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This dissertation examines how transgender feelings and gender variation emerged as a vital motivator for scientific and aesthetic explorations of human personhood and social experiences of marginality in German-speaking culture in the early twentieth century. My research illustrates how concepts of gender variation served as a generative problem for modernist practitioners of sexual science and as a creative impulse and figural resource for modernist literary and artistic innovations. The feedback between these fields allowed for novel social categories to develop in a period where designations like “transgender” or “transsexual” were not yet in use as stable public identities or diagnoses, but nevertheless circulated in response to experiences of embodied difference and social alienation. By reading for “transgender feeling” as a heuristic that unites multiple historical categories of gender and sexual variation, I argue that transgender phenomena were instrumental for the development of German modernist movements at large. Building on affect studies, trans and queer studies, and German literary and cultural studies, my project intervenes in limited contemporary understandings of transgender history and identity as a minority political and diagnostic discourse. Instead, I argue for a more expansive, “democratized” notion of transgender feeling that encompasses diverse historical forms of gender variation, some of which have disappeared or become “obsolete,” and show how narratives of gender intermediacy and incongruence are essential to modernist aesthetic practices. Chapter One examines theories of sexual intermediacy in the sexological work of Magnus Hirschfeld and Otto Weininger, who both suggested that a transgender condition underlies “normal” human sexual development. I show that trans feelings cut across Hirschfeld’s sexological categories and, in particular, his deployment of the case genre, troubling stable taxonomies of sexual affect and allowing for promising forms of coauthorship and “trans genre writing” to emerge in sexology. Chapter Two takes up Rainer Maria Rilke’s writing in The Notebooks of Malte Laurids Brigge and Das Stunden-Buch, as well as his early childhood experience, to argue that dysphoria and intermediacy are key to understanding the social alienation that Rilke expressed in his modernist work alongside personal attachments to femininity and a feminine poetic voice. Chapter Three on Else Lasker-Schüler illustrates how trans feelings, the masculine persona of Jussuf and appropriations of racial and ethnic difference significantly frame the novel Mein Herz and become enduring features of Lasker-Schüler’s literary and artistic production. I highlight how scholarly reception of Rilke and Lasker-Schüler’s work have intentionally disavowed these expressions as transgender and argue for a reassessment of trans feeling as a creative impulse in German modernism through their texts and images. My last chapter explores how modernist periodical media served as a vital tool for crafting trans intimate publics in the Weimar period and for negotiating the shared norms of gender and social participation for a novel class of gender-variant people under the category of transvestism. In my conclusion, I turn to the unfinished business of sexual and gender definition that continues to frame LGBTQ politics in Germany and abroad today, and I link contemporary questions of trans aesthetics to modernist dynamics of gender and sexual multiplicity.

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Digital Education: AI A.4:1 Introduction 2 Developing a pedagogically meaningful AI-based learning assistant: Bridging the gap between technology and education 3 Outcomes and achievements of the VISION project 4 Outlook on the impact of AI-based learning assistants on Higher Education / The digital transformation has revolutionized higher education, ofering innovative solutions to meet the evolving needs of students and teachers. Since the end of 2022, chatbots for learning, in particular ChatGPT, have been receiving signifcant attention and causing unrest. While didactics of virtual reality have been predicted conceptually since quite some time, this project-based contribution introduces the Erasmus+ supported VISION (Virtual Interface for Smart Interaction Online) measure, which is conducted by the University of Graz, the University of Amsterdam, TU Dresden, and Smart-Study from June 2020 to November 2023.:1 Introduction 2 Developing a pedagogically meaningful AI-based learning assistant: Bridging the gap between technology and education 3 Outcomes and achievements of the VISION project 4 Outlook on the impact of AI-based learning assistants on Higher Education

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Digital Education: Gamification F.2 / Aus Punkt 1 Einleitung: Studierende, Schüler:innen sowie Berufstätige stehen vor der Herausforderung, sich dazu zu motivieren, zu lernen (Behr, Giese, Teguim Kamdjou & Theune, 2021; Prensky, 2003; Rinn et al., 2022). Bei vielen Lernenden führt dies zu Problemen wie verlängerten Studiendauern oder einem hohen Stresslevel (Rinn et al., 2022; Schaller, 2017). Die Lernmotivation zu steigern, ist entscheidend, da sie zu einem stärkeren Engagement und besseren Lernerfolgen führt (Habgood, 2007). Gamification ist ein Ansatz, um die Lernmotivation zu verbessern. Gamification bezeichnet die „Benutzung von Spieldesignelementen in spielfremden Kontexten“ (Deterding, Dixon, Khaled & Nacke, 2011, S. 10). Das Lernen erfolgt dabei durch sogenannte Game-based Learning (GBL) Anwendungen. Bei derartigen Anwendungen kommen Spielmechaniken zum Einsatz, z.B. Punkte, Abzeichen, Bestenlisten oder Level (Blohm & Leimeister, 2013). Forschende weisen darauf hin, dass die Studien, welche sich mit den Auswirkungen einzelner Mechaniken auf die Lernmotivation befassen, nicht ausreichen (z. B. Khosrawi-Rad, Grogorick & Robra-Bissantz, 2021; Nacke & Deterding, 2017; Schöbel, Söllner & Leimeister, 2016; Seaborn & Fels, 2015). Die meisten Artikel zeigen lediglich die Effekte ganzer GBL Anwendungen auf, beziehen sich auf einen spezifischen Anwendungskontext oder untersuchen die einzelnen Spielmechaniken nur am Rande (ebenda.). Vor diesem Hintergrund zielt dieser Beitrag darauf ab, die Motivationswirkungen einzelner Spielmechaniken zum Lernen detaillierter zu untersuchen. Die zu beantwortende Forschungsfrage lautet: Inwiefern motivieren in GBL Anwendungen eingesetzte Spielmechaniken unterschiedlich zum Lernen?

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