@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} }