Bibliothek

@article{Kim2019,

title = {LumièreNet: Lecture Video Synthesis from Audio},

author = {Byung-Hak Kim and Varun Ganapathi},

url = {http://arxiv.org/abs/1907.02253

https://dblp.org/rec/bib/journals/corr/abs-1907-02253},

year  = {2019},

date = {2019-07-08},

urldate = {2019-08-08},

journal = {CoRR},

volume = {bs/1907.02253},

abstract = {We present LumièreNet, a simple, modular, and completely deep-learning based architecture that synthesizes, high quality, full-pose headshot lecture videos from instructor's new audio narration of any length. Unlike prior works, LumièreNet is entirely composed of trainable neural network modules to learn mapping functions from the audio to video through (intermediate) estimated pose-based compact and abstract latent codes. Our video demos are available at [22] and [23].},

keywords = {audio processing, computer vision, lectures, machine learning, O, pattern recognition, speech processing},

pubstate = {published},

tppubtype = {article}

}

@article{Gerhards2019,

title = {Des Kaisers alte Kleider: Fiktion und Wirklichkeit des Nutzens von Lateinkenntnissen},

author = {Jürgen Gerhards and Tim Sawert and Ulrich Kohler},

url = {https://doi.org/10.1007/s11577-019-00624-8},

doi = {10.1007/s11577-019-00624-8},

issn = {1861-891X},

year  = {2019},

date = {2019-07-08},

journal = {KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie},

volume = {71},

number = {2},

pages = {309–326|},

publisher = {Springer Fachmedien Wiesbaden},

abstract = {Obwohl Latein eine nicht mehr gesprochene Sprache ist und ihr deswegen kein kommunikativer Nutzen zukommt, ist die Anzahl der Latein als Schulfach wählenden Schüler im Zeitverlauf angestiegen. Mehrere Studien haben zudem gezeigt, dass Lateinkenntnisse weder das logische Denken, noch den Erwerb anderer Sprachen, noch das Gespür für die grammatikalische Struktur der Muttersprache verbessern. Auch wenn sich empirisch keine Vorteile des Erwerbs alter Sprachen nachweisen lassen, können Menschen subjektiv an solche Vorteile glauben und ihr Verhalten an ihrer Konstruktion von Wirklichkeit ausrichten. Auf der Basis einer unter Eltern von Gymnasialschülern durchgeführten Befragung zeigen wir, dass Latein umfassende Transfereffekte zugeschrieben und Personen mit Lateinkenntnissen positiver bewertet werden als Personen mit Kenntnissen moderner Sprachen. Weiterhin zeigt sich, dass die „Illusio“ der Vorteile von Latein zwar in allen Bildungsgruppen wirksam ist, doch besonders von den Hochgebildeten vertreten wird. Sie arbeiten damit an der Konstruktion einer Realität, von der sie selbst die größten Nutznießer sind, indem sie Latein als symbolisches Kapital verwenden.},

keywords = {Bildung, Latein, Mythen, Symbolisches Kapital, Thomas-Theorem},

pubstate = {published},

tppubtype = {article}

}

@article{Harring2019,

title = {Higher education, norm development, and environmental protection},

author = {Niklas Harring and Sverker C. Jagers and Simon Matti},

url = {https://doi.org/10.1007/s10734-019-00410-7},

doi = {10.1007/s10734-019-00410-7},

issn = {1573-174X},

year  = {2019},

date = {2019-06-21},

journal = {Higher Education},

abstract = {There is a debate on whether higher education in the social sciences generates stronger democratic and environmental norms among students. In our study, we focus on students' perceptions about legitimate rule in the case of environmental protection. We contribute to this debate by using a unique longitudinal data set from seven universities and university colleges in Sweden. Our results show that higher education in the social sciences does not generate stronger democratic or environmental norms, at least not in the case of environmental protection. We discuss why this is the case and refine our results further by looking at individual-level factors, such as gender and ideology.},

keywords = {higher education, norms, O, policy support, sustainability, values},

pubstate = {published},

tppubtype = {article}

}

@article{Otto2019,

title = {Can MOOCs empower people to critically think about climate change? A learning outcome based comparison of two MOOCs},

author = {Daniel Otto and Sandra Caeiro and Paula Nicolau and Antje Disterheft and António Teixeira and Sara Becker and Alexander Bollmann and Kirsten Sander},

url = {https://doi.org/10.1016/j.jclepro.2019.02.190},

doi = {10.1016/j.jclepro.2019.02.190},

issn = {0959-6526},

year  = {2019},

date = {2019-06-10},

urldate = {2019-06-27},

journal = {Journal of Cleaner Production},

volume = {222},

pages = {12–21},

publisher = {Elsevier},

abstract = {Climate change can be regarded as one of the key topics of sustainable development where public awareness and education are crucial. In the field of education, Massive Online Open Courses (MOOCs) have raised remarkable attention throughout the last decade as their initial objective is to provide massive open online education for everyone. This article aims to explore the impact of MOOCs on learning about climate change. This is necessary in order to evaluate whether MOOCs can make a substantial contribution to lifelong learning about sustainable development for a wider audience. We therefore present findings from self-assessment questionnaires of participants from two climate change MOOCs provided by two-distance learning universities in Germany and Portugal. Both MOOCs aimed at imparting to the participants the competencies to better understand the topic of climate change. The objective of the survey was a competency-based evaluation to review which learning outcomes have been achieved. The results indicate that taking part in either of the MOOCs increased the participants’ competencies to critically engage in the climate change debate. MOOCs are able to convey certain learning outcomes to the students and thus can contribute to climate change literacy. For further research, we recommend a more differentiated view on MOOCs and the learning opportunities for participants. Options for potential improvement are to think of better ways of how to integrate MOOCs into climate change education or to consider possibilities to increase the attractiveness of MOOCs for instance by using innovative formats to overcome the barriers between formal and informal learning.},

keywords = {Climate change education, climate literacy, distance learning, massive open online courses (MOOCs), O, open education, sustainability},

pubstate = {published},

tppubtype = {article}

}

@article{Fyfe2019,

title = {ManyClasses 1: Assessing the generalizable effect of immediate versus delayed feedback across many college classes},

