Meet ApplyKite Twin, the application assistant that learns with you

Meet your Twin, it learns with you

Your Twin learns with you

Launch week codes:30% off annual Pro20% off monthly Pro

Ends in00h00m00s

Branko Anđić

researcher

Johannes Kepler University Linz

Austria

Research Interests

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Explore related searches

Professors in Austria

Articles (31)

Year:

2026

Year:

2026

Year:

2026

Year:

2026

Year:

2026

Year:

2026

Year:

2026

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2024

Year:

2023

Year:

2023

Year:

2023

Year:

2023

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

2021

Year:

2021

Collaborators (9)

Robert Weinhandl

Assistant Professor

Johannes Kepler University Linz

AUSTRIA

View details

Peter Pany

University College of Teacher Education Vienna

AUSTRIA

View details

Alexander Bergmann-Gering

Professor

University of Bamberg

GERMANY

View details

Zsolt Lavicza

Professor of STEM Education Research Methods

Johannes Kepler University Linz

AUSTRIA

View details

Lukas Rokos

Assistant Professor

University of South Bohemia

CZECH REPUBLIC

View details

Antonia Radlmair

Senior Scientist

Johannes Kepler University Linz

AUSTRIA

View details

Mathias Tejera

Associated researcher

Johannes Kepler University Linz

AUSTRIA

View details

Branko Anđić

Johannes Kepler University

AUSTRIA

View details

Christoph Helm

Johannes Kepler University

AUSTRIA

View details

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Branko Anđić

Research Interests

Make your next move.

Explore related searches

Articles (31)

Empowering Preservice Biology Teachers as Designers of Pedagogical AI Agents: Moving Beyond Data Feeding toward Pedagogical Design

Mathematics teachers’ cognitive engagement strategies: an ICAP-TS analysis across age, experience, and gender

Technology integration in physics education: using teachers’ age, gender, and teaching experience to explore differences in cognitive engagement strategies

Identification of pre-service biology teachers’ opinions about benefits and challenges in developing mobile augmented reality teaching materials: a nominal group technique study

Pre-service biology teachers as developers of mobile augmented reality teaching materials: Enhancing, not replacing, science practices and connections with the natural environment

BEYOND TOOL TRAINING: AN INSTITUTIONALLY EMBEDDED MODEL OF PROFESSIONAL DEVELOPMENT FOR ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION

Teachers’ perceptions within emerging technology STEM/STEAM environments: psychometric analysis with moderation effects

The Why and How prospective mathematics teachers want to employ digital mathematics tools in classrooms

Decoding digital integration: exploring factors influencing mathematics teachers’ technology adoption

The ICAP Model in the Context of Employing Digital Technologies for Teaching Mathematics: An Analysis of Teachers’ Strategies to Stimulate Students’ Cognitive Engagement Moderated by Age, Gender and Experience

(Re) growing plant awareness: A Delphi study

ARTIFICIAL INTELLIGENCE IN THE CLASSROOM: THEORETICAL AND PRACTICAL CONSIDERATIONS

Enhancing socio-scientific reasoning of elementary school students through educational comics: a comprehensive exploration across diverse domain of knowledge

Relations between teachers’ technology integration within ICAP modes with moderation effects: international perspective

The exploration of continuous teaching intention in emerging-technology environments through perceived cognitive load, usability, and teacher’s attitudes

ARTIFICIAL INTELLIGENCE AND DEEPFAKE LEARNING IN HIGHER EDUCATION

Unpacking teachers' value beliefs about computational thinking and programming

Enhancing student engagement through instructional STEAM learning activities and self-explanation effect

Identifying design principles of socioscientific issues-based educational comics for elementary schools: insights from practitioners

Evaluating the quality of technology integration across seven European countries with the ICAP Technology Scale

The Effects of 3D Printing on Social Interactions in Inclusive Classrooms

Socioscientific comics: introducing students to societal issues using stories

Using instructive simulations to teach young students simple science concepts: Evidence from electricity content

A Phenomenography Study of STEM Teachers’ Conceptions of Using Three-Dimensional Modeling and Printing (3DMP) in Teaching

Effects of withholding answers coupled with physical manipulation on students’ learning of magnetism-related science content

Contribution of 3D modelling and printing to learning in primary schools: a case study with visually impaired students from an inclusive Biology classroom

The factors which influence the continuance intention of teachers in using the interactive digital identification key for trees in elementary school science education

Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments

How Do Direct and Indirect Hands-on Instructions Strengthened by the Self-Explanation Effect Promote Learning? Evidence from Motion Content

Mobile and printed dichotomous keys in constructivist learning of biology in primary school

Multisensory Identification of Characteristics of Reproductive Plant-Parts by People with Blindness or People with Ultra-Low-Vision

Collaborators (9)

Robert Weinhandl

Peter Pany

Alexander Bergmann-Gering

Zsolt Lavicza

Lukas Rokos

Antonia Radlmair

Mathias Tejera

Branko Anđić

Christoph Helm

Make your next move.