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The education system is subject to an ongoing digital transformation. The administrative departments should be able to handle grading, admissions, enrolments and recognition of certificates securely and quickly. Course managers should not only have faith in e-learning but also in e-assessment. And finally, learners should be able to access course material from anywhere and take exams outside the institutes where they are enrolled. Immutability to changes made retroactively seem to make Blockchain systems the perfect technology to secure data and in combination with digital signatures for identity verification, Blockchain could become the key to digital transformation in education. The paper ‘Blockchain technologies in the educational sector Results of the initial data collection‘ gives a first insight into the level of knowledge of people involved and shows which possibilities Blockchain Technologies could bring to the education sector. Or, more precisely, it shows in which existing applications within the educational system Blockchain Technology should be integrated., peer-reviewed

The music industry has evolved significantly over the last few decades, from cassette to compact disk to MP3 and now to subscription-based streaming. Simultaneously, there has been a return to analogue, especially to vinyl records. In 2021, a major record label will introduce a new kind of vinyl. From the original master tapes, one-of-a-kind copies will be made. These will be manufactured in very limited quantities and sold exclusively as collectors' items. In a world where purchasing these collectibles is as simple as tapping the screen and where there are also numerous trading markets between private individuals, new creative ways to protect consumers and digitally protected analogue collectibles must be found. This relates to both the product's authenticity and the legitimate possession of the valuable vinyl. This work in progress paper aims to determine whether digital identities of suppliers, distributors, and consumers on the one hand, and decentralized encrypted data storage on the other, can be potentially the future technology to safeguard collectibles that the creative industry should be more than just looking at., peer-reviewed

The games segment is growing steadily and is a major part of the entertainment industry. In particular, the Free2Play games, or games that primarily rely on mechanics like in-game purchases which are playable on mobile devices, play an important role. In the context of virtual items, online role-playing games and multiplayer online battle arenas, still account for a significant share of total sales. The loop is completed with esports, that is competitive digital gaming for real cash prizes. As such, esports can certainly be seen as one of the major trends, and consequently a part of the gaming industry that should be in focus, with regard to potential criminal behaviour. This article discusses cybercrime in relation to digital games and its various forms. The focus of the paper is the players' perspective on the issue of cyber-crime around the world of digital games. For this purpose, a focus group with players has been conducted to discuss various aspects that have been identified through desk-research., peer-reviewed

In addition to the general intentional scattering of fake news and its conscious or unconscious sharing on social media networks, the problem of checking the origin of source material from the perspective of the consumer is evident. This is especially the case if the original material was not created and registered with great care by established and trustworthy media companies. In the fast-paced world of real-time reporting, even professional media houses have to rely on cell phone videos or other user-created material. Furthermore, it is also possible that source material only appears to have been produced by an established media company, but instead journalists who work with this material fall victim to well-crafted forgery. The aim of this research study is to discuss Blockchain technologies and their adoption to store a verification hash of source material, the proof of authorship and sources used in a forgery-proof way. Furthermore, the authors investigate whether journalists and media producers see a need in this technology. The discussion centres around the consumers’ perception of such possible verification as an improvement and something they recognize as a “trust amplifier” if embedded in the newspaper, journal, blog, social media platform, or messenger tool of their choice. Finally, the sociological and ethical dimensions are briefly discussed - whether and how verified material can ultimately be fake news once again, and if the perception of what one believes, does not depend at the end on the recipient's basic attitude and perception. This work in progress paper describes the current status of the research work and outlines the envisaged further procedure., peer-reviewed

