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  7. Prof. Dr. Michael Sailer

Prof. Dr. Michael Sailer

Lehrstuhlinhaber
Learning Analytics and Educational Data Mining
Telefon: n.n.
Fax: n.n.
E-Mail: michael.sailer@uni-a.de
Raum: 7017 (BCM)
Sprechzeiten: nach Vereinbarung
Adresse: Alter Postweg 101 (Büro Center Messe), 86159 Augsburg

Lebenslauf

Michael Sailer studied educational sciences, psychology, and law at LMU Munich and University of Twente. He obtained a doctorate in psychology and education in 2016 at LMU Munich. After a short engagement as a business consultant at Information Multimedia Communication AG, he became postdoc at the Chair of Education and Educational Psychology at LMU Munich. From 2019 to 2023, he has been a Senior Lecturer specializing in research methods and the psychology of learning and teaching for the Education, Teacher Education and Psychology of Learning Sciences programs. During winter term 2021/2022 he has been an interim W3-professor for School Pedagogy with the focus on Digitalization of Teaching and Learning at FAU Erlangen-Nurnberg. He finalized his habilitation at the Faculty of Psychology and Education of LMU Munich in 2023 and obtained the Venia Legendi for Education and Educational Psychology.

Since October 2023 he is W3-professor for Learning Analytics and Educational Data Mining at University of Augsburg. His research focuses on technology-enhanced learning and teaching, gamified learning, simulation-based learning, learning analytics, AI in education, and the analyses of learning processes as well as the support for such learning processes with the help of technologies. He is member of the Munich Center of the Learning Sciences and together with Prof. Scheiter (University of Potsdam) and Prof. Pinkwart (HU Berlin) member of the expert group “AI in Education” initiated by the BMBF. Further, he is Special Issue Editor of the journal “Learning and Individual Differences”.

Forschungsschwerpunkte

  • technology-enhanced learning and teaching
  • gamification and gamified learning
  • simulations and simulation-based learning
  • learning analytics
  • AI in education
  • teacher education and teachers’ technology-related skills

 

Lehrveranstaltungen

(Angewandte Filter: Semester: aktuelles | Dozenten: Michael Sailer | Vorlesungsarten: alle)
Name Semester Typ
Digitale Bildung an der Schule: Lehrkompetenzen, Infrastruktur, Konzepte und Innovationen (Gruppe 1) Wintersemester 2023/24 Seminar
Digitale Bildung an der Schule: Lehrkompetenzen, Infrastruktur, Konzepte und Innovationen (Gruppe 2) Wintersemester 2023/24 Seminar
Kolloquium Empirische Unterrichts- und Bildungsforschung Wintersemester 2023/24 Kolloquium
Measurement and assessment methods Wintersemester 2023/24 Seminar
Measurement and assessment methods Wintersemester 2023/24 Tutorium

