Martin Ebner

Graz University of Technology, Educational Technology, Head of Department

Graz University of Technology, Institute for Information Systems and Data Science, Faculty Member

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Research Gate Profil: https://www.researchgate.net/profile/Martin_Ebner2
Adjunct Prof. (Priv.-Doz. Dr.) in Media Informatics (Bildungsinformatik)

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Papers by Martin Ebner

Implementing a Technical Commission in a European University Alliance: Role and Processes in Unite!

Journal for Higher Education Development, 2026

European University Alliances seek to integrate teaching, research, and administration across bor... more European University Alliances seek to integrate teaching, research, and administration across borders by aligning digital and internationalisation strategies. This paper first outlines the alliances’ common objectives and governance models. It then highlights the pivotal role of a federated IT infrastructure—providing identity management or interoperable learning systems—and explains why ongoing technical decisions are necessary to meet evolving regulations and the need for scaling and interoperability, as described, for example, in the Higher Education Interoperability Framework (HEIF). Using the Technical Commission (TC) of Unite! as a case study, the article maps its mandate, composition, and end‑to‑end workflow. The final sections reflect on lessons learned, noting success factors and future directions (e.g. the implementation of the TC within the core organisation of the alliance) to sustain transnational collaboration.

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European University Alliances in Action

Zeitschrift für Hochschulentwicklung (ZFHE), 2026

Through the European Universities Initiative (EUI), the European Commission has, since 2019, been... more Through the European Universities Initiative (EUI), the European Commission has, since 2019, been pursuing the goal of establishing transnational higher education alliances as the universities of the future. These alliances are intended to structurally deepen cooperation between European higher education institutions in education, research and innovation, facilitate the mobility of students and staff, and develop joint, student-centred curricula and research strategies. At the same time, the initiative aims to strengthen European values and enhance the continent’s competitiveness – thereby making a key contribution to the integration of the European Higher Education Area.

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Generative AI literacy across education and business: competencies, obstacles, and benefits—a systematic literature review

Internation Journal Education Technology Higher Education, 2026

This article examines Generative AI literacy across education and business through a systematic l... more This article examines Generative AI literacy across education and business through a systematic literature review, focusing on professional competencies, ethical challenges, and implications for teaching, learning, and organisational practice. The findings contribute to current discussions on AI literacy, educational technology, and responsible AI integration in higher education and professional contexts. The manuscript has not been published elsewhere.

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[poster] Whitepaper on Evaluating GenAI Innovation in Higher Education

Poster, 2026

Generative artificial intelligence (genAI) is increasingly shaping higher education by enabling n... more Generative artificial intelligence (genAI) is increasingly shaping higher education by enabling new forms of content creation, assessment, learner support, personalization, and synthetic media. A whitepaper now presents a practice-derived framework developed through a cross-case synthesis of nine diverse GenAI implementations at Graz University of Technology. Analyzing projects ranging from AI-generated content to RAGbased chatbots, recurring decision points and risk patterns were identified to formulate a five-phase, non-linear evaluation model.

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Generative AI Chatbots in Secondary Mathematics Education: Development and Implementation of a Dynamic Large Language Model-Based Learning Assistant for Quadrilaterals

GenAI in Novel Educational Applications. Studies in Computational Intelligence, 2026

As artificial intelligence becomes more and more a part of education, the challenge is not about ... more As artificial intelligence becomes more and more a part of education, the challenge is not about having access to generative tools, but about connecting them with the goals of the curriculum and the needs of the classroom. This chapter presents the design and evaluation of a large language model-based chatbot developed specifically for teaching quadrilaterals in lower secondary mathematics. The chatbot integrates fine-tuning with retrieval-augmented generation (RAG), combining accurate, curriculum-aligned content with flexible, conversational support. The chatbot allows learners to ask conceptual questions, solve problems step by step, receive guided hints, and generate flashcards or exercises of varying difficulty. A hybrid routing mechanism selects the most appropriate response strategy based on user intent. Evaluations using both isolated prompts and multi-turn dialogues demonstrate that the hybrid system significantly outperforms standard LLM baselines in terms of accuracy, consistency, and pedagogical suitability. A classroom trial with 20 students confirmed the tool's usability and effectiveness; students reported high satisfaction and meaningful engagement. This study demonstrates that, with careful content and architectural structuring, generative AI can enhance student learning while supporting differentiated instruction. Future directions include scaling the approach to other topics and incorporating multimodal capabilities.

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Teacher Competences for Sustainable Digital Literacy. WP 2: Country Report Austria.

This report from the Erasmus+ project DigiSET (Grant No. 101249272) highlights that Austria is re... more This report from the Erasmus+ project DigiSET (Grant No. 101249272) highlights that Austria is remarkably advanced when it comes to digital competences and AI integration in education. The national digital teaching competence framework for teachers, digi.kompP (updated in 2026), already explicitly addresses both AI and sustainability — a significant strength. At the same time, it is understandable that policy mandates, such as embedding sustainability as a cross-cutting theme across all curricula, take time to unfold their full effect in practice. While digital pedagogy and AI training are increasingly well established in teacher education, the seamless integration of digital and sustainability perspectives in everyday teaching is still developing. Areas like hands-on OER creation, critical reflection on AI bias, and connecting digital tools to ecological impact need continued attention. The report encourages building on Austria's strong foundation by fostering more interdisciplinary training formats that bridge digital and sustainable education — turning an already promising landscape into a truly integrated one.

