Schlagwort: publication

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[publication] Ensuring Quality in AI-Generated Multiple-Choice Questions for Higher Education with the QUEST Framework #AI #tugraz #research

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

Another research paper about the use of AI for education – titled „Ensuring Quality in AI-Generated Multiple-Choice Questions for Higher Education with the QUEST Framework“ – was published.

Abstract:
With the rise of generative AI models, such as large language models (LLMs), in educational settings, there is a growing demand to ensure the quality of AI-generated multiple-choice questions (MCQs) used in higher education. Traditional quiz development methods fall short in addressing the unique challenges posed by AI-generated content, such as consistency, cognitive demand, and question uniqueness. This paper presents the QUEST framework, a structured approach designed specifically to evaluate the quality of LLM-generated MCQs across five dimensions: Quality, Uniqueness, Effort, Structure, and Transparency. Following an iterative research process, AI-generated questions were assessed and refined using QUEST, revealing that the framework effectively improves question clarity, relevance, and educational value. The findings suggest that QUEST is a viable tool for educators to maintain high-quality standards in AI-generated assessments, ensuring these resources meet the pedagogical needs of diverse learners in higher education.

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

Reference: Ebner, M., Brünner, B., Forjan, N., Schön, S. (2025). Ensuring Quality in AI-Generated Multiple-Choice Questions for Higher Education with the QUEST Framework. In: Tomczyk, Ł. (eds) New Media Pedagogy: Research Trends, Methodological Challenges, and Successful Implementations. NMP 2024. Communications in Computer and Information Science, vol 2537. Springer, Cham. https://doi.org/10.1007/978-3-031-95627-0_20

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[publication] A multilingual OER MOOC: A case study on production and usage in a university cooperation #KI #tugraz #research

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

Our publication about our OER-MOOC titled „A multilingual OER MOOC: A case study on production and usage in a university cooperation“ is now published.

Abstract:
This paper investigates the processes, outcomes, and impact of the Unite! OER Courses Project, a cross-university initiative aimed at promoting Open Educational Resources (OER) across nine European higher education institutions. Aligned with UNESCO’s OER recommendations and the Open Science movement, the project sought to enhance accessibility to high-quality educational materials and foster digital competencies among both educators and students. The research adopts a qualitative case study approach, leveraging project reports and feedback from partners. Through the development of a multilingual massive open online course (MOOC) and an international OER course, the project addressed several core goals, including support for Open Science competencies and the advancement of digital literacy across Europe. The MOOC, launched in May 2024, attracted over 1,400 participants, exceeding initial targets and demonstrating the growing demand for accessible OER content. Furthermore, capacity-building workshops aimed at educators provided training on how to incorporate OER. Initial findings indicate that the project successfully developed and disseminated several OER materials, including a multilingual MOOC and additional resources translated into Turkish, Indonesian, and Arabic. The project also fostered capacity-building among partner institutions, enabling broader engagement with OER practices. Participants in the MOOC and related activities have also reported a significant increase in their competencies regarding OER and Open Science. This study underscores the value of cross-institutional collaboration and the potential of OER to enhance radical creativity, educational accessibility, and innovation in higher education.

[article @ ResearchGate]
[article @ Journal’s Homepage]

Reference: Schön, S., Ebner, M., Hohla-Sejkora, K., Keller, E., Rapp, A., Ribeiro, M. H., Segradin, R., & Vicente-Saez, R. (2025). A multilingual OER MOOC: A case study on production and usage in a university cooperation. Journal of Open, Distance, and Digital Education, 2(1), 1-16. https://doi.org/10.25619/y956n017

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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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[publication] Understanding the Core of LLMs as genAI -CollectiveGPT and Human Intelligence #tugraz #workshop

At this year’s ED-Media conference, we also did a workshop on „Understanding the Core of LLMs as genAI -CollectiveGPT and Human Intelligence„. Find a short published summary about it.

Abstract:
This workshop provides an engaging and interactive exploration of Large Language Models (LLMs), with a focus on how they operate at a foundational level. Using CollectiveGPT, an educational chatbot developed by the Ed-Tech Research Community Graz, participants gained firsthand experience understanding the principles behind generative AI (genAI) systems such as ChatGPT. Designed for educators of all disciplines, the workshop demystifies key LLM concepts such as probability-based word prediction, contextual understanding, and the role of training data. Attendees generated texts and compare their results with real-time outputs from ChatGPT, highlighting the differences between human reasoning and AI prediction. Key topics include prompting techniques, context framing, training bias, misinformation, and ethical considerations in AI use. Participants explored system prompt injection techniques and developed advanced prompting skills to optimize responses from AI systems. This workshop empowered educators with the knowledge to critically evaluate and responsibly use AI tools in their teaching. By fostering AI literacy, attendees got clear understanding of how LLMs work and how they can be leveraged to enhance learning experiences across diverse educational settings.

