Prof. Dr. Marc-Pascal Berges

Lectures

Forschungsseminar

Projekt: WebNetSim - Eine fachdidaktische Netzwerksimulation

Publications

Berges, M., Churavy, A., & Wilbers, K. (2025). Neues Studienprofil Informatik. Studiengang Berufspädagogik Technik an der FAU Erlangen-Nürnberg. VLB Akzente, 34(2), 15.
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Betzendahl, J., Lohr, D., Berges, M., & Kohlhase, M. (2025). Efficient Exam Correction at Scale: Streamlining Paper-Based Assessments with the VoLl-KOrN System. In Mrohs, L., Franz, J., Herrmann, D., Lindner, K., Staake, T. (Eds.), Digitales Lehren und Lernen an der Hochschule Strategien - Bedingungen - Umsetzung. Bielefeld: transcript.
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Grelka, F., Kruse-Kurbach, T., & Berges, M. (2025). A Framework for Evaluating AI Powered Learning Platforms in K-12 and University CS Education. In 2025 IEEE Global Engineering Education Conference (EDUCON) (pp. 1-5). London, GB: New York City: IEEE.
DOI: 10.1109/EDUCON62633.2025.11016415
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Grelka, F., Lohr, D., & Berges, M. (2025, June). ALeA : Advancing Personalized Learning with Adaptive Assistance and Semantic Annotation. Paper presentation at Workshop KI und Bildung 2024, Bamberg, DE.
DOI: 10.20378/irb-108296
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Händel, M., Berges, M., Gläser-Zikuda, M., Kammerl, R., Kudlich, H., Martschinke, S., & Pirner, M. (2025). Who is savvy about digital ethics? Differences between teacher education, law, and computer science students. Education and Information Technologies.
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Lindner, A., & Berges, M. (2025, June). Enabling the Teachers : Forschungsbasierte Konzeption einer Lehrkräfteweiterbildung zum Themenbereich Künstliche Intelligenz. Poster presentation at Workshop KI und Bildung 2024, Bamberg, DE.
DOI: 10.20378/irb-108295
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Lindner, A., Müller-Unterweger, M., & Berges, M. (2025). Demystifying AI. An open educational resource collection of unplugged AI teaching activities. Hello World, 28, 70-73.
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Lohr, D., & Berges, M. (2025). Der Weg ist das Ziel – Ein skalierbarer Wechsel von summativem zu formativem Assessment in der Programmierausbildung mit Antwortklassen. In Proceedings of the Workshop Automatische Bewertung von Programmieraufgaben 2025.
DOI: 10.18420/abp2025_05
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Lohr, D., Berges, M., Chugh, A., Kohlhase, M., & Müller, D. (2025). Leveraging Large Language Models to Generate Course-specific Semantically Annotated Learning Objects. Journal of Computer Assisted Learning, 41, e13101. https://doi.org/10.1111/jcal.13101
DOI: 10.1111/jcal.13101
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Lohr, D., Wechsler, L., & Berges, M. (2025, June). Introducing a self-study course for learning textual programming at highschool with APFEL and ALeA. Paper presentation at Workshop KI und Bildung 2024, Bamberg, DE.
DOI: 10.20378/irb-108298
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Müller-Unterweger, M., Lindner, A., & Berges, M. (2025). KI in der Kiste: Unterrichtsaktivitäten zum Thema Künstliche Intelligenz. Poster presentation at Workshop KI und Bildung 2024, Bamberg, DE.
DOI: 10.20378/irb-108302
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Müller-Unterweger, M., Lindner, A., Löffler, P., & Berges, M. (2025). Das Wollperzeptron–Eine Unplugged Aktivität zum Maschinellen Lernen. Informatische Bildung in Schulen, 3(2), 35-41. https://doi.org/10.18420/ibis-03-02-07
DOI: 10.18420/ibis-03-02-07
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Kohlhase, M., Berges, M., Grubert, J., Henrich, A., Landes, D., Leidner, J.L.,... Wolter, D. (2024). Project VoLL-KI: Learning from Learners. Künstliche Intelligenz. https://doi.org/10.1007/s13218-024-00846-9
DOI: 10.1007/s13218-024-00846-9
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Kruse-Kurbach, T., Lohr, D., Berges, M., Kohlhase, M., Moghbeli Damaneh, H., & Schütz, M. (2024). Term Extraction for Domain Modeling. In Gesellschaft für Informatik e.V. (Hrg.), Proceedings of the 22. Fachtagung Bildungstechnologien (DELFI). Fulda, DE.
