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316 results on '"Pammer-Schindler, Viktoria"'

1. Establishing and Evaluating Trustworthy AI: Overview and Research Challenges

Author

Kowald, Dominik, Scher, Sebastian, Pammer-Schindler, Viktoria, Müllner, Peter, Waxnegger, Kerstin, Demelius, Lea, Fessl, Angela, Toller, Maximilian, Estrada, Inti Gabriel Mendoza, Simic, Ilija, Sabol, Vedran, Truegler, Andreas, Veas, Eduardo, Kern, Roman, Nad, Tomislav, and Kopeinik, Simone

Subjects
Computer Science - Machine Learning, Computer Science - Information Retrieval
Abstract

Artificial intelligence (AI) technologies (re-)shape modern life, driving innovation in a wide range of sectors. However, some AI systems have yielded unexpected or undesirable outcomes or have been used in questionable manners. As a result, there has been a surge in public and academic discussions about aspects that AI systems must fulfill to be considered trustworthy. In this paper, we synthesize existing conceptualizations of trustworthy AI along six requirements: 1) human agency and oversight, 2) fairness and non-discrimination, 3) transparency and explainability, 4) robustness and accuracy, 5) privacy and security, and 6) accountability. For each one, we provide a definition, describe how it can be established and evaluated, and discuss requirement-specific research challenges. Finally, we conclude this analysis by identifying overarching research challenges across the requirements with respect to 1) interdisciplinary research, 2) conceptual clarity, 3) context-dependency, 4) dynamics in evolving systems, and 5) investigations in real-world contexts. Thus, this paper synthesizes and consolidates a wide-ranging and active discussion currently taking place in various academic sub-communities and public forums. It aims to serve as a reference for a broad audience and as a basis for future research directions., Comment: Accepted in Frontiers in Big Data and AI, Research Topic: Towards Fair AI for Trustworthy Artificial Intelligence

Published
2024

3. Data-Related Ethics Issues in Technologies for Informal Professional Learning

Author

Pammer-Schindler, Viktoria and Rosé, Carolyn

Abstract

Professional and lifelong learning are a necessity for workers. This is true both for re-skilling from disappearing jobs, as well as for staying current within a professional domain. AI-enabled scaffolding and just-in-time and situated learning in the workplace offer a new frontier for future impact of AIED. The hallmark of this community's work has been i) data-driven design of learning technology and ii) machine-learning enabled personalized interventions. In both cases, data are the foundation of AIED research and data-related ethics are thus central to AIED research. In this paper we formulate a vision how AIED research could address data-related ethics issues in informal and situated professional learning. The foundation of our vision is a secondary analysis of five research cases that offer insights related to data-driven adaptive technologies for informal professional learning. We describe the encountered data-related ethics issues. In our interpretation, we have developed three themes: Firstly, in informal and situated professional learning, relevant data about professional learning -- to be used as a basis for learning analytics and reflection or as a basis for adaptive systems - is not only about learners. Instead, due to the situatedness of learning, relevant data is also about others (colleagues, customers, clients) and other objects from the learner's context. Such data may be private, proprietary, or both. Secondly, manual tracking comes with high learner control over data. Thirdly, learning is not necessarily a shared goal in informal professional learning settings. From an ethics perspective, this is particularly problematic as much data that would be relevant for use within learning technologies hasn't been collected for the purposes of learning. These three themes translate into challenges for AIED research that need to be addressed in order to successfully investigate and develop AIED technology for informal and situated professional learning. As an outlook of this paper, we connect these challenges to ongoing research directions within AIED -- natural language processing, socio-technical design, and scenario-based data collection - that might be leveraged and aimed towards addressing data-related ethics challenges.

Published
2022
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4. Interactive Web-Based Learning Materials Vs. Tutorial Chatbot: Differences in User Experience

Author

Mirzababaei, Behzad, Maitz, Katharina, Fessl, Angela, Pammer-Schindler, Viktoria, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Viberg, Olga, editor, Jivet, Ioana, editor, Muñoz-Merino, Pedro J., editor, Perifanou, Maria, editor, and Papathoma, Tina, editor

Published
2023
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5. What Makes Volunteer Mentors Tick? A Case Study in a Preparatory Online Training Course

