<?xml version="1.0" encoding="utf-8"?>
<export-example>
  <doc>
    <id>1268</id>
    <completedYear/>
    <publishedYear>2016</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>315</pageFirst>
    <pageLast>321</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">Importance of Writing in Software Engineering Education</title>
    <abstract language="eng">In this paper we present our first steps in defining the type, scope and relevance of writing in higher education of software engineering. We aim to identify lacks of scientific research and raise a new and necessary research interest to push research in this area. First we clarify the relevance of writing in higher education in general. In a second step we highlight the relevance of writing in the domain of software engineering in particular. Soft skills to be taught to students of engineering professions and especially to software engineering students are highly discussed. We discuss the skill of writing from a theoretical view as well as reasons for the high relevance of this skill for future engineers. An obligation of teaching writing in the higher education is formulated.</abstract>
    <parentTitle language="eng">Interactive Collaborative Learning, ICL 2016, proceedings of the 19th ICL Conference, Volume 1</parentTitle>
    <identifier type="doi">10.1007/978-3-319-50337-0_29</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Magdalena Beslmeisl</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>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>1281</id>
    <completedYear/>
    <publishedYear>2017</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>1631</pageFirst>
    <pageLast>1635</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">Work in Progress: Teaching-Obstacles in Higher Software Engineering Education</title>
    <abstract language="eng">Software Engineering is very abstract and complex by nature. Teaching Software Engineering in higher education is therefore still a big challenge. Although we implemented inductive teaching and learning methods in our courses for several years, we do not have a panacea. This paper aims to identify the remaining teaching obstacles in our Software Engineering courses with regard to the concrete teaching content. We present first ideas on how to overcome these teaching obstacles by the application of Augmented and/or Virtual Reality techniques with regard to the identified obstacles.</abstract>
    <parentTitle language="eng">8th IEEE Global Engineering Education Conference (EDUCON 2017), Athens, Greece</parentTitle>
    <identifier type="doi">10.1109/EDUCON.2017.7943067</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Rebecca Reuter</author>
    <author>Magdalena Beslmeisl</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>1280</id>
    <completedYear/>
    <publishedYear>2017</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>460</pageFirst>
    <pageLast>467</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">A Two-Sided Approach of Applying Software Engineering Perspectives in Higher Education</title>
    <parentTitle language="eng">Teaching and Learning in a Digital World, ICL 2017, Proceedings of the 20th International Conference on Interactive Collaborative Learning - Volume 1</parentTitle>
    <enrichment key="opus.source">publish</enrichment>
    <author>Rebecca Reuter</author>
    <author>Martina Kuhn</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>1291</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>1</pageFirst>
    <pageLast>7</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">Learning Tasks for Software Engineering Education: An exemplary development of learning tasks for software engineering based on didactic function and knowledge type</title>
    <abstract language="eng">Learning tasks play an important role in education and especially in higher education. However, there is a significant lack in research regarding these in higher education. A learning task shows several characteristics, whereas the didactic function of a task is mostly considered. Two characteristics of learning tasks are focused in this paper: The didactic function and the type knowledge. Existing types of learning tasks are presented as well as a proposal for learning tasks in software engineering education that considers didactic functions, like elaboration, training or application and types of knowledge, i.e. factual, conceptual, procedural and metacognitive knowledge. This paper aims to serve as a guidance for lecturers who have the purpose to create learning tasks that address both characteristics -- the didactic function and the type of knowledge.</abstract>
    <parentTitle language="eng">Proceedings of the 3rd European Conference of Software Engineering Education (ECSEE'18), JUne 2018, Seeon, Bavaria, Germany</parentTitle>
    <identifier type="doi">10.1145/3209087.3209097</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Rebecca Reuter</author>
    <author>Sabrina Jahn</author>
    <author>Paula Figas</author>
    <author>Alexander Bartel</author>
    <author>Jürgen Mottok</author>
    <author>Georg Hagel</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>1319</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>911</pageFirst>
    <pageLast>920</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">A Task Design Concept For A Virtual Classroom For Requirements Engineering Education</title>
    <parentTitle language="eng">ICERI 2018 Proceedings, Seville, Spain</parentTitle>
    <identifier type="doi">10.21125/iceri.2018.1216</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>L. Müller</author>
    <author>Sabrina Jahn</author>
    <author>Rebecca Reuter</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>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>
    <collection role="othforschungsschwerpunkt" number="16314">Lebenswissenschaften und Ethik</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
  <doc>
    <id>1308</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 software engineering – What differs the expert from the novice?</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.2018.1129</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Florian Hauser</author>
    <author>Jürgen Mottok</author>
    <author>Rebecca Reuter</author>
    <author>Ivonne Hutzler</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>1320</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>243</pageFirst>
    <pageLast>252</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">Experimental Verification of Indicated Benefits Of Integrating Augmented Reality into Academic Software Engineering Classes</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.2018.1057</identifier>
    <identifier type="isbn">978-84-09-05948-5</identifier>
    <identifier type="issn">2340-1095</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Marco Knietzsch</author>
    <author>Daniel Muckelbauer</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>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>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>
