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Anna Radtke

PhD Student/Research Associate

Anna Radtke

Anna Radtke is a PhD Student in the research programme “Educational Technologies and Artificial Intelligence”. Her research focuses on the phenomenon of AI-assisted academic writing and, in particular, the revision of AI-generated texts.

Curriculum vitae

  • Since 2022 – Research associate in the research programme “Educational Technologies and Artificial Intelligence” at CAIS and research associate at the Chair of Educational Psychology and Educational Technology at the Ruhr-Universität Bochum
  • 2022: WHK at the Chair of Educational Psychology and Educational Technology at the Ruhr University Bochum
  • 2019 – 2022: SHK/WHK at the Chair of Digital Business and Digital Entrepreneurship at the University of Duisburg-Essen
  • 2020 – 2022: Study of Applied Cognitive and Media Science (M.Sc.) at the University of Duisburg-Essen
  • 2016 – 2020: Study Applied Cognitive and Media Science (B.Sc.) at the University of Duisburg-Essen

  • Radtke, A., Osinski, M., Scheffel, M., Serova, K., Rummel, N. (2023). Help me to help myself: Eine Feldstudie zur Wirksamkeit einer datenbasierten Unterstützung von Selbstregulationskompetenzen in digital gestützten Lernsettings. In R. Röpke & U. Schroeder (Hrsg.), Proceedings der 21. Fachtagung Bildungstechnologien (DELFI) (S. 29-40). https://doi.org/10.18420/delfi2023-11

  • Radtke, A., Osinski, M., Scheffel, M., Serova, K., & Rummel, N. (2023). Help me to help myself: Eine Feldstudie zur Wirksamkeit einer datenbasierten Unterstützung von Selbstregulationskompetenzen in digital gestützten Lernsettings [Help me to help myself: A field study on the effectiveness of data-based support for self-regulation skills in digitally supported learning settings; Best-Paper-Candidate]. Proceedings der 21. Fachtagung Bildungstechnologien (DELFI), Aachen, Germany, 29–40. https://doi.org/10.18420/delfi2023-11

  • Radtke, A., Osinski, M., Serova, K., Scheffel, M., Rummel, N. (2024). Learning Analytics in der Erziehungswissenschaft: Lerndatenbasierte Förderung von Selbstregulation in einem Statistikkurs [Learning Analytics in Educational Science: Learning Data-Based Support of Self-Regulation in a Statistics Course]. In P. Salden & J. Leschke (Eds.), Learning Analytics und Künstliche Intelligenz in Studium und Lehre [Learning Analytics and Artificial Intelligence in Learning and Teaching]. Doing Higher Education. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-42993-5_3

  • Radtke, A. & Rummel, N. (2025). Generative AI in academic writing: Does information on authorship impact learners‘ revision behavior? Computers and Education: Artificial Intelligence, 8, Article 100350. https://doi.org/10.1016/j.caeai.2024.100350

  • Radtke, A., & Schnaubert, L. (2022). Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022 (pp. 274 – 281). Hiroshima, Japan: International Society of the Learning Sciences.

  • Schnaubert, L., & Radtke, A. (2023). Uncertainty Markers as Cues to Form Group Uncertainty Awareness in Online Discussions. Paper presented at the 20th Biennial EARLI Conference (EARLI 2023; SIG 07 – Technology-Enhanced Learning And Instruction), 22. – 26.08.2023, Thessaloniki, Greece.

  • Radtke, A., Osinski, M., Matejko, Y., Serova, K., Scheffel, M., & Rummel, N. (2024, September 3rd). Einstellungen und Präferenzen von Studierenden gegenüber Learning Analytics: Ein Vergleich der Perspektiven von Lernenden und Lehrenden [Students’ attitudes and preferences towards learning analytics: A comparison of the perspectives of learners and teachers;conference presentation]. Learning AID 202, Bochum, Germany.

  • Radtke, A., & Rummel, N. (2025, April). Generative AI in academic writing: Does information on authorship impact learners’ revision behavior? TESTEd: Towards a European Syllabus in Teacher Education Facing future challenges together – TEACHING THE FUTURE: RE-SHAPING THE PRESENT, 02.04. – 03.04.2025, Ruhr University Bochum, Germany.

  • Radtke, A., & Schnaubert, L. (2022, September). Effekte von Unsicherheitsmarkern auf metakognitive Group Awareness und Regulationsprozesse in sozialen Medien. 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), 10.09. – 15.09.2022, Hildesheim, Germany.

  • Radtke, A., & Schnaubert, L. (2022, June). Effects of Uncertainty Markers on Metacognitive Group Awareness and Regulation. Paper presented at the 16th International Conference of the Learning Sciences (ICLS 2022), 06. – 10.06.2022, Hiroshima, Japan (virtual).

Anna Radtke

PhD Student/Research Associate

E-Mail: anna.radtke@cais-research.de

Bereich: Educational Technologies and Artificial Intelligence

CAIS Team