Individual Development and Adaptive Learning

Individual Development and Adaptive Learning

Duration 03/2026 - open

Few issues related to child development have sparked as much public debate as the question of how smartphones affect children’s wellbeing. Despite the intense public interest, the empirical evidence remains surprisingly limited: There is a notable lack of studies capable of precisely quantifying these effects. This project aims to close this gap by providing a robust scientific foundation for recommendations to policymakers, schools, and families.

Individual Development and Adaptive Learning

Duration 10/2024 - open

Learning in three-dimensional virtual environments, such as virtual or augmented reality (VR, AR), is gaining increasing relevance in educational contexts, including schools. However, little is currently known about how learners can be effectively supported in processing educational content within these environments. This project investigates whether the well-established learning strategy of tracing—the act of following shapes with one’s finger—can also enhance learning in three-dimensional virtual environments, and which specific aspects of tracing contribute to this effect.

Individual Development and Adaptive Learning

Duration 11/2023 - open

The IWM's 300 m² experience and experimentation space explores how advanced, innovative technologies, educational research and concepts can be effectively combined to support digital teaching and learning. By enabling hands-on experimentation with emerging technologies, it makes the future of education tangible while encouraging reflection on the opportunities and challenges they present. The goal is to develop well-founded didactic applications for future classrooms. Opened in 2023, the Future Innovation Space (FIS) is part of the “lernen.digital” competence network.

Individual Development and Adaptive Learning

Duration 01/2021 - open

Learning with texts and pictures, so-called multimedia material, plays a central role in different learning contexts (e.g. school). While the positive effect of text-picture combinations on learning success has been demonstrated frequently, the underlying cognitive processes have received less attention so far. Therefore, the project focuses on the cognitive processes in learning with text-picture combinations. We aim to further develop existing theories and to derive supportive measures for learners.

Individual Development and Adaptive Learning

Duration 08/2020 - open

Adaptive learning systems should support learners by, e.g., personalized feedback. In this dissertation project, a tool is developed that automatically analyzes learners' written answers based on Natural Language Processing methods. This tool will then be implemented in a learning environment that provides automatic feedback adapted to the learners' answers. Subsequently, the impact of this feedback on performance and user acceptance will be investigated.

Individual Development and Adaptive Learning

Duration 01/2018 - open

Many people have misconceptions about scientific phenomena. Research shows that texts in which these misconceptions are explicitly addressed (refutational text) represent a possibility for long-term revision of misconceptions. This project investigates whether pictorial representations (self-generated drawings, pictures, videos) can further reinforce this positive effect. The results of this project are relevant wherever misconceptions play a role (e.g. school or university).

Individual Development and Adaptive Learning

Duration 08/2017 - open

When searching for information on the Internet, one often comes across different, often contradictory explanations for the same phenomenon. This project investigates how reading different explanations for the same natural phenomenon affects recall performance and how sequence effects influence recall performance. The results from this project are relevant wherever information retrieval plays a role, for example, in school or university.

Individual Development and Adaptive Learning

Duration 07/2016 - open

The Tübingen Digital Teaching Lab (TüDiLab) simulates a classroom equipped with up-to-date digital media and data collection instruments. The project has two aims: (1) practice-oriented professionalization of teachers related to their media competence in the context of the Tübingen School of Education, and (2) research on the effects of teaching with digital media.