Zwei Beiträge auf International Conference on Information Systems 2019 (ICIS 2019)
Die Professur für Anwendungssysteme und E-Business ist mit zwei Beiträgen auf der International Conference on Information Systems 2019 (ICIS 2019) vertreten:
Dr. Sebastian Hobert präsentiert den Beitrag: "Say Hello to ‘Coding Tutor’! Design and Evaluation of a Chatbot-based Learning System Supporting Students to Learn to Program":
Abstract: The overall goal of this design science research project is to design and evaluate a chatbot-based learning system that is able to support novice programmers to learn to write software code in formal learning settings. Our results indicate that such a conversational intelligent programming tutor is suited to take over tasks of teaching assistants in times when no human teaching assistant or lecturer is available for help, e.g., due to resource constraints. For instance, our so-called 'Coding Tutor' is able to respond to open-ended knowledge questions, to assess submitted source code automatically or to guide students step-by-step through programming exercises using natural language communication. In addition to providing our situated software artifact, we document our results based on the core components of a design theory as proposed by Gregor and Jones (2007). Thus, we provide the first step toward a nascent design theory for chatbot-based learning systems in IS education.
Keywords: Chatbot-based learning system, intelligent programming tutor, pedagogical conversational agent, automatic assessment system, design theory.
Dr. Sebastian Hobert präsentiert den Beitrag: "Fostering Students' Motivation to Learn Daily on a Voluntary Basis - A Gamified Mobile Learning Approach for Formal Learning Settings":
Abstract: In this research study, we address the issue of fostering the students' motivation to learn in large-scale lectures in which the student-to-lecturer ratio is high. A common challenge in large-scale lectures is that providing adequate learning support for each student on an individualized basis is often not possible (esp. due to resource constrains). In order to provide an enhanced learning support in large-scale courses by fostering the students' (intrinsic) motivation to learn on a daily basis, we apply a problem-centered design science research approach in this study. We developed an enhanced learning concept and a mobile learning app. After two design iterations, we finished the development of the mobile learning artifact that we are currently testing in a field study in a large-scale information systems lecture. In this paper, we present the design cycles and outline our future research steps.
Keywords: Mobile learning, formal learning setting, gamification, design science research.