@inproceedings{WeissRennerMottoketal., author = {Weiss, Nils and Renner, Sebastian and Mottok, J{\"u}rgen and Matoušek, V{\´a}clav}, title = {Automated Threat Evaluation of Automotive Diagnostic Protocols}, series = {ESCAR USA, 2021, Virtual}, booktitle = {ESCAR USA, 2021, Virtual}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-29882}, pages = {20}, abstract = {Diagnostic protocols in automotive systems can offer a huge attack surface with devastating impacts if vulnerabilities are present. This paper shows the application of active automata learning techniques for reverse engineering system state machines of automotive systems. The developed black-box testing strategy is based on diagnostic protocol communication. Through this approach, it is possible to automatically investigate a highly increased attack surface. Based on a new metric, introduced in this paper, we are able to rate the possible attack surface of an entire vehicle or a single Electronic Control Unit (ECU). A novel attack surface metric allows comparisons of different ECUs from different Original Equipment Manufacturers (OEMs), even between different diagnostic protocols. Additionally, we demonstrate the analysis capabilities of our graph-based model to evaluate an ECUs possible attack surface over a lifetime.}, language = {en} } @article{MaierSchlattlGuessetal., author = {Maier, Robert and Schlattl, Andreas and Guess, Thomas and Mottok, J{\"u}rgen}, title = {CausalOps - Towards an industrial lifecycle for causal probabilistic graphical models}, series = {Information and Software Technology}, journal = {Information and Software Technology}, publisher = {Elsevier}, issn = {0950-5849}, doi = {10.1016/j.infsof.2024.107520}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-73350}, abstract = {Context: Causal probabilistic graph-based models have gained widespread utility, enabling the modeling of cause-and-effect relationships across diverse domains. With their rising adoption in new areas, such as safety analysis of complex systems, software engineering, and machine learning, the need for an integrated lifecycle framework akin to DevOps and MLOps has emerged. Currently, such a reference for organizations interested in employing causal engineering is missing. This lack of guidance hinders the incorporation and maturation of causal methods in the context of real-life applications. Objective: This work contextualizes causal model usage across different stages and stakeholders and outlines a holistic view of creating and maintaining them within the process landscape of an organization. Method: A novel lifecycle framework for causal model development and application called CausalOps is proposed. By defining key entities, dependencies, and intermediate artifacts generated during causal engineering, a consistent vocabulary and workflow model to guide organizations in adopting causal methods are established. Results: Based on the early adoption of the discussed methodology to a real-life problem within the automotive domain, an experience report underlining the practicability and challenges of the proposed approach is discussed. Conclusion: It is concluded that besides current technical advancements in various aspects of causal engineering, an overarching lifecycle framework that integrates these methods into organizational practices is missing. Although diverse skills from adjacent disciplines are widely available, guidance on how to transfer these assets into causality-driven practices still need to be addressed in the published literature. CausalOps' aim is to set a baseline for the adoption of causal methods in practical applications within interested organizations and the causality community.}, language = {en} } @inproceedings{StauferHauserEzeretal., author = {Staufer, Susanne and Hauser, Florian and Ezer, Timur and Grabinger, Lisa and Nadimpalli, Vamsi Krishna and R{\"o}hrl, Simon and Bugert, Flemming and Bittner, Dominik and Mottok, J{\"u}rgen}, title = {EVALUATION OF THE LEARNING MANAGEMENT SYSTEM PYTHIA}, series = {EDULEARN Proceedings: 16th International Conference on Education and New Learning Technologies, Palma, Spain. 1-3 July, 2024}, booktitle = {EDULEARN Proceedings: 16th International Conference on Education and New Learning Technologies, Palma, Spain. 