Advances in Teaching and Learning Technologies

Permanent URI for this collectionhttps://hdl.handle.net/10125/107398

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Now showing 1 - 11 of 11

Success Factors of Automated Programming Assessment Systems in Different Learning Environments
(2024-01-03) Sauerwein, Clemens; Antensteiner, Tobias; Salhofer, Peter; Breu, Ruth
In recent years, the demand for programming skills has surged due to the digitization of the economy and society. Consequently, a limited number of lecturers face an increasing number of students from diverse disciplines in programming education. To address this challenge, there is a need for technical solutions that assist teachers in managing programming tasks, automating student solution evaluation, and facilitating objective and standardized feedback. Automated Programming Assessment Systems (APASs) have emerged as a suitable solution to meet these requirements and handle the growing demand for programming education. However, there is a limited understanding of the success factors specific to APASs, as they have primarily been examined in terms of a single system. To address this gap, we conducted a replication study combining data from two distinct learning environments employing different APASs. Our findings are consistent with the results of previous studies, revealing some common success factors of APASs, thereby facilitating their generalization. Nevertheless, we also identified differences that warrant further investigation and analysis.
Challenges to Academic Integrity from New Tools - A Survey of Students' Perceptions and Behaviors of Employing ChatGPT
(2024-01-03) Bergström, Joel; Repo, Vilko; Tuunainen, Virpi
In this study we look at business school students’ perceptions and behaviors concerning new artificial intelligence tools. These tools have the potential to change productivity in students’ academic endeavors, but also lead to cheating either through fabrication or withdrawing information of the source of the work. To explore the students’ perceptions and behaviors we used previous academic dishonesty questionnaires and augmented them with ChatGPT specific elements. Our results show that students approve usage of these tools in certain situations, but they are also concerned about the rampant use and its potential negative consequences for learning and skills gained during studies. We conclude that that technological advancements in the form of AI tools like ChatGPT have the potential to blur the line between acceptable and unacceptable behavior from a student's perspective, and develop the Ethics-Frequency Spectrum Framework to visualize this.
Assessment of Digital Collaboration Skills
(2024-01-03) Huerta, Esperanza; Franzoni Velázquez, Ana Lidia; Jensen, Scott
This exploratory study proposes a methodology for assessing digital collaboration skills based on the students’ actual behavior. Students’ comments using a digital collaboration tool during a one-month long project were manually coded. This methodology is not context specific and can be used across different domains. This assessment contrasts with self-reported measures in which students rate themselves as already possessing collaboration skills. Finally, the study explores the use of generative AI to automatically code student’s comments to alleviate the labor-intensive process that coding requires and to enable scalability in coding data.
Using ChatGPT to Enhance Experiential Learning of College Students
(2024-01-03) Sun, Rui; Deng, Xuefei
This paper examines college students’ perceptions and experiences of using ChatGPT to enhance their experiential learning. We designed a ChatGPT learning activity flow that corresponds to the four experiential learning steps: Experiencing – Reflecting – Thinking – Acting. Analysis of survey data collected from 39 students in a U.S. public university revealed that, under the guidance of the instructors, students learned to use ChatGPT to explore questions of various knowledge types at different cognitive processes. The findings suggest that the knowledge type of student-created prompts for ChatGPT and associated cognitive process depend on those of the first prompt provided by their instructors. Although students are generally satisfied with the quality of the ChatGPT-generated information, some students raised concerns about ChatGPT output. The study contributes to the literature on experiential learning and Bloom’s Taxonomy and offers practical implications to educators and students on using generative artificial intelligence to achieve effective teaching and learning.
To Prove There Is Another Way'': A Qualitative Study on Digital Tools for Education in the Storstrøm Prison of Denmark
(2024-01-03) Chatzipolakis, Pavlos; Yasuoka, Mika; Georgoulakis, Christos
The use of digital tools inside the prisons has been deemed quintessential in highly digitized societies, to provide to the inmates premises for a better future upon their release, and to familiarize them with the use of everyday technologies. In this endeavor the authors have conducted qualitative research and applied Participatory Design approaches in the prison of Storstrøm, Denmark. The goal is to understand the current use of digital tools inside the facility, describe them and find possible struggles of the users and ways to tackle them. Upon the collection and analysis of the qualitative material various difficulties were discovered, connected with technical issues and sociopolitical factors. Design proposals and future digital implementations are being suggested, drawing from the ideas of Participatory Design, to facilitate the process of learning and reintegration for the prison population that wishes to pursue prospects for a better life after their release.
Engaging Minds – How Gamified Chatbots Can Support and Motivate Learners in Digital Education
(2024-01-03) Benner, Dennis; Schöbel, Sofia; Janson, Andreas; Leimeister, Jan Marco
