Head and Coordination




05/2020 – 05/2025

Project DigitLern

Digital Educational Therapy and Digital Learning

This project will evaluate formats of (digital) educational therapy, educational therapists used during contact restrictions due to the corona-pandemic. Research questions regarding the perceived effectiveness, self-efficacy, strengths and obstacles of different formats and their adaptability from offline to online therapy perceived by educational therapists will be investigated.

The recent contact restrictions due to the corona pandemic led to significant changes in educational therapy.

This project aims to investigate how educational therapy was carried out during contact restrictions. The current state of digital educational therapy in Germany is explored by asking educational therapists Germany-wide to complete an online questionnaire. Therapists are asked how they carried and carry out educational therapy on distance, which elements are being used and perceived as helpful and effective. Also, media skills and motivation to use different digital elements are queried. In addition, self-efficacy during educational therapy on distance and different elements of educational therapy on distance will be evaluated (such as diagnostics, raise of motivation, parent counseling, convey specific knowledge and learning techniques like reading comprehension or orthographic rules).

Furthermore, it should be asked whether and which factors on the part of children and families hinder the success of digital educational therapy, such as comorbid disorders of the child or lack of family resources.

The gained knowledge is hoped to develop behavior guidelines for digital educational therapy and to help the professionalization of digital educational therapy. Children, families and educational therapists are meant to benefit shortly from the results.

Institutions Involved

Helmut-Schmidt-Universität Hamburg

Universität Hamburg

Selected Publications

Becker, A., Pauls, F., Petermann, F. & Daseking, M. (2018, September). WISC-V intellectual profiles in German children with dyslexia. Vortrag gehalten auf der DGPS Jahrestagung, Frankfurt

Hilkenmeier, J., Ricken, G., Nolte, M. & Ehlers, A. (angenommen). Lerntherapie in Schule – eine Bestandsaufnahme zu Kooperationsprozessen. Lernen und Lernstörungen.

Tischler, T., Daseking, M. & Petermann, F. (2015). Einschätzung von Risikofaktoren bei der Entstehung von Leseschwierigkeiten. Monatsschrift Kinderheilkunde, 163, 365-374.