Digital technologies have changed and continue to shape the way students interact with learning material, both in traditional and informal education. Adaptive learning methodologies offer an interesting avenue for personalized learning, whereas every individual student is presented with tailormade content, specifically based on the distinct strengths, weaknesses, goals and engagement patterns of the learner. This is intended to consolidate knowledge and ensure that learning progresses at the right time and pace. Underpinning such computer-mediated interventions, one might find simple logic, allowing the content to be adapted after short intermediate tests, up to more complex Artificial Intelligence (AI) methods, which for example, in the realm of serious games, take on the role of the teacher whom facilitates the appropriate learning experience. Such an approach is an interesting and well-meaning methodology that requires additional research and consequently should be developed further, both in terms of the supporting technology and pedagogy. For instance, with regard to the latter, the role of the teachers (and educators in general), in self-directed learning of students whilst utilizing adaptive educational applications is to be investigated. This will allow teachers to take on the role of learning companions and subsequently better estimate the student's progress and facilitate the overall learning experience. In this paper, the authors critically analyse the role of adaptive learning methodologies from the teacher’s perspective and extend this notion not only to support the learning experience itself, but also to assess it, particularly in formative and embedded ways. Furthermore, the authors take a glimpse at the future, where in a few years' time, the assessment of a teacher (through standardized testing or otherwise), will no longer be the decisive factor affecting and/or shaping the career path of a child or young adult. As such, this paper takes an explorative approach to identify the current state of play amongst educators, their expectations and fears regarding adaptive learning and assessment, through a mixed methods approach involving an online survey, followed by a focus group discussion with experts in the field., peer-reviewed

This paper examines the use of digital storytelling by Austrian non-profit organizations (NPOs). Storytelling is an innovative communication tool that is particularly well suited to arouse emotions and build relationships. In today's stimulus-flooded society, stories communicate what really counts and consequently social media have created new platforms and forms of presentation for storytelling. The interactivity of social media allows users to be directly involved in such stories. For NPOs, digital storytelling is a promising tool to engage people in their work and mission in order to make the world a better place. A content analysis of four Austrian NPOs was chosen as the main research method followed by an expert panel discussion to elaborate on the findings. The results of the study show that storytelling already plays an important role in the digital communication of Austrian NPOs. Stories on Facebook and Instagram are primarily used to inform about the work of the organizations and to mobilize users to take action. Nonetheless, problematic situations and conflicts play a key role as main thematic areas. Often, the storyline involves a problem which is pointed out to the users, who are then asked to participate in solving the problem by means of a call-to-action. Storytelling is mainly used in public relations and advocacy work and not as much in direct fundraising by the NPOs. Since stories can trigger emotions and strengthen the image of organizations, it can be assumed that storytelling also has an indirect positive influence on the willingness to donate., peer-reviewed

In addition to the actual core content of games, the user journey or user experience in digital games is becoming more and more important. The menu structure should be as intuitive as possible. Features that are important should be displayed to the player at the moment when the game engine assumes that access is necessary. The player should then reach the content with one tap or click. This persuasive design concept is called ‘nudging’ and is rooted in behavioural psychology. Therefore, in the design of the game environment, the viewpoint of goal orientation plays a major role. Two perspectives exist here. First, from the player's point of view: What is necessary to ensure a well-rounded game experience? The second perspective is from the producer's point of view and revolves around what do they want the player to accomplish next. Some of the top games have now also developed so-called "main menu games", which are challenges around the actual game to keep the players content and give them additional tasks that are as stimulating as possible. In this paper, the authors would like to demonstrate the above-mentioned mechanics by analysing four smash hits, namely “FIFA”, “Clash of Clans”, “Pokemon Go” and “League of Legends”, with the aim of gaining learnings for the development of digital educational software. This new form of learning software should be user-centred and offer an outstanding learning experience through optimal design and mechanics., peer-reviewed

Internationally and nationally, efforts to promote active, health-promoting and sufficient mobility are increasingly becoming the focus of attention. This is being triggered by, amongst other things, a growing lack of exercise, intensified climate protection efforts and the increasing burden of motorized private transport (e.g. the increase in pollutant emissions, land sealing, noise and traffic jams). Walking and cycling, as the most natural forms of active mobility, conserve resources, are socially just, promote health and are self-sufficient. According to the latest physical activity guidelines (U.S. Department of Health and Human Services, 2018), individuals should undertake at least 150 minutes of exercise per week. The Space21Future run challenge will be critically analysed to identify how physical activity and STEAM education can be combined during the challenging Covid-19 period and the massive restrictions in schools in order to create motivating lessons for children and adolescents. The underlying idea is that micro:bits can be programmed with block-based language, so that they serve as a pedometer. A software called ‘Move-Effect’ is then used to enter the respective kilometres covered for the challenge. The concept itself is inclusive: children who have not yet received micro:bits from the schools can also participate with their smartphones, where the distance metrics are tracked via Google Maps or similar software. This paper analyses the data from the accompanying research for the Space21Future run challenge. The strengths and weaknesses of the project are clearly identified with the aim for this case study to inspire similar cross-school and cross-curricular challenges that will foster self-efficacy and offer a forward looking perspective to young people, but also to educators, especially in times of crisis., peer-reviewed