author = {Emily Fyfe and Joshua de Leeuw and Paulo Carvalho and Robert Goldstone and Janelle Sherman and David Admiraal and Laura Alford and Alison Bonner and Chad Brassil and Christopher Brooks and Tracey Carbonetto and Sau Hou Chang and Laura Cruz and Melina Czymoniewicz-Klippel and Frances Daniel and Michelle D Driessen and Noel Habashy and Carrie Hanson-Bradley and Ed Hirt and Virginia Hojas Carbonell and Daniel Jackson and Shay Jones and Jennifer Keagy and Brandi Keith and Sarah Malmquist and Barry McQuarrie and Kelsey Metzger and Maung Min and Sameer Patil and Ryan Patrick and Etienne Pelaprat and Maureen Petrunich-Rutherford and Meghan Porter and Kristina Prescott and Cathrine Reck and Terri Renner and Eric Robbins and Adam Smith and Phil Stuczynski and Jaye Thompson and Nikolaos Tsotakos and Judith Turk and Kyle Unruh and Jennifer Webb and Stephanie Whitehead and Elaine Wisniewski and Benjamin Motz},

url = {https://doi.org/10.31234/osf.io/4mvyh

https://osf.io/q84t7/},

doi = {10.31234/osf.io/4mvyh},

year  = {2019},

date = {2019-05-01},

journal = {Advances in Methods and Practices in Psychological Science (Preprint)},

abstract = {Psychology researchers have long attempted to identify educational practices that improve student learning. However, experimental research on these practices is often conducted in laboratory contexts or in a single course, threatening the external validity of the results. In this paper, we establish an experimental paradigm for evaluating the benefits of recommended practices across a variety of authentic educational contexts – a model we call ManyClasses. The core feature is that researchers examine the same research question and measure the same experimental effect across many classes spanning a range of topics, institutions, teacher implementations, and student populations. We report the first ManyClasses study, which examined how the timing of feedback on class assignments, either immediate or delayed by a few days, affected subsequent performance on class assessments. Across 38 classes, the overall estimate for the effect of feedback timing was 0.002 (95{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} HDI -0.05 to 0.05), indicating that there was no effect of immediate versus delayed feedback on student learning that generalizes across classes. Further, there were no credibly non-zero effects for 40 pre-registered moderators related to class-level and student-level characteristics. Yet, our results provide hints that in certain kinds of classes, which were under-sampled in the current study, there may be modest advantages for delayed feedback. More broadly, these findings provide insights regarding the feasibility of conducting within-class randomized experiments across a range of naturally occurring learning environments.},

keywords = {Education, Evidence-Based Practices, Experiment, feedback, O, Reproducibility},

pubstate = {published},

tppubtype = {article}

}

@article{Marsh2019,

title = {The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition},

author = {Elizabeth J. Marsh and Suparna Rajaram},

url = {https://doi.org/10.1016/j.jarmac.2018.11.001},

doi = {10.1016/j.jarmac.2018.11.001},

issn = {2211-3681},

year  = {2019},

date = {2019-01-19},

journal = {Journal of Applied Research in Memory and Cognition},

volume = {8},

number = {1},

pages = {1–14},

publisher = {Elsevier},

abstract = {The internet is rapidly changing what information is available as well as how we find it and share it with others. Here we examine how this “digital expansion of the mind” changes cognition. We begin by identifying ten properties of the internet that likely affect cognition, roughly organized around internet content (e.g., the sheer amount of information available), internet usage (e.g., the requirement to search for information), and the people and communities who create and propagate content (e.g., people are connected in an unprecedented fashion). We use these properties to explain (or ask questions about) internet-related phenomena, such as habitual reliance on the internet, the propagation of misinformation, and consequences for autobiographical memory, among others. Our goal is to consider the impact of internet usage on many aspects of cognition, as people increasingly rely on the internet to seek, post, and share information.},

keywords = {Cognition, External memory, Internet, memory, Metacognition, O, Social memory},

pubstate = {published},

tppubtype = {article}

}

@article{Orben2019,

title = {The association between adolescent well-being and digital technology use},

author = {Amy Orben and Andrew K. Przybylski},

url = {https://doi.org/10.1038/s41562-018-0506-1},

doi = {10.1038/s41562-018-0506-1},

issn = {2397-3374},

year  = {2019},

date = {2019-01-14},

journal = {Nature Human Behaviour},

abstract = {The widespread use of digital technologies by young people has spurred speculation that their regular use negatively impacts psychological well-being. Current empirical evidence supporting this idea is largely based on secondary analyses of large-scale social datasets. Though these datasets provide a valuable resource for highly powered investigations, their many variables and observations are often explored with an analytical flexibility that marks small effects as statistically significant, thereby leading to potential false positives and conflicting results. Here we address these methodological challenges by applying specification curve analysis (SCA) across three large-scale social datasets (total n = 355,358) to rigorously examine correlational evidence for the effects of digital technology on adolescents. The association we find between digital technology use and adolescent well-being is negative but small, explaining at most 0.4{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} of the variation in well-being. Taking the broader context of the data into account suggests that these effects are too small to warrant policy change.},

keywords = {adolescent, O, specification curve analysis (SCA), technology use, well-being},

pubstate = {published},

tppubtype = {article}

}

@article{Reich2019,

title = {The MOOC pivot},

author = {Justin Reich and José A. Ruipérez-Valiente},

url = {http://dx.doi.org/10.1126/science.aav7958},

doi = {10.1126/science.aav7958},

issn = {1095-9203},

year  = {2019},

date = {2019-01-11},

journal = {Science},

volume = {363},

number = {6423},

pages = {130–131},

abstract = {When massive open online courses (MOOCs) first captured global attention in 2012, advocates imagined a disruptive transformation in postsecondary education. Video lectures from the world's best professors could be broadcast to the farthest reaches of the networked world, and students could demonstrate proficiency using innovative computer-graded assessments, even in places with limited access to traditional education. But after promising a reordering of higher education, we see the field instead coalescing around a different, much older business model: helping universities outsource their online master's degrees for professionals (1). To better understand the reasons for this shift, we highlight three patterns emerging from data on MOOCs provided by Harvard University and Massachusetts Institute of Technology (MIT) via the edX platform: The vast majority of MOOC learners never return after their first year, the growth in MOOC participation has been concentrated almost entirely in the world's most affluent countries, and the bane of MOOCs—low completion rates (2)—has not improved over 6 years.},

keywords = {higher education, massive open online courses (MOOCs), O},

pubstate = {published},

tppubtype = {article}

}

@article{Lemke2019,

title = {“When You Use Social Media You Are Not Working”: Barriers for the Use of Metrics in Social Sciences},

author = {Steffen Lemke and Maryam Mehrazar and Athanasios Mazarakis and Isabella Peters},

url = {https://doi.org/10.3389/frma.2018.00039},

doi = {10.3389/frma.2018.00039},

issn = {2504–0537},

year  = {2019},

date = {2019-01-08},

journal = {Frontiers in Research Metrics and Analytics},

volume = {3},

pages = {39},

abstract = {The Social Sciences have long been struggling with quantitative forms of research assessment – insufficient coverage in prominent citation indices and overall lower citation counts than in STM subject areas have led to a widespread weariness regarding bibliometric evaluations among social scientists. Fueled by the rise of the social web, new hope is often placed on alternative metrics that measure the attention scholarly publications receive online, in particular on social media. But almost a decade after the coining of the term altmetrics for this new group of indicators, the uptake of the concept in the Social Sciences still seems to be low. Just like with traditional bibliometric indicators, one central problem hindering the applicability of altmetrics for the Social Sciences is the low coverage of social science publications on the respective data sources – which in the case of altmetrics are the various social media platforms on which interactions with scientific outputs can be measured. Another reason is that social scientists have strong opinions about the usefulness of metrics for research evaluation which may hinder broad acceptance of altmetrics too. 

