Schlagwort: publication

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[publication] Craft and Technology Education in a Rural Area: Insights from the First Year of “Technik Für Kinder Vulkanland” #tugraz #education

Our publication titled „Craft and Technology Education in a Rural Area: Insights from the First Year of “Technik Für Kinder Vulkanland” has been published.

Abstract:
This study examines the first year of Technik für Kinder Vulkanland (TfKV), a rural makerspace initiative in South-Eastern Austria, through an exploratory mixed-methods evaluation focusing on parents’ and mentors’ perspectives. The initiative is designed as a weekly club format for children and adolescents aged 7 to 14, complemented by holiday workshops. The evaluation addresses five research questions covering pre-participation expectations and feasibility of the weekly club format (RQ1), pilot experiences after one month of regular attendance (RQ2), medium-term participation experiences after six months (RQ3), holiday workshop formats (RQ4), and reflective perspectives from one mentor and the lead mentor (RQ5). The results show that rural distance is not universally experienced as a barrier; structured weekly continuity is perceived as stabilizing; mentoring quality and intergenerational interaction are central to perceived success; and participation is associated with process-oriented learning, perseverance, and growing confidence in dealing with mistakes, exceeding the primarily motivational effects of episodic exposure formats. At the same time, mentor reflections reveal pedagogical tensions regarding scaffolding practices and instructional orientation, particularly between tool-centered skill development and project-centered meaning-making. Taken together, the findings suggest that the TfKV club format is perceived not merely as a recreational workshop but as a potential regional hub for craft and technology education. The study provides first insights into the viability and developmental dynamics of a community-embedded rural makerspace model that integrates continuity and mentoring structures.

[full paper @ publisher’s homepage]
[draft @ ResearchGate]

Reference: Wolf, D., Ebner, M., Miklós, J. (2026). Craft and Technology Education in a Rural Area: Insights from the First Year of “Technik Für Kinder Vulkanland”. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2026. Lecture Notes in Computer Science, vol 16731. Springer, Cham. https://doi.org/10.1007/978-3-032-30542-8_22

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[publication] Development and Evaluation of an AI-Supported Teacher Assistant Tool (AI-TAT) to Foster Self-Regulated Learning #tugraz #AIinEducationa

Our publication titled „Development and Evaluation of an AI-Supported Teacher Assistant Tool (AI-TAT) to Foster Self-Regulated Learning“ has been published.

Abstract:
Self-regulated learning (SRL) is increasingly recognised as a key competence for students, yet many teachers struggle to integrate SRL concepts into concrete classroom materials like worksheets. In this paper, SRLly is presented, an AI-supported teacher assistance tool (AI-TAT) that helps teachers revise existing worksheets to better scaffold SRL processes. Rather than submitting entire documents to a large language model (LLM), SRLly performs local preprocessing of uploaded PDFs to extract text with positional metadata, segments the worksheet into meaningful blocks, and sends only relevant blocks for analysis. Based on this structured representation, the system generates actionable recommendations aligned with four SRL dimensions (planning, strategy, monitoring, reflection). Recommendations are presented in an easy-to-use interface that supports teachers’ workflows by providing short rationales and concrete recommendations with ready-to-use text snippets that can be copied. We conducted an initial evaluation during a teacher professional development training with 30 teachers at an Austrian school (student age range 10–18). Overall perceptions were positive: 76% of participants rated SRLly as good or very good. Likert-scale results indicated high perceived usefulness and feasibility, while trustworthiness ratings were more mixed, highlighting reliability of AI output as a key area for improvement. Our findings suggest that structured, material-centred AI feedback can support teachers in integrating SRL into everyday worksheet design, while underscoring the need for stronger reliability and real-world validation.

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

Reference: Geier, G., Ebner, M., Burgsteiner, H. (2026). Development and Evaluation of an AI-Supported Teacher Assistant Tool (AI-TAT) to Foster Self-Regulated Learning. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2026. Lecture Notes in Computer Science, vol 16733. Springer, Cham. https://doi.org/10.1007/978-3-032-30784-2_12

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[publication] On Using an LLM-Based Approach for Automatic Evaluation of Programming Tasks in MOOC Videos #tugraz #AIinEducation

Our publication about „On Using an LLM-Based Approach for Automatic Evaluation of Programming Tasks in MOOC Videos“ has been published.

Abstract:
Interactive videos promote learner engagement by transforming the passive activity of watching videos into an active learning process. LIVE, a web platform developed in previous research that allows for the integration of interactive elements into videos, also supports embedding programming tasks. However, at the beginning of our research, the output of the submitted solution was automatically compared to the reference output, but the code itself still had to be checked manually, as no automatic process was available to verify the solution and provide feedback. To address this, a stand-alone application was developed that automatically evaluates students’ solutions to Python programming tasks using a self-hosted large language model. This application was then integrated into the existing platform. To test this approach, a massive open online course containing four interactive videos with several programming tasks and quizzes was created. Students’ performance was analyzed using quiz results, task submissions, self-assessments, and user statistics provided by the course platform and LIVE. The results indicate that utilizing a large language model for automated feedback can positively impact learning outcomes. However, some limitations must be taken into account, such as the need to correct some of the model’s generated outputs manually due to insufficient feedback quality for certain tasks. This suggests that the combination of automated and manual evaluation seems to be the most effective approach for now.