In the last decade, various pricing models have been developed around computer games. The classic model is games that are bought at a fixed price and no further spending is necessary. However, for some of these games, there are frequent content expansions, such as new stories, available to purchase. Other games have an initial price and a subscription model. A further concept, which can be seen in well-known esports games, such as “League of Legends”, but also in mobile games, such as “Clash of Clans”, is the free2play model. Here, the game can basically be played for free, but there are in-game purchases or so-called season passes, where rewards can be earned more quickly. In all models with in-game purchases, it is always the same procedure: for real money, a further type of ingame token (for instance, jewels in Clash of Clans and “FIFA points” in FIFA) can be bought in addition to the in-game currency that can be earned by playing the game. However, it is only possible to invest money in the game, but not to convert the in-game currency into real money (although there are workarounds like using eBay or other platforms and sell the game accounts or meet in game to transfer in-game currency which has been purchased with a peer2peer FIAT transaction before). In some cases, that secondary currency, which is intended to be purchased for real money, can also be earned, but usually only very slowly and with a lot of effort while playing, which might have legal reasons, so the games cannot be blamed to fall under the gambling jurisdiction. This paper takes the esports School League Floridsdorf+ in Vienna as an example to examine how the topic of digital games and their respective around the game and in-game economy can be used to introduce students to the topic of financial literacy. This can also be facilitated to explain classic financial topics such as interest rates, inflation, deflation, savings accounts or new technologies such as blockchain in an applied and sustainable way., peer-reviewed

The forgery and fraudulent behaviour associated with examination results and academic certificates at the different stages from storing, publishing, transfer to verification, remain a major cybercrime issue within the educational sector. In this paper, the authors discuss the technological dimension underpinning such issues and propose a system consisting of digital ID verification structures, which ensure and confirm individual access via decentralized storage like Blockchain systems, in order to minimise fraudulent activities. Based on extensive desk research and a case study (using a demonstrator) which was presented and discussed with a focus group, comprising of stakeholders with a good understanding on the topic of Blockchain technologies and digital IDs, the authors discuss how the publication, storage and transfer of educational and academic achievements may potentially be transformed due to the adoption of Blockchain technologies, especially through digital ID verification. In particular, the authors identify issues pertaining to the setting up of the chain of trust, recognition of digital IDs, non-technical expertise, costs, human interventions and cybersecurity as crucial for the successful consideration and implementation of Blockchain-based digital IDs and as areas for future work in counteracting cybercrime with regard to assessment results and credentials in the educational sector., peer-reviewed

In recent years, a clear trend towards personalised learning experiences has emerged. Individual preferences are in the foreground and should be made possible, for example, through selectable choices. If these courses take place in the same educational institution, the handling of credit and the clear allocation to learning outcomes is usually possible. However, it becomes difficult when the options also extend to courses outside the main educational institution. It is even more difficult when the study opportunities occur, for example, at educational institutions abroad or at businesses with a strong focus on practice. Here, accreditation is often very difficult, dependent on the case and a painstaking process, unless it is regulated by law, for example through the Bologna Process in the case of universities. New ways in adult education go a whole step further, especially via the so-called second-chance education, when the trainee has a choice of often hundreds of possible courses at various educational and vocational institutions. However, the diploma or work permit is ultimately awarded by the authorities and not a specific university or college. This is an ideal example for the concept of micro-credentials or the possibility of partial achievements being made through various channels, whereby each of these microcredentials clearly defines the educational goal that is required and the extent to which this has been achieved by the learner. The most important factor regarding micro-credentials is a standardised form of storage, presentation, verification and approval processes. By discussing a demonstrator, this paper shows how blockchain technologies in combination with digital identities represent a feasible approach to mapping and comparing micro-credentials., peer-reviewed

