethe-Universität Frankfurt am Main
Datensatztyp	Person
GND-Nummer	1245029797
Datensatz-ID	1245029797
Beteiligt an alle anzeigen Addressing gender in STEM classrooms: The impact of gender bias on women scientists' experiences in higher education careers in Germany From the Automated Assessment of Student Essay Content to Highly Informative Feedback: a Case Study Large Language Models und ihre Potenziale im Bildungssystem. Impulspapier der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz Technological responses to distracting media multitasking in academic learning Use of digital self-control tools in higher education – a survey study Causal reasoning with causal graphs in educational technology research Fostering children's acceptance of educational apps. The importance of designing enjoyable learning activities Students' expectations of learning analytics across Europe Towards highly informative learning analytics Towards highly informative learning analytics “Gendered differences versus doing gender”: a systematic review on the role of gender in CSCL "Gendered differences versus doing gender": a systematic review on the role of gender in CSCL Coding energy knowledge in constructed responses with explainable NLP models Connecting the dots - A literature review on learning analytics indicators from a learning design perspective Keep me in the loop. Real-time feedback with multimodal data Keep Me in the Loop: Real-Time Feedback with Multimodal Data Towards automatic collaboration analytics for group speech data using learning analytics Virtual academic conferences as learning spaces. Factors associated with the perceived value of purely virtual conferences An exploratory latent class analysis of student expectations towards learning analytics services Are we there yet? - A systematic literature review on chatbots in education Digital self-control interventions for distracting media multitasking - a systematic review Digital self-control interventions for distracting media multitasking. A systematic review Learning analytics at scale : supporting learning and teaching in MOOCs with data-driven insights Towards automatic collaboration analytics for group speech data using learning analytics From students with love: an empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education Dancing salsa with machines - filling the gap of dancing learning solutions Beyond reality - extending a presentation trainer with an immersive VR module Beyond reality-extending a presentation trainer with an immersive VR module Dancing salsa with machines - filling the gap of dancing learning solutions Data Driven Approaches in Digital Education : 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings

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Katalog der Deutschen Nationalbibliothek

Hendrik Drachsler (1977-)

Addressing gender in STEM classrooms: The impact of gender bias on women scientists' experiences in higher education careers in Germany

From the Automated Assessment of Student Essay Content to Highly Informative Feedback: a Case Study

Large Language Models und ihre Potenziale im Bildungssystem. Impulspapier der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz

Technological responses to distracting media multitasking in academic learning

Use of digital self-control tools in higher education – a survey study

Causal reasoning with causal graphs in educational technology research

Fostering children's acceptance of educational apps. The importance of designing enjoyable learning activities

Students' expectations of learning analytics across Europe

Towards highly informative learning analytics

Towards highly informative learning analytics

“Gendered differences versus doing gender”: a systematic review on the role of gender in CSCL

"Gendered differences versus doing gender": a systematic review on the role of gender in CSCL

Coding energy knowledge in constructed responses with explainable NLP models

Connecting the dots - A literature review on learning analytics indicators from a learning design perspective

Keep me in the loop. Real-time feedback with multimodal data

Keep Me in the Loop: Real-Time Feedback with Multimodal Data

Towards automatic collaboration analytics for group speech data using learning analytics

Virtual academic conferences as learning spaces. Factors associated with the perceived value of purely virtual conferences

An exploratory latent class analysis of student expectations towards learning analytics services

Are we there yet? - A systematic literature review on chatbots in education

Digital self-control interventions for distracting media multitasking - a systematic review

Digital self-control interventions for distracting media multitasking. A systematic review

Learning analytics at scale : supporting learning and teaching in MOOCs with data-driven insights

Towards automatic collaboration analytics for group speech data using learning analytics

From students with love: an empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education

Dancing salsa with machines - filling the gap of dancing learning solutions

Beyond reality - extending a presentation trainer with an immersive VR module

Beyond reality-extending a presentation trainer with an immersive VR module

Dancing salsa with machines - filling the gap of dancing learning solutions

Data Driven Approaches in Digital Education : 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings