Schlagwort: tugraz

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[publication] Sieben Mythen der KI-Nutzung #tugraz

Unser Beitrag zu „Sieben Mythen der KI-Nutzung“ hat viele Reaktionen hervorgerufen und nun wurde er auch in die Zeitschrift „Die Österreichische Volkshochschule“ aufgenommen.

Abstract:
Wer das Internet nutzt, kommt im Frühjahr 2026 nicht um Anwendungen generativer Künstlicher Intelligenz (kurz KI) herum. Suchmaschinen bieten neben Links standardmäßig KI-generierte Antworten an, Chatbots unterstützen bei der Buchung von Websites, Schüler:innen lassen sich Tests passend zu den Arbeitsblättern der Lehrer:innen generieren usw. – Doch nicht alles, was uns die KI-Anwendungen liefern, wie wir sie nutzen und ihre Ergebnisse verstehen, ist zutreffend und unproblematisch. Das liegt auch an Missverständnissen darüber, wie KI-Anwendungen funktionieren. Aus unserer Sicht – es gibt dazu noch keine empirische Evidenz – verdienen folgende sieben Aussagen besondere Aufmerksamkeit, insbesondere auch im Kontext von Bildung, Schule und Hochschule:

  1.  KI-Anwendungen sind neutral, objektiv und vorurteilsfrei
  2.  KI-Anwendungen arbeiten logisch
  3. KI-Anwendungen denken und lernen wie Menschen
  4. KI-Anwendungen sind empathisch
  5. KI-Anwendungen sind ökologisch und sozial problemlos
  6. KI-Nutzung ist rechtlich einwandfrei
  7. KI-Anwendungen machen Wissen und Kompetenzentwicklung überflüssig

In diesem Beitrag möchten wir diese als „Mythen“ bezeichneten Aussagen beschreiben und aufzeigen, dass und warum sie nicht zutreffend sind. Damit möchten wir einen zukünftig fundierten Umgang und durch die Beschreibung von KI-Mythen Forschung dazu initiieren und unterstützen. 

Referenz: Schön, S., Brünner, B., Ebner, M., Diesenreither, S., Hanfstingl, B., Krammer, G (2026) Sieben Mythen der KI-Nutzung. Die Österreichische Volkshochschule. Jg. 2026 / 286. [Link]

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

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[publication] Generative AI Chatbots in Secondary Mathematics Education: Development and Implementation of a Dynamic Large Language Model-Based Learning Assistant for Quadrilaterals #tugraz

Our contribution titled „Generative AI Chatbots in Secondary Mathematics Education: Development and Implementation of a Dynamic Large Language Model-Based Learning Assistant for Quadrilaterals“ is now published.

Abstract:
As artificial intelligence becomes more and more a part of education, the challenge is not about having access to generative tools, but about connecting them with the goals of the curriculum and the needs of the classroom. This chapter presents the design and evaluation of a large language model–based chatbot developed specifically for teaching quadrilaterals in lower secondary mathematics. The chatbot integrates fine-tuning with retrieval-augmented generation (RAG), combining accurate, curriculum-aligned content with flexible, conversational support. The chatbot allows learners to ask conceptual questions, solve problems step by step, receive guided hints, and generate flashcards or exercises of varying difficulty. A hybrid routing mechanism selects the most appropriate response strategy based on user intent. Evaluations using both isolated prompts and multi-turn dialogues demonstrate that the hybrid system significantly outperforms standard LLM baselines in terms of accuracy, consistency, and pedagogical suitability. A classroom trial with 20 students confirmed the tool’s usability and effectiveness; students reported high satisfaction and meaningful engagement. This study demonstrates that, with careful content and architectural structuring, generative AI can enhance student learning while supporting differentiated instruction. Future directions include scaling the approach to other topics and incorporating multimodal capabilities.

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

Reference: Mallweger, M., Brünner, B., Ebner, M. (2026). Generative AI Chatbots in Secondary Mathematics Education: Development and Implementation of a Dynamic Large Language Model-Based Learning Assistant for Quadrilaterals. In: Auer, M.E., Nikou, S.A. (eds) GenAI in Novel Educational Applications. Studies in Computational Intelligence, vol 1260. Springer, Cham. https://doi.org/10.1007/978-3-032-16153-6_7

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

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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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[job] Front-End-Entwickler:in für Bildungstechnologien und Applikationen mit generativer KI #tugraz #job

Wir suchen wieder und würden uns sehr über eure Bewerbungen freuen. Wenn jemand also in einem tollen Team, tollem Umfeld und sehr innovativen Bereich arbeiten möchte, dann denke ich, dass das hier das Richtige sein könnte. Und wir wollen damit auch die Hochschulbildung gemeinsam ein klein wenig verbessern.

Also schnell uns eine Bewerbung schicken: [Link zur Ausschreibung]

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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] 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.

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[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]

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[presentation] Impact of AI on teaching strategy #tugraz

Today I give a short presentation about „Impact of AI on teaching strategy“ at TAM CONFERENCE on “ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION” in Kazakhstan. I will introduce the LISA Framework and provide examples from Graz University of Technology.

[Link to the slides @ Repository TU Graz]

This is an impactful contributions, methodological rigor, and exceptional novelty in the research field of AI in education. It explains a powerful framwork, named LISA framework to categorize AI teaching and learning activities.

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[report] Teacher Competences for Sustainable Digital Literacy. WP 2: Country Report Austria. #tugraz

Our report about „Teacher Competences for Sustainable Digital Literacy. WP 2: Country Report Austria.“ for the european project DIGISET is now online avaible.

Abstract:
This report from the Erasmus+ project DigiSET (Grant No. 101249272) highlights that Austria is remarkably advanced when it comes to digital competences and AI integration in education. The national digital teaching competence framework for teachers, digi.kompP (updated in 2026), already explicitly addresses both AI and sustainability — a significant strength. At the same time, it is understandable that policy mandates, such as embedding sustainability as a cross-cutting theme across all curricula, take time to unfold their full effect in practice. While digital pedagogy and AI training are increasingly well established in teacher education, the seamless integration of digital and sustainability perspectives in everyday teaching is still developing. Areas like hands-on OER creation, critical reflection on AI bias, and connecting digital tools to ecological impact need continued attention. The report encourages building on Austria’s strong foundation by fostering more interdisciplinary training formats that bridge digital and sustainable education — turning an already promising landscape into a truly integrated one.

[report @ zenodo]
[report @ TU Graz repository]
[report @ ResearchGate]

Reference: Schön, S., Brünner, B., Ebner, M., Keser Aschenberger, F., Aral, N., & Aydin, D. (2026). Teacher Competences for Sustainable Digital Literacy. WP 2: Country Report Austria. Graz University of Technology. https://doi.org/10.3217/5rybf-96s62