@inproceedings{PoppSchuhbauer2023, author = {Popp, Tobias and Schuhbauer, Heidi}, title = {SYSTEMATIC LITERATURE REVIEW OF THE EFFORT OF GAMING ELEMENTS ON E-LEARNING PLATFORMS}, series = {Proceedings of the 20th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2023)}, booktitle = {Proceedings of the 20th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2023)}, publisher = {IADIS Press}, isbn = {978-989-8704-52-8}, doi = {10.33965/celda2023_202306l037}, year = {2023}, abstract = {Gamification is the use of game elements in a non-game context to encourage desired behaviours (Detering 2011a). It has been identified as a promising technique for improving user motivation on e-learning platforms. Since previous literature reviews and meta-analyses only considered gamification and learning effort without focusing directly on gamification elements, a research gap was identified. Based on the studies analysed, the most commonly used gamification elements in the literature were identified and examined to determine whether there are any significant results in terms of motivational changes. Three areas of research questions were formulated for this meta-analysis: Which gamification elements should be used to increase learning motivation in asynchronous e-learning? Which success factors should be considered to increase the motivation of the learners by using gamification elements? Is there a specific selection of gamification elements that significantly increase motivation in asynchronous e-learning? The literature search process consisted of a manual search for research articles in electronic libraries with a pre-defined search string. Afterwards, the studies were examined to determine their relevance based on defined inclusion and exclusion criteria. The next step was title and abstract screening followed by a full-text screening. A complementary search of the included literature was then conducted using snowballing techniques. Finally, the most relevant literature was reviewed using quality assessment. The most promising gamification elements are badges, leaderboards, level up systems and progress bars. The combination of elements increases users' motivation significantly, especially the combination of badges with leaderboards or level up systems. These insights contribute to the design of e-learning platforms.}, language = {en} } @inproceedings{SchuhbauerSchoetteler2023, author = {Schuhbauer, Heidi and Sch{\"o}tteler, Sebastian}, title = {COMBINING PROJECT-BASED LEARNING AND SCIENTIFIC WORK}, series = {Proceedings International Conference on Information, Communication Technologies in Education}, booktitle = {Proceedings International Conference on Information, Communication Technologies in Education}, pages = {11}, year = {2023}, abstract = {Working scientifically and writing a conference paper is usually part of PhD programs, but not part of a regular study program for an undergraduate or master's degree. In a master's degree class for computer science, a concept to combine scientific work with project-based learning was developed and has been carried out twice. The students had to learn the professional skills of the subject social network analysis and gained methodological skills. They had to conduct a research project and to write a conference paper. In the course evaluation, the students state their high learning outcomes, but also they find that the projects are a lot of work and they describe their difficulties with this kind of work. They are used to writing project reports and bachelor's theses, but not to writing conference papers. Therefore, this concept was professionally and methodologically a new and beneficial experience for them.}, language = {en} } @inproceedings{SchuhbauerBrockmann2025, author = {Schuhbauer, Heidi and Brockmann, Patricia}, title = {Exploring the Impact of a Digital Escape Room in Moodle on Students´ Motivation}, series = {Proceedings of the International Teaching and Education Conference}, volume = {1}, booktitle = {Proceedings of the International Teaching and Education Conference}, number = {1}, issn = {3030-1521}, doi = {10.33422/teduconf.v1i1.685}, pages = {1 - 14}, year = {2025}, abstract = {Knowledge Management is a core subject in the bachelor's program in Information Systems at the Nuremberg Institute of Technology. To enhance learning, a digital escape room was developed and implemented on the Moodle e-learning platform. The project addressed three research questions: Is Moodle a recommendable platform to implement a digital escape room? Are digital escape rooms a reasonable concept to teach knowledge? Are students motivated to gain knowledge with an escape room? A prototype was initially evaluated, revealing improved learning outcomes, particularly among students who enjoy quizzes. However, the quiz-based format of Moodle proved unsuitable for certain topics, and the platform's limited capabilities for game development posed challenges. The original escape room's duration of two to three hours was considered excessive by students, leading to a revised version with a more manageable length of 90 minutes. Usability testing, employing the think-aloud method, was conducted to refine the design before re-release. A subsequent pilot revealed that 70\% of students valued the escape room for knowledge acquisition. While many enjoyed the puzzles, some preferred traditional exam preparation. These findings suggest that digital escape rooms hold promise as innovative pedagogical tools. However, their success depends on careful adaptation to course content and student needs, making them a potential complement to traditional learning methods. The overarching goal of this project is to evaluate the efficacy of digital escape rooms as innovative pedagogical tools and to explore their potential in reshaping conventional learning environments.