Dr. Sina Joana Lenski

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Dr. rer. nat. Sina Joana Lenski Photo: Privat

Dr. rer. nat. Sina Joana Lenski

Associated research in project NOVA:ea

Email: lenski

German Institute for Adult Education
Department: Teaching, Learning, Counselling
Heinemannstraße 12 – 14
53175 Bonn

What is my role within CATALPA?

As a didactician with a background in biology, I am working in the NOVA:ea project on the design and development of digital assessments (e-assessments) for a heterogeneous audience. In this context, I am particularly interested in how design features and task formats influence the acceptance of e-assessments.

Why CATALPA?

CATALPA offers me the opportunity to gain insights into different areas of the research field “digitization, diversity, and lifelong learning” and to share and discuss my research with expert colleagues. I find this exchange inspiring and motivating. I am convinced that being part of CATALPA can support me in my scientific career and open up new perspectives. Especially for the work in the interdisciplinary project NOVA:ea, which is dedicated to the optimization of e-assessments, networking and exchange is important and valuable.

    • Research associate in the project NOVA:ea at the German Institute for Adult Education (DIE) (since March 2022)
    • Research associate and PhD student at the Institute for Didactics of Biology at the University of Cologne (2017 - 2022)
    • Master of Science, University of Osnabrück; University of Oxford (2013)
    • Student year abroad as a scholarship holder of the German National Academic Foundation at the University of Oxford, Great Britain (2011 - 2012)
    • Master program in Biological Sciences with focus on Cell and Molecular Biology at the University of Osnabrück (2010 - 2013)
    • Bachelor of Science, Carl von Ossietzky University Oldenburg (2009)
    • Bachelor program in Biology at the Carl von Ossietzky University Oldenburg (2006 - 2009)

    • Principles for designing e-assessments in a way that promotes learning / enables fair and valid testing
    • Test anxiety
    • Internal emotion induction (emotional design)
    • Acceptance of e-assessments

    • NOVA:ea

  • 2024

    Journals

    • Lenski, S., Mustafa, M., & Großschedl, J. (in press). Concept mapping – increased potential as a retrieval-based task. Memory. https://doi.org/10.1080/09658211.2024.2363463
    • Lenski, S., Zinke, N., Merkt, M., Reich-Stiebert, N., Stürmer, S., & Schröter, H. (in press). Early indicators of study delay and dropout: Test anxiety and its link to exam participation and performance. Journal of College Student Retention: Research, Theory & Practice.

    Chapters in Edited Books

    • Zinke, N., Lenski, S., Brocker, A., Merkt, M., Gropengießer, K., Stürmer, S., & Schröter, H. (2024). Towards Fair and Diversity-Appropriate E-assessments. In M. Sahin & D. Ifenthaler (Eds.), Assessment Analytics in Education: Designs, Methods and Solutions (pp. 373–394). Springer International Publishing. https://doi.org/10.1007/978-3-031-56365-2_19

    2023

    Journals

    • Lenski, S., & Großschedl, J. (2023). Emotional design pictures: Pleasant but too weak to evoke arousal and attract attention? Frontiers in Psychology, 13, Artikel 966287. https://doi.org/10.3389/fpsyg.2022.966287

    Talks and Poster Presentations

    • Zinke, N., Lenski, S., Merkt, M., Reich-Stiebert, N., Stürmer, S., & Schröter, H. (2023, August 26). The influence of test anxiety on indicators of dropout and study delay [Presentation]. EARLI 2023, 20th EARLI CONFERENCE, Thessaloniki, Greece. https://www.earli.org/events/earli2023#section-programme

    2022

    Journals

    • Lenski, S., Elsner, S., & Großschedl, J. (2022). Comparing construction and study of concept maps – an intervention study on learning outcome, self-evaluation and enjoyment through training and learning. Frontiers in Education, 7, Artikel 892312. https://doi.org/10.3389/feduc.2022.892312
    • Lenski, S., & Großschedl, J. (2022). Emotional design in concept maps – no support but also no burden. Frontiers in Education, 7, Artikel 807627. https://doi.org/10.3389/feduc.2022.807627

    Chapters in Edited Books

    • Lenski, S., & Großschedl, J. (2022). Biologie lernen mit Concept Maps: Lässt sich die Expertise im Umgang mit Concept Maps von den Augen ablesen? In P. Klein, M. Schindler, N. Graulich, & J. Kuhn (Eds.), Eye Tracking als Methode in der Mathematik- und Naturwissenschaftsdidaktik: Forschung und Praxis (pp. 91–105). Springer Berlin Heidelberg.

Research Center CATALPA | 02.07.2024