Blended and online learning is growing, and self-regulated learning is becoming more relevant. Most often, students struggle with organizing their own learning processes, lose focus or procrastinate. Keeping learners motivated and engaged can be a real challenge. Therefore, we present gamified chatbots as a potential solution. On the one hand, chatbots can provide a more engaging learning experience. On the other hand, gamification can provide motivational incentives to keep learners engaged and motivated. So far, not many studies have elaborated on how gamification can be effectively used to make a chatbot interaction more engaging or improve the learning experience. This study uses an experimental approach to distinguish how a combination of badges and a progress bar can support and motivate learners to stay engaged with their learning activities. We elaborate on the effects of gamified chatbots and support practitioners with guidance on how to design gamified chatbots in education.
A Phenomenological Study of Motivation in Online Learners and Its Relationship to Self-Awareness
(2024-01-03) Davis, Curtiss
Online learner enrollment continues to rise every year, but the retention rate of these students is significantly lower than those enrolled in face-to-face courses. Some of the primary factors that impact online learner retention are motivation and self-regulation. This concept development research was a qualitative inquiry to explore motivation in online learning through the lens of the learner’s experiences. As the object of the study is the lived experience of the participant, a phenomenological paradigm was employed to guide the research. Additionally, the emphasis of this study was to investigate the role self-awareness (cognizance) plays in motivation. An effort to refine this broad topic was exercised, focusing on three specific influential motivators which included interest, metacognition, and inspiration. The goal was to consider the concept of motivational awareness, or cognizant motivation (CM), to determine if online learning is positively impacted and whether this phenomenon is exceptional, universal, or intentional. The conclusions of this study may provide a foundation for future studies to utilize the concept of cognizant motivation (CM) beyond the online learning medium. Future research may include face-to-face learning, industry training, and behavioral science.
The Power of Reading Support for Learners: A State-of-the-Art Analysis of Computer-Assisted Reading from an Information Systems Perspective
(2024-01-03) Haenel, Martin; Wambsganss, Thiemo; Söllner, Matthias
Reading and synthesizing scientific papers is a crucial skill for students. However, many students in higher education struggle to effectively comprehend scientific texts. To address this challenge, research has leveraged computer-assisted reading (CAR) systems to improve students' reading comprehension abilities at scale. However, the research and application of CAR in higher education still lack an organized overview and clear terminology due to the multidisciplinary character of the research field (e.g., Education didactic, Human-Computer Interaction, or Information Systems). Therefore, we perform a systematic literature review on CAR from an interdisciplinary Information Systems perspective. We take the socio-technical systems theory as a lens to organize, summarize past literature as well to identify white spots for a future research agenda. The main contributions of this paper are the synthesis and consolidation of CAR to create a basis for all researchers investigating the research field of CAR in higher education.
On the Impact of Digital Boosts on Perceived Stress in a Self-Regulated Learning Experiment
(2024-01-03) Ouaazki, Abdessalam; Macko, Vladimir; Bergram, Kristoffer; Fuchs, Michael; Fenley, Marika; Melfi, Giueseppe; Holzer, Adrian
Self-regulated learning (SRL) has been adopted as a successful strategy for promoting deeper learning and improving academic performance. In this context, digital boosts have been used to empower learners by expanding their competencies and helping them reach their objectives. However, existing literature has primarily focused on the academic performance-related outcomes of digital boosts, while their potential effects on emotional and psychological aspects like stress and well-being remain comparatively under-explored. In this study, we address this gap by studying the impact of digital boosts on perceived stress, in addition to study time. We have designed a digital SRL support system, through which we have delivered digital feedback boosts. To evaluate this system, we conducted a pilot study with 60 university students. Our digital boosts have helped students keep a steady study time. However, they have caused an increase in perceived stress, especially among students who did not attain their study time plans.
Educators' Friend - Applying Generative AI to Create Effective Digital Learning Objects for Information Security Education: Toward Initial Design Principles
(2024-01-03) Brehmer, Martin; Buonassisi, Vito
This article investigates the application of generative artificial intelligence to support educators in the efficient creation of effective learning content for digital learning objects (LO). In our design science research study, we develop a pedagogically founded artifact as an instance for a digital LO, populated with content that is generated with the support of generative artificial intelligence. This LO serves to educate students in the lecture for data privacy and information security at a German state university. Based on relevant literature and developed design knowledge, we derive an initial set of design principles. These principles are evaluated based on the effectiveness of the implemented LO from the students’ perspective, whether the learning object fulfills its purpose to promote learning and engagement but also if it provides high quality content within the learning object.
Introduction to the Minitrack on Advances in Teaching and Learning Technologies
(2024-01-03) Scrivner, Olga; De Laat, Maarten; Nguyen, Andy; Scrivner, James

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