PD Dr. Stephanie Moser

Biosketch

Dr. Stephanie Moser is a research assistant at the Associate Professorship for Formal and Informal Learning at TUM School of Education since February 2016. She was an editorial assistant for "Psychologie in Erziehung und Unterricht" from 01/01/2020 to 12/31/2021. In July 2024, she was awarded the Venia Legendi in the field of “Empirical Educational Research”. She studied Pedagogics at the Ludwigs-Maximilians-University in Munich, Germany from 2005 - 2010. After finishing her degree, she enrolled as a PhD student at the School of Education at the Paris Lodron University of Salzburg, where she graduated in November 2014. Stephanie Moser subsequently worked as Senior Scientist at the department of E-Learning and Media Research in Science Education at the School of Education at the University of Salzburg until January 2016.

Research interests

• digital media for learning purposes
• learning in formal and informal places
• self-regulation
• motivation
• university didactics

Projects

• BMBFSFJ-gefördertes Verbundprojekt ZEMU – Lernen im Museum (project manager)
• Evaluation der Berufsorientierungscamps des Bildungswerks der Bayerischen Wirtschaft (project manager)
• MakeDays - Ein Projekt zur Verbindung von sozialer Teilhabe und Technik-Förderung (sponsored by Klaus Tschira Stiftung; project manager)
• 4E-Kognition in Ausstellungen - Neue Perspektiven für die Kuration und Gestaltung interaktiver und immersiver Lernerlebnisse
• DigiChalPro@ViFoNet - Videobasierte Fortbildungsmodule zum digital gestützten Unterrichten im Netzwerk bundesdeutscher Videoportale (sponsored by BMBF; subproject manager)
• Bildungsforschung an informellen Lernorten im Spannungsfeld von Authentizität und Digitalität (BILAD) (sponsored by BMBF; project coordination)
• TUMjunior - ein MINT-Kooperationsprojekt zwischen Schulen und außerschulischen Lernangeboten
• EXBOX-Digital - Forschungsförderung der Robert Bosch Stiftung GmbH für Salzburger Didaktik und TUM School of Education (project manager)

Further information

• Publications Moser

Selected Publications

Moser, S., Neubauer, K., & Lewalter, D. (2026). What happens during school class visits to out-of-school learning environments? A multi-method approach to measure engagement. Education Sciences – Special Issue Organized Out-of-School STEM Education, 16(3), 486. https://doi.org/10.3390/educsci16030486

Moser, S., Meschede, N., Mohtadi, M., Lewalter, D., Schley, S., & Holodynski, M. (2026). Potenziale videobasierter Fortbildungsportale - didaktische Integration und die Videoportale des Verbundprojekts ViFoNet. In K. Scheiter, D. Richter, J. Brüggemann & J. Jennek (Hrsg.), Professionelles Handeln in einer Kultur der Digitalität Ergebnisse aus dem Kompetenzzentrum Sprachen/Gesellschaft/Wirtschaft (S.263 - 280). Waxmann-Verlag.

Schwan, S., Bahnsen, S., Eschenfelder, C., Garsoffky, B., Gerjets, P., Gorman, M., Hampp, C., Kampschulte, L., Köller, O., Kuchler, C., Land-Zandstra, A. M., Moser, S., Moussouri, T., Pierroux, P., Sichau, C., Specht, I., Storksdieck, M., Xanthoudaki, M., & Lewalter, D. (2026). Similar or different? Configurations of authenticity across museum types. Curator: The Museum Journal. https://doi.org/10.1111/cura.70057

Kastorff, T., Moser, S., Heine, H. J., & Kauertz, A. (2026). Global Competence Behavior: Exploring the Relevance of Students' Scientific Literacy, Related Attitudes, and Values - Evidence from PISA 2018 across 52 Countries. Large-Scale Assessments in Education, 14(3). https://doi.org/10.1186/s40536-025-00278-3