Author

Cicchinelli, Analia and Pammer-Schindler, Viktoria

Abstract

Purpose: This paper aims to understand what drives people -- their motivations, autonomous learning attitudes and learning interests -- to volunteer as mentors for a program that helps families to ideate technological solutions to community problems. Design/methodology/approach: A three-phase method was used to build volunteer mentor profiles; elicit topics of interest and establish relationships between those. The mentor profiles were based on self-assessments of motivation, attitude toward lifelong learning and self-regulated learning strategies. The topics of interest were elicited through content analysis of answers to reflection questions. Statistical methods were applied to analyze the relationship between the interests and the mentor profiles. Findings: Bottom-up clustering led to the identification of three mentor groups (G1 "low"; G2 "high" and G3 "medium") based on pre-survey data. While content analysis led to identifying topics of interest: communication skills; learning AI; mentoring; prototype development; problem-solving skills; working with families. Analyzing relationships between mentor profile and the topics of interest, the group G3 "medium," with strong intrinsic motivation, showed significantly more interest in working with families. The group with the overall highest scores (G2 "high") evidenced also substantial interest in learning about AI, but with high variability between members of the group. Originality/value: The study established different types of learning interests of volunteer mentors and related them to the mentor profiles based on motivation, self-regulated learning strategies and attitudes toward lifelong learning. Such knowledge can help organizations shape the volunteering experience to provide more value to volunteers. Furthermore, the reflection questions can be used by volunteers as an instrument for reflection and by organizations to elicit the learning interests of volunteers.

Published
2022
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6. 'Digital? Sicher!' – An Educational Game to Build Digital Competences

Author

Otrel-Cass, Kathrin Marie, Thalmann, Stefan, Pammer-Schindler, Viktoria, Fasching, Michael, Cicchinelli, Analia, Griesbacher, Eva, Malin, Christine, Mayr, Julia, Wertner, Alfred, Doppelreiter, Thomas, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Hilliger, Isabel, editor, Muñoz-Merino, Pedro J., editor, De Laet, Tinne, editor, Ortega-Arranz, Alejandro, editor, and Farrell, Tracie, editor

Published
2022
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7. An Educational Conversational Agent for GDPR

Author

Mirzababaei, Behzad, Pammer-Schindler, Viktoria, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Hilliger, Isabel, editor, Muñoz-Merino, Pedro J., editor, De Laet, Tinne, editor, Ortega-Arranz, Alejandro, editor, and Farrell, Tracie, editor

Published
2022
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8. Learning to Give a Complete Argument with a Conversational Agent: An Experimental Study in Two Domains of Argumentation

Author

Mirzababaei, Behzad, Pammer-Schindler, Viktoria, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Hilliger, Isabel, editor, Muñoz-Merino, Pedro J., editor, De Laet, Tinne, editor, Ortega-Arranz, Alejandro, editor, and Farrell, Tracie, editor

Published
2022
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9. Technologies for Professional Learning

Author

Littlejohn, Allison, Pammer-Schindler, Viktoria, Billett, Stephen, Series Editor, Harteis, Christian, Series Editor, Gruber, Hans, Series Editor, Gijbels, David, editor, and Kyndt, Eva, editor

Published
2022
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12. The Impact of Explicating Learning Goals on Teaching and Learning in Higher Education: Evaluating a Learning Goal Visualization

Author

Fessl, Angela, Maitz, Katharina, Dennerlein, Sebastian, Pammer-Schindler, Viktoria, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, De Laet, Tinne, editor, Klemke, Roland, editor, Alario-Hoyos, Carlos, editor, Hilliger, Isabel, editor, and Ortega-Arranz, Alejandro, editor

Published
2021
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14. 'Mirror, mirror on my search...': Data-Driven Reflection and Experimentation with Search Behaviour

Author

Fessl, Angela, Apaolaza, Aitor, Gledson, Ann, Pammer-Schindler, Viktoria, Vigo, Markel, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Scheffel, Maren, editor, Broisin, Julien, editor, Pammer-Schindler, Viktoria, editor, Ioannou, Andri, editor, and Schneider, Jan, editor

Published
2019
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16. Measuring Learning Progress for Serving Immediate Feedback Needs: Learning Process Quantification Framework (LPQF)

Author

Sedrakyan, Gayane, Dennerlein, Sebastian, Pammer-Schindler, Viktoria, Lindstaedt, Stefanie, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Alario-Hoyos, Carlos, editor, Rodríguez-Triana, María Jesús, editor, Scheffel, Maren, editor, Arnedillo-Sánchez, Inmaculada, editor, and Dennerlein, Sebastian Maximilian, editor

Published
2020
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17. Guiding Socio-Technical Reflection of Ethical Principles in TEL Software Development: The SREP Framework

