News — DIPF | Leibniz Institute for Research and Information in Education

Innovative Visualisation of Historical Data

Nov 25, 2025 to Nov 26, 2025 — BBF at DIPF, Warschauer Str. 34,10243 Berlin —

The BBF invites to evening lectures and a workshop on the visualisation software Gephi.

Sep 01, 2025 news

Project of the Month: INFLATE

The INFLATE team is investigating the phenomenon of grade inflation, whereby good school grades are being awarded inflationarily with regard to the underlying skills.

Sep 01, 2025

PROMPT Team Shortlisted for Fast Forward Science 2025 with Educational Video

“From a reluctant learner to a learning ninja: A short (video) guide to self-organised learning” is among the top five in the “Young Scientist Award Long” category.

IDeA Children's Festival: The Research Centre Introduces Itself

Aug 30, 2025 from 01:30 PM to 04:30 PM — DIPF, Rostocker Straße 6, 60323 Frankfurt am Main —

Young and old celebrate summer at the Westend Campus.

May 20, 2025 news

Project of the Month: KonsortSWD Helpdesk

A recently launched helpdesk provides support in navigating KonsortSWD's extensive infrastructure offering.

May 20, 2025 news

DIPF Services at a Glance

The institute's new, now completely digital activity report is now available.

Mar 14, 2025 news

GREAT – acronym for “Games Realizing Effective & Affective Transformation (in societal and cultural domains)” – examines how games can be used to promote the social engagement of citizens and facilitate dialog between citizens and political stakeholders.

Jul 17, 2024 press releases

When Smartphones Remind You to Learn

Do smartphone reminders encourage pupils to engage regularly with learning material? Researchers at the DIPF | Leibniz Institute for Research and Information in Education investigated this question. Their conclusion: simple reminders such as push notifications tend to have a negative effect on learning times. It is true that pupils learn more often on days when they are reminded than on days without reminders. Overall, however, a control group that was never reminded studied on more days. The study was presented in the journal “Science of Learning” and is freely available

May 06, 2024

A Closer Look: Do Good Lessons Promote Students' Attention and Behaviour?

Students are better able to regulate themselves in lessons that they consider to be particularly well implemented. This is the conclusion drawn from a study by the DIPF | Leibniz Institute for Research and Information in Education, published in the journal "Learning and Instruction". The link between teaching quality and self-regulation tends to be particularly true for pupils who have problems controlling their behaviour and following lessons, for example due to ADHD symptoms.

Apr 24, 2024

Inclusion: The Stereotypes Pre-service Teachers Associate with Pupils with Special Educational Needs

In the course of inclusion, teachers are increasingly instructing pupils with special educational needs. Stereotypes regarding these children and adolescents can influence how the teachers deal with them. The DIPF | Leibniz Institute for Research and Information in Education has now investigated how pre-service teachers imagine autistic pupils and those with Down syndrome and dyslexia. The scientific work revealed pronounced stereotypes among the pre-service teachers- including how competent and warm the individual pupil groups are. The DIPF wants to develop educational programs to counteract such generalizations.

Feb 07, 2024

New Research Professorship for Digital History of Education

With a joint appointment, the DIPF | Leibniz Institute for Research and Information in Education and Humboldt-University of Berlin are strengthening research in the digital history of education. The new professorship for "Historical Educational Research with a Focus on Digital Humanities" has been filled by PD Dr. Katharina Vogel. The research professorship is located in the DIPF department BBF | Research Library for the History of Education. It aims to generate digital methods and tools to gain new insights into historical educational research and at the same time to critically reflect on them.

Dec 18, 2023

Can software tools help to avoid distraction during digital learning?

Those who learn digitally are quickly distracted. This is because the used devices offer many opportunities to pass the time in other ways. Meanwhile a large number of software applications have been designed to help you stay focused. But how are these self-control tools used and how helpful are they perceived to be? A new study by the DIPF | Leibniz Institute for Research and Information in Education has investigated this with 273 higher education students. The findings indicate that these tools are not a universal solution; they require individualized settings and an understanding of the program's capabilities by users.

Feb 09, 2023

Using computer games to improve climate protection

A new European Union-funded project involving scientific and private-sector partner organizations is investigating how computer games can be used to improve climate protection. The aim is to raise awareness among citizens of the relevant challenges and to provide policymakers with information on how to align climate protection even more closely with the needs of society. The international project consortium is coordinated by the DIPF | Leibniz Institute for Research and Information in Education.

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