Research behind Artemis
Artemis is a product and a research platform at the same time. Features are not added because they look good on a feature list, but because there is a teaching problem worth solving and evidence that the solution helps.
Why research is part of Artemis
Artemis grew out of research on interactive learning at the Technical University of Munich and has been used as an education research platform ever since. Large courses make the trade-off between meaningful feedback and the number of students who can receive it visible, and that trade-off is what most of the work below investigates: how to give individual feedback at scale, how to assess authentically, and how to guide students through content adaptively.
Because the platform and the research share the same codebase, results do not stop at a paper. New capabilities usually follow the same loop, and every step of it happens in public.
- Step 1ResearchA question about teaching, feedback, or assessment at scale is identified, usually while running large university courses.
- Step 2PrototypeThe idea is implemented in Artemis, frequently as part of a thesis or a university course project.
- Step 3EvaluationThe prototype is used in real courses and evaluated together with the students and instructors who work with it.
- Step 4Open-source productWhat holds up is hardened, reviewed, documented, and released as part of Artemis for every institution to use.
Publications
Peer-reviewed publications on Artemis, its AI subsystems, and the interactive learning, feedback, and assessment research the platform grew out of. A publication can belong to more than one research theme, so the themed view shows some entries more than once. The full publication list of the group, including work on other subjects, is available on the AET website.
2026
Students' Perception Accuracy of Partners' AI Use and Its Relation to Collaboration Performance
Laura Graf, Ramona Beinstingel, Stephan Krusche, Oleksandra Poquet
21st European Conference on Technology Enhanced Learning (EC-TEL '26), Accepted for Valencia, Spain, September 2026. Preprint available.
Interactive Learning Dashboards: Rethinking Learning Visualisations as Engagement Tools
Laura Graf, Patrick Bassner, Maximilian Anzinger, Felix T. J. Dietrich, Stephan Krusche, Oleksandra Poquet
Education and Information Technologies, July 2026
μEd API: Towards a Shared API for EdTech Microservices
Maximilian Sölch, Alexandra Neagu, Marcus Messer, Peter Johnson, Gerd Kortemeyer, Samuel S. H. Ng, Fun Siong Lim, Stephan Krusche
13th ACM Conference on Learning @ Scale (L@S '26), Seoul, South Korea, June 2026
Platform & Software Engineering ResearchHow AI Structures Access to Help: Gender Differences in AI-Supported Programming Education
Elisabeth Friesinger, Patrick Bassner, Stephan Krusche
International Conference on Information Technology Based Higher Education and Training (ITHET '26), Lillehammer, Norway, May 2026, pp. 1-9
On-Premise Kubernetes in Software Engineering Education: An Experience Report
Matthias Linhuber, Jan Philip Bernius, Stephan Krusche
48th International Conference on Software Engineering, Software Engineering Education and Training (ICSE-SEET '26), Rio de Janeiro, Brazil, April 2026, pp. 343-353
DOI: 10.1145/3786580.3786953Platform & Software Engineering ResearchScaling Assessment of Student Models With LLMs: Integrating Feedback Into Practice
Maximilian Sölch, Stephan Krusche
48th International Conference on Software Engineering, Software Engineering Education and Training (ICSE-SEET '26), Rio de Janeiro, Brazil, April 2026, pp. 221-231
Investigating Student Interaction With Competency-Based CS Education
Maximilian Anzinger, Annika Hecking-Veltman, Maxie Bichmann, Stephan Krusche
16th International Conference on Learning Analytics & Knowledge (LAK 2026)
DOI: 10.1145/3785022.3785046Adaptive Learning & Learning AnalyticsStudent Profiles of Change in Formative Assessment Behaviour: Replication and Evaluation for Grade Prediction
Oleksandra Poquet, Jelena Jovanovic, Stephan Krusche
British Journal of Educational Technology, 2026
2025
Less Stress, Better Scores, Same Learning: The Paradox of AI Support in Programming Education
Patrick Bassner, Ben Lenk-Ostendorf, Ramona Beinstingel, Tobias Wasner, Stephan Krusche
Computers and Education: Artificial Intelligence, December 2025
From Knowledge Gaps to Learning Opportunities: Leveraging Student Questions and Dual Use of Generative AI to Support Student Learning at Scale
Stanislav Pozdniakov, Jonathan Brazil, Oleksandra Poquet, Stephan Krusche, Santiago Berrezueta-Guzman, Shazia Sadiq, Hassan Khosravi
Computers and Education: Artificial Intelligence, December 2025
DOI: 10.1016/j.caeai.2025.100509AI in EducationLLM-Based Multi-Artifact Consistency Verification for Programming Exercise Quality Assurance