We conducted qualitative interviews and online surveys with researchers to identify the concerns which inhibit the use of social media and the utilization of metrics for research evaluation in the Social Sciences. By analyzing the response data from the interviews in conjunction with the response data from the surveys, we identify the key concerns that inhibit social scientists from (1) applying social media for professional purposes and (2) making use of the wide array of metrics available. 

Our findings show that aspects of time consumption, privacy, dealing with information overload, and prevalent styles of communication are predominant concerns inhibiting Social Science researchers from using social media platforms for their work. Regarding indicators for research impact we identify a widespread lack of knowledge about existing metrics, their methodologies and meanings as a major hindrance for their uptake through social scientists. The results have implications for future developments of scholarly online tools and show that researchers could benefit considerably from additional formal training regarding the correct application and interpretation of metrics.},

keywords = {A, altmetrics, bibliometrics, concerns, interviews, online survey, research assessment, social media usage},

pubstate = {published},

tppubtype = {article}

}

@article{Könitz_2018,

title = {OER – Auf dem Weg in eine selbstverschuldete digitale Unmündigkeit?},

author = {Christopher Könitz},

url = {https://www.medienpaed.com/article/view/609},

doi = {10.21240/mpaed/32/2018.10.24.X},

issn = {1424-3636},

year  = {2018},

date = {2018-10-24},

urldate = {2018-12-20},

journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},

volume = {32},

number = {Oktober},

pages = {63–71},

abstract = {Spätestens seit der Debatte um die Vergütung von urheberrechtlich geschütztem Material nach UrhG §52a, scheinen Open Educational Resources (OER) die Antwort auf proprietäre Verlagsangebote zu sein. Jedoch gibt es lizenzrechtliche, technische und begriffliche Unschärfen, die dazu führen, dass OER in eine selbstverschuldete digitale Unmündigkeit führen können. Dieser Beitrag liefert daher im Kern eine kritische Auseinandersetzung mit dem OER-Begriff aus einer bildungstheoretisch-medienpädagogischen Perspektive. Im ersten Teil werden die genannten Unschärfen näher beleuchtet und erste Lösungsansätze aufzeigt. Der Beitrag plädiert für eine Hinwendung zu einem starken Copyleft, welches derzeit mit den Creative Commons nicht möglich ist, da diese unter Umständen zu proprietären Materialen führen können. Die technische Perspektive richtet sich auf die verwendeten Dateiformate von OER, die häufig nicht frei und/oder editierbar sind. Die begriffliche Perspektive stellt heraus, dass der OER-Begriff ein negatives Konzept von Freiheit verfolgen und mit Blick auf die Medienpädagogik untertheoretisiert sind.



Im zweiten Teil werden daher durch das Medienkompetenzmodell nach Baacke und der Strukturalen Medienbildung nach Jörissen und Marotzki zwei mögliche medienpädagogische Anschlüsse geschaffen. Durch diese Anschlüsse werden die Momente der Medienkritik und der Reflexivität eingebracht. Damit wird der Fokus von einer Outputorientierung auf den Aufbau eines Orientierungswissens – und damit auf transformatorische Bildungsprozesse und den damit verbundenen medialen Artikulationen – verschoben.},

keywords = {O, OER, open educational resources},

pubstate = {published},

tppubtype = {article}

}

@article{Reder2018,

title = {Offene Bildungspraxis erlebbar machen – die Rolle von Podcasts für Projektdokumentationen und Reflexionsprozesse},

author = {Constanze Reder and Bence Lukács},

url = {https://www.medienpaed.com/article/view/610},

doi = {10.21240/mpaed/32/2018.10.20.X},

issn = {1424-3636},

year  = {2018},

date = {2018-10-20},

journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},

volume = {32},

pages = {17–27},

abstract = {Der vorliegende Beitrag widmet sich der Frage, wie Reflexion als Teil akademischer Medienkompetenz an Hochschulen adressiert werden kann. Als Beispiel dient ein Praxisprojekt, über das Studierende in labs mit Open Educational Resources (frei verfügbares Bildungsmaterial, OER), aber darüber hinaus vor allem mit Open Educational Practices (offenen Bildungspraktiken, OEP) und offenen Lehrinhalten in Kontakt kommen. Dabei stehen auch andere hochschulische Akteursgruppen im Fokus, die gemeinsam mit den Studierenden in moderierten Dialogen darüber beraten, wie nicht nur OER sondern auch OEP an der Hochschule etabliert werden können, um Dozierenden wie Studierenden den Zugang zu offener Bildung zu erleichtern. Ausgehend von dieser Praxiserfahrung greift der Artikel den Baustein des projektbegleitenden Podcasts heraus, der die Anlage des Projekts dokumentiert, aber auch ein reflexives Element im Doing darstellt, durch das die verschiedenen Perspektiven der Mitarbeitenden an den beiden Standorten, aber auch die von Stakeholdern und Kooperationsakteurinnen und Kooperationsakteuren widergespiegelt wird. Er widmet sich der Frage, wie dementsprechend ein reflektierter Umgang mit offener Lehr-Lernpraxis an der Hochschule unterstützt werden kann und wie offene Praxis nicht nur als Seminarinhalt, sondern auch nachhaltig als Teil von Hochschulentwicklungsprojekten implementiert werden kann.},

keywords = {Hochschule, O, OER, Podcasts},

pubstate = {published},

tppubtype = {article}

}

@article{Leuchtenbörger2018,

title = {Erstellung und Weiterentwicklung von Open Educational Resources im Selbstversuch},