DOI: 10.18420/delfi2024_33
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Lindner, A., & Berges, M. (2024). Reconstruction of Transformative CS Topics in Education: A Model Proposal for Artificial Intelligence. Journal of Digital Life and Learning, 4, 25-42. https://doi.org/10.51357/jdll.v4i1.274
DOI: 10.51357/jdll.v4i1.274
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Lohr, D., Berges, M., Chugh, A., & Striewe, M. (2024). Adaptive Learning Systems in Programming Education: A Prototype for Enhanced Formative Feedback. In Gesellschaft für Informatik e.V. (Eds.), Proceedings of DELFI 2024. Fulda, DE.
DOI: 10.18420/delfi2024_57
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Müller-Unterweger, M., & Berges, M. (2024, September). Introduction to Programming using Ozobots in an Economics Major CS-Class. Poster presentation at 19th WiPSCE Conference in Primary and Secondary Computing Education Research, WiPSCE 2024, Munich, DE.
DOI: 10.1145/3677619.3678136
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Berges, M., Betzendahl, J., Chugh, A., Kohlhase, M., Lohr, D., & Müller, D. (2023). Learning Support Systems based on Mathematical Knowledge Management. In Lecture Notes in Computer Science. Cambridge, GB: Cham: Springer.
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Kruse, T., Berges, M., Betzendahl, J., Kohlhase, M., Lohr, D., & Müller, D. (2023). Learning with ALeA: Tailored experiences through annotated course material. In Maike Klein, Daniel Krupka, Cornelia Winter, Volker Wohlgemuth (Eds.), INFORMATIK 2023. Designing Futures: Zukünfte gestalten (pp. 395-398). Berlin, DE: Bonn: Köllen Druck+Verlag.
DOI: 10.18420/inf2023_43
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Lindner, A., Berges, M., Rösch, M., & Franke, F. (2023, September). Ab an die Kiste: Konzeption eines mobilen Lernlabors zu KI. Poster presentation at INFOS 2023 - Informatikunterricht zwischen Aktualität und Zeitlosigkeit., Würzburg, DE.
DOI: 10.18420/infos2023-052
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Lindner, A., Berges, M., Rösch, M., & Franke, F. (2023). Implementing a Portable Learning Lab on Artificial Intelligence: It’s AI in a Box! In Jean-Philippe Pellet and Gabriel Parriaux (Eds.), Informatics in Schools. Beyond Bits and Bytes: Nurturing Informatics Intelligence in Education. ISSEP 2023. (pp. 26-39). HEP Vaud, Lausanne, CH: Cham: Springer.
DOI: 10.1007/978-3-031-44900-0_3
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Lindner, A., Müller-Unterweger, M., Berges, M., & Rösch, M. (2023). KI in der Kiste: Unterrichtsaktivitäten aus einem Lernlabor zum Thema Künstliche Intelligenz. Informatische Bildung in Schulen, 1(1). https://doi.org/10.18420/ibis-01-01-03
DOI: 10.18420/ibis-01-01-03
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Lindner, A., Müller-Unterweger, M., Löffler, P., Lohr, D., & Berges, M. (2023). Von Autonomem Fahren bis Zahnarzt - Vorstellungen von Schüler:innen zu Künstlicher Intelligenz und ihre Integration in den Informatikunterricht. In Lutz Hellmig, Martin Hennecke (Hrg.), Informatikunterricht zwischen Aktualität und Zeitlosigkeit (S. 93-102). Würzburg, DE: Bonn: Gesellschaft für Informatik.
DOI: 10.18420/infos2023-007
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Lohr, D., Berges, M., Kohlhase, M., Müller, D., & Rapp, M. (2023). The Y-Model - Formalization of Computer-Science Tasks in the Context of Adaptive Learning Systems. In Proceedings of the IEEE German Education Conference (GeCon). Berlin, DE.
