Thorben Jansen

Head of Junior Resaerch Group

Leibniz Institute for Science and Mathematics Education

Germany

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Thorben Jansen is the Head of the Junior Research Group at the Leibniz Institute for Science and Mathematics Education in Germany. His research areas include machine learning applications in educational contexts, student engagement with feedback, and the psychological aspects of learning. Recently, he has contributed to studies on automated assessment of text quality, the effects of feedback on writing performance, and the integration of AI-generated feedback in the classroom.

Articles (10)

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2025

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2025

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2025

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2025

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2024

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2024

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2024

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2024

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2024

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2024

Collaborators (7)

Jennifer Meyer

Leibniz Institute for Science and Mathematics Education

GERMANY

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Ruth Trüb

Lecturer

University of Applied Sciences and Arts Northwestern Switzerland

SWITZERLAND

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Stefan Daniel Keller

Head of subject-specific teaching and learning research

Zurich University of Teacher Education

SWITZERLAND

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Julian F. Lohmann

Leibniz Institute for Science and Mathematics Education

GERMANY

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Jens Möller

GERMANY

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Johanna Fleckenstein

Professor

University of Hildesheim

GERMANY

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Lars Höft

Leibniz Institute for Science and Mathematics Education

GERMANY

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Thorben Jansen

Research Interests

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Articles (10)

Nonengagement and unsuccessful engagement with feedback in lower secondary education: The role of student characteristics

Understanding individual differences in students’ responses to technology-based feedback on a writing task: the role of achievement motives and initial task performance

Exploring students’ receptivity to feedback: A latent profile analysis

Constructive feedback can function as a reward: Students’ emotional profiles in reaction to feedback perception mediate associations with task interest

How am I going? Behavioral engagement mediates the effect of individual feedback on writing performance

Neural Networks or Linguistic Features? - Comparing Different Machine-Learning Approaches for Automated Assessment of Text Quality Traits Among L1- and L2-Learners’ Argumentative Essays

Do teachers spot AI? Evaluating the detectability of AI-generated texts among student essays

Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions

Receptivity to Instructional Computer-Based Feedback (RIF)

Who am I? A second-order meta-analytic review of correlates of the self in childhood and adolescence.

Collaborators (7)

Jennifer Meyer

Ruth Trüb

Stefan Daniel Keller

Julian F. Lohmann

Jens Möller

Johanna Fleckenstein

Lars Höft

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