Kategorie: Publikationen

Veröffentlichungen zu jeweiligen Thema

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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 21 / No.03 #ijet #research

Issue 21/03 of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • Strategies, Regulations and Mechanisms for Protecting Student Data in University Digital Repositories: A Systematic Review
  • Investigating Emotions in Virtual Reality-Based Learning Environment: Cognitive Load, Academic Performance, and Knowledge Exploration
  • Designing for Self-Regulated Learning in AI-Assisted Quizzing: A Classroom Pilot Study
  • Factors that Influence the Joint Construction and Operation of Experimental Teaching Demonstration Centers in the Context of Industry-Education Integration
  • K-12 Teacher Perceptions of LMS Usage in Online Teaching and Information Technology Support: Post COVID-19 Pandemic

[Link to Issue 21/03]

Nevertheless, if you are interested to become a reviewer for the journal, please just contact me 🙂 .

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[publication] Digital Equipment Evolution and IT Activity of TU Graz study beginners (2011-2025): Challenges of Tablet and AI Dominance for University Digital-Sovereignty Initiatives #tugraz #welcomedays

Our most traditional research publication about the outcomes of the welcome days‘ survey is now published, titled „Digital Equipment Evolution and IT Activity of TU Graz study beginners (2011-2025): Challenges of Tablet and AI Dominance for University Digital-Sovereignty Initiatives„

Abstract:
Over the last thirteen years, more than 14 000 freshmen at the Graz University of Technology (TU Graz) have taken part in the annual „Welcome Days“ surveys. This study analyses the responses collected between 2011 and 2025 to chart the shifting digital profile of incoming students. The results highlight evolving patterns in hardware ownership, social-media activity, communication preferences, digital recreation, and the utilization of online information sources. Notably, the data reveal a steady increase in the adoption of artificial-intelligence applications and tablet devices, alongside a decline in the use of Wikipedia and open-source software. These trends pose significant challenges for TU Graz, prompting the need for initiatives that strengthen digital sovereignty and promote on-premise hosting of open-source solutions.

[publication @ conference’s homepage]
[preview @ ResearchGate]

Reference: Nagler, W., Mayr, B., Ebner, M., Schön, S. & Bruenner, B. (2026). Digital Equipment Evolution and IT Activity of TU Graz study beginners (2011-2025): Challenges of Tablet and AI Dominance for University Digital-Sovereignty Initiatives. In Proceedings of EdMedia 2026 Edinburgh (pp. 119-129). Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2026 from https://www.learntechlib.org/primary/p/2129631/.

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[publication] Whitepaper on Evaluating GenAI Innovation in Higher Education #tugraz #research #AIinEducation

Our publication, „Whitepaper on Evaluating GenAI Innovation in Higher Education,“ is included in the proceedings of the EDMedia 2026 conference.

Abstract:
Generative artificial intelligence (genAI) is increasingly shaping higher education by enabling new forms of content creation, assessment, learner support, personalization, and synthetic media. However, its value cannot be determined solely by technical performance, novelty, or efficiency. This paper presents an evaluation framework for quality genAI applications in higher education. This paper presents a practice-derived framework developed through a cross-case synthesis of nine diverse GenAI implementations at Graz University of Technology. Analyzing projects ranging from AI-generated content to RAG-based chatbots, we identified recurring decision points and risk patterns to formulate a five-phase, non-linear evaluation model. The framework guides institutions through specifying context, assessing feasibility, selecting implementation strategies, conducting multi-layered pilots, and performing data-informed analysis. A defining feature is the integration of explicit „Sustain-or-Discontinue“ decision gates at each stage, ensuring resources are committed only to viable applications while providing a structured pathway to terminate initiatives that fail to meet pedagogical or ethical standards. We argue that the core institutional capability lies not in rapid adoption, but in the discipline to evaluate responsibly, balancing experimentation with the rigor to govern and discontinue when necessary.

[publication @ conference’s homepage]
[preview @ ResearchGate]

Reference: Schön, S., Brünner, B., Ebner, M. & Leitner, P. (2026). Whitepaper on Evaluating GenAI Innovation in Higher Education. In Proceedings of EdMedia 2026 Edinburgh (pp. 697-703). Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2026 from https://www.learntechlib.org/primary/p/2129693/.

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.

