Univ.-Prof. Dipl.-Ing. Dr. Stefan Oppl, MBA

Oppl, Sa.; Kronberger, N.; Stary., C.; Oppl, St. (2024). The Power of a Human Bridge: Motivating Older Adults to Long-Term Engagement with Touchscreen Devices in a SDT-Based Learning Session. Technology, Knowledge and Learning, online first: 1-25

Zenk L.; Pausits A.; Brenner B.; Campell D.F.; Behrens D.A. Stöckler E.M.; Oppl St.; Steiner G. (2024). Meta-competences in complex environments: An interdisciplinary perspective. Thinking Skills and Creativity, 101515: https://doi.org/10.1016/j.tsc.2024.101515

Brachtl, S.; Ipser, C.; Keser Aschenberger, F.; Oppl, S.; Oppl, S.; Pakoy, E.K.; Radinger, G. (2023). Physical home-learning environments of traditional and non-traditional students during the COVID pandemic: exploring the impact of learning space on students’ motivation, stress and well-being. Smart Learning Environments, 10, 7 (2023): https://doi.org/10.1186/s40561-023-00222-4

Dobiasch, M; Oppl, S; Stöckl, M; Baca A (2023). Pegasos: a framework for the creation of direct mobile coaching feedback systems. Journal on Multimodal User Interfaces, 2023: https://doi.org/10.1007/s12193-023-00411-y

Pausits, A.; Oppl, S.; Schön, S.; Fellner, M.; Campbell, D.F.J.; Dobiasch, M. (2023). Emergency and innovation: the impact of state-of-emergency on innovative educational practices during the Covid-19 pandemic. In: Carayannis, E. G.; Grigoroudis, E.; Campbell, D. F. J.; Katsikas, S. K., The Elgar Companion to Digital Transformation, Artificial Intelligence and Innovation in the Economy, Society and Democracy: 348-374, Edward Elgar Publishing Limited, Cheltenham

Dobiasch, M; Oppl, S (2023). Acceptance and Intended Use of a Feedback System for Fencing. International Journal of Computer Science in Sport, 2023: https://doi.org/10.2478/ijcss-2023-0009

Sauerwein, C;Priller, S; Dobiasch, M;Oppl, S; Felderer, M; Breu R (2023). Lecturers’ and Students’ Experiences with an Automated Programming Assessment System. Proceedings of HICSS, 56: https://doi.org/10.

Elstermann, M.; Fleischmann, A.; Moser, C.; Oppl, S.; Schmidt, W.; & Stary, C. (2023). Ganzheitliche Digitalisierung von Prozessen. Springer Vieweg Wiesbaden, Wiesbaden

Pasterk, S.; Lobnig, N.; Kuka, L.; Rottenhofer, M.; Oppl, S.; Futschek, G.; Hörmanseder, M.; Bollin, A. (2023). DigiFit4All – Kompetenzen als Basis für Digitalisierung in der Lehre. Zeitschrift Für Hochschulentwicklung, 18(Sonderheft Hochschullehre), 18: 137-157

Santisteban, M. A.; Armakolas, S.; Gössl, A.; Karatrantou, A.; Oppl, S.; Panagiotakopoulos, C.; Romano, A.; Torres-Coronas, T. (2023). Rethinking Adaptive Teaching for Inclusion in Higher Education. A methodological framework. Italian Journal of Special Education for Inclusion, 11 (2): 41-55

Sauerwein, C.;Breu, R.; Antensteiner, T.; Groher, I.; Oppl, S.; Podlipnig, S.; Prodan, R. (2023). CodeAbility Austria – Digital gestützte Programmierausbildung an österreichischen Universitäten. Zeitschrift Für Hochschulentwicklung, 18(Sonderheft Hochschullehre), 18: 99-115

Schön, S.; Tockner, R.; Ebner, M.; Berger, E.; Ferus, A.; Gabriel, S.; Mair, B.; Oppl, S.; Scharl, S.; Zuliani, B. (2023). Zum Stand von Open Educational Resources (OER) an österreichischen Hochschulen. In: Befragung von österreichischen Hochschulen zum Stand von OER: http://dx.doi.org/10.13140/RG.2.2.27676.87689, Forum Neue Medien in der Lehre Austria., Österreich

Mayr, A.; Oppl, S. (2022). Higher education at the margins – success criteria for blended learning systems for marginalized communities. Education and Information Technologies, online first: 1-39

Fellner, M.; Pausits, A.; Pfeffer, T.; Oppl, S. (2022). Validierung und Anerkennung non-formal und informell erworbener Kompetenzen an Hochschulen. Rahmenbedingungen, Erfahrungen und Herausforderungen.https://www.waxmann.com/waxmann-buecher/?no_cache=1&tx_p2waxmann_pi2%5Bbuch%5D=BUC127957&tx_p2waxmann_pi2%5Bac. Waxmann, Münster, New York

Fellner, M.; Pausits, A.; Pfeffer, T.; Oppl, S. (2022). Herausforderungen und Chancen bei der Gestaltung von Anerkennungs- und Validierungsverfahren an Hochschulen. In: Fellner, M.; Pausits, A.; Pfeffer, T.; Oppl, S., Validierung und Anerkennung non-formal und informell erworbener Kompetenzen an Hochschulen. Rahmenbedingungen, Erfahrungen und Herausforderungen: 9-22, Waxmann, Münster, New York

Blaschitz, E.; Mayr, E.; Oppl, S. (2022). Too Low Motivation, Too High Authority? Digital Media Support for Co-Curation in Local Cultural Heritage Communities. Multimodal Technologies and Interaction, 6. no. 5: 33: https://doi.org/10.3390/mti6050033, mdpi

Dobiasch, M.; Fellner, M.; Oppl, S. (2022). Digitale Kompetenzen in den Curricula und im Bildungs-standard für „Bewegung und Sport “in Österreich. In: Leipziger Sportwissenschaftliche Beiträge, Leipziger Sportwissenschaftliche Beiträge: 9, Lehmanns Media, Leipzig

Dobiasch, M.; Oppl, S.; Stöckl, M.; Baca, A. (2022). Direct Mobile Coaching as a Paradigm for the Creation of Mobile Feedback Systems. MDPI, Applied Sciences: https://doi.org/10., MDPI

Keser Aschenberger, F.; Radinger, G.; Brachtl, S.: Ipser, C.; Oppl, S. (2022). Physical Home Learning Environments for Digitally Supported Learning in Academic Continuing Education during COVID-19 Pandemic. Journal of Learning Environments Research, online first: 10.1007/s10984-022-09406-0, Springer Nature

Oppl, S.; Stary, C.; Oppl, S. (2022). On the Ambiguous Nature of Theory in Educational Design-based Research – Reflecting and Structuring from an IS Perspective. Educational Design Research, 6(1): 1-31, Hamburg Center for University Teaching and Learning