[24.04.26]
Boys’ Day 2026 Workshop - A Day as an Educational Scientist
On 23th April 2026, the Educational Psychology and Technology Research Group welcomed 19 boys, 13 to 15 years of age, from various schools of Bochum and the surrounding area to a workshop as part of Boys' Day 2026 (https://www.boys-day.de/).
In the workshop “Exploring Learning & Learning to Research – A Day as an Educational Scientist”, Dr Sebastian Strauß presented educational science as an academic discipline, university life and educational science as a career path. Using educational psychology as an example, the pupils then used authentic materials and the internet to learn more about the work of scientists and the academic world.
[20.04.26]
Dr. Lenka Schnaubert takes on the Interim Professorship for Educational Psychology and Learning Technology
Since April 01, 2026, Dr. Lenka Schnaubert has assumed the interim professorship for Educational Psychology and Learning Technology. Previously, she served as an Assistant Professor in Learning Sciences at the LSRI, School of Education, University of Nottingham. She also worked as a postdoc and research associate at the University of Duisburg-Essen, as well as a research associate at the Center for E-Learning Technology (Saarland University / German Research Center for Artificial Intelligence) and at the Dresden University of Technology. Dr. Lenka Schnaubert earned her doctorate (Dr. rer. nat.) from the University of Duisburg-Essen with her dissertation “Providing cognitive and metacognitive awareness information to support regulation in individual and collaborative learning contexts.” In addition, she holds a Diploma in Psychology from the Dresden University of Technology. We are delighted that Dr. Lenka Schnaubert is taking on this important role. Her expertise and dedication will greatly enrich our research and teaching at the Institute of Educational Research.
[09.04.26]
Prof. Dr. Nikol Rummel is one of three founding spokespersons of the Research Community “Future of Education – Advancing Quality and Innovation in School and Higher Education”
The ceremonial opening of the Research Community “Future of Education – Advancing Quality and Innovation in School and Higher Education” will take place in Dortmund on April 17. The event program includes an opening by the spokespersons, a keynote lecture, a panel discussion, and a poster gallery followed by networking.
Here you can find the link to the Research Community:
https://future-of-education.uaruhr.de/
And here is the link to the event:
https://future-of-education.uaruhr.de/details/opening-of-the-research-community-59586/
[25.03.26]
Conference session by Dr. Sebastian Strauß and Prof. Dr. Nikol Rummel as part of the online conference regarding the publication of the OECD Digital Education Outlook 2026 „Exploring Effective Uses of Generative AI in Education"
Dr. Sebastian Strauß and Prof. Dr. Nikol Rummel will present their contribution to the OECD Digital Education Outlook 2026 with the title "Fostering collaborative learning and promoting collaboration skills: What generative AI could contribute" during the conference session "GenAI and learning: applying learning science with AI" on Tuesday, March 24, 2026, from 5:00 to 6:00 p.m., as part of the OECD Digital Education Outlook 2026 Conference (March 23-24, 2026).
In the session „GenAI and learning: applying learning science with AI", the authors present how GenAI can be designed and utilized based on learning science principles. The focus of the session lies on discussing examples presented in the OECD Digital Education Outlook 2026. After illustrating how GenAI may support collaborative learning, the session highlights how GenAI can foster creative skills, or support teachers to develop more effective warm up activities or vary their teaching strategies.
Registration for the conference session on March 24, 2026 (5:00-6:00 p.m.) is available via the following link:
https://www.oecd-events.org/e/effective-uses-of-generative-ai-in-education/session/e6998c34-1d17-f111-8332-6045bd954af1/
The OECD Digital Education Outlook 2026 is available here:
https://www.oecd.org/en/publications/oecd-digital-education-outlook-2026_062a7394-en.html/
[05.02.26]
Interdisciplinary symposium "AI in Science Communication: Impacts on Perception and Learning" on March 26, 2026, in Essen
The symposium “AI in Science Communication: Impacts on Perception and Learning” will take place on Thursday, March 26, 2026, from 10:00 a.m. to 6:00 p.m. at the College for Social Sciences and Humanities (Lindenallee 39, 45127 Essen).
