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(Personen: "Drachsler," und "Hendrik")

Beyond hard workout. A multimodal framework for personalised running training with immersive […] Cardenas-Hernandez, Fernando Pedro; Schneider, Jan; Di Mitri, Daniele; Jivet, Ioana; […] Zeitschriftenbeitrag | In: British Journal of Educational Technology | 2024 44886 Endnote: Autor*innen: Cardenas-Hernandez, Fernando Pedro; Schneider, Jan; Di Mitri, Daniele; Jivet, Ioana; Drachsler, Hendrik
Titel: Beyond hard workout. A multimodal framework for personalised running training with immersive technologies
In: British Journal of Educational Technology, (2024) , S. online first
DOI: 10.1111/bjet.13445
URL: https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13445
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Training to run is not straightforward since without proper personalised supervision and planning, people will not improve their performance and will increase the risk of injuries. This study aims to identify the different factors that influence running training programmes, examining the benefits, challenges or limitations of personalised plans. Moreover, this study explores how multimodal, immersive and artificial intelligence technologies can support personalised training. We conducted an exploratory sequential mixed research consisting of interviews with 11 running coaches from different countries and a survey of 12 running coaches. Based on the interviews and survey analysis, we identified and extracted relevant factors of the training process. We identified four relevant aspects for running training: physical, technical, mental and body awareness. Using these aspects as a reference, we derived a framework using a bottom-up approach. This framework proposes multimodal, immersive and artificial intelligence technologies to facilitate personalised running training. It also allows coaches to personally guide their athletes on each aspect. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

From the automated assessment of student essay content to highly informative feedback. A case study Gombert, Sebastian; Fink, Aron; Giorgashvili, Tornike; Jivet, Ioana; Di Mitri, Daniele; Yau, Jane; […] Zeitschriftenbeitrag | In: International Journal of Artificial Intelligence in Education | 2024 44752 Endnote: Autor*innen: Gombert, Sebastian; Fink, Aron; Giorgashvili, Tornike; Jivet, Ioana; Di Mitri, Daniele; Yau, Jane; Frey, Andreas; Drachsler, Hendrik
Titel: From the automated assessment of student essay content to highly informative feedback. A case study
In: International Journal of Artificial Intelligence in Education, (2024) , S. online first
DOI: 10.1007/s40593-023-00387-6
URL: https://link.springer.com/article/10.1007/s40593-023-00387-6
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Various studies empirically proved the value of highly informative feedback for enhancing learner success. However, digital educational technology has yet to catch up as automated feedback is often provided shallowly. This paper presents a case study on implementing a pipeline that provides German-speaking university students enrolled in an introductory-level educational psychology lecture with content-specific feedback for a lecture assignment. In the assignment, students have to discuss the usefulness and educational grounding (i.e., connection to working memory, metacognition or motivation) of ten learning tips presented in a video within essays. Through our system, students received feedback on the correctness of their solutions and content areas they needed to improve. For this purpose, we implemented a natural language processing pipeline with two steps: (1) segmenting the essays and (2) predicting codes from the resulting segments used to generate feedback texts. As training data for the model in each processing step, we used 689 manually labelled essays submitted by the previous student cohort. We then evaluated approaches based on GBERT, T5, and bag-of-words baselines for scoring them. Both pipeline steps, especially the transformer-based models, demonstrated high performance. In the final step, we evaluated the feedback using a randomised controlled trial. The control group received feedback as usual (essential feedback), while the treatment group received highly informative feedback based on the natural language processing pipeline. We then used a six items long survey to test the perception of feedback. We conducted an ordinary least squares analysis to model these items as dependent variables, which showed that highly informative feedback had positive effects on helpfulness and reflection. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Escaping binary gender roles. Gender diversity dynamics in a CSCL-Escape game Kube, Dana; Gombert, Sebastian; John, Nathalie; Weidlich, Joshua; Kreijns, Karel; Drachsler, Hendrik Zeitschriftenbeitrag | In: Journal of Computer Assisted Learning | 2024 44747 Endnote: Autor*innen: Kube, Dana; Gombert, Sebastian; John, Nathalie; Weidlich, Joshua; Kreijns, Karel; Drachsler, Hendrik
Titel: Escaping binary gender roles. Gender diversity dynamics in a CSCL-Escape game
In: Journal of Computer Assisted Learning, (2024) , S. online first
DOI: 10.1111/jcal.12942
URL: https://onlinelibrary.wiley.com/doi/10.1111/jcal.12942
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Background: Gender and gender diversity are group features affecting social interaction and are critical for gender-inclusive and equitable education. As such, the role of gender and gender diversity is of particular relevance to computer-supported collaborative learning (CSCL). However, up until now, research on this topic in CSCL remains scarce. Those studies that explore gender frequently utilise a binary gender view, investigating collaboration patterns in terms of differences between men and women despite the pitfalls of this binary view, e.g. the risk of reproducing gender stereotypes. Objectives: Through gender diversity modelling based on group communication analysis, this study used a novel approach to investigate the role of gender in CSCL. It explored how gender diversity in CSCL is associated with emergent roles in small group interaction, providing evidence about how gender diversity interacts with the dynamics of group communication in a unique CSCL scenario. Methods: In this explorative study, we used group communication analysis (GCA) to identify emergent team roles in the communication of triads in a CSCL escape game, realised through a Minecraft computer game. We elaborated on the differences between the team roles with respect to gender-diverse and non-diverse groups of our sample (N = 123) to estimate the role of gender diversity in CSCL learning processes. Results: The clustering of the group communication resulted in four emergent team roles with distinct communicative patterns: learner, lurker, follower, and leader. Non-diverse teams were more likely to be dominated by leaders, whereas gender-diverse teams showed more egalitarian tendencies in their group communication. Further, in gender-diverse teams, there were more learners, and interaction was more productive overall. Conclusions: Gender diversity is an important factor for understanding group dynamics in CSCL. A main advantage of gender diversity modelling - as explored here - is a more nuanced understanding of the role of gender in group communication, in contrast to reproducing existing gender difference paradigms. The approach demonstrated in this study enables CSCL researchers to extend traditional measures of gender towards gender diversity as steps towards more gender-inclusive and bias-free education. Further, it yields the practical design recommendation of ensuring group diversity to enhance the likelihood of productive group communication. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung; Lehr und Lernqualität in Bildungseinrichtungen

ChatGPT und Co. in der Bildung Stirm, Philip; Wilde, Anke; Maaz, Kai; Drachsler, Hendrik Verschiedenartige Dokumente | 2024 44990 Endnote: Autor*innen: Stirm, Philip; Wilde, Anke; Maaz, Kai; Drachsler, Hendrik
Titel: ChatGPT und Co. in der Bildung
Erscheinungsvermerk: 2024
URL: https://dipfblog.com/2024/02/01/folge-27-der-podcast-reihe-sitzenbleiben-spezialsendung-zu-chatgpt-co-in-der-bildung/
Dokumenttyp: 7. Blogbeiträge; Pod-; Vidcasts; Pod-/Vidcasts
Sprache: Deutsch
Abstract: In einer Spezialausgabe von "Sitzenbleiben" sprechen Prof. Dr. Kai Maaz und Prof. Dr. Hendrik Drachsler über die Chancen und Herausforderungen von Künstlicher Intelligenz in der Bildung.
DIPF-Abteilung: Informationszentrum Bildung; Öffentlichkeitsarbeit; Struktur und Steuerung des Bildungswesens

Towards highly informative learning analytics Drachsler, Hendrik Monographie | Heerlen: Open Universiteit | 2023 43727 Endnote: Autor*innen: Drachsler, Hendrik
Titel: Towards highly informative learning analytics
Erscheinungsvermerk: Heerlen: Open Universiteit, 2023
URN: https://bit.ly/HILA_Drachsler
Dokumenttyp: 1. Monographien (Autorenschaft); Monographie
Sprache: Englisch
Schlagwörter: Bildungsbereich; Daten; Ethisches Handeln; Feedback; Grundlagenwissen; Herausforderung; Informationsgehalt; Learning Analytics; Lehrerfortbildung; Lerndesign; Psychometrie; Steigerung; Technikgestaltung; Technologie; Wirkungsforschung
DIPF-Abteilung: Informationszentrum Bildung

Untangling connections between challenges in the adoption of learning analytics in higher education Alzahrani, Aama Shannon; Tsai, Yi-Shan; Iqbal, Sehrish; Marcos, Pedro Manuel Moreno; […] Zeitschriftenbeitrag | In: Education and Information Technologies | 2023 43217 Endnote: Autor*innen: Alzahrani, Aama Shannon; Tsai, Yi-Shan; Iqbal, Sehrish; Marcos, Pedro Manuel Moreno; Scheffel, Maren; Drachsler, Hendrik; Delgado Kloos, Carlos; Aljohani, Naif; Gasevic, Dragan
Titel: Untangling connections between challenges in the adoption of learning analytics in higher education
In: Education and Information Technologies, 28 (2023) 4, S. 4563-4595
DOI: 10.1007/s10639-022-11323-x
URL: https://link.springer.com/article/10.1007/s10639-022-11323-x
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Potential benefits of learning analytics (LA) for improving students' performance, predicting students' success, and enhancing teaching and learning practice have increasingly been recognized in higher education. However, the adoption of LA in higher education institutions (HEIs) to date remains sporadic and predominantly small in scale due to several socio-technical challenges. To better understand why HEIs struggle to scale LA adoption, it is needed to untangle adoption challenges and their related factors. This paper presents the findings of a study that sought to investigate the associations of adoption factors with challenges HEIs face in the adoption of LA and how these associations are compared among HEIs at different scopes of adoption. The study was based on a series of semi-structured interviews with senior managers in HEIs. The interview data were thematically analysed to identify the main challenges in LA adoption. The connections between challenges and other factors related to LA adoption were analysed using epistemic network analysis (ENA). From senior managers' viewpoints, ethical issues of informed consent and resistance culture had the strongest links with challenges of learning analytic adoption in HEI; this was especially true for those institutions that had not adopted LA or who were in the initial phase of adoption (i.e., preparing for or partially implementing LA). By contrast, among HEIs that had fully adopted LA, the main challenges were found to be associated with centralized leadership, gaps in the analytic capabilities, external stakeholders, and evaluations of technology. Based on the results, we discuss implications for LA strategy that can be useful for institutions at various stages of LA adoption, from early stages of interest to the full adoption phase. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Fostering children's acceptance of educational apps. The importance of designing enjoyable learning […] Amaefule, Chimezie O.; Breitwieser, Jasmin; Biedermann, Daniel; Nobbe, Lea; Drachsler, Hendrik; […] Zeitschriftenbeitrag | In: British Journal of Educational Technology | 2023 43632 Endnote: Autor*innen: Amaefule, Chimezie O.; Breitwieser, Jasmin; Biedermann, Daniel; Nobbe, Lea; Drachsler, Hendrik; Brod, Garvin
Titel: Fostering children's acceptance of educational apps. The importance of designing enjoyable learning activities
In: British Journal of Educational Technology, 54 (2023) 5, S. 1351-1372
DOI: 10.1111/bjet.13314
URL: https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13314
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Abstract (english): Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27-day study, children (N = 103, 9-14 years) used the app to memorize one-sentence learning plans each day. Children used three different app-based learning activities throughout the study. In two standard activities, children reread or reassembled the words of the plan. In the redesigned activity, children represented the meaning of the plan with emojis. Children repeatedly reported on their attitude towards each activity. Subsequently, children reported perceived enjoyment and intention to use the app. Results showed children found the emoji activity most enjoyable, and enjoyment of the emoji activity contributed uniquely towards intention to use. Additionally, children's enjoyment of the app mediated their intention to use the app in the future. Overall, the study suggests that children's enjoyment of an app is crucial in predicting their subsequent intention to use, and it provides a concrete example of how emojis can be used to boost enjoyment.
DIPF-Abteilung: Bildung und Entwicklung; Informationszentrum Bildung