While the technological dimension of our digital world is advancing at a rapid pace, the Covid-19 crisis has revealed that the digital transformation and readiness of schools and adult education, is having difficulties in adapting and keeping up. However, at the same time, the crisis has exposed the importance and central role of digital technologies and above all, digital literacy as an underpinning pedagogical approach, within education systems, as well as in our professional and personal lives. Emerging Technologies Labs and Makerspaces or hybrid versions of both are one possibility to get further training in the field of digital transformation and readiness. These labs can be bound to one location or even offer mobile functionalities and can be used by elementary schools to universities and adult education. The specific objective for appropriate use, depends on the equipment, but above all, on the underlying learning and pedagogical models. In this paper, the authors discuss two important aspects: (i) What makes a successful Emerging Technologies Lab / a well-designed Makerspace? (ii) Which good practices and approaches are commendable and why? As such, this paper takes an explorative approach to identify the underpinning value of Emerging Technologies Lab and Makerspaces, vis-à-vis the digital transformation and readiness in the educational sector. This will be achieved through a mixed methods approach involving an online survey, followed by expert statements and an introduction of role models., peer-reviewed

The modern gamification movement, following the classical definition of Deterding (2011), is focused on the use of game elements in non-game applications. According to this definition, gamification elements use familiar elements from games to satisfy player needs, increase the user experience and motivation; hence ensuring a long-term use. However, such approaches including those put forth by Kapp (2012), Stampfl (2012) and Zichermann (2011, 2013) preclude the conceptualisation and application of gamification within and around games. Indeed, gaming environments have the potential to successfully integrate solid gamification examples. The authors propose two new categories of gamification: 'in-game’ and 'around-game’ gamification. The ‘In-game’ type of gamification details the use of an additional layer of tasks, badges, achievements, point systems, etc. in a (digital) game, which are not directly related to the storyline of the game. For instance, certain games would reward with a badge if the player collects multiple items of the same species throughout gameplay, even if such a task is independent of or extraneous to the narrative/backstory of the game. ‘Around-game’ gamification occurs when, for example, the player receives a badge after starting the game 100 times, clicking on the forum 50 times, etc. So, in essence, this form of gamification is associated with the game, but does not happen directly inside the game world.Hence, the authors propose the following up-to-date definition of the term gamification: The use of game mechanics as a further dimension within and around both gaming and non-gaming contexts, in an endeavour to nudge participants to perform certain actions, by adopting a playful attitude. For the purpose of this paper, the authors have held talks with 8 international experts on the topic and extend the principles of ‘in-game’ and ‘around-game’ gamification to an educational context., peer-reviewed

In the educational sector even the most sophisticated digital environments will not make human interaction obsolete, as learning and education are inherently social processes. This also means that any application that involves learning and assessment must deal with problems resulting from human error. Some of these problems can effectively be countered or excluded by Blockchain-based technologies. Especially in the case of retroactive manipulation of data, non-Blockchain systems are prone to manipulation, as even the most advanced safeguards cannot prohibit users with high enough access rights to manipulate existing data entries (this may be a mere annoyance when a well-meaning teacher edits a student’s attendance, but it can quickly become a large-scale problem when the recognition of diplomas is tampered with on an institutional level). As data stored on the Blockchain cannot be altered retroactively, the problem of tampering with existing data is to be ruled out. This conference paper looks at the role of humans in the use of state-of-the-art systems that store grades from exams and certificates on Blockchain, and aims at initiating a broad discussion whilst providing guidance for future developments., peer-reviewed

An important aspect of knowledge management is the transfer of know-how between generations. This raises the question of how new employees, especially young professionals, can acquire this knowledge from older generations in an efficient and sustainable way. This can potentially necessitate the creation of incentives for both sides. For the older generation, the rewards must be of such a high quality that they are willing to pass on their expertise without seeing the younger generation as a threat. For the younger generation, ways must be created to accept the knowledge of the older generation as being of great value. In this paper, the authors discuss two methods that can facilitate this process. Gamification, to make the reward systems visible, and nudging, to trigger the benefits of these reward systems. Furthermore, by developing a working prototype, the authors describe how the actual rewards can be stored on Blockchain-based tokens in order to be represented in a permanent and provable way. This system can be supported by machine learning and the long-term preparation of adaptive learning systems, so that the knowledge of the older generation is ultimately made available to a broad group of people. The theoretical foundations are complemented by an online survey and a focus group with experts from the various fields in order to further corroborate the arguments made., peer-reviewed