It focuses on current developments, challenges, and future perspectives in science communication and science education, with a particular emphasis on the role of artificial intelligence. The aim is to bring together researchers from different disciplines and projects, to showcase ongoing work, and to foster scholarly exchange.
The program includes a poster gallery, keynote lectures, a panel discussion, and an interactive workshop. A joint dinner will provide additional space for informal discussion and networking.
The symposium is organized by Dr. Valentina Nachtigall (Ruhr University Bochum, Educational Psychology and Technology) and Dr. Maximilian Krug (University of Duisburg-Essen, Communication Studies) and is funded by the PostdocLab Funding at the College for Social Sciences and Humanities.
Please note that participation is limited to 25 participants.
We kindly ask you to register via the website by March 2, 2026.
Further information on the program and registration can be found here:
https://www.college-uaruhr.de/news-events/news/news-detail/ai-science-communication-perception-learning
[15.01.26]
OECD DEO 2026 “Fostering collaborative learning and promoting collaboration skills: What generative AI could contribute”
Sebastian Strauß and Nikol Rummel have written a contribution on the potential role of generative AI (especially Large Language Models, LLMs) in supporting collaborative learning, which will be published in the upcoming Digital Educational Outlook 2026 report. The OECD Digital Educational Outlook 2026 report explores new findings on the use of Generative AI in education.
Their contribution reviews current approaches to using large language models (LLMs) to support small-group learning by asking: What role does an LLM play while learners collaborate (e.g., a tutor or a peer group member)? Which aspects of collaboration are supported (e.g., cognitive or social processes)? On what basis does the support system decide when and how to provide support to the group (e.g., is the system expected to follow prompts or did the models receive context information)? How effective is the support for knowledge acquisition? Based on the various limitations associated with LLMs, the authors present potential suggestions for future empirical research and discuss how LLMs can be combined with established, rule-based support measures. At the same time, the authors highlight the risks and costs associated with the use of LLMs and call for a more cautious integration of these technologies.
To announce the publication of the Digital Education Outlook 2026 “Exploring Effective Uses of Generative AI in Education,” a webinar will take place on Monday, January 19, 2026, from 3:00 to 5:00 p.m. Participation is free, and registration is available at the following link:
https://oecdedutoday.com/webinars/
A recording of the webinar will be available online afterwards.
The OECD Digital Education Outlook 2026 report will be released on the same day as the webinar takes place.
[15.12.25]
New Journal Publication by Dr. Sebastian Strauß and Prof. Dr. Nikol Rummel
Dr. Sebastian Strauß and Prof. Dr. Nikol Rummel published an article in the Journal Disciplinary and Interdisciplinary Science Education Research with the title “Leveraging AI and network analysis to uncover learning trajectories of energy to Foster knowledge-in-use in science education“.
Abstract:
Science education aims to foster knowledge-in-use, which is supported by the integration of scientific ideas. To study knowledge integration effectively, network analysis provides a valuable tool for visualizing and understanding how ideas are connected. Successful knowledge integration requires following a learning progression that leads to increasingly sophisticated connections between ideas. However, traditional learning progression models have limitations, as they often fail to account for the nonlinear and individualized nature of learning. This study explores the potential of digital learning environments and AI techniques to address these limitations by enabling frequent, high-resolution data collection and analysis in order to uncover individual students’ learning trajectories at a high resolution. We analyze a case study of middle school students’ learning about energy to investigate patterns and variations in their learning trajectories. Additionally, we explore how different learning trajectories influence the development of knowledge-in-use, leading to either productive or unproductive learning outcomes. Our findings aim to guide instruction for teachers and instructional designers, providing insights on how to develop more effectively adaptive learning environments that support diverse student learning trajectories.
