@article{SeeberFleischmannCardonetal.2024, author = {Seeber, Isabella and Fleischmann, Carolin and Cardon, Peter and Aritz, Jolanta}, title = {Fostering Psychological Safety in Global Virtual Teams: The Role of Team-Based Interventions and Digital Reminder Nudges}, series = {Group Decision and Negotiation}, journal = {Group Decision and Negotiation}, doi = {10.1007/s10726-024-09899-5}, year = {2024}, abstract = {Psychological safety (PS), the feeling of being comfortable to express one's ideas or opinions in teams, is a key determinant of successful global virtual teams (GVT). Even though considerable knowledge exists about its antecedents, it is unknown how team-based interventions (TBI) and technology-based interventions (digital reminder nudges, DRN) foster PS among team members. Based on a survey involving 235 participants, our data show that TBI and DRN foster psychological safety in GVT. However, only the effect of TBI on psychological safety can be explained with a higher-quality coordination process. It remains unclear what causal mechanism explains the effect of DRN. These findings contribute to the literature on PS by showing that TBI facilitate effective coordination processes and to the literature on digital nudges by demonstrating that technology-based reminders drive PS.}, language = {en} } @inproceedings{Suhonen2024, author = {Suhonen, Sami}, title = {Navigating the AI Era: Analyzing the Impact of Artificial Intelligence on Learning and Teaching Engineering Physics}, series = {Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024}, booktitle = {Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024}, editor = {Sch{\"a}fle, Claudia and Stanzel, Silke and Junker, Elmar and Lux, Christine}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:861-opus4-25848}, pages = {76 -- 83}, year = {2024}, abstract = {This paper delves into the impact of artificial intelligence (AI) on learning and teaching engineering physics, focusing on the use of AI chatbots. The study explores various issues encountered by educators when students utilize AI to solve physics problems, highlighting potential pitfalls and opportunities. Through testing AI chatbots' capabilities in physics learning, the paper evaluates their effectiveness in providing accurate and insightful responses. Results indicate that while AI, especially ChatGPT 4, shows promise in aiding students' understanding of physics concepts, there are limitations and challenges to consider, such as over-reliance on technology and the potential for AI to produce misleading solutions. The implications and discussions underscore the need for a balanced approach in integrating AI into education, emphasizing authentic understanding over merely obtaining correct answers. Using AI in creating teaching materials is not evaluated here.}, language = {en} } @inproceedings{MuchaMevissenRobertetal.2020, author = {Mucha, Henrik and Mevißen, Dennis and Robert, Sebastian and Jacobi, Ricarda and Meyer, Kirsten and Heusler, Winfried and Arztmann, Daniel}, title = {Co-Design Futures for AI and Space: A Workbook Sprint}, series = {Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems (CHI EA '20). Association for Computing Machinery, New York, NY, USA}, booktitle = {Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems (CHI EA '20). Association for Computing Machinery, New York, NY, USA}, pages = {1 -- 8}, year = {2020}, abstract = {Artificial Intelligence (AI) is continuously moving into our surroundings. In its various forms, it has the potential to disrupt most aspects of human life. Yet, the discourse around AI has long been by experts and for experts. In this paper, we argue for a participatory approach towards designing human-AI interactions. We outline how we used design methodology to organise an interdisciplinary workshop with a diverse group of students - a workbook sprint with 45 participants from four different programs and 13 countries - to develop speculative design futures in five focus areas. We then provide insights into our findings and share our lessons learned regarding our workshop topic - AI and Space - our process, and our research. We learned that involving non-experts in complex technical discourses - such as AI - through the structural rigour of design methodology is a viable approach. We then conclude by laying out how others might use our findings and initiate their own workbook sprint to explore complex technologies in a human-centred way.}, language = {en} }