Auflistung nach Forschungsgruppen "Bildung für die digitale Welt"

Gerade angezeigt 1 - 13 von 13
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    A multidimensional and analytical perspective on Open Educational Practices in the 21st century
    (2022) Brandenburger, Bonny
    Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.
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    A study on tacit knowledge – Development of a theoretical knowledge model and its instantiation in Virtual RealityZum Erkenntnisgegenstand des stillschweigenden Wissens – Erarbeitung eines lerntheoretischen Wissensmodells und dessen Instanziierung im virtuellen Raum
    (2024) Teichmann, Malte Rolf
    The present dissertation examines the subject of tacit knowledge, a topic of significant relevance in the fields of business knowledge management, information systems, and information system science. Starting with a critical in-depth analysis of the foundational works of Michael Polanyi and Ikujirō Nonaka & Hirotaka Takeuchi, the research process aims to develop an understanding of tacit knowledge that is decoupled from metaphysical perspectives and to provide explanations for its formation supported by learning theories. Embracing the potentials of digital (learning) technologies, a virtual reality-based learning environment is also created, which can contribute to the acquisition of tacit knowledge. Using the Design Science Research Method (DSRM), the work pursues two design goals: the development of a learning-theoretical knowledge model to explain the formation of tacit knowledge and the development of a virtual reality-based learning environment to acquire tacit knowledge.
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    Comparing head-mounted and handheld augmented reality for guided assembly
    (2024) Leins, Nicolas; Gonnermann-Müller, Jana; Teichmann, Malte
    Different Augmented Reality (AR) displays are becoming more commonly used for work since AR promises benefits by offering support, e.g., with additional information or hints. However, most research compares AR with traditional work support, like paper-based or web-based instructions. Since various AR technologies offer device-specific advantages and disadvantages, different AR technologies are more or less suitable to offer support without overwhelming or distracting the worker. Research, therefore, needs to derive empirical results from comparing different AR displays to derive concrete recommendations for action on the use and design of AR for specific contexts. To address this research gap, this experimental study investigates the effect of video-see-through head-mounted AR (Varjo XR-3) vs. handheld AR (Apple iPad) on performance (time and committed failure), motivation, and cognitive load for guided assembly. The study results reveal that both AR displays can successfully guide people in guided assembly tasks. On a descriptive level, the head-mounted AR device reveals slightly better results in terms of time and committed failures. Notably, the impact of technical restrictions on the study results was still evident. Accordingly, further investigation of device-specific differences is of continuing importance.
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    Defining the Metaverse: A Systematic Literature Review
    (2023) Ritterbusch, Georg David; Teichmann, Malte
    The term Metaverse is emerging as a result of the late push by multinational technology conglomerates and a recent surge of interest in Web 3.0, Blockchain, NFT, and Cryptocurrencies. From a scientific point of view, there is no definite consensus on what the Metaverse will be like. This paper collects, analyzes, and synthesizes scientific definitions and the accompanying major characteristics of the Metaverse using the methodology of a Systematic Literature Review (SLR). Two revised definitions for the Metaverse are presented, both condensing the key attributes, where the first one is rather simplistic holistic describing ‘‘a three-dimensional online environment in which users represented by avatars interact with each other in virtual spaces decoupled from the real physical world’’. In contrast, the second definition is specified in a more detailed manner in the paper and further discussed. These comprehensive definitions offer specialized and general scholars an application within and beyond the scientific context of the system science, information system science, computer science, and business informatics, by also introducing open research challenges. Furthermore, an outlook on the social, economic, and technical implications is given, and the preconditions that are necessary for a successful implementation are discussed.
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    Design thinking capabilities in the digital world: A bibliometric analysis of emerging trends
    (2023) Dragičević, Nikolina; Vladova, Gergana; Ullrich, André
    Recent research suggests that design thinking practices may foster the development of needed capabilities in new digitalised landscapes. However, existing publications represent individual contributions, and we lack a holistic understanding of the value of design thinking in a digital world. No review, to date, has offered a holistic retrospection of this research. In response, in this bibliometric review, we aim to shed light on the intellectual structure of multidisciplinary design thinking literature related to capabilities relevant to the digital world in higher education and business settings, highlight current trends and suggest further studies to advance theoretical and empirical underpinnings. Our study addresses this aim using bibliometric methods—bibliographic coupling and co-word analysis as they are particularly suitable for identifying current trends and future research priorities at the forefront of the research. Overall, bibliometric analyses of the publications dealing with the related topics published in the last 10 years (extracted from the Web of Science database) expose six trends and two possible future research developments highlighting the expanding scope of the design thinking scientific field related to capabilities required for the (more sustainable and human-centric) digital world. Relatedly, design thinking becomes a relevant approach to be included in higher education curricula and human resources training to prepare students and workers for the changing work demands. This paper is well-suited for education and business practitioners seeking to embed design thinking capabilities in their curricula and for design thinking and other scholars wanting to understand the field and possible directions for future research.
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    Fab Lab
    (transcript, 2023) Brandenburger, Bonny; Adzaho, Gameli; Mostert - van der Sar, Manon; Voigt, Maximilian; Troxler, Peter; Philipp, Thorsten; Schmohl, Tobias
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    Further Training in Industry 4.0 with AI Tutoring Systems - State of technology
    (2024) Gronau, Norbert; Ritterbusch, Georg
    The rapid development of Artificial Intelligence (AI) is constantly opening new opportunities, particularly in training for the factory of the future. For employees, this not only means a significant advantage in the actual manufacturing process, but also in the field of continuing education. This paper provides an overview of AI tutoring systems continuing education in the context of Industry 4.0 by presenting a categorization that discusses different approaches of AI tutoring systems by learning methods, application areas and their respective technologies. In addition, an outlook on the disruptive effect of generative AI on AI tutoring systems in Industry 4.0 is given.
