Head of the Leibniz Research Group Digitisation and Education
Marlit Lindner has been Professor for Digitisation and Education at the University of Tübingen since December 2022 and is head of the corresponding Leibniz Research Group at IWM. Together with her team, she focuses on various aspects to optimize the design of digital learning and testing environments in schools and higher education contexts with an emphasis on computer-based (formative) assessment and digital feedback from a cognitive and motivational psychological perspective. In her studies, she employs sophisticated experimental designs and process-oriented methods, such as micro-longitudinal within-subject measurements and analyses of processing times and eye tracking data. Furthermore, she is conducting research on exam didactics and potentials of different task formats in digital testing environments as well as the fundamentals for quality assurance of exams in the context of higher education.
Marlit Lindner studied psychology at the Christian-Albrechts-University Kiel, where she also graduated as PhD in psychology in 2016. Starting in June 2011 she worked at the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel where she conducted research on cognitive and affective-motivational effects of multimedia test design, unmotivated response behavior, and computer-based feedback. Since 2019 she has been head of the Leibniz Junior Research Group COMET (Cognition and Motivation in Educational Testing, 01/2019-12/2023), for which she raised the funding in the Leibniz SAW competition. During this period, she also completed several extended research visits at ETS in Princeton and UCSB California in Santa Barbara.
Ehrhart, T., Höffler, T., Grund, S., & Lindner, M. A. (in press). Static versus dynamic representational and decorative pictures in mathematical word problems: Less might be more. Journal of Educational Psychology.
Ehrhart, T., & Lindner, M. A. (2023). Computer-based multimedia testing: Effects of static and animated representational pictures and text modality. Contemporary Educational Psychology, 73, Article 102151. https://dx.doi.org/10.1016/j.cedpsych.2023.102151
Open Access
Kuklick, L., Greiff, S., & Lindner, M. A. (2023). Computer-based performance feedback: Effects of error message complexity on cognitive, metacognitive, and motivational outcomes. Computers & Education, 200, Article 104785. https://dx.doi.org/10.1016/j.compedu.2023.104785
Open Access
Kuklick, L., & Lindner, M. A. (2023). Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter? Contemporary Educational Psychology, 73, Article 102146. https://dx.doi.org/10.1016/j.cedpsych.2022.102146
Open Access
Lindner, M. A., & Greiff, S. (2023). Process data in computer-based assessment: Challenges and opportunities in opening the black box. European Journal of Psychological Assessment, 39(4), 241-251. https://dx.doi.org/10.1027/1015-5759/a000790
Open Access
Nagy, G., Ulitzsch, E., & Lindner, M. A. (2023). The role of rapid guessing and test‐taking persistence in modelling test‐taking engagement. Journal of Computer Assisted Learning, 39(3), 751-766. https://dx.doi.org/10.1111/jcal.12719
Open Access
Lindner, M. A., & Greiff, S. (Eds.). (2023). Process data in computer-based assessment: Opening the black box.. European Journal of Psychological Assessment, 39(4), 241–315.
Arslan, B., Lehman, B., Keehner, M., & Lindner, M. A. (2023, August 21-27). The interplay between technology-enhanced item formats and test-taker cognition. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
Kuklick, L., & Lindner, M. A. (2023, Februar 28-März 2). Computerbasiertes Feedback im digitalen Testen: Welche Rolle spielt das visuelle Design der Feedbackbotschaft? 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Duisburg-Essen. [Vortrag]
Kuklick, L., & Lindner, M. A. (2023, April 12-15). Feedback in computer-based assessment: Does adding representational pictures and emotional design matter? 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
Kuklick, L., & Lindner, M. A. (2023, August 21-27). Automated, negative performance feedback harms students’ emotions (less when it is elaborated). 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
Kuklick, L., & Lindner, M. A. (2023, September 18-20). Elaboriertes Feedback im digitalen Testen: Die Darbietungsform federt negative affektive Effekte von Fehlerbotschaften ab. 19. Tagung der Fachgruppe Pädagogische Psychologie. Kiel. [Vortrag]