You can read the article here
Domenichini, D., Strauß, S., Gombert, S., Rummel, N., Drachsler, H., Neumann, K., Chiarello, F., Fantoni, G., & Kubsch, M. (2025). Leveraging AI and network analysis to uncover learning trajectories of energy to Foster knowledge-in-use in science education. Disciplinary and Interdisciplinary Science Education Research, 7(1), Article 28. https://doi.org/10.1186/s43031-025-00150-y
[15.12.25]
New Journal Publication by Dr. Valentina Nachtigall & Prof. Dr. Nikol Rummel
Dr. Valentina Nachtigall and Prof. Dr. Nikol Rummel published an article in the International Journal of Science Education with the title “Comparing learners' conceptions of natural and educational scientists: relations to study interest and self-image”.
Abstract:
Learners’ conceptions of scientists are often assumed to influence their academic interests – but empirical evidence for this relationship remains limited and inconsistent. Moreover, little is known about how students perceive scientists beyond STEM domains and how these conceptions relate to their academic interests. These blind spots are uncovered in the present study by investigating secondary school students’ conceptions of educational scientists compared to natural scientists, and how these conceptions relate to their study interest and self-image. We conducted semi-structured interviews with 64 students and used Epistemic Network Analysis to analyse their conceptions. Findings reveal that natural scientists are more strongly associated with scientific activities and cognitive abilities than educational scientists. Notably, students with high study interest and self-image in educational sciences have more inaccurate conceptions, conflating educational scientists with pedagogical roles. Across disciplines, students with low interest and self-image tend to hold pessimistic, stereotypical views of scientists, whereas those with high interest and self-image view them more positively, associating them with communion-oriented activities and prosocial characteristics. This study highlights the need to promote more accurate student views of different scientific disciplines to better align their expectations and career choices, ultimately improving their engagement and reducing dropout rates.
You can read the article here
Nachtigall, V., & Rummel, N. (2025). Comparing learners' conceptions of natural and educational scientists: relations to study interest and self-image. International Journal of Science Education, 1-31. https://doi.org/10.1080/09500693.2025.2589305
[15.12.25]
New Journal Publication by Arlind Avdullahu, Dr. Sebastian Strauß and Prof. Dr. Nikol Rummel
Arlind Avdullahu, Dr. Sebastian Strauß and Prof. Dr. Nikol Rummel published an article in the Journal Learning and Instruction with the title “Promoting online participation in hybrid learning settings: Exploring combinations of a collaboration script and collaborative reflection”.
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Abstract:
Active participation is a prerequisite for collaborative learning. In hybrid collaboration - where co-located and online participants collaborate on tasks - active participation of online participants is a challenge that may impact collaborative learning. The study aims to gain insights into whether a collaboration script and/or collaborative reflection promote active participation of online participants in hybrid collaborations. Sample n = 88 university students with different academic backgrounds solved two collaborative tasks in groups of four or five. In a 2 × 2 between-subjects design, we conducted 20 hybrid collaboration sessions in which two to three co-located participants collaborated with two online participants. Depending on their experimental condition, groups 1) received no support, 2) used a collaboration script, 3) used a reflection scaffold, or 4) received both. Active participation was evaluated by analyzing the amount and duration of content-related contributions. We then compared the differences between co-located and online participants across conditions. Our results suggest that, without instructional support, online participants participate significantly less than their co-located peers. Neither of our support measures affected this difference in participation in a statistically significant manner. However, our results provide some descriptive evidence that providing a script and/or a reflection activity may help to narrow the participation gap. Our findings underscore the problem that online participants might participate less than co-located participants in hybrid learning settings. Collaboration scripts and collaborative reflections may be suitable means for reducing the participation gap. However, conducting rigorous studies that address these questions come with methodological challenges.
You can read the article here
Avdullahu, A., Strauß, S., Herrmann, T., & Rummel, N. (2026). Promoting online participation in hybrid learning settings: Exploring combinations of a collaboration script and collaborative reflection. Learning and Instruction, 102, Article 102275. https://doi.org/10.1186/s43031-025-00150-y
[15.12.25]
New Journal Publication by Sabine Schermeier and Prof. Dr. Nikol Rummel
Sabine Schermeier and Prof. Dr. Nikol Rummel published an article in the Journal Learning and Instruction with the title “Small group collaboration in hybrid university learning: Contrasting collaboration quality in hybrid, F2F and remote settings”.
