Frey, A., Liu, T., Fink, A., & König, C. (2024). Meta-analysis of the
effects of computerized adaptive testing on the motivation and emotion
of examinees. European Journal of Psychological Assessment. Advance
online publication. https://doi.org/10.1027/1015-5759/a000821
Gombert, S., Fink, A., Giorgashvili, T., Jivet, I., Di Mitri, D., Yau,
J., Frey, A., & Drachsler, H. (2024). From the automated assessment of
student essay content to highly informative feedback: A case study.
International Journal of Artificial Intelligence in Education.
https://doi.org/10.1007/s40593-023-00387-6
Menzel, L., Gombert, S., Weidlich, J., Fink, A., Frey, A., & Drachsler,
H. (2023). Why You Should Give Your Students Automatic Process Feedback
on Their Collaboration: Evidence from a Randomized Experiment. In O.
Viberg, I. Jivet, P. Muñoz-Merino, M. Perifanou, & T. Papathoma (eds.),
Responsive and Sustainable Educational Futures. EC-TEL 2023. Lecture
Notes in Computer Science, vol. 14200. Springer, Cham.
https://doi.org/10.1007/978-3-031-42682-7_14
Weidlich, J., Fink, A., Jivet, I., Giorgashvili, T., Drachsler, H., &
Frey, A. (2024). Emotional and motivational effects of automated and
personalized formative feedback: The role of reference frames. Journal
of Computer Assisted Learning. Advance online publication.
https://doi.org/10.1111/jcal.13024