1-3 July, 2024}, publisher = {IATED}, issn = {2340-1117}, doi = {10.21125/edulearn.2024.2189}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-73474}, pages = {9089 -- 9098}, abstract = {Learning management systems gain importance due to the Corona pandemic. To personalize such a learning management system, a Moodle adaption named Pythia was created. Pythia is implemented as a Moodle plugin solution. The possibility of generating learning paths with various algorithms and the change of the graphical user interface is significant. Learning paths are generated with two different algorithms. Nestor algorithm generates learning paths with a Bayesian network, while Tyche algorithm uses a Markov model. The graphical user interface is adapted to the generated learning paths where learning element symbols are customized and the individual learning paths are depicted. This paper presents the results of a qualitative survey among German students with the aim of evaluating the first version of the learning management system Pythia. 25 students took the subject "Software Engineering for Safe and Secure Systems" in the winter term of 2023/24. The 68 asked questions focus on usage behavior, graphical user interface, usability, preferences, volume, and quality of learning elements, and learning paths. Our Moodle course for the lecture contains seven sections, each section has minimum one subsection on which the learning path is calculated. Last three sections are designed by presenting minimum one learning element of each learning element category except the collaboration tool. In a previous work, ten learning element categories were designed and evaluated comprising manuscript, brief overview, learning goal, quiz, exercise, summary, three types of additional material, and collaboration tool. The first sections are left as they are initially designed by the lecturer (normal section). The survey considers the difference between normal sections and diverse sections. Furthermore, the generated learning paths are evaluated. 13 students undertook Nestor learning paths, whereas 12 undertook Tyche learning paths. The results suggest that for the majority of students, the learning element symbols are well-chosen. Moreover, all students wish the elements relevant to the exam to be labelled. 23 students are overwhelmed by the number of learning elements in the last sections of the Moodle course. In the future, some suggestions will be implemented such as the labelling of exam relevant learning elements. To overcome the overload of learning elements, a strategy could be developed like hiding learning elements not preferred by the learning path algorithm.}, language = {en} } @inproceedings{GrabingerMottok, author = {Grabinger, Lisa and Mottok, J{\"u}rgen}, title = {On selecting hypothesis tests for group differences}, series = {ICERI2024 Proceedings: 17th Annual International Conference of Education, Research and Innovation, 11th-13th November 2024, Seville, Spain}, booktitle = {ICERI2024 Proceedings: 17th Annual International Conference of Education, Research and Innovation, 11th-13th November 2024, Seville, Spain}, publisher = {IATED}, doi = {10.21125/iceri.2024.0272}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-78200}, pages = {702 -- 712}, abstract = {Deciding on the right method of analyzing empirical research data can be difficult - especially when it comes to choosing specific methods of inferential statistics, where there is often not one right way, but a variety of valid options (e.g., using an ANOVA or its non-parametric alternative for data that is not perfectly normally distributed). Novice researchers not only lack the experience to know when a particular hypothesis test is appropriate, but struggle to find suitable literature to familiarize themselves (i.e., literature that is not too superficial, yet comprehensible). With the present article we provide a remedy following the didactic method of scaffolding: We present a systematization of the most elementary inferential statistical methods, namely hypothesis tests for group differences. We start by explaining basic terms (e.g., independent variable) and then give step-by-step instructions for choosing a proper hypothesis test based on data properties, implementing it from scratch, and reporting or interpreting its results. With these practical cookbook-like guidelines, this article serves as a concise starting point for young researchers entering the field of empirical research, as a valuable resource for their instructors, and as a basis for automating statistical procedures in a software system.}, language = {en} } @article{GrabingerHauserMottok, author = {Grabinger, Lisa and Hauser, Florian and Mottok, J{\"u}rgen}, title = {On the perception of graph layouts}, series = {Journal of Software: Evolution and Process}, journal = {Journal of Software: Evolution and Process}, publisher = {Wiley}, doi = {10.1002/smr.2599}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-62973}, abstract = {In the field of software engineering, graph-based models are used for a variety of applications. Usually, the layout of those graphs is determined at the discretion of the user. This article empirically investigates whether different layouts affect the comprehensibility or popularity of a graph and whether one can predict the perception of certain aspects in the graph using basic graphical laws from psychology (i.e., Gestalt principles). Data on three distinct layouts of one causal graph is collected from 29 subjects using eye tracking and a print questionnaire. The evaluation of the collected data suggests that the layout of a graph does matter and that the Gestalt principles are a valuable tool for assessing partial aspects of a layout.