[publication @ conference website]
[draft @ ResearchGate]

Reference: Brünner, B. & Ebner, M. (2025). Understanding the Core of LLMs as genAI – CollectiveGPT and Human Intelligence. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 153-154). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved June 14, 2025 from https://www.learntechlib.org/primary/p/226329/.

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[publication] Early Findings from Pilots in AI-Driven Education: Effects of AI-Generated Courses and Videos on Learning and Teaching #research #tugraz #AI

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

Our chapter in the new book on Emerging Technologies, „Early Findings from Pilots in AI-Driven Education: Effects of AI-Generated Courses and Videos on Learning and Teaching,“ has been published.

Abstract:
This paper presents the (preliminary) findings from three pilot activities conducted at TU Graz over the past 18 months, exploring the use of AI in generating (open) educational resources. The first pilot involved developing a MOOC titled “Societech: Society in the Context of Information Technologies”, which utilized various AI tools to create videos and learning materials, engaging over 500 participants. The second pilot focused on creating multilingual videos for the MOOC “Open Educational Resources in Higher Education”, using AI-generated avatars of course instructors, involving more than 800 participants. The third pilot was a field study conducted in an Austrian secondary school, where 20 students aged 12–15 could choose between videos featuring their teacher, an AI-generated human avatar, or a cartoon character. Preliminary results indicate a clear preference for teacher-led videos, highlighting the significant role of the teacher in the learning process. While AI tools facilitated quicker and more cost-effective production of educational resources, challenges such as the need for quality assurance and handling of (now possible) automatic translations were noted.

[draft @ ResearchGate]
[full version @ publisher’s website]

Reference: Schön, S., Brünner, B., Ebner, M., Edelsbrunner, S., Hohla-Sejkora, K., Uhl, B. (2025). Early Findings from Pilots in AI-Driven Education: Effects of AI-Generated Courses and Videos on Learning and Teaching. In: Auer, M.E., May, D. (eds) 2024 Yearbook Emerging Technologies in Learning. Learning and Analytics in Intelligent Systems, vol 44. Springer, Cham. https://doi.org/10.1007/978-3-031-80388-8_2

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[publication] Empowering Students through Visual Analytics: A Dashboard Redesign for Modern #learninganalytics #tugraz

Our paper, „Empowering Students through Visual Analytics: A Dashboard Redesign for Modern,“ which was awarded at this year’s EDMedia conference, is now available online.

Abstract:
Graz University of Technology originally launched a study progress dashboard in 2020 to help students monitor their academic progress and better understand their degree structures. In response to systematic changes in the university’s academic data modeling and the phasing out of legacy curricula between 2022 and 2024, the dashboard underwent a complete technical and conceptual overhaul. This paper presents the redesigned tool, which now features a modular, service-oriented architecture, real-time integration of current curricula, and enriched analytics combining student records with historical performance data. Supporting all Bachelor’s and Master’s programs, the updated dashboard continues to prioritize usability, transparency, and student autonomy. Drawing on student feedback and us-age data collected since the dashboard’s introduction, we analyze patterns of adoption and engagement, highlight lessons learned, and offer practical guidance for institutions aiming to implement adaptable, student-centered learning analytics systems.

[draft @ researchgate]
[full paper @ conference website]

Reference: Leitner, P., Pranter, P.P., Brünner, B. & Ebner, M. (2025). Empowering Students through Visual Analytics: A Dashboard Redesign for Modern Curricula. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 599-608). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved May 28, 2025 from https://www.learntechlib.org/primary/p/226201/.

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[publication] Rapid Multilingual Video Production utilizing Artificial Intelligence #AI

At this year’s EDMedia conference, we published a publication titled „Rapid Multilingual Video Production utilizing Artificial Intelligence„.