Abstract:
Hybrid collaboration, where both onsite and remote learners work together using online tools, is gaining prominence in educational contexts due to its high flexibility in terms of location. While considerable research has compared face-to-face (F2F) to remote collaboration, there is a notable gap in the literature regarding hybrid settings. Existing research suggests that remote learners in hybrid collaboration often feel less affectively engaged than onsite learners, with negative effects for learning process and outcomes. The study aims to assess the collaboration quality in hybrid compared to F2F and remote settings. Sample N = 180 university students solved a collaborative task in groups of three. Student groups were randomly assigned to either F2F, remote, or hybrid collaboration modes. Collaboration quality was analyzed using self-reported learner perceptions and external observer ratings across three dimensions: learner participation, interaction quality and quality of the collaborative product. Conditions did not differ with regards to learner participation or observed interaction quality. Overall, the remote condition tended to self-report lower interaction quality than the F2F and hybrid conditions. However, the only statistically significant difference was between the remote and the F2F condition for the dimension ‘sustaining mutual understanding’. Finally, the hybrid condition outperformed the two other conditions regarding the quality of the collaborative product. Our study revealed an unexpectedly strong performance of the hybrid condition, with interaction quality comparable to F2F collaboration. This points to opportunities for educational practice. Additionally, our findings highlight the importance of researching different configurations of hybrid collaboration.
You can read the article here
Schermeier, S., Deiglmayr, A., & Rummel, N. (2026). Small group collaboration in hybrid university learning: Contrasting collaboration quality in hybrid, F2F and remote settings. Learning and Instruction, 102, Article 102276. https://doi.org/10.1016/j.learninstruc.2025.102276
[17.10.25]
DFG project “Modes of Social Regulation in Collaborative Learning” starts in September 2025
In collaborative learning, regulation of learning is not only required on the level of individual learners, but also at the group level. Based on theories of self-regulated learning, co-regulation (CoRL) and socially shared regulation (SSRL) have been described as modes of social regulation that differ in the degree of transactivity of the interactions between learners. The project “MoRe” aims to further develop the precise measurement of CoRL and SSRL, and systematically investigate the conditions for their emergence. In addition, it seeks to shed light on their relation to individual learning success.
Funding: Deutsche Forschungsgemeinschaft (DFG)
Project Team: Dr. Sebastian Strauß, Isis Tunnigkeit, Franziska von der Gathen, Prof. Dr. Nikol Rummel
[17.10.25]
New Journal Publication in the International Journal of Educational Technology in Higher Education by Dr. Sebastian Strauß and colleagues
Sebastian Strauß and the team from the KoLiB project published an article in the International Journal of Educational Technology in Higher Education, with the title “Promoting collaborative reflection to foster interprofessional collaboration skills: Putting laboratory findings to the test in the field.”
From the article:
“Our work represents an example of how we can derive pedagogical and technological innovations from theories of learning and collaboration and test them in different contexts. Empirically testing the effects of instructional support in both controlled laboratory settings and externally valid field contexts increased our confidence that guided collaborative reflection can be employed as an effective teaching approach to promote collaboration skills that is needed to tackle the complex challenges of our future.”
Abstract:
Finding ways to support learners in becoming effective collaborators is a key challenge in higher education. Educational technologies can help to achieve this goal. However, the effectiveness of pedagogical design principles underlying these technologies needs to be tested empirically to inform evidence-based teaching in higher education. In the present study, we examine the effect of a technologically-supported collaborative reflection activity on learners’ knowledge gain about effective collaboration and about the quality of their interaction. To this end, we compare the results of a field study that was conducted in a course for civil engineering students (n = 66), with results of a laboratory study with n = 57 university students. Both field and laboratory study consisted of two collaborative problem-solving phases, in which students worked in small groups to solve information pooling problems. Multilevel modeling indicates that the technology-supported collaborative reflection activity between the two collaborative problem-solving phases increased explicit knowledge about effective collaboration. The quality of collaboration during subsequent collaboration, however, was not affected. Further, we found that groups’ self-assessments were in line with expert ratings of their collaboration quality. We discuss these findings in terms of the learning mechanisms behind technology-supported collaborative reflection and the extent to which these forms of support foster collaboration skills. Thus, our study adds insights on how to join educational technologies with pedagogical design principles to support collaborative learning.