}, language = {en} } @inproceedings{StauferHauserGrabingeretal., author = {Staufer, Susanne and Hauser, Florian and Grabinger, Lisa and Bittner, Dominik and Nadimpalli, Vamsi Krishna and Bugert, Flemming and Ezer, Timur and R{\"o}hrl, Simon and Mottok, J{\"u}rgen}, title = {Learning elements in LMS - a survey among students}, series = {INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024}, booktitle = {INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024}, publisher = {IATED}, isbn = {978-84-09-59215-9}, issn = {2340-1079}, doi = {10.21125/inted.2024.1087}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-71135}, pages = {4224 -- 4231}, abstract = {In higher education, improving learning and learning success are goals of general improvement. Lecturers teaches content and students acquire that content in an efficient way. To structure content, learning element categories are evaluated from the student's point of view in higher education area. The aim is to validate given definitions of ten learning element categories within a Learning Management System (LMS). This paper evaluates a categorization of learning elements for organizing learning content in online education within LMSs. Therefore, ten categories of learning elements and corresponding definitions were defined in a previous work as base for this paper. The learning elements to examine are manuscript, exercise, quiz, brief overview, learning goal, summary, collaboration tool, auditory additional material, textual additional material, and visual additional material. To validate the definitions and to get improvements to each learning element a survey is processed. Beside the demographic data questions, the survey consists of two questions to the acceptance of the definitions and asks for improvements. 148 students between the ages 19 and 35 participate in the survey in summer term 2023. The education level of the participants ranges from undergraduates to Ph.D. students. The results of this paper are that more than 80\% accept the given definitions. Some definitions of the learning elements are changed, but the changes are restricted to additions of maximal four words. This categorization of learning elements could lead to improvements in learning by giving the content more structure. With the structure students get the possibility to learn with preferred learning elements which could lead to more success in learning and to a decreasing dropout rate in universities. In the future, the learning elements allow to classify content within LMSs with the goal of generating individual learning paths. Furthermore, our project will integrate these learning elements, use them to generate learning paths, and could set a new standard in the way of personalized learning.}, language = {en} } @inproceedings{GrabingerEzerHauseretal., author = {Grabinger, Lisa and Ezer, Timur and Hauser, Florian and Mottok, J{\"u}rgen}, title = {The impact of eyenalyzer}, series = {ICERI2024 Proceedings: 17th Annual International Conference of Education, Research and Innovation, 11th-13th November 2024, Seville, Spain}, booktitle = {ICERI2024 Proceedings: 17th Annual International Conference of Education, Research and Innovation, 11th-13th November 2024, Seville, Spain}, publisher = {IATED}, isbn = {978-84-09-63010-3}, issn = {2340-1095}, doi = {10.21125/iceri.2024.0271}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-78215}, pages = {695 -- 701}, abstract = {Empirical research poses numerous challenges for beginners. This is especially true for data analysis - a task that usually requires knowledge from two distinct areas: statistics and programming. To support prospective researchers with that task, we developed a web-based tool called eyenalyzer. It supports common activities in the data analysis phase of empirical studies in a way that is suitable for novices in both, statistics and programming. The present article describes a controlled experiment investigating the impact of this tool with a total of 20 participants. All of them are given a set of common data analysis tasks. Half of the participants complete the tasks using eyenalyzer, the other half can use anything except for eyenalyzer. For each task and participant, we record the time in minutes, the task score, and the perceived difficulty. The results confirm that our tool is a valuable support for novice researchers: With eyenalyzer, the participants are significantly faster, achieve higher scores, and perceive the tasks to be less difficult.