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  <doc>
    <id>1382</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>98</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>periodicalpart</type>
    <publisherName/>
    <publisherPlace>Regensburg</publisherPlace>
    <creatingCorporation>Ostbayerische Technische Hochschule Regensburg</creatingCorporation>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Forschung 2018</title>
    <identifier type="isbn">978-3-9818209-5-9</identifier>
    <identifier type="urn">urn:nbn:de:bvb:898-opus4-13826</identifier>
    <identifier type="doi">10.35096/othr/pub-1382</identifier>
    <author>Christian Broser</author>
    <author>Thomas Falter</author>
    <author>Robert Damian Ławrowski</author>
    <author>Amelie Altenbuchner</author>
    <author>Daniel Vögele</author>
    <author>Claus Koss</author>
    <author>Matthias Schlamp</author>
    <author>Jan Dunnweber</author>
    <author>Oliver Steffens</author>
    <author>Markus Heckner</author>
    <author>Sabine Jaritz</author>
    <author>Thomas Schiegl</author>
    <author>Sabine Corsten</author>
    <author>Norina Lauer</author>
    <author>Katherine Guertler</author>
    <author>Eric Koenig</author>
    <author>Sonja Haug</author>
    <author>Dominik Huber</author>
    <author>Clemens Birkenmaier</author>
    <author>Lars Krenkel</author>
    <author>Thomas Wagner</author>
    <author>Xenia Justus</author>
    <author>Sean Patrick Saßmannshausen</author>
    <author>Nadine Kleine</author>
    <author>Karsten Weber</author>
    <author>Carina N. Braun</author>
    <author>Giuliano Giacoppo</author>
    <author>Michael Heinrich</author>
    <author>Tobias Just</author>
    <author>Thomas Schreck</author>
    <author>Andreas Schnabl</author>
    <author>Amador Téran Gilmore</author>
    <author>Samuel Roeslin</author>
    <author>Sandra Schmid</author>
    <author>Felix Wellnitz</author>
    <author>Sebastian Malz</author>
    <author>Andreas Maurial</author>
    <author>Florian Hauser</author>
    <author>Jürgen Mottok</author>
    <author>Meike Klettke</author>
    <author>Stefanie Scherzinger</author>
    <author>Uta Störl</author>
    <author>Markus Heckner</author>
    <author>Alexander Bazo</author>
    <author>Christian Wolff</author>
    <author>Andreas Kopper</author>
    <author>Markus Westner</author>
    <author>Christian Pongratz</author>
    <author>Ingo Ehrlich</author>
    <author>Ulrich Briem</author>
    <author>Sebastian Hederer</author>
    <author>Marcus Wagner</author>
    <author>Moritz Schillinger</author>
    <author>Julien Görlach</author>
    <author>Stefan Hierl</author>
    <author>Marco Siegl</author>
    <author>Christoph Langer</author>
    <author>Matthias Hausladen</author>
    <author>Rupert Schreiner</author>
    <author>Matthias Haslbeck</author>
    <author>Reinhard Kreuzer</author>
    <author>Oliver Brückl</author>
    <author>Belal Dawoud</author>
    <author>Hans-Peter Rabl</author>
    <author>Bernd Gamisch</author>
    <author>Ottfried Schmidt</author>
    <author>Michael Heberl</author>
    <author>Bianca Gänsbauer</author>
    <author>Werner Bick</author>
    <author>Andreas Ellermeier</author>
    <author>Gareth J. Monkman</author>
    <author>Nina Prem</author>
    <author>Dirk Sindersberger</author>
    <author>Karl Tschurtschenthaler</author>
    <author>Maximilian Aurbach</author>
    <author>Sebastian Dendorfer</author>
    <author>Michael A. Betz</author>
    <author>Tamara Szecsey</author>
    <author>Wolfgang Mauerer</author>
    <author>Florian Murr</author>
    <series>
      <title>Forschungsberichte der OTH Regensburg</title>
      <number>2018</number>
    </series>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Forschung</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Forschungsbericht</value>
    </subject>
    <collection role="institutes" number="HL">Hochschulleitung/Hochschulverwaltung</collection>
    <collection role="othpublikationsherkunft" number="">Von der OTH Regensburg herausgegeben</collection>
    <collection role="persons" number="weberlate">Weber, Karsten (Prof. Dr.) - Labor für Technikfolgenabschätzung und Angewandte Ethik</collection>
    <collection role="institutes" number="IAFW">Zentrum für Forschung und Transfer (ZFT ab 2024; vorher: IAFW)</collection>
    <collection role="persons" number="bruecklfenes">Brückl, Oliver (Prof. Dr.) - FENES / Forschungsgruppe Energienetze</collection>
    <collection role="persons" number="hauglasofo">Haug, Sonja (Prof. Dr.) - Labor Empirische Sozialforschung</collection>
    <thesisPublisher>Ostbayerische Technische Hochschule Regensburg</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-oth-regensburg/files/1382/Forschung-OTHR_2018.pdf</file>
  </doc>
  <doc>
    <id>7347</id>
    <completedYear/>
    <publishedYear>2024</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>9089</pageFirst>
    <pageLast>9098</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName>IATED</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">EVALUATION OF THE LEARNING MANAGEMENT SYSTEM PYTHIA</title>
    <abstract language="eng">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.&#13;
&#13;
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.&#13;
&#13;
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.</abstract>