Besides the pure application of serious games as tools for knowledge transfer, a further trend has been observed in the last few years: The creation of games as an opportunity to gain practical experience and thereby also build up valuable knowledge. In this context several approaches are possible, such as using paper prototyping, game maker tools like Scratch, RPG-Maker, Construct 3 or Game Maker Studio 2, and the application of actual game engines like Unity. This contribution aims to discuss the possibility of creating games in a very specific, predefined genre using game maker tools that have been especially developed for use in an educational context and therefore offer didactic guidance. The Game Creator Tool which was developed as part of the Erasmus+ project Create Digital Games for Education (CDG4E) is presented in more depth. Using this tool, one can create decision card games inspired by the mobile game bestseller "Reigns". Within the project, the consortium created educational games in different areas such as fake news prevention and STEM education. In addition to these ready-made games, another focus was placed on using the tool itself as a teaching technique, for example to create games on a specific topic with school classes or within youth work, but also as an instrument for setting up dedicated "game jams". This contribution reports on the advantages and drawbacks of creating the tool itself by analysing qualitative and quantitative data gathered during the iterative design process of the Game Creator., peer-reviewed

Digital/electronic identities are essential components of collaborative robots/robots and human-robot/robothuman interactions. Through such identities, digital agents (AI powered software or robots/bots) are entrusted with tasks in the name of certain individuals/companies. Digital identities can come from various sources; these can be assigned by an employer, through a service provided by a government entity or an external company specializing in the creation of such signatures or generated through an interface like Facebook Connect. All these different sources offer a range of varying levels of trust, both within the institution where the signature is principally used, but especially when interacting with third parties. Ultimately, this level of trust or its valuation is a determining factor in how far the authorization of the respective digital/electronic signature goes. The authors describe the application of digital/electronic signatures from human employees or legal entities which, simultaneously with the main task, generate sub-signatures for the respective digital agent.The topic is presented from a technical perspective as well as from a social science point of view., peer-reviewed

Facebook has proposed to integrate the cryptocurrency 'Libra' into its services, a plan which has been heavily discussed in science, business and politics. On Steemit.com one receives a tradable-token namend Steem in return for writing popular articles or post comments while at Wildspark.me one is rewarded for discovering the next big YouTube video. This shows that Blockchain technologies have an undeniable influence on the development of today's Social Media Networks. On the one hand, we have the technology hype around Blockchain and what kind of new applications are made possible, and on the other hand, the speculation hype around digital tokens (cryptocurrencies) and new forms of investment (ICO, STO), which have in turn resulted in a large number of start-ups in the Social Media and Blockchain sector. Start-ups and products, which quite often disappear from the market in a relatively short time. This paper provides a Snapshot, how Blockchain technologies could influence established Social Networks and gives an overview of known start-ups and their platforms which facilitate Blockchain technologies (like Steemit, Social X, Obsidian, Indorse, Sola, HyperSpace, Ardor.rocks a.s.o.). Finally, a discussion on how Blockchain technologies can be used beyond speculation is provided., peer-reviewed

Once information is stored on the Blockchain, it cannot be altered retroactively. This immutability makes Blockchain technology an ideal candidate to secure learning achievements and educational credentials. Keeping data trustworthy, secure and manipulation-proof has become an increasing issue in education due to the rise of digital learning environments, which often combine learning experiences, testing procedures and educational credential management. Currently, most digital learning environments safeguard their data using traditional safety systems (e.g. password protection), which in turn are not Blockchain-based, but controlled by a centralized authority. While these centralized systems provide a certain level of security against unauthorized access from outside the system, manipulation from within the system cannot be excluded. Users with high enough access rights (teachers, administrators, system managers) can still add, change or delete entries. This becomes an even greater problem when learning achievements are to be reflected in fair and transparent credit systems, and especially when these educational credits are to be valid across different institutions or even countries. Due to their ability to store data in a decentralized, transparent and manipulation-proof way, Blockchain-based technologies can provide solutions to this problem. The aim of this paper is to describe the status quo of Blockchain technologies in the educational sector, including the expected merits and drawbacks., peer-reviewed