author = {Jens Leuchtenbörger},

url = {https://www.medienpaed.com/article/view/651},

doi = {10.21240/mpaed/34/2019.03.02.X},

issn = {1424-3636},

year  = {2018},

date = {2018-10-20},

journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},

volume = {32},

pages = {101–117},

abstract = {Open Educational Resources (OER) versprechen einerseits den Abbau von Hürden im Bildungszugang und andererseits die Vermeidung redundanter Arbeit bei der Erstellung ähnlicher und gleichzeitig qualitativ hochwertiger Bildungsressourcen in unterschiedlichen Organisationen. Der Verbreitung von OER stehen jedoch bekannte Hürden gegenüber, wobei das ALMS-Framework einen Rahmen für die Bewertung der Wieder- und Weiternutzung von OER aus technischer Sicht bereitstellt. Ausgehend von einem Selbstversuch zur OER-Einführung werden in dieser Arbeit das ALMS-Framework erweiternde Anforderungen an OER basierend auf Konzepten aus Software-Entwicklung und technischem Schreiben definiert. Unter Beachtung dieser Anforderungen werden zwei OER-Projekte beschrieben: Zum einen wird die Weiterentwicklung eines Lehrbuchs unter Creative-Commons-Lizenz skizziert. Zum anderen werden Erstellung und Nutzung der neu entwickelten Software emacs-reveal für die Erzeugung von für das Selbststudium geeigneten, mit Audiokommentaren unterlegten HTML-Präsentationen beschrieben; die Präsentationen werden in einfachen Textdateien erstellt, wobei die Erzeugung von HTML-Code automatisiert in einer öffentlichen GitLab-Infrastruktur abläuft und damit die Software-Nutzung vereinfacht. Ergebnisse einer Umfrage unter Studierenden verdeutlichen die Vorzüge der erzeugten Präsentationen.},

keywords = {Github, Hochschule, Informatik, O, open educational resources, Open Source},

pubstate = {published},

tppubtype = {article}

}

@article{Akcayir2018,

title = {The flipped classroom: A review of its advantages and challenges},

author = {Gökçe Akçayır and Murat Akçayır},

url = {http://www.sciencedirect.com/science/article/pii/S0360131518302045

https://doi.org/10.1016/j.compedu.2018.07.021},

doi = {10.1016/j.compedu.2018.07.021},

issn = {0360-1315},

year  = {2018},

date = {2018-08-01},

urldate = {2019-05-25},

journal = {Computers & Education},

volume = {126},

pages = {334–345},

abstract = {This study presents a large-scale systematic review of the literature on the flipped classroom, with the goals of examining its reported advantages and challenges for both students and instructors, and to note potentially useful areas of future research on the flipped model's in and out-of-class activities. The full range of Social Sciences Citation Indexed journals was surveyed through the Web of Science site, and a total of 71 research articles were selected for the review. The findings reveal that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance. We also found a number of challenges in this model. The majority of these are related to out-of-class activities, such as much reported inadequate student preparation prior to class. Several other challenges and the numerous advantages of the flipped classroom are discussed in detail. We then offer suggestions for future research on flipped model activities.},

keywords = {Improving classroom teaching, O, Teaching/learning strategies},

pubstate = {published},

tppubtype = {article}

}

@article{Butler2018,

title = {Multiple-Choice Testing in Education: Are the Best Practices for Assessment Also Good for Learning?},

author = {Andrew C. Butler},

url = {https://doi.org/10.1016/j.jarmac.2018.07.002

http://www.sciencedirect.com/science/article/pii/S2211368118301426},

doi = {10.1016/j.jarmac.2018.07.002},

issn = {2211-3681},

year  = {2018},

date = {2018-07-31},

urldate = {2018-10-20},

journal = {Journal of Applied Research in Memory and Cognition},

volume = {7},

number = {3},

pages = {323–331},

abstract = {Multiple-choice tests are arguably the most popular type of assessment in education, and much research has been dedicated to determining best practices for using them to measure learning. The act of taking a test also causes learning, and numerous studies have investigated how best to use multiple-choice tests to improve long-term retention and produce deeper understanding. In this review article, I explore whether the best practices for assessment align with the best practices for learning. Although consensus between these two literatures is not a foregone conclusion, there is substantial agreement in how best to construct and use multiple-choice tests for these two disparate purposes. The overall recommendation from both literatures is to create questions that are simple in format (e.g., avoid use of complex item types), challenge students but allow them to succeed often, and target specific cognitive processes that correspond to learning objectives.},

keywords = {Assessment, Learning, Multiple-choice, O, Testing},

pubstate = {published},

tppubtype = {article}

}

@article{vandezee2018,

title = {Open Education Science},

author = {Tim van der Zee and Justin Reich},

url = {https://doi.org/10.1177/2332858418787466},

doi = {10.1177/2332858418787466},

year  = {2018},

date = {2018-07-16},

journal = {AERA Open},

volume = {4},

number = {3},

pages = {1–15},

abstract = {Scientific progress is built on research that is reliable, accurate, and verifiable. The methods and evidentiary reasoning that underlie scientific claims must be available for scrutiny. Like other fields, the education sciences suffer from problems such as failure to replicate, validity and generalization issues, publication bias, and high costs of access to publications—all of which are symptoms of a nontransparent approach to research. Each aspect of the scientific cycle—research design, data collection, analysis, and publication—can and should be made more transparent and accessible. Open Education Science is a set of practices designed to increase the transparency of evidentiary reasoning and access to scientific research in a domain characterized by diverse disciplinary traditions and a commitment to impact in policy and practice. Transparency and accessibility are functional imperatives that come with many benefits for the individual researcher, scientific community, and society at large—Open Education Science is the way forward.},

keywords = {O, open access, open science, preregistration, registered report},

pubstate = {published},

tppubtype = {article}

}

@article{Schwab2018,

title = {Television Is Still “Easy” and Print Is Still “Tough”? More Than 30 Years of Research on the Amount of Invested Mental Effort},

author = {Frank Schwab and Christine Hennighausen and Dorothea C. Adler and Astrid Carolus},

url = {https://doi.org/10.3389/fpsyg.2018.01098},

doi = {10.3389/fpsyg.2018.01098},

isbn = {1664-1078},

year  = {2018},

date = {2018-07-03},

journal = {Frontiers in Psychology},

volume = {9},

number = {1098},

pages = {1-17},

abstract = {We provide a literature overview of 30 years of research on the amount of invested mental effort (AIME, Salomon, 1984), illuminating relevant literature in this field. Since the introduction of AIME, this concept appears to have vanished. To obtain a clearer picture of where the theory of AIME has diffused, we conducted a literature search focusing on the period 1985–2015. We examined scientific articles (N = 244) that cite Salomon (1984) and content-analyzed their keywords. Based on these keywords, we identified seven content clusters: affect and motivation, application fields, cognition and learning, education and teaching, media technology, learning with media technology, and methods. We present selected works of each content cluster and describe in which research field the articles had been published. Results indicate that AIME was most commonly (but not exclusively) referred to in the area of educational psychology indicating its importance regarding learning and education, thereby investigating print and TV, as well as new media. From a methodological perspective, research applied various research methods (e.g., longitudinal studies, experimental designs, theoretical analysis) and samples (e.g., children, college students, low income families). From these findings, the importance of AIME for further research is discussed.},