}, language = {en} } @misc{ScharfenbergMottokArtmannetal., author = {Scharfenberg, Georg and Mottok, J{\"u}rgen and Artmann, Christina and Hobelsberger, Martin and Paric, Ivan and Großmann, Benjamin and Pohlt, Clemens and Wackerbarth, Alena and Pausch, Uli and Heidrich, Christiane and Fadanelli, Martin and Elsner, Michael and P{\"o}cher, Daniel and Pittroff, Lenz and Beer, Stefan and Br{\"u}ckl, Oliver and Haslbeck, Matthias and Sterner, Michael and Thema, Martin and Muggenthaler, Nicole and Lenck, Thorsten and G{\"o}tz, Philipp and Eckert, Fabian and Deubzer, Michael and Stingl, Armin and Simsek, Erol and Kr{\"a}mer, Stefan and Großmann, Benjamin and Schlegl, Thomas and Niedersteiner, Sascha and Berlehner, Thomas and Joblin, Mitchell and Mauerer, Wolfgang and Apel, Sven and Siegmund, Janet and Riehle, Dirk and Weber, Joachim and Palm, Christoph and Zobel, Martin and Al-Falouji, Ghassan and Prestel, Dietmar and Scharfenberg, Georg and Mandl, Roland and Deinzer, Arnulf and Halang, W. and Margraf-Stiksrud, Jutta and Sick, Bernhard and Deinzer, Renate and Scherzinger, Stefanie and Klettke, Meike and St{\"o}rl, Uta and Wiech, Katharina and Kubata, Christoph and Sindersberger, Dirk and Monkman, Gareth J. and Dollinger, Markus and Dembianny, Sven and K{\"o}lbl, Andreas and Welker, Franz and Meier, Matthias and Thumann, Philipp and Swidergal, Krzysztof and Wagner, Marcus and Haug, Sonja and Vernim, Matthias and Seidenst{\"u}cker, Barbara and Weber, Karsten and Arsan, Christian and Schone, Reinhold and M{\"u}nder, Johannes and Schroll-Decker, Irmgard and Dillinger, Andrea Elisabeth and Fuchshofer, Rudolf and Monkman, Gareth J. and Shamonin (Chamonine), Mikhail and Geith, Markus A. and Koch, Fabian and {\"U}hlin, Christian and Schratzenstaller, Thomas and Saßmannshausen, Sean Patrick and Auchter, Eberhard and Kriz, Willy and Springer, Othmar and Thumann, Maria and Kusterle, Wolfgang and Obermeier, Andreas and Udalzow, Anton and Schmailzl, Anton and Hierl, Stefan and Langer, Christoph and Schreiner, Rupert}, title = {Forschungsbericht 2015}, editor = {Baier, Wolfgang}, address = {Regensburg}, organization = {Ostbayerische Technische Hochschule Regensburg}, isbn = {978-3-00-048589-3}, doi = {10.35096/othr/pub-1386}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-13867}, language = {de} } @misc{BeimlerLeisslEbneretal., author = {Beimler, Josef and Leißl, Caroline and Ebner, Lena and Elsner, Michael and M{\"u}hlbauer, Gerhard and Kohlert, Dieter and Schubert, Martin J. W. and Weiß, Andreas P. and Sterner, Michael and Raith, Thomas and Afranseder, Martin and Krapf, Tobias and Mottok, J{\"u}rgen and Siemers, Christian and Großmann, Benjamin and H{\"o}cherl, Johannes and Schlegl, Thomas and Schneider, Ralph and Milaev, Johannes and Rampelt, Christina and Roduner, Christian and Glowa, Christoph and Bachl, Christoph and Schliekmann, Claus and Gnan, Alfons and Grill, Martin and Ruhland, Karl and Piehler, Thomas and Friers, Daniel and Wels, Harald and Pflug, Kenny and Kucera, Markus and Waas, Thomas and Schlachetzki, Felix and Boy, Sandra and Pemmerl, Josef and Leis, Alexander and Welsch, Andreas F.X. and Graf, Franz and Zenger, Gerhard and Volbert, Klaus and Waas, Thomas and Scherzinger, Stefanie and Klettke, Meike and St{\"o}rl, Uta and Heyl, C. and Boldenko, A. and Monkman, Gareth J. and Kujat, Richard and Briem, Ulrich and Hierl, Stefan and Talbot, Sebastian and Schmailzl, Anton and Ławrowski, Robert Damian and Prommesberger, Christian and Langer, Christoph and Dams, Florian and Schreiner, Rupert and Valentino, Piergiorgio and Romano, Marco and Ehrlich, Ingo and Furgiuele, Franco and Gebbeken, Norbert and Eisenried, Michael and Jungbauer, Bastian and Hutterer, Albert and Bauhuber, Michael and Mikrievskij, Andreas and Argauer, Monika and Hummel, Helmut and Lechner, Alfred and Liebetruth, Thomas and Schumm, Michael and Joseph, Saskia and Reschke, Michael and Soska, Alexander and Schroll-Decker, Irmgard and Putzer, Michael and Rasmussen, John and Dendorfer, Sebastian and Weber, Tim and Al-Munajjed, Amir Andreas and Verkerke, Gijsbertus Jacob and Renkawitz, Tobias and Haug, Sonja and Rudolph, Clarissa and Zeitler, Annika and Schaubeck, Simon and Steffens, Oliver and Rechenauer, Christian and Schulz-Brize, Thekla and Fleischmann, Florian and Kusterle, Wolfgang and Beer, Anne and Wagner, Bernd and Neidhart, Thomas}, title = {Forschungsbericht 2013}, editor = {Baier, Wolfgang}, address = {Regensburg}, organization = {Ostbayerische Technische