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In online learning settings interactive and meaningful feedback is becoming increasingly important. However, feedback from teachers is oftentimes missing in online learning settings. To overcome challenges that arise from the missing representation of teachers, our study analyzes the relevance of avatar designs in learning settings. We therefore re...
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... started our analysis with analyzing emotional attachment as a dependent variable. The results for the complete dataset can be seen in Table 4. conditions can result in a high likelihood of emotional attachment with 84% and the overall solution coverage indicates that the extent to which these eight configurations cover a high likelihood of emotional attachment is 50% (of all of our cases). ...Citations
... For instance, feelings of closeness with teachers have been shown to affect students' academic performance [2,5,63], which may also be the case when agents take on the teacher role. Another study indicates that the avatar used for pedagogical feedback-giving agents affect students' emotional attachment and satisfaction with the learning process [48], alluding to the potential for students' perception of agents to affect learning. Furthermore, research suggests understanding students' preconceptions and mental models can improve teaching [15,51]. ...
... It glows with everything") could have contributed to students' perception of personified traits, like friendliness, intelligence and trustworthiness, which were all rated highly. As discussed, personified traits in CAs could play a role in effective teaching interventions [48], especially since feelings of closeness and trust can enhance human teaching and learning experiences [2,5,63]. ...
Growing up in an artificial intelligence-filled world, with Siri and Amazon Alexa often within arm's - or speech's - reach, could have significant impact on children. Conversational agents could influence how students anthropomorphize computer systems or develop a theory of mind. Previous research has explored how conversational agents are used and perceived by children within and outside of learning contexts. This study investigates how middle and high school students' perceptions of Alexa change through programming their own conversational agents in week-long AI education workshops. Specifically, we investigate the workshops' influence on student perceptions of Alexa's intelligence, friendliness, aliveness, safeness, trustworthiness, human-likeness, and feelings of closeness. We found that students felt Alexa was more intelligent and felt closer to Alexa after the workshops. We also found strong correlations between students' perceptions of Alexa's friendliness and trustworthiness, and safeness and trustworthiness. Finally, we explored how students tended to more frequently use computer science-related diction and ideas after the workshops. Based on our findings, we recommend designers carefully consider personification, transparency, playfulness and utility when designing CAs for learning contexts.
... B. über ein beginnendes Gespräch erfolgen: "Hallo Felix, du hast schon lange kein neues Material mehr erstellt" oder "Hallo Felix, du hast deinen letzten Beitrag noch nicht beendet". Andere Ansätze verwenden Gamification-Elemente wie Avatare, um die Benutzer zu motivieren (Schöbel et al. 2019). ...
Zusammenfassung
Die Arbeit in Industrieunternehmen verändert sich auf Grund der Digitalisierung grundlegend. Entwicklungen in der Automatisierungstechnik können in naher Zukunft einen Teil der Arbeit von Arbeitnehmenden ersetzen. Dadurch wird es notwendig sein, sich auf die sich schnell wechselnden Qualifikationsanforderungen aus diesem Digitalisierungsprozess einzustellen. Hierzu gehört einerseits die schnelle Reaktionsfähigkeit auf die fortlaufenden Veränderungen, die in Unternehmen stattfinden, beispielsweise die Einbettung neuer Technologien in Arbeitsprozesse. Andererseits aber auch die notwendigen Upskilling-Prozesse, die durch den Einsatz neuer Technologien notwendig werden. Für beide Aspekte sind aber entsprechende Angebote zur Schulung notwendig, die sich flexibel auf die Bedarfe anpassen. Digitale Lernservices ermöglichen dabei auf die individuellen Arbeitssituation von Mitarbeitenden zu reagieren und im Sinne der Co-Creation den Prozess der gemeinsamen Erstellung von Lern- sowie Schulungsmaterialien durch die Einbindung mehrerer Akteure zu steuern.
Dafür müssen neue Leistungen in Form von selbstständigen Lehr-Lernszenarien angeboten werden, bei denen die Mitarbeitenden eigenständig die notwendigen Lernmaterialien erstellen. Bei vielen Unternehmen werden Lehr- und Lernszenarien dabei durch Checklisten und Handbücher unterstützt. Diese sind jedoch nicht auf die individuelle Lernsituation der Mitarbeitenden angepasst. In einer ersten Iteration im Entwicklungsprozess für digitale Lernservices wurde eine Plattform für die Erstellung von Lern- und Schulungsmaterial entwickelt. Dabei werden die Mitarbeitenden durch einen systematischen Erstellungsprozess geführt, welche die Entwicklung von Lernmaterial im Arbeitsprozess unterstützen soll. Im Rahmen der Evaluation konnte festgestellt werden, dass die Mitarbeitenden mehr Unterstützung im Erstellungsprozess benötigen, um hochwertiges Lernmaterial entwickeln zu können. Ein Grund hierfür ist die fehlende didaktische Kompetenz der Mitarbeitenden zur Schaffung von Lernmaterialien für die Nutzung im Arbeitsprozess.