    <parentTitle language="eng">EDULEARN Proceedings: 16th International Conference on Education and New Learning Technologies, Palma, Spain. 1-3 July, 2024</parentTitle>
    <identifier type="issn">2340-1117</identifier>
    <identifier type="doi">10.21125/edulearn.2024.2189</identifier>
    <identifier type="urn">urn:nbn:de:bvb:898-opus4-73474</identifier>
    <licence>Keine Lizenz - Es gilt das deutsche Urheberrecht: § 53 UrhG</licence>
    <author>Susanne Staufer</author>
    <author>Florian Hauser</author>
    <author>Timur Ezer</author>
    <author>Lisa Grabinger</author>
    <author>Vamsi Krishna Nadimpalli</author>
    <author>Simon Röhrl</author>
    <author>Flemming Bugert</author>
    <author>Dominik Bittner</author>
    <author>Jürgen Mottok</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Learning management system (LMS)</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>questionnaire (study)</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>learning elements</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>learning paths</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>usability</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>graphical user interface (GUI)</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>Moodle</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>higher education area (HEA)</value>
    </subject>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
    <thesisPublisher>Ostbayerische Technische Hochschule Regensburg</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-oth-regensburg/files/7347/STAUFER2024EVA.pdf</file>
  </doc>
  <doc>
    <id>6297</id>
    <completedYear/>
    <publishedYear>2023</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>article</type>
    <publisherName>Wiley</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">On the perception of graph layouts</title>
    <abstract language="eng">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.</abstract>
    <parentTitle language="eng">Journal of Software: Evolution and Process</parentTitle>
    <identifier type="doi">10.1002/smr.2599</identifier>
    <identifier type="urn">urn:nbn:de:bvb:898-opus4-62973</identifier>
    <note>Corresponding author: Lisa Grabinger</note>
    <enrichment key="CorrespondingAuthor">Lisa Grabinger</enrichment>
    <enrichment key="BegutachtungStatus">peer-reviewed</enrichment>
    <enrichment key="opus.doi.autoCreate">false</enrichment>
    <enrichment key="opus.urn.autoCreate">true</enrichment>
    <licence>Creative Commons - CC BY - Namensnennung 4.0 International</licence>
    <author>Lisa Grabinger</author>
    <author>Florian Hauser</author>
    <author>Jürgen Mottok</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>causal graphs</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>eye tracking</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>gestalt principles</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>graph layouts</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>modeling languages</value>
    </subject>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="oaweg" number="">Hybrid Open Access - OA-Veröffentlichung in einer Subskriptionszeitschrift/-medium</collection>
    <collection role="funding" number="">DEAL Wiley</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
    <thesisPublisher>Ostbayerische Technische Hochschule Regensburg</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-oth-regensburg/files/6297/Grabinger_Journal_Software.pdf</file>
  </doc>
  <doc>
    <id>3389</id>
    <completedYear/>
    <publishedYear>2019</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferencepresentation</type>
    <publisherName>RWTH Aachen</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Heuristics in Software Modelling: An Eyetracking Study</title>
    <abstract language="eng">To investigate the role of heuristics in the domain of software engineering, an eye tracking study was conducted in which experts and novices were compared. The study focused on one of the most challenging parts in this domain: the generation of an object model for a software product based on a requirements specification. During their training, software engineers are taught different techniques to solve this task. One of these techniques is the noun/verb analysis.&#13;
However, it is still unclear to what extent novice and expert programmers are making use of it. Ideally, the noun/verb analysis works as a heuristic and helps programmers to make fast and accurate decisions. Participants in the study were 40 software programmers at four levels of expertise (novices, intermediates, experienced rogrammers, experts). They were presented with ten decision tasks. In each task, participants read a requirement specification and then had to choose one out of three presented class diagrams that they considered the best solution. During the task, their eye movements were recorded. Results show that all participants used the noun/verb analysis as a heuristic. Programmers with higher levels of expertise, however, outperformed programmers with lower levels of expertise. Interestingly, the more experienced programmers were not following the noun/verb analysis in a blindfolded way. They realised that the noun/verb analysis would produce diagrams, but a skilled software architect would not model them in this way. Instead they created their models in a way that they perceived as more logical and realistic</abstract>
