Schlagwort: research

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[publication] Open Educational Resources for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances #tugraz

We summarized the importance of Open Education Resources, especially for Digital Sovereignty. Our paper titled „Open Educational Resources for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances“ is now available online.

Abstract:
Open educational resources (OER) are widely recognized for improving access to education and enabling the sharing of knowledge. However, in the context of European university alliances such as Unite!, OER offer additional, often underappreciated benefits that are crucial for cross-border collaboration and sustainable development in higher education. This paper explores three key aspects of OER that are particularly relevant to European alliances. First, OER enable the legally secure use of educational resources across national borders, addressing uncertainties about copyright laws, particularly for translations and adaptations. This ensures compliance with different legal frameworks while fostering collaboration. Second, OER support sustainability by ensuring that investments in educational materials are not limited by restrictive usage rights. This is especially critical in alliances where shared resources are central to fostering long-term cooperation and aligning with sustainability goals, a priority for Unite!. Finally, OER contribute to digital sovereignty by empowering institutions and educators to create, adapt, and share resources without relying on proprietary platforms or licenses. This coincides with European alliances’ broader strategic objective of promoting autonomy and resilience in their digital ecosystems. By highlighting these often-overlooked benefits of OER, the present research aims to broaden the perspective on their strategic importance in fostering collaboration, sustainability, and sovereignty within European university alliances.

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

Reference: Schön, S., & Ebner, M. (2025). Beyond Open Access: Open Educational Resources for Legal Clarity, Sustainability, and Digital Sovereignty in European University Alliances. Weizenbaum Journal of the Digital Society, 5(4). https://doi.org/10.34669/wi.wjds/5.4.2

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

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[publication] Exploring genAI Chatbots in MOOCs: Analyzing Student Interactions and Self-Regulated Learning Behaviors #imoox #tugraz #research

Our publication about „Exploring genAI Chatbots in MOOCs: Analyzing Student Interactions and Self-Regulated Learning Behaviors“ got published.

Abstract:
The integration of generative AI (genAI) chatbots into Massive Open Online Courses (MOOCs) presents new opportunities for supporting self-regulated learning (SRL). This study examines 1,302 chat-bot interactions from two Austrian blended MOOCs, where a retrieval-augmented generation (RAG) chatbot based on GPT 4o-mini was deployed to assist students. Using the process-action framework by Lai (2024), we categorize chatbot interactions into key SRL processes: defining , seeking, engaging, and reflecting. Results show that students predominantly use the chatbot for information retrieval, content summarization, and quiz-based reinforcement, with 41% of interactions classified as information search queries and 17% as rehearsal. However, engagement with metacognitive SRL strategies, such as goal setting and self-evaluation, remains low. Additionally, non-learning interactions, including humor-driven conversations, functional queries, and prompt injection attempts, showcase ways students interact with AI in educational settings. Based on our findings, we propose refinements to the existing SRL process-action framework, incorporating new categories to better account for genAI chatbot-specific interactions, such as Evaluation of Information Quality and Reformatting. We discuss implications for chat-bot integration in MOOCs, emphasizing AI-generated quizzes, structured feedback, and safeguards against misuse.

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

Rerence: Brünner, B., Ebner, M., Schön, S. (2025). Exploring GenAI Chatbots in MOOCs: Analyzing Student Interactions and Self-regulated Learning Behaviors. In: Hamonic, E., Sharrock, R. (eds) Digital Education: Shaping Sustainable Lifelong Learning for All in the Era of AI. EMOOCS 2025. Lecture Notes in Computer Science, vol 15733. Springer, Cham. https://doi.org/10.1007/978-3-032-00056-9_2

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education using a Chatbot within a MOOC-platform (iMooX.at)

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[presentation] Prompting.School: Teaching AI Literacy through Guided Prompt Engineering Practice #promting #school #tugraz

Find here our slides from the presentation of our paper, „Prompting.School: Teaching AI Literacy through Guided Prompt Engineering Practice“ at

Find slides right here.

If you are interested in the prompting.school – you can use it for free, too [link to prompting.schule]

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

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[presentation] Insights into Teachers‘ Use of Generative AI and the Influence of Contextual Factors on Fostering Self-Regulated Learning in Secondary Education #research

Find here our slides from the presentation of our paper, „Insights into Teachers‘ Use of Generative AI and the Influence of Contextual Factors on Fostering Self-Regulated Learning in Secondary Education“ at

Find slides right here.

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[publication] Empowering Self-Regulated Learning Through Technology and the Teacher’s Role – A Systematic Literature Review #research

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

Our research work titled „Empowering Self-Regulated Learning Through Technology and the Teacher’s Role – A Systematic Literature Review“ is published.

