Breiter, Andreas
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Breiter, Andreas
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Breiter, Andreas
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Item-typ:Veröffentlichung, Rückmeldungen aus Schulleistungstests an Lehrkräfte durch interaktive Informationsvisualisierungen(2019-11-18); ; ; Teaching staff are expected to be able to use results from comprehensive student achieve-ment tests to improve their instruction. For these data-driven decision-making processes, skills that could be denoted as data literacy are required. Research has shown, however, that in some cases these competencies are not sufficiently pronounced and that feedback is often difficult to understand. Furthermore, the research demonstrated that it is necessary to in-crease the comprehensibility of feedback by using data visualizations. Regional state insti-tutes for education tasked with providing feedback supported teaching staff by offering fur-ther training and handouts on how to use external achievement test results. The matter of increasing the comprehensibility of feedback remains unaddressed. This gap in the research will be taken up in this thesis, which uses the example of comparative achievement tests to approach the question of whether the comprehensibility of achievement-test feedback could be increased by using a feedback system with interactive information visualizations. As part of a study with a cross-sectional design, twenty primary school teachers compared a familiar paper-based feedback for achievement-test results with a new, interactive feedback system. First, the teachers participating in the study assessed the perceived time required to answer the questions asked about the test results. Secondly, the teachers assessed how useful the feedback formats were for answering the questions. The results show that, on average, the questions asked about the data could be answered significantly more quickly using the interactive information visualizations. Furthermore, interactive information visualizations are assessed as being significantly more useful on average. Matrix visualizations were prov-en to have particularly positive effects. For the co-variables only one significant effect was perceived: Teachers with a high level of data literacy assessed the interactive feedback sys-tem as being faster. Moreover, the teachers gave statements regarding requirements for an interactive feedback system and their attitudes and experiences in working with achievement tests. The findings of this study indicate that feedback systems with a user- and demand-oriented graphic layout are becoming more important.Dissertation748 1131 - Some of the metrics are blocked by yourconsent settings
Item-typ:Veröffentlichung, Information Technology Standards in eResearch: A Conceptual Model of the Primary Adoption Process in Higher Education Organizations(2013-01-21); ; ; Current research on IT standards tends to focus on their lifecycle: from the development and selection, to their implementation and use. This work proposed an interdisciplinary perspective to analyze primary adoption process in the eResearch domain. As organizations are the core entities in the innovation process, the analysis of IT standards adoption was applied to eResearch infrastructures within higher education organizations. The core argument was built on the adopter s viewpoint as it provides the most explanatory process about adoption. Two international case studies probed the suitability of a model to identify the determinant role of factors like external and internal networks, top management support and organization structure. This dissertation delivers new insights that contribute to bring certainty about one relevant context of standards adoption.Dissertation456 126 - Some of the metrics are blocked by yourconsent settings
Item-typ:Veröffentlichung, Usability in digitalen Kooperationsnetzwerken. Nutzertests und Logfile-Analyse als kombinierte Methode(2016-02-18); ; ; Usability is a key factor when developing new applications. The interaction between the users and the application should be efficient, effective and engaging. Furthermore, a good usability includes a high error tolerance and an good learnability. Different methods allow the measurement of usability throughout the development (process). All methods have in common that the different employed steps like planning, conducting and evaluating are rather time-consuming. When end-users are included as subjects, usability tests are employed. Due to the high time-effort, usually ten or less tests are conducted. The thesis tries to solve this point by trying to combine usability tests and logfile analysis. The empirical work is two-folded. First, usability tests within a learning management system (LMS) are logged in the background. These logfiles are assigned to severe usability problems. Second, the paths of the severe usability problems are combined with logfile data from a "real-world" LMS that runs the same application. The "real-world" logfiles contain a period of about 300 days with 133 active users. Prior to the combination, both data sets converted into a similar format. Being a new procedure, the definite similarity value had to be specified by descriptive statistics and visual inspections. The final combination makes it possible to determine the severity of usability problems on the basis of "real-world" usage data. The proposed method offers a more precise overview of the occurrence of the found usability problems, independent of the test situation. This thesis provides additional value to the fields of (Web) Data Mining, Usability and Human-Computer Interaction (HCI). It also offers additional knowledge to the field of software development, quantitative and quantitative research as well as computer-supported cooperative work (CSCW) and learning management systems (LMS).Dissertation980 284 - Some of the metrics are blocked by yourconsent settings
Item-typ:Veröffentlichung, The Gamification Inventory : an Instrument for the Qualitative Evaluation of Gamification and its Application to Learning Management Systems(2017-10-23); ; ; Gamification has risen meteorically in popularity since the beginning of the decade, both in practitioner circles and among researchers. We show that empirical results of gamificationa s effects do not match the hype around it as studies have largely failed to prove any effects. We posit that a proper evaluation of gamification requires an understanding of how gamification can be expressed in real-world applications and employ Wittgensteinian family resemblances as a basis for such a definition. We have collected a set of properties that gamified applications can have through the analysis of goals and means of gamification mentioned in the literature and through an expert survey. We then used those results to create the Gamification Inventory, an instrument for the qualitative assessment of gamification in a given system. We have tested the instrument with a set of evaluators in the field of learning management systems (LMSs), informing both a refinement of the instrument and the preparation of an experiment with the intent of testing the effectiveness of common forms of gamification. The analysis of these LMSs led to results very similar to what our analysis of previous empirical studies in gamification, and especially gamification in education, have shown: most gamification is concentrated on using points, badges, levels and leaderboards as game design elements. We argue that a large-scale, long-term experiment with a proper factorial design is needed to evaluate the effectiveness of gamification and have prepared such a study. Having identified points and badges as two major elements to be tested, we developed an extension to a competency grid add-on for the LMS Moodle that allows for a 2x2 factorial design of using points and badges. The system is designed for large-scale distribution among schools using the competency grid in Moodle, with minimal invasiveness in mind. We briefly discuss the challenges that come with such large-scale experiments, especially in German schools. As a result, we present a new, tested, and refined instrument for the qualitative assessment of gamification in a given system, an overview over gamification as it is being used in the most popular LMSs, and an experimental setup to test the effectiveness of points and badges in schools, using custom add-ons to the competency grid for Moodle and to the corresponding mobile application.Dissertation1476 1421