}, language = {en} } @inproceedings{BrockmannSchuhbauerBienert2025, author = {Brockmann, Patricia and Schuhbauer, Heidi and Bienert, Margot}, title = {Based E-Learning to Increase Motivation of Stem-Students : Gamification of A Startup Enterpriser}, series = {Proceedings of the International Teaching and Education Conference}, booktitle = {Proceedings of the International Teaching and Education Conference}, year = {2025}, abstract = {First semester students often face major challenges in adjusting to university studies. Inexperienced students may not appreciate the practical relevance of abstract, theoretical concepts taught using traditional, instructor-centered lectures. Furthermore, the rise of generative artificial intelligence (GenAI) can mislead some to believe they no longer need to exert effort to learn academic skills. To encourage students to engage in learning material and thus improve retention rates, two complementary teaching methods were integrated into a large, introductory course for first semester STEM students: Problem-Based Learning (PBL) and gamification. Problem-Based Learning was implemented to make the subject matter more meaningful by simulating a real-world experience: How to start up a small business. This entrepreneurship task was simulated in an online game, to increase student motivation. Quantitative questionnaires of student motivation and experiences with e-learning were evaluated. Based on input obtained in expert interviews, a fictitious startup enterprise was designed to serve as the used case. An online e-learning game was developed, which leveraged gamification elements to try to increase motivation. Each phase of the startup process was represented as one level of the e-learning game. The e-learning game was tested by a group of first semester students. Their opinions were collected using an anonymous online survey. Aggregated results of the survey are discussed and plans for further research are presented.}, language = {en} } @inproceedings{DomanskiReifSchaabetal.2025, author = {Domanski, Jan and Reif, Jonas and Schaab, Lea and Sch{\"o}tteler, Sebastian and Schuhbauer, Heidi}, title = {JUDGED BY ITS COVER: UNDERSTANDING THE FORMATION OF BOOK TESTIMONIAL NETWORKS}, series = {Proceedings of FEB Zagreb 16th International Odyssey Conference on Economics and Business}, booktitle = {Proceedings of FEB Zagreb 16th International Odyssey Conference on Economics and Business}, editor = {Sever Mališ, and Načinović Braje, and Raguž Krištić,}, publisher = {University of Zagreb, Faculty of Economics \& Business}, address = {Zagreb}, pages = {732-744}, year = {2025}, abstract = {Testimonials, short promotional statements often written by notable authors or critics, are a crucial marketing tool in the publishing industry, contributing to a book's market success. This study investigates the formation of ties in testimonial networks, focusing on both network-endogenous factors (reciprocity, transitivity and preferential attachment) and exogenous factors tied to social homophily, such as shared publisher, genre and gender. A network of 575 authors was constructed from testimonials in fiction books published between 2020 and 2024 and analyzed using Exponential Random Graph Models (ERGM). The results reveal strong effects of reciprocity, transitivity, and homophily, particularly with respect to publisher and genre. Reciprocity appears to play a key role in testimonial exchanges, suggesting that authors who provide testimonials are significantly more likely to receive testimonials in return. Authors are likely to form connections through shared relationships. However, the network does not exhibit significant inequality in tie distribution, indicating that preferential attachment is not a dominant mechanism. The results strongly confirm that shared attributes, especially publisher and genre, significantly influence testimonial formation, with publisher-based homophily being the most impactful. This reflects the role of publishers in orchestrating testimonial exchanges, as they may actively encourage authors within their networks to provide testimonials for one another. These findings offer insights into the structural dynamics of testimonial networks and provide practical implications for emerging authors seeking to establish connections in the competitive publishing market. The strong evidence for reciprocity underscores the im- portance of actively engaging in the testimonial exchange process. The lack of evidence for preferential attachment is a promising finding for emerging authors, as it suggests they are not disadvantaged by having fewer initial connections.