Dr. rer. pol. Sofia Schöbel

Forschungsgruppenleiter

Telefon: +49 541 969-4829
E-Mail: sofia.schoebel[at]uni-osnabrueck[dot]de

Sprechstunde: Mi, 13:00-14:00 Anmeldung per E-Mail erforderlich. Weitere Termine nach Vereinbarung.

Lebenslauf

Ausbildung

Okt. 2020 – heute Juniorprofessorin (mit tt) für Wirtschaftsinformatik, Universität Osnabrück

Nov. 2014 – heute Assoziierte Mitarbeiterin
Institut für Wirtschaftsinformatik, Hochschule St. Gallen, Schweiz

Feb. 2020 – Sep. 2021 Post-Doktorandin und Forschungsgruppenleiterin
Fachgebiet für Wirtschaftsinformatik, Universität Kassel

Nov. 2014 – Feb. 2020 Promotion zum Dr. rer. Pol. (mit Auszeichnung)
Fachgebiet für Wirtschaftsinformatik, Universität Kassel

Okt. 2011 – Sept. 2014 Studium der Wirtschafts- und Sozialwissenschaften
Technische Universität Dortmund

Okt. 2008 – Sept. 2011 Studium der Wirtschafts- und Sozialwissenschaften
Technische Universität Dortmund

Arbeitserfahrung

Studentische Hilfskraft und Tutorin am Lehrstuhl für Wirtschaftsinformatik an der Universität Dortmund

Beraterin der Hans-Günter Berner GmbH & Co. KG

Forschungsinteressen

Gamification – Entwicklung und Erforschung von spielbasierten Mechanismen und Konzepten zur Steigerung der Motivation und des Engagements von Nutzern.
Digitales Lernen – Entwicklung von online Lernmaterialien sowie Erprobung und Etablierung von Lernanwendungen hinsichtlich der Gestaltung, Nützlichkeit und Anwendbarkeit unter anderem unter der Berücksichtigung von Kompetenzprofilen von Nutzern.
Business Analytics – Etablierung von Konzepten rund um das Datenbankmanagement, Big Data, Text Mining sowie der Prozess der Datensammlung, Datenanalyse, Datenvisualisierung und Auswertung mittels Regressionen.
Interaktion und Gestaltung von smarten persönlichen Assistenten– Gestaltung und Analyse der Interaktion zwischen Nutzern und smarten persönlichen Assistenten unter anderem in Anwendungsfall von Subscription Geschäftsmodellen.
Collaboration Engineering – Entwicklung und Erprobung von Mechanismen und Konzepten zur effektiven Zusammenarbeit von Teams und Gruppen sowie Entwicklung und Erforschung von Konzepten zur Steigerung der Motivation von Gruppenmitgliedern bei der Teamarbeit.
Nutzerzentrierte Informationssystemgestaltung – Analyse und Identifikation von Nutzergruppen zur individuellen und konfigurativen Gestaltung von Informationssystemen.

Methodische Expertise und Erfahrung

Qualitative Expertise – Durchführung und Auswertung von Interviewstudien, Fokusgruppen, Delphi Studien sowie Workshops
Quantitative Expertise – Durchführung von Online Experimenten sowie Umfragen sowie Evaluation von quantitativen Daten in Form von Regressionsanalysen, Faktorenanalysen, Strukturgleichungsmodellen, Konfigurationsanalysen (QCA), Präferenzanalysen (Best-Worst-Scalings, Conjoint Analysen)
Tools: SmartPLS, R, SPSS, FsQCA, MaxQDA

Akademische Erfolge

Best Theory Paper Award First Runner-Up International Conference on Information Systems (ICIS) 2020
Best Paper Hawaii International Conference on System Sciences (HICSS)2020
Best Theory Paper Award First Runner-Up International Conference on Information Systems (ICIS) 2020
Teilnehmerin am Doctoral Consortium des Academy of Management Meetings (AoM) 2019
Teilnehmerin des Doctoral Consortiums der European Conference on Information Systems (ECIS) 2017
Betreuerin der Bachelorarbeit „Nudging Privacy?! - Typologie von Privacy Nudges und Präferenzen in digitalen Arbeitsumgebungen“ (verfasst von Felix Hupfeld), prämiert mit dem Fujitsu NEXT IT Innovation Award 2020