Kuklick, L., & Lindner, M. A. (2023, April 13-16). Automated performance feedback on incorrect responses: Can feedback content improve students’ emotions and motivation? 2023 Meeting of the American Educational Research Association (AERA). Chicago, CA, USA. [Talk]
Lindner, M. A. (2023, Juni 5 & September 25). Leitung eines Workshops (online) zum Thema „Prüfen in Zeiten von ChatGPT und generativer künstlicher Intelligenz“. GHD, Geschäftsstelle der Studienkommission für Hochschuldidaktik für angewandte Wissenschaften in Baden-Württemberg. Karlsruhe. [Workshop Organisation]
Lindner, M. A. (2023, September 14). Principles for digital assessment design: Experimental results from the COMET project on multimedia and feedback design factors. Invited talk during the research stay at the University of Alberta. Edmonton, Canada. [Talk]
Lindner, M. A. (2023, Mai 11-12). Erkenntnisse aus dem COMET-Projekt 2019-2023. Eingeladener Vortrag auf dem Retreat der Abteilung Erziehungswissenschaft und Pädagogische Psychologie am Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik IPN. Sankelmark. [Vortrag]
Lindner, M. A. (2023, Februar 23 & März 9). Leitung eines Workshops (online) zum Thema „Potenziale und Grenzen geschlossener Aufgabenformate in Hochschulprüfungen“. Bayerisches Zentrum für Innovative Lehre BayZiel. Ingolstadt. [Workshop Organisation]
Lindner, M. A., Mertens, U., & Kuklick, L. (2023, September 18-20). Affektiv-Motivationale Effekte von computerbasiertem Leistungsfeedback: Experimentelle Befunde aus dem COMET-Projekt. 19. Tagung der Fachgruppe Pädagogische Psychologie. Kiel. [Vortrag]
Lindner, M. A., Mertens, U., Kuklick, L., Schöber, C., & Wise, S. (2023, April, 12-15). Test takers’ desire for computer-based feedback on low-stakes assessments: Insights from self-reports. 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
Lindner, M. A., & Schewior, L. (2023, August 21-27). Multimedia effects in testing: A systematic review and meta-analysis. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
Lindner, M. A., & Striepling, I. (2023, Januar 23 & 30). Leitung eines Workshops (online) zum Thema „Digitale Hochschulprüfungen – Didaktik und rechtliche Grundlagen“. Bayerisches Zentrum für Innovative Lehre BayZiel. Ingolstadt. [Workshop Organisation]
Mertens, U., & Lindner, M. A. (2023, September 18-20). Effekte von automatisiertem Answer-Until-Correct und Elaboriertem Feedback auf leistungsbezogene Emotionen im digitalen Testkontext. 19. Tagung der Fachgruppe Pädagogische Psychologie. Kiel. [Vortrag]
Mertens, U., & Lindner, M. A. (2023, April 13-16). Effects of computer-based KCR and AUC feedback on affective-motivational outcomes. 2023 Meeting of the American Educational Research Association (AERA). Chicago, IL, USA. [Poster]
Mertens, U., & Lindner, M. A. (2023, August 21-27). Effects of computer-based KCR and AUC feedback on affective-motivational outcomes. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece. [Talk]
Mertens, U., & Lindner, M. A. (2023, April 12-15). Feedback in computer-based assessments: Effects on test-taker affect and performance. 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2023, Februar 28-März 2). Lernrückstände und Lernzuwächse im zweiten und dritten Pandemiejahr: Ausmaß und soziale Risikofaktoren. 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Duisburg-Essen. [Vortrag]
Wise, S., Kuhfeld, M., & Lindner, M. A. (2023, April 12-15). The relationship between disengagement and the time of day that testing occurs. 2023 Meeting of the National Council on Measurement in Education (NCME). Chicago, CA, USA. [Talk]
Köller, O., Thiel, F., van Ackeren-Mindl, I., Anders, Y., Becker-Mrotzek, M., Cress, U., Diehl, C., Kleickmann, T., Lütje-Klose, B., Prediger, S., Seeber, S., Ziegler, B., Lewalter, D., Maaz, K., Reintjes, C., Stanat, P., Drachsler, H., Frederking, V., Fütterer, T., Gerjets, P., Horbach, A., Kasneci, E., Lachner, A., Lindner, M., Matschke, C., Meurers, D., Nuxoll, F., Steinhoff, T., van Waveren, L., Weßels, D., & Zesch, T. (2024). Large Language Models und ihre Potenziale im Bildungssystem. Impulspapier der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz (SWK). https://doi.org/10.25656/01:28303
Prof. Dr. Marlit Annalena Lindner
Schleichstraße 6