@inproceedings{AbkeSchwirtlichSedelmaier2012, author = {Abke, J{\"o}rg and Schwirtlich, Vincent and Sedelmaier, Yvonne}, title = {Kompetenzf{\"o}rderung im Software Engineering durch ein mehrstufiges Lehrkonzept im Studiengang Mechatronik}, series = {HDI 2012 - Informatik f{\"u}r eine nachhaltige Zukunft}, booktitle = {HDI 2012 - Informatik f{\"u}r eine nachhaltige Zukunft}, editor = {Forbrig, Peter and Rick, Detlef and Schmolitzky, Axel}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-220-9}, issn = {1868-0844}, pages = {79 -- 84}, year = {2012}, abstract = {Dieser Beitrag stellt das Lehr-Lern-Konzept zur Kompetenzf{\"o}rderung im Software Engineering im Studiengang Mechatronik der Hochschule Aschaffenburg dar. Dieses Konzept ist mehrstufig mit Vorlesungs-, Seminar- und Projektsequenzen. Dabei werden Herausforderungen und Verbesserungspotentiale identifiziert und dargestellt. Abschließend wird ein {\"U}berblick gegeben, wie im Rahmen eines gerade gestarteten Forschungsprojektes Lehr-Lernkonzepte weiterentwickelt werden k{\"o}nnen.}, subject = {Software Engineering}, language = {de} } @inproceedings{AbkeGoldRoznawskietal.2013, author = {Abke, J{\"o}rg and Gold, Carolin and Roznawski, Nina and Schwirtlich, Vincent and Sedelmaier, Yvonne}, title = {A New Approach to Collaborative Learning in Software Engineering Focussed on Embedded Systems}, series = {2013 International Conference on Interactive Collaborative Learning (ICL)}, booktitle = {2013 International Conference on Interactive Collaborative Learning (ICL)}, publisher = {IEEE}, isbn = {978-1-4799-0152-4}, doi = {10.1109/ICL.2013.6644663}, pages = {610 -- 616}, year = {2013}, abstract = {Software Engineering is a very complex and abstract process and therefore hard to learn and hard to teach. Especially in mechatronics software engineering is not the main focus of the university studies. Therefore students have little understanding and low motivation to spend time on it. In this paper, we share some experiences on how we tried to give students a deeper understanding for software engineering, its processes and the complexity of software engineering projects. To that end, we chose a new didactical approach consisting of direct instruction and activating learning styles in parallel. The classical lectures were supplemented by a seminar and a project phase to allow students to apply their theoretical learned knowledge without delay in realistic settings. We combined active and passive learning styles to give students the opportunity to consolidate factual knowledge, foster soft skills (e.g. presentation and communication skills), improve team work and gain a deeper understanding of software engineering processes. The experiences of our courses in summer semesters 2010 and 2012 lead to a further development of our didactical approach in 2013. As a consequence, we tried further methods to spread needed information across the student working groups by using a wiki-system, a market of knowledge or mixing the groups between seminar and project phase. At the end of the seminar phase quality gates were implemented and also awards at the end of the project phase. Systematically evaluations at the end of the seminar phase and at the end of the project work show the learning outcomes and possible further improvements of our didactical approach.}, subject = {Software Engineering}, language = {en} } @inproceedings{RodriguezPerezGoldVeerkampAbkeetal.2015, author = {Rodriguez Perez, Sim{\´o}n and Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Borgeest, Kai}, title = {A New Didactic Method for Programming in C for Freshmen Students Using Lego Mindstorms EV3}, series = {18th International Conference on Interactive Collaborative Learning, Proceedings}, volume = {2015}, booktitle = {18th International Conference on Interactive Collaborative Learning, Proceedings}, year = {2015}, abstract = {In this paper a new teaching-learning-method including the LEGO Mindstorms EV3 is presented. This computer sciences course is part of the studies of mechatronics in the first two semesters. The programming language being mediated is ANSI-C. Computer science is not the most popular subject in the interdisciplinary engineering field of mechatronics, therefore the EV3 should be included to increase motivation. For the new approach the former course - without the usage of EV3s - was evaluated and a competency profile was identified. On this basis a new didactical method was designed and implemented. The EV3 is programmed with the IDE Eclipse and with a self programmed plug-in.}, subject = {LEGO MindStorms}, language = {en} } @inproceedings{RodriguezPerezAbkeGoldVeerkampetal.2015, author = {Rodriguez Perez, Sim{\´o}n and Abke, J{\"o}rg and Gold-Veerkamp, Carolin and Borgeest, Kai}, title = {Ein neues Lehr-/Lernarrangement als Einstieg in die C-Programmierung mittels LEGO Mindstorms EV3}, series = {Tagungsband zum 2. HDMINT Symposium 2015}, volume = {2015}, booktitle = {Tagungsband zum 2. HDMINT Symposium 2015}, address = {N{\"u}rnberg}, issn = {1612-4537}, pages = {272}, year = {2015}, abstract = {Ziel ist es, die Qualit{\"a}tsverbesserung des Lehr-/Lernprozesses in der C-Programmierung durch die Integration eines Roboters darzustellen. Dieses neue Konzept wurde bereits teilweise in der Informatikveranstaltung (Studiengang Mechatronik - erstes und zweites Semester mit 180 Minuten pro Woche) umgesetzt.}, subject = {LEGO MindStorms}, language = {de} } @inproceedings{AbkeSedelmaierGold2014, author = {Abke, J{\"o}rg and Sedelmaier, Yvonne and Gold, Carolin}, title = {A Retrospective Course Survey of Graduates to Analyse Competencies in Software Engineering}, series = {IEEE Global Engineering Education Conference (EDUCON 2014) : Istanbul, Turkey, 3 - 5 April 2014}, booktitle = {IEEE Global Engineering Education Conference (EDUCON 2014) : Istanbul, Turkey, 3 - 5 April 2014}, publisher = {IEEE}, address = {Piscataway, NJ}, isbn = {978-1-4799-3190-3}, doi = {10.1109/EDUCON.2014.6826075}, pages = {100 -- 106}, year = {2014}, abstract = {University education in Software Engineering is a challenge for both lecturers and students. Software Engineering is a very complex theme requiring various technical and nontechnical skills. At the beginning of a research project we asked which competencies our graduates need in their everyday working life. In this paper the course survey of graduates is described to gain information about necessary expert and interdisciplinary competencies. First of all, the conceptual approach and the research goals are explained. In a second step the research design in detail will be illustrated. Afterwards analyses take place considering this survey in order to get information concerning competencies and to evaluate the course retrospectively considering this expertise. Furthermore it is required to determine whether improvements or deteriorations in chronological sequence through the semesters can be detected. The students' attitude towards this course is not that positive, so also the survey includes this bias. But, as the learning and teaching arrangement shall be designed more attractive for students as well, first their evaluation has to be analysed. The last chapter provides a summary and an outlook how the results of this survey will be used to improve the quality of teaching. All of this combined is intended to contribute towards the development of a Competency Profile and in a wider context to reach the top goal of the project, to obtain recommendations for teaching and learning methods to improve the quality of teaching.