TY - RPRT A1 - Frosch, Katharina A1 - Damus, Martha A1 - Haberland, Steffi A1 - Hädicke, Svenja A1 - Lindauer, Friederike A1 - Winkel, Carmen T1 - Lehren mit KI: Talk2Transform (T2T) T2 - Wie KI Studium und Lehre verändert Anwendungsfelder, Use-Cases und Gelingensbedingungen Y1 - 2025 UR - https://hochschulforumdigitalisierung.de/wp-content/uploads/2025/04/HFD_AP_87_Wie_KI_Studium_und_Lehre_veraendert_final.pdf SP - 23 EP - 25 PB - Hochschulforum Digitalisierung ER - TY - JOUR A1 - Frosch, Katharina A1 - Lindauer, Friederike T1 - Learning With Short Bursts: How Effectively Can We Build Competencies in Climate Change-Related Areas Based on Microlearning? JF - European Journal of Education N2 - The study examines the effectiveness of microlearning in developing the capacity to address climate change and adapt to environmental challenges. Conducted as an online field experiment with 140 participants, the study focused on the impacts of smartphone use as an illustrative learning domain for education in climate change-related areas. Using a pre–post research design and simultaneous equation models, the study found improvements in knowledge retention, with a median increase of 38%. The results indicated that the brief microlearning units also promoted sustainability action competencies, such as confidence in one's influence and willingness to act sustainably. This suggests that higher-order learning processes were also triggered, although to a much lesser extent. Furthermore, learner satisfaction was identified as a mediating variable for these positive outcomes. The study concludes that short bursts of knowledge delivered through microlearning activities can be used alongside traditional training methods to build the critical skills needed for initiatives such as the EU Green Deal. Y1 - 2025 U6 - https://doi.org/10.1111/ejed.70088 VL - 60 IS - 2 SP - 1 EP - 17 PB - Wiley ER - TY - CHAP A1 - Frosch, Katharina A1 - Lindauer, Friederike A1 - Winkel, Carmen T1 - Is Learning with an AI-Powered Chatbot for Everyone? A First Look at How Learning Preferences May Influence Learning Outcomes T2 - Ubiquity Proceedings N2 - In an era where AI-powered chatbots are increasingly being integrated into education and corporate learning, it is critical to determine whether these approaches benefit all learners or primarily cater to those with specific preferences. This study explores the interplay between learning preferences and learning outcomes in communication training using an AI-powered chatbot. In a field experiment with 17 participants, systematic thinkers and intrinsically motivated learners reported higher satisfaction and greater skill improvement, while those who preferred model learning and direct feedback benefited less. These findings suggest that AI-powered chatbots should be carefully designed to accommodate diverse learners and mitigate potential negative effects. Y1 - 2025 U6 - https://doi.org/10.5334/uproc.207 VL - 6 IS - 1 SP - 1 EP - 10 PB - ubiquity press ER - TY - CHAP A1 - Lindauer, Friederike A1 - Damus, Martha A1 - Winkel, Carmen A1 - Frosch, Katharina T1 - AI-Driven Communication Training for Cybersecurity with the Talk to Transform Simulator T2 - KI-Forum 2025 : KI in Forschung und Lehre an Hochschulen N2 - Effective communication skills are increasingly recognized as critical for leadership in digital transformation contexts. Recently, AI-Chatbots such as Talk to Transform (T2T) have been developed to enhance leadership competencies through interactive role-plays and feedback. This paper proposes their adaptation for cybersecurity training. We discuss the current landscape of cybersecurity training, highlight the importance of communication, and present T2T as an innovative approach to bridge this gap through chatbot-driven role-plays. Y1 - 2025 U6 - https://doi.org/10.25968/opus-3790 PB - HsH Applied Academics ER -