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[issue] Applications of Digital Technology and AI in Educational Settings #tugraz #research

I am happy to announce that my successful journal issue on „Applications of Digital Technology and AI in Educational Settings“ is now closed. In summary, 16 very interesting articles are part of it:

  • Generative AI as a More Knowledgeable Other: An Autoethnographic Study of Game Design Education
  • An Exploratory Study of a Generative AI-Based Intelligent Tutoring System Using a Multi-Agent Architecture in Higher Education
  • Design Principles and Impact of a Learning Analytics Dashboard: Evidence from a Randomized MOOC Experiment
  • Retrieval-Augmented Vision–Language Agents for Child-Centered Encyclopedia Learning
  • A Multi-Agent Chatbot Architecture for AI-Driven Language Learning
  • Memory-Augmented Large Language Model for Enhanced Chatbot Services in University Learning Management Systems
  • PCcGE: Personalized Chinese Couplet Generation and Evaluation Framework Based on Large Language Models
  • Gen-SynDi: Leveraging Knowledge-Guided Generative AI for Dual Education of Syndrome Differentiation and Disease Diagnosis
  • Students’ Perceptions of AI Digital Assistants (AIDAs): Should Institutions Invest in Their Own AIDAs?
  • Digital Human Technology in E-Learning: Custom Content Solutions
  • Automatic Correction System for Learning Activities in Remote-Access Laboratories in the Mechatronics Area
  • Toward Questionnaire Complexity Reduction by Decreasing the Questions
  • Gamification and Immersive Experiences: A Gamified Approach for Promoting Active Aging
  • AI-Driven Smart Transformation in Physical Education: Current Trends and Future Research Directions
  • Regional Perspectives on Service Learning and Implementation Barriers: A Systematic Review
  • An Overview of Commercial Virtual Reality Providers in Education: Mapping the Current Market Landscape

You can find the whole issue here [Link to the Open-Access-Issue]

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[CfP] Special Issue on „Applications of Educational Technology and AI in Educational Settings“ #research

I am happy to announce another Call for Papers for a Special Issue on „Applications of Educational Technology and AI in Educational Settings„

This Special Issue aims to investigate the transformative impact of digital technology and/or artificial intelligence (AI) in educational settings. As such, we are seeking educational technology solutions that add value to education with a strong focus on the technology used.
With rapid advancements, AI-powered tools like adaptive learning platforms, automated grading systems, chatbots, AI agents, AI avatars and a high number of different applications are changing the educational environment. Furthermore, digital technologies in general, including virtual classrooms settings or blended-learning situations as well as MOOCs, enhance accessibility and foster student engagement.
Therefore, we are seeking case studies and recent research exploring both the benefits and challenges of integrating digital technologies and AI in educational settings. Ethical considerations, teacher roles, open education and digital equity are also of interest, emphasizing the need for thoughtful implementation to maximize the potential of digital technologies in improving educational outcomes.

The deadline for the final submission, as well as further information, can be found here: [Link to the call]

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[publication] The OER Paradox in Ukraine: Legal Comfort and Its Impact on Open Educational Practices #OER #research

Our publication about „The OER Paradox in Ukraine: Legal Comfort and Its Impact on Open Educational Practices“ is published in the conference proceedings of this year’s EDMedia conference.

Abstract:
This study analyses the impact of the new Law of Ukraine „On Copyright and Related Rights“ (2811-IX) on the use of educational materials in the context of digital transformation and military crisis. Using the benchmarking methodology „15 cases in 15 countries“ and qualitative interviews with teachers, the work compares Ukrainian norms with the practice of European countries. The results show that broad educational exceptions (in particular, Articles 22 and 24) create a situation of „legal comfort“ for the academic community, allowing the legal use of protected content in closed digital environments. However, this gives rise to the „OER paradox“: the absence of legal barriers to the use of proprietary resources reduces the motivation to create full-fledged open educational resources under open licenses. The paper highlights the need for institutional incentives to overcome dependence on closed content and integrate Ukraine into the global open education movement.

[publication @ conference’s homepage]
[preview @ ResearchGate]

Reference: Andriichenko, Y., Ebner, M., Schön, S. & Brünner, B. (2026). The OER Paradox in Ukraine: Legal Comfort and Its Impact on Open Educational Practices. In Proceedings of EdMedia 2026 Edinburgh (pp. 1589-1599). Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2026 from https://www.learntechlib.org/primary/p/2129797/.

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of Open Educational Resources (OER).

