¿´Æ¬Èí¼þ

AKGU is a DigiTeLL partnership project, which goal is to make competence-oriented adaptive e-exams usable for the teaching staff of the ¿´Æ¬Èí¼þ. For this purpose, the KAT-HS app developed at the GU for the construction, administration and analysis of adaptive e-exams will be further developed, tested and evaluated and finally made widely usable. After completion of the project, higher education teachers at the GU will have the unique opportunity to use competence-oriented, adaptive e-exams in accordance with current scientific standards.

Projekt management: Dr. Aron Fink

Project team members from the work unit: Lara Weiß

Duration: 01.04.2022 – 31.07.2025

AI and Digital Technology in Learning and Instruction (ALI) - Development of an interdisciplinary study program on the use of AI and digital technologies in educational processes.

In order to disseminate and further develop knowledge of artificial intelligence (AI) methods, especially in the practice of institutionalized educational processes in all phases of life (primary, secondary, tertiary education as well as further and continuing education), interdisciplinary approaches in education are required. The ALI project therefore aims to develop an interdisciplinary, modularized study program leading to a permanently implemented interdisciplinary, international master's degree program "AI and Digital Technology in Learning and Instruction". In the project, cooperation with working units of computer science on AI, university didactics, educational psychology will establish a permanent cooperation between the departments of computer science, psychology and teacher education. Building on numerous preliminary steps, the course offering is designed in such a way that students from the aforementioned departments can apply for this new master's program, but can also acquire individual modules from the start of the program for certificates or areas of specialization appropriate to their degree. The study program uses Inquiry Based Learning and integrates elements of AI-supported teaching and learning into its study practice with which, based on theoretical approaches of empirical educational research, a considerable increase in effectiveness compared to conventional teaching can be expected (e.g. through AI-generated feedback to relieve the teachers).

Project management: Prof. Dr. Andreas Frey

Project team members from the work unit: Cosima Schenk, Lara Weiß

Duration: 01.12.2021 – 31.11.2025

Cooperating Partners:

Prof. Dr. Holger Horz | Institute of Psychology – Educational Psychology – Research Unit with Focus on Psychology of Teaching and Learning in Adulthood

Prof. Dr. Hendrik Drachsler | Institute for Computer Science - studiumdigitale

Prof. Dr. Visvanathan Ramesh | Institute for Computer Science – Systems Engineering for Vision and Cognition

Prof‘in. Dr. Gemma Roig | Institute for Computer Science – Computational Vision & Artificial Intelligence

The CoBi-Online project is an extension of the effective CoBi support system. The CoBi support system consists of an online screening and educational-psychological counseling for adolescents in 8th - 13th grade. Students are offered the opportunity to voluntarily take part in a screening to receive reliable feedback on their learning behavior, their ability to control themselves and their individual risk of not attaining their school-leaving certificate. Building on this, students who are at risk are offered professional individual psychological counselling.

The CoBi-Online counseling consists of five appointments, which take place at 14-day intervals. In order to be able to effectively support as many pupils as possible regardless of their location, the follow-up project " Identifying educational disadvantages and compensating for them online " (CoBi-Online), funded by the Beisheim Foundation, is developing the CoBi support system into an online service and evaluating its use. Initial interviews and counseling sessions are conducted online by trained psychologists using encrypted video software approved for psychotherapeutic purposes. The counselors are accompanied by a licensed psychological psychotherapist from the MAINKIND counseling center.

The scientific evaluation of the CoBi support system showed significant positive effects in school-related self-efficacy expectation, media-related self-control ability, and action control in learning situations. This means that the learning prerequisites of the students could be improved overall and in aspects that are expected to have a long-term effect.

The CoBi-Transfer counseling service is based on the pillars of motivation, emotional well-being and media-related self-control. In practice, we work with the young people on their goals and on their learning organization so that they are able to achieve their goals and successfully complete learning processes. The counseling does not replace tutoring in specific subjects or psychotherapy, but aims at improving the general learning abilities.

The project has been approved by the Hessian Ministry of Education and Cultural Affairs and the Hamburg Ministry of Schools and Vocational Training. We are pleased to be able to offer our CoBi support system to schools in Hesse and Hamburg for the 2023/24 school year. Further information on the CoBi support system can be found on the .

Project management: Prof. Dr. Andreas Frey, Dr. Christoph König

Project team members from the work unit: Anelia Vanova (currently on parental leave), Sarah Bürger

Duration: 01.10.2022 – 31.12.2024

The project is financed by the Hessian Ministry of Education and Cultural Affairs and the Beisheim Stiftung.

