TY - CHAP A1 - Schuhbauer, Heidi A1 - Popp, Tobias Harald T1 - Meta-analysis of the Influence of Gamification Elements on Motivation on E-learning Platforms T2 - Cognition and Exploratory Learning in the Digital Age N2 - Gamification is the use of game elements in a non-game context to encourage desired behaviours. It has been identified as a promising strategy for improving user motivation on e-learning platforms. Since previous literature reviews and meta-analyses only considered gamification and learning efforts without focusing directly on the gamification elements and their impact, 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 when using gamification elements? Is there a specific selection of gamification elements that significantly increase motivation in asynchronous e-learning? The literature search process followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Afterward, 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 criteria. Our analysis concluded that 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 can contribute to the design of e-learning platforms and online courses. Y1 - 2024 SN - 9783031664618 U6 - https://doi.org/10.1007/978-3-031-66462-5_13 SN - 2662-5628 SP - 239 EP - 256 PB - Springer Nature Switzerland CY - Cham ER - TY - CHAP A1 - Popp, Tobias A1 - Schuhbauer, Heidi T1 - SYSTEMATIC LITERATURE REVIEW OF THE EFFORT OF GAMING ELEMENTS ON E-LEARNING PLATFORMS T2 - Proceedings of the 20th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2023) N2 - 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. KW - Badge, E-Learning Platform, Gamification, Leaderboard, Level up System Y1 - 2023 SN - 978-989-8704-52-8 U6 - https://doi.org/10.33965/celda2023_202306l037 PB - IADIS Press ER - TY - JOUR A1 - Schötteler, Sebastian A1 - Laumer, Sven A1 - Schuhbauer, Heidi T1 - Consequences of Enterprise Social Media Network Positions for Employees BT - A Literature Review and Research Agenda JF - Business & Information Systems Engineering N2 - AbstractEmployees often use enterprise social media (ESM) for communication, collaboration, and knowledge sharing, leading to ESM networks–that is, social networks of interrelated employees based on ESM. Many organizations possess ESM networks, and there is increasing research on their consequences for employees depending on how these employees are positioned in such networks. ESM network research is complex and consists of various interrelated dimensions. However, a synthesis of the abovementioned studies is lacking. Therefore, the current body of knowledge may obfuscate how the different dimensions interrelate, impeding a more holistic understanding of the consequences that employees may experience depending on their network positions. Moreover, there is little understanding of which research topics in this area have been addressed to date and where further research is needed. This paper addresses these gaps by means of a literature review and research agenda that synthesizes past studies. The results emphasize that whether ESM are beneficial for and exert a positive influence on employees largely depends on the employees’ positions in the underlying networks. Y1 - 2023 U6 - https://doi.org/10.1007/s12599-023-00803-0 SN - 2363-7005 VL - 65 IS - 4 SP - 425 EP - 440 PB - Springer Science and Business Media LLC ER - TY - CHAP A1 - Schuhbauer, Heidi A1 - Schötteler, Sebastian T1 - COMBINING PROJECT-BASED LEARNING AND SCIENTIFIC WORK T2 - Proceedings International Conference on Information, Communication Technologies in Education N2 - 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. Y1 - 2023 ER - TY - CHAP A1 - Schuhbauer, Heidi A1 - Brockmann, Patricia T1 - Exploring the Impact of a Digital Escape Room in Moodle on Students´ Motivation T2 - Proceedings of the International Teaching and Education Conference N2 - 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. KW - gamification; learn management system; Moodle; motivation; online games Y1 - 2025 U6 - https://doi.org/10.33422/teduconf.v1i1.685 SN - 3030-1521 VL - 1 IS - 1 ER - TY - CHAP A1 - Brockmann, Patricia A1 - Schuhbauer, Heidi A1 - Bienert, Margot T1 - Based E-Learning to Increase Motivation of Stem-Students : Gamification of A Startup Enterpriser T2 - Proceedings of the International Teaching and Education Conference N2 - 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. Y1 - 2025 ER - TY - JOUR A1 - Schuhbauer, Heidi A1 - Schötteler, Sebastian A1 - Niu, Johannes A1 - Schiffer, Bernhard A1 - Wolfharth, David A1 - Groß, Tim A1 - Kreidl, Thomas A1 - Model, Fabian T1 - Analysis of Politicians’ Tweets to Explore Political Communication with Social Network Analysis JF - International Journal On Advances in Networks and Services N2 - This paper illustrates the practical application of cluster analysis, social network analysis, sentiment analysis, and topic analysis in a case study on Twitter data. These techniques provide insights into the public communication patterns between German Members of Parliament (MPs) on Twitter around the time of the 2021 federal election. The question of this work was to determine whether a potential shift in communication towards the inaugurated “Ampel” coalition, made up of the parties SPD, Greens, and FDP, can be derived from Twitter interactions. Twitter data were collected and separated into two time slots: before and after the election. In distinct scenarios, mention, retweet, and reply interactions are first considered together and then separately. In these scenarios,the Girvan-Newman Algorithm detects clusters of MPs dependent on the interactions observed. Then, the average inbreeding homophily and other network metrics of the pre- and post-election area are compared. An additional scenario focuses on intra- and inter-party sentiments conveyed within tweet texts. In a fourth scenario, MPs are grouped according to their party affiliation, the average inbreeding