Strauß, S., Tunnigkeit, I., Eberle, J., Avdullahu, A., Block, M., König, M., & Rummel, N. (2025). Promoting collaborative reflection to foster interprofessional collaboration skills: Putting laboratory findings to the test in the field. International Journal of Educational Technology in Higher Education, 22(1), 54.
You can read the publication here.
Promoting collaborative reflection to foster interprofessional collaboration skills: Putting laboratory findings to the test in the field | International Journal of Educational Technology in Higher Education | Full Text
[06.06.25]
ISLS 2025: Team presents in Helsinki
From June 10 to 13, 2025, part of our team will be attending the International Society of the Learning Sciences (ISLS) 2025 in Helsinki, Finland. Prof. Dr. Nikol Rummel, Charleen Brand, Dr. Valentina Nachtigall, Dr. Alisa Maksimova and Anna Radtke will be presenting their research. The contributions will be published after the conference. We will inform you here again as soon as all publications are available. Here is a preliminary overview of the contributions Authors: Maksimova, A., Nachtigall, V., Rummel, N. Title: Learning about Artificial Intelligence in (an Imagined) Museum Setting: Investigating the Effects of Critical and Everyday Context. Authors: Greisel, M., Hornstein, J., Kollar, I., Noroozi, O., Haddadian, G., Alqassab, M., Banihashem, S. K., Khosravi, H., Pozdniakov, S., Schunn, C. D., Yu, Q., & Rummel, N. T Title: Enhancing peer feedback practices with generative AI. Authors: Brand, C., Loibl, K., & Rummel, N. . Title: Learning in Productive Failure: How Knowledge Gap Awareness and Intermediate Knowledge Link Prior Knowledge Activation and Conceptual Knowledge Authors: Menebhi, S, Nachtigall, V., Mertineit, A. K., & Rummel, N. . Title: Do teachers protect their students’ data? A qualitative approach to assessing teachers’ knowledge of data security for future interventions. Authors: Järvelä, S., Rummel, N., Radtke, A., Meyer, J., Yang, S., Schneider, B., Rosé, C. P., Orta-Martinez, M., Peppler, K., Lämsä, J., de Araujo, A., Edwards, J., Sobocinski, M., Roberts, A.-S., Whitehead, R., Papadopoulos, P. M., & Biswas, G. Title: Exploring human-AI interactions across various learning tasks: Diverse perspectives on augmenting learner [Symposium]. Authors: Radtke, A., Serova, K., Osinski, M., Scheffel, M., & Rummel, N. Title: Learners’ Attitudes, Wishes, and Concerns toward Learning Analytics in Higher Education: Students’ Opinions and Teachers’ Views. Read more about ISLS 2025: https://2025.isls.org/
[09.05.25]
Prof. Dr. Nikol Rummel attended the Smart Data & Digital Technology in Education project meeting, hosted by the OECD Centre for Educational Research & Innovation (CERI)
Nikol Rummel attended the Smart Data & Digital Technology in Education project meeting, hosted by the OECD Centre for Educational Research & Innovation (CERI), and takes part in an expert panel on generative AI’s potential impact on learning, teaching, & education management.
[25.03.25]
Keynote by Prof. Dr. Nikol Rummel at the University of Oslo on insights on AI-support for transitions between individual and collaborative learning
Prof. Dr. Rummel will present research on co-orchestration between AI and teacher in manag-ing collaborative and individual learning modes at the University of Oslo on April 24, 2025.
Abstract:
Enabling seamless transitions between individual and collaborative learning offers great po-tential for enhanced learning but also poses classroom management challenges.
In a U.S. National Science Foundation-funded project, we explored how technology can help teachers manage these transitions. Collaborating with teachers, we developed Pair-Up, a co-orchestration tool that dynamically groups students during shifts between individual and col-laborative activities with intelligent tutoring systems.