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Enhancing Synchronous Collaborative Learning with AI-Supported Audience Response Systems: The echoQuiz Approach

Innovation via Collaborative Learning in Engineering Education. ICL 2025, 2026

This paper introduces echoQuiz, an open-source, AI-supported Audience Response System (ARS) desig... more This paper introduces echoQuiz, an open-source, AI-supported Audience Response System (ARS) designed for synchronous university (online) teaching with open-ended questions. The system follows a twophase interaction model: In the quiz phase, students/learners submit their responses and then rate their peers' responses. In the echo phase, the instructor highlights one response for group reflection, with all responses remaining anonymous. To ease the interpretation of open responses, the lecturer can be assisted by an AI system during live sessions. Developed with an Educational Design Research (EDR) approach, echoQuiz was piloted in synchronous university courses with a total of 62 participants. Survey results show high motivation and moderate perceived learning gains. The findings suggest that free-text interaction, supported by AI, can enhance engagement and adaptability in digital classrooms.

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Developing and Testing a Peer-Review Process for Content Quality Assurance in MOOCs: A Case Study on an E-Assessment Course

by Martin Ebner and Benedikt Brünner

Innovation via Collaborative Learning in Engineering Education. ICL 2025., 2026

This contribution presents the development and testing of a peer-review process for content quali... more This contribution presents the development and testing of a peer-review process for content quality assurance in MOOCs, implemented in the course "E-Assessment-auf Kurs gebracht." The process was evaluated regarding complexity, duration, collaboration with external reviewers, and learners' perception. Results show that the procedure can be smoothly integrated into MOOC development. Reviewers contributed beyond expectations by providing materials, didactic advice, and legal-ethical reflections. Learners rated the videos (very) positively (92.7% positive ratings, n = 812), especially for structure and coherence. Slightly lower ratings for 'visual appearance' and 'use of supportive linguistic elements' can be explained by the course's retro video design and the viewers' understanding of how linguistic devices can be effectively used in educational videos. The study confirms peer review as a feasible and effective quality assurance approach that supports both collaboration and content improvement.

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Forecasting Education Metrics through Joint Futures Betting -A Study with Austria's Emerging Scholars

by Martin Ebner and Benedikt Brünner

Proceedings of Society for Information Technology & Teacher Education International Conference, 2026

Education systems increasingly rely on indicators to guide policy and practice. However, the unde... more Education systems increasingly rely on indicators to guide policy and practice. However, the underlying assumptions of these indicators are rarely discussed collectively. This short article reports on a future-oriented, game-based "future bet" conducted as part of the "Educational Innovation Needs Educational Research" (B3) initiative at the eduNexus.at retreat in Austria. Doctoral students, supervisors, and experts placed tokens on measurable hypotheses. We focus on five hypotheses from these funded doctoral programs closely linked to technology policy and practice: teacher training in computer science and digital education; open education resource certificate holders; the school dropout rate; and the number of schools with a STEM quality label.

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KI Lokal - Use-Case Einfacher Coding-Assistent

by Martin Ebner and Benedikt Brünner

Studierende Zielgruppe Use-Case Einfacher Coding-Assistent am eigenen Laptop Einbettung Die KI wi... more Studierende Zielgruppe Use-Case Einfacher Coding-Assistent am eigenen Laptop Einbettung Die KI wird als einfach zugängliches Lernwerkzeug im Lehr-Setting zum Programmieren eingesetzt. Sie ist bewusst niederschwellig gestaltet und kann auf jedem Gerät lokal genutzt werden. Im Mittelpunkt stehen: ■ erste Berührungspunkte mit KI im Lernprozess ■ selbstständiges Erkunden und Ausprobieren Lernziele Nach Abschluss des Lernsettings können die Lernenden ...

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Open Educational Resources as a Foundation for Digital Sovereignty

Educational Technology Insights, 2026

Open Educational Resources (OER) matter for digital sovereignty in universities because they ensu... more Open Educational Resources (OER) matter for digital sovereignty in universities because they ensure higher education from being a dependent consumer of externally controlled content and platforms to being an autonomous producer, steward and quality assurance of knowledge. In this sense, OER are not only a didactic or “free access” topic; they are a strategic infrastructure decision for how universities govern learning materials, digital systems and crossborder cooperation.

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iPads in the Classroom

The current media landscape is changing and growing at a fast pace which is increasingly affectin... more The current media landscape is changing and growing at a fast pace which is increasingly affecting the school sector. Numerous schools all over the world have already focused on the value added to lessons by tablet computers, such as Apple's iPad. A myriad of learning applications and ways to transfer subject matters are provided on and through such devices. However, at the present time, there is little experience with respect to the didactically reasonable inclusion of tablets in schools. Therefore, the motivation of this book, which is based on a diploma thesis, is to provide a general overview of the didactical integration of tablets, in this case, Apple's iPad. Within a field experiment educational apps are being tested and evaluated according to the Austrian curriculum for foreign languages as well as iOS Human Interface Guidelines that focus on user interface and user experience.

Einführung in den Themenschwerpunkt Learning Analytics

Animationen in der Hochschullehre

Inverse Blended Learning

iPads in Schools - A Case Study

Die L3T-Apps: Das Lehrbuch für Smartphones und Tablets

Die Potenziale von Learning Analytics an Schulen wahrnehmen

2.2 Web 2.0 als Basistechnologien für CSCL-Umgebungen

Oldenbourg Wissenschaftsverlag Verlag eBooks, 2012

Microblogging in Higher Education

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