EvaluAItion: Wie KI Lehr-Lernprozesse transformiert und Lehrende entlastet
Jensen, Thore ; Lang, Anton ; Händel, Marion (2025)
e-learning journal. Kategorie: Künstliche Intelligenz – Schwerpunkt: KI-basierte Prüfungsbewertung .
Open Access
Digitale Kommunikation und Kooperation unter Lehrkräften – Eine vergleichende Analyse von Messengern und Videokonferenzen
Biller, Simon; Groß-Mlynek, Lena; Bastian, Jasmin; Händel, Marion (2025)
Vortrag auf der 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) .
Peer Reviewed
Wird in der Klausurvorbereitungsphase metakognitiv überwacht? Mikrogenetische Entwicklung und Zusammenspiel von Strategien und Urteilen
Händel, Marion; Nett, Ulrike; Bryce, Donna; Dresel, Markus (2025)
Vortrag auf der 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) .
Peer Reviewed
Evidence syntheses in educational technology research: What is not published in English is not visible? A tertiary mapping review
Bedenlier, Svenja; Buntins, Katja; Bond, Melissa; Händel, Marion; Marín, Victoria I. (2025)
Bedenlier, Svenja; Buntins, Katja; Bond, Melissa; Händel, Marion...
Review of Education 13 (1), e70022 | 1-31.
DOI: 10.1002/rev3.70022
Open Access Peer Reviewed
Evidence syntheses, such as systematic reviews, aim to summarise the current state of research in a field, often using the publication language of a study as a criterion for inclusion or exclusion. However, this has serious implications for capturing evidence from a wider range of geographical areas, and the potential for linguistic bias. In order to explore this issue, a trilingual tertiary mapping review of 446 evidence syntheses within the field of educational technology (EdTech) and published in English, Spanish and German was undertaken, analysing the frequency of multi- and monolingual evidence syntheses, reasons for language choice by research teams, and the composition of research teams in multi- and monolingual evidence syntheses. Items were included if they were a form of evidence synthesis with an explicit method section, indexed within ERIC, Scopus, Web of Science, Dialnet, FIS-Bildung, or Google Scholar, education-related, and published between 1983 and May 2022. The results showed that only eight languages were considered in published syntheses, only five languages were used to construct search strings, most evidence syntheses included research published in English without explaining why, and multilingual research team composition did not predict multilingual evidence syntheses. The findings suggest the need to address publication languages not only as a formal criterion but as an integral aspect of methodological approach, influencing the content and scope of syntheses in educational research.
Designing effective synchronous online learning
Gegenfurtner, Andreas; Bedenlier, Svenja; Ebner, Christian; Keskin, Özün; Händel, Marion (2024)
Gegenfurtner, Andreas; Bedenlier, Svenja; Ebner, Christian; Keskin, Özün...
Designing Effective Digital Learning Environments, 241–254.
DOI: 10.4324/9781003386131-23
Peer Reviewed
Synchronous online learning is situated in synchronous webinars, virtual classrooms, and videoconferences, in which students and teachers communicate live over the Internet across distant geographical locations. Shared virtual platforms with voice-over-IP technology and webcams are used to interact ubiquitously and synchronously in real-time. During the COVID-19 pandemic, the use of synchronous online learning environments in primary, secondary, higher, and continuous education has grown massively. In this chapter, we aim to identify design recommendations that help increase the effectiveness of synchronous online learning. First, we provide an overview of recent meta-analyses on the effectiveness of synchronous online learning compared to synchronous face-to-face and asynchronous online learning. Second, we use this empirical evidence to develop design principles that can guide teachers, trainers, and educators in designing effective synchronous online learning environments. Third, we discuss a research agenda for future studies on synchronous online learning, webinars, and videoconferences in education, and we reflect on some practical affordances, including the use of webcams and breakout rooms.
Bedarf an digitaler Lehrkräftefortbildung aus der Perspektive von Landesinstituten
Ortwig, Julia; Breins, B; Quarda, Ann-Kathrin; Gläser-Zikuda, Michaela; Kammerl, Rudolf; Bastian, Jasmin; Händel, Marion (2024)
Ortwig, Julia; Breins, B; Quarda, Ann-Kathrin; Gläser-Zikuda, Michaela; Kammerl, Rudolf...
lernen:digital-Tagung „Digitale Transformation für Schule und die Lehrkräftebildung gestalten“ in Potsdam.
Peer Reviewed
Motiviert zum Erfolg testen? Motivation als Moderator und abhängige Variable von Testeffekten im Lehramtsstudium
Naujoks-Schober, Nick; Harder, Bettina; Dresel, Markus; Händel, Marion (2024)
53. Konferenz der Deutschen Gesellschaft für Psychologie (DGPs) in Wien, Österreich.
Peer Reviewed
Unraveling the reciprocal effects of monitoring strategies and monitoring judgments
Händel, Marion; Nett, Ulrike; Bryce, Donna; Dresel, Markus (2024)
Paper presented at the biennial meeting of the EARLI Special Interest Group 16 – Metacognition. Heidelberg.
Peer Reviewed
Ways to foster monitoring accuracy: Effects of generative interventions on self-regulated learning (Discussant)
Händel, Marion (2024)
Symposium at the biennial meeting of the EARLI Special Interest Group 16 – Metacognition.