Um die Mitarbeitenden bestmöglich im Co-Creation-Prozess zu unterstützen und eine hochwertige Qualität der Lernmaterialien zu gewährleisten, bieten Informations- und Kommunikationstechnologien (IKT) eine mögliche Lösung zur gezielten Unterstützung im Erstellungsprozess. Insbesondere Smart Personal Assistants, wie beispielsweise Chatbots, können Mitarbeitende dabei interaktiv und individuell durch den Co-Creation-Prozess begleiten. Diese individuelle Unterstützung führt zu einer klaren Struktur der Informationsvermittlung zwischen den Nutzenden und dem System, einer Steigerung der Motivation der Mitarbeitenden, einer Verbesserung des Verantwortlichkeitsgefühls gegenüber der erstellten Beiträge sowie zu einer Verbesserung der Qualität der erstellten Beiträge. Gleichzeitig bieten Chatbots die Möglichkeit durch individuelles Feedback Mitarbeitenden notwendige Fähigkeiten und Kompetenzen für den Erstellungsprozess zu vermitteln.
Ziel dieses Beitrags ist die Darstellung des Entwicklungsprozesses eines Chatbots zur Verbesserung der Partizipation für die Erstellung von Lernmaterialien im Arbeitsprozess unter Verwendung von Co-Creation. Entlang eines Design Science Research Ansatzes werden dabei systematisch Anforderungen und Designelemente für den Co-Creationprozess der Lerndienstleistung entwickelt.
Grounded in configuration and complexity theory, qualitative comparative analysis (QCA) combines the advantages of case-based and variable-oriented methods for rendering complex information systems (IS) phenomena comprehensible. Given its manifold benefits, the QCA method has attracted considerable attention in IS research, with an increasing number of studies employing it as their methodological approach. Based on a comprehensive review and synthesis of recent QCA practices from the IS field, covering 12 years of research, we outline the most prevalent research gaps and limitations concerning QCA's methodological application prior to identifying issues for further improvement as well as highlighting future research directions.
In recent years, using game concepts for educational purposes in digital environments has become continually more popular and relevant. Games can be used to motivate and engage users in regular system use and, in the end, support learners in achieving better learning outcomes. In this context, different kinds of game concepts exist, such as gamification or serious games, each with a different perspective and usefulness in digital learning environments. Because developing and using with game concepts in digital learning environments has recently become more important, and developing them is still not fully established, questions arise about future research directions involving games in digital learning. Therefore, this study aims to identify the state of the field and determine what is relevant when using game concepts in digital learning. To achieve this goal, we present the results of a bibliometric analysis considering more than 10,000 articles between 2000 and 2019 and summarize them to develop a research agenda. This agenda supports researchers and practitioners in identifying avenues for future research. We contribute to theory by providing a detailed understanding of the relevance of game concepts in digital learning. We propose a research agenda to assist researchers in planning future approaches with and about gamification concepts in digital learning. Practical implications are proposed by demonstrating what should be considered when using game concepts in learning environments.
Digital Education Games (DEGs) have been used to support children's learning in various domains. A number of existing studies on DEGs has focused on whether they could improve children's learning performance. However, only a few of them have attempted to address the critical question of how young children interact with DEGs. Bridging this gap was the main motivation underpinning this research study. With the use of eye-tracking technology, we explored our research goal by evaluating a bespoke DEG on numeracy and its cardboard version that we developed based on the UK Early Years Foundation Stage (EYFS) framework. A between-subject experiment study involving 94 five-year-olds was conducted. The research protocols and instruments were pilot tested and ethically approved. In analysing the eye-tracking data, we refined the Gaze Sub-sequence Marking Scheme to infer children's interaction strategies. Results showed that the difference in the learning effect between the digital and cardboard game was insignificant, that the children's interaction strategies varied significantly with their achievement level, and that children's gender was not a significant factor in determining the impact of learning with the DEG. Implications for rendering eye-tracking technology more child-friendly and designing DEGs for young children are drawn.