Moser, S., Lechner, M., Lazarević, M., & Lewalter, D. (2026). Enhancing Informal Education through Augmented Reality: A Systematic Review focusing on Institutional Informal Learning Places (2018–2025). Education Sciences – Special Issue Investigating Informal Learning in the Age of Technology, 16(1), 114. https://doi.org/10.3390/educsci16010114

Lewalter, D., Neubauer, K., & Moser, S. (2025). Self-regulated STEM learning in museums - the role of learner characteristics and visit-related activities in school. International Journal of STEM Education, 12(56). doi.org/10.1186/s40594-025-00577-9

Kastorff, T., Müller, M., Selva, C., Greiff, S. & Moser, S. (2025). Fake News oder Fakten? Wie Jugendliche ihre digitale Informationskompetenz einschätzen und welche Rolle Schulen und Lehrkräfte dabei spielen – Erkenntnisse aus PISA 2022. Waxmann.

Moser, S. & Lewalter, D. (2024). The Impact of Instructional Support via Generative Learning Strategies on the Perception of Visual Authenticity, Learning Outcomes, and Satisfaction in AR-based Learning. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-024-00813-w

Degner, M., Moser, S., Lewalter, D., Pander, J., & Geist, J. (2024). Scaffolding Scientific Observation via Worked-out Examples. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1293516

Kellberg, S., Keller, M., Nordine, J., Moser, S., & Lewalter, D. (2024). Energy literacy for all? Exploring whether prior interest and energy knowledge mediate energy literacy development in a modern socio-scientific museum exhibition. International Journal of Science Education, Part B, 1–22. https://doi.org/10.1080/21548455.2024.2344129

Lewalter, D., Kastorff, T., & Moser, S. (2023). Digitalisierungsbezogene Lerngelegenheiten und -aktivitäten in Schule und Freizeit. In D. Lewalter, J. Diedrich, F. Goldhammer, O. Köller, & K. Reiß (Hrsg.), PISA 2022 –Analyse der Bildungsergebnisse in Deutschland (Kap. 9, S. 237-271). Waxmann. https://doi.org/10.31244/9783830998488

Fleischer T., Moser S. (geteilte Erstautorenschaft), Deibl, I., Strahl, A., Maier, S., & Zumbach, J. (2023). Digital Sequential Scaffolding during Experimentation in Chemistry Education—Scrutinizing Influences and Effects on Learning, Education Sciences, 13(811), 2-18. https://doi.org/10.3390/educsci13080811

Degner, M., Moser, S., & Lewalter, D. (2022). Digital Media in Institutional Informal Learning Places: A Systematic Literature Review. Computers & Education Open, 3, 1-11. https://doi.org/10.1016/j.caeo.2021.100068

Moser, S., Zumbach, J., Deibl, I., Geiger, V., & Martinek, D. (2021). Development and Application of a Scale for Assessing Pre-Service Teachers’ Beliefs about the Nature of Educational Psychology. Psychology Learning & Teaching, 20(2), 189–213.  http://dx.doi.org/10.1177/1475725720974575

Moser, S., Degner, M., & Lewalter, D. (2021). Digitale Schulbücher im MINT-Bereich: Eine Analyse vor dem Hintergrund lehr-/lernpsychologischer Theorien. Psychologie in Erziehung und Unterricht, 68(1), 23-41. http://dx.doi.org/10.2378/peu2021.art02d

Moser, S., & Zumbach, J. (2018). Exploring the Development and Impact of Learning Styles: An Empirical Investigation Based on Explicit and Implicit Measures. Computers & Education, 125, 146-157. https://doi.org/10.1016/j.compedu.2018.05.003

Moser, S., Zumbach, J., & Deibl, I. (2017). The effect of metacognitive training and prompting on learning success in simulation-based physics learning. Science Education, 101(6), 944–967.  https://doi.org/10.1002/sce.21295