Dr. Stephanie Moser

Research Assistant

Contact Details:
TU München, TUM School of Social Sciences and Technology

Postal Address: Arcisstraße 21, D-80333 Munich
Visiting Address: Marsstraße 20, Room: 449, D-80335 Munich

Phone: +49 (0)89/ 289-24375

Email: stephanie.moser(at)tum.de

Office hours: by appointment


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. 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

Selected Publications

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

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