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[publication] Implementing a Technical Commission in a European University Alliance: Role and Processes in Unite! #zfhe

Our article about „Implementing a Technical Commission in a European University Alliance: Role and Processes in Unite!“ has been published within the issue „European University Alliances in Action“ of the Journal of Higher Education Development (ZFHE)

Abstract:
European University Alliances seek to integrate teaching, research, and administration across borders by aligning digital and internationalisation strategies. This paper first outlines the alliances’ common objectives and governance models. It then highlights the pivotal role of a federated IT infrastructure—providing identity management or interoperable learning systems—and explains why ongoing technical decisions are necessary to meet evolving regulations and the need for scaling and interoperability, as described, for example, in the Higher Education Interoperability Framework (HEIF). Using the Technical Commission (TC) of Unite! as a case study, the article maps its mandate, composition, and end‑to‑end workflow. The final sections reflect on lessons learned, noting success factors and future directions (e.g. the implementation of the TC within the core organisation of the alliance) to sustain transnational collaboration.

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

Cite as: Ebner, M., Gasplmayr, K., Koschutnig-Ebner, M., Schön, S., Alcober, J., Bertonasco, R., Diar, J., Francisco, A., Hoppe, C., Martikainen, J., Krysiak, J., Petersson, J. & Szymanka-Kwiencien, A. (2026). Implementing a Technical Commission in a European University Alliance: Role and Processes in Unite!. Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development), 21(2), 111–130. [https://doi.org/10.21240/zfhe/21-2/06]

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[editorial] European University Alliances in Action #zfhe

I am very happy to announce that the newest issue of the „Journal for Higher Education Development (ZFHE)“ has been published. Together with my colleagues Channa and Elena, we did an issue about „European University Alliances in Action„

Through the European Universities Initiative (EUI), the European Commission has, since 2019, been pursuing the goal of establishing transnational higher education alliances as the universities of the future. These alliances are intended to structurally deepen cooperation between European higher education institutions in education, research and innovation, facilitate the mobility of students and staff, and develop joint, student-centred curricula and research strategies. At the same time, the initiative aims to strengthen European values and enhance the continent’s competitiveness – thereby making a key contribution to the integration of the European Higher Education Area.

Table of contents:

The full issue you can find here: [Link to Issue 21/2]

Finally, our editorial is online as well:
[editorial @ ZFHE homepage]
[editorial @ ResearchGate]

Cite as: Ebner, M., Van der Brug, C., & Wilhelm, E. (2026). European University Alliances in Action. Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development), 21(2), 9–17. https://doi.org/10.21240/zfhe/21-2/00

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[publication] Sieben Mythen der KI-Nutzung #tugraz

Unser Beitrag zu „Sieben Mythen der KI-Nutzung“ hat viele Reaktionen hervorgerufen und nun wurde er auch in die Zeitschrift „Die Österreichische Volkshochschule“ aufgenommen.

Abstract:
Wer das Internet nutzt, kommt im Frühjahr 2026 nicht um Anwendungen generativer Künstlicher Intelligenz (kurz KI) herum. Suchmaschinen bieten neben Links standardmäßig KI-generierte Antworten an, Chatbots unterstützen bei der Buchung von Websites, Schüler:innen lassen sich Tests passend zu den Arbeitsblättern der Lehrer:innen generieren usw. – Doch nicht alles, was uns die KI-Anwendungen liefern, wie wir sie nutzen und ihre Ergebnisse verstehen, ist zutreffend und unproblematisch. Das liegt auch an Missverständnissen darüber, wie KI-Anwendungen funktionieren. Aus unserer Sicht – es gibt dazu noch keine empirische Evidenz – verdienen folgende sieben Aussagen besondere Aufmerksamkeit, insbesondere auch im Kontext von Bildung, Schule und Hochschule:

  1.  KI-Anwendungen sind neutral, objektiv und vorurteilsfrei
  2.  KI-Anwendungen arbeiten logisch
  3. KI-Anwendungen denken und lernen wie Menschen
  4. KI-Anwendungen sind empathisch
  5. KI-Anwendungen sind ökologisch und sozial problemlos
  6. KI-Nutzung ist rechtlich einwandfrei
  7. KI-Anwendungen machen Wissen und Kompetenzentwicklung überflüssig

In diesem Beitrag möchten wir diese als „Mythen“ bezeichneten Aussagen beschreiben und aufzeigen, dass und warum sie nicht zutreffend sind. Damit möchten wir einen zukünftig fundierten Umgang und durch die Beschreibung von KI-Mythen Forschung dazu initiieren und unterstützen. 

Referenz: Schön, S., Brünner, B., Ebner, M., Diesenreither, S., Hanfstingl, B., Krammer, G (2026) Sieben Mythen der KI-Nutzung. Die Österreichische Volkshochschule. Jg. 2026 / 286. [Link]

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education.