With this post, I want to say goodbye to the summer holiday 2024. Not much is planned, apart from enjoying time with my loved ones and finding a little peace and quiet from an everyday life that has us rushing through life more and more.
So may I wish all readers a wonderful summer 2024 and see you again in autumn 🙂
[publication] Exploring the Use of Generative AI in Education: Broadening the Scope #tugraz #AI #research
Our publication “Exploring the Use of Generative AI in Education: Broadening the Scope” was published in the Lecture Notes in Computer Science.
Abstract:
Artificial Intelligence (AI) already plays a significant role in education and society altogether. With the rapid and largely impactful development in the field of generative AI, we must consider the potential changes and shifts of the new normal. Generative models like ChatGPT, Google Bard, Bing Chat, DALL-E, and many others, are proving to be powerful allies and assistants in practically every branch and aspect of life. Given their proficiency in language and their technical capabilities, we must acknowledge their significance and ensure they are not overlooked. In this work, we focus on their impact on education and what is the feedback from the educational community. We want to determine exactly how generative AI is used and how it can be used in education. Our goal is to review more, and new papers, to classify the papers based on the subject the paper has covered, the type of the study, the educational level it concerns, and how is generative AI generally perceived. After the analysis, we conclude that it is perceived as generally positive, with most papers focusing on higher education, and STEM subjects while mostly using qualitative research methods.
[article @ publisher’s homepage]
[draft @ ResearchGate]
Reference: Jahić, I., Ebner, M., Schön, S., Edelsbrunner, S. (2024). Exploring the Use of Generative AI in Education: Broadening the Scope. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2024. Lecture Notes in Computer Science, vol 14724. Springer, Cham. https://doi.org/10.1007/978-3-031-61691-4_19
[publication] Promotion of Emotional Learning in Technical and Social Domains: A Systematic Review #tugraz #research #hcii
Our publication, “Promotion of Emotional Learning in Technical and Social Domains: A Systematic Review, ” was published.
Abstract:
Different learning approaches and new Learning Environment Systems (LES) are evolving rapidly these days and are designed by taking more and more individual skills and personal characteristics and preferences into account. Also Emotional Learning is gaining more importance when it comes to different learning environments in the technical domain as well as in the social context. Emotional Learning can help to support the overall engagement in learning and approaching learning achievements significantly. This paper should give some deeper insights into Emotional Learning, which possibilities exist to support it in a meaningful way and how feedback of emotional states can be obtained in Learning Environment Systems in higher education. For this purpose a literature review was chosen as the underlying research method to explore and find the necessary answers in various scientific articles, encyclopedias and relevant conference papers from different sources. The outcome will show different state-of-the-art approaches and tools to promote Emotional Learning and how to incorporate emotional learning support in Learning Environments.
[article @ publisher’s homepage]
[draft @ ResearchGate]
Reference: Struger, P., Brünner, B., Ebner, M. (2024). Promotion of Emotional Learning in Technical and Social Domains: A Systematic Review. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2024. Lecture Notes in Computer Science, vol 14723. Springer, Cham. https://doi.org/10.1007/978-3-031-61685-3_18
[presentation] Offene Bildung in Zeiten von Künstlicher Intelligenz #focustalk
Im Rahmen der Fokus Talks 2024 an der TU Graz die speziell dem Thema Künstliche Intelligenz in der Bildung gewidmet waren, habe ich als Abschluss versucht das Thema in Bezug auf offene Bildung zu adressieren. Hier gibt es dazu die Folien, die gemeinsam mit Sandra erarbeitet wurden:
[presentation] Exploring the Use of Generative AI in Education: Broadening the Scope #hciii #research #tugraz
Our presentation about “Exploring the Use of Generative AI in Education: Broadening the Scope” done at this year’s HCII conference is now online available:
[presentation] Evaluating the Efficacy of Automated Video Editing in Educational Content Production: A Time Efficiency and Learner Perspective Study #hcii #tugraz
We did a presentation at this year’s HCII conference about “Evaluating the Efficacy of Automated Video Editing in Educational Content Production: A Time Efficiency and Learner Perspective Study”. You can find here the slides:
[presentation] Promotion of Emotional Learning in Technical and Social Domains #hcii24 #tugraz #research
We presented our research at this year’s HCII conference, titled “Promotion of Emotional Learning in Technical and Social Domains“. Here you can find the slides
[presentation] WhatsApp’s Reign and Email’s Consistency: A Longitudinal Study of Communication Preferences of Study Beginners at TU Graz (2011-2023) #tugraz #research #welcome
The next and last presentation at this year’s ED-Media conference is “WhatsApp’s Reign and Email’s Consistency: A Longitudinal Study of Communication Preferences of Study Beginners at TU Graz (2011-2023)“. Find here our slides:
[publication] An Introduction to Open Educational Resources and Their Implementation in Higher Education Worldwide #OER #OpenEducation #tugraz #research
We are thrilled to announce that our article about “An Introduction to Open Educational Resources and Their Implementation in Higher Education Worldwide” was published in the Weizenbaum Journal of the Digital Society.
Abstract:
The digitization of (higher) education has exposed copyright infringement issues, as the unauthorized use of copyrighted materials has become more visible. This article explores the importance of open educational resources (OER) in higher education, focusing on their development, how they are understood, and the opportunities they offer. OER are defined as learning materials released under open licenses, allowing no-cost access, reuse, adaptation, and redistribution. The article discusses the OER movement, its milestones, and its integration into educational practice. It also presents arguments for OER: they enable free access to education, improve teaching practice, diminish legal issues, and foster open science. In addition, it highlights criticisms, including resistance from traditional publishers and concerns about marketing influence. The article concludes by examining current OER implementation in higher education and its promise of innovation. While OER are increasingly adopted, proprietary resources still dominate. The article emphasizes the need for educators to use open licenses meaningfully and innovatively and presents research on OER acceptance and usage. The monitoring of OER development in higher education is essential, but approaches may vary across countries.
[full article @ journal’s homepage]
[full article @ ResearchGate]
Reference: Atenas, J., Ebner, M., Ehlers, U.-D., Nascimbeni, F., & Schön, S. (2024). An Introduction to Open Educational Resources and Their Implementation in Higher Education Worldwide. Weizenbaum Journal of the Digital Society, 4(4). https://doi.org/10.34669/wi.wjds/4.4.3
[workshop] Experiences with Artificial Intelligence in the Classroom #ai #tugraz #research
We did a workshop about “Experiences with Artificial Intelligence in the Classroom” at this year’s ED-Media conference and had great discussions. Thanks a lot to all the participants. All notes are documented and available here.
