TY - JOUR A1 - Röhrl, Simon A1 - Staufer, Susanne A1 - Bugert, Flemming A1 - Nadimpalli, Vamsi Krishna A1 - Hauser, Florian A1 - Grabinger, Lisa A1 - Bittner, Dominik A1 - Ezer, Timur A1 - Altweck, Ricardo A1 - Graf, Sabine A1 - Kriza, Thomas A1 - Mottok, Jürgen T1 - Ethical Considerations of AI in Education: A Case Study based on Pythia Learning Enhancement System JF - IEEE Access N2 - As the use of AI in education increases, addressing ethical concerns is essential for its responsible use and implementation. This study explores the ethical considerations of AI in education by analyzing a concrete application, the Pythia Learning Enhancement System, which enables personalized and adaptive educational experiences. In this case study, the concrete implementation of Pythia, contrary to high-level abstract analyses, provides practical insights into these ethical issues. To achieve this goal, we first define Pythia and outline its implementation. Using the various topics covered by Pythia, the ethical issues associated with each of these topics are outlined, resulting in a list of ten distinct ethical issues. Because there is overlap in issues covered by similar applications, they can benefit from this identification. An ethical (human rights) and didactic (constructivism) theoretical background is then provided as a basis for further discussion. This is used to build the arguments used in the main study. This consists of analyzing each of the issues and providing recommendations to mitigate potential harm arising from these issues. This helps to provide guidelines for future applications. In the analysis, the ethical discussion is mainly based on the human rights of the stakeholders involved, emphasizing human dignity. After the analysis, each of the issues is contextualized with the recent AI Act of the European Union, providing a novel mapping of the issues of AI in education to the AI Act. Finally, the limitations of the study are stated and a plan for future research is presented. KW - Ethics KW - Artificial intelligence KW - Education KW - Stakeholders KW - Psychology KW - Privacy KW - Search problems KW - Guidelines KW - Focusing KW - Europe Y1 - 2025 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:898-opus4-83403 SN - 2169-3536 N1 - Corresponding author der OTH Regensburg: Simon Röhrl VL - 11 SP - 1 EP - 25 PB - Institute of Electrical and Electronics Engineers (IEEE) ER - TY - THES A1 - Altweck, Ricardo T1 - Analysing Learning Behaviour in Moodle: A Heuristic and AI-Driven Approach BT - A Thesis N2 - In this thesis, a novel evaluation method to determine the duration of learning sessions and the completion of learning material is introduced. Screen recordings of students’ browser sessions are utilised to capture detailed, low-level learner activity in a blended learning environment.The accumulated recordings are analysed to define a continuous completion state for individual learning material, focusing on the exact time a student spends on the material and their activity during this period. The evaluation method is adapted to the type of material, such as PDF documents, quizzes, or video lectures. The results demonstrate the potential of this approach, based on analysis of two distinct time frames: an exam preparation period and a lecture period. Additionally, an AI-driven approach is outlined to further refine the chosen definition of learning material completion. KW - Learning Analytics KW - Student Engagement KW - Session Replays KW - LMS KW - Blended Learning Y1 - 2025 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:898-opus4-79210 CY - Regensburg ER -