Schlagwort: conference

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[poster] A Whitepaper on Evaluating GenAI Innovation in Higher Education #edmedia26

This year, we present a poster about „A Whitepaper on Evaluating GenAI Innovation in Higher Education“ at EDMedia 2026.

Generative artificial intelligence (genAI) is increasingly shaping higher education by enabling new forms of content creation, assessment, learner support, personalization, and synthetic media. A whitepaper now 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, recurring decision points and risk patterns were identified to formulate a five-phase, non-linear evaluation model.

[Link to the poster]
[Link to ResearchGate]

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

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[presentation] Impact of AI on teaching strategy #tugraz

Today I give a short presentation about „Impact of AI on teaching strategy“ at TAM CONFERENCE on “ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION” in Kazakhstan. I will introduce the LISA Framework and provide examples from Graz University of Technology.

[Link to the slides @ Repository TU Graz]

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education. It explains a powerful framwork, named LISA framework to categorize AI teaching and learning activities.

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[publication] Forecasting Education Metrics through Joint Futures Betting – A Study with Austria’s Emerging Scholars #tugraz #research

Our publication about „Forecasting Education Metrics through Joint Futures Betting – A Study with Austria’s Emerging Scholars“ got published in the conference proceedings of the SITE 2026 conference.

Abstract:
Education systems increasingly rely on indicators to guide policy and practice. However, the underlying assumptions of these indicators are rarely discussed collectively. This short article reports on a future-oriented, game-based „future bet“ conducted as part of the „Educational Innovation Needs Educational Research“ (B3) initiative at the eduNexus.at retreat in Austria. Doctoral students, supervisors, and experts placed tokens on measurable hypotheses. We focus on five hypotheses from these funded doctoral programs closely linked to technology policy and practice: teacher training in computer science and digital education; open education resource certificate holders; the school dropout rate; and the number of schools with a STEM quality label.

[draft @ ResearchGate]

Reference: Brünner, B., Geier, G., Schön, S. & Ebner, M. (2026). Forecasting Education Metrics through Joint Futures Betting – A Study with Austria’s Emerging Scholars. In Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1514-1519). Philadelphia, PA: Association for the Advancement of Computing in Education (AACE). Published at https://www.learntechlib.org/primary/p/2129172/

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[presentation] Developing and Testing a Peer-Review Process for Content Quality Assurance in MOOCs: A Case Study on an E-Assessment Course #tugraz #research

At this year’s ICL conference in Budapest, one of our presentations was about „Developing and Testing a Peer-Review Process for Content Quality Assurance in MOOCs: A Case Study on an E-Assessment Course„

This contribution presents the development and testing of a peer-review process for content quality assurance in MOOCs, implemented in the course “E-Assessment – auf Kurs gebracht”. The process was evaluated regarding complexity, duration, collaboration with external reviewers, and learners’ perception. Results show that the procedure can be smoothly integrated into MOOC development. Reviewers contributed beyond expectations by providing materials, didactic advice, and legal-ethical reflections. Learners rated the videos (very) positively (92.7% positive ratings, 100 participants, n=812 answers), especially for structure and coherence. Slightly lower ratings for ‚visual appearance‘ and ‚use of supportive linguistic elements‘ can be explained by the course’s retro video de-sign and the viewers’ understanding of how linguistic devices can be effectively used in educational videos. The study confirms peer review as a feasible and effective quality as-surance approach that supports both collaboration and content improvement.

Find the slides in TU Graz repository.

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[publication] aicast: Combining AI-Generated and Instructor-Defined Content in Educational Podcasts #research #tugraz

At this year’s ED-Media conference, we introduced a new AI-based concept for educational podcasts: „aicast: Combining AI-Generated and Instructor-Defined Content in Educational Podcasts„.

Abstract:
Generative AI is transforming educational content. In this poster, we present aicast.fyi, an open-source platform for producing personalized educational podcasts that combine AI-generated and instructor-defined content. Each track contains dynamic and fixed segments. Instructors define guiding questions during track design, ensuring alignment with learning objectives. This hybrid approach addresses concerns about maintaining instructional integrity with automation and personalization. The poster provides an architectural overview and demonstrates how the system integrates text generation and voice synthesis to produce audio-based learning experiences. Instructional designers must play an active role in shaping AI-assisted educational tools. This poster invites educators, designers, and researchers to engage with aicast and collaborate on developing high-quality, responsible, and learner-centered audio content. By allowing learners to control content sequences and personalize segments based on their own inputs, aicast.fyi also supports self-regulated learning (SRL), empowering users to take ownership of their educational journey.

[draft @ ResearchGate]
[full article @ conference website]

Reference: Brünner, B., Leitner, P., Geier, G. & Ebner, M. (2025). aicast: Combining AI-Generated and Instructor-Defined Content in Educational Podcasts. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 148-152). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved June 4, 2025 from https://www.learntechlib.org/primary/p/226139/

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[presentation] Synthetic Educators: Analyzing AI-Driven Avatars in Digital Learning Environments #HCII25

Our research about AI-Driven Avatars was presented at 27th International Conference on Human-Computer Interaction, Gothenburg, Sweden.

Struger, P., Brünner, B., & Ebner, M. (2025, Juni 23). Presentation: Synthetic Educators: Analyzing AI-Driven Avatars in Digital Learning Environments. Graz University of Technology. https://doi.org/10.3217/bngt5-p2053