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    How to Design Immersive Virtual Learning Environments based on Real-World Processes for the Edu-Metaverse – A Design Process Framework
    (2025) Teichmann, Malte Rolf
    Due to the rise of virtual reality and the - at least now - hypothetical construct of the Metaverse, learning processes are increasingly transferred to immersive virtual learning environments. While the literature provides few design guidelines, most papers miss an application and evaluation description of the design and development processes. As a result, few standardized design processes and related design frameworks exist that mean- ingfully integrate existing stand-alone design theories and resulting approaches for developing immersive virtual learning environments. The paper tackles this challenge with a research procedure based on the design science research method to outline and communicate a Design process framework to create virtual learning environments based on real-world processes for the Edu- Metaverse. The simply applicable artifact represents a comprehensive five-step solution to a well-defined problem by combining interdisciplinary perspectives. It contributes to the concretization of the hypothetical term Metaverse in its intended domain. As a result, practitioners and researchers with different experience levels can use the low-threshold framework.
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    Learning via assistance systems in industrial manufacturing. An experimental study in an Industry 4.0 environment
    (2023) Wotschack, Philip; Vladova, Gergana; De Paiva Lareiro, Patricia; Thim, Christof
    Purpose: The purpose of this paper is to investigate how learning solely via an assistance system influences work performance compared with learning with a combination of an assistance system and additional training. While the training literature has widely emphasised the positive role of on-the-job training, particularly for groups that are often underrepresented in formalised learning situations, organisational studies have stressed the risks that emerge when holistic process knowledge is lacking and how this negatively affects work performance. This study aims at testing these negative effects within an experimental design.
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    Unlocking Augmented Reality Learning Design Based on Evidence From Empirical Cognitive Load Studies—A Systematic Literature Review
    (2024) Gonnermann‐Müller, Jana; Krüger, Jule M.
    Background Despite the numerous positive effects of augmented reality (AR) on learning, previous research has shown ambiguous results regarding the cognitive demand on the learner arising from, for example, the overlay of virtual elements or novel interaction techniques. At the same time, the number of evidence‐based guidelines on designing AR is limited or focuses on global effects, primarily relying on media comparison studies, whose validity is criticised. Objective To guide the meaningful design of learning and training settings, this paper systematically reviews empirical research on AR design and synthesises the findings to develop evidence‐based recommendations for designing AR systems considering cognitive load. Methods We conducted a systematic literature review, initially screening 810 distinct papers and ultimately analysing findings from 27 publications, which report on 29 distinct experimental studies. This selection was based on rigorously defined inclusion and exclusion criteria, adhering to the PRISMA guidelines. Results and Conclusion The central value of this paper is the aggregation of existing evidence from empirical studies, resulting in 15 recommendations for AR design based on six design dimensions: Spatiality‐related, Interaction‐related, Contextuality‐related, Content‐related, Guidance‐related and Display Selection. Additionally, with three points for future research, this systematic literature review, first, stresses the need for more empirical evidence and value‐added studies. Second, learner characteristics that might influence cognitive load in AR‐based learning should be examined. Third, it advocates for the inclusion of measurements beyond the NASA‐TLX, and including more physiological measurements (e.g., eye‐tracking, EEG) to enhance the applicability of the results for learning and training situations.
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    Weiterbildung in Industrie 4.0 mit KI-Tutoring-Systemen - Stand der Technik
    (2024) Gronau, Norbert; Ritterbusch, Georg
    Die rapide Entwicklung von Künstlicher Intelligenz (KI) eröffnet immer neue Einsatzmöglichkeiten, insbesondere in der Weiterbildung für die Fabrik der Zukunft. Für Beschäftigte bedeutet dies nicht nur einen erheblichen Vorteil im eigentlichen Arbeitsprozess, sondern auch im Bereich der betrieblichen Weiterbildung. Dieser Beitrag bietet eine Übersicht von KI-Tutoring-Systemen im Bereich der Weiterbildung im Kontext von Industrie 4.0. Dabei wird eine Kategorisierung vorgestellt, die verschiedene Ansätze von KI-Tutoring-Systemen nach Lernmethoden, Anwendungsbereichen und deren jeweiligen Technologien diskutiert. Darüber hinaus wird ein Ausblick auf die disruptive Wirkung von generativer KI auf KI-Tutoring-Systeme in der Industrie 4.0 gegeben.
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    Why, with whom, and how to conduct interdisciplinary research? A review from a researcher’s perspective
    (2024) Vladova, Gergana; Haase, Jennifer; Friesike, Sascha
    Many complex problems and emerging phenomena require joint research efforts across academic disciplines. Interdisciplinary research (IDR) is therefore widely considered a promising approach to knowledge production. At the same time, however, this form of research poses significant challenges for those involved. In this paper, we review the literature on IDR from the perspective of individual researchers engaging in or considering this type of research. We conducted a broad literature review covering the past 35 years of research on IDR. The review is structured along four typical questions that researchers have regarding IDR: “Why bother?” (Reasons for considering IDR); “Is it for me?” (The profile of IDR researchers); “How do I work with ‘them’?” (Obstacles of interdisciplinary collaboration); “What am I getting myself into?” (Challenges for IDR researchers). We analyzed the literature so that we could distill answers to those questions. We conclude our paper by emphasizing the inherent ambiguities of interdisciplinary research and proposing a set of self-reflective questions to help navigate the complexities of this research approach.