DOI: 10.1109/GECon58119.2023.10295148
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Lohr, D., Berges, M., Kohlhase, M., & Rabe, F. (2023). The Potential of Answer Classes in Large-scale Written Computer-Science Exams. In Desel, Jörg; Opel, Simone (Eds.), Proceedings of the Hochschuldidaktik Informatik (HDI) 2021 (pp. 179 - 190). Aachen, DE.
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Yadav, A., Connolly, C., Berges, M., Chytas, C., Franklin, C., Hijón-Neira, R.,... Warner, J.R. (2022). Models for Computer Science Teacher Preparation: Developing Teacher Knowledge. In Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE (pp. 568-569). Dublin, IE: Association for Computing Machinery.
DOI: 10.1145/3502717.3532166
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Yadav, A., Connolly, C., Berges, M., Chytas, C., Franklin, C., Hijón-Neira, R.,... Warner, J.R. (2022). A Review of International Models of Computer Science Teacher Education. In Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE (pp. 65-93). Dublin, IE: Association for Computing Machinery.
DOI: 10.1145/3571785.3574123
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Berges, M., Beyer, A., Freund, S., Losch, D., & Schulz, K. (2021). Informatische Literalität im Lehramtsstudium der Lateinischen Philologie. LOG IN - Informatische Bildung und Computer in der Schule, 197/198.
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Lindner, A., Berges, M., & Lechner, M. (2021). KI im Toaster? Schüler:innenvorstellungen zu künstlicher Intelligenz. In Ludger Humbert (Hrg.), Informatik - Bildung von Lehrkräften in allen Phasen. 19. GI-Fachtagung Informatik und Schule (S. 133-142). Wuppertal (virtuell), DE: Bonn: Gesellschaft für Informatik.
DOI: 10.18420/infos2021_f199
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Lohr, D., & Berges, M. (2021). Towards Criteria for Valuable Automatic Feedback in Large Programming Classes. In Desel, Jörg; Opel, Simone (Eds.), Proceedings of the Hochschuldidaktik Informatik (HDI) 2021 (pp. 181-186). Dortmund, DE.
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Lindner, A., & Berges, M. (2020). Can you explain AI to me? Teachers’ pre-concepts about Artificial Intelligence. In 2020 IEEE Frontiers in Education Conference (FIE). Uppsala, SE.
DOI: 10.1109/FIE44824.2020.9274136
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Barela, J., Gasiba, T.E., Suppan, S.R., Berges, M., & Beckers, K. (2019). When interactive graphic storytelling fails. In Proceedings - 2019 IEEE 27th International Requirements Engineering Conference Workshops, REW 2019 (pp. 164-169). Jeju Island, KR: Institute of Electrical and Electronics Engineers Inc..
DOI: 10.1109/REW.2019.00034
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Berges, M., Ehmann, M., Hennecke, M., Heuer, U., Lindner, A., Gall, R.,... Pöhner, N. (2019). Erfahrungsbericht zur Qualifizierungsmaßnahme Informatik als Erweiterungsfach (Lehramt Realschule) in Bayern. In Arno Pasternak (Hrg.), Proceedings der 18. GI-Fachtagung Informatik und Schule (INFOS) (S. 161-170). Dortmund, DE: Bonn: Gesellschaft für Informatik e. V. (GI).
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Yadav, A., & Berges, M. (2019). Computer science pedagogical content knowledge: Characterizing teacher performance. ACM Transactions on Computing Education, 19(3). https://doi.org/10.1145/3303770
DOI: 10.1145/3303770
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Berges, M. (2018). Object Orientation in the Literature and in Education. it - Information Technology, 60(2), 69--77. https://doi.org/10.1515/itit-2017-0013
DOI: 10.1515/itit-2017-0013
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Dorn, N., Berges, M., Capovilla, D., & Hubwieser, P. (2018). Talking at cross purposes - Perceived Learning Barriers by Students and Teachers in Programming Education. In Mühling A, Cutts Q (Eds.), Proceedings of the 13th Workshop in Primary and Secondary Computing Education (pp. 1--4). New York, New York, USA: ACM Press.
DOI: 10.1145/3265757.3265769
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Lutz, C., Berges, M., Hafemann, J., & Sticha, C. (2018). Piaget’s cognitive development in bebras tasks - A descriptive analysis by age groups. In Sergei N. Pozdniakov, Valentina Dagiene (Eds.), Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (pp. 259-270). St. Petersburg, RU: Springer Verlag.