Associate Editor

International Conference on Information Systems (ICIS)
- ICIS 2019 - Munich, Germany: Track "General Topics"
European Conference on Information Systems (ECIS)
- ECIS2020 – Marrakesh, Morocco: Track “Knowledge Management and Digitization”
- ECIS2021 – Timisoara, Rumänien: Track „Knowledge Management and Digitization"
- ECIS2021 - Timisoara, Rumänien: Track „Design Research in Information Systems“
Wirtschaftsinformatik (WI)
- WI2021 – Duisburg, Deutschland: Track „Digital Education and Capabilities“

Forschungsaufenthalte

(07/2019-08/2019) Forschungsaufenthalt bei Prof. Dr. Jane Fedorowicz (Accountancy and Information & Process Management Departments) an der McCallum Graduate School of Business der Bentley University (Waltham, MA, USA)
(09/2018-11/2018) – Forschungsaufenthalt bei Prof. Dr. Mari Clara Stein am Digitalization Department an der Copenhagen Business School (Kopenhagen, Dänemark).

Review Tätigkeiten

Academy of Management Annual Meeting (AoM)
Hawaii International Conference on System Sciences (HICSS)
European Conference on Information Systems (ECIS)
International Conference on Information Systems (ICIS)
International Conference on Wirtschaftsinformatik (WI)
Australasian Conference on Information Systems (ACIS)
Multikonferenz der Wirtschaftsinformatik (MKWI)
AIS Transactions on Human-Computer Interaction (THCI)
Journal of Management Education (JME)
Communications of the Association for Information Systems (CAIS)

Mitgliedschaften

Academy of Management (AOM), OCIS und MED Division
Association for Information Systems (AIS)

Publikationen

2023[ to top ]