    <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">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>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <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>1373</id>
    <completedYear/>
    <publishedYear>2019</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>6825</pageFirst>
    <pageLast>6834</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-08</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Secure Software Engineering in academic education: students’ sreconceptions of it security</title>
    <parentTitle language="eng">12th International Conference of Education, Research and Innovation (ICERI2019), 11-13 November 2019, Seville, Spain</parentTitle>
    <identifier type="doi">10.21125/iceri.2019.1624</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <licence>Keine Lizenz - Es gilt das deutsche Urheberrecht: § 53 UrhG</licence>
    <author>Sabrina Jahn</author>
    <author>Carolin Gold-Veerkamp</author>
    <author>Rebecca Reuter</author>
    <author>Jürgen Mottok</author>
    <author>Jörg Abke</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>1322</id>
    <completedYear/>
    <publishedYear>2019</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>6064</pageFirst>
    <pageLast>6070</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 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>1007</id>
    <completedYear/>
    <publishedYear>2020</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>12</pageFirst>
    <pageLast>21</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">Totally Different and yet so Alike: Three Concepts to Use Scrum in Higher Education</title>
    <abstract language="eng">Software process models are important in software projects in order to give the work of a project guidelines or a framework. However, teaching process models in higher education seems to be quite challenging. This has to do with the fact that undergraduates have no experience with projects in which process models are used. The theoretical mediation of process models is initially on a very abstract level. For this reason, we chose to combine two didactic approaches, namely problem-based learning and project work.&#13;
&#13;
Various traditional plan-driven process models have been expanded in courses in Software Engineering with agile process models. The Scrum Framework is the focus of consideration of this paper.&#13;
&#13;
Three Universities of Applied Sciences which cooperate in the EVELIN project focused on Scrum as a process model and integrated it into their teaching. Since the respective concepts of implementation differ, they should be presented and compared in this article to presents some practice approaches.&#13;
&#13;
The goal of this presentation of is a uniform evaluation in order to obtain insights from different perspectives. This comparison can draw conclusions for possible necessary improvements of the respective concepts.</abstract>
    <parentTitle language="eng">Proceedings of the 4th European Conference on Software Engineering Education (ECSEE '20): June 2020, Seeon/Bavaria, Germany</parentTitle>
    <identifier type="doi">10.1145/3396802.3396817</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>Marco Klopp</author>
    <author>Carolin Gold-Veerkamp</author>
    <author>Jörg Abke</author>
    <author>Kai Borgeest</author>
    <author>Rebecca Reuter</author>
    <author>Sabrina Jahn</author>
    <author>Jürgen Mottok</author>
    <author>Yvonne Sedelmaier</author>
    <author>Alexander Lehmann</author>
    <author>Dieter Landes</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>1016</id>
    <completedYear/>
    <publishedYear>2020</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>592</pageFirst>
    <pageLast>600</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">Insights in Students’ Problems during UML Modeling</title>
    <abstract language="eng">UML (Unified Modeling Language) is the current de facto as well as de jure standard (ISO/IEC 19505:2012) notation to visualize models in software development. UML provides essential guidelines and rules to visualize and understand complex software systems. This is the reason why it has become part of curricula for software engineering courses at many universities worldwide. It is well known, however, that UML is hard to grasp for novices, mainly due to its complexity. In order to tackle the problem of teaching UML to novice students appropriately, it is inevitable to understand their needs and problems much better than we do now. This paper presents empirical insights into students' problems when developing common UML diagrams. Identified problems are generalized, giving rise to a problem catalogue that is derived from our empirical findings, thus establishing a basis for addressing these problems through focused learning arrangements.</abstract>
    <parentTitle language="eng">2020 IEEE Global Engineering Education Conference (EDUCON): Proceedings</parentTitle>
    <identifier type="doi">10.1109/EDUCON45650.2020.9125110</identifier>
    <enrichment key="BegutachtungStatus">peer-reviewed</enrichment>
    <licence>Keine Lizenz - Es gilt das deutsche Urheberrecht: § 53 UrhG</licence>
    <author>Rebecca Reuter</author>
    <author>Theresa Stark</author>
    <author>Yvonne Sedelmaier</author>
    <author>Dieter Landes</author>
    <author>Jürgen Mottok</author>
    <author>Christian Wolff</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>UML</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>UML problems</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>software engineering</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>higher education</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>visual notation</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>3047</id>
    <completedYear/>
    <publishedYear>2021</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>291</pageFirst>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferencepresentation</type>
    <publisherName>Earli</publisherName>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>--</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Learning from Gaze: Eye Movement Modeling Examples in Software Engineering Education</title>
    <parentTitle language="eng">Earli Book of Abstracts</parentTitle>
    <identifier type="url">https://earli.org/assets/files/BOA-2021.pdf</identifier>
    <enrichment key="opus.import.date">2022-03-07T14:48:51+00:00</enrichment>
    <enrichment key="opus.source">sword</enrichment>
    <enrichment key="opus.import.user">importuser</enrichment>
    <licence>Keine Lizenz - Es gilt das deutsche Urheberrecht: § 53 UrhG</licence>
    <author>T. Stark</author>
    <author>Stefan Schreistetter</author>
    <author>Rebecca Reuter</author>
    <author>Florian Hauser</author>
    <author>Kenneth Holmqvist</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>
</export-example>