Hochschule Regensburg}, doi = {10.35096/othr/pub-799}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-7990}, pages = {80}, language = {de} } @misc{AppelhansKampmannMottoketal., author = {Appelhans, Marie-Luise and Kampmann, Matthias and Mottok, J{\"u}rgen and Riederer, Michael and Nagl, Klaus and Steffens, Oliver and D{\"u}nnweber, Jan and Wildgruber, Markus and Roth, Julius and Stadler, Timo and Palm, Christoph and Weiß, Martin Georg and Rochholz, Sandra and Bierl, Rudolf and Gschossmann, Andreas and Haug, Sonja and Schmidbauer, Simon and Koch, Anna and Westner, Markus and Bary, Benedikt von and Ellermeier, Andreas and V{\"o}gele, Daniel and Maiwald, Frederik and Hierl, Stefan and Schlamp, Matthias and Ehrlich, Ingo and Siegl, Marco and H{\"u}ntelmann, Sven and Wildfeuer, Matthias and Br{\"u}ckl, Oliver and Sterner, Michael and Hofrichter, Andreas and Eckert, Fabian and Bauer, Franz and Dawoud, Belal and Rabl, Hans-Peter and Gamisch, Bernd and Schmidt, Ottfried and Heberl, Michael and Thema, Martin and Mayer, Ulrike and Eller, Johannes and Sippenauer, Thomas and Adelt, Christian and Haslbeck, Matthias and Vogl, Bettina and Mauerer, Wolfgang and Ramsauer, Ralf and Lohmann, Daniel and Sax, Irmengard and Gabor, Thomas and Feld, Sebastian and Linnhoff-Popien, Claudia and Ławrowski, Robert Damian and Langer, Christoph and Schreiner, Rupert and Sellmair, Josef}, title = {Forschung 2019}, editor = {Baier, Wolfgang}, address = {Regensburg}, organization = {Ostbayerische Technische Hochschule Regensburg}, isbn = {978-3-9818209-7-3}, doi = {10.35096/othr/pub-789}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-7890}, pages = {72}, abstract = {Bericht mit Forschungsprojekten aus verschiedenen Bereichen der OTH Regensburg mit dem Schwerpunktthema "K{\"u}nstliche Intelligenz" und einem Gespr{\"a}ch zur "Medizin der Zukunft"}, subject = {Forschung}, language = {de} } @misc{WeberDendorferSuessetal., author = {Weber, Karsten and Dendorfer, Sebastian and S{\"u}ß, Franz and Kubowitsch, Simone and Schratzenstaller, Thomas and Haug, Sonja and Mohr, Christa and Kiesl, Hans and Drechsler, J{\"o}rg and Westner, Markus and Kobus, J{\"o}rn and Schubert, Martin J. W. and Zenger, Stefan and Pietsch, Alexander and Weiß, Josef and Hinterseer, Sebastian and Schieck, Roland and Scherzinger, Stefanie and Klettke, Meike and Ringlstetter, Andreas and St{\"o}rl, Uta and Bissyand{\´e}, Tegawend{\´e} F. and Seeburger, Achim and Schindler, Timo and Ramsauer, Ralf and Kiszka, Jan and K{\"o}lbl, Andreas and Lohmann, Daniel and Mauerer, Wolfgang and Maier, Johannes and Scorna, Ulrike and Palm, Christoph and Soska, Alexander and Mottok, J{\"u}rgen and Ellermeier, Andreas and V{\"o}gele, Daniel and Hierl, Stefan and Briem, Ulrich and Buschmann, Knut and Ehrlich, Ingo and Pongratz, Christian and Pielmeier, Benjamin and Tyroller, Quirin and Monkman, Gareth J. and Gut, Franz and Roth, Carina and Hausler, Peter and Bierl, Rudolf and Prommesberger, Christian and Ławrowski, Robert Damian and Langer, Christoph and Schreiner, Rupert and Huang, Yifeng and She, Juncong and Ottl, Andreas and Rieger, Walter and Kraml, Agnes and Poxleitner, Thomas and Hofer, Simon and Heisterkamp, Benjamin and Lerch, Maximilian and Sammer, Nike and Golde, Olivia and Wellnitz, Felix and Schmid, Sandra and Muntschick, Claudia and Kusterle, Wolfgang and Paric, Ivan and Br{\"u}ckl, Oliver and Haslbeck, Matthias and Schmidt, Ottfried and Schwanzer, Peter and Rabl, Hans-Peter and Sterner, Michael and Bauer, Franz and Steinmann, Sven and Eckert, Fabian and Hofrichter, Andreas}, title = {Forschungsbericht 2017}, editor = {Baier, Wolfgang}, address = {Regensburg}, organization = {Ostbayerische Technische Hochschule Regensburg}, isbn = {978-3-9818209-3-5}, doi = {10.35096/othr/pub-1383}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-13835}, subject = {Forschung}, language = {de} } @inproceedings{StauferHauserGrabingeretal., author = {Staufer, Susanne and Hauser, Florian and Grabinger, Lisa and Bittner, Dominik and Nadimpalli, Vamsi Krishna and Mottok, J{\"u}rgen}, title = {Learning elements in online learning management systems}, series = {Proceedings of the 16th annual International Conference of Education, Research and Innovation (ICERI 2023), Seville, Spain, 11/13/2023 - 11/14/2023}, booktitle = {Proceedings of the 16th annual International Conference of Education, Research and Innovation (ICERI 2023), Seville, Spain, 11/13/2023 - 11/14/2023}, editor = {G{\´o}mez Chova, Luis and Gonz{\´a}lez Mart{\´i}nez, Chelo and Lees, Joanna}, publisher = {IATED}, doi = {10.21125/iceri.2023.0815}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-67725}, pages = {3121 -- 3130}, language = {en} } @inproceedings{StauferNadimpalliHauseretal., author = {Staufer, Susanne