Author

Dennerlein, Sebastian, Wolf-Brenner, Christof, Gutounig, Robert, Schweiger, Stefan, Pammer-Schindler, Viktoria, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Alario-Hoyos, Carlos, editor, Rodríguez-Triana, María Jesús, editor, Scheffel, Maren, editor, Arnedillo-Sánchez, Inmaculada, editor, and Dennerlein, Sebastian Maximilian, editor

Published
2020
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18. Nature at Your Service - Nature Inspired Representations Combined with Eye-gaze Features to Infer User Attention and Provide Contextualized Support

Author

Barreiros, Carla, Silva, Nelson, Pammer-Schindler, Viktoria, Veas, Eduardo, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Sottilare, Robert A., editor, and Schwarz, Jessica, editor

Published
2020
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19. Analysis of Differential Synchronisation's Energy Consumption on Mobile Devices

Author

Simon, Joerg, Schmidt, Peter, and Pammer-Schindler, Viktoria

Subjects
Computer Science - Networking and Internet Architecture
Abstract

Synchronisation algorithms are central to collaborative editing software. As collaboration is increasingly mediated by mobile devices, the energy efficiency for such algorithms is interest to a wide community of application developers. In this paper we explore the differential synchronisation (diffsync) algorithm with respect to energy consumption on mobile devices. Discussions within this paper are based on real usage data of PDF annotations via the Mendeley iOS app, which requires realtime synchronisation. We identify three areas for optimising diffsync: a.) Empty cycles in which no changes need to be processed b.) tail energy by adapting cycle intervals and c.) computational complexity. Following these considerations, we propose a push-based diffsync strategy in which synchronisation cycles are triggered when a device connects to the network or when a device is notified of changes., Comment: this is pre-published work, article submitted to the EAI Endorsed Transactions on 24.12.2015

Published
2016

21. Digging for Gold: Motivating Users to Explore Alternative Search Interfaces

Author

Fessl, Angela, Wertner, Alfred, Pammer-Schindler, Viktoria, Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Pammer-Schindler, Viktoria, editor, Pérez-Sanagustín, Mar, editor, Drachsler, Hendrik, editor, Elferink, Raymond, editor, and Scheffel, Maren, editor

Published
2018
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30. Games for BCI Skill Learning

Author

Scherer, Reinhold, Müller-Putz, Gernot, Friedrich, Elisabeth V. C., Pammer-Schindler, Viktoria, Wilding, Karin, Keller, Stephan, Pirker, Johanna, Nakatsu, Ryohei, editor, Rauterberg, Matthias, editor, and Ciancarini, Paolo, editor

Published
2017
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31. A Reflective Quiz in a Professional Qualification Program for Stroke Nurses: A Field Trial

Author

Fessl, Angela, Wesiak, Gudrun, Pammer-Schindler, Viktoria, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Verbert, Katrien, editor, Sharples, Mike, editor, and Klobučar, Tomaž, editor

Published
2016
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32. Rebo at Work

Author

Wolfbauer, Irmtraud, primary, Bangerl, Mia Magdalena, additional, Maitz, Katharina, additional, and Pammer-Schindler, Viktoria, additional

Published
2023
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33. Correction to: Lifelong Technology-Enhanced Learning

Author

Pammer-Schindler, Viktoria, Pérez-Sanagustín, Mar, Drachsler, Hendrik, Elferink, Raymond, Scheffel, Maren, Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Pammer-Schindler, Viktoria, editor, Pérez-Sanagustín, Mar, editor, Drachsler, Hendrik, editor, Elferink, Raymond, editor, and Scheffel, Maren, editor

Published
2018
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38. Doctoral Education for Technology-Enhanced Learning in Europe: report

Author

Albó, Laia, Fominykh, Mikhail, Soule, Maria Victoria, Prieto Santos, Luis Pablo, Hernández-Leo, Davinia, Nicolaou, Anna, Athanasiou, Androulla, Pedro, Luís, Pammer-Schindler, Viktoria, Santos, Carlos, De Sousa, Lorena Azevedo, Economides, Anastasios A., Perifanou, Maria A., Ruiz García, Aurelio, Scheffel, Maren, Glahn, Christian, and Wild, Fridolin