    <parentTitle language="deu">Earli Book of Abstracts</parentTitle>
    <identifier type="url">https://earli.org/sites/default/files/2019-09/BOA-2019.pdf</identifier>
    <author>Florian Hauser</author>
    <author>Rebecca Reuter</author>
    <author>Andreas Gegenfurtner</author>
    <author>Hans Gruber</author>
    <author>Jürgen Mottok</author>
    <author>Ivonne Hutzler</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
  </doc>
  <doc>
    <id>1022</id>
    <completedYear/>
    <publishedYear>2020</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-03</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Tutorial on Software Engineering Education in Co-Located Multi-User Eye-Tracking-Environments</title>
    <abstract language="eng">We briefly describe a tutorial on the application of Eye-Tracking technology for Software Engineering Education. We will showcase our setup of a large-scale Eye-Tracking-Classroom and its usage for real-time improvement of traditional learning scenarios in Software Engineering Education. We will focus on the integration of gaze data into modern integrated development environments (IDEs) and demonstrate a complete workflow for its usage in co-located multi-user Eye-Tracking-Environments.</abstract>
    <parentTitle language="eng">Proceedings of the 32nd IEEE Conference on Software Engineering Education and Training: Munich, November 2020</parentTitle>
    <identifier type="doi">10.1109/CSEET49119.2020.9206170</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="BegutachtungStatus">peer-reviewed</enrichment>
    <licence>Keine Lizenz - Es gilt das deutsche Urheberrecht: § 53 UrhG</licence>
    <author>Hans Gruber</author>
    <author>Christian Wolff</author>
    <author>Jürgen Mottok</author>
    <author>Alexander Bazo</author>
    <author>Florian Hauser</author>
    <author>Stefan Schreistetter</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>eye-tracking</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>software engineering education</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>multi-user eye tracking</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>real-time learning scenarios</value>
    </subject>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1029</id>
    <completedYear/>
    <publishedYear>2020</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>1</pageFirst>
    <pageLast>5</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-03</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Code reviews in C++: Preliminary results from an eye tracking study</title>
    <abstract language="eng">Code reviews are an essential part of quality assurance in modern software projects. But despite their great importance, they are still carried out in a way that relies on human skills and decisions. During the last decade, there have been several publications on code reviews using eye tracking as a method, but only a few studies have focused on the performance differences between experts and novices. To get a deeper understanding of these differences, the following experiment was developed: This study surveys expertise-related differences in experts’, advanced programmers’, and novices’ eye movements during the review of eight short C++ code examples, including correct and erroneous codes. A sample of 35 participants (21 novices, 14 advanced and expert programmers) were recruited. A Tobii Spectrum 600 was used for the data collection. Measures included participants’ eye movements during the code review, demographic background data, and cued retrospective verbal comments on replays of their own eye movement recordings. Preliminary results give proof for experience-related differences between participants. Advanced and expert programmers performed significantly better in case of error detection and the eye tracking data implies a more efficient reviewing strategy.</abstract>
    <parentTitle language="eng">ETRA '20 Short Papers: ACM Symposium on Eye Tracking Research and ApplicationsJune 2020</parentTitle>
    <identifier type="isbn">ISBN 9781450371346</identifier>
    <identifier type="doi">10.1145/3379156.3391980</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Florian Hauser</author>
    <author>Stefan Schreistetter</author>
    <author>Rebecca Reuter</author>
    <author>Jürgen Mottok</author>
    <author>Hans Gruber</author>
    <author>Kenneth Holmqvist</author>
    <author>Nick Schorr</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1028</id>
    <completedYear/>
    <publishedYear>2020</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>42</pageFirst>
    <pageLast>46</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-03</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Deliberate Practice in Programming: How is it carried out by programmers?</title>