}, subject = {Software Engineering}, language = {en} } @inproceedings{KuhnKaelbererKrausetal.2014, author = {Kuhn, Martina and K{\"a}lberer, Nina and Kraus, Christian and Abke, J{\"o}rg and Gold, Carolin}, title = {Eine Wiki-Plattform als kollaboratives Kommunikations- und Lernmedium im Software Engineering: Einsatz und Evaluation}, series = {Grundfragen Multimedialen Lehrens und Lernens: der Qualit{\"a}tspakt E-Learning im Hochschulpakt 2020 ; Tagungsband GML 2 2014 [13. - 14. M{\"a}rz]}, booktitle = {Grundfragen Multimedialen Lehrens und Lernens: der Qualit{\"a}tspakt E-Learning im Hochschulpakt 2020 ; Tagungsband GML 2 2014 [13. - 14. M{\"a}rz]}, publisher = {Waxmann}, address = {Berlin}, organization = {GML 2 <2012, Berlin>}, isbn = {978-3-8309-3106-5}, pages = {334 -- 336}, year = {2014}, subject = {Computerunterst{\"u}tztes Lernen}, language = {de} } @inproceedings{KuhnAbkeGold2015, author = {Kuhn, Martina and Abke, J{\"o}rg and Gold, Carolin}, title = {A New Problem Based Blended Learning Approach in Software Engineering}, series = {IEEE Global Engineering Education Conference (EDUCON 2015) : Tallinn, Estonia, 18 - 20 March 2015}, booktitle = {IEEE Global Engineering Education Conference (EDUCON 2015) : Tallinn, Estonia, 18 - 20 March 2015}, publisher = {IEEE}, address = {Piscataway, NJ}, organization = {Tallinna Tehnika{\"u}likool}, isbn = {978-1-4799-1908-6}, doi = {10.1109/EDUCON.2015.7096083}, pages = {920 -- 925}, year = {2015}, abstract = {The development of competencies and also the usage of E-Learning and distance education in higher education are key aspects of the Bologna Process. Through the use of E-Learning, individual learning styles (e.g., different learning conditions, speeds and pathways) and competence orientation can be supported and promoted. The combination of traditional classroom teaching and self-study as well as the use of information and communication technologies promise a better quality of teaching. As a result a variety of projects were launched to develop new teaching and learning arrangements while optimizing existing approaches.}, subject = {Integriertes Lernen}, language = {en} } @inproceedings{AbkeGoldKaelbereretal.2014, author = {Abke, J{\"o}rg and Gold, Carolin and K{\"a}lberer, Nina and Kuhn, Martina}, title = {Collaborative Knowledge Transfer via Wiki: A Project Based Learning Approach in Software Engineering}, series = {2014 International Conference on Interactive Collaborative Learning (ICL)}, booktitle = {2014 International Conference on Interactive Collaborative Learning (ICL)}, publisher = {IEEE}, isbn = {978-1-4799-4438-5}, doi = {10.1109/ICL.2014.7017785}, pages = {283 -- 288}, year = {2014}, abstract = {Due to the high complexity and numerous abstract processes in the subject Software Engineering (SWE), both, challenges in teaching and in learning arise. The teaching of Software Engineering is attempted by a new didactic approach to convey a deeper understanding of the complexity and the processes of Software Engineering in the context of the course. The approach complements the classical ex-cathedra lecture with a seminar and a project phase, whereby the direct application of theoretical knowledge is achieved in real-world situations. In addition to the consolidation of factual knowledge, transferable skills, such as presentation, communication and teamwork skills, can be encouraged. The approach focuses on self-studying as well as collaborative learning. The knowledge gained from team working is multiplied by the Wiki and spread over the whole semester.}, subject = {Software Engineering}, language = {en} } @inproceedings{AbkeGoldKaelbereretal.2014, author = {Abke, J{\"o}rg and Gold, Carolin and K{\"a}lberer, Nina and Kuhn, Martina}, title = {Analyses and Evaluation of Educational Data Gained from a Learning Management System}, series = {European Conference Software Engineering Education (ECSEE) 2014}, booktitle = {European Conference Software Engineering Education (ECSEE) 2014}, publisher = {Waxmann}, address = {Aachen}, isbn = {978-3-8440-3067-9}, pages = {93 -- 107}, year = {2014}, abstract = {Software Engineering is a very complex theme including abstract processes. Thus its university education is even more challenging; in particular in the course of study in mechatronics, in which various subjects are integrated and combined. Due to our experience the students are low motivated concerning the subject "Software Engineering", because of the mixture of technical and interdisciplinary competencies, therefore the subject matter is difficult to teach. In this paper, we share some experiences, as we have tried to activate students and therefore attempt to deepen their understanding of Software Engineering and its processes. As a central tool of the seminar phase, which is used to combine active and passive learning styles, a Wiki embedded in our learning management system Moodle was introduced.}, subject = {Software Engineering}, language = {en} } @inproceedings{ReuterHauserGoldVeerkampetal.2017, author = {Reuter, Rebecca and Hauser, Florian and Gold-Veerkamp, Carolin and Mottok, J{\"u}rgen and Abke, J{\"o}rg}, title = {Towards a Definition and Identification of Learning Obstacles in Higher Software Engineering Education}, series = {EDULEARN17 Proceedings}, booktitle = {EDULEARN17 Proceedings}, isbn = {978-84-697-3777-4}, issn = {2340-1117}, pages = {10259 -- 10267}, year = {2017}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{ReuterHauserGoldVeerkampetal.2018, author = {Reuter, Rebecca and Hauser, Florian and Gold-Veerkamp, Carolin and Stark, Theresa and Kis, Juliane and Mottok, J{\"u}rgen and Abke, J{\"o}rg and Meyer, Dany}, title = {Towards the Construction of a Questionnaire for the Identification of Learning Obstacles}, series = {2018 IEEE Global Engineering Education Conference (EDUCON)}, booktitle = {2018 IEEE Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, pages = {463 -- 472}, year = {2018}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{RodriguezPerezFatoumAbke2016, author = {Rodriguez Perez, Sim{\´o}n and Fatoum, Ahmad and Abke, J{\"o}rg}, title = {Development of an Eclipse Plugin for Using the LEGO Mindstorms EV3 in Education}, series = {Global Engineering Education Conference (EDUCON)}, booktitle = {Global Engineering Education Conference (EDUCON)}, editor = {IEEE,}, publisher = {IEEE}, isbn = {978-1-4673-8633-3}, doi = {10.1109/EDUCON.2016.7474616}, pages = {631 -- 636}, year = {2016}, abstract = {LEGO's new robot, the Mindstorms EV3, offers a range of new possibilities for education. Its most important innovation is building upon the Linux kernel for the programmable unit. LEGO has also open sourced the firmware, allowing an easy extension. Programming for a robot can give engineering students much more practical experience with technical problems and improve the learning motivation. This was the reason to include the EV3 at the university's computer science course in the studies for Mechatronics, which utilises ANSI C as the programming language. As there was - until now - no possibility to program the robot in ANSI C, an Application Programming Interface, an Eclipse plug-in and an uploader were developed. Main criteria was an easy handling of these tools. In this paper the plug-in and its integration into the computer science course is presented.