Autor: Martin

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[publication] Digital Learning during COVID-19. A Systematic Review and Meta-Analysis of Distance Learning at Universities in Austria #covid19 #edmedia #research

At this year’s EDMedia conference in Brussels we published a paper titled „Digital Learning during COVID-19. A Systematic Review and Meta-Analysis of Distance Learning at Universities in Austria„.

Abstract:
The COVID-19 pandemic has greatly affected universities in Austria, leading to a rapid shift to distance learning. This study analyzed 59 surveys conducted between March 2020 and October 2021. The quality of distance learning varies among universities and lecturers. Effective communication and access to information along with an appropriate workload for online teaching are key aspects. Adequate examination dates, seats, and time to complete courses are necessary. Students appreciated video recordings and some examination formats but preferred face-to-face exams in the future. This shows that online teaching is useful as a complement but not in itself. Using blended and hybrid learning methods can preserve the identified advantages.

[article @ conference homepage]
[article @ researchgate]

Reference: Brünner, B., Findenig, K. & Ebner, M.(2024). Digital Learning during COVID-19. A Systematic Review and Meta-Analysis of Distance Learning at Universities in Austria. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 980-988). Brussels, Belgium: Association for the Advancement of Computing in Education (AACE). https://learntechlib.org/primary/p/224617/

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[mooc] Qualitätsvoller Physikunterricht in der Sek. I #imoox

Es freut uns, dass diese Woche der MOOC zu „Qualitätsvoller Physikunterricht in der Sek. I“ gestartet ist:

In diesem Mooc werden verschiedene Lektionen angeboten. Der Schwerpunkt sind die Themen, die die Qualität von Physikunterricht in der Sekundarstufe I beeinflussen. Unter anderem geht es um Lernendenvorstellungen, die Rolle von Mathematik im Physikunterricht, die Bedeutung von Aufgaben für Lernprozesse und das Interesse von Schülerinnen und Schülern. Es werden auch die wichtigsten Unterrichtskonzeptionen für die Sekundarstufe I vorgestellt. Es werden jeweils Videos, interaktive Übungen und Quizzes angeboten.
Der Mooc richtet sich an Lehrpersonen aller Schularten, die Physik in der Sekundarstufe I unterrichten. Daneben sind auch Studierende des Lehramts Physik in Bachelor und Master sowie Lehrende in der Physikdidaktik herzlich eingeladen, den MOOC zu absolvieren.
Das Zertifikat des MOOC ist für aktive Lehrpersonen an der PH Wien als Fortbildung anrechenbar.

Die vielen Kooperationspartner versprechen sicherlich einen tollen Kurs, darum gerne das kostenslosen Angebot wahrnehmen: [Anmeldung zum kostenlosen MOOC]

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[publication] Evaluating the Efficacy of Automated Video Editing in Educational Content Production: A Time Efficiency and Learner Perspective Study #tugraz #research

Out publication „Evaluating the Efficacy of Automated Video Editing in Educational Content Production: A Time Efficiency and Learner Perspective Study“ was published.

Abstract:
Automated editing technology offers notable efficiencies in educational video production. This study contrasts the time-saving benefits of automated editing against manual professional editing. Raw learning video footage was recorded in a professional studio with a green screen and presented in a frontal lecture style. The raw footage underwent editing by both an automated tool and professional editors. Time comparison results revealed significant savings with the use of automated tools. The paper further investigates the impact of automated editing on the learning video quality from the learners’ viewpoint. An online survey with 129 participants evaluated their perceptions of potential learning outcomes after viewing automatically and manually edited versions of two videos. The survey found a statistically significant difference in perceived learning potential from one of the videos, although not for both. Additionally, the study considers how differences in study group characteristics might influence these results. In summary, while automated editing presents a compelling case for production time reduction, its impact on the perceived quality of educational videos remains uncertain, necessitating additional research to understand the subtleties of learner interaction with video content.

[article @ publisher’s homepage]
[draft @ ResearchGate]

Reference: Nußbaumer, D., Mair, B., Schön, S., Edelsbrunner, S., Ebner, M. (2024). Evaluating the Efficacy of Automated Video Editing in Educational Content Production: A Time Efficiency and Learner Perspective Study. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2024. Lecture Notes in Computer Science, vol 14722. Springer, Cham. https://doi.org/10.1007/978-3-031-61672-3_15

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Happy summertime

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 🙂

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[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

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[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