Schlagwort: tugraz

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[ijet, journal] Journal of Emerging Technologies in Learning Vol. 20 / No.02 #ijet #research

Issue 20(02) of our journal on emerging technologies for learning got published. Enjoy the readings as usual for free :-).

Table of Contents:

  • Evaluating User Experience in Learning Applications among University Students in Nigeria Using UEQ
  • Enhancing Language Learning Experience with Augmented Reality Games: A Systematic Review of Empirical Studies from 2019–2023
  • Clustering Students Based on Online Learning Interactions Using Social Network Analysis
  • Strengths and Challenges in Teaching and Learning in Education with the Use of Information and Communication Technologies/li>
  • Navigating a 360-Degree Cued Virtual Classroom
  • Art Education in the Era of Artificial Intelligence: Advancing the Elimination of Technological Anxiety

[Link to Issue 20/02]

Nevertheless, if you are interested to become a reviewer for the journal, please just contact me 🙂 .

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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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[mooc] MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ startet #imoox #digiskill25

Es freut uns, dass wir heute den MOOC zu „Digitale Kompetenzen für Studienanfänger:innen“ starten können. Ein MOOC wo wir hoffen einen kleinen Beitrag zur Erhöhung der digitalen Kompetenzen leisten zu können. Aufbauend auf dem europäischen Rahmenwerk werden wir die nächsten Wochen die einzelnen Punkte versuchen kurz und knapp einzuführen und das mit einem speziellen Blickwinkel auf Studierende. Heute in Woche 1 gibt es das Einführungsvideo:

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Und natürlich ist das alles kostenfrei und offen lizenziert – daher einfach anmelden, wir freuen uns auf viele Teilnehmer:innen:

[Kostenlose Anmeldeseite MOOC „Digitale Kompetenzen für Studienanfänger:innen„]

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[presentation] Implementing multilingual MOOCs in European University Alliances with the help of AI usage, LTI and open licenses: Technical & organizational challenges #tugraz #emoocs2025

We also presented one paper within the Experience Track of the EMOOCs 2025 conference in Paris. This time the presentation was about „Implementing multilingual MOOCs in European University Alliances with the help of AI usage, LTI and open licenses: Technical & organizational challenges (Presentation)„. Our slides are, of course, available online.

[Link to the slides]

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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/.