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

Reference: Kindlhofer, C., Wachtler, J., Ebner, M. (2026). On Using an LLM-Based Approach for Automatic Evaluation of Programming Tasks in MOOC Videos. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2026. Lecture Notes in Computer Science, vol 16733. Springer, Cham. https://doi.org/10.1007/978-3-032-30784-2_13

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

We are happy about another publication at this year’s edmedia conference titled „Code Meets Career: Employer Interpretations of Coding Bootcamp Graduates in Austria and Germany„

Abstract:
Coding bootcamps have expanded rapidly in response to skill shortages in the IT sector and as alternative pathways into the field. 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. The findings reveal a nuanced picture: while graduates are generally valued for their motivation, adaptability, learning orientation, teamwork, and practical engagement, concerns persist regarding theoretical depth, project experience, and formal recognition. In the case of refugee participants, language proficiency emerged as an additional challenge shaping labor market integration. The findings further suggest that workplace integration depends less on the bootcamp model itself than on organizational conditions such as onboarding structures, mentoring opportunities, and continued professional development. Overall, the study provides exploratory insights into how coding bootcamp qualifications are interpreted and evaluated by employers and contributes to alternative educational pathways into software development careers.

[article @ conference homepage]
[draft @ ResearchGate]

Reference: Wolf, D., Ebner, M. & Brünner, B. (2026). Code Meets Career: Employer Interpretations of Coding Bootcamp Graduates in Austria and Germany. In Proceedings of EdMedia 2026 Edinburgh (pp. 1170-1184). Edinburgh, Scotland: Association for the Advancement of Computing in Education (AACE). Retrieved July 1, 2026 from https://www.learntechlib.org/primary/p/2129750/.

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[publication] How Embodiment Changes AI Tutoring: Comparing Student Perceptions of Text and AI Human Avatar-Based Chatbot Systems #AIinEducation #chatbot #tugraz

Our publication titled „How Embodiment Changes AI Tutoring: Comparing Student Perceptions of Text and AI Human Avatar-Based Chatbot Systems“ is now published.

Abstract:
Embodied conversational interfaces are able to deliver generative AI tutoring via synthesised speech and human-like video avatars. However, there is limited empirical evidence on how embodiment shapes the learner experience and self-regulated learning (SRL). This study compares the perceptions of students interacting with a text-based Retrieval-Augmented Generation (RAG) tutor and an avatar-based RAG tutor in two authentic higher education contexts (introductory computer science and Python programming) across two European universities. Adopting a Design-Based Research approach, we collected (1) questionnaire data from users and non-users, and (2) anonymised interaction logs comprising 341 user messages, which were coded using an SRL process–action framework. The results show that the perceived level of learning support is largely consistent with previous text-only deployments: the tutor is primarily valued for providing explanations and support related to practice, while motivational support is still comparatively weak. However, embodiment notably improves perceptions of the system as a communication partner, with active users rating this dimension more positively than non-users. Modality ratings suggest that audio output is perceived as more helpful than the visual avatar. Log analyses show that interactions are still dominated by information-seeking (Seeking–Search) and that metacognitive SRL actions (e.g. goal setting and self-evaluation) are rare. Embodiment also introduces additional peripheral interactions (e.g. character-focused prompts and human-likeness checks), thereby increasing the proportion of non-learning dialogue. Overall, the findings suggest that, while embodiment enhances social presence, it does not automatically foster deeper SRL. Explicit pedagogical scaffolding is needed to encourage learners to engage in metacognitive regulation.

[full paper @ publisher’s homepage]
[draft @ ResearchGate]

Reference: Brünner, B., Nestler, M., Pucher, L., Ebner, M. (2026). How Embodiment Changes AI Tutoring: Comparing Student Perceptions of Text and AI Human Avatar-Based Chatbot Systems. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2026. Lecture Notes in Computer Science, vol 16731. Springer, Cham. https://doi.org/10.1007/978-3-032-30542-8_25

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

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[publication] Empowering Preservice Biology Teachers as Designers of Pedagogical AI Agents: Moving Beyond Data Feeding toward Pedagogical Design #research

Our article about „Empowering Preservice Biology Teachers as Designers of Pedagogical AI Agents: Moving Beyond Data Feeding toward Pedagogical Design“ is published and available online.

Abstract:
Artificial intelligence (AI) influences learning processes, student activities, and the organization of teaching, both in general and specifically in science education. Research indicates that the way AI will affect science learning primarily depends on how it is implemented in teaching. This study examines the ability of preservice biology teachers (PSBTs) to independently develop pedagogical AI agents (TDP-AI agents), most often in the form of chatbots, tailored to teaching goals, content, and students‘ needs. This empirical study, based on a mixed-methods research approach and applying the ICAP theoretical framework, analyzed 54 lesson plans. In addition, the study explored PSBTs‘ perceptions regarding the development and contribution of TDP-AI to biology teaching. The results reveal three patterns of AI agent application in lesson plans: (a) intensive use of TDP-AI agents across all lesson phases, promoting students‘ cognitive engagement, (b) moderate and selective use focused on core activities, and (c) limited use mainly in introductory segments. Five thematic areas reflect PSBTs‘ perspectives: (1) personalization and flexibility of learning, (2) enhancement of student motivation and engagement, (3) development of teachers‘ digital and pedagogical competencies, (4) technical and resource-related challenges in agent development, and (5) pedagogical-methodological barriers in designing student-AI interactions. The findings emphasize the need for systematic support for pre-service teachers in developing digital tools and building pedagogical approaches to ensure AI is used ethically and effectively in science education.

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

Reference: Anđić, B., Helm, C., Weinhandl, R. et al. Empowering Preservice Biology Teachers as Designers of Pedagogical AI Agents: Moving Beyond Data Feeding toward Pedagogical Design. Res Sci Educ (2026). https://doi.org/10.1007/s11165-026-10359-0

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

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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).