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291 results on '"Seufert, Sabine"'

3. Educational Chatbots for Collaborative Learning: Results of a Design Experiment in a Middle School

Author

International Association for Development of the Information Society (IADIS), Burkhard, Michael, Seufert, Sabine, Cetto, Matthias, and Handschuh, Siegfri

Abstract

Educational chatbots promise many benefits for teaching and learning. Although chatbot use cases in this research field are rapidly growing, most studies focus on individual users rather than on collaborative group settings. To address this issue, this paper investigates how chatbot-mediated learning can be designed to foster middle school students in team-based assignments. Using an educational design research approach, quality indicators of educational chatbots were derived from the literature, which served as a guideline for the development of the chatbot Tubo (meaning tutoring bot). Tubo is part of a web-based team learning environment in which students can chat with each other and collaboratively work on their group assignments. As a team member and tutor of each group, Tubo guides the students through the learning journey by different scaffolding elements and helps with content-related questions the students have. As part of a first design cycle, the chatbot application was tested with a school class of a technical vocational school in Switzerland. The received feedback suggests that the approach of team-based learning with chatbots has a lot of potential from the students' and teachers' point of view. However, the role distribution of the individual group members may have to be further specified to address the different needs of autonomous as well as more control-oriented students.

Published
2022

4. Student Acceptance of Social Robots in Higher Education -- Evidence from a Vignette Study

Author

International Association for Development of the Information Society (IADIS), Guggemos, Josef, Sonderegger, Stefan, and Seufert, Sabine

Abstract

Social robots have the potential to play a vital role in education. Student technology acceptance may be considered as a driver for their successful integration in educational processes. Based on the ICAP (Interactive, Constructive, Active, Passive) framework and research on social robot roles, we have developed eight vignettes describing scenarios for the use of social robots in higher education, e.g., teaching assistant. Students in an introductory university course completed the vignettes; they answered questions based on the unified theory of acceptance and use of technology (UTAUT), as well as on their ethical approval. Drawing from a sample of N = 361 students, we carried out confirmatory factor analysis. In line with the conceptual basis, eight scenarios can be described. Overall, students do not accept social robots as presenters; however, the assessment of other roles, such as teaching assistant, is positive. By means of a latent profile analysis, we were able to identify four profiles that may be meaningful from a conceptual point of view. One profile is particularly noteworthy. It comprises students who accept social robots not as a means of instruction, e.g., as a tutor, but as a tool, e.g., to promote computational thinking.

Published
2022

6. Student Acceptance Including Ethical Evaluation of Social Robots in Higher Education : Considering Robot Roles and Latent Profiles

Author

Guggemos, Josef, Sonderegger, Stefan, Seufert, Sabine, Ifenthaler, Dirk, Series Editor, Sampson, Demetrios G., Series Editor, Isaías, Pedro, Series Editor, Gibson, David C., Editorial Board Member, Huang, Ronghuai, Editorial Board Member, Kinshuk, Editorial Board Member, and Spector, J. Michael, Editorial Board Member

Published
2024
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7. Computational Thinking Assessment -- Towards More Vivid Interpretations

Author

Guggemos, Josef, Seufert, Sabine, and Román-González, Marcos

Abstract

Computational thinking (CT) is an important 21st-century skill. This paper aims at more useful CT assessment. Available evaluation instruments are reviewed; two generally accepted CT evaluation tools are selected for a comprehensive CT assessment: the CTt, a performance test, and the CTS, a self-assessment instrument. The sample comprises 202 high school students from German-speaking Switzerland. Concerning the CTt, Rasch-scalability is demonstrated. Utilizing the approach of the PISA studies, proficiency levels are formed that comprise tasks with specific characteristics that students are systematically able to master. This could help teachers to offer individual support to their students. In terms of the CTS, the original version is refined using confirmatory factor and measurement-invariance analysis. A latent profile analysis yielded four profiles, two of which are of particular interest. One profile comprises students with, on the one hand, moderate to high creative thinking ability, cooperativity, and critical thinking skills and, on the other hand, low algorithmic thinking ability. The second remarkable profile consists of students with particularly low cooperativity. Based on these strength and weakness profiles, teachers could offer support tailored to student needs.