    <abstract language="eng">This work in progress study examines through which activities programmers perform deliberate practice to improve their own skills in coding and programming. For this reason, a qualitative questionnaire was developed and conducted with a sample of 22 participants. The results indicate that programmers perform formal and informal forms of training and learning. Typically, a classical programming training in the context of a university course or for work-related reasons is a first step in the acquisition of expertise. Building on these basic skills, non-formal and informal learning activities are carried out by the learners. Especially the social interaction and the collaborative work with other programmers is of great importance in this context. The activities mentioned by the test persons fulfil the characteristics of deliberate practice and will be examined more closely in a further study.</abstract>
    <parentTitle language="eng">ECSEE '20: Proceedings of the 4th European Conference on Software Engineering Education, Seeon, Germany, June 2020</parentTitle>
    <identifier type="isbn">ISBN 9781450377522</identifier>
    <identifier type="doi">10.1145/3396802.3396815</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="BegutachtungStatus">peer-reviewed</enrichment>
    <author>Florian Hauser</author>
    <author>Theresa Stark</author>
    <author>Jürgen Mottok</author>
    <author>Hans Gruber</author>
    <author>Rebecca Reuter</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16315">Information und Kommunikation</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1288</id>
    <completedYear/>
    <publishedYear>2019</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>7798</pageFirst>
    <pageLast>7807</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Using augmented reality in software engineering education? First insights to a comparative study of 2D and AR UML modeling</title>
    <abstract language="eng">Although there has been much speculation about the potential of Augmented Reality (AR) in teaching for learning material, there is a significant lack of empirical proof about its effectiveness and implementation in higher education. We describe a software to integrate AR using the Microsoft Hololens into UML (Unified Modeling Language) teaching. Its user interface is laid out to overcome problems of existing software. We discuss the design of the tool and report a first evaluation study. The study is based upon effectiveness as a metric for students performance and components of motivation. The study was designed as control group experiment with two groups. The experimental group had to solve tasks with the help of the AR modeling tool and the control group used a classic PC software. We identified tendencies that participants of the experimental group showed more motivation than the control group. Both groups performed equally well</abstract>
    <parentTitle language="eng">Proceedings of the 52nd Hawaii International Conference on System Sciences (HICSS) and 31st Conference on Software Engineering Education and Training (CSEE&amp;T), January 8 - 11, 2019 Grand Wailea, Hawaii</parentTitle>
    <identifier type="doi">10.24251/HICSS.2019.938</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="BegutachtungStatus">peer-reviewed</enrichment>
    <author>Rebecca Reuter</author>
    <author>Florian Hauser</author>
    <author>Daniel Muckelbauer</author>
    <author>Theresa Stark</author>
    <author>Erika Antoni</author>
    <author>Jürgen Mottok</author>
    <author>Christian Wolff</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1310</id>
    <completedYear/>
    <publishedYear>2019</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
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    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Supporting Abstraction Skills Using Augmented Reality?</title>
    <abstract language="eng">We investigated the potential of augmented reality (AR) to enable visualization of abstract concepts and present the first iteration of a teaching experiment that evaluates the use of AR as support for abstraction skills. Students were confronted with the task to present and explain information to different groups of stakeholders at the example of a coffee machine. Results show that students find it helpful to have a visual app-prototype and especially one that can be disassembled in different levels. The main goal was to sensitize students for the need to think about and to abstract information for certain roles and perspectives.</abstract>
    <parentTitle language="eng">ITiCSE '19, Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, July 2019, Aberdeen Scotland UK</parentTitle>
    <identifier type="doi">10.1145/3304221.3325562</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Rebecca Reuter</author>
    <author>Marco Knietzsch</author>
    <author>Florian Hauser</author>
    <author>Jürgen Mottok</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1376</id>
    <completedYear/>
    <publishedYear>2019</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>6087</pageFirst>
    <pageLast>6096</pageLast>
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    <completedDate>2021-02-08</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Using Eye Tracking Data to analyze students’ tasks solving behavior in classroom contexts</title>
    <parentTitle language="eng">12th International Conference of Education, Research and Innovation (ICERI 2019), Conference Proceedings, 2019, Seville (Spain)</parentTitle>