keywords = {AIME, amount of invested mental effort, content cluster, content-analysis, literature review},

pubstate = {published},

tppubtype = {article}

}

@article{Hessler2018,

title = {Availability of cookies during an academic course session affects evaluation of teaching},

author = {Michael Hessler and Daniel M Pöpping and Hanna Hollstein and Hendrik Ohlenburg and Philip H Arnemann and Christina Massoth and Laura M Seidel and Alexander Zarbock and Manuel Wenk},

url = {https://doi.org/10.1111/medu.13627},

doi = {10.1111/medu.13627},

issn = {1365-2923},

year  = {2018},

date = {2018-06-29},

urldate = {2018-11-19},

journal = {Medical Education},

volume = {52},

number = {10},

pages = {1064–1072},

abstract = {Objectives Results from end-of-course student evaluations of teaching (SETs) are taken seriously by faculties and form part of a decision base for the recruitment of academic staff, the distribution of funds and changes to curricula. However, there is some doubt as to whether these evaluation instruments accurately measure the quality of course content, teaching and knowledge transfer. We investigated whether the provision of chocolate cookies as a content-unrelated intervention influences SET results. Methods We performed a randomised controlled trial in the setting of a curricular emergency medicine course. Participants were 118 third-year medical students. Participants were randomly allocated into 20 groups, 10 of which had free access to 500 g of chocolate cookies during an emergency medicine course session (cookie group) and 10 of which did not (control group). All groups were taught by the same teachers. Educational content and course material were the same for both groups. After the course, all students were asked to complete a 38-question evaluation form. Results A total of 112 students completed the evaluation form. The cookie group evaluated teachers significantly better than the control group (113.4 ± 4.9 versus 109.2 ± 7.3; p = 0.001, effect size 0.68). Course material was considered better (10.1 ± 2.3 versus 8.4 ± 2.8; p = 0.001, effect size 0.66) and summation scores evaluating the course overall were significantly higher (224.5 ± 12.5 versus 217.2 ± 16.1; p = 0.008, effect size 0.51) in the cookie group. Conclusions The provision of chocolate cookies had a significant effect on course evaluation. These findings question the validity of SETs and their use in making widespread decisions within a faculty.},

keywords = {A, cookies, evaluation, influence, teaching},

pubstate = {published},

tppubtype = {article}

}

@article{MacLeod2018,

title = {The mitigating effect of repeated memory reactivations on forgetting},

author = {Sydney MacLeod and Michael G. Reynolds and Hugo Lehmann},

url = {https://doi.org/10.1038/s41539-018-0025-x},

doi = {10.1038/s41539-018-0025-x},

issn = {2056-7936},

year  = {2018},

date = {2018-04-24},

urldate = {2018-06-12},

journal = {npj Science of Learning},

volume = {9},

number = {3},

abstract = {Memory reactivation is a process whereby cueing or recalling a long-term memory makes it enter a new active and labile state. Substantial evidence suggests that during this state the memory can be updated (e.g., adding information) and can become more vulnerable to disruption (e.g., brain insult). Memory reactivations can also prevent memory decay or forgetting. However, it is unclear whether cueing recall of a feature or component of the memory can benefit retention similarly to promoting recall of the entire memory. We examined this possibility by having participants view a series of neutral images and then randomly assigning them to one of four reactivation groups: control (no reactivation), distractor (reactivation of experimental procedures), component (image category reactivation), and descriptive (effortful description of the images). The experiment also included three retention intervals: 1 h, 9 days, and 28 days. Importantly, the participants received three reactivations equally spaced within their respective retention interval. At the end of the interval, all the participants were given an in-lab free-recall test in which they were asked to write down each image they remembered with as many details as possible. The data revealed that both the participants in the descriptive reactivation and component reactivation groups remembered significantly more than the participants in the control groups, with the effect being most pronounced in the 28-day retention interval condition. These findings suggest that memory reactivation, even component reactivation of a memory, makes memories more resistant to decay.},

keywords = {A, memory, psychology, recall, remember, repetition},

pubstate = {published},

tppubtype = {article}

}

@article{Friedrichs2018,

title = {Smartphones im Unterricht – Wollen das Schülerinnen und Schüler überhaupt?! Eine explorative Studie zum Smartphone-Einsatz an weiterführenden Schulen aus der Sicht von Schülerinnen und Schülern},

author = {Henrike Friedrichs-Liesenkötter and Philip Karsch},

url = {http://dx.doi.org/10.21240/mpaed/31/2018.03.30.X},

doi = {10.21240/mpaed/31/2018.03.30.X},

issn = {1424-3636},

year  = {2018},

date = {2018-03-28},

journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},

volume = {31},

number = {März},

pages = {107–124},

abstract = {Mit Blick auf empirische Studien zum Einsatz digitaler Medien in Schulen werden bisher vor allem die Haltungen von Lehrpersonen in den Blick genommen und die Haltungen von Schülerinnen und Schüler gegenüber digitalen Medien in der Schule kaum betrachtet. An diesem Forschungsdesiderat anknüpfend, wurde im Juni/Juli 2015 eine explorative qualitative Studie durchgeführt, in der zwei Gruppendiskussionen mit Schülerinnen und Schülern weiterführender Schulen in Nordrhein-Westfalen durchgeführt wurden. Mittels der dokumentarischen Methode nach Bohnsack (2013) wurden die medienbezogenen Haltungen der Schülerinnen und Schüler im Hinblick auf die Nutzung digitaler Medien und spezifisch des Smartphones in der Schule rekonstruiert. Ein zentrales Ergebnis der Studie ist eine kritisch-reflexive Haltung der Schülerinnen und Schüler und der Wunsch nach einem auf spezifische Unterrichtsphasen beschränkten Einsatz digitaler Medien.},

keywords = {A, classroom, digitalization, mobile learning, school, Smartphones, teaching},

pubstate = {published},

tppubtype = {article}

}

@article{schulmeister2017,

title = {Mythen der Digitalisierung mit Blick auf Studium und Lernen},

author = {Rolf Schulmeister and Jörn Loviscach},

editor = {Christian Leineweber and Claudia de Witt},

url = {https://ub-deposit.fernuni-hagen.de/receive/mir_mods_00001055

http://www.fernuni-hagen.de/KSW/portale/ifbm/bildung_medien/medien-im-diskurs/digitale-transformation-im-diskurs/},

year  = {2018},

date = {2018-03-07},

urldate = {2018-03-31},

journal = {Digitale Transformation im Diskurs: Kritische Perspektiven auf Entwicklungen und Tendenzen im Zeitalter des Digitalen},