Peer Reviewed
Digitale Kommunikation und Kooperation in Videokonferenzen: Potenzial und Herausforderung im Alltag von Lehrkräften
Händel, Marion; Malz, Simone (2024)
In: Gollisch, S., Gröner, P. (eds): Ansbacher Kaleidoskop 2024, Festschrift zum 60. Geburtstag von Prof. Dr. Ute Ambrosius und Prof. Dr. Barbara Hedderich, Shaker Verlag, Düren, 115–126.
Metakognitive Urteile: Genese und Förderung
Händel, Marion (2024)
Eingeladener Vortrag im Fachrichtungskolloquium Psychologie der Universität des Saarlandes.
Digitale Kompetenzen zum Studienstart als Gelingensfaktor im ersten Semester?
Händel, Marion; Fritzsche, Eva; Bedenlier, Svenja (2024)
Zeitschrift für Hochschulentwicklung (1), 25-43.
DOI: 10.21240/zfhe/19-01/02
Open Access Peer Reviewed
Digitale Kommunikation und Kollaboration: Eine Bedarfsanalyse zur kollegialen Nutzung von Videokonferenzen in der Schule
Malz, Simone; Biller, Simon; Händel, Marion (2024)
11. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF) in Potsdam.
Open Access Peer Reviewed
Effects of reading instructions on preservice teachers’ judgment biases with respect to learning from texts
Knellesen, Jennifer; Händel, Marion; Golke, Stefanie (2023)
Metacognition and Learning 19, 319–343.
DOI: 10.1007/s11409-023-09371-w
Open Access Peer Reviewed
Learning from texts means acquiring and applying knowledge, which requires students to judge their text comprehension accurately. However, students usually overestimate their comprehension, which can be caused by a misalignment between the cues used to judge one’s comprehension and the cognitive requirements of future test questions. Therefore, reading instructions might help students to use more valid cues and hence to make more accurate judgments. In two randomized experiments, we investigated the effect of application instructions (in contrast to general and memory instructions) on judgment bias regarding memory test performance and application test performance. In Experiment 1, 131 pre-service teacher students read two texts: For the first text (pretest phase), all participants received general reading instructions. For the second text (testing phase), they received one of the three reading instructions. Main results were that the general reading instructions in the pretest phase resulted in underestimation for memory test performance and overestimation for application test performance. Results from the testing phase yielded mixed effects and, overall, no strong evidence that reading instructions, and in particular application instructions, are beneficial for debiasing judgments of comprehension. Experiment 2 (N = 164 pre-service teachers) restudied the effects with the same texts but a different study design. Results replicated the effects found in the testing phase of Experiment 1. Overall, the results indicated that reading instructions without further support are not sufficient to help students to accurately judge their comprehension and suggested that text characteristics might impact the effect of reading instructions on judgment bias.
Methodological approaches to evidence synthesis in educational technology: A tertiary systematic mapping review
Buntins, Katja; Bedenlier, Svenja; Marín, Victoria I.; Händel, Marion; Bond, Melissa (2023)
Buntins, Katja; Bedenlier, Svenja; Marín, Victoria I.; Händel, Marion...
MedienPädagogik 54, 167–191.
DOI: 10.21240/mpaed/54/2023.12.20.X
Open Access Peer Reviewed
Forschungssynthesen in der Mediendidaktik: Gestaltungswissen für Bildung sichern
Buntins, Katja; Bedenlier, Svenja; Bond, Melissa; Marín, Victoria I.; Händel, Marion; Zawacki-Richter, Olaf; Kerres, Michael (2023)
Buntins, Katja; Bedenlier, Svenja; Bond, Melissa; Marín, Victoria I.; Händel, Marion...
MPAED23 Herbsttagung der Sektion Medienpädagogik (DGfE), 21. - 22.09.23, Hagen.
Nutzung von Datenbanken als Manifestation der Weltsystem-Theorie in der Forschung
Buntins, Katja; Bedenlier, Svenja; Marín, Victoria I.; Händel, Marion (2023)
Vortrag auf der MPAED 2023. Herbsttagung der Sektion Medienpädagogik (DGfE) in Hagen.
Peer Reviewed
Digitales Lernen und sozio-emotionales Erleben von Studierenden
Stephan, Melanie; Händel, Marion; Gläser-Zikuda, Michaela (2023)
Vortrag im Symposium "Lernbezogene Emotionen: Rolle von Lehrkraft- und Lernumgebungsmerkmalen" auf der 19. Fachgruppentagung Pädagogische Psychologie (PAEPS), 18. - 20.09.2023, Kiel. .
Selbstreguliertes Lernen in der Not: Strategien zur Überwindung von Prokrastination im Emergency Remote Learning
Breins, B; Naujoks-Schober, Nick; Händel, Marion (2023)
19. Fachgruppentagung Pädagogische Psychologie (PAEPS), 18. - 20.09.2023, Kiel.
Schwarze Kacheln und nichts dahinter? Rolle studentischer Webcamnutzung bei Einschätzungen von Studierendenmerkmalen durch Lehrende
Naujoks-Schober, Nick; Bedenlier, Svenja; Händel, Marion; Ziegler, Albert (2023)
19. Fachgruppentagung Pädagogische Psychologie (PAEPS), 18. - 20.09.2023, Kiel. .
Prof. Dr. habil. Marion Händel
Hochschule Ansbach
Fakultät Medien
Residenzstr. 8
91522 Ansbach
marion.haendel[at]hs-ansbach.de
ORCID iD: 0000-0002-3069-5582