    <identifier type="isbn">978-84-09-14755-7</identifier>
    <identifier type="issn">2340-1095</identifier>
    <identifier type="doi">10.21125/iceri.2019.1473</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Stefan Schreistetter</author>
    <author>Florian Hauser</author>
    <author>Rebecca Reuter</author>
    <author>Sabrina Jahn</author>
    <author>Jürgen Mottok</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1322</id>
    <completedYear/>
    <publishedYear>2019</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>6064</pageFirst>
    <pageLast>6070</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
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    <publisherName/>
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    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Eye movements in software modelling – what do they tell us about heuristics</title>
    <parentTitle language="eng">12th International Conference of Education, Research and Innovation (ICERI 2019), Conference Proceedings, 2019, Seville (Spain)</parentTitle>
    <identifier type="isbn">978-84-09-14755-7</identifier>
    <identifier type="doi">10.21125/iceri.2019.1469</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Florian Hauser</author>
    <author>Rebecca Reuter</author>
    <author>Andreas Gegenfurtner</author>
    <author>Hans Gruber</author>
    <author>Jürgen Mottok</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1264</id>
    <completedYear/>
    <publishedYear>2016</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>613</pageFirst>
    <pageLast>620</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Developing visual expertise in software engineering: An eye tracking study</title>
    <abstract language="eng">Program comprehension and the ability to find program errors are key skills of software engineering. The aim of this pilot study was to examine the visual processes of novice and advanced programmers in authentic tasks. Fifteen novices and eight advanced programmers were given eight short pieces of code. Their task was to either identify an error or give the output of the code. Eye movements and keyboard activity were recorded. On average, the novices spent more time reading the code than composing the response, whereas the more advanced programmers started composing the response sooner and spent more time on it. In general, the advanced programmers had shorter fixations and saccades. The results suggest that the advanced programmers are quicker to grasp the essence of the code and able to see more details in it. The advanced programmers had shorter fixations and saccade lengths during the second phase which might indicate the process of chunking.</abstract>
    <parentTitle language="eng">IEEE Global Engineering Education Conference (EDUCON), 10-13 April 2016, Abu Dhabi, UAE</parentTitle>
    <identifier type="doi">10.1109/EDUCON.2016.7474614</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="BegutachtungStatus">peer-reviewed</enrichment>
    <author>Markus Nivala</author>
    <author>Florian Hauser</author>
    <author>Jürgen Mottok</author>
    <author>Hans Gruber</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>program comprehension</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>debugging</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>software engineering</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>visual expertise</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>eye tracking</value>
    </subject>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1276</id>
    <completedYear/>
    <publishedYear>2017</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>379</pageFirst>
    <pageLast>389</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Eye tracking applied: Visual expertise in code reviews</title>
    <parentTitle language="eng">9th International Conference on Education and New Learning Technologies, EDULEARN17, 3-5 July, 2017, Barcelona, Spain, Proceedings</parentTitle>
    <identifier type="doi">10.21125/edulearn.2017.1084</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Florian Hauser</author>
    <author>Markus Reiß</author>
    <author>Markus Nivala</author>
    <author>Jürgen Mottok</author>
    <author>Hans Gruber</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1278</id>
    <completedYear/>
    <publishedYear>2017</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>112</pageFirst>
    <pageLast>116</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Scaffolding in der Lehre von Design Pattern. Neue Konzepte für anwendungsorientiertes und aktivierendes Lernen</title>
    <abstract language="deu">Design  Pattern  sind  wiederverwendbare  Entwurfsmuster  für  Probleme  in  objektorientierten  Programmiersprachen.  Gene-rell  wird  dieser  Lerninhalt  als  sehr  abstrakt,  theoretisch  und  schwer  verständlich  beurteilt.  Eine  durchgeführte  Studie  mit  Studierenden zu den Lernhindernissen während unseres Soft-ware Engineering Curriculums belegen diese Annahmen. Trotz heterogener  Studierendengruppe  mit  unterschiedlichen  Vor-kenntnissen,  wird  das  Verständnis  der  Konzepte  von  Design  Pattern,  verglichen  mit  anderen  Lehrinhalten,  als  die  größte  Herausforderung  angesehen.  Zur  Verbesserung  des  Lernens  von  Design  Pattern,  wurde  aufgrund  dieser  Erkenntnisse  ein  Lehrkonzept  zur  Beseitigung  der  Lernhindernisse  entwickelt.  Dieses  basiert  auf  einem  angepassten  Scaffolding-Ansatz,  welcher u.a. durch die systematische Anwendung von studie-rendenzentrierten Methoden die Aneignung von theoretischen als auch praktischen Inhalten sukzessive fördert. Eine anschlie-ßende Evaluation belegt die Wirkungsweise des Lehrkonzepts.</abstract>