and Nadimpalli, Vamsi Krishna and Hauser, Florian and Bittner, Dominik and Grabinger, Lisa and Bugert, Flemming and Ezer, Timur and R{\"o}hrl, Simon and Mottok, J{\"u}rgen}, title = {Persistence of Questionnaire Data on Learning Styles, Learning Strategies AND Personality Traits}, series = {ICERI2024 Proceedings: 17th Annual International Conference of Education, Research and Innovation, 11th-13th November 2024, Seville, Spain}, booktitle = {ICERI2024 Proceedings: 17th Annual International Conference of Education, Research and Innovation, 11th-13th November 2024, Seville, Spain}, publisher = {IATED}, isbn = {978-84-09-63010-3}, issn = {2340-1095}, doi = {10.21125/iceri.2024.1524}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-78246}, pages = {6310 -- 6319}, abstract = {In the context of learning, questionnaires are carried out to gain information about learners. This learner profile has various benefits, like adapting the learning content, promoting of self-reflection, or increasing motivation in learning and therefore better learning results. Some researchers take the results of such questionnaires as ground truth or trust them blindly. Examining how persistent questionnaires are, asking the same questions twice, and comparing the results is a way to prove or falsify this statement. Our research procedure compares the results of three different questionnaires. The first questionnaire is the ILS (index of learning styles) according to the Felder-Silverman Learning Style Model (FSLSM) with about 44 questions. Learning strategies are examined with the LIST-K questionnaire consisting of 39 questions after Klingsieck. The third and last questionnaire is about personality traits. With only ten questions, Rammstedt et al. describe the BFI-10 questionnaire for personality traits. To compare results, the same study with the three named questionnaires is carried out twice with three to four months in between. The sample includes 35 students in their bachelor studies taking the course Software Engineering in a blended learning format. After collecting the questionnaire data from the students, a comparison is made in two different ways. First, we compare the data points based on the given answers. Second, a comparison is made based on the calculated questionnaire results because each of the three questionnaires has its own analysis method. For example, the analysis method of the ILS delivers as a result four integers representing the four characteristics of a learning style, while LIST-K makes a factor analysis. The results of the paper show that both the given answers and the calculated questionnaire results differ. Not one student has given the same answer inside each questionnaire with causes, like a change of learning style, learning strategy, and personality traits, or not filling in conscientiously.}, language = {en} } @article{RoehrlStauferBugertetal., author = {R{\"o}hrl, Simon and Staufer, Susanne and Bugert, Flemming and Nadimpalli, Vamsi Krishna and Hauser, Florian and Grabinger, Lisa and Bittner, Dominik and Ezer, Timur and Altweck, Ricardo and Graf, Sabine and Kriza, Thomas and Mottok, J{\"u}rgen}, title = {Ethical Considerations of AI in Education: A Case Study based on Pythia Learning Enhancement System}, series = {IEEE Access}, volume = {11}, journal = {IEEE Access}, publisher = {Institute of Electrical and Electronics Engineers (IEEE)}, issn = {2169-3536}, doi = {10.1109/ACCESS.2025.3583975}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-83403}, pages = {1 -- 25}, abstract = {As the use of AI in education increases, addressing ethical concerns is essential for its responsible use and implementation. This study explores the ethical considerations of AI in education by analyzing a concrete application, the Pythia Learning Enhancement System, which enables personalized and adaptive educational experiences. In this case study, the concrete implementation of Pythia, contrary to high-level abstract analyses, provides practical insights into these ethical issues. To achieve this goal, we first define Pythia and outline its implementation. Using the various topics covered by Pythia, the ethical issues associated with each of these topics are outlined, resulting in a list of ten distinct ethical issues. Because there is overlap in issues covered by similar applications, they can benefit from this identification. An ethical (human rights) and didactic (constructivism) theoretical background is then provided as a basis for further discussion. This is used to build the arguments used in the main study. This consists of analyzing each of the issues and providing recommendations to mitigate potential harm arising from these issues. This helps to provide guidelines for future applications. In the analysis, the ethical discussion is mainly based on the human rights of the stakeholders involved, emphasizing human dignity. After the analysis, each of the issues is contextualized with the recent AI Act of the European Union, providing a novel mapping of the issues of AI in education to the AI Act. Finally, the limitations of the study are stated and a plan for future research is presented.