}, subject = {LEGO MindStorms}, language = {en} } @inproceedings{GoldVeerkampAbkeDiethelm2016, author = {Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Diethelm, Ira}, title = {Research Approach to Analyse and Foster Discipline-Specific Language Competency in Software Engineering Education}, series = {Global Engineering Education Conference (EDUCON)}, booktitle = {Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, isbn = {978-1-4673-8633-3}, doi = {10.1109/EDUCON.2016.7474619}, pages = {652 -- 659}, year = {2016}, abstract = {Language - spoken and written - is the medium for information and knowledge sharing; and it is almost always even a role of every subject in (higher) education. The language therefore plays an important part in teaching and learning. This is further underlined by the fact that "discipline-specific language" - which is "the uses of language in university discipline learning and teaching and in professional life in a particular discipline" - can be understood as a link between knowledge and generic/personal/interpersonal competencies; especially communication skills. In this paper a research proposal is outlined to enable an enhanced and conscious approach to the use of language and special terms in Software Engineering in higher education. This is done by a two-piece approach that considers terminology from a linguistic and a didactical point of view. All of this combined is intended to contribute toward the development of a terminology in Software Engineering and, in a wider context, to reach the top goal of this research agenda: To be able to obtain recommendations for action for teaching and learning methods to improve the quality and sustainability of teaching and learning in this discipline.}, subject = {Lehre}, language = {en} } @inproceedings{GoldVeerkampKaelbererKuhnetal.2016, author = {Gold-Veerkamp, Carolin and K{\"a}lberer, Nina and Kuhn, Martina and Abke, J{\"o}rg}, title = {A Validated Educational Format in Software Engineering Targeting Students' Collaboration Skills}, series = {Social Computing and Social Media - 8th International Conference, SCSM 2016, Held as Part of HCI International 2016}, booktitle = {Social Computing and Social Media - 8th International Conference, SCSM 2016, Held as Part of HCI International 2016}, editor = {Meiselwitz, Gabriele}, publisher = {Springer}, address = {Cham}, isbn = {978-3-319-39910-2}, doi = {10.1007/978-3-319-39910-2_31}, pages = {335 -- 346}, year = {2016}, abstract = {In the context of the Bologna process the "shift from teaching to learning" is postulated to meet two central goals: To increase the students' employability and to foster needed competencies. To be in a position to process methods and find solutions for highly complex, abstract, large, and multilayered problems, a Software Engineer has to have a lot of subject knowledge and technical competencies; but above all, he/she has to be able to work in - at least one - team. For the purpose of preparing the students with professional know-how and moreover with teamwork skills, the approach shown in this paper supplements an ex-cathedra teaching by a seminar and a project phase. This combination is dedicated to acquire theoretical knowledge in a collaborative and self-directed way. This is done in order to be able to deepen the learned matter, to share content through learning-by-teaching in groups and furthermore to apply the knowledge and skills in a simulated project, which constitutes a realistic situation and teamwork of an engineer as good as possible.}, subject = {Software Engineering}, language = {en} } @inproceedings{RodriguezPerezFatoumAbke2016, author = {Rodriguez Perez, Sim{\´o}n and Fatoum, Ahmad and Abke, J{\"o}rg}, title = {Toolchain zur ANSI-C Programmierung des Lego Mindstorms EV3 in der Hochschullehre}, series = {Die 14. E-Learning Fachtagung Informatik}, booktitle = {Die 14. E-Learning Fachtagung Informatik}, editor = {Lucke, Ulrike}, publisher = {Gesellschaft f{\"u}r Informatik}, address = {Bonn}, isbn = {978-3-88579-656-5}, pages = {323 -- 325}, year = {2016}, subject = {LEGO MindStorms}, language = {de} } @inproceedings{GoldVeerkampAbkeDiethelm2017, author = {Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Diethelm, Ira}, title = {What About Misconceptions in Software Engineering?}, series = {Global Engineering Education Conference (EDUCON)}, booktitle = {Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, isbn = {978-1-5090-5466-4}, pages = {704 -- 708}, year = {2017}, abstract = {In Software Engineering education didactical foundation is still at its beginnings. In recent years, this topic is put into stronger focus, as Software Engineering becomes more and more important in our everyday life. However, it is hard to teach and learn, because of diverse factors, e.g. the immateriality of the product. Therefore it is significant to improve the learning process on the one hand and to minimise obstacles to learning on the other hand. Other disciplines - with a long historical background in their "Fachdidaktik" (e.g., biology or chemistry) - have already dealt with one sort of learning barriers; so-called misconceptions. The hurdle that misconceptions create can and will be explained by the constructivist learning theory. This paper covers a research approach to identify, analyse, filter and Cluster misconceptions in Software Engineering.}, subject = {Software Engineering}, language = {en} } @inproceedings{KloppGoldVeerkampKuhnetal.2017, author = {Klopp, Marco and Gold-Veerkamp, Carolin and Kuhn, Martina and Abke, J{\"o}rg}, title = {Can Pair Programming Address Multidimensional Issues in Higher Education?}, series = {International Conference on Interactive Collaborative Learning (ICL)}, booktitle = {International Conference on Interactive Collaborative Learning (ICL)}, publisher = {Springer}, pages = {327 -- 334}, year = {2017}, abstract = {To handle heterogeneity within students, to foster needed generic competencies, to motivate them, and to increase their employability, a didactical method to teach and learn programming in non-major degree programs shall be found. Therefore, this paper covers strategies and the theoretical underpinning concerning these four challenges and gives solutions how to cope with them. Finally, Pair Programming is presented as a method that addresses the issues introduced here.}, subject = {Extreme programming}, language = {en} } @inproceedings{HaakAbkeBorgeest2018, author = {Haak, Valentin and Abke, J{\"o}rg and Borgeest, Kai}, title = {Conception of a LEGO Mindstorms EV3 Simulation for Programming in C in computer science courses}, series = {2018 IEEE Global Engineering Education Conference (EDUCON)}, booktitle = {2018 IEEE Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, issn = {2165-9567}, doi = {10.1109/EDUCON.2018.8363269}, pages = {478 -- 483}, year = {2018}, subject = {LEGO MindStorms}, language = {en} } @inproceedings{KloppGoldVeerkampStegmannetal.2018, author = {Klopp, Marco and Gold-Veerkamp, Carolin and Stegmann, Patricia and Abke, J{\"o}rg}, title = {Using Competency-Oriented Instructional Tasks for Internal Differentiation in Informatics}, publisher = {ACM}, pages = {26 -- 33}, year = {2018}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{HaakAbkeBorgeest2018, author = {Haak, Valentin and Abke, J{\"o}rg and Borgeest, Kai}, title = {Work-in-Progress: Development of a LEGO Mindstorms EV3 Simulation for Programming in C}, series = {21th International Conference on Interactive Collaborative Learning (ICL)}, booktitle = {21th International Conference on Interactive Collaborative Learning (ICL)}, publisher = {Springer}, pages = {1870 -- 1877}, year = {2018}, subject = {LEGO MindStorms}, language = {en} } @inproceedings{GoldVeerkampKloppStegmannetal.2018, author = {Gold-Veerkamp, Carolin and