Schlagwort: edmedia

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[publication] Motivation and Self-Regulated Learning in Secondary Schools with Flipped Classrooms: A Systematic Literature Review #edmedia #research

Our publication about „Motivation and Self-Regulated Learning in Secondary Schools with Flipped Classrooms: A Systematic Literature Review“ for this year’s edmedia conference is out.

Abstract:
In recent years, flipped classroom (FC) models have gained traction as an innovative pedagogical approach that promotes active, student-centered learning environments. Although the effectiveness of the FC model has been widely studied in higher education and teacher training contexts, its impact on secondary school students, particularly with regard to motivation and self-regulated learning (SRL), remains understudied. This systematic literature review summarizes findings from 34 studies on FC implementations in secondary education, focusing specifically on strategies that enhance motivation and SRL outcomes. The review reveals that FC approaches can significantly enhance student motivation, particularly among low-achieving and low-confidence learners, by fostering active participation, self-efficacy, and engagement. However, challenges such as technical barriers, an increased workload, and initial resistance underscore the importance of careful design and teacher support. The findings highlight the critical role of teachers as facilitators, content creators, and motivators in successfully implementing FC in secondary schools.

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

Reference: Urak, K., Brünner, B., Geier, G. & Ebner, M. (2026). Motivation and Self-Regulated Learning in Secondary Schools with Flipped Classrooms: A Systematic Literature Review. In Proceedings of EdMedia 2026 Edinburgh (pp. 1701-1711). Edinburgh, Scotland: Association for the Advancement of Computing in Education (AACE). Retrieved July 1, 2026 from https://www.learntechlib.org/primary/p/2129811/.

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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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[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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[presentation] Guiding Innovation with Rapid EdTech User Experience Research Nodes #edmedia #SIG

We also did, as usual, the SIG (Special Interest Group) for Emerging Technologies at the EDMedia Conference. This year the session was titled „Guiding Innovation with Rapid EdTech User Experience Research Nodes„

This presentation is from the Special Interest Group Emerging Technologies for Learning and Teaching from EdMedia 2026 conference workshop on Guiding Innovation with Rapid EdTech User Experience Research Nodes (RETURN). It includes supporting resources for the RETURN Manifesto, selected EdTech case examples, and documentation related to rapid user experience research in educational technology contexts.

[Link to the slides]

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

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[presentation] Code Meets Career: Employer Interpretations of Coding Bootcamp Graduates in Austria and Germany #research

Another talk we did at this year’s EDMEDIA conference is about the research of Daniela, titled „Code Meets Career: Employer Interpretations of Coding Bootcamp Graduates in Austria and Germany„

Coding bootcamps have expanded rapidly in response to persistent skill shortages in the IT sector and as alternative pathways into the field, particularly for groups underrepresented in technology, such as refugees and women. However, little is known about how these pathways are perceived and valued within organizations, especially in Austria and Germany.
This study therefore examines how companies in Austria and Germany perceive, evaluate, and integrate coding bootcamp graduates. Drawing on a qualitative content analysis of five semi-structured interviews with decision-makers in software development, IT consulting, and human resources, the study focuses on socially situated employer perspectives on skills, potential, and legitimacy, rather than measuring effectiveness in terms of employment outcomes.
The findings reveal an ambivalent picture: while graduates are valued for their motivation, adaptability, teamwork, and practical orientation, concerns persist regarding their theoretical depth and level of project experience. In the case of refugee participants, language proficiency is additionally identified as a key challenge. Overall, the study provides exploratory insights into how coding bootcamp qualifications are interpreted and evaluated by employers, rather than aiming to produce generalizable conclusions.

[Link to the slides]

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[presentation] Motivation and Self-Regulated Learning in Secondary Schools with Flipped Classrooms: A Systematic Literature Review

Benedikt presented our research about „Motivation and Self-Regulated Learning in Secondary Schools with Flipped Classrooms: A Systematic Literature Review“ at this year’s EDMEDIA conference.

The findings show that FC approaches is promising positive on motivational effects, self efficacy, and participation, particularly among low achieving learners, while emphasizing the importance of effective instructional design and strong teacher support in overcoming technical and organizational challenges.

[Link to the slides]

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[presentation] The OER Paradox in Ukraine #edmedia #research

Another presentation at this year’s EDMedia Conférence is about „The OER Paradox in Ukraine„

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 EU 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 free licenses. The paper highlights the need for institutional incentives to overcome dependence on closed content and integrate Ukraine into the global open education movement.

[Link to the slides]

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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.

Veröffentlicht am

[presentation] Digital Equipment Evolution and IT Activity of TU Graz study beginners (2011‑2025): Challenges of Tablet and AI Dominance for University Digital‑Sovereignty Initiatives #edmedia

Thanks to Benedikt, who will present our paper about „Digital Equipment Evolution and IT Activity of TU Graz study beginners (2011‑2025): Challenges of Tablet and AI Dominance for University Digital‑Sovereignty Initiatives“ at this year’s EDMedia 2026 conference in Edinburgh:

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.

[Link to the slides]