pages = {1–21},

address = {Hagen},

abstract = {Der Online-Sammelband "Dgitale Transformation im Diskurs" erscheint im Rahmen der Reihe "Medien im Diskurs" (Lehrgebiet Bildungstheorie und Medienpädagogik, Leitung: Prof. Dr. Claudia de Witt). Im Zentrum steht die  Entfaltung von Perspektiven, die kontradiktorisch zum gegenwärtig wahrzunehmenden Digitalisierungshype stehen, und Digitalisierung insofern in ein kritisches Licht rücken lassen. Wir folgen damit der These, dass die besonderen Potenziale der Digitalisierung erst dann final abgeschätzt werden können, wenn auch ihre Schattenseiten beleuchtet werden.},

keywords = {Digitalisierung, Mythen, O, Studium},

pubstate = {published},

tppubtype = {article}

}

@article{Warm2018,

title = {Was macht Lehre „ausgezeichnet“? Merkmale und Handlungspraktiken exzellenter Lehrender aus Studierendensicht},

author = {Johanna Warm and Oliver Vettori},

url = {https://www.zfhe.at/index.php/zfhe/article/view/1100},

issn = {2219-6994},

year  = {2018},

date = {2018-03-07},

journal = {Zeitschrift für Hochschulentwicklung},

volume = {13},

number = {1},

abstract = {Dieser Beitrag befasst sich mit der Frage, wie Studierende Exzellenz in der Lehre fassen. Auf Basis von Begründungen, die Studierende an der Wirtschaftsuniversität Wien im Rahmen eines Lehrpreises für ausgezeichnete Lehrende abgegeben haben, wurden fünf Typen konstruiert, die Aufschluss darüber geben, welche Zugänge zum Thema Exzellenz die Studierenden wählen und anhand welcher Kriterien sie selbige beurteilen. Neben der eingehenden Vorstellung dieser fünf Typen diskutiert der Beitrag auch kritisch, welche Handlungsempfehlungen aus solchen Ergebnissen ableitbar sind – bzw. wo die Grenzen solcher Handlungsempfehlungen liegen.},

keywords = {A, evidenzorientierte Qualitätsentwicklung, Exzellente Lehre, Hochschullehre, Studierendenkonzeptionen},

pubstate = {published},

tppubtype = {article}

}

@article{Hahm2019,

title = {Das Potenzial administrativer Daten für das Qualitätsmanagement an Hochschulen},

author = {Sabrina Hahm and Johanna Storck},

url = {https://www.zfhe.at/index.php/zfhe/article/view/1113},

issn = {2219-6994},

year  = {2018},

date = {2018-03-07},

urldate = {2019-05-25},

journal = {Zeitschrift für Hochschulentwicklung},

volume = {13},

number = {1},

address = {Graz},

abstract = {Der Beitrag beschreibt verschiedene Möglichkeiten zur Analyse administrativer Daten der Studierenden- und Prüfungsverwaltung für die evidenzorientierte Qualitätsentwicklung in der Hochschullehre. Es werden sowohl Verfahren zur explorativen Datenanalyse als auch zur Kausalanalyse vorgestellt und am Beispiel von entsprechenden Untersuchungen an der Humboldt-Universität zu Berlin (HU Berlin) illustriert.},

keywords = {A, Administrative Daten, datengestütztes Qualitätsmanagement, Kausalanalysen, Studienverlaufsanalysen},

pubstate = {published},

tppubtype = {article}

}

@article{Wiemeyer2018jfhm,

title = {Die eigene Lehre erforschen – Lohnt sich der Aufwand?},

author = {Josef Wiemeyer},

url = {http://nbn-resolving.de/urn:nbn:de:0009-5-46586},

issn = {1860-7470},

year  = {2018},

date = {2018-03-01},

journal = {eleed},

volume = {12},

number = {2},

institution = {Fernuniversität in Hagen},

abstract = {Digitale Medien bieten nicht nur neue Optionen für Lehr-Lernprozesse. Vielmehr werden durch digitale Medien häufig auch Daten generiert, die wertvolle Informationen über das Lernverhalten liefern können, welche ohne Einsatz dieser Medien nicht verfügbar wären. Allerdings sind diese „Oberflächendaten“ schwer zu interpretieren. An vier Beispielen (Interaktivität, Selbstreguliertes Lernen, Audience-Response-System mit Lernspielen und Pädagogische Agenten) soll in diesem Beitrag die Ambivalenz mediendidaktischer Feldforschung aufgezeigt werden: Es zeigten sich einerseits die üblichen Beschränkungen dieser Art von Forschung (z. B. Bedingungskontrolle, fehlende Randomisierung, Selbstselektion und Konfundierungen), andererseits konnte die differenzielle Wirkung der oben erwähnten Medien offengelegt werden. Dem erhöhten Aufwand an Personal, Material und Zeit steht ein Erkenntnisgewinn bzgl. der Effekte des eigenen Lehrens gegenüber, der zur weiteren Verbesserung genutzt werden kann.},

howpublished = {Tagungsband des Jungen Forums für Medien und Hochschulentwicklung 2016},

type = {Keynote},

keywords = {A, Audience-Response-Systeme, e-learning, evaluation, Forschendes Lehren, Interaktivität, Pädagogische Agenten, Selbstgesteuertes Lernen, Sportwissenschaften, Studium},

pubstate = {published},

tppubtype = {article}

}

@article{Bicen2018,

title = {Perceptions of Students for Gamification Approach: Kahoot as a Case Study},

author = {Huseyin Bicen and Senay Kocakoyun},

url = {http://online-journals.org/index.php/i-jet/article/view/7467

http://dx.doi.org/10.3991/ijet.v13i02.7467},

doi = {10.3991/ijet.v13i02.7467},

issn = {1863-0383},

year  = {2018},

date = {2018-02-27},

urldate = {2018-05-16},

journal = {International Journal of Emerging Technologies in Learning (iJET)},

volume = {13},

number = {2},

publisher = {kassel university press GmbH},

abstract = {A novel learning experience that increases student motivation can be created in a learning environment that includes a gamification approach to assess competence. Student views on gamification were surveyed to determine the best application of this method, the environment necessary for its use, and the manner by which the application should proceed. The effect of a gamification approach on student achievement through intra-class competition was assessed using quantitative and qualitative methods. In this study, the Kahoot application was the preferred gamification method used. Participating students included 65 undergraduate students studying at the Department of Preschool Teaching. The findings showed that inclusion of a gamification method increased the interest of students in the class, and increased student ambitions for success. This method was also found to have a positive impact on student motivation. Furthermore, the results of this study indicate that the Kahoot application can be used effectively for gamification of lessons. In conclusion, the gamification method has an impact on students that renders them more ambitious and motivated to study.},