Publikationen

2023 | 2022 | 2021 | 2020 | 2019 | 2017 | 2016 | 2014 | 2013

2023
Kastorff, Tamara, Sailer, Michael, & Stegmann, Karsten (2023). A typology of adolescents' technology use before and during the COVID-19 pandemic: a latent profile analysis. International Journal of Educational Research, 117, 102136. https://doi.org/10.1016/j.ijer.2023.102136
BibTeX | RIS | DOI
Sailer, Michael, Bauer, Elisabeth, Hofmann, Riikka, Kiesewetter, Jan, Glas, Julia, Gurevych, Iryna, & Fischer, Frank (2023). Adaptive feedback from artificial neural networks facilitates pre-service teachers' diagnostic reasoning in simulation-based learning. Learning and Instruction, 83, 101620. https://doi.org/10.1016/j.learninstruc.2022.101620
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Kasneci, Enkelejda, Sessler, Kathrin, Küchemann, Stefan, Bannert, Maria, Dementieva, Daryna, Fischer, Frank, Gasser, Urs, Groh, Georg, Günnemann, Stephan, Hüllermeier, Eyke, Krusche, Stephan, Kutyniok, Gitta, Michaeli, Tilman, Nerdel, Claudia, Pfeffer, Jürgen, Poquet, Oleksandra, Sailer, Michael, Schmidt, Albrecht, Seidel, Tina, Stadler, Matthias, Weller, Jochen, Kuhn, Jochen, & Kasneci, Gjergji (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
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Kastorff, Tamara, Sailer, Michael, Vejvoda, Johanna, Schultz-Pernice, Florian, Hartmann, Valentin, Hertl, Anna, Berger, Sonja, & Stegmann, Karsten (in press). Context-specificity to reduce bias in self-assessments: comparing teachers' scenario-based self-assessment and objective assessment of technological knowledge. Journal of Research on Technology in Education, 1-14. https://doi.org/10.1080/15391523.2022.2062498
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Wirth, Astrid, Lohr, Anne, Sailer, Michael, & Niklas, Frank (2023). Digitales Niemandsland? Eine Bestandsaufnahme der digitalen Bildung an deutschen Kindertageseinrichtungen. In Katharina Scheiter & Ingrid Gogolin (Eds.), Bildung für eine digitale Zukunft (pp. 27-55). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-37895-0_2
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Bauer, Elisabeth, Sailer, Michael, Kiesewetter, Jan, Fischer, Martin R., Gurevych, Iryna, & Fischer, Frank (in press). Facilitating justification, disconfirmation, and transparency in diagnostic argumentation: effects of automatic adaptive feedback in teacher education. Zeitschrift für Pädagogische Psychologie, . https://doi.org/10.1024/1010-0652/a000363
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Vejvoda, Johanna, Stadler, Matthias, Schultz-Pernice, Florian, Fischer, Frank, & Sailer, Michael (in press). Getting ready for teaching with digital technologies: scenario-based self-assessment in teacher education and professional development. Unterrichtswissenschaft, . https://doi.org/10.1007/s42010-023-00186-x
BibTeX | RIS | DOI