Felix T. J. Dietrich, Yuchen Zhou, Tobias Wasner, Stephan Krusche, Maribel Acosta
25th Koli Calling International Conference on Computing Education Research (Koli Calling '25), Koli, Finland, November 2025
DOI: 10.1145/3769994.3770042AI in EducationProgramming EducationPlatform & Software Engineering ResearchTowards Understanding the Impact of Context-Aware AI Tutors and General-Purpose AI Chatbots on Student Learning
Patrick Bassner, Anna Lottner, Stephan Krusche
25th Koli Calling International Conference on Computing Education Research (Koli Calling '25), Koli, Finland, November 2025
AI in EducationFrom Misunderstandings to Learning Opportunities: Leveraging Generative AI in Discussion Forums to Support Student Learning
Stanislav Pozdniakov, Jonathan Brazil, Oleksandra Poquet, Stephan Krusche, Santiago Berrezueta-Guzman, Shazia Sadiq, Hassan Khosravi
26th International Conference on Artificial Intelligence in Education (AIED 2025), Palermo, Italy, July 2025, pp. 291-298
DOI: 10.1007/978-3-031-98465-5_37AI in EducationFrom Coders to Critics: Empowering Students Through Peer Assessment in the Age of AI Copilots
Santiago Berrezueta-Guzman, Stephan Krusche, Stefan Wagner
International Symposium on Educational Technology (ISET 2025), Bangkok, Thailand, July 2025
Direct Automated Feedback Delivery for Student Submissions Based on LLMs
Maximilian Sölch, Felix T. J. Dietrich, Stephan Krusche
33rd ACM International Conference on the Foundations of Software Engineering, Companion (FSE Companion '25), Trondheim, Norway, June 2025
An Online Integrated Development Environment for Automated Programming Assessment Systems
Eduard Frankford, Daniel Crazzolara, Michael Vierhauser, Niklas Meissner, Stephan Krusche, Ruth Breu
17th International Conference on Computer Supported Education (CSEDU 2025), Porto, Portugal, March 2025
2024
Transforming Computer-Based Exams With BYOD: An Empirical Study
Maximilian Sölch, Markus Paulsen, Stephan Krusche
24th Koli Calling International Conference on Computing Education Research (Koli '24), Koli, Finland, November 2024
DOI: 10.1145/3699538.3699560Online Exams & AssessmentCode Collaborate: Dissecting Team Dynamics in First-Semester Programming Students
Santiago Berrezueta-Guzman, Patrick Bassner, Stefan Wagner, Stephan Krusche
International Conference on Information Technology Based Higher Education and Training (ITHET 2024), October 2024
DOI: 10.48550/arXiv.2410.20939Programming EducationInteractive Learning in Computer Science Education Supported by a Discord Chatbot
Santiago Berrezueta-Guzman, Ivan Parmacli, Stephan Krusche, Stefan Wagner
German Education Conference (GeKo 2024), Munich, Germany, August 2024
Iris: An AI-Driven Virtual Tutor for Computer Science Education
Patrick Bassner, Eduard Frankford, Stephan Krusche
29th ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE 2024), Milan, Italy, July 2024, pp. 394-400
AI-Tutoring in Software Engineering Education
Eduard Frankford, Clemens Sauerwein, Patrick Bassner, Stephan Krusche, Ruth Breu
46th International Conference on Software Engineering, Software Engineering Education and Training (ICSE-SEET '24), Lisbon, Portugal, April 2024
DOI: 10.1145/3639474.3640061AI in Education
2023
Constructive Alignment in Modern Computing Education: An Open-Source Computer-Based Examination System
Matthias Linhuber, Jan Philip Bernius, Stephan Krusche
23rd Koli Calling International Conference on Computing Education Research (Koli '23), Koli, Finland, November 2023
Is Online Teaching Dead After COVID-19? Student Preferences for Programming Courses
Stefanie Manger, Maximilian Sölch, Matthias Linhuber, Christoph Weinhuber, Philipp Zagar, Stephan Krusche
35th International Conference on Software Engineering Education and Training (CSEE&T '23), Tokyo, Japan, August 2023, pp. 89-98
DOI: 10.1109/CSEET58097.2023.00020Programming EducationPlagiarism Detection and its Effect on the Learning Outcomes
Jonnathan Berrezueta-Guzman, Markus Paulsen, Stephan Krusche
35th International Conference on Software Engineering Education and Training (CSEE&T '23), Tokyo, Japan, August 2023, pp. 99-108
DOI: 10.1109/CSEET58097.2023.00021Feedback & AssessmentRecommendations to Create Programming Exercises to Overcome ChatGPT
Jonnathan Berrezueta-Guzman, Stephan Krusche
35th International Conference on Software Engineering Education and Training (CSEE&T '23), Tokyo, Japan, August 2023, pp. 147-151
Introduction to Programming using Interactive Learning
Stephan Krusche, Jonnathan Berrezueta-Guzman
35th International Conference on Software Engineering Education and Training (CSEE&T '23), Tokyo, Japan, August 2023, pp. 178-182
Integrating Competency-Based Education in Interactive Learning Systems