}, language = {en} } @inproceedings{SchuhbauerBrockmannSchoetteler2024, author = {Schuhbauer, Heidi and Brockmann, Patricia and Sch{\"o}tteler, Sebastian}, title = {Agile learning: Use of Eduscrum in higher education}, series = {Education and New Developments 2024 - Volume 2}, booktitle = {Education and New Developments 2024 - Volume 2}, publisher = {inScience Press}, isbn = {78-989-35728-0-1}, issn = {2184-1489}, doi = {10.36315/2024v2end034}, year = {2024}, abstract = {Eduscrum is a methodology that applies agile project management principles to the field of education. The Scrum methodology is an established approach in software development, where iterative product development is carried out by a small development team in work cycles. Originally, Scrum was an agile framework that originated in software development but has since been adapted to various industries, including education. The idea behind Eduscrum is to apply agile project management principles to education, aiming to be more flexible in addressing the needs of learners, fostering collaboration, and enabling continuous feedback. Eduscrum organizes the learning process into sprints, which are time-boxed periods typically lasting one to four weeks. During each sprint, students and teachers work collaboratively to achieve specific learning objectives. Scrum defines roles which are sometimes difficult to adapt to the educational context. The role of the product owner is often taken on by the teacher, who defines the learning goals and prioritizes the content. The Scrum master moderates the learning process, removes obstacles, and ensures that the Scrum framework is followed effectively. Students take on the role of the development team. Regular meetings, often referred to as "stand-ups" or "Scrum meetings,"are held to discuss progress and challenges. These meetings provide a platform for students and teachers to collaborate, share insights, and identify any impediments. The Scrum process includes artifacts, like a backlog to prioritize tasks and charts which track the progress of the sprints. One of the key principles of Eduscrum is flexibility. It allows for adjustments based on student needs, enabling a dynamic and responsive learning environment. Eduscrum promotes regular feedback loops between students and teachers, fostering a culture of continuous improvement. Collaboration is a central theme in Eduscrum. Students work together on projects, share ideas, and contribute to the overall learning experience. The paper describes how the methodology is used in a master's level class for computer science. Content of the course subject is social network analysis. The students work together in small groups. They perform together a self-chosen project and write a research paper together. Every process step is accompanied by the professor and an assistant, in accordance with Eduscrum. Each project group gets constant feedback. The students are guided step by step through the whole process. In the course evaluation, the students state their high learning outcomes, but they find that the projects are a lot of work.}, language = {en} } @inproceedings{BienertBrockmannSchuhbauer2025, author = {Bienert, Margo and Brockmann, Patricia and Schuhbauer, Heidi}, title = {Problem-Based E-Learning to Increase Motivation of STEM-Students}, doi = {https://doi.org/10.33422/teduconf.v1i1.746}, pages = {15 - 29}, year = {2025}, language = {en} } @inproceedings{ElBardouhSchuhbauer2025, author = {El-Bardouh, Jasmin and Schuhbauer, Heidi}, title = {Auswirkungen des EU AI Act auf den Einsatz von K{\"u}nstlicher Intelligenz in der Hochschullehre}, series = {Tagungsband zum 6. Symposium zur Hochschullehre in den MINT-F{\"a}chern}, volume = {2025}, booktitle = {Tagungsband zum 6. Symposium zur Hochschullehre in den MINT-F{\"a}chern}, pages = {309-314}, year = {2025}, abstract = {Bei der Untersuchung der Auswirkungen des AI Act auf den Einsatz von KI in der Hochschullehre wird die Mehrheit der relevanten Tools der Kategorie des transparenzpflichtigen Risikos zugewiesen. Entscheidend f{\"u}r die daraus entstehenden Pflichten ist, ob die Hochschule Software selbst entwickelt und anbietet oder nur betreibt. Die Ermittlung der indirekten Auswirkungen erfolgt unter Zuhilfenahme des PESTEL-Modells. Zu den hochschulpolitischen Folgen z{\"a}hlt insbesondere die Notwendigkeit einer Anpassung der Lehrpl{\"a}ne sowie eine Weiterbildung des Hochschulpersonals. Auf soziokultureller Ebene l{\"a}sst sich eine verst{\"a}rkte Akzeptanz von KI-Systemen beobachten. Gleichzeitig birgt aus wirtschaftlicher Perspektive die Einf{\"u}hrung strengerer Anforderungen an Hochrisiko-KI-Systeme eine Kostensteigerung. Aus technologischer Perspektive l{\"a}sst sich eine zunehmende Relevanz neuer Tools im Hochschulbereich beobachten. Die rechtliche Dimension betont die Bedeutung von Compliance-Management-Systemen.}, language = {de} }