Published
2023
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11. Measuring Computational Thinking -- Adapting a Performance Test and a Self-Assessment Instrument for German-Speaking Countries

Author

Guggemos, Josef, Seufert, Sabine, and Román-González, Marcos

Abstract

Far-reaching technological changes are shaping our society and the ways in which we work. A key 21st -century skill for taking advantage of those changes may be computational thinking (CT). CT aims at enabling humans to carry out more effective problem solving by utilizing concepts of computing and computer technology. For a successful integration of CT into curricula, however, it is important to take assessment into account. We review two instruments that capture CT: the Computational Thinking Test (CTt), a performance test, and the Computational Thinking Scales (CTS), that relies on self-assessment. We have adapted both instruments from English to German. Using a sample of 202 upper-secondary students from Switzerland, we provide further evidence on the validity of both instruments. To this end, we apply item response theory and confirmatory factor analysis. Furthermore, we evaluate the relationship between CTt and CTS. Both instruments show good properties and may be suitable for assessing CT in German-speaking countries at the secondary level. [For the complete proceedings, see ED608557.]

Published
2019

14. Online Professional Learning Communities for Developing Teachers' Digital Competences

Author

Seufert, Sabine, Guggemos, Josef, and Tarantini, Eric

Abstract

Digital transformation shapes the educational system in many ways. It has also far-reaching implications for teachers as their job description may fundamentally change in the future. In this light, it is important 1) to identify necessary digital competences of teachers and 2) to find ways to foster those competences in an efficient way. By means of a literature review and expert interviews, we developed a framework of teachers' digital competences. In line with Baumert and Kunter (2006) as well as Koehler and Mishra (2009), it comprises content knowledge, pedagogical content knowledge, and pedagogical knowledge. However, these facets have extended meaning in the context of digital transformation. Moreover, our framework considers the official EU competence framework (Carretero et al., 2017) and hence covers instrumental skills and knowledge in handling digital media. We successfully validated our framework by means of structural equation modelling with a sample of 215 Swiss teachers. Utilising an Importance Performance Map Analysis, we identified competence facets that show the highest effects on the (self-reported) use of digital media and content. For efficiently fostering those facets, we will establish online professional learning communities consisting of a communication platform, webinar series, and blended learning courses. [For the complete proceedings, see ED600498.]

Published
2018

16. How Social Robots Can Facilitate Teaching Quality – Findings from an Explorative Interview Study

Author

Sonderegger, Stefan, Guggemos, Josef, Seufert, Sabine, Kacprzyk, Janusz, Series Editor, Gomide, Fernando, Advisory Editor, Kaynak, Okyay, Advisory Editor, Liu, Derong, Advisory Editor, Pedrycz, Witold, Advisory Editor, Polycarpou, Marios M., Advisory Editor, Rudas, Imre J., Advisory Editor, Wang, Jun, Advisory Editor, Lepuschitz, Wilfried, editor, Merdan, Munir, editor, Koppensteiner, Gottfried, editor, Balogh, Richard, editor, and Obdržálek, David, editor

Published
2022
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17. Social Robots in Education: Conceptual Overview and Case Study of Use

Author

Guggemos, Josef, Seufert, Sabine, Sonderegger, Stefan, Burkhard, Michael, Ifenthaler, Dirk, Series Editor, Sampson, Demetrios G., Series Editor, Isaías, Pedro, Series Editor, Gibson, David C., Editorial Board Member, Huang, Ronghuai, Editorial Board Member, Kinshuk, Editorial Board Member, and Spector, J. Michael, Editorial Board Member

Published
2022
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21. Humanoid Robots in Higher Education: Evaluating the Acceptance of Pepper in the Context of an Academic Writing Course Using the UTAUT

Author

Guggemos, Josef, Seufert, Sabine, and Sonderegger, Stefan

Abstract

This study investigates the acceptance of social robots by higher education students in the social sciences. Pepper, a humanoid social robot from SoftBank Robotics, provided a sample of its capabilities during a first semester, large-scale, university course, "Introduction to academic writing."From this course, 462 freshmen participated in our survey. The unified theory of acceptance and use of technology (UTAUT) acts as the conceptual framework, and partial least squares structural equation modelling (PLS-SEM) as the method for data analysis. The four perceived characteristics--trustworthiness, adaptiveness, social presence and appearance--all predict the intention to use the robot for learning purposes; anxiety regarding making mistakes in handling the robot and about privacy issues are not significant predictors. An importance-performance map analysis indicated adaptiveness as the robot's most important characteristic for predicting student behavioural intention. Overall, however, the study shows that students do not have the intention to rely on social robots for learning purposes at the current level of state-of-the-art technology: behavioural intention reaches only 36.6% of the theoretical maximum.

Published
2020
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22. A Pedagogical Perspective on Big Data and Learning Analytics: A Conceptual Model for Digital Learning Support

Author

Seufert, Sabine, Meier, Christoph, Soellner, Matthias, and Rietsche, Roman

Abstract

The increasing prevalence of learner-centred forms of learning as well as an increase in the number of learners actively participating on a wide range of digital platforms and devices give rise to an ever-increasing stream of learning data. Learning analytics (LA) can enable learners, teachers, and their institutions to better understand and predict learning and performance. However, the pedagogical perspective and matters of learning design have been underrepresented in research thus far. In our paper, we propose a general design framework that includes critical dimensions of LA and assists in creating LA services that support educational practice. On the basis of a two-dimensional framework (individual vs. social, reflection vs. prediction), we then identify four generic approaches to LA aimed at improving learning process and learning outcomes. To demonstrate the application, four use cases are outlined that are based on four previously elaborated generic approaches to LA. Finally, we discuss the validation of the model and close with an outlook on relevant future research.

Published
2019
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28. Design for System Change: Developing Digital Competences of Vocational Teachers

Author

Seufert, Sabine, Guggemos, Josef, Tarantini, Eric, Barbosa, Simone Diniz Junqueira, Editorial Board Member, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Yuan, Junsong, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Uden, Lorna, editor, Liberona, Dario, editor, Sanchez, Galo, editor, and Rodríguez-González, Sara, editor

Published
2019
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29. Developing a MOOC to Foster Information Literacy (IL) by Means of a Conjecture Map

Author

Seufert, Sabine, Guggemos, Josef, Moser, Luca, Sonderegger, Stefan, Barbosa, Simone Diniz Junqueira, Editorial Board Member, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Yuan, Junsong, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Uden, Lorna, editor, Liberona, Dario, editor, Sanchez, Galo, editor, and Rodríguez-González, Sara, editor

Published
2019
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32. Big Data in Education: Supporting Learners in Their Role as Reflective Practitioners

Author

Seufert, Sabine, Meier, Christoph, Huang, Ronghuai, Series Editor, Kinshuk, Series Editor, Jemni, Mohamed, Series Editor, Chen, Nian-Shing, Series Editor, Spector, J. Michael, Series Editor, Kumar, Vivekanandan, editor, Essa, Alfred, editor, Huang, Yueh-Min, editor, Koper, Rob, editor, Tortorella, Richard A. W., editor, Chang, Ting-Wen, editor, Li, Yanyan, editor, and Zhang, Zhizhen, editor

Published
2018
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35. Digital Leadership – Schulen im digitalen Wandel führen

Author

Baumgartner, Gabriele, additional, Breitschaft, Johannes, additional, Burri, Eliane, additional, Fugmann, Martin, additional, Genner, Sarah, additional, Kälin, Karin, additional, Krein, Ulrike, additional, Gut, Alain, additional, Pettersson, Fanny, additional, Rosenberger, Nicole, additional, Schön, Michael, additional, Schiefner-Rohs, Mandy, additional, Seufert, Sabine, additional, Spirgi, Lukas, additional, Schneider Stingelin, Colette, additional, Stühlinger, Marco, additional, Prasse, Doreen, additional, Röhl, Tobias, additional, Wegmüller, Reto, additional, and Wespi, Nicole, additional

Published
2023
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39. Collaborative Learning Environments for Management Education.

Author

Seufert, Sabine and Seufert, Andreas

Abstract

Confronted with the pressure of a rapidly changing environment, organizations demand new skills and capabilities of future managers. These demands and the findings of learning theory necessitate a corresponding change in education of tomorrow's managers. Future management education requires a balance between the imparting of knowledge to the learner and the learner's own construction of it. This paper describes how the foundation for such future management education can be laid by collaborative learning environments. The framework, implementation, and experiences in team-oriented learning and knowledge creation via collaborative learning environments are described, based on the Genius (Groupware Enabled Learning Environment for Education in Management) research program at the University of St. Gallen (Switzerland). Starting with an overview of Genius projects, the "Technology-Enabled Learning and Knowledge Creation" course is used as an example of how the Genius framework is put into effect on the CEMS (Community of European Management Schools) Genius platform. The learning infrastructure, consisting of distributive, interactive, and collaborative learning technologies, is described. Directed, self-directed, and collaborative learning strategies are summarized. Two figures present the CEMS Genius learning infrastructure and a chart of learning strategies. (Author/MES)

Published
1998

42. Teaching Information Literacy in Secondary Education: How to Design Professional Development for Teachers?

Author

Seufert, Sabine, Scheffler, Nina, Stanoevska-Slabeva, Katarina, Müller, Severina, Diniz Junqueira Barbosa, Simone, Series editor, Chen, Phoebe, Series editor, Du, Xiaoyong, Series editor, Filipe, Joaquim, Series editor, Kara, Orhun, Series editor, Liu, Ting, Series editor, Kotenko, Igor, Series editor, Sivalingam, Krishna M., Series editor, Washio, Takashi, Series editor, Uden, Lorna, editor, Liberona, Dario, editor, and Feldmann, Birgit, editor

Published
2016
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