Viktoria Pammer‐Schindler
Biographic Data
| ID | 7716650 |
|---|---|
| NAME | Viktoria Pammer‐Schindler |
| GIVEN NAMES | Viktoria |
| FAMILY NAME | Pammer‐Schindler |
| SIGNATURE | SCHINDLER V P |
| AFFILIATIONS | Graz University of Technology |
| ORCID | 0000-0001-7061-8947 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
A learning analytics dashboard to support students' reflection on collaboration
Beyond efficiency: Empirical insights on generative AI 's impact on cognition, metacognition and epistemic agency in learning
Generative AI (GenAI) promises to reshape education, yet, beyond gains in efficiency and scalability, crucial questions remain regarding its deeper cognitive, epistemic, socio‐emotional and ethical implications for learners. This special section collects emerging empirical evidence from diverse educational settings to examine how interactions with advanced GenAI systems—ranging from intelligent tutors and conversational agents to AI‐generated fee…
Supporting Sustainable and User-Oriented Educational Technology Innovation with the University Innovation Canvas
Innovating higher education teaching and learning is challenging due to structural, cultural, and resource-related reasons, and research indicates that university innovation benefits from a bottom-up approach as well as strategic alignment with university objectives. In this paper, we investigate such bottom-up innovation processes within higher education as supported by a specific tool: the University Innovation Canvas (UIC). Adapted from the Bu…
Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe
Technology enhanced learning (TEL) research connects Learning Sciences, Educational Psychology, and Computer Science, in order to investigate interventions based on digital technologies in education and training settings. In this paper, we argue that doctoral training activity for TEL needs to be situated at the intersection of disciplines in order to facilitate innovation. For this, we first review the state of disciplinarity in TEL, reviewing e…
Learning and education in HCI: A reflection on the SIG at CHI 2019
The Interactions website (interactions.acm.org) hosts a stable of bloggers who share insights and observations on HCI, often challenging current practices. Each issue we'll publish selected posts from some of the leading and emerging voices in the field
No prominent works on this page.
Interdisciplinary Doctoral Training in Technology-Enhanced Learning in Europe
Technology enhanced learning (TEL) research connects Learning Sciences, Educational Psychology, and Computer Science, in order to investigate interventions based on digital technologies in education and training settings. In this paper, we argue that doctoral training activity for TEL needs to be situated at the intersection of disciplines in order to facilitate innovation. For this, we first review the state of disciplinarity in TEL, reviewing e…
Learning and education in HCI: A reflection on the SIG at CHI 2019
The Interactions website (interactions.acm.org) hosts a stable of bloggers who share insights and observations on HCI, often challenging current practices. Each issue we'll publish selected posts from some of the leading and emerging voices in the field
Supporting Sustainable and User-Oriented Educational Technology Innovation with the University Innovation Canvas
Innovating higher education teaching and learning is challenging due to structural, cultural, and resource-related reasons, and research indicates that university innovation benefits from a bottom-up approach as well as strategic alignment with university objectives. In this paper, we investigate such bottom-up innovation processes within higher education as supported by a specific tool: the University Innovation Canvas (UIC). Adapted from the Bu…
A learning analytics dashboard to support students' reflection on collaboration
Beyond efficiency: Empirical insights on generative AI 's impact on cognition, metacognition and epistemic agency in learning
Generative AI (GenAI) promises to reshape education, yet, beyond gains in efficiency and scalability, crucial questions remain regarding its deeper cognitive, epistemic, socio‐emotional and ethical implications for learners. This special section collects emerging empirical evidence from diverse educational settings to examine how interactions with advanced GenAI systems—ranging from intelligent tutors and conversational agents to AI‐generated fee…
Computer Science (5 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Online Learning and Analytics (3 works) · Psychology (3 works) · E-Learning and Knowledge Management (2 works) · Engineering (2 works) · Knowledge management (2 works) · Political science (2 works) · World Wide Web (2 works)