Abstract:
This study presents the Rapid Multilingual Video Production (RMVPro) framework, an optimized process for creating high-quality multilingual educational videos using artificial intelligence (AI). The framework involves three stages: planning, translation, and production, with each stage involving iterative feedback loops with experts and native speakers to ensure linguistic and cultural accuracy of the translations. The framework for the Multilingual Video Sprint was tested during an international conference and the produced multilingual videos showing an AI human avatar were evaluated in a MOOC with feedback from 128 students. Results showed that AI could be utilized to accelerate video production while maintaining the clarity and comprehensibility of educational content. However, feedback indicated mixed perceptions of AI-generated human avatars, with some students preferring human facilitators for reasons of authenticity. The use of AI avatars in multilingual educational videos must be implemented carefully, but the RMVPro framework ensures high quality while utilizing the potential of AI to rapidly produce multilingual educational videos.

[draft @ researchgate]
[full version @ conference website]

Reference: Brünner, B. & Ebner, M. (2025). Rapid Multilingual Video Production utilizing Artificial Intelligence. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1223-1230). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved May 28, 2025 from https://www.learntechlib.org/primary/p/226280/.

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[publication] Open Educational Resources in Ukraine: Current Status and Future Directions #edmedia #OER

Our publication titled „Open Educational Resources in Ukraine: Current Status and Future Directions“ was published at this year’s ED-Media conference in Barcelona, Spain.

Abstract:
This study investigates the current landscape and perceived need for Open Educational Resources (OER) in Ukraine. A comprehensive literature review and analysis of national and international sources was undertaken, and the research identified key benefits of OER, such as affordability, accessibility, and adaptability. The relevance of these benefits in the context of Ukraine’s ongoing digital transformation and crisis conditions was also explored. Survey data and academic initiatives indicate a growing interest in OER among educators and librarians, although awareness and implementation remain uneven, particularly in rural areas. Barriers such as limited digital infrastructure, low digital literacy, and lack of familiarity with licensing were also identified. The study draws upon successful practices from Austria and Germany, emphasising the need for coordinated national strategies, policy development, and educator training. While the research does not confirm a universal demand for OER, it shows clear potential and interest, laying the groundwork for future empirical studies to assess the educational impact of OER implementation in Ukraine.

[draft @ researchgate]
[full version @ conference website]

Reference: Andriichenko, Y., Ebner, M. & Schön, S. (2025). Open Educational Resources in Ukraine: Current Status and Future Directions. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1034-1043). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2025 from https://www.learntechlib.org/primary/p/226255/.

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[publication] Refactoring and Evaluation of an Interactive Web Portal for German Language Acquisition #edmedia #research

Our research titled „Refactoring and Evaluation of an Interactive Web Portal for German Language Acquisition“ got published at this year’s ED-Media conference in Barcelona.

Abstract:
This paper presents the refactoring and evaluation of IDeRBlog, an educational blog platform designed to support German language acquisition in primary schools. Originally developed as part of an EU Erasmus project, IDeRBlog aims to improve students’ spelling skills through a combination of intelligent feedback and blogging features. The recent redevelopment focused on updating the user interface for mobile compatibility and integrating modern web technologies. To assess the impact of these improvements on user experience, two test classes used the IDeRBlog system during regular German lessons. Students received automated feedback on their writing, while teachers tracked progress using learning analytics to identify common error categories. The evaluation demonstrates significant improvements in usability and user experience due to the refactoring, highlighting its positive impact on both student engagement and learning outcomes.

[draft @ researchgate]
[full Version @ conference website]

Reference: Buchacher, F., Wachtler, J. & Ebner, M. (2025). Refactoring and Evaluation of an Interactive Web Portal for German Language Acquisition. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 611-621). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2025 from https://www.learntechlib.org/primary/p/226203/.

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[publication] Chatbots in Education: A Systematic Rapid Literature Review #AIinEdu #tugraz #research

Our contribution to this year’s SITE conference in Orlando titled „Chatbots in Education: A Systematic Rapid Literature Review“ is published.

Abstract:
This review explores the role of chatbots in education through a detailed literature review of 60 records. As chatbots become increasingly embedded in students‘ daily lives, their presence in primary, secondary, and tertiary education is expanding rapidly. By analyzing the selected papers, this review highlights both the opportunities and challenges faced by educators and students when using chatbots. The findings indicate that the integration of AI in education offers significant potential but requires careful consideration. In particular, the study emphasizes the need for improved teacher and student training, updated policies, and effective assessments to maintain academic integrity and enhance learning outcomes.

[publication @ ResearchGate]

Reference: Gregorac, A., Brünner, B. & Ebner, M. (2025). Chatbots in Education: A Systematic Rapid Literature Review. In Proceedings of SITE 2025 (pp. 588-593). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2025 from https://www.learntechlib.org/primary/p/225579/.