The aim of this research project is to identify design principles for the development of CAs. In the context of this thesis, the research questions are: “According to which design principles are Conversational Agents developed?” and “How can these design principles be meaningfully categorized and described?”. For the aggregation of the design principles, the first step was a systematic literature search according to Vom Brocke et al. (2009). The systematic literature review was followed by a qualitative literature analysis according to Kuckartz (2018). The result of this work is the identification of 15 meta-requirements that could be categorised by means of three main categories and a further seven subcategories. This was followed by the declaration of seven design principles based on the subcategories and their meta-requirements.

Learning Analytics beschreibt das Messen, Sammeln, Analysieren und Berichten von Daten, um Lernprozesse verstehen und verbessern zu können (Siemens und Long 2011). Eng verwandt mit Learning Analytics sind die Bereiche Academic Analytics und Educational Data Mining, die mit jeweils unterschiedlicher Ausrichtung ebenso die datenbasierte Überprüfung, Vorhersage und Änderung von akademischen Prozessen untersuchen (Baepler und Murdoch 2010). In diesem Beitrag fokussieren wir entsprechende Benutzungsschnittstellen, welche die gesammelten Daten visualisieren und verfügbar machen. ... [Aus: Einleitung]

Der vorliegende Beitrag beschreibt die Gestaltung und Durchführung des Prototypings im Innovationsprozess mit Hilfe einer Virtual- Reality – Anwendung. Die Fallstudie und das Lehrformat wurde mit Hilfe der Oculus Quest 2 durchgeführt unter Benutzung der Anwendung „Glue“, einer Plattform für virtuelle Zusammenarbeit von Teams und für Meetings. Zunächst wird die virtuelle Realität als Kreativitätsmedium im Prototypingprozess eingeführt sowie die Vor- und Nachteile der gewählten VR-Anwendung erläutert. Anschließend wird das Vorgehen des Prozesses in der interdisziplinären Gruppe aus Bachelorstudierenden beschrieben. Die Ergebnisse wurden auf Basis von Literaturanalysen sowie Beobachtungen bei der Durchführung der Fallstudie sowie Testimonials der Durchführenden bewertet. Zu den Kernerkenntnissen gehört die Durchführbarkeit des Prototypings in (interdisziplinären) Lerngruppen auch ohne Vorkenntnisse in VR, die Durchführbarkeit eines simultanen und ortsunabhängigen Prototypings in der VR-Anwendung „Glue“ sowie Möglichkeit der Kombinierbarkeit der Prototypen im virtuellen Raum mit anderen Methoden entlang des Innovationsprozesses wie beispielsweise dem Storytelling oder der Geschäftsmodellentwicklung.

Public participation is an increasing topic in the context of smart cities. In general, we differentiate between top-down and bottom-up participation. But when we dig deeper there are several variations of participation from mobile participation (Ertiö, 2015) to planning the city space through Minecraft (Falco & Kleinhans, 2018). As there is a strong focus on technocratic and expert-driven forms of smart cities (Simonofski, Serral Asensio, De Smedt, & Snoeck, 2019), the means of participation can lead towards tokenism. Therefore, we see a pivot towards a more citizen-centric approach of smart cities. ... In the previous work on participatory platforms, we found 23 platforms out of a pool of 143 platforms that offer self-governance and a bottom-up approach to empower thousands of people and help them realize their projects (Abel et al., 2021). Our research on motivations is based on two studies: a quantitative study to investigate the usability of VFI with our additions, and a qualitative study with the platform operators of participatory platforms to prove the applicability in the practical domain. ... Our findings show that the set of items Enhancement, Understanding, Values, Social, Experience, Career, Protective, Experience and Intrinsic Motivation define a comprehensive base to evaluate the motivations and that practitioners can derive structural elements for their participatory platforms. [Aus: Introduction]

New product innovations are necessary to attract consumers for companies to survive in the market in the long term in our fast-moving world. One way to gain access to such new creative solutions is through online communities whose members exchange ideas on virtual platforms (Antikainen & Väätäjä, 2010). This explorative research paper investigates the motivational reasons of users who engage themselves on innovation platforms. The aim is to provide practice-oriented design recommendations to support community managers in establishing or improving innovation communities in companies. The improved conditions have a positive influence on the creativity of individual users and thus contribute to the increased innovative power of the entire online community. The study focuses on LEGO Ideas as an example of an online innovation community with members from all over the world. Within the community LEGO models are designed, discussed, re-designed and finally rated by enthusiasts. The best-rated models are then produced as innovative products. The designers of the models receive a share of the sales revenues. The article specifically addresses the following research question: What key factors motivate online community innovators’ engagement? [Aus: Introduction]