keywords = {achievement, competition, gamification, motivation, O, students},

pubstate = {published},

tppubtype = {article}

}

@article{Kardas2018,

title = {Easier Seen Than Done: Merely Watching Others Perform Can Foster an Illusion of Skill Acquisition},

author = {Michael Kardas and Ed O’Brien},

url = { https://doi.org/10.1177/0956797617740646},

doi = {10.1177/0956797617740646},

year  = {2018},

date = {2018-02-16},

journal = {Psychological Science},

volume = {29},

number = {4},

pages = {521-536},

abstract = {Modern technologies such as YouTube afford unprecedented access to the skilled performances of other people. Six experiments (N = 2,225) reveal that repeatedly watching others can foster an illusion of skill acquisition. The more people merely watch others perform (without actually practicing themselves), the more they nonetheless believe they could perform the skill, too (Experiment 1). However, people’s actual abilities—from throwing darts and doing the moonwalk to playing an online game—do not improve after merely watching others, despite predictions to the contrary (Experiments 2–4). What do viewers see that makes them think they are learning? We found that extensive viewing allows people to track what steps to take (Experiment 5) but not how those steps feel when taking them. Accordingly, experiencing a “taste” of performing attenuates the illusion: Watching others juggle but then holding the pins oneself tempers perceived change in one’s own ability (Experiment 6). These findings highlight unforeseen problems for self-assessment when watching other people.},

keywords = {empathy gap, O, open data, open materials, preregistered, repeated exposure, self-assessment},

pubstate = {published},

tppubtype = {article}

}

@article{Johnstone2018,

title = {Public pedagogy and representations of higher education in popular film: New ground for the scholarship of teaching and learning},

author = {Katelyn Johnstone and Elizabeth Marquis and Varun Puri},

url = {https://doi.org/10.20343/teachlearninqu.6.1.4},

doi = {10.20343/teachlearninqu.6.1.4},

issn = {2167-4787},

year  = {2018},

date = {2018-01-01},

journal = {Teaching & Learning Inquiry},

volume = {6},

number = {1},

abstract = {Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as ‘public pedagogy,’ this article analyses representations of higher education within 11 top grossing and/or critically acclaimed films released in 2014. We identify three broad themes across these texts—the purpose of higher education, relationships between students and professors, and the creation of academic identities—and consider the implications and functions of these representational patterns for teaching, learning, and SoTL. Particular attention is given to the difference between the framing of science and arts and humanities disciplines, and to how this might resonate with the contemporary ‘crisis of the humanities.’},

keywords = {academic identities disciplinary differences, higher education, instructor-student relationships, media representations, O, popular film, public pedagogy},

pubstate = {published},

tppubtype = {article}

}

@article{Huynh2017,

title = {An Analysis of Winning Streak's Effects in Language Course of "Duolingo"},

author = {Duy Huynh and Hiroyuki Iida},

url = {http://ejournals.ukm.my/apjitm/article/view/18800/7040},

issn = {2289-2192},

year  = {2017},

date = {2017-12-01},

urldate = {2018-04-22},

journal = {Asia-Pacific Journal of Information Technology and Multimedia},

volume = {6},

number = {2},

pages = {23--29},

abstract = {This paper explores the effects of the winning streak on users' motivation and engagement in Duolingo's language course. The winning streak has been used in sport and video games to describe a consecutive number of successful actions and increase players' attention to complete their goal. Similarly, in gamified education system, the winning streak is employed as a game element to boost up motivation of learners. By applying game refinement theory as an assessment method, enjoyment of two user groups in Duolingo is measured to compare. The results indicate that the winning streak can boost up learners' motivation and attention to complete their goals. It also expressed that the winning streak is more significant for advanced learners who are in the high level of milestone than those who are in the low level of milestone.},

keywords = {A, Duolingo, game theory, gamification, language learning},

pubstate = {published},

tppubtype = {article}

}

@article{McGrath2017,

title = {Using Virtual Reality Simulation Environments to Assess Competence for Emergency Medicine Learners},

author = {Jillian L. McGrath and Jeffrey M. Taekman and Parvati Dev and Douglas R. Danforth and Deepika Mohan and Nicholas Kman and Amanda Crichlow and William F. Bond and Rosemarie Fernandez and Shiela Riker and A. J. Lemheney and Thomas B. Talbot and Douglas Franzen and C. Eric McCoy and Anne Chipman and Kendra Parekh and Linda Papa and Phillip Harter and Jennifer Frey and Sara Hock and Kathleen Kerrigan and Kesh Kesawadan and Timothy Koboldt and Miriam Kulkornia and Prashant Mahajan and Martin Pusic and Dan Robinson and David Ruby and Naveen Kumar and Sankaran Jeffrey Siegelman and Ernest Wang and Kimberly Won},

url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/acem.13308},

doi = {doi.org/10.1111/acem.13308 },

issn = {1553-2712},

year  = {2017},

date = {2017-09-09},

journal = {Academic Emergency Medicine},

volume = {25},

number = {2},

pages = {186--195},

abstract = {Immersive learning environments that use virtual simulation (VS) technology are increasingly relevant as medical learners train in an environment of restricted clinical training hours and a heightened focus on patient safety. We conducted a consensus process with a breakout group of the 2017 Academic Emergency Medicine Consensus Conference “Catalyzing System Change Through Health Care Simulation: Systems, Competency, and Outcomes.” This group examined the current uses of VS in training and assessment, including limitations and challenges in implementing VS into medical education curricula. We discuss the role of virtual environments in formative and summative assessment. Finally, we offer recommended areas of focus for future research examining VS technology for assessment, including high‐stakes assessment in medical education. Specifically, we discuss needs for determination of areas of focus for VS training and assessment, development and exploration of virtual platforms, automated feedback within such platforms, and evaluation of effectiveness and validity of VS education.},

keywords = {Medizin, O, Simulation, Virtual Reality},

pubstate = {published},

tppubtype = {article}

}

@article{Zollo2017,

title = {Debunking in a world of tribes},

author = {Fabiana Zollo and Alessandro Bessi and Michela Del Vicario and Antonio Scala and Guido Caldarelli and Louis Shekhtman and Shlomo Havlin and Walter Quattrociocchi},

