Pexels License


  • Topali, P., Chounta, I. A., Martínez-Monés, A., & Dimitriadis, Y. (2023). Delving into instructor-led feedback interventions informed by learning analytics in massive open online courses. Journal of Computer Assisted Learning. 
  • Leibur, T., Saks, K., & Chounta, I.-A. (2023). Towards a conceptualized model of supporting teachers’ application process for acquiring professional qualifications. International Journal of Educational Research Open, 4, 100236.
  • Michael, L. & Chounta, I. (2023). Quizzes and Eggs: Exploring the Impact of Course Design Elements on Students’ Engagement. In Proceedings of the 15th International Conference on Computer Supported Education - Volume 1: CSEDU; ISBN 978-989-758-641-5; ISSN 2184-5026, SciTePress, pages 25-34. DOI: 10.5220/0011745000003470
  • [EDITORIAL] Chounta, I.-A., Hoppe, H. U., Nolte, A., & Spikol, D. (2023). Editorial: Re-inventing project-based learning: Hackathons, datathons, devcamps as learning expeditions. Frontiers in Education, 8.


  • Irene-Angelica Chounta and Alexander Nolte. 2022. The CAT Effect: Exploring the Impact of Casual Affective Triggers on Online Surveys' Response Rates. In CHI Conference on Human Factors in Computing Systems (CHI '22). Association for Computing Machinery, New York, NY, USA, Article 583, 1-13.
  • Aprin, F., Chounta, IA., Hoppe, HU (2022). “See the Image in Different Contexts”: Using Reverse Image Search to Support the Identification of Fake News in Instagram-Like Social Media. In: Crossley, S., Popescu, E. (eds) Intelligent Tutoring Systems. ITS 2022. Lecture Notes in Computer Science, vol 13284. Springer, Cham. [Best Full Paper Award]
  • Topali, P., Ortesa-Arranz, A., Chounta, IA, Asensio-Pérez, JI, Martmez-Monés, A., & Villagrá-Sobrino, SL (2022, March). Supporting instructors in the design of actionable feedback for MOOCs. In 2022 IEEE Global Engineering Education Conference (EDUCON) (pp. 1881-1888). IEEE.
  • Schulten, C., Nolte, A., Spikol, D., & Chounta, I. (2022). How do participants collaborate during an online hackathon? An empirical, quantitative study of communication traces. Frontiers in Computer Science
  • De Silva, L. M. H., Chounta, I. A., Rodríguez-Triana, M. J., Roa, E. R., Gramberg, A., & Valk, A. (2022). Toward an Institutional Analytics Agenda for Addressing Student Dropout in Higher Education: An Academic Stakeholders’ Perspective. Journal of Learning Analytics, 9(2), 179-201
  • Roa, E.R., Raave, D.K., Chounta, IA., Pedaste, M. (2022). What Teachers Would Expect from a Pedagogical Agent System Working at a Classroom Level: A Focus Group Study. In: Hilliger, I., Muñoz-Merino, P.J., De Laet, T., Ortega-Arranz, A., Farrell, T. (eds) Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption. EC-TEL 2022. Lecture Notes in Computer Science, vol 13450. Springer, Cham.
  • Feislachen, S., Garus, P., Wang, H., Podkolin, E., Schlüter, S., Schulze Bernd, N., Nolte, A., Manske, S. & Chounta, I.-A., (2022). Sentiment Analysis of Participants Interactions in a Hackathon Context: The Example of a Slack Corpus. In: Pfleging, B., Gerling, K. & Mayer, S. (Hrsg.), Mensch und Computer 2022 – Tagungsband. New York: ACM. (S. 485-489). DOI: 10.1145/3543758.3547563
  • Topali, P., Hilgemann, R., Chounta, IA. (2022). “Click it, when you need it”: On-Demand Feedback for Online Settings. In: Iyer, S. et al. (Eds.) Proceedings of the 30th International Conference on Computers in Education ICCE 2022, vol. 2. Asia-Pacific Society for Computers in Education.
  • Holmes, W., Persson, J., Chounta, I. A., Wasson, B., & Dimitrova, V. (2022). Artificial intelligence and education: A critical view through the lens of human rights, democracy and the rule of law. Council of Europe.


  • Ainsworth, SE, & Chounta, IA (2021). The Roles of Representation in Computer Supported Collaborative Learning. In International Handbook of Computer-Supported Collaborative Learning (pp. 353-369). Springer, Cham.
  • Aprin F, Manske S, Chounta IA, & Hoppe HU (2021). Is This Fake or Credible? A Virtual Learning Companion Supporting the Judgment of Young Learners Facing Social Media Content. In International Conference on Web-Based Learning (pp. 52-60). Springer, Cham.
  • Leibur T, Saks K, & Chounta IA (2021). Towards Acquiring Teachers' Professional Qualification Based on Professional Standards: Perceptions, Expectations and Needs on the Application Process. Education Sciences, 11(8), 391.