Klopp, Marco and Stegmann, Patricia and Abke, J{\"o}rg}, title = {An Evaluation of Competency-Oriented Instructional Tasks for Internal Differentiation in Basics of Programming}, series = {21th International Conference on Interactive Collaborative Learning (ICL)}, booktitle = {21th International Conference on Interactive Collaborative Learning (ICL)}, publisher = {Springer}, pages = {865 -- 874}, year = {2018}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{KloppHaakAbke2018, author = {Klopp, Marco and Haak, Valentin and Abke, J{\"o}rg}, title = {The Influence of German School on Heterogeneity of Knowledge in Informatics in the Study}, series = {2018 IEEE Global Engineering Education Conference (EDUCON)}, booktitle = {2018 IEEE Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, issn = {2165-9567}, pages = {497 -- 502}, year = {2018}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{GoldVeerkampKloppAbke2019, author = {Gold-Veerkamp, Carolin and Klopp, Marco and Abke, J{\"o}rg}, title = {Pair Programming as a Didactical Approach in Higher Education and its Evaluation}, series = {2019 Global Engineering Education Conference (EDUCON)}, booktitle = {2019 Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, pages = {1090 -- 1097}, year = {2019}, abstract = {To handle heterogeneity within students, to foster needed generic competencies, to motivate them, and to increase their employability, Pair Programming seems to be a suitable didactical method to teach and learn programming. In this context, Pair Programming was used in programming lessons and its effectiveness was evaluated. This paper presents the results of the evaluations in order to derive whether Pair Programming is a suitable method to meet the mentioned challenges in a didactically meaningful way.}, subject = {Softwareentwicklung}, language = {en} } @inproceedings{DegenerHaakGoldVeerkampetal.2019, author = {Degener, Pascal and Haak, Valentin and Gold-Veerkamp, Carolin and Abke, J{\"o}rg}, title = {Towards the Vision of an LMS Integrated, Browser-Based Simulation to Program LEGO MindStorms EV3s in ANSI-C}, series = {2019 IEEE Global Engineering Education Conference (EDUCON)}, booktitle = {2019 IEEE Global Engineering Education Conference (EDUCON)}, publisher = {IEEE}, pages = {96 -- 101}, year = {2019}, abstract = {In the practical Computer Science lessons at our University of Applied Sciences the students (Bachelor of Engineering in Mechatronics as well as Electrical Engineering and Information Technology) learn the programming language ANSI-C during the curriculum. 2015 the LEGO MindStorms EV3 robots were integrated into this lessons. Looking at this teaching \& learning arrangement, the evaluations showed, a higher level of undergraduates' motivation, more fun, and more practical relevance, but also some challenges; for instance the problem that the robots are only available in the lab during opening hours. Therefore, a transformer was developed to run an existing EV3 simulation. The plan is now to use a plugin for integrating this option into the Integrated Development Environment Eclipse as an intermediate stage. In the long term, several developments shall be combined to build a browser-based development environment for programming EV3 robots as well as the self-developed EV3 simulation. Therefore, this paper covers the holistic concept of integration.}, subject = {LEGO MindStorms}, language = {en} } @inproceedings{JahnGoldVeerkampReuteretal.2019, author = {Jahn, Sabrina and Gold-Veerkamp, Carolin and Reuter, Rebecca and Mottok, J{\"u}rgen and Abke, J{\"o}rg}, title = {Secure Software Engineering in Academic Education: Students' Preconceptions of IT Security}, series = {Proceedings of the 12th annual International Conference of Education, Research and Inno-vation (ICERI) 2019}, booktitle = {Proceedings of the 12th annual International Conference of Education, Research and Inno-vation (ICERI) 2019}, isbn = {978-84-09-14755-7}, pages = {6825 -- 6834}, year = {2019}, abstract = {Over the last years, IT Security has slowly found its way into teaching in higher education. It is becoming increasingly important to integrate knowledge about the development of secure systems (secure software engineering) into academic teaching. However, teaching security and secure software engineering to non-computer-scientists is rare. Therefore, we focus our research on the integration of IT Security into software engineering education of non-computer scientists, particularly electrical engineers, by means of inductive teaching- and learning-arrangements. As a prerequisite for inductive teaching, our paper deals with engineering and computer science students' preconceptions of the topics IT Security and secure software engineering to identify learning contents and corresponding teaching methods to improve academic learning and teaching in both areas in the future. To identify those preconceptions, we conducted guided interviews with freshmen of engineering and computer science studies from different German Universities of Applied Sciences, containing questions about what they have heard about the topic of IT Security. The interviews were coded according to the coding process of the Grounded Theory Method of Corbin and Strauss [1], with focus on open and axial coding. The goal was to derive a first catalogue of students' preconceptions according to IT Security and secure software engineering. We present the first version of the catalogue in the paper.}, subject = {Software Engineering}, language = {en} } @inproceedings{KloppGoldVeerkampAbkeetal.2020, author = {Klopp, Marco and Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Borgeest, Kai and Reuter, Rebecca and Jahn, Sabrina and Mottok, J{\"u}rgen and Sedelmaier, Yvonne and Lehmann, Alexander and Landes, Dieter}, title = {Totally Different and yet so Alike - Three Concepts to Use Scrum in Higher Education}, series = {ECSEE '20: European Conference on Software Engineering Education}, volume = {2020}, booktitle = {ECSEE '20: European Conference on Software Engineering Education}, isbn = {ISBN 78-1-4503-7752-2}, pages = {12 -- 21}, year = {2020}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{GoldVeerkampDiethelmAbke2020, author = {Gold-Veerkamp, Carolin and Diethelm, Ira and Abke, J{\"o}rg}, title = {A Mixed Methods Research Agenda to Identify Undergraduate Misconceptions in Software Engineering, Lecturers' Handling, and Didactical Implications}, series = {In Proceedings of the 2020 IEEE/ACM 42nd International Conference on Software Engineering (ICSE)}, volume = {2020}, booktitle = {In Proceedings of the 2020 IEEE/ACM 42nd International Conference on Software Engineering (ICSE)}, isbn = {ISBN 978-1-4503-7121-6}, pages = {256 -- 257}, year = {2020}, subject = {Hochschuldidaktik}, language = {en} } @inproceedings{KloppAbke2018, author = {Klopp, Marco and Abke, J{\"o}rg}, title = {Learning 4.0 - A Conceptual Discussion}, series = {International Conference on Teaching, Assessment and Learning for Engineering (TALE)}, booktitle = {International Conference on Teaching, Assessment and Learning for Engineering (TALE)}, publisher = {IEEE}, pages = {679 -- 684}, year = {2018}, subject = {E-Learning}, language = {en} } @inproceedings{KloppGoldVeerkampAbkeetal.2020, author = {Klopp, Marco and Gold-Veerkamp, Carolin and Abke, J{\"o}rg and Borgeest, Kai}, title = {Teaching Generic Competences in Software Engineering via E-Learning - An Evaluation}, series = {International Conference on Teaching, Assessment and Learning for Engineering (TALE)}, booktitle = {International Conference