url = {https://doi.org/10.1371/journal.pone.0181821},

doi = {10.1371/journal.pone.0181821},

year  = {2017},

date = {2017-07-24},

journal = {PLOS ONE},

volume = {12},

number = {7},

abstract = {Social media aggregate people around common interests eliciting collective framing of narratives and worldviews. However, in such a disintermediated environment misinformation is pervasive and attempts to debunk are often undertaken to contrast this trend. In this work, we examine the effectiveness of debunking on Facebook through a quantitative analysis of 54 million users over a time span of five years (Jan 2010, Dec 2014). In particular, we compare how users usually consuming proven (scientific) and unsubstantiated (conspiracy-like) information on Facebook US interact with specific debunking posts. Our findings confirm the existence of echo chambers where users interact primarily with either conspiracy-like or scientific pages. However, both groups interact similarly with the information within their echo chamber. Then, we measure how users from both echo chambers interacted with 50,220 debunking posts accounting for both users consumption patterns and the sentiment expressed in their comments. Sentiment analysis reveals a dominant negativity in the comments to debunking posts. Furthermore, such posts remain mainly confined to the scientific echo chamber. Only few conspiracy users engage with corrections and their liking and commenting rates on conspiracy posts increases after the interaction.},

keywords = {A, echo chamber, filter bubble},

pubstate = {published},

tppubtype = {article}

}

@article{Yuerekli17,

title = {Pedagogy in HE: does it matter?},

author = {Aynur Yürekli Kaynardağ},

url = {https://doi.org/10.1080/03075079.2017.1340444},

doi = {10.1080/03075079.2017.1340444},

issn = {1470-174X},

year  = {2017},

date = {2017-06-19},

urldate = {2019-02-16},

journal = {Studies in Higher Education},

volume = {44},

number = {1},

pages = {111–119},

publisher = {Routledge},

abstract = {Pedagogical competencies of instructors play a crucial role in improving the quality of the teaching and learning in higher education institutions. However, in many countries worldwide, pedagogical training is not a requirement for being an instructor at a university [Postareff, L., S. Lindblom-Ylänne, and A. Nevgi. 2007. “The Effect of Pedagogical Training on Teaching in Higher Education.” Teaching and Teacher Education 23: 557–71; Badley, G. 2000. “Developing Globally-Competent University Teachers.” Innovations in Education and Training International 37 (3): 244–53]. This study explores how pedagogical competencies of instructors affect the perceptions of students by focusing on three key dimensions of classroom pedagogy; namely delivery (provision of content and facilitation), communication and assessment. The results of the scale administered to a total of 1083 university students suggests that there are meaningful differences in terms of students’ perceptions regarding their instructors’ pedagogical competencies. The greatest difference is reflected in the ratings of items related to the communication dimension.},

keywords = {competence, higher education, O, pedagogy, quality, training},

pubstate = {published},

tppubtype = {article}

}

@article{Finardi2016,

title = {Mobile Assisted Language Learning: Affordances and Limitations of Duolingo},

author = {Kyria Rebeca Finardi and Roberta Gomes Leao and Gabriel Brito Amorim},

url = {https://doi.org/10.5296/elr.v2i2.9842},

doi = {10.5296/elr.v2i2.9842},

issn = {2377-1356},

year  = {2016},

date = {2016-09-11},

urldate = {2018-04-22},

journal = {Education and Linguistics Research},

volume = {2},

number = {2},

abstract = {This study aimed at analyzing how mobile assisted language learning (MALL) may be used to aid second/foreign language (L2) learning. So as to reach this goal, the Duolingo platform, one of the most popular apps among L2 learners, was analyzed in terms of its possibilities and limitations for L2 learning as perceived by its users. With that aim, a study was carried out with 80 participants, 45 of whom were L2 learners who answered an online survey about their preferences for L2 learning, 25 MALL users and 10 L2 teachers who were interviewed. Data analysis used a mixed methods design with predominantly qualitative data. Results of the study showed that participants recognize the relevance of MALL for L2 learning and think that the Duolingo may aid L2 learning to a certain extent, but agree that a teacher is necessary to foster interaction and the development of production skills in L2. Based on these results the study concluded that L2 teachers should consider using blended approaches combining MALL in traditional classes.},

keywords = {A, Duolingo, evaluation, language learning, mobile learning},

pubstate = {published},

tppubtype = {article}

}

@article{Blackler2016,

title = {Life Is Too Short to RTFM: How Users Relate to Documentation and Excess Features in Consumer Products},

author = {Alethea L. Blackler and Rafael Gomez and Vesna Popovic and Helen M. Thompson},

url = {http://dx.doi.org/10.1093/iwc/iwu023},

doi = {10.1093/iwc/iwu023},

issn = {0953-5438},

year  = {2016},

date = {2016-01-01},

urldate = {2018-10-20},

journal = {Interacting with Computers},

volume = {28},

number = {1},

pages = {27–46},

abstract = {This paper addresses two common problems that users of various products and interfaces encounter—over-featured interfaces and product documentation. Over-featured interfaces are seen as a problem as they can confuse and over-complicate everyday interactions. Researchers also often claim that users do not read product documentation, although they are often exhorted to ‘RTFM’ (read the field manual). We conducted two sets of studies with users which looked at the issues of both manuals and excess features with common domestic and personal products. The quantitative set was a series of questionnaires administered to 170 people over 7 years. The qualitative set consisted of two 6-month longitudinal studies based on diaries and interviews with a total of 15 participants. We found that manuals are not read by the majority of people, and most do not use all the features of the products that they own and use regularly. Men are more likely to do both than women, and younger people are less likely to use manuals than middle-aged and older ones. More educated people are also less likely to read manuals. Over-featuring and being forced to consult manuals also appears to cause negative emotional experiences. Implications of these findings are discussed.},

keywords = {A, evaluation, features, Ig-Nobel-Preis, manuals, RTFM, Usability, user guides},

pubstate = {published},

tppubtype = {article}

}

@article{Wu2015,

title = {Climate change games as tools for education and engagement},

author = {Jason S. Wu and Joey J. Lee},

url = {https://dx.doi.org/10.1038/nclimate2566 },

doi = {10.1038/nclimate2566},

issn = {1758-6798},

year  = {2015},

date = {2015-04-23},

journal = {Nature Climate Change},

volume = {5},

pages = {413–418},

abstract = {Scientists, educators and policymakers continue to face challenges when it comes to finding effective strategies to engage the public on climate change. We argue that games on the subject of climate change are well-suited to address these challenges because they can serve as effective tools for education and engagement. Recently, there has been a dramatic increase in the development of such games, many featuring innovative designs that blur traditional boundaries (for example, those that involve social media, alternative reality games, or those that involve direct action upon the real world). Here, we present an overview of the types of climate change game currently available, the benefits and trade-offs of their use, and reasons why they hold such promise for education and engagement regarding climate change.},

keywords = {A, board games, Climate change education, climate literacy, games, serious games},

pubstate = {published},

tppubtype = {article}

}