Schlagwort: tugraz

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Tool zur Unterstützung der Studienwahl online #tugraz

Es freut uns sehr, dass wir an der TU Graz nun auch eine Online-Studienwahl-Tool anbieten können. Die Idee ist simpel: Wir würden gerne alle Interessierten, die vielleicht die Idee haben an der TU Graz zu studieren, die Möglichkeit geben, sich zu informieren und zu sehen welches Studium wirklich passt.

Der Prozess dazu war nicht einfach, aber alle Studiendekan:innen haben mitgeholfen und zusammen mit der jeweiligen Fakultät erarbeitet, was das eigene Studium für Anforderungen hat – nicht nur inhaltliche, sondern eben auch andere. Also ob vielleicht viel Ausdauer, Geduld, Genauigkeit etc. erforderlich ist. Aber was erzähl ich, schaut bitte einfach rein und vielleicht findet ihr das passende Studium für euch. Und natürlich würde ich mich sehr freuen, wenn es am Ende das Lehramt für Informatik und Digitale Grundbildung ist.

[Link zum StudyExplorer der TU Graz]

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[presentation] Synthetic Educators: Analyzing AI-Driven Avatars in Digital Learning Environments #HCII25

Our research about AI-Driven Avatars was presented at 27th International Conference on Human-Computer Interaction, Gothenburg, Sweden.

Struger, P., Brünner, B., & Ebner, M. (2025, Juni 23). Presentation: Synthetic Educators: Analyzing AI-Driven Avatars in Digital Learning Environments. Graz University of Technology. https://doi.org/10.3217/bngt5-p2053

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[publication] Workshop for Special Interest Group Emerging Technologies for Learning and Teaching: Exploring Educational Podcasts with AI #tugraz #research

We also did workshops at this year’s ED-Media conference. One of them was titled „Workshop for Special Interest Group Emerging Technologies for Learning and Teaching: Exploring Educational Podcasts with AI“ and followed the idea of open discussions.

Abstract:
How can educators unleash the power of AI without losing control over core educational strategies? In this workshop, we introduced aicast, an open-source platform for educational podcasts that combines the best of both worlds: AI-generated elements for personalization and flexibility, and fixed elements, with instructor-defined content to ensure pedagogical accuracy. This hybrid approach reduces the risks associated with AI-generated materials like hallucinations. Attendees experienced how the platform utilizes LLMs like ChatGPT for personalized content authoring and ElevenLabs for high-quality voice synthesis, enabling real-time creation of educational audio content. After a short demo and hands-on session, participants engaged in a guided discussion: What is the core of an educational podcast? Most importantly from the perspective of an instructional designer, how must an educational podcast be? This session was part of the Special Interest Group on Emerging Technologies for Learning and Teaching at the ED-Media 2025 conference.

[draft @ ResearchGate]
[full article @ conference website]

Reference: Ebner, M. & Brünner, B. (2025). Workshop for Special Interest Group Emerging Technologies for Learning and Teaching: Exploring Educational Podcasts with AI. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1375-1376). Barcelona, Spain: Association for the Advancement of Computing in Education (AACE). Retrieved June 4, 2025 from https://www.learntechlib.org/primary/p/226347/.

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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] 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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[presentation] Exploring Teachers‘ Use of Educational Technology to Support Self-Regulated Learning in Secondary Education #research

Our last talk at this year’s ED-Media conference was „Exploring Teachers‘ Use of Educational Technology to Support Self-Regulated Learning in Secondary Education“. Find the slides here too:

Geier, G., Ebner, M., & Burgsteiner, H. (2025, Mai 22). Exploring Teachers‘ Use of Educational Technology to Support Self-Regulated Learning in Secondary Education. Graz University of Technology. https://doi.org/10.3217/dgs5q-sgc55

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[presentation] Refactoring and Evaluation of an Interactive Web Portal for German Language Acquisition #iderblog #research #tugraz

Another talk at this year’s ED-Media conference was about our IDeR-Blog project titled „Refactoring and Evaluation of an Interactive Web Portal for German Language Acquisition“. Find the slides here:

Buchacher, F., Wachtler, J., & Ebner, M. (2025, Mai 22). Refactoring and Evaluation of an Interactive Web Portal for German Language Acquisition. Graz University of Technology. https://doi.org/10.3217/q4epa-dbh95

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[presentation] Empowering Students through Visual Analytics: A Dashboard Redesign for Modern Curricula #LearningAnalytics #tugraz #edmedia

We are proud that one of our research papers won a Best Paper Award at this year’s ED-Media conference. Our presentation titled „Empowering Students through Visual Analytics: A Dashboard Redesign for Modern Curricula“ is also now available online:

Leitner, P., Pranter, P.-P., Brünner, B., & Ebner, M. (2025, Mai 22). Presentation: Empowering Students through Visual Analytics: A Dashboard Redesign for Modern Curricula. Graz University of Technology. https://doi.org/10.3217/35eva-va035

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[presentation] Open Educational Resources in Ukraine: Current Status and Future Directions #OER #ukraine #tugraz

Another talk at this year’s ED-Media conference was about „Open Educational Resources in Ukraine: Current Status and Future Directions“. Find the slides right here:

Andriichenko, Y., Ebner, M., & Schön, S. (2025, Mai 22). Open Educational Resources in Ukraine: Current Status and Future Directions. Graz University of Technology. https://doi.org/10.3217/y8prt-8h024