The rapidly enforced lockdown and school closures in many countries have shaken up school and university life from one day to the other. Educational institutions which, due to geographical circumstances, focus on adult continuing education or are by charter defined as pilot schools, have been able to react quickly to these new circumstances. However, the majority of the traditional educational institutions seem to have had great difficulties and there was no digital teaching, learning or assessment strategy ready to be implemented. And if that wasn't already enough, a massive controversy broke out regarding which school subjects are more important than others. In particular, the Art lessons were criticized for being not important and that children should not be burdened with this "rubbish". This is of course the wrong approach, because Art in all its many facets plays an important role in the way society is defined and operates. And Art, such as music, film, books and comics, played an essential role in the Covid-19 situation and particularly during lockdown periods. Art lessons and home-schooling or distance learning, are not necessarily opposites or an antithesis. Increasingly, students are using apps in their daily life where the connection to art and cultural studies is only a click away. This conference contribution would like to put teaching through Twitch.TV up for discussion and take up the cudgels for modern Art teaching and learning., peer-reviewed

The rapid changes brought about by digital technologies in education offer rich, personalised and differentiated modes of e-learning. However, the anytime, anywhere access to teaching, learning and assessment material requires a paradigm shift in the conceptualisation and implementation of validation, verification, authentication and storing of students’ data. This is especially relevant for accredited or certified programmes such as online bachelor or master degree courses, which quite often carry a substantial cost and relatively high time-consumption in terms of the recording and verification of students’ learning credentials. Blockchain technologies offer an interesting and innovative approach for securing sensitive information in online educational environments. One of its main impetus is the ability, or rather the nonability of retrospectively altering data which is stored on the blockchain. This indelible and unalterable nature of blockchain technologies allow for greater safeguarding when compared to conventional password-protected directories, from both within and outside the organisational e-learning environment. Furthermore, the open nature of public blockchains, supports decentralised data verification, hence independent of any central authority and consequently valid across different programmes, departments, institutions and countries. This also extends beyond traditional formal learning institutions, such as non-formal or informal education, but more importantly, it offers an easy and inexpensive way for businesses and job providers to safely and securely verify prospective employees’ credentials. The aim of this paper is to critically evaluate the role of blockchain technologies in e-learning, by discussing the challenges, prospects and implications of implementation of this new technology to prevent identity fraud in online (as well as traditional) learning contexts and securely and irrevocably store students’ data. This includes issues relating to students' records, transcripts, identity and badges, but also the provision of infrastructure security and smart contracts in online learning environments., peer-reviewed

The fixation of formal education to measure and certify academic attainment, continues to fuel the ubiquity of standardised assessment procedures. As such, educators are reluctant to embrace the same constructivist and novel stance adopted towards learning to the assessment domain and continue to favour summative over formative practices. On the other hand, literature on games in education, suggests that well-designed digital games support and enhance the positive interplay between the different forms and functions of assessment, which are inherent to the learning environment. This paper examines the principles of good game design in light of the constructive interaction that exists between learning and the different functions of assessment in games. For instance, levelling and collecting badges whilst climbing up the ladder of challenges found in games, can be considered as the outcome of a purely summative assessment of the player’s progress, as the information collected during gameplay is solely used to judge and certify the player’s performance. However and more importantly, both for the game designers and the players, the game is continuously producing immediate performance feedback in the form of, amongst others, both on-demand and just-in-time information, which informs the players’ learning and allows them to adjust their actions, thus serving as a formative assessment of gameplay. On analysing the respective literature in the field of game studies and assessment, this paper discusses a number of game elements and core mechanics, under three broad themes, namely (i) adaptivity (ii) feedforward and (iii) distributed cognition, which game designers successfully deploy in good game designs. These are gradually and naturally extended towards the theoretical and practical underpinning of an assessment for learning pedagogy, thus potentially informing and transforming traditional assessment practices into a more playful experience., peer-reviewed