Schöbel, S.; & Tingelhoff, F. (2023): Overcoming Challenges to Enable the Potential of Metaverse Platforms. In: AIS Transactions on Human-Computer Interaction (THCI), Ausgabe/Nummer: 1, Vol. 15, Erscheinungsjahr/Year: 2023. pp. 1–21.
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@article{ls_leimeister, abstract = {Metaverse is the buzzword of modern society. Practitioners and researchers have discussed metaverse platforms extensively, but the potential and meaning of the metaverse remain controversial. In this paper, we investigate and identify challenges that enable the potential of metaverse platforms. If these challenges are overcome, there will be value creation for practitioners, organizations, and society. We used a qualitative approach whereby we interviewed 34 metaverse experts to identify the challenges, potential, and value associated with the metaverse. Our results demonstrate that technical and societal challenges obstruct the ability to handle user-related and organizational challenges. If these challenges can be overcome, we can use the opportunities that our participants identified to create functional, social, and emotional value. Our work theoretically contributes to current knowledge on metaverse platforms by elaborating on handling metaverse platform ecosystems and determining instrumental challenges in their realization. With our qualitative approach, we provide room and directions for future research to develop a better understanding of the role and meaning of value creation in the metaverse. Our findings are useful to practitioners by presenting challenges organizations must overcome to create metaverse platforms or participate in a metaverse ecosystem. Furthermore, we present opportunities for vendors of metaverse platforms and organizations by identifying relevant processes that can be transferred into the metaverse.}, author = {Schöbel, Sofia and Tingelhoff, Fabian}, journal = {AIS Transactions on Human-Computer Interaction (THCI)}, keywords = {pub_ssc}, number = 1, pages = {1-21}, title = {Overcoming Challenges to Enable the Potential of Metaverse Platforms}, volume = 15, year = 2023 }
%0 Journal Article %1 ls_leimeister %A Schöbel, Sofia %A Tingelhoff, Fabian %D 2023 %J AIS Transactions on Human-Computer Interaction (THCI) %N 1 %P 1-21 %R 10.17705/1thci.00181 %T Overcoming Challenges to Enable the Potential of Metaverse Platforms %U https://pubs.wi-kassel.de/wp-content/uploads/2023/09/JML_946.pdf %V 15 %X Metaverse is the buzzword of modern society. Practitioners and researchers have discussed metaverse platforms extensively, but the potential and meaning of the metaverse remain controversial. In this paper, we investigate and identify challenges that enable the potential of metaverse platforms. If these challenges are overcome, there will be value creation for practitioners, organizations, and society. We used a qualitative approach whereby we interviewed 34 metaverse experts to identify the challenges, potential, and value associated with the metaverse. Our results demonstrate that technical and societal challenges obstruct the ability to handle user-related and organizational challenges. If these challenges can be overcome, we can use the opportunities that our participants identified to create functional, social, and emotional value. Our work theoretically contributes to current knowledge on metaverse platforms by elaborating on handling metaverse platform ecosystems and determining instrumental challenges in their realization. With our qualitative approach, we provide room and directions for future research to develop a better understanding of the role and meaning of value creation in the metaverse. Our findings are useful to practitioners by presenting challenges organizations must overcome to create metaverse platforms or participate in a metaverse ecosystem. Furthermore, we present opportunities for vendors of metaverse platforms and organizations by identifying relevant processes that can be transferred into the metaverse.
Schöbel, S.; Karatas, J.; Tingelhoff, F.; & Leimeister, J. M. (2023): Not everything is a Metaverse?! A Practitioners Perspective on Characterizing Metaverse Platforms. In: Proceedings of the Hawaii International Conference of System Science (HICSS) (Vol. 56). Maui, Hawaii, USA.