In the DigiTeLL-project, teaching, learning and assessment scenarios are expanded to include digital instruments and innovative learning designs. The lab is designed as a (virtual) communication and collaboration space that combines incubator and accelerator elements into a permanent innovation loop. The focus is on “High Teach”, the learner-centered improvement of studies and teaching: In so-called partnerships – the heart of the DigiTeLL-project – teachers from different departments will network with each other and with central support structures in order to implement innovative projects in university courses. In this way, new concepts for digital teaching, learning and testing will be continuously developed and tested at Goethe university and, after evaluation of the results, made widely available. The overarching themes of diversity and accessibility, as well as constructive alignment, ensure that the differentiated needs of the heterogeneous student body are taken into account and that the focus is on increasing the students’ academic success.

Project Management: Prof. Dr. Andreas Frey

Project team members from the work unit: Cosima Schenk

Duration: 01.08.2021 – 31.12.2025

Further information can be found

The IMPACT collaborative project aims to improve higher education by applying scalable Artificial Intelligence (AI) techniques to the (partially) automated textual content analysis. Throughout the student lifecycle, individuals at different stages - prospective students, first-year students and ongoing students - will receive personalized, text-based and highly informative feedback during orientation and entry phases, as well as during their studies (formative assessment) and upon completion (summative assessment). This approach facilitates the management of paracurricular study demands, promotes individual learning goals and cultivates self-regulation strategies for future learning experiences. It also helps alleviate student uncertainty and overload, provides relief for teachers, and encourages active engagement with AI-generated feedback by both students and teachers. Text-based AI methods, such as chatbots and personalized feedback systems for formative and summative assessments, are used extensively at five German universities.

This interdisciplinary consortium adopts internationally recognized open-source software solutions (Rasa, OnTask, las2peer), maintaining common standards and interoperability in university teaching with learning management systems (Moodle, Stud.IP, ILIAS), online course selection tools and evaluation systems (LPLUS). To effectively integrate AI applications, (media) pedagogical concepts and adaptations will be undertaken. The sustainable implementation of AI tools in education and learning requires data-ethical change management based on the SHEILA process model. This model will be used in all participating universities and provide a consistent, research-based framework for ongoing collaboration with committees, educators and students. Project outcomes will be disseminated nationally through workshops and following open science principles facilitated by the network.

At ¿´Æ¬Èí¼þ Frankfurt, a sub-project, "AI in the Study Entry Phase for Summative Assessment and Feedback, as well as Piloting, Evaluation & Implementation" is being conducted.

Project Management: Prof. Dr. Andreas Frey

Project team members from the work unit: Tuo Liu

Duration 01.12.2021 – 31.11.2025

Cooperating Partners at Goethe-University Frankfurt:

Prof. Dr. Hendrik Drachsler | Institute for Computer Science - studiumdigitale

Prof. Dr. Holger Horz | Institute of Psychology – Educational Psychology – Research Unit with Focus on Psychology of Teaching and Learning in Adulthood

Further Cooperating Partners:

Prof. Dr. Niels Pinkwart | Humboldt-Universität zu Berlin

Prof’in. Dr. Claudia de Witt | Fernuniversität Hagen

Prof. Dr. Tim Landgraf | Freie Universität Berlin

Dipl. Soz. Alexander Schulz | Freie Universität Berlin

Prof. Dr. Andreas Breiter | Universität Bremen

The Progress in Reading Literacy Study (German: Internationale Grundschul-Lese-Untersuchung [IGLU]) 2026 provides internationally comparative data on how well children read by assessing students’ reading achievement at the fourth grade. In Germany, approximately 4,000 students, their parents, teachers, and school principals provide considerable background information on how the German education system provides educational opportunities to their students, as well as the factors that influence how students use these opportunities. PIRLS has been a central element of the German national educational monitoring since 2001; PIRLS 2026 will be the sixth cycle in the PIRLS framework. Its focus is on reading achievement and its relationship with characteristics of the students (e.g., motivation to read), their instruction (e.g., instructional strategies for reading), their schools (e.g., school climate and resources), and their families (e.g., the home environment for reading). Trend results across assessments permit countries to monitor the effectiveness of their educational systems in a global context.  

In Germany, the Progress in Reading Literacy Study will be conducted in a consortium of a number of researchers from different scientific disciplines (Educational Science, Psychology, Didactics). The focus is on an interdisciplinary approach in close cooperation with international partners. The national scientific consortium consists of Prof. Dr. Nele McElvany (Institute for Research on School Development, TU Dortmund) as National Research Coordinator, Prof. Dr. Andreas Frey, Prof. Dr. Frank Goldhammer, Prof. Dr. Anita Schilcher, and Prof. Dr. Tobias Stubbe. 

Cooperating Partners:

, TU Dortmund

, TU Dortmund

, DIPF Frankfurt (Main)

, University of Regensburg

, Georg August University Göttingen

Duration: 01.04.2024 - 31.12.2028

Further information can be found .