26.06.2023 | Zwei Beiträge auf der ECIS 2023
Die Professur für Anwendungssysteme und E-Business ist mit zwei Beiträgen auf der European Conference on Information Systems 2023 (ECIS 2023) vertreten:
Christine Jokisch präsentiert den Beitrag: "Increasing Student's Engangement: Designing a Gamified Peer Feedback System"
Abstract: Formative feedback is considered as one of the most effective interventions for promoting students’ development in learning processes. Nevertheless, providing formative feedback on assignments is time and resource-constrained, especially in large-scale lectures at universities. To address this issue, we developed a peer feedback system for exercises to support students’ learning process at universities. The approach enables students to provide feedback to each other similarly to scientific peer review approaches, allowing students to become more reflective and acquire metacognitive skills while reducing lecturers’ workload. However, the lack of motivation is a challenge in peer feedback approaches, as students perceive the process as additional effort. We use gamification to influence the emotional and cognitive state of students positively. Following a design science research approach, we developed and evaluated a web-based gamified peer feedback system after two build-evaluate cycles where game-design elements are used to promote students’ learning process and engagement.
Philipp Hartmann präsentiert den Beitrag: "From Emergency Remote Assessment to a New Status Quo? - Lessons Learned From Online Assessments During the Covid-19 Pandemic"
Abstract: Before the COVID-19 pandemic, studying at German universities was traditionally dominated by in-class activities. During the pandemic, technical and organizational foundations were laid not only for teaching but also for exams. With the resumption of in-class events, the question is to what extent online exams will also be used in the future. Here, examiners and educational institutions can learn from the experience during the pandemic to increase the students’ intention to participate in online exams in the future. To identify the problems encountered and derive lessons from them, a mixed-method approach was followed. For this purpose, 478 examinees were surveyed over 3 semesters using a quantitative questionnaire, followed by in-depth semi-structured follow-up interviews with 11 students. As a result, 5 recommendations for action could be derived, covering the topics of exam routine and familiarity, problem-solving, cheating, and teaching-examination arrangements.