    <parentTitle language="deu">Tagungsband zum 3. Symposium zur Hochschullehre in den MINT-Fächern, 25. / 26. September 2017, TH Nürnberg</parentTitle>
    <identifier type="url">https://www.th-nuernberg.de/fileadmin/abteilungen/sll/Dokumente/Hochschuldidaktik/MINT_Symposium/Tagungsband_MINT_Symposium_2017.pdf</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Alexander Soska</author>
    <author>Rebecca Reuter</author>
    <author>Florian Hauser</author>
    <author>Markus Reiß</author>
    <author>Jürgen Mottok</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16314">Lebenswissenschaften und Ethik</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1279</id>
    <completedYear/>
    <publishedYear>2017</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>10259</pageFirst>
    <pageLast>10267</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Towards a Definition and Identification of Learning Obstacles in Higher Software Engineering Education</title>
    <parentTitle language="eng">EDULEARN17 Proceedings, 9th International Conference on Education and New Learning Technologies, 3-5 July, 2017, Barcelona, Spain</parentTitle>
    <identifier type="issn">2340-1117</identifier>
    <identifier type="isbn">978-84-697-3777-4</identifier>
    <identifier type="doi">10.21125/edulearn.2017.0943</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Rebecca Reuter</author>
    <author>Florian Hauser</author>
    <author>Carolin Gold-Veerkamp</author>
    <author>Jürgen Mottok</author>
    <author>Jörg Abke</author>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Hochschuldidaktik</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>swd</type>
      <value>Software Engineering</value>
    </subject>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16314">Lebenswissenschaften und Ethik</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1277</id>
    <completedYear/>
    <publishedYear>2017</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Detecting errors in program flow diagrams: Comparing novices and advanced programmers</title>
    <parentTitle language="eng">EARLI Biennial Conference 2017, 17th European Association for Research on Learning and Instruction, 29 August - 2 September, 2017 - University of Tampere, Finland</parentTitle>
    <enrichment key="opus.source">publish</enrichment>
    <author>Markus Nivala</author>
    <author>Florian Hauser</author>
    <author>Helen Jossberger</author>
    <author>Markus Reiß</author>
    <author>Jürgen Mottok</author>
    <author>Hans Gruber</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16315">Information und Kommunikation</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1306</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>457</pageFirst>
    <pageLast>466</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Towards the construction of a questionnaire for the identification of learning obstacles</title>
    <abstract language="eng">This paper deals with the identification of learning ob-stacles using the questionnaire method. Therefore, two iterations were proceeded: The first one was part of a survey that was carried out at four lo-cations at universities of applied sciences. We asked students about obstructive facts in general providing items for five learning ob-stacle dimensions that were set up before; emotional/motivational, epistemological/cognitive,  didactical,  resource-related  and  meta-cognitive learning obstacle dimensions.  After the general part, we asked them to answer the same question, but in relation to the  – in their opinion – most difficult learning content. With this question, we aim to get indications regarding to epistemological obstacles. In a second step, we used the “Motivated Strategies for Learning Questionnaire”, which was developed by Pintrich [1] as a basis to develop  a  questionnaire  that  extracts  learning  obstacles.  In  its original version, the “Motivated Strategies for Learning Question-naire” was intended to measure students’ learning strategies, but, as  the  obstacle  dimensions  were  partly  derived  from  learning strategy  classification,  we  chose  this  already  validated  question-naire  [2].  Within  this  iteration,  we  could  confirm  a  five-factor structure of the questionnaire that could be mapped to the five be-fore set learning obstacle dimensions.</abstract>
    <parentTitle language="eng">2018 IEEE Global Engineering Education Conference (EDUCON 2018), 17-20 April, 2018, Santa Cruz de Tenerife, Spain</parentTitle>
    <identifier type="doi">10.1109/EDUCON.2018.8363266</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Rebecca Reuter</author>
    <author>Florian Hauser</author>
    <author>Carolin Gold-Veerkamp</author>
    <author>Theresa Stark</author>
    <author>Juliane Kis</author>
    <author>Jürgen Mottok</author>