}, language = {en} } @misc{BroserFalterŁawrowskietal., author = {Broser, Christian and Falter, Thomas and Ławrowski, Robert Damian and Altenbuchner, Amelie and V{\"o}gele, Daniel and Koss, Claus and Schlamp, Matthias and Dunnweber, Jan and Steffens, Oliver and Heckner, Markus and Jaritz, Sabine and Schiegl, Thomas and Corsten, Sabine and Lauer, Norina and Guertler, Katherine and Koenig, Eric and Haug, Sonja and Huber, Dominik and Birkenmaier, Clemens and Krenkel, Lars and Wagner, Thomas and Justus, Xenia and Saßmannshausen, Sean Patrick and Kleine, Nadine and Weber, Karsten and Braun, Carina N. and Giacoppo, Giuliano and Heinrich, Michael and Just, Tobias and Schreck, Thomas and Schnabl, Andreas and Gilmore, Amador T{\´e}ran and Roeslin, Samuel and Schmid, Sandra and Wellnitz, Felix and Malz, Sebastian and Maurial, Andreas and Hauser, Florian and Mottok, J{\"u}rgen and Klettke, Meike and Scherzinger, Stefanie and St{\"o}rl, Uta and Heckner, Markus and Bazo, Alexander and Wolff, Christian and Kopper, Andreas and Westner, Markus and Pongratz, Christian and Ehrlich, Ingo and Briem, Ulrich and Hederer, Sebastian and Wagner, Marcus and Schillinger, Moritz and G{\"o}rlach, Julien and Hierl, Stefan and Siegl, Marco and Langer, Christoph and Hausladen, Matthias and Schreiner, Rupert and Haslbeck, Matthias and Kreuzer, Reinhard and Br{\"u}ckl, Oliver and Dawoud, Belal and Rabl, Hans-Peter and Gamisch, Bernd and Schmidt, Ottfried and Heberl, Michael and G{\"a}nsbauer, Bianca and Bick, Werner and Ellermeier, Andreas and Monkman, Gareth J. and Prem, Nina and Sindersberger, Dirk and Tschurtschenthaler, Karl and Aurbach, Maximilian and Dendorfer, Sebastian and Betz, Michael A. and Szecsey, Tamara and Mauerer, Wolfgang and Murr, Florian}, title = {Forschung 2018}, editor = {Baier, Wolfgang}, address = {Regensburg}, organization = {Ostbayerische Technische Hochschule Regensburg}, isbn = {978-3-9818209-5-9}, doi = {10.35096/othr/pub-1382}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-13826}, pages = {98}, subject = {Forschung}, language = {de} } @misc{RueckBierlLechneretal., author = {R{\"u}ck, Thomas and Bierl, Rudolf and Lechner, Alfred and Graf, Antonia and Dams, Florian and Schreiner, Rupert and Auchter, Eberhard and Kriz, Willy and Deubzer, MIchael and Schiller, Frank and Mottok, J{\"u}rgen and Niemetz, Michael and Margull, Ulrich and Hagel, Georg and Utesch, Matthias and Waldherr, Franz and B{\"o}hm, Matthias and Fraunhoffer, Judith and Gardeia, Armin and Schneider, Ralph and Streubel, Janet and Landes, Dieter and Studt, Reimer and Peuker, Dominik and Scharfenberg, Georg and Hook, Christian and Schuster, Dietwald and Ehrlich, Ingo and Dinnebier, Heinrich and Briem, Ulrich and L{\"a}mmlein, Stephan and Koder, Alexander and Bialek, Adam and Genewsky, Axel and Neumeier, Michael and Schlosser, Philipp and Rabl, Hans-Peter and Paule, Matthias and Galster, Christoph and Schiedermeier, Michael and Zwickel, Andreas and Hobmeier, Christoph and Bischoff, Tobias and Rill, Georg and Schaeffer, Thomas and Arbesmeier, Martin and Groß, Andreas and Schlegl, Thomas and Becker, Mark and Senn, Konrad and Schliekmann, Claus and Scholz, Peter and Sippl, Christian and Grill, Martin}, title = {Forschungsbericht 2011 / Hochschule f{\"u}r Angewandte Wissenschaften - Fachhochschule Regensburg}, editor = {Eckstein, Josef}, address = {Regensburg}, organization = {Hochschule f{\"u}r Angewandte Wissenschaften Regensburg}, issn = {1868-3533}, doi = {10.35096/othr/pub-732}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-7321}, language = {de} } @inproceedings{StauferBugertHauseretal., author = {Staufer, Susanne and Bugert, Flemming and Hauser, Florian and Grabinger, Lisa and Ezer, Timur and Nadimpalli, Vamsi Krishna and Bittner, Dominik and R{\"o}hrl, Simon and Mottok, J{\"u}rgen}, title = {Tyche algorithm: Markov models for generating learning paths in learning management systems}, series = {INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024}, booktitle = {INTED2024 Proceedings: 18th International Technology, Education and Development Conference, Valencia, Spain. 