on Teaching, Assessment and Learning for Engineering (TALE)}, publisher = {IEEE}, pages = {311 -- 316}, year = {2020}, subject = {E-Learning}, language = {en} } @article{Abke2018, author = {Abke, J{\"o}rg}, title = {Vorausgesetzte Kompetenzen - Die explizite Formulierung als Planungshilfe einer Lehrveranstaltung}, series = {Didaktik-Nachrichten}, volume = {2018}, journal = {Didaktik-Nachrichten}, number = {06}, editor = {Zentrum f{\"u}r Hochschuldidaktik (DiZ),}, pages = {44 -- 51}, year = {2018}, abstract = {Die Formulierung von angestrebten Kompetenzen im Zuge der kompetenzorientierten Lehre ist anerkannte Praxis f{\"u}r die Lehrveranstaltungsplanung und -gestaltung an Hochschulen. Dabei wird immer in die Zukunft gedacht. Implizit wird vorausgesetzt, dass alle Studierenden hinsichtlich fachlicher und methodischer Kompetenzbereiche das gleiche Niveau mit in die Lehrveranstaltung bringen. Beobachtungen und Befragungen zeigen jedoch ein anderes Bild. Insbesondere f{\"u}r fachliche Gebiete wie Grundlagen der Informatik sind die Vorkenntnisse sehr heterogen. Diese Heterogenit{\"a}t anzugehen, war ein Grund, {\"u}ber die vorausgesetzten Kompetenzen nachzudenken und diese explizit zu formulieren. Nur so kann ein Abholen an vorhandenen Wissensbest{\"a}nden aller Studierenden gelingen. Dies f{\"u}hrt auch dazu, dass die Motivation der Studierenden in der Lehrveranstaltung hoch gehalten wird. Gleichzeitig erleichterte die Formulierung der vorausgesetzten Kompetenzen die Planung der Lehrmethoden in der Veranstaltung sehr deutlich. In diesem Beitrag sollen das Vorgehen, die Durchf{\"u}hrung der Lehrveranstaltung und die Erfahrungen exemplarisch beschrieben wer-den, die im Rahmen der Teilnahme am Zertifikat Hochschullehre - Profistufe des DiZ f{\"u}r eine Lehrveranstaltungsplanung in Informatik I an der Hochschule Aschaffenburg gesammelt werden konnten.}, subject = {Kompetenzorientierter Unterricht}, language = {de} } @inproceedings{ValenciaNormannSapsaietal.2023, author = {Valencia, Yeimy and Normann, Marc and Sapsai, Iryna and Abke, J{\"o}rg and Madsen, Anders L. and Weidl, Galia}, title = {Learning Style Classification by Using Bayesian Networks Based on the Index of Learning Style}, series = {ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education, June 2023}, booktitle = {ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education, June 2023}, doi = {10.1145/3593663.3593685}, pages = {73 -- 82}, year = {2023}, subject = {Lernstil}, language = {en} } @article{SapsaiValenciaAbke2023, author = {Sapsai, Iryna and Valencia, Yeimy and Abke, J{\"o}rg}, title = {Learning Analytics Dashboard for Educators: Proposed Project to Design with Pedagogical Background}, series = {ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education}, volume = {2023}, journal = {ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education}, number = {ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education}, doi = {https://doi.org/10.1145/3593663.3593686}, pages = {38 -- 47}, year = {2023}, abstract = {In this article, the authors describe a prototype of a Learning Analytics Dashboard (LAD) for educators. It is based on the analysis of pedagogical actions and taking into the process and learning style of students in an online environment based on learning analytics (LA). A description of the Dashboard structure, divided into levels and categories based on available learning analytics, will allow the educator to dive deeper into the online course themselves and explore more. It will also allow them to determine the level of student performance, identify gaps in learning materials, and research student data. The authors have identified further directions for the development of a LAD for a professor, including modeling algorithms for researching student behavior and learning style using Artificial Intelligence and presenting LA in a visualized form. This paper shows the stages of creating a professor's LAD prototype as a functional part of the adaptive learning system in the HASKI-System to analyze visual information obtained from LA and the possibilities to monitor the learning process, learning progress, student activity, and make decisions on careful intervention in the students' learning process.}, subject = {Lerntechnik}, language = {en} } @misc{HochstetterAbke2023, author = {Hochstetter, Marvin and Abke, J{\"o}rg}, title = {AdLer - Adaptive digitale Lernr{\"a}ume: Autorentool und 3D-Lernumgebung}, year = {2023}, abstract = {Die fortschreitende Digitalisierung im Bildungssektor ist gerade f{\"u}r die Berufliche Weiterbildung von zentraler Bedeutung. Bereits seit l{\"a}ngerer Zeit sind in diesem Kontext zeit- und ortsunabh{\"a}ngige Lehr-Lern-Formate sehr wichtig. Allerdings bietet digitales Lernen auch großes Potential hinsichtlich dem Thema Motivationsf{\"o}rderung. Serious Games stellen ein vielversprechendes Beispiel von Game-based Learning (GBL) dar, um die Lernmotivation zu adressieren. Hierbei geht es darum, Mechaniken (digitaler) Spiele zu verwenden, um einen Wissenserwerb zu erm{\"o}glichen, der zeitgleich motivierend gestaltet ist. Das AdLer-Projekt hat zum Ziel ein frei verf{\"u}gbares Instrument zu entwickeln, mit welchem Lehrende virtuelle 3D-Lernumgebungen erstellen und in ihrer Lehre in unterschiedlichen Formen einsetzen k{\"o}nnen. Mit Hilfe eines Autorentools werden Lehrende bei der Konzeption und Erstellung von 3D-Lernumgebungen unterst{\"u}tzt. Dadurch k{\"o}nnen Lehrende auf schnellem und einfachem Weg eigene digitale 3D-Lernumgebungen erstellen sowie nach ihren individuellen Vorstellungen hinsichtlich der eigenen Lernszenarien konfigurieren. In der 3D-Lernumgebung k{\"o}nnen Lernende nach den Prinzipien des GBL erkundungsorientiert und interaktiv lernen. Dazu k{\"o}nnen Lernende mit einem virtuellen Avatar die AdLer-3D-Lernumgebung betreten und verschiedene Handlungsm{\"o}glichkeiten wahrnehmen. Sie k{\"o}nnen sich frei in dieser Lernumgebung bewegen und unterschiedliche Lernangebote (z.B. die Bearbeitung von Lernelementen, wie H5P, Text und Video) durchf{\"u}hren. Im geplanten Poster-Pitch wird eine aktuelle Version der Software AdLer pr{\"a}sentiert und steht f{\"u}r die Konferenzteilnehmer zum Ausprobieren bereit.}, subject = {Lernspiel}, language = {de} } @inproceedings{HaugSapsaiHocketal.2024, author = {Haug, Jim and Sapsai, Iryna and Hock, Isabell and Abke, J{\"o}rg and Hagel, Georg}, title = {EVALUATING AN AI-BASED ADAPTIVE LEARNING SYSTEM: GOALS, METHODS AND INITIAL RESULTS}, series = {16th International Conference on Education and New Learning Technologies, 1-3 July, 2024, Palma, Spain}, volume = {2024}, booktitle = {16th International Conference on Education and New Learning Technologies, 1-3 July, 2024, Palma, Spain}, number = {EDULEARN24 Proceedings}, editor = {Haug, Jim}, doi = {10.21125/edulearn.2024.0834}, pages = {3157 -- 3166}, year = {2024}, abstract = {The aim of this paper is to describe the evaluation process and findings of an AI-based Adaptive Learning System for the Computer Science discipline at two different German universities and discuss an array of methods in regard to assessing such a system. The primary objectives have been twofold: firstly, to examine the reception of selected learning elements, which were conceptually outlined based on relevant literature, among the student body; and secondly, to investigate the efficacy of individualized adaptive learning paths. These paths were generated by employing a variety of algorithms to analyze students learning style tendencies, with a particular emphasis on adaptive navigational