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@inproceedings{ls_leimeister, abstract = {Organizations claim to host what is called a metaverse – an extended version of our real world. First rudimental realizations of such metaverses can be found throughout the internet, e.g., Epic Game’s Fortnite. At the same time, research and practice struggle to specify what a metaverse truly is and how we can characterize it. With our work, we analyze the proximity of the realization of a holistic metaverse platform and present the results of a qualitative interview study (n=30). The goal of our work is to use the expertise of practitioners to discuss different examples that claim to represent a metaverse, e.g., Second Life and Decentraland. To achieve this goal, we develop a typology we call the Metagon and use it to evaluate existing metaverse platforms. We contribute to theory by clarifying the meaning of metaverse platforms. Practitioners are guided by a demonstration of metaverse characteristics.}, address = {Maui, Hawaii, USA}, author = {Schöbel, Sofia and Karatas, Jasmin and Tingelhoff, Fabian and Leimeister, Jan Marco}, booktitle = {Proceedings of the Hawaii International Conference of System Science (HICSS)}, keywords = {pub_ssc}, title = {Not everything is a Metaverse?! A Practitioners Perspective on Characterizing Metaverse Platforms}, volume = 56, year = 2023 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %A Karatas, Jasmin %A Tingelhoff, Fabian %A Leimeister, Jan Marco %B Proceedings of the Hawaii International Conference of System Science (HICSS) %C Maui, Hawaii, USA %D 2023 %T Not everything is a Metaverse?! A Practitioners Perspective on Characterizing Metaverse Platforms %U https://pubs.wi-kassel.de/wp-content/uploads/2023/01/JML_920.pdf %V 56 %X Organizations claim to host what is called a metaverse – an extended version of our real world. First rudimental realizations of such metaverses can be found throughout the internet, e.g., Epic Game’s Fortnite. At the same time, research and practice struggle to specify what a metaverse truly is and how we can characterize it. With our work, we analyze the proximity of the realization of a holistic metaverse platform and present the results of a qualitative interview study (n=30). The goal of our work is to use the expertise of practitioners to discuss different examples that claim to represent a metaverse, e.g., Second Life and Decentraland. To achieve this goal, we develop a typology we call the Metagon and use it to evaluate existing metaverse platforms. We contribute to theory by clarifying the meaning of metaverse platforms. Practitioners are guided by a demonstration of metaverse characteristics.
Schöbel, S.; & Leimeister, J. M. (2023): Metaverse Platform Ecosystems. In: Electronic Markets (Electron Markets), Ausgabe/Nummer: 12, Vol. 33, Erscheinungsjahr/Year: 2023. pp. 1–10.
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@article{ls_leimeister, abstract = {Traditionally, the metaverse has been defined as a virtual reality space in which users can interact with a computer-generated environment and other users. Nowadays, it is much more than that—the metaverse can be described as a variety of digital platforms and ecosystems, with each ecosystem as an independent universe with its own material, complementors, and functionalities. Creating metaverse ecosystems and integrated platforms results in different roles and responsibilities for complementors, consumers, platform owners, and orchestrators. The term metaverse platforms is further structured and clarified by four perspectives: innovation, production, transaction, and social interaction. Consequently, this fundamental paper defines it as: “A Metaverse is a massively scaled and interoperable meta-ecosystem of other digital ecosystems of real-time rendered 3D virtual worlds which can be experienced synchronously and persistently by an unlimited number of complementors and consumers with an increased user experience caused by a creativity-guided co-creation of goods managed by orchestrators and supported by platform owners.” Consequently, the metaverse offers vast opportunities for digital innovations beyond traditional social media or computer games and creates new infrastructures for add-on innovations in all areas of the digital economy.}, author = {Schöbel, Sofia and Leimeister, Jan Marco}, journal = {Electronic Markets (Electron Markets)}, keywords = {pub_ssc}, number = 12, pages = {1-10}, title = {Metaverse Platform Ecosystems}, volume = 33, year = 2023 }
%0 Journal Article %1 ls_leimeister %A Schöbel, Sofia %A Leimeister, Jan Marco %D 2023 %J Electronic Markets (Electron Markets) %N 12 %P 1-10 %R 10.1007/s12525-023-00623-w %T Metaverse Platform Ecosystems %U https://pubs.wi-kassel.de/wp-content/uploads/2023/05/JML_929.pdf %V 33 %X Traditionally, the metaverse has been defined as a virtual reality space in which users can interact with a computer-generated environment and other users. Nowadays, it is much more than that—the metaverse can be described as a variety of digital platforms and ecosystems, with each ecosystem as an independent universe with its own material, complementors, and functionalities. Creating metaverse ecosystems and integrated platforms results in different roles and responsibilities for complementors, consumers, platform owners, and orchestrators. The term metaverse platforms is further structured and clarified by four perspectives: innovation, production, transaction, and social interaction. Consequently, this fundamental paper defines it as: “A Metaverse is a massively scaled and interoperable meta-ecosystem of other digital ecosystems of real-time rendered 3D virtual worlds which can be experienced synchronously and persistently by an unlimited number of complementors and consumers with an increased user experience caused by a creativity-guided co-creation of goods managed by orchestrators and supported by platform owners.” Consequently, the metaverse offers vast opportunities for digital innovations beyond traditional social media or computer games and creates new infrastructures for add-on innovations in all areas of the digital economy.