    <author>Jörg Abke</author>
    <author>Dany Meyer</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16314">Lebenswissenschaften und Ethik</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1305</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>109</pageFirst>
    <pageLast>117</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Research competence: Modification of a questionnaire to measure research competence at universities of applied sciences</title>
    <abstract language="eng">This paper deals with the validation and modification of the German questionnaire "F-Komp". In its original version, it was intended to measure university students' research competences. In the beginning of this study, there were only a few tools available which were reliable. For the purposes of this study, they were not suitable. At the same time, there was no validated version of the F-Komp available, which made the whole validation process for further usage necessary. This questionnaire is based on a structure, which consist of different skills and knowledge and is focused on measuring research competence in general. The validation and modification of the F-Komp is therefore the aim of our contribution as well as a revised version of the questionnaire. We proceeded an explorative factor and a reliability analysis to do a general evaluation of the tool. Some modifications were done in the questionnaire to make it more suitable to the requirements of technical oriented universities of applied sciences [5]. Our revised version is slightly longer and contains several items to gather data about the participants demographics. The modified questionnaire is based on a more appropriate factor structure. This structure is more practically oriented and pays attention to ethical issues. In future cases, this questionnaire will be used in research oriented courses to measure students' progress in acquiring the knowledge and methods which are necessary to perform as a scientist in different research areas.</abstract>
    <parentTitle language="eng">IEEE Global Engineering Education Conference (EDUCON), 17-20 April 2018, Santa Cruz de Tenerife, Spain</parentTitle>
    <identifier type="doi">10.1109/EDUCON.2018.8363216</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <enrichment key="BegutachtungStatus">peer-reviewed</enrichment>
    <author>Florian Hauser</author>
    <author>Rebecca Reuter</author>
    <author>Hans Gruber</author>
    <author>Jürgen Mottok</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>research oriented teaching</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>research competence</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>competence model</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>modification of a questionnaire</value>
    </subject>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16314">Lebenswissenschaften und Ethik</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1313</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Eye movement patterns in source code review</title>
    <abstract language="eng">This study is based on the work of Uwano, Nakamura, Monden and Matsumoto (2006) who tried to identify programmers’ eye movements in source code reviews by using eye tracking technology. The researchers were able to identify certain eye movement patterns but due to the technical limitations of earlier eye tracking systems and a small sample they could not find a valid proof for their existence. Now, twelve years later, the eye tracking technology has made significant improvements and is able to capture programmers’ reading behavior in an unobtrusive and precise way. Now the goal is to verify the described patterns by using eye tracking data from expert and novice programmers. In the experiment they have to detect errors in six different codes and take part in a retrospective interview. At the moment, data collections are ongoing. At the time of the conference, we will present the results of our analyses.</abstract>
    <parentTitle language="eng">EARLI SIG 17 and 25 Biennial Conference 2018, Cambridge, United Kingdom</parentTitle>
    <enrichment key="opus.source">publish</enrichment>
    <author>Florian Hauser</author>
    <author>Andreas Gegenfurtner</author>
    <author>Ivonne Hutzler</author>
    <author>Rebecca Reuter</author>
    <author>Jürgen Mottok</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16311">Digitalisierung</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1311</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>505</pageFirst>
    <pageLast>514</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Will the noun/verb analysis be used to generate class diagrams? An eye tracking study</title>
    <parentTitle language="eng">IATED, 11th International Conference of Education, Research and Innovation (ICERI 2018), 12-14 November 2018, Seville, Spain</parentTitle>
    <identifier type="doi">10.21125/iceri.2018.1103</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Ivonne Hutzler</author>
    <author>Florian Hauser</author>
    <author>Rebecca Reuter</author>
    <author>Jürgen Mottok</author>
    <author>Hans Gruber</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
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