techniques. The used algorithms encompassed a modified version of a literature based adaptive mechanism, an Ant-Colony-Algorithm and a Genetic Algorithm, alongside a lecturer-recommended learning path for a non-adaptive comparison. While the system suggested suitable learning paths based on student data, it never forced the individuals to give up their self-directed learning. The evaluation criteria revolved around the evolution of student motivation, interest levels, and knowledge acquisition during the time they spent working in the system. The evaluation sought to facilitate comparative analyses and assess algorithmic fitness for proficient learning path generation. The methods included both quantitative and qualitative approaches to gather data, seeking to strike a balance between being student-friendly and scientifically informative. They ranged from Likert Scale self-assessments to screen and video observations with retrospective interviews. Since the purpose of adaptive learning systems is intertwined with personalized learning it seems imperative to already take the preferences and opinions of students into account while the system is still in development. This complexity underscores the challenge of evaluating such systems, as significant constraints on student choice - though simplifying evaluation - directly oppose the ethos of individualized, self-directed learning. Initial findings suggest that the underlying theoretical considerations on sequencing and structuring of learning elements are confirmed, coupled with providing adequate flexibility to meet diverse learning needs. Cross-site evaluation of the literature-based learning elements indicated a high comprehensibility and positive student ratings. While significant positive trends were observed regarding knowledge acquisition, they cannot be definitively attributed to a specific method of learning path generation. Motivation and interest analyses show no significant differences among learning path types, albeit heavily limited by sample size. Similarly, emotion measurements, though limited, hint at positive impacts from HASKI system use. Despite limitations, early indications suggest student acceptance and potential effectiveness of learning paths, highlighting the need for larger sample sizes for validation and expansion. Ensuring alignment with student needs and user-friendly design are crucial considerations.}, subject = {E-Learning}, language = {en} } @article{SapsaiHaugAbkeetal.2024, author = {Sapsai, Iryna and Haug, Jim and Abke, J{\"o}rg and Hagel, Georg}, title = {IDENTIFYING STUDENT EMOTIONS IN AN ADAPTIVE LEARNING SYSTEM WITH A BAYESIAN NETWORK MODEL}, series = {IATED Digital Library Home}, volume = {2024}, journal = {IATED Digital Library Home}, number = {ICERI2024 Proceedings}, doi = {10.21125/iceri.2024.1192}, pages = {4829 -- 4837}, year = {2024}, abstract = {Analyzing scientific literature on the impact of emotions in e-learning highlights the importance of assessing students' emotional states and their role during online learning processes. This assessment often relies on physiological sensors, which may not be accessible to all institutions or acceptable to all students. Therefore, detecting students' emotional states in an online learning environment remains a complex challenge requiring a fundamental understanding of the role of emotions in such environments. This paper explores the potential benefits of using self-reported surveys to identify students' affective states and improve their learning experience by responding to specific emotional states during their learning progress. Our objectives include identifying emotional states through surveys, pinpointing frequently selected emotion-descriptive words, analyzing survey results, and developing a Bayesian Network (BN) model for automatic emotional state analysis. This BN model aims to facilitate real-time interactions within an adaptive learning system by autonomously assessing students' emotions without direct educator intervention. We present findings from an emotion identification survey conducted among engineering students in an e-learning course provided in an adaptive learning environment. Practically, we plan to implement the BN model within the aforementioned environment to interact with students through real-time pop-up messages, identifying and responding to their emotional states. Its generic character structure allows for changes in the set of analyzed words, ensuring its broad applicability. The challenges of identifying emotions during different online learning activities and the question of the optimal word selection remain for future exploration. Effective identification of students' emotional states is expected to enhance online learning, improving emotional well-being, motivation, and individual success.}, subject = {Bayes-Netz}, language = {en} } @inproceedings{AbkeBruneHauptetal.2012, author = {Abke, J{\"o}rg and Brune, Philipp and Haupt, Wolfram and Hagel, Georg and Landes, Dieter and Mottok, J{\"u}rgen}, title = {EVELIN - ein Forschungsprojekt zur systematischen Verbesserung des Lernens von Software Engineering}, series = {Tagungsband Embedded Software Engineering-Kongress 2012}, booktitle = {Tagungsband Embedded Software Engineering-Kongress 2012}, pages = {653 -- 658}, year = {2012}, abstract = {Software bestimmt unseren Alltag, ist aber abstrakt und physisch nicht greifbar. Wegen ihres hohen Stellenwerts ist eine gute Software-Engineering-Ausbildung von zentraler Bedeutung. Eine hohe Technologiekompetenz der Softwareentwickler ist allein kein Garant f{\"u}r qualitativ hochwertige Software, entscheidend sind auch Soft Skills wie Kommunikations- und Teamf{\"a}higkeit der beteiligten Ingenieure und Informatiker. Neben dem hohen Abstraktionsgrad stellen also auch weiche Faktoren die Ausbildung im Software Engineering vor große Herausforderungen. Didaktische Ans{\"a}tze zur Vermittlung von Software Engineering m{\"u}ssen hinsichtlich beider Anforderungen systematisch weiterentwickelt werden. Die „klassische" Ausbildung mit Elementen des Frontalunterrichts ist durch Methodenarrangements zu erg{\"a}nzen, die die Prozesse des Lernens und Lehrens fokussieren. Im Forschungsprojekt EVELIN („Experimentelle Verbesserung des Lernens von Software Engineering") arbeiten seit Anfang 2012 sechs Hochschulen an der systematischen kompetenzorientierten Weiterentwicklung der Software-Engineering- Ausbildung. Der Vortrag skizziert Ziele und den aktuellen Stand des Forschungsprojektes EVELIN.}, subject = {Software Engineering}, language = {de} } @inproceedings{NormannHaugValenciaetal.2023, author = {Normann, Marc and Haug, Jim and Valencia, Yeimy and Abke, J{\"o}rg and Hagel, Georg}, title = {Adaptive Learning Path Sequencing Based on Learning Styles within N-dimensional Spaces}, series = {ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education}, volume = {2023}, booktitle = {ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education}, editor = {Mottock, J{\"u}rgen and Hagel, Georg}, doi = {https://doi.org/10.1145/3593663.3593676}, pages = {56 -- 64}, year = {2023}, abstract = {Planning adaptive learning paths for students' progress throughout a course can be a challenging task, although it can be helpful for their learning progress. Within the HASKI-System, students should be able to get their own, personalized learning paths. In this paper, we present an approach towards the learning path sequencing problem. This idea is based on a novel proposal for arranging learning objects in a multi-dimensional space, bringing the relationship and similarities of these objects into a new relationship. We show, that we can use both, the Ant Colony Optimization Algorithm and the Genetic Algorithm with the idea of the Traveling-Salesman-Problem and get results, that are comparable with a proposed literature-based adaption mechanism. Nevertheless, the learning paths are all personalized based on the Felder \& Silverman Learning Style Model and the hyperspace model will allow us later on to include more dimensions for other influencing factors.