Subjects
Doctoral education, Social Sciences, Educational Sciences
Abstract

This report informs about the state of doctoral education in the area of Technology-Enhanced Learning (TEL) in Europe. The report aims to inform policy decisions in doctoral education and in the implementation of these policies. We reviewed 35 cases of institutional doctoral education in TEL identified in 11 European countries. The results indicate that educational institutions use different approaches to doctoral education in technology-enhanced learning. The doctoral degrees in this field are awarded by departments in different academic areas, within different study programs, with correspondingly different curricula, and therefore heterogeneous foundational knowledge. The report also contains the results of the survey of doctoral education in TEL. The objectives were to inform the design of curricula in the field, improve doctoral education overall, and to collect background on the current practices and challenges. The survey was implemented as an online questionnaire with 31 close and open questions in seven sections: professional background, thematic content, general PhD training topics, research methods, learning sources, challenges, supervision and mentoring, and personal background. In total, 229 participants responded to the survey, including 103 PhD candidates, 92 PhD holders, and 26 Master’s degree holders. The survey results indicate that doctoral courses and educational materials are most needed in the TEL community for the topics: learning analytics, artificial intelligence in education, personalized and adaptive learning, self-regulated / informal learning, smart / intelligent learning environments, pedagogical patterns, gamification, visualization / visual analytics, mixed and augmented reality, and engagement / emotion / affect. There is a need for courses and enough materials on the general PhD training topics of academic writing and publication, dissemination of research results, communication about research, project management, and research ethics. The primary learning source for TEL topics is academic publications, for general PhD-level training is supervisor help, and for research methods: supervisor help, academic publications, and courses in the PhD program. The most difficult barriers for TEL PhD candidates are work-life balance, project management, and psychological challenges. Among the different challenge areas, those related to supervision are the most reliable predictors of student satisfaction with their doctoral studies. Most innovative supervision practices, such as learning how to write scientific papers by example, team supervision, and discussion of the overall PhD ideas, were found useful by both PhD students and PhD holders. Many of the innovative supervision practices are rare within the TEL community. Overall, doctoral education in TEL reflects the complexity of the interdisciplinary field of TEL. This report provides an input for curricula design, educational and supervision practices, examples of administrative contests, and existing challenges.

Published
2022

39. Where am I? Using Mobile Sensor Data to Predict a User’s Semantic Place with a Random Forest Algorithm

Author

Lex, Elisabeth, Pimas, Oliver, Simon, Jörg, Pammer-Schindler, Viktoria, Akan, Ozgur, Series editor, Bellavista, Paolo, Series editor, Cao, Jiannong, Series editor, Dressler, Falko, Series editor, Ferrari, Domenico, Series editor, Gerla, Mario, Series editor, Kobayashi, Hisashi, Series editor, Palazzo, Sergio, Series editor, Sahni, Sartaj, Series editor, Shen, Xuemin (Sherman), Series editor, Stan, Mircea, Series editor, Xiaohua, Jia, Series editor, Zomaya, Albert, Series editor, Coulson, Geoffrey, Series editor, Zheng, Kan, editor, Li, Mo, editor, and Jiang, Hongbo, editor

Published
2013
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45. Interdisciplinary doctoral training in technology-enhanced learning in Europe

Author

Pammer-Schindler, Viktoria, Wild, Fridolin, Fominykh, Mikhail, Ley, Tobias, Perifanou, Maria, Soule, Maria Victoria, Hernández-Leo, Davinia, Kalz, Marco, Klamma, Ralf, Pedro, Luís, Santos, Carlos, Glahn, Christian, Economides, Anastasios A., Parmaxi, Antigoni, Prasolova-Førland, Ekaterina, Gillet, Denis, Maillet, Katherine, Pammer-Schindler, Viktoria, Wild, Fridolin, Fominykh, Mikhail, Ley, Tobias, Perifanou, Maria, Soule, Maria Victoria, Hernández-Leo, Davinia, Kalz, Marco, Klamma, Ralf, Pedro, Luís, Santos, Carlos, Glahn, Christian, Economides, Anastasios A., Parmaxi, Antigoni, Prasolova-Førland, Ekaterina, Gillet, Denis, and Maillet, Katherine