Maximilian Sölch, Moritz Aberle, Stephan Krusche
13th International Conference on Learning Analytics & Knowledge (LAK '23), March 2023
ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education
Enkelejda Kasneci, Kathrin Sessler, Stefan Küchemann, Maria Bannert, Daryna Dementieva, Frank Fischer, Urs Gasser, Georg Groh, Stephan Günnemann, Eyke Hüllermeier, Stephan Krusche, Gitta Kutyniok, Tilman Michaeli, Claudia Nerdel, Jürgen Pfeffer, Oleksandra Poquet, Michael Sailer, Albrecht Schmidt, Tina Seidel, Matthias Stadler, Jochen Weller, Jochen Kuhn, Gjergji Kasneci
Learning and Individual Differences, Volume 103, March 2023
DOI: 10.1016/j.lindif.2023.102274AI in Education
2022
Machine Learning Based Feedback on Textual Student Answers in Large Courses
Jan Philip Bernius, Stephan Krusche, Bernd Bruegge
Computers and Education: Artificial Intelligence, Volume 3, Elsevier, June 2022
Semi-Automatic Assessment of Modeling Exercises using Supervised Machine Learning
Stephan Krusche
55th Hawaii International Conference on System Sciences (HICSS '22), Virtual Event / Maui, Hawaii, USA, January 2022, pp. 1-10
2021
An Analysis of Programming Course Evaluations Before and After the Introduction of an Autograder
Gerhard Hagerer, Laura Lahesoo, Miriam Anschütz, Stephan Krusche, Georg Groh
19th International Conference on Information Technology Based Higher Education and Training (ITHET '21), Sydney, Australia, November 2021, pp. 1-9
A Machine Learning Approach for Suggesting Feedback in Textual Exercises in Large Courses
Jan Philip Bernius, Stephan Krusche, Bernd Bruegge
8th ACM Conference on Learning @ Scale (L@S '21), Potsdam, Germany, June 2021, pp. 173-182
Can I Code? User Experience of an Assessment Platform for Programming Assignments
Anne Münzner, Nadja Bruckmoser, Alexander Meschtscherjakov
2nd International Computer Programming Education Conference (ICPEC '21), Braga, Portugal, May 2021, pp. 18:1-18:12
Toward Computer-Aided Assessment of Textual Exercises in Very Large Courses
Jan Philip Bernius
52nd ACM Technical Symposium on Computer Science Education (SIGCSE '21), Toronto, ON, Canada, March 2021, p. 1386
DOI: 10.1145/3408877.3439703Feedback & Assessment
2020
Towards the Automation of Grading Textual Student Submissions to Open-ended Questions
Jan Philip Bernius, Anna Kovaleva, Stephan Krusche, Bernd Bruegge
4th European Conference of Software Engineering Education (ECSEE '20), Seeon, Germany, June 2020, pp. 61-70
An interactive learning method to engage students in modeling
Stephan Krusche, Nadine von Frankenberg, Lara Marie Reimer, Bernd Bruegge
42nd International Conference on Software Engineering, Software Engineering Education and Training (ICSE-SEET '20), Seoul, South Korea, June 2020, pp. 12-22
DOI: 10.1145/3377814.3381701Interactive LearningSegmenting Student Answers to Textual Exercises Based on Topic Modeling
Jan Philip Bernius, Anna Kovaleva, Bernd Bruegge
17th Workshop on Software Engineering im Unterricht der Hochschulen (SEUH '20), Innsbruck, Austria, February 2020, pp. 72-73
2019
Stager: Simplifying the Manual Assessment of Programming Exercises
Christopher Laß, Stephan Krusche, Nadine von Frankenberg, Bernd Bruegge
16th Workshop on Software Engineering im Unterricht der Hochschulen (SEUH '19), Bremerhaven, Germany, February 2019, pp. 34-43
Toward the Automatic Assessment of Text Exercises
Jan Philip Bernius, Bernd Bruegge
2nd Workshop on Innovative Software Engineering Education (ISEE '19), Stuttgart, Germany, February 2019, pp. 19-22
ceur-ws.org/Vol-2308/isee2019paper04.pdfFeedback & AssessmentIncreasing the Interactivity in Software Engineering MOOCs - A Case Study
Stephan Krusche, Andreas Seitz
52nd Hawaii International Conference on System Sciences (HICSS '19), Grand Wailea, Maui, Hawaii, USA, January 2019, pp. 1-10
hdl.handle.net/10125/60197Interactive Learning
2018
ArTEMiS: An Automatic Assessment Management System for Interactive Learning
Stephan Krusche, Andreas Seitz
49th ACM Technical Symposium on Computer Science Education (SIGCSE '18), Baltimore, MD, USA, February 2018, pp. 284-289
DOI: 10.1145/3159450.3159602Interactive LearningFeedback & AssessmentPlatform & Software Engineering Research
2017
Experiences of a Software Engineering Course based on Interactive Learning
Stephan Krusche, Nadine von Frankenberg, Sami Afifi
15th Workshop on Software Engineering im Unterricht der Hochschulen (SEUH '17), Hannover, Germany, February 2017, pp. 32-40
ceur-ws.org/Vol-1790/paper04.pdfInteractive LearningInteractive Learning: Increasing Student Participation through Shorter Exercise Cycles
Stephan Krusche, Andreas Seitz, Jürgen Börstler, Bernd Brügge
19th Australasian Computing Education Conference (ACE '17), Geelong, VIC, Australia, January 2017, pp. 17-26
DOI: 10.1145/3013499.3013513Interactive Learning