Univ.-Prof. Dr. Tobias Ley

Helm, C; Wagner, M.; Ley, T.; Kammerer, L. (2025). Digitale Kompetenzen von Lehrkräftefort- und -weiterbildner:innen - Befunde einer Befragungsstudie aus Österreich. In: Digitalisierung in der Bildung - ein Kinderspiel? 163-179, Beltz, Weinheim

Jesmin, T.; Osula, K.; Niglas, K.; Ley, T. (2024). A Large-Scale Study to Profile Teachers’ Use of Games in the Classrooms: From Concerns to Adoption. Technology, Knowledge and Learning, in press: https://doi.org/10.1007/s10758-024-09781-y

Kusmin, K-L.; Normak, P.; Ley, T. (2024). A methodology for planning, implementation and evaluation of skills intelligence management – results of a design science project in technology organisations. Frontiers in Artificial Intelligence, 7: https://doi.org/10.3389/frai.2024.1424924

Tammets, K.; Ley, T.; Seitlinger, P.; Eisenschmidt, E. (2024). School culture and teaching practices for the effective student- centred learning during emergency remote teaching. European Journal of Teacher Education, in press: https://doi.org/10.1080/02619768.2024.2368019

Wagner, M.; Ley, T.; Kammerer, L.; Helm, C. (2024). Exploring teacher educators’ challenges in the context of digital transformation and their self-reported TPACK: a mixed methods study. European Journal of Teacher Education, in press: 1-19

Wagner, M; Pishtari, G.; Ley, T. (2024). The role of learning activities and social presence in synchronous hybrid classrooms: results from a natural experiment. Interactive Learning Environments, in press: 1-19

Pishtari, G.; Sarmiento-Márquez, E.; Rodríguez-Triana, M. J.; Wagner, M.; Ley, T. (2024). Mirror mirror on the wall, what is missing in my pedagogical goals? The Impact of an AI-Driven Feedback System on the Quality of Teacher-Created Learning Designs. In: Proceedings of the 14th Learning Analytics and Knowledge Conference: https://doi.org/10.1145/3636555.3636862, ACM, New York

Tammets, K.; Ley, T.; Kollom, K.; Khulbe, M. (2024). Interplay of Factors Influencing Pre-service Teachers’ Intention to Integrate Learning Analytics into Practice. In: Technology Enhanced Learning for Inclusive and Equitable Quality Education ; Proceedings of the 19th European Conference on Technology-enhanced Learning: https://doi.org/10.1007/978-3-031-72315-5_29, Springer, Heidelberg

Eisenschmidt, E.; Ley, T.; Seitlinger, P.; Tammets, K. (2024). Exploring leaders' perceptions of school resilience during COVID-19: Constructing the framework for school development. International Journal of Educational Research Open, 7: https://doi.org/10.1016/J.IJEDRO.2024.100375

Ley, T. (2024). Setzen wir auf die Synergie zwischen Lehrkraft und KI! science.apa.at, APA, Wien

Kasepalu, R.; Chejara, P.; Prieto, L.P.; Ley, T. (2023). Studying teacher withitness in the wild: comparing a mirroring and an alerting & guiding dashboard for collaborative learning. International Journal of Computer-Supported Collaborative Learning, in press: https://doi.org/10.1007/s11412-023-09414-z

Ley, T.; Tammets, K.; Pishtari, G.; Chejara, P.; Kasepalu, R.; Khalil, M.; Saar, M.; Tuvi, I.; Väljataga, T.; Wasson, B. (2023). Towards a partnership of teachers and intelligent learning technology: A systematic literature review of model-based learning analytics. Journal of Computer Assisted Learning, 39(5): 1397-1417

Polikarpus, Stella; Luik, Piret; Poom-Valickis, Katrin; Ley, Tobias (2023). The Role of Trainers in Implementing Virtual Simulation-based Training: Effects on Attitude and TPACK Knowledge. Vocations and Learning, Vol. 16: 459–486

Prieto, Luis P.; Pishtari, Gerti; Dimitriadis, Yannis; Rodríguez-Triana, María Jesús; Ley, Tobias; Odriozola-González, Paula (2023). Single-case learning analytics: Feasibility of a human-centered analytics approach to support doctoral education. Journal of Universal Computer Science, 29: 1033-1068

Tammets, K.; Ley, T. (2023). Integrating AI tools in teacher professional learning: a conceptual model and illustrative case. Frontiers in Artificial Intelligence, 6: https://doi.org/10.3389/frai.2023.1255089

Hirv-Biene, Jaanika; Pishtari, Gerti; Wagner, Marlene; Sarmiento-Márquez, Edna Milena; Ley, Tobias (2023). A Learning Design to Support Transfer of Training in Continuing Education. In: EC-TEL 2023: Responsive and Sustainable Educational Futures: https://doi.org/10.1007/978-3-031-42682-7_7, Springer, Heidelberg

Pishtari, Gerti; Sarmiento-Márquez, Edna Milena; Rodríguez-Triana, María Jesús; Wagner, Marlene; Ley, Tobias (2023). Evaluating the Impact and Usability of an AI-Driven Feedback System for Learning Design. In: EC-TEL 2023: Responsive and Sustainable Educational Futures: https://doi.org/10.1007/978-3-031-42682-7_22, Springer, Heidelberg

Polikarpus, S.; Sarmiento-Márquez, E.M.; Ley, T. (2023). Creation and Use of Virtual Simulations for Measuring Situation Awareness of Incident Commanders. In: Gjøsæter, T.; Radianti, J.; Murayama, Y., Information Technology in Disaster Risk Reduction: https://doi.org/10.1007/978-3-031-34207-3_2, Springer, Cham

Wagner, Marlene; Pishtari, Gerti; Ley, Tobias (2023). Here or There? Differences of On-Site and Remote Students’ Perceptions of Usability, Social Presence, Engagement, and Learning in Synchronous Hybrid Classrooms. In: EC-TEL 2023: Responsive and Sustainable Educational Futures: https://doi.org/10.1007/978-3-031-42682-7_30, Springer, Heidelberg

Pishtari, G.; Ley, T.; Khalil, M.; Kasepalu, R.; Tuvi, I. (2023). Model-Based Learning Analytics for a Partnership of Teachers and Intelligent Systems: A Bibliometric Systematic Review. Education Sciences, 13(5): 498