Abstract:
Self-regulated learning (SRL) has been demonstrated in numerous scientific studies as an effective alternative to traditional teaching methods, fostering individual learning processes. The added value of educational technology in supporting SRL has also been widely researched and largely validated. Within this context, the teacher plays a pivotal role. However, much of the existing research has been conducted at universities , while the secondary education level has received comparatively less attention. To gain an overview of the teacher’s influence on students‘ SRL processes, a PRISMA based systematic literature review was conducted. From an initial pool of 553 documents, 27 relevant studies were identified and analyzed. The selected studies were examined to collect data addressing the research questions, focusing on identifying effective teaching methods and essential teacher competencies for fostering SRL in technology-enhanced classrooms. Furthermore, the analysis highlights the evolving role of teachers and underscores the need for additional training to support these changes.

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

Reference: Geier, G., Ebner, M., Burgsteiner, H. (2025). Empowering Self-Regulated Learning Through Technology and the Teacher’s Role – A Systematic Literature Review. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2025. Lecture Notes in Computer Science, vol 15807. Springer, Cham. https://doi.org/10.1007/978-3-031-93567-1_5

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[publication] Synthetic Educators: Analyzing AI-Driven Avatars in Digital Learning Environments #AIinEducation #tugraz

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

Our publication „Synthetic Educators: Analyzing AI-Driven Avatars in Digital Learning Environments“ at this year’s HCII conference is published.

Abstract:
Videos can be used in a variety of ways in learning environments today. With advances in generative AI technologies, tools such as HeyGen and ElevenLabs make it easy to create synthetic teachers, promising efficiency and accessibility. This study investigates the impact of AI-generated teaching video avatars on learners‘ emotional responses. A mixed-method approach was adopted, in which 55 participants were shown AI-generated videos and videos with real instructors. Emotional engagement was measured using FaceReader Online, along with quiz questions and follow-up interviews to gauge knowledge retention and perceptions of this educational technology. Results indicate that AI avatars effectively convey content and weakly elicit better recall rates and positive emotional responses comparable to those of real instructors. However, concerns were raised about emotional authenticity and engagement, highlighting the need for improved avatar design. The study concludes with a discussion of the potential and limitations of AI avatars and argues for their thoughtful integration to improve educational equity and learning outcomes.

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

Reference: Struger, P., Brünner, B., Ebner, M. (2025). Synthetic Educators: Analyzing AI-Driven Avatars in Digital Learning Environments. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2025. Lecture Notes in Computer Science, vol 15807. Springer, Cham. https://doi.org/10.1007/978-3-031-93567-1_13

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[publication] InfoFit and Beyond: AI Chatbots as EdTech Tools for Self-Regulated Learning in MOOCs #AIinEducation #research

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

Our publication titled „InfoFit and Beyond: AI Chatbots as EdTech Tools for Self-Regulated Learning in MOOCs“ at this year’s HCII conference is available.

Abstract:
Massive Open Online Courses (MOOCs) have become essential for the democratization of education by providing accessible learning opportunities to broad audiences. However, their asynchronous and open structure is challenging for learning, especially in terms of maintaining engagement, and self-regulated learning (SRL) is necessary. This study investigates the integration of a retrieval-augmented-generation (RAG) chatbot into a MOOC and uses generative AI (genAI) to enhance learn-ers‘ SRL processes. The chatbot is based on Zimmermann’s SRL framework and is prepared for the MOOC content, basics of computer science. It is designed to support learners in the forethought, performance, and self-reflection phases by providing concise, context-specific responses. A mixed-method evaluation with 79 participants revealed high levels of satisfaction , with over 98% of respondents recommending the chatbot for future courses. The chatbot proved effective in supporting tasks such as summarization and concept clarification; however, its role in maintaining motivation emerged as a key area for further investigation. These findings underscore the transformative potential of AI chatbots in asynchronous learning environments, while also highlighting the importance of incorporating multimodal and motivational features to maximize educational technology (EdTech) impact.

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

Reference: Brünner, B., Ebner, M. (2025). InfoFit and Beyond: AI Chatbots as EdTech Tools for Self-Regulated Learning in MOOCs. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. HCII 2025. Lecture Notes in Computer Science, vol 15807. Springer, Cham. https://doi.org/10.1007/978-3-031-93567-1_4

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[news] TU Graz startet „prompting.schule“ #AIinEducation

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

Danke für einen kurzen Newsartikel über unsere promting.schule, die schön kurz die wesentliche Idee beschreibt:

„Neben einem grundlegenden Verständnis von generativer KI wollen wir den Nutzer*innen vor allem vermitteln, wie sie gut und effektiv prompten“, sagt Benedikt Brünner vom Institut Human Centred Computing der TU Graz, der an innovativen Lehrformaten rund um KI forscht.

Alles natürlich offen und frei zugänglich: [Link zur prompting-Schule]
Viel Spaß beim Mitmachen und wir freuen uns natürlich über Feedback bzw. wenn jemand selbst einen „Kurs“ zur Verfügung stellen möchte für eine bestimmte Zielgruppe, bitte gerne melden.

Achja, hier natürlich der Link zum Newsartikel auf der TU Graz Homepage.