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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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[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/.