Publications

Giacomo Cassano, Daniel Ebbert, Negin Mirriahi, Nicoletta Di Blas (2026). Instructors’ perceptions of a large language model framework for generating automated multiple-choice questions from video transcripts. Educational Technology Research and Development.

Alrike Claassen, Daniel Ebbert, Vitomir Kovanović, Negin Mirriahi, Shane Dawson (2026). Understanding the role of learning analytics and generative artificial intelligence on decision-making and learning design practice in higher education. International Journal of Educational Technology in Higher Education, 23, 43.

Daniel Ebbert, Negin Mirriahi, Alrike Claassen, Natasha Wilson, Srecko Joksimovic, Shane Dawson (2026). The Learner's Appraisal: What Are Students Thinking About When Their Mind Wanders?.

Daniel Ebbert, Aaron Wong, Natasha Wilson, Srecko Joksimovic, Negin Mirriahi, Shane Dawson, Caitlin Mills (2026). Rewind and Recall: Examining the Effects of Self-regulated Learning and Off-task Thought in Video-based Learning.

Jason M Lodge, Paula de Barba, Louise Ainscough, Jonathan R Brazil, Jaclyn Broadbent, Daniel Ebbert, Sarah Frankland, Florence Gabriel, Dragan Gašević, Ted Hennicke, Lisa-Angelique Lim, Sally A Male, Negin Mirriahi, Eduardo A Oliveira, Helena Pacitti, Mladen Raković, Joanne Russell, Daniel Taylor-Griffiths, Suijing Yang (2026). Assuring quality learning in a gen AI-integrated future: The role of adaptive capabilities. TEQSA.

Daniel Ebbert, Alrike Claassen, Natasha Wilson, Srecko Joksimovic, Negin Mirriahi, Shane Dawson (2026). Meta-Awareness of Mind Wandering: Examining Effects of Self-Regulated Learning, Interpolated Testing, and Self-Explanation.

Daniel Ebbert, Andrew Zamecnik, Natasha Wilson, Srecko Joksimovic, Negin Mirriahi, Shane Dawson (2026). Task-Related Interference During Educational Activities: A Meta-Analysis of Its Occurrence and Relationship with Learning.

Daniel Ebbert, Negin Mirriahi, Natasha Wilson, Malgorzata Korolkiewicz, Nicholas Fewster-Young, Anna Lloyd, Maurizio Costabile, Srecko Joksimovic, Shane Dawson (2026). Mind wandering in Video-Based learning: Self-Regulated learning and student responses in a naturalistic setting. Metacognition and Learning, 21, 6.

Daniel Ebbert, Caitlin Mills, Phil Winne, Natasha Wilson, Negin Mirriahi, Srecko Joksimovic, Shane Dawson (2026). The (Un)Conscious Learner: How Meta-Awareness Influences Self-Regulated Learning and Mitigates Task-Unrelated Thoughts. Cognitive Science, 50(1), e70164.

Daniel Ebbert (2025). Exploring self-regulated learning and off-task thoughts during video-based learning. University of South Australia (now Adelaide University).

Daniel Ebbert (2025). From Distraction to Reaction: Exploring Self-Regulated Learning and Off-Task Thoughts in Online Learning from Videos. Proceedings of the Doctoral Consortium of the 19th European Conference on Technology Enhanced Learning, 45–49.

Daniel Ebbert, Alrike Claassen, Natasha Wilson, Srecko Joksimovic, Negin Mirriahi, Shane Dawson (2024). Addressing Mind Wandering in Video-Based Learning: A Comparative Study on the Impact of Interpolated Testing and Self-explanation. Technology Enhanced Learning for Inclusive and Equitable Quality Education. EC-TEL 2024. Lecture Notes in Computer Science, 120–134.

Daniel Ebbert (2024). Self-regulated learning and off-task thoughts in online learning: Investigating the interaction during learning from videos. Companion Proceedings of the 14th International Learning Analytics and Knowledge Conference, 305–310.

Carina Bachmann, Ana Lucia Paz Hernandez, Stefan Müller, Sadaf Khalatbarizamanpoor, Tino Tschiesche, Frank Reißmann, Lars Kiesow, Daniel Ebbert, Waldemar Smirnow, Arne Wilken, Uta Dahmen (2020). Digital teaching and learning of surgical skills (not only) during the pandemic: a report on a blended learning project. GMS Journal for Medical Education, 37(7), Doc68.

Daniel Ebbert, Stephan Dutke (2020). Patterns in students’ usage of lecture recordings: a cluster analysis of self-report data. Research in Learning Technology, 28.

Daniel Ebbert (2017). Patterns in the appropriation of a learning management system by instructors based on Q-methodology. University of Twente.