In a controlled experiment, we assessed the impact on classroom dynamics and learning out-comes, as well as teachers' and students' perceptions of the technology.
In my talk, I will present an overview of the project, summarize key findings, and discuss impli-cations, challenges, and the evolving role of AI in education.
Rummel, N. (2025, April 24). Insights on AI-support for transitions between individual and collaborative learning. AI-based solutions for individual and collaborative activities in the classroom offers both support for learning and challenges for teaching [Invited Talk]. Lecture organised by the HEDWORK research group and the project TeamLearn - University of Oslo, Oslo, Norway. https://www.uv.uio.no/english/research/groups/hedwork/events/seminar-series/2025/insights-on-ai-support-for-transitions-between-individual-and-collaborative-learning.html
[25.03.25]
Invited Talk by Dr. Astrid Wichmann at the German Institute for Adult Education on possibilities for using AI to support learning in education
Dr. Astrid Wichmann will give the lecture “Beyond the Myths: How Can AI Be Used to Support Learning in Education?” on April 04, 2025.
Abstract:
AI systems raise great hopes for adaptive and personalized learning. However, their effective use to support learning requires a nuanced perspective—both from a technical and a peda-gogical standpoint. This talk offers a systematic overview of AI applications in education, with a focus on adaptive learning support and the generation of individualized content. Drawing on recent surveys and selected studies, it discusses challenges such as learner overload and difficulties with self-assessment in the context of generative AI.
Wichmann, A. (2025, April 04): Jenseits der Mythen: Wie kann KI lernförderlich im Bildungsbe-reich eingesetzt werden? [Invited Talk]. Themenwoche "Weiterbildung & KI", Deutsches Institut für Erwachsenenbildung – Leibniz-Zentrum für Lebenslanges Lernen, Bonn. https://www.die-bonn.de/dialog-digitalisierung/dialog12
[19.03.25]
Dr. Sebastian Strauß Takes on the Interim Professorship for Educational Psychology and Learning Technology
As of March 1, 2025, Dr. Sebastian Strauß has assumed the interim professorship for Educational Psychology and Learning Technology. He has been part of our research group since November 2016 and earned his doctorate summa cum laude in July 2021. Following his Ph.D., he conducted research on topics such as computer-supported collaborative learning (CSCL), metacognition and group regulation, learning analytics, and technology-enhanced learning. We are delighted that Dr. Sebastian Strauß is taking on this important role. His expertise and dedication will greatly enrich our research and teaching in the institute of Educational Research.
[23.01.25]
Prof. Dr. Nikol Rummel is one of the most productive authors in the field of CSCL research
According to the study ‘A Topical Review of Research in Computer-Supported Collaborative Learning: Questions and Possibilities’ (Kaliisa et al., 2025), Prof. Dr. Nikol Rummel is one of the most productive authors in the field of research on computer-supported collaborative learning (CSCL). The study deals with the evolution and state of CSCL research and analyses 6388 documents from the period 1990 to 2022. The study can be accessed via the following link: https://www.sciencedirect.com/science/article/pii/S0360131525000144
[23.01.25]
Interview with Prof. Dr. Nikol Rummel about hybrid intelligence
Prof. Dr. Rummel, member of the International Scientific Advisory Board of the Hybrid Intelligence Program at the University of Oulu, talks about the opportunities of hybrid intelligence in an interview. She highlights the importance of hybrid intelligence, in which humans and AI combine their respective strengths to enhance human capabilities. She also discusses key questions regarding the optimal collaboration between humans and AI, the use of multimodal data while protecting data privacy and ethics, and the development of AI that strengthens human freedom. Prof. Dr. Rummel is confident that the Hybrid Intelligence program can address societal challenges and develop pioneering solutions through excellent research The interview can be found at the following link: https://www.oulu.fi/en/news/sab-member-professor-nikol-rummel-we-need-think-how-ensure-ai-serves-humans-way-empowers-us-and
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Letzte Änderung: 24. Apr. 2026