Benner, D.; & Schöbel, S. (2023): Stay with me - Conversational Churn Prevention in Digital Subscription Service. In: European Conference on Information Systems (ECIS). Kristiansand, Norway.
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@inproceedings{ls_leimeister, abstract = {Lots of organizations use subscription business models. However, with increasing competition and technological progress switching costs for customers are decreasing. This development can translate to serious issues for subscription-based businesses, requiring action. Traditionally, businesses used mailings or calls, which are costly, time-consuming and often not effective. In this research-in-progress paper, we explore conversational churn prevention as a potential remedy. We present a conversational agent with persuasive design features (e.g., nudges) and first results from a pre-study. We conduct an in-between subject experiment and interviews for our mixed-methods evaluation of our pre-study. Our work contributes to theory, by presenting more insights into the interaction quality of conversational agents in the context of churn prevention of digital services and the role of persuasive design. We support practitioners, by guiding them towards more effective use of conversational agents to improve their services and to predict churn.}, address = {Kristiansand, Norway}, author = {Benner, Dennis and Schöbel, Sofia}, booktitle = {European Conference on Information Systems (ECIS)}, keywords = {subscription_service}, title = {Stay with me - Conversational Churn Prevention in Digital Subscription Service}, year = 2023 }
%0 Conference Paper %1 ls_leimeister %A Benner, Dennis %A Schöbel, Sofia %B European Conference on Information Systems (ECIS) %C Kristiansand, Norway %D 2023 %T Stay with me - Conversational Churn Prevention in Digital Subscription Service %U https://pubs.wi-kassel.de/wp-content/uploads/2023/04/JML_928.pdf %X Lots of organizations use subscription business models. However, with increasing competition and technological progress switching costs for customers are decreasing. This development can translate to serious issues for subscription-based businesses, requiring action. Traditionally, businesses used mailings or calls, which are costly, time-consuming and often not effective. In this research-in-progress paper, we explore conversational churn prevention as a potential remedy. We present a conversational agent with persuasive design features (e.g., nudges) and first results from a pre-study. We conduct an in-between subject experiment and interviews for our mixed-methods evaluation of our pre-study. Our work contributes to theory, by presenting more insights into the interaction quality of conversational agents in the context of churn prevention of digital services and the role of persuasive design. We support practitioners, by guiding them towards more effective use of conversational agents to improve their services and to predict churn.
Schöbel, S.; Schmitt, A.; Benner, D.; Saqr, M.; Janson, A.; & Leimeister, J. M. (2023): Charting the Evolution and Future of Conversational Agents: A Research Agenda Along Five Waves and New Frontiers. In: Information Systems Frontiers (Inf Syst Front).
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@article{ls_leimeister, abstract = {Conversational agents (CAs) have come a long way from their first appearance in the 1960s to today's generative models. Continuous technological advancements such as statistical computing and large language models allow for an increasingly natural and effortless interaction, as well as domain-agnostic deployment opportunities. Ultimately, this evolution begs multiple questions: How have technical capabilities developed? How is the nature of work changed through humans' interaction with conversational agents? How has research framed dominant perceptions and depictions of such agents? And what is the path forward? To address these questions, we conducted a bibliometric study including over 5000 research articles on CAs. Based on a systematic analysis of keywords, topics, and author networks, we derive "five waves of CA research" that describe the past, present, and potential future of research on CAs. Our results highlight fundamental technical evolutions and theoretical paradigms in CA research. Therefore, we discuss the moderating role of big technologies, and novel technological advancements like OpenAI GPT or BLOOM NLU that mark the next frontier of CA research. We contribute to theory by laying out central research streams in CA research, and offer practical implications by highlighting the design and deployment opportunities of CAs.}, author = {Schöbel, Sofia and Schmitt, Anuschka and Benner, Dennis and Saqr, Mohammed and Janson, Andreas and Leimeister, Jan Marco}, journal = {Information Systems Frontiers (Inf Syst Front)}, keywords = {voice_assistant}, publisher = {Springer Nature}, title = {Charting the Evolution and Future of Conversational Agents: A Research Agenda Along Five Waves and New Frontiers}, year = 2023 }