homophily values of parties, and potential coalitions. A topic analysis handled relevant discussion topics between the successful coalition parties. Changes in communication behavior at these two different time slots are visible. The communication clusters of those MPs differ mostly before and after the election. The average sentiment of the parties towards each other changed positively, although no significant tendency could be derived regarding later coalition formations. A determination of the density of the network for the topics also indicates that the importance of the individual topics before and after the formation of the government has a consistent relevance. KW - Cluster Analysis; Microblog; Network Metrics; Sentiment Analysis; Social Network Analysis; Topic Analysis Y1 - 2023 SN - 1942-2644 VL - 16 IS - 1/2 ER - TY - CHAP A1 - Domanski, Jan A1 - Reif, Jonas A1 - Schaab, Lea A1 - Schötteler, Sebastian A1 - Schuhbauer, Heidi ED - Sever Mališ, ED - Načinović Braje, ED - Raguž Krištić, T1 - JUDGED BY ITS COVER: UNDERSTANDING THE FORMATION OF BOOK TESTIMONIAL NETWORKS T2 - Proceedings of FEB Zagreb 16th International Odyssey Conference on Economics and Business N2 - 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. KW - Social Network Analysis, Testimonials, Book Market, ERGM Y1 - 2025 PB - University of Zagreb, Faculty of Economics & Business CY - Zagreb ER - TY - CHAP A1 - Schuhbauer, Heidi A1 - Brockmann, Patricia A1 - Schötteler, Sebastian T1 - Agile learning: Use of Eduscrum in higher education T2 - Education and New Developments 2024 – Volume 2 N2 - 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. KW - Agile learning, Eduscrum, higher education, science education, social network analysis Y1 - 2024 SN - 78-989-35728-0-1 U6 - https://doi.org/10.36315/2024v2end034 SN - 2184-1489 PB - inScience Press ER - TY - JOUR A1 - Brockmann, Patricia A1 - Schuhbauer, Heidi T1 - Generative AI-chatbots in higher education: Challenges and opportunities in student motivation and authentic assessments JF - Education and New Developments N2 - The rapid pace of development in generative artificial intelligence (AI) has resulted in the introduction of extremely advanced chatbots, such as ChatGPT, Google Bard and Copilot. These chatbots are capable of simulating human behavior quite successfully, because they have been trained on huge data sets with large language models (LLM). New avenues for application of generative AI-chatbots have arisen not only in industry, science and medicine, but also in education. The consideration of social and ethical consequences of this new technology has not kept pace with the speed of its development. This paper explores challenges and opportunities which have arisen in higher education with the emergence of generative AI-chatbots. For university students, the temptation to use chatbots to complete their assignments may seem like a good way to save time and effort. The disadvantage is that they may not learn anything by simply copying answers from a chatbot. Inexperienced students may trust the validity of answers which are incorrect, especially if they do not have prerequisite knowledge to evaluate the output of a chatbot. For educators, however, it can be extremely difficult to determine whether students have completed their assignments themselves, or whether they have submitted the output from a chatbot. Instructors have the responsibility to teach university students to avoid plagiarism by judiciously citing the sources used. Furthermore, competencies taught at the university level should go beyond mere reproduction of facts. The development of analytical capabilities and critical thinking often require hard work to learn from mistakes, so-called “productive failure”. Creative teaching methods, such as gamification, may help to motivate students to engage with learning materials. A number of questions which have arisen from these challenges will be addressed in this paper. (1) Can educators determine whether student submissions are original or were written by a chatbot?; (2) Should students be allowed to use generative AI-chatbots to work on assessments? If so, how?; (3) Can creative teaching methods, such as gamification, motivate students to engage in learning?; (4) What kinds of assessments can help to evaluate whether students have achieved learning goals? Challenges encountered in exploring these questions when teaching undergraduate university courses will be presented. Opportunities to increase student engagement and design of authentic assessments will be discussed. KW - Artificial intelligence, chatbots, motivation, gamification, assessment. Y1 - 2024 SN - 978-989-35106-9-8 U6 - https://doi.org/10.36315/2024v2end024 SN - 2184-044X ER - TY - CHAP A1 - Bienert, Margo A1 - Brockmann, Patricia A1 - Schuhbauer, Heidi T1 - Problem-Based E-Learning to Increase Motivation of STEM-Students BT - Gamification of a Startup Enterprise Y1 - 2025 U6 - https://doi.org/https://doi.org/10.33422/teduconf.v1i1.746 ER - TY - CHAP A1 - El-Bardouh, Jasmin A1 - Schuhbauer, Heidi T1 - Auswirkungen des EU AI Act auf den Einsatz von Künstlicher Intelligenz in der Hochschullehre T2 - Tagungsband zum 6. Symposium zur Hochschullehre in den MINT-Fächern N2 - 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 für 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 zählt insbesondere die Notwendigkeit einer Anpassung der Lehrpläne sowie eine Weiterbildung des Hochschulpersonals. Auf soziokultureller Ebene lässt sich eine verstärkte Akzeptanz von KI-Systemen beobachten. Gleichzeitig birgt aus wirtschaftlicher Perspektive die Einführung strengerer Anforderungen an Hochrisiko-KI-Systeme eine Kostensteigerung. Aus technologischer Perspektive lässt sich eine zunehmende Relevanz neuer Tools im Hochschulbereich beobachten. Die rechtliche Dimension betont die Bedeutung von Compliance-Management-Systemen. Y1 - 2025 VL - 2025 ER -