DOI: 10.1007/978-3-030-02750-6_20
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Hubwieser, P., Berges, M., Striewe, M., & Goedicke, M. (2017). Towards competency based testing and feedback: Competency definition and measurement in the field of algorithms & data structures. In Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 517--526). IEEE.
DOI: 10.1109/EDUCON.2017.7942896
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Shah, P., Berges, M., & Hubwieser, P. (2017). Qualitative content analysis of programming errors. In Proceedings of the 5th International Conference on Information and Education Technology, ICIET 2017 (pp. 161-166). Association for Computing Machinery.
DOI: 10.1145/3029387.3029399
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Berges, M., Striewe, M., Shah, P., Goedicke, M., & Hubwieser, P. (2016). Towards Deriving Programming Competencies from Student Errors. In 4th International Conference on Learning and Teaching in Computing and Engineering (LaTiCE) (pp. 19--23). Los Alamitos: IEEE Press.
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Funke, A., Berges, M., & Hubwieser, P. (2016). Different Perceptions of Computer Science. In 4th International Conference on Learning and Teaching in Computing and Engineering (LaTiCE) (pp. 14--18). Los Alamitos: IEEE Press.
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Shah, P., Berges, M., & Hubwieser, P. (2016). QUALITATIVE INHALTSANALYSE FüR PROGRAMMIERSPRACHEN. Paper presentation.
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Yadav, A., Berges, M., & Sands, P. (2016). Measuring computer science pedagogical content knowledge: An exploratory analysis of teaching vignettes to measure teacher knowledge. In Vahrenhold J, Barendsen E (Eds.), Proceedings of the 11th Workshop in Primary and Secondary Computing Education (pp. 92--95). New York, New York, USA: ACM Press.
DOI: 10.1145/2978249.2978264
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Bender, E., Hubwieser, P., Schaper, N., Margaritis, M., Berges, M., Ohrndorf, L.,... Schubert, S. (2015). Towards a Competency Model for Teaching Computer Science. Peabody Journal of Education, 90(4), 519--532. https://doi.org/10.1080/0161956X.2015.1068082
DOI: 10.1080/0161956X.2015.1068082
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Berges, M. (2015). Investigating Novice Programming Abilities with the Help of Psychometric Assessment. In Slykhuis D, Marks G (Eds.), Proceedings of Society for Information Technology {&} Teacher Education International Conference 2015 (pp. 90--95). Las Vegas, NV, United States: AACE.
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Berges, M. (2015). Object-Oriented Programming through the Lens of Computer Science Education (Dissertation).
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Berges, M., & Hubwieser, P. (2015). Evaluation of Source Code with Item Response Theory. In Proceedings of the 20th SIGCSE Conference on Innovation and Technology in Computer Science Education (pp. 51--56). New York: ACM Press.
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Capovilla, D., Berges, M., Mühling, A., & Hubwieser, P. (2015). Handling Heterogeneity in Programming Courses for Freshmen. In 3rd International Conference on Learning and Teaching in Computing and Engineering (LaTiCE) (pp. 197--203). Los Alamitos: IEEE Press.
DOI: 10.1109/LaTiCE.2015.18
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Funke, A., Berges, M., Mühling, A., & Hubwieser, P. (2015). Gender Differences in Programming: Research Results and Teachers' Perception. In Proceedings of the 15th Koli Calling Conference on Computing Education Research (pp. 161--162). New York: ACM Press.
DOI: 10.1145/2828959.2828982
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Hubwieser, P., & Berges, M. (2015). Kompetenzen für das Unterrichten in Informatik: Teilprojekt B: TU München: Schlussbericht.
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Hubwieser, P., Giannakos, M.N., Berges, M., Brinda, T., Diethelm, I., Magenheim, J.,... Egle, J. (2015). A Global Snapshot of Computer Science Education in K-12 Schools. In Ragonis N, Kinnunen P (Eds.), Proceedings of the 2015 ITiCSE on Working Group Reports (pp. 65--83). New York: ACM Press.
DOI: 10.1145/2858796.2858799
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Margaritis, M., Magenheim, J., Hubwieser, P., Berges, M., Ohrndorf, L., & Schubert, S. (2015). Development of a competency model for computer science teachers at secondary school level. In IEEE Global Engineering Education Conference (pp. 211--220). Los Alamitos: IEEE Press.
DOI: 10.1109/EDUCON.2015.7095973
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Mühling, A., Hubwieser, P., & Berges, M. (2015). Dimensions of Programming Knowledge. In Brodnik A, Vahrenhold J (Eds.), Informatics in Schools. Curricula, Competences, and Competitions (pp. 32--44). Heidelberg: Springer.
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Ruf, A., Berges, M., & Hubwieser, P. (2015). Classification of Programming Tasks According to Required Skills and Knowledge Representation. In Brodnik A, Vahrenhold J (Eds.), Informatics in Schools. Curricula, Competences, and Competitions (pp. 57--68). Heidelberg: Springer.
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Wolf, L., Yadav, A., Good, J., Margaritis, M., & Berges, M. (2015). Computer Science (CS) and Computational Thinking (CT) International Perspectives on Developing Student and Teacher Competencies. In Slykhuis D, Marks G (Eds.), Proceedings of Society for Information Technology {&} Teacher Education International Conference 2015 (pp. 123--126). Las Vegas, NV, United States: AACE.
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Berges, M., & Hubwieser, P. (2013). Concept Specification Maps: Displaying Content Structures. In Proceedings of the 18th ACM conference on Innovation and technology in computer science education (pp. 291--296). New York, USA: ACM Press.
DOI: 10.1145/2462476.2462503
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Hubwieser, P., Berges, M., Magenheim, J., Schaper, N., Bröker, K., Margaritis, M.,... Ohrndorf, L. (2013). Pedagogical Content Knowledge for Computer Science in German Teacher Education Curricula. In Proceedings of the 8th Workshop in Primary and Secondary Computing Education (pp. 95--103). New York: ACM.
DOI: 10.1145/2532748.2532753
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Ruf, A., Berges, M., & Hubwieser, P. (2013). Types of Assignments for Novice Programmers. In Proceedings of the 8th Workshop in Primary and Secondary Computing Education (pp. 43--44). New York: ACM.
DOI: 10.1145/2532748.2532777
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Schaper, N., Magenheim, J., Schubert, S., Hubwieser, P., Bender, E., Margaritis, M.,... Berges, M. (Eds.) (2013). Competences for Teaching Computer Science. .
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Berges, M., & Hubwieser, P. (2012). Towards an Overview Map of Object-Oriented Programming and Design. In Proceedings of the 12th Koli Calling International Conference on Computing Education Research - Koli Calling '12 (pp. 135--136). New York: ACM Press.
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Berges, M., Mühling, A., & Hubwieser, P. (2012). The Gap Between Knowledge and Ability. In Proceedings of the 12th Koli Calling International Conference on Computing Education Research - Koli Calling '12 (pp. 126--134). New York: ACM Press.
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Berges, M., Mühling, A., Hubwieser, P., & Steuer, H. (2012). Informatik für Nichtinformatiker: ein kontext- und praxisorientiertes Konzept. In Forbrig P, Rick D, Schmolitzky A (Hrg.), HDI2012 (S. 105--110). Potsdam: Universitätsverlag Potsdam}.
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Hubwieser, P., & Berges, M. (2011). Minimally invasive programming courses: learning OOP with(out) instruction. In Proceedings of the 42nd ACM technical symposium on Computer science education (pp. 87--92). New York: ACM Press.
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Berges, M., & Hubwieser, P. (2010). Vorkurse in objektorientierter Programmierung: Lösungsansatz für einen leichteren Einstieg in die Informatik. In Engbring D, Keil R, Magenheim J, Selke H (Hrg.), Tagungsband der 4. Fachtagung zur {\textquotedbl}Hochschuldidaktik Informatik{\textquotedbl} (S. 13--22). Potsdam: Universitätsverlag Potsdam}.
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Running projects:

Term: 1. Oktober 2025 - 30. September 2031
Funding source: Stiftung Innovation in der Hochschullehre
Acronym: FAUstairs
Project leader: Andrea Bréard

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Term: 1. September 2025 - 31. August 2027
Funding source: BMFTR / Verbundprojekt
Acronym: DEIN-MINT-ER 2.0
Project leader: Ana-Suncana Smith, Marc Berges