%0 Journal Article %1 ls_leimeister %A Schöbel, Sofia %A Schmitt, Anuschka %A Benner, Dennis %A Saqr, Mohammed %A Janson, Andreas %A Leimeister, Jan Marco %D 2023 %I Springer Nature %J Information Systems Frontiers (Inf Syst Front) %R 10.1007/s10796-023-10375-9 %T Charting the Evolution and Future of Conversational Agents: A Research Agenda Along Five Waves and New Frontiers %U https://pubs.wi-kassel.de/wp-content/uploads/2023/04/JML_926.pdf %X Conversational agents (CAs) have come a long way from their first appearance in the 1960s to today's generative models. Continuous technological advancements such as statistical computing and large language models allow for an increasingly natural and effortless interaction, as well as domain-agnostic deployment opportunities. Ultimately, this evolution begs multiple questions: How have technical capabilities developed? How is the nature of work changed through humans' interaction with conversational agents? How has research framed dominant perceptions and depictions of such agents? And what is the path forward? To address these questions, we conducted a bibliometric study including over 5000 research articles on CAs. Based on a systematic analysis of keywords, topics, and author networks, we derive "five waves of CA research" that describe the past, present, and potential future of research on CAs. Our results highlight fundamental technical evolutions and theoretical paradigms in CA research. Therefore, we discuss the moderating role of big technologies, and novel technological advancements like OpenAI GPT or BLOOM NLU that mark the next frontier of CA research. We contribute to theory by laying out central research streams in CA research, and offer practical implications by highlighting the design and deployment opportunities of CAs.
Gleich, T.; Schöbel, S.; & Janson, A. (2023): Meetings at Digital Workplaces – An Experimental Approach to Analyze Group Attachment and Organizational Commitment in Digital Worlds. In: European Conference on Information Systems (ECIS). Kristiansand, Norway.
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@inproceedings{ls_leimeister, abstract = {After facing the COVID-19 pandemic, organizations request their employees to work from home permanently. For an organization, this provides positive benefits such as reducing costs for rent. From an employee perspective, working from home can cause a feeling of isolation towards co-workers and lower attachment to an organization. One way to counteract this problem is to transfer the office to the digital world, especially spurred by the metaverse discussion to represent processes of our real world in digital environments that allow us to do everything in the same way digitally as we are doing in the real world. In this paper, we present a theoretical model for conducting a 2x2 between-subject experiment to analyze how digital real-world meeting experiences influence team attachment and organizational commitment. We contribute to theories such as the need of belonging and transfer them to digital environments and provide practical implications for designing digital offices.}, address = {Kristiansand, Norway}, author = {Gleich, Tristan and Schöbel, Sofia and Janson, Andreas}, booktitle = {European Conference on Information Systems (ECIS)}, keywords = {pub_ssc}, title = {Meetings at Digital Workplaces – An Experimental Approach to Analyze Group Attachment and Organizational Commitment in Digital Worlds}, year = 2023 }
%0 Conference Paper %1 ls_leimeister %A Gleich, Tristan %A Schöbel, Sofia %A Janson, Andreas %B European Conference on Information Systems (ECIS) %C Kristiansand, Norway %D 2023 %T Meetings at Digital Workplaces – An Experimental Approach to Analyze Group Attachment and Organizational Commitment in Digital Worlds %U https://pubs.wi-kassel.de/wp-content/uploads/2023/06/JML_934.pdf %X After facing the COVID-19 pandemic, organizations request their employees to work from home permanently. For an organization, this provides positive benefits such as reducing costs for rent. From an employee perspective, working from home can cause a feeling of isolation towards co-workers and lower attachment to an organization. One way to counteract this problem is to transfer the office to the digital world, especially spurred by the metaverse discussion to represent processes of our real world in digital environments that allow us to do everything in the same way digitally as we are doing in the real world. In this paper, we present a theoretical model for conducting a 2x2 between-subject experiment to analyze how digital real-world meeting experiences influence team attachment and organizational commitment. We contribute to theories such as the need of belonging and transfer them to digital environments and provide practical implications for designing digital offices.