Abstract

Technology enhanced learning (TEL) research connects Learning Sciences, Educational Psychology, and Computer Science, in order to investigate interventions based on digital technologies in education and training settings. In this paper, we argue that doctoral training activity for TEL needs to be situated at the intersection of disciplines in order to facilitate innovation. For this, we first review the state of disciplinarity in TEL, reviewing existing meta-studies of the field. Then, we survey 35 doctoral education programs in Europe in which doctoral students working on TEL topics are enrolled. Findings indicate that most doctoral schools are associated with a single discipline and offer methodological rather than content-specific modules. TEL-specific content is provided only in exceptional cases, creating a potentially isolating gap between master-level education and scientific conferences. On this background, we argue that cross-institutional doctoral training is important to progress TEL as a field. In this article, we study and share the approach of an international doctoral summer school organized by the European society EA-TEL over the past 15 years. The summer school provides foundational methodological knowledge from multiple disciplines, content-specific topical knowledge in TEL, access to cutting edge scientific discourse, and discussion of horizontal issues to doctoral students. We further provide an analysis of shifting program topics over time. Our analysis of both, institutional as well as cross-institutional doctoral training in TEL, constitutes this paper’s core contribution in that it highlights that further integration of perspectives and knowledge is to be done in TEL; together with codification and explication of knowledge in the intersection of disciplines.

Published
2022

46. WEKIT.One: A Sensor-Based Augmented Reality System for Experience Capture and Re-enactment

Author

Limbu, Bibeg, Vovk, Alla, Jarodzka, Halszka, Klemke, Roland, Wild, Fridolin, Specht, Marcus, Scheffel, Maren, Broisin, Julien, Pammer-Schindler, Viktoria, Ioannou, Andri, Schneider, Jan, RS-Theme Multimodal Learning Experiences, Department TELI, RS-Theme Cognitive Processes in Education, Department FEEEL, RS-Theme Computer-Supported Collaborative Learning, RS-Theme Open Education, Scheffel, Maren, Broisin, Julien, Pammer-Schindler, Viktoria, Ioannou, Andri, and Schneider, Jan

Subjects
Knowledge assessment, Augmented Reality, Computer science, business.industry, Sensors, 05 social sciences, A domain, 050301 education, Wearable computer, 0102 computer and information sciences, 01 natural sciences, Expert model, Astronaut training, Software, 010201 computation theory & mathematics, Human–computer interaction, Key (cryptography), Training, Augmented reality, Aircraft maintenance, business, 0503 education
Abstract

Body-worn sensors can be used to capture, analyze, and replay human performance for training purposes. The key challenge to any such approach is to establish validity that the captured expert experience is actually suitable for training. In this paper, to evaluate this, we apply a questionnaire-based expert assessment and a complementary trainee knowledge assessment to study the approach adopted and the models generated with the WEKIT solution, a hardware and software application that complements Augmented Reality glasses with wearable sensor-actuator experience. This solution was developed using the ID4AR framework which as also developed within the WEKIT project. ID4AR framework is a domain agnostic framework which can be used to design augmented reality and sensor based applications for training. The study presented triangulates validity across three independent test-beds in the professional domains of aircraft maintenance, medical imaging, and astronaut training, with 61 experts completing the expert survey and 337 students completing the trainee knowledge test. Results show that the captured expert models were positively received in all three domains and the identified level of acceptance suggests that the solution is capable of capturing models for training purposes at large.

Published
2019
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47. Gamifire - A Cloud-Based Infrastructure for Deep Gamification of MOOC

Author

Klemke, R., Antonaci, A., Limbu, B.H., Scheffel, Maren, Broisin, Julien, Pammer-Schindler, Viktoria, Ioannou, Andri, Schneider, Jan, RS-Theme Multimodal Learning Experiences, RS-Theme Computer-Supported Collaborative Learning, Department TELI, RS-Theme Open Education, RS-Research Line Technology Enhanced Learning Innovations for teaching and learning (TELI) (part of WO program), Scheffel, Maren, Broisin, Julien, Pammer-Schindler, Viktoria, Ioannou, Andri, and Schneider, Jan

Subjects
Infrastructure, Point (typography), Computer science, business.industry, media_common.quotation_subject, Scalability, Cloud computing, MOOC, Independence, Data science, Gamifire, Gamification, Platform, Architecture, Isolation (database systems), business, media_common
Abstract

Gamification aims at addressing problems of MOOC (high dropouts, low success rates, lack of engagement, isolation, lack of individualization). We define our understanding of deep gamification and present the Gamifire infrastructure. We also point out planned development activities on this platform.

Published
2019
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49. Games for BCI Skill Learning

Author

Scherer, Reinhold, primary, Müller-Putz, Gernot, additional, Friedrich, Elisabeth V. C., additional, Pammer-Schindler, Viktoria, additional, Wilding, Karin, additional, Keller, Stephan, additional, and Pirker, Johanna, additional

Published
2016
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