The transformation from an industrial to a knowledge society is changing values and traditional work structures. The digitalization of the working environment has fundamentally affected the requirements and needs of employees and, therefore, the way work processes are designed in companies. New Work describes this comprehensive structural transformation of our working world. A central aspect of the concept is communication with digital media in today’s global society and digital age. Digital communication is ubiquitous and a central success factor for companies. Its ubiquity affects the organization of work processes significantly. ... [Aus: Introduction]

Technological progress and volatile working environments inevitably lead to the need for lifelong learning. Learners in continuing education pursuing a professional career are therefore increasingly turning to accompanying continuing education formats (OECD, 2021). In this context, the terms “further or continuing education” describe the deepening, broadening, or update of existing vocational education and training from a previous phase of education. Less time available for studying due to having a job and possibly a family leads to either lower grades or longer completion times (Hall, 2010) or even higher dropout rates (Hoffmann, Thalhammer, von Hippel, & Schmidt-Hertha, 2020). Furthermore, secondary education might date back long ago (Hanft, Maschwitz, & Hartmann-Bischoff, 2013). Digital transformation drives the expectation for digital, scalable, and affordable solutions that are adaptive to this target group’s heterogeneous needs and challenges independent of time and location (Marković, 2014). However, before user-oriented solutions can be developed, their underlying needs must be uncovered. ... [Aus: Introduction]

This study aims to define the problems and potential theoretical solutions to the problems in an automotive vocational teacher department. This study is part of a comprehensive study about the potential benefits of using the metacognition concept. Metacognition as the concept of learninghow-to-learn is needed for prospective automotive vocational teachers to conduct sustainable learning. This study is a qualitative study using semistructured interviews (SSI) and a focus group discussion (FGD) to collect the data. Firstly, the SSIs were conducted twice, before and after the FGD. The first SSI explores the problems, while the second SSI was conducted after the FGD to gain a possible contextual solution to the problems based on the result of FGD. Secondly, an FGD was conducted to explore the theoretical solutions to the problems. The findings of the first SSI stated that teaching communication skills and sustainable learning are necessary to be equipped since the automotive technologies in industries have been being developed rapidly from time to time. Those skills were not facilitated well in the teaching and learning activities in the department. The integration into courses of teaching communication and habit of sustainable learning could be the possible solution. The FGD findings stated that the metacognition concept could be brought into teaching and learning to deal with those problems. The second SSI findings said that automotive fault diagnosis learning was chosen as the subject since this is a problem-solving and higher-order thinking subject. Also, the learning tool kit for this subject is still conventional, so it needs to be improved with the metacognition concept.

One of the most important learning activities of a student at the university are collaborative activities which have a positive effect on the learning skills of students. In the last decades and especially in the last years due to the COVID-19 pandemic, there has been a huge increase in offers to learn in virtual environments. This increase led to the need for professional pedagogical support within the unique environment, which can be addressed by E-tutors. This learning facilitation role becomes increasingly important. Nevertheless, the number of concrete recommendations when interventions are needed is rare. The aim of this study is to fill the gap in the literature when the E-tutor needs to give feedback to students in higher education. The results are derived from a systematic literature review and a qualitative content analysis. The findings indicate that feedback needs to be given in a close timeframe, at best within the first two hours after a question arises.

Higher education in Germany traditionally follows a one-size-fits-all paradigm. The ignorance of diverse students’ needs jeopardizes high-quality and equal educational opportunities for all. Digital technologies can provide economical solutions to individualize teaching and learning, even in large university classes. However, their design has to incorporate pedagogical theories, specific contextual requirements, and users’ needs (Laurillard, 2008). In this project contribution, we want to demonstrate our approach to this challenge. We briefly describe how we connected the pedagogical concept of mentoring to theories of self-regulated learning and used this as a framework for developing formative assessment and automated feedback tools as digital mentoring interventions. The mentoring nterventions aim at facilitating self-regulated learning, especially self-monitoring and strategy-adaption. We present three different implementations in structured and illstructured domains and the key results of a qualitative evaluation survey. [Aus: Introduction]