2022
Ninaus, Manuel & Sailer, Michael (2022). Closing the loop – the human role in artificial intelligence for education. Frontiers in Psychology, 13, 956798. https://doi.org/10.3389/fpsyg.2022.956798
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Bauer, Elisabeth, Sailer, Michael, Kiesewetter, Jan, Fischer, Martin R., & Fischer, Frank (2022). Diagnostic argumentation in teacher education: making the case for justification, disconfirmation, and transparency. Frontiers in Education, 7, 977631. https://doi.org/10.3389/feduc.2022.977631
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Niedermeier, Sandra, Sailer, Michael, Remböck, Lukas, & Stadler, Matthias (2022). Ich packe meinen Koffer: Unterlagen und Performanz bei Open-Book-Klausuren. Zeitschrift für Hochschulentwicklung, 17(1), 157-177. https://doi.org/10.3217/zfhe-17-01/10
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Kiesewetter, Jan, Hege, Inga, Sailer, Michael, Bauer, Elisabeth, Schulz, Claudia, Platz, Manfred, & Adler, Martin (2022). Implementing remote collaboration in a virtual patient platform: usability study. JMIR Medical Education, 8(3), e24306. https://doi.org/10.2196/24306
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Fischer, Frank, Bauer, Elisabeth, Seidel, Tina, Schmidmaier, Ralf, Radkowitsch, Anika, Neuhaus, Birgit J., Hofer, Sarah I., Sommerhoff, Daniel, Ufer, Stefan, Kuhn, Jochen, Küchemann, Stefan, Sailer, Michael, Koenen, Jenna, Gartmeier, Martin, Berberat, Pascal, Frenzel, Anne, Heitzmann, Nicole, Holzberger, Doris, Pfeffer, Jürgen, Lewalter, Doris, Niklas, Frank, Schmidt-Hertha, Bernhard, Gollwitzer, Mario, Vorholzer, Andreas, Chernikova, Olga, Schons, Christian, Pickal, Amadeus J., Bannert, Maria, Michaeli, Tilman, Stadler, Matthias, & Fischer, Martin R. (2022). Representational scaffolding in digital simulations – learning professional practices in higher education. Information and Learning Sciences, 123(11/12), 645-665. https://doi.org/10.1108/ils-06-2022-0076
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Sailer, Michael, Stadler, Matthias, Botes, Elouise, Fischer, Frank, & Greiff, Samuel (2022). Science knowledge and trust in medicine affect individuals' behavior in pandemic crises. European Journal of Psychology of Education, 37(1), 279-292. https://doi.org/10.1007/s10212-021-00529-1
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Ninaus, Manuel & Sailer, Michael (2022). Zwischen Mensch und Maschine: Künstliche Intelligenz zur Förderung von Lernprozessen. Lernen und Lernstörungen, 11(4), 213-224. https://doi.org/10.1024/2235-0977/a000386
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2021
Sailer, Michael, Schultz-Pernice, Florian, & Fischer, Frank (2021). Contextual facilitators for learning activities involving technology in higher education: the C♭-model. Computers in Human Behavior, 121, 106794. https://doi.org/10.1016/j.chb.2021.106794
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Sailer, Michael, Murböck, Julia, & Fischer, Frank (2021). Digital learning in schools: what does it take beyond digital technology?. Teaching and Teacher Education, 103, 103346. https://doi.org/10.1016/j.tate.2021.103346
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Bai, Shurui, Hew, Khe Foon, Sailer, Michael, & Jia, Chengyuan (2021). From top to bottom: how positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. Computers & Education, 173, 104297. https://doi.org/10.1016/j.compedu.2021.104297
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Tolks, Daniel & Sailer, Michael (2021). Gamification als didaktisches Mittel in der Hochschulbildung. In Digitalisierung in Studium und Lehre gemeinsam gestalten: innovative Formate, Strategien und Netzwerke (pp. 515-532). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-32849-8_29
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Sailer, Michael & Sailer, Maximilian (2021). Gamification of in‐class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75-90. https://doi.org/10.1111/bjet.12948
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Stadler, Matthias, Sailer, Michael, & Fischer, Frank (2021). Knowledge as a formative construct: a good alpha is not always better. New Ideas in Psychology, 60, 100832. https://doi.org/10.1016/j.newideapsych.2020.100832
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Radkowitsch, Anika, Sailer, Michael, Schmidmaier, Ralf, Fischer, Martin R., & Fischer, Frank (2021). Learning to diagnose collaboratively – effects of adaptive collaboration scripts in agent-based medical simulations. Learning and Instruction, 75, 101487. https://doi.org/10.1016/j.learninstruc.2021.101487
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Lohr, Anne, Stadler, Matthias, Schultz-Pernice, Florian, Chernikova, Olga, Sailer, Maximilian, Fischer, Frank, & Sailer, Michael (2021). On powerpointers, clickerers, and digital pros: investigating the initiation of digital learning activities by teachers in higher education. Computers in Human Behavior, 119, 106715. https://doi.org/10.1016/j.chb.2021.106715
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Fink, Maximilian C., Radkowitsch, Anika, Bauer, Elisabeth, Sailer, Michael, Kiesewetter, Jan, Schmidmaier, Ralf, Siebeck, Matthias, Fischer, Frank, & Fischer, Martin R. (2021). Simulation research and design: a dual-level framework for multi-project research programs. Educational Technology Research and Development, 69(2), 809-841. https://doi.org/10.1007/s11423-020-09876-0
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Seufert, Sabine, Guggemos, Josef, & Sailer, Michael (2021). Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: the current situation and emerging trends. Computers in Human Behavior, 115, 106552. https://doi.org/10.1016/j.chb.2020.106552
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Sailer, Michael, Stadler, Matthias, Schultz-Pernice, Florian, Franke, Ulrike, Schöffmann, Carola, Paniotova, Viktoriia, Husagic, Lana, & Fischer, Frank (2021). Technology-related teaching skills and attitudes: validation of a scenario-based self-assessment instrument for teachers. Computers in Human Behavior, 115, 106625. https://doi.org/10.1016/j.chb.2020.106625
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Tolks, Daniel, Romeike, Bernd F. M., Ehlers, Jan, Kuhn, Sebastian, Kleinsorgen, Christin, Huber, Johanna, Fischer, Martin R., Bohne, Christoph, Merz, Luisa, Sailer, Michael, & Hege, Inga (2021). The online inverted classroom model (oICM): a blueprint to adapt the inverted classroom to an online learning setting in medical and health education [version 2]. MedEdPublish, 9(1), 113. https://doi.org/10.15694/mep.2020.000113.2
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Stadler, Matthias, Kolb, Nicola, & Sailer, Michael (2021). The right amount of pressure: implementing time pressure in online exams. Distance Education, 42(2), 219-230. https://doi.org/10.1080/01587919.2021.1911629
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2020
Bauer, Elisabeth, Fischer, Frank, Kiesewetter, Jan, Williamson Shaffer, David, Fischer, Martin R., Zottmann, Jan M., & Sailer, Michael (2020). Diagnostic activities and diagnostic practices in medical education and teacher education: an interdisciplinary comparison. Frontiers in Psychology, 11, 562665. https://doi.org/10.3389/fpsyg.2020.562665
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Kiesewetter, Jan, Sailer, Michael, Jung, Valentina M., Schönberger, Regina, Bauer, Elisabeth, Zottmann, Jan M., Hege, Inga, Zimmermann, Hanna, Fischer, Frank, & Fischer, Martin R. (2020). Learning clinical reasoning: how virtual patient case format and prior knowledge interact. BMC Medical Education, 20(1), 73. https://doi.org/10.1186/s12909-020-1987-y
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Tolks, Daniel, Lampert, Claudia, Dadaczynski, Kevin, Maslon, Eveline, Paulus, Peter, & Sailer, Michael (2020). Spielerische Ansätze in Prävention und Gesundheitsförderung: Serious Games und Gamification. Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz, 63(6), 698-707. https://doi.org/10.1007/s00103-020-03156-1
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Sailer, Michael & Homner, Lisa (2020). The gamification of learning: a meta-analysis. Educational Psychology Review, 32(1), 77-112. https://doi.org/10.1007/s10648-019-09498-w
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2019
Tolks, Daniel, Sailer, Michael, Dadaczynski, Kevin, Lampert, Claudia, Huberty, Julia, Paulus, Peter, & Horstmann, David (2019). ONYA - the wellbeing game: how to use gamification to promote wellbeing. Information, 10(2), 58. https://doi.org/10.3390/info10020058
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Bauer, Elisabeth, Sailer, Michael, Kiesewetter, Jan, Schulz, Claudia, Pfeiffer, Jonas, Gurevych, Iryna, Fischer, Martin R., & Fischer, Frank (2019). Using ENA to analyze pre-service teachers' diagnostic argumentations: a conceptual framework and initial applications. Brendan Eagan, Morten Misfeldt, Amanda Siebert-Evenstone (Eds.), Advances in quantitative ethnography: First International Conference, ICQE 2019, Madison, WI, USA, October 20–22, 2019, Proceedings(pp. 14-25). Cham: Springer. https://doi.org/10.1007/978-3-030-33232-7_2
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2017
Sailer, Michael, Hense, Jan, Mandl, Heinz, & Klevers, Markus (2017). Fostering development of work competencies and motivation via gamification. In Martin Mulder (Ed.), Competence-based vocational and professional education: bridging the worlds of work and education (pp. 795-818). Cham: Springer. https://doi.org/10.1007/978-3-319-41713-4_37
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Sailer, Michael, Hense, Jan Ulrich, Mayr, Sarah Katharina, & Mandl, Heinz (2017). How gamification motivates: an experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380. https://doi.org/10.1016/j.chb.2016.12.033
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2016
Sailer, Michael (2016). Die Wirkung von Gamification auf Motivation und Leistung: empirische Studien im Kontext manueller Arbeitsprozesse. Wiesbaden: Springer Fachmedien. https://doi.org/10.1007/978-3-658-14309-1
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Zugl.: Dissertation, Ludwig-Maximilians-Universität München, 2016
Klevers, Markus, Sailer, Michael, & Günthner, Willibald A. (2016). Implementation model for the gamification of business processes: a study from the field of material handling. Toshiyuki Kaneda, Hidehiko Kanegae, Yusuke Toyoda, Paola Rizzi (Eds.), Simulation and gaming in the network society(pp. 173-184). Singapore: Springer. https://doi.org/10.1007/978-981-10-0575-6_14
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2014
Hense, Jan, Klevers, Markus, Sailer, Michael, Horenburg, Tim, Mandl, Heinz, & Günthner, Willibald (2014). Using gamification to enhance staff motivation in logistics. Lecture Notes in Computer Science, 8264, 206-213. https://doi.org/10.1007/978-3-319-04954-0_24
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Published in: Frontiers in Gaming Simulation: 44th International Simulation and Gaming Association Conference, ISAGA 2013 and 17th IFIP WG 5.7 Workshop on Experimental Interactive Learning in Industrial Management, Stockholm, Sweden, June 24-28, 2013. Revised Selected Papers. Conference proceedings. Editors: Sebastiaan A. Meijer, Riitta Smeds.

2013
Sailer, Michael, Hense, Jan, Mandl, Heinz, & Klevers, Markus (2013). Psychological perspectives on motivation through gamification. Interaction Design and Architecture(s) - IxD&A, (19), 28-37. https://doi.org/10.55612/s-5002-019-002
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