}, subject = {Lernstil}, language = {en} } @inproceedings{KloppDoerringerEigleretal.2023, author = {Klopp, Marco and D{\"o}rringer, Antonia and Eigler, Tobias and Bartel, Paula and Hochstetter, Marvin and Weishaupt, Andreas and Geirhos, Philipp and Abke, J{\"o}rg and Hagel, Georg and Elsebach, Jens and Rossmann, Raphael}, title = {Development of an Authoring Tool for the Creation of Individual 3D Game-Based Learning Environments}, series = {ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education}, volume = {2023}, booktitle = {ECSEE '23: Proceedings of the 5th European Conference on Software Engineering Education}, number = {5.}, editor = {Mottok, J{\"u}rgen}, publisher = {Association for Computing Machinery (ACM)}, address = {New York, NY, United States}, isbn = {978-1-4503-9956-2}, pages = {204 -- 209}, year = {2023}, abstract = {Game-based learning in general and serious games in particular have a promising potential in higher education. In this article we going to show the capability of serious games with regard to current challenges in higher education. The focus of this article is the presentation of the AdLer authoring tool, which offers lecturers the possibility to design and generate virtual 3D learning environments in which students can interact with learning content according to the principles of game-based learning.}, subject = {Lernspiel}, language = {en} } @inproceedings{DoerringerKloppSchaabetal.2023, author = {D{\"o}rringer, Antonia and Klopp, Marco and Schaab, Lukas and Hochstetter, Marvin and Glaab, Daniel and Bartel, Paula and Abke, J{\"o}rg and Elsebach, Jens and Rossmann, Raphael and Hagel, Georg}, title = {AdLer: 3D-Lernumgebung f{\"u}r Studierende}, series = {21. Fachtagung Bildungstechnologien (DELFI)}, volume = {2023}, booktitle = {21. Fachtagung Bildungstechnologien (DELFI)}, editor = {R{\"o}pke, Ren{\´e} and Schroeder, Ulrike}, doi = {10.18420/delfi2023-41}, pages = {251 -- 252}, year = {2023}, subject = {Lernspiel}, language = {de} } @inproceedings{ManzAbkeHagel2025, author = {Manz, Julian and Abke, J{\"o}rg and Hagel, Georg}, title = {Automated Tracking of User Interactions in Web-Based Adaptive Learning for Software Engineering}, series = {ECSEE '25: Proceedings of the 6th European Conference on Software Engineering Education}, booktitle = {ECSEE '25: Proceedings of the 6th European Conference on Software Engineering Education}, editor = {Mottok, J{\"u}rgen and Hagel, Georg}, publisher = {Association for Computing Machinery}, address = {New York, NY, USA}, isbn = {979-8-4007-1282-1}, doi = {10.1145/3723010.3723020}, pages = {180 -- 184}, year = {2025}, abstract = {This paper explores the automation of generating and dispatching Experience API (xAPI) statements for comprehensive tracking of user interactions in e-learning environments. It introduces the react-xapi-wrapper library, an extension of the xAPI JavaScript library designed for use in web applications. Key aspects discussed include the library's features, its integration into a web-based adaptive learning system (ALS) for software engineering, and the custom verbs used. The goal is to reduce implementation effort for tutors and developers while taking advantage of xAPI's interoperability, scalability, and ability to track student learning activities and behaviors, laying the foundation for more responsive and personalized learning experiences.}, subject = {Computerunterst{\"u}tztes Lernen}, language = {en} } @inproceedings{MichaelValenciaUsmeAbke2025, author = {Michael, M{\"u}nch and Valencia Usme, Yeimy Paola and Abke, J{\"o}rg}, title = {Prototypical Implementation of a Domain Model for an Adaptive Learning System}, series = {Proceedings of the 6th European Conference on Software Engineering Education}, volume = {2025}, booktitle = {Proceedings of the 6th European Conference on Software Engineering Education}, number = {ECSEE '25: Proceedings of the 6th European Conference on Software Engineering Education}, editor = {Mottok, J{\"u}rgen and Hagel, Georg}, doi = {https://dl.acm.org/doi/pdf/10.1145/3723010.3723030}, pages = {190 -- 194}, year = {2025}, abstract = {The goal of this paper is to present the concept and implementation of a Domain Model for an adaptive learning system (ALS) as a defined framework. The ALS is developed in a research setting. In this study, a proposition for a Domain Model based on Experience API (xAPI) protocol within a Learning Record Store (LRS) is outlined. The target is to collect and analyze student data using xAPI statements, such as average working time and learning elements (LEs) interacted with, in order to gain insights into student behavior and learning processes. The aim of this study is to develop and provide a conceptual model using xAPI and LRS in an ALS setting, an architecture that improves the flexibility of developing adaptive learning systems, enabling the creation of personalized learning experiences for a wide range of users and use cases. The combination of xAPI and LRS allows the definition of a precise Domain Model and provides contextualized and structured data. Moreover, xAPI enables the transformation of the inherent complexity of the Domain Model into something understandable and actionable, facilitating deeper analysis of learning experiences. This paper demonstrates how the proposed Domain Model can effectively represent student activities, interactions, and learning outcomes within a defined framework. The expectation is that diverse types of learners, as well as developers and researchers in educational technologies, will benefit from the use of the Domain Model in a learning environment. Here the learner's preferences are diagnosed, and then user interfaces are customized in an adaptive manner to accommodate the preferences. The main task of the Domain Model is to provide data for the adaptive components of the adaptive learning system.}, subject = {Computerunterst{\"u}tztes Lernen}, language = {en} } @inproceedings{FischerHaugSchoppeletal.2025, author = {Fischer, David Vincent and Haug, Jim and Schoppel, Paul and Abke, J{\"o}rg and Becker, Matthias and Hagel, Georg}, title = {Evaluation of a Node-based Automatic Short Answer Tool "NodeGrade"}, series = {Proceedings of the 6th European Conference on Software Engineering Education}, booktitle = {Proceedings of the 6th European Conference on Software Engineering Education}, publisher = {ACM}, address = {New York, NY, USA}, doi = {https://dl.acm.org/doi/10.1145/3723010.3723021}, pages = {20 -- 29}, year = {2025}, abstract = {NodeGrade tries to provide a suitable solution for the problem of time-intensive short answer grading. This research focuses simultaneously on performance, functionality and user experience, which is underlined by a triangulated approach. The evaluation results show comparable performance of NodeGrade on public datasets, even outperforming GPT-4 on the SemEval 2013 Task 7. Matching of NodeGrade's output with multiple human expert raters reveals some weaknesses regarding cases at the lower and upper boundary. In terms of user experience, the interviewed and observed students recognized both positive facets, like better learning support and helpful feedback, and negative sides, including technical limitations and lack of transparency. Overall, NodeGrade promises high potential for further practical use and testing in the field of software engineering education and automatic short answer grading.