Contextualized logging of on-task and off-task behaviours during learning Biedermann, Daniel; Ciordas-Hertel, George-Petru; Winter, Marc; Mordel, Julia; Drachsler, Hendrik Zeitschriftenbeitrag | In: Journal of Learning Analytics | 2023 44076 Endnote: Autor*innen: Biedermann, Daniel; Ciordas-Hertel, George-Petru; Winter, Marc; Mordel, Julia; Drachsler, Hendrik
Titel: Contextualized logging of on-task and off-task behaviours during learning
In: Journal of Learning Analytics, 10 (2023) 2, S. 115-125
DOI: 10.18608/jla.2023.7837
URL: https://learning-analytics.info/index.php/JLA/article/view/7837
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Learners use digital media during learning for a variety of reasons. Sometimes media use can be considered "on-task," e.g., to perform research or to collaborate with peers. In other cases, media use is "off-task," meaning that learners use content unrelated to their current learning task. Given the well-known problems with self-reported data (incomplete memory, distorted perceptions, subjective attributions), exploring on-task and off-task usage of digital media in learning scenarios requires logging activity on digital devices. However, we argue that logging on- and off-task behaviour has challenges that are rarely addressed. First, logging must be active only during learning. Second, logging represents a potential invasion of privacy. Third, logging must incorporate multiple devices simultaneously to take the reality of media multitasking into account. Fourth, logging alone is insufficient to reveal what prompted learners to switch to a different digital activity. To address these issues, we present a contextually activated logging system that allows users to inspect and annotate the observed activities after a learning session. Data from a formative study show that our system works as intended, and furthermore supports our assumptions about the diverse intentions of media use in learning. We discuss the implications for learning analytics. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Use of digital self-control tools in higher education. A survey study Biedermann, Daniel; Kister, Stella; Breitwieser, Jasmin; Weidlich, Joshua; Drachsler, Hendrik Zeitschriftenbeitrag | In: Education and Information Technologies | 2023 44171 Endnote: Autor*innen: Biedermann, Daniel; Kister, Stella; Breitwieser, Jasmin; Weidlich, Joshua; Drachsler, Hendrik
Titel: Use of digital self-control tools in higher education. A survey study
In: Education and Information Technologies, (2023) , S. online first
DOI: 10.1007/s10639-023-12198-2
URL: https://link.springer.com/article/10.1007/s10639-023-12198-2
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Distractions are ubiquitous in today's technology-saturated environments, an issue that significantly impacts learning contexts employing digital technologies and yields detrimental effects on learning. Digital self-control tools, which aim to assist users in their efforts to reduce digital distractions, are numerous and readily available. Despite several dedicated empirical studies focusing on specific tools, there remains a notable lack of information regarding their daily use and helpfulness. Furthermore, the sheer variety of these tools prompts questions about their universal helpfulness and the potential influence of individual differences. To address these issues, we surveyed a sample of higher-education students, totaling 273 individuals. These students reported on their media use, satisfaction with learning, and experiences with features of digital self-control tools. Our study's findings indicate a discrepancy in the perception and awareness of these features; those deemed most helpful are among the least known, and conversely, common features are often perceived as unhelpful. Our research also uncovered a negative correlation between habitual media use and the use of less restrictive features. Another identified issue was constraints on the use of these tools for learning, as platforms often serve dual purposes for both education and entertainment. We delve into these practical problems and propose future research directions to further advance the understanding of digital self-control tools. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung; Informationszentrum Bildung

The effect of social support features via buddies in app-based habit building Biedermann, Daniel; Schwarz, Patrick Oliver; Yau, Jane; Drachsler, Hendrik Zeitschriftenbeitrag | In: International Journal of Mobile and Blended Learning | 2023 43941 Endnote: Autor*innen: Biedermann, Daniel; Schwarz, Patrick Oliver; Yau, Jane; Drachsler, Hendrik
Titel: The effect of social support features via buddies in app-based habit building
In: International Journal of Mobile and Blended Learning, 15 (2023) 2, S. 1-12
DOI: 10.4018/IJMBL.318223
URL: https://www.igi-global.com/gateway/article/318223
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract (english): App-based habit building has been shown to be a good tool for forming desired habits; however, it is unclear how much individual features that are present in many apps contribute to the success of habit building. In this paper, the authors consider the influence of social support features by developing an app in which habit progress was shared with peers - 'buddies' in the app. In the study, 38 participants created habits and monitored their progress regularly with the app over three weeks. The participants were divided into a control group without a 'buddy' and a treatment group cohort in which they were assigned to buddies based on their desired habits. With each habit repetition, the app gave feedback on the number of repetitions and the automaticity of the user's habit. The results obtained show that the reproduction of app-based intentional habit building is effective and that automaticity could be predicted by habit repetition. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung