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In unserem Paper untersuchen wir das Metaverse aus drei verschiedenen Perspektiven: Gesellschaft, Nachhaltigkeit und Technologie. Der gesellschaftliche Teil erörtert die möglichen Auswirkungen des Metaverse auf die Gesellschaft, wie z. B. Veränderungen am Arbeitsplatz und die Entstehung neuer sozialer Strukturen. Der technische Teil konzentriert sich auf die technischen Grundlagen des Metaverse, mit einem Fokus auf Blockchain-Technologien, im Speziellen der Non-Fungible Tokens (NFTs). Der Abschnitt über Nachhaltigkeit behandelt die Auswirkungen aus ökologischer, ökonomischer und sozialer Sicht. Der Einsatz von Blockchain und NFTs hat die Diskussion um das Thema Metaverse seit Anfang der 2020er-Jahre massiv vorangetrieben. Hierbei werden zwei Arten von Metaverseansätzen unterschieden: dezentralisierte und communitybasierte versus zentralisierte kommerzielle Anwendungen. In unserer Arbeit heben wir die potenziellen Vorteile und Herausforderungen des Metaverse hervor und betonen die Notwendigkeit eines umfassenden Verständnisses der verschiedenen Perspektiven und Komponenten, um seine ethische Nutzung zu gewährleisten. Für uns ist es essenziell, dass Bildungseinrichtungen, die Player aus der Industrie – sowohl die großen Konzerne als auch Start- und Scale-Ups –, die Zivilgesellschaft und die Wissenschaft zusammenarbeiten, um ein Verständnis des Metaverse zu entwickeln. Dabei sollten öffentliche Diskussionen und Beteiligungsprozesse gefördert werden, um den gesellschaftlichen Dialog rund um das Metaverse zu intensivieren., Medienimpulse, Bd. 61 Nr. 2 (2023): Materialität(en) und Medienbildung

Despite various measures to promote cycling, the overall proportion of journeys taken by bike in Austria has improved only slightly in recent years. As part of its mobility strategy, the Austrian Federal Government has set itself the target of doubling the proportion of journeys taken by bike in in 7 years. To this end, motivational or behavioural approaches should be preferred to costly infrastructural measures. In this context mobile apps for tracking but also for monetising users’ own data – as a technological manifestation of the "quantified self" – are developing rapidly. Sweepstakes and even performance-related rewards are booming in many areas. At the same time, however, there is increasing awareness of data protection in Europe. In this respect, blockchain technology has great potential for handling user data due to its decentralisation, transparency and security (Buhl et al., 2017). Applications on the blockchain are disruptive innovators for a wide range of applications, from transaction processing to land register entries to logistics chains. In all these, data can be stored using decentralised, unforgeable blockchain records (Hopf Picot, 2017). Applying such innovative measures can also support cycling promotion with all its associated benefits in reduced emissions, positive health effects and reduced infrastructural costs. The solution envisaged in the project reward cyclists for regular cycling with so-called "Cycle Tokens". The key technologies – machine learning and blockchain – present an innovative solution for the validation of routing data and transaction processing. As proof of concept, it is tested whether and how a safe and transparent process of value generation for regular cycling can be created via a utility token, to translate the macroeconomic effects of cycling into value units., CITIES 20.50 – Creating Habitats for the 3rd Millennium: Smart – Sustainable – Climate Neutral. Proceedings of REAL CORP 2021, 26th International Conference on Urban Development and Regional Planning in the Information Society, 223-230

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

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

Availability of reliable data is one of the most important elements for fact-based decisions. Urban planning and spatial energy planning often suffers from a lack of availability of good, validated and up-to-date data sets. Furthermore, integrated spatial and energy planning needs to incorporate new spatially distributed energy sources and understand how these sources can be used in the future to meet climate protection targets. These new energy sources can be, for example, waste heat from industrial food production, local industrial/commercial enterprises, data centers, or urban infrastructure such as tunnels and metro stations. The utilization of such waste heat sources in heating networks has been demonstrated several times, however, their proper identification in an urban environment can be challenging, especially for smaller and unconventional sources (Schmidt, 2020). Gamification as an innovative way to collect the needed data was investigated within a national funded research project called “HotCity”. Gamification builds on the use of game mechanics in contexts that are, by nature, unrelated to the game (Deterding, 2011). Within the project the HotCity-App was developed enabling users to spatially report and evaluate different sources of waste heat. The gamification of data collection was also intended to raise awareness of waste heat and energy use on the one hand, and to facilitate the collection of data from small energy sources on the other. For the first time, the game framework is secured using a blockchain and mapped by means of a token system. The HotCity-App was tested in the Austrian cities Vienna and Graz as a proof of concept to analyse if and how the gamification approach can deliver valid results. The HotCity-App, the game, makes it possible to identify and georeference also smaller sources of waste heat in order to use the available energy. Two test runs were each conducted in Graz and Vienna, which provided helpful feedback from the testers regarding promising features as well as showed barriers reducing the success of this data collection approach. An interactive web-application for the data collected with the HotCity-Appwas further developed to visualize the reported potential waste heat sources and to interactively evaluate the economic feasibility of using the waste heat sources under different frame conditions. The paper will elaborate the game development, discuss the gamification approach and the lessons learned during the proof of concept project. We will further give an outlook of additional data types for integrated urban energy planning, which could be collected by this approach., CITIES 20.50 – Creating Habitats for the 3rd Millennium: Smart – Sustainable – Climate Neutral. Proceedings of REAL CORP 2021, 26th International Conference on Urban Development and Regional Planning in the Information Society, 153-161

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

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

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