}, subject = {Software Engineering}, language = {en} } @inproceedings{SchoppelHaugManzetal.2025, author = {Schoppel, Paul and Haug, Jim and Manz, Julian and Bigler, Dimitri and Hock, Isabell and Abke, J{\"o}rg and Hagel, Georg}, title = {METHODICAL APPROACH FOR ANALYZING LEARNING PATH FITNESS IN AN AI-BASED ADAPTIVE LEARNING SYSTEM}, series = {EDULEARN Proceedings}, volume = {1}, booktitle = {EDULEARN Proceedings}, publisher = {IATED}, isbn = {978-84-09-74218-9}, issn = {2340-1117}, doi = {https://doi.org/10.21125/edulearn.2025.2430}, pages = {9438 -- 9446}, year = {2025}, abstract = {Learning paths are a cornerstone of many adaptive learning systems, particularly those focusing on adaptive navigational techniques. Evaluating and analyzing these paths is therefore crucial to ensure they effectively support both learners and instructors. For eLearning this process must be highly scalable despite minimal oversight and little to no control over learners' behavior. Consequently, learning path evaluation should be automated, user-friendly, and precise. However, current research on this topic often emphasizes simulations, performance metrics, or mathematical models, without fully considering the broader, learner-centered aspects necessary for meaningful adaptation. The authors prior findings also indicate that approaches to assessing the suitability of learning paths must be optimized. To address these gaps, this paper presents a potential methodological approach for comprehensive learning path evaluation, aiming to enhance both the precision of adaptive learning systems and the overall learning experience. Three different algorithms, derived from learning style tendencies and a lecturer recommendation, were analyzed as an illustrative example, although the method itself is not constrained by the form or data basis of these algorithms. The adaptive learning system utilizes various measures to gauge the suitability of a learning path, all gathered through real-time learner feedback. These measures include the correlation between students' preferred path and each algorithm, referred to as it's fitness, the alignment between students' actual adherence to a generated path and their own perception of their study behavior as well as their satisfaction with the path, and the connection between algorithm fitness and both actual performance and perceived performance. To collect data, students were asked to create their own preferred learning paths by digitally arranging the provided learning elements after receiving an introduction to the respective categories. Once they had completed a topic with a generated learning path, they rated their satisfaction with it and indicated whether they had followed its sequence. They also estimated whether their knowledge level had changed. Learning analytics were then employed to compare these self-reports with students' actual study behavior. Performance was measured using a rating system, while Spearman's Rho and Kendall's Tau served as the main correlation metrics for data analysis. The results indicate that all three algorithms produce paths more closely aligned with students' preferred learning paths than the lecturer recommendation, although no single algorithm demonstrated clear dominance. Student satisfaction showed some correlation with the fitness of the generated learning path. Additionally, student ratings appeared to have a slight positive correlation with learning path fitness, whereas self-perceived performance showed no discernible difference. Analysis of the link between actual student behavior and their feedback suggested that students were not reliable in judging whether or not they had followed a learning path. These findings are consistent with the authors earlier work suggesting the potential effectiveness of the learning path algorithms examined, thus supporting this new methodological approach to analyzing learning paths. The study also provided valuable insights for further development; however, its limited sample size remains a challenge for validation.}, subject = {E-Learning}, language = {en} } @inproceedings{HockHaugAbke2025, author = {Hock, Isabell and Haug, Jim and Abke, J{\"o}rg}, title = {DIDACTIC INTEGRATION OF SELF-STUDY AND FACE-TO-FACE TEACHING: EXPERIENCES WITH AN ADAPTIVE LEARNING SYSTEM IN ENGINEERING EDUCATION}, series = {ICERI Proceedings}, volume = {1}, booktitle = {ICERI Proceedings}, publisher = {IATED}, isbn = {978-84-09-78706-7}, issn = {2340-1095}, doi = {https://doi.org/10.21125/iceri.2025.1600}, pages = {5825 -- 5829}, year = {2025}, abstract = {This paper presents a study of student perspectives on the didactic integration of digital learning elements into face-to-face university lectures and seminars. The overarching context is the use of the adaptive learning system (ALS) HASKI (short for Hochschullehre: Adaptiv, selbstgesteuert, KI-gest{\"u}tzt, i.e. Higher Education: Adaptive, Self-Directed, AI-Supported), which was tested in computer science teaching within a blended learning approach, more specifically in flipped classroom scenarios. The joint project, consisting of three Bavarian universities, focuses on the exploratory integration of an AI-based ALS into higher education. The system was applied in a course for mechatronics students (2nd semester) and provided a variety of adaptive learning elements. HASKI generates individual learning paths with AI based on learning behavior and learning styles. It is designed to promote personalized, self-directed learning as support for blended learning scenarios. The method chosen for data collection is a qualitative content analysis based on exploratory interviews with a semi-structured set of questions. Four central analysis criteria were considered: acceptance and perception of the learning elements, integration into lectures and exercise sessions, didactic coherence, and suggestions for improvement. The results show that students prefer explanatory scripts, interactive tasks, and quiz elements that require a certain degree of reflection. In addition, the respondents are largely convinced of the integration into the seminar, as the HASKI system adequately guides them for what to prepare for. When it comes to embedding the system into lectures, especially in the form of question rotation in small groups, the feedback is ambivalent. Although the potential for in-depth learning was recognized, the low participation of fellow students was critically reflected upon. A particular difficulty mentioned was the lack of coordination between self-study and classroom attendance. While some participants saw this as a discrepancy of coherence, others viewed the adaptive system as a balancing factor. There was a desire for a clearer time structure and more in-depth materials that go beyond mere repetition. Overall, the findings provide initial indicators of successful aspects in the integration of adaptive systems into classroom teaching. The continuous development of a clear didactic division of roles between self-study and classroom phases is of central importance here. Further research with larger samples, if necessary, could provide more comprehensive insights.}, subject = {E-Learning}, language = {en} }