4-6 March, 2024}, editor = {G{\´o}mez Chova, Luis and Gonz{\´a}lez Mart{\´i}nez, Chelo and Lees, Joanna}, publisher = {IATED Academy}, isbn = {978-84-09-59215-9}, issn = {2340-1079}, doi = {10.21125/inted.2024.1080}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-71148}, pages = {4195 -- 4205}, abstract = {In the intricate tapestry of the cosmos, where celestial threads weave stories of destiny, an enigmatic deity stands at the intersection of chance and fate — Tyche, the goddess of fortune. In science and probability, coincidence plays a distinctive role in Bayesian Networks (BNs) and Markov Models (MMs). This paper introduces the Tyche algorithm named after the goddess of fortune. The Tyche algorithm is a Markov model designed to generate learning paths in Learning Management Systems (LMSs). A learning path is a type of individualization that personalises the order of learning elements within an LMS course. Learning elements are fundamental components within an LMS course, depicting the learning content in diverse ways. In our case, the learning path tailoring is based on the learner's learning style according to Felder-Silverman Learning Style Model (FSLSM) - an indicator for the ideal pathway and learning element for the learner's optimum learning. The Tyche algorithm offers the advantage to provide students the most suitable learning path. Tyche is a MM structure with various matrices containing transition probabilities depending on the learning style. Nine categories of learning elements defined in a previous survey form the basis of the node structure of the MM. For a generic approach, a survey was designed to obtain the transition probabilities depending on the individual learning style. The survey with more than 100 German students participated is processed with the tool LimeSurvey. Students are asked about their learning style using the Index of Learning Styles (ILS) questionnaire according to Felder-Silverman and about the percentage probabilities of learning elements to get their individual sequence as learning path. The percentages are queried in two different ways. Firstly, the students were asked to provide a sequence of learning elements within each position of the sequence filled with probabilities for all learning elements. Secondly, a learning element is given and the students are asked to indicate which learning element they would work on next. The first way of asking for the probabilities is used to find the start node in the MM, whereas the second approach forms the probability matrices between the nodes within the MM. As result of the survey, the Tyche algorithm presents generic transition probabilities. It improves the learning process of individuals only by asking for their learning style: it generates individual learning paths through the learning elements within an LMS based on the MM explained above by solely getting the answers of the ILS questionnaire as input. In the future, other questionnaires such as BFI-10 for personality traits or LIST-K for learning strategies may offer a more comprehensive input. However, the next step is to evaluate Tyche with about 25 students in a software engineering lecture. This is planned for the year 2024.}, language = {en} } @inproceedings{StauferEzerRoehrletal., author = {Staufer, Susanne and Ezer, Timur and R{\"o}hrl, Simon and Grabinger, Lisa and Hauser, Florian and Nadimpalli, Vamsi Krishna and Antoni, Erika and Mottok, J{\"u}rgen and Schaffer, Josefa}, title = {TYCHE ALGORITHM 2.0: Learning Paths from Questionnaire Responses and Learning Analytics}, series = {ICERI2025 Proceedings}, booktitle = {ICERI2025 Proceedings}, publisher = {IATED}, isbn = {978-84-09-78706-7}, doi = {10.21125/iceri.2025.0831}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-87846}, pages = {2562 -- 2572}, abstract = {The digitalization of learning processes has increased the need for adaptive learning paths tailored individually to learners. A novel algorithm for learning path generation is presented in this paper, namely Tyche 2.0. It extends the original Tyche approach after Staufer et al. - a Markov model for generating learning paths - by integrating additional learner data beyond learning styles (Index of Learning Styles (ILS)), including learning strategies (LIST-K questionnaire), personality traits (BFI-10 questionnaire), and learning analytics captured through screen recordings. In order to be able to use the screen recordings, a heuristic evaluates them. Furthermore, this enhanced algorithm employs Markov models to dynamically generate personalized learning paths. These are based on both questionnaire responses and real-time engagement data, the weights of which undergo dynamic adjustment over time. We made a small evaluation of Tyche 2.0 without the learning analytics influence, which shows that there is room for further improvements. Future research will focus on evaluating whole Tyche 2.0 in another university setting to further improve personalization and user engagement.}, language = {en} }