Janson, A.; Schmidt-Kraepelin, M.; Schöbel, S.; & Sunyaev, A. (2023): Special Issue Editorial: Adaptive and Intelligent Gamification Design. In: AIS Transactions on Human-Computer Interaction (THCI), Ausgabe/Nummer: 2, Vol. 15, Erscheinungsjahr/Year: 2023. pp. 136–145.
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@article{ls_leimeister, abstract = {This editorial provides an overview of the three accepted papers for the AIS THCI special issue on adaptive and intelligent gamification designs. The first paper examines conversational agents and how one can use gamification to make the design more engaging. The second study focuses on mobile fitness apps and analyzes the role that personality plays in apps and game designs. Finally, the third paper examines gamification in a virtual laboratory environment. Aligned with current work, we present future research directions that involve generative AI, the metaverse, and a shift in gamification research and practice in the future.}, author = {Janson, Andreas and Schmidt-Kraepelin, Manuel and Schöbel, Sofia and Sunyaev, Ali}, journal = {AIS Transactions on Human-Computer Interaction (THCI)}, keywords = {u3bpub}, number = 2, pages = {136-145}, title = {Special Issue Editorial: Adaptive and Intelligent Gamification Design}, volume = 15, year = 2023 }
%0 Journal Article %1 ls_leimeister %A Janson, Andreas %A Schmidt-Kraepelin, Manuel %A Schöbel, Sofia %A Sunyaev, Ali %D 2023 %J AIS Transactions on Human-Computer Interaction (THCI) %N 2 %P 136-145 %R 10.17705/1thci.00186 %T Special Issue Editorial: Adaptive and Intelligent Gamification Design %U https://pubs.wi-kassel.de/wp-content/uploads/2023/07/JML_938.pdf %V 15 %X This editorial provides an overview of the three accepted papers for the AIS THCI special issue on adaptive and intelligent gamification designs. The first paper examines conversational agents and how one can use gamification to make the design more engaging. The second study focuses on mobile fitness apps and analyzes the role that personality plays in apps and game designs. Finally, the third paper examines gamification in a virtual laboratory environment. Aligned with current work, we present future research directions that involve generative AI, the metaverse, and a shift in gamification research and practice in the future.
Purohit, A. K.; Barev, T. J.; Schöbel, S.; Janson, A.; & Holzer, A. (2023): Designing for Digital Wellbeing on a Smartphone: Co-creation of Digital Nudges to Mitigate Instagram Overuse. In: Hawaii International Conference on System Sciences (HICSS). Maui, Hawaii, USA.
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@inproceedings{ls_leimeister, abstract = {The endless stream of social media newsfeeds and stories captivates users for hours on end, sometimes exceeding what users themselves consider unhealthy. However, reducing one's social media consumption has proven to be challenging. To address this issue, this study investigates how the co-creation of the digital feedback nudge can improve digital well-being without increasing privacy threats. To achieve this goal, a mixed method study is used through a two-week pre-post study design. Results demonstrate that co-creation significantly increased users' sense of agency, sense of accomplishment and perceived sense of privacy while reducing users' privacy concern. Furthermore, the feedback nudge allowed participants to significantly decrease their social media use.}, address = {Maui, Hawaii, USA}, author = {Purohit, Aditya Kumar and Barev, Torben Jan and Schöbel, Sofia and Janson, Andreas and Holzer, Adrian}, booktitle = {Hawaii International Conference on System Sciences (HICSS)}, keywords = {u3bpub}, title = {Designing for Digital Wellbeing on a Smartphone: Co-creation of Digital Nudges to Mitigate Instagram Overuse}, year = 2023 }
%0 Conference Paper %1 ls_leimeister %A Purohit, Aditya Kumar %A Barev, Torben Jan %A Schöbel, Sofia %A Janson, Andreas %A Holzer, Adrian %B Hawaii International Conference on System Sciences (HICSS) %C Maui, Hawaii, USA %D 2023 %T Designing for Digital Wellbeing on a Smartphone: Co-creation of Digital Nudges to Mitigate Instagram Overuse %U https://pubs.wi-kassel.de/wp-content/uploads/2023/01/JML_918.pdf %X The endless stream of social media newsfeeds and stories captivates users for hours on end, sometimes exceeding what users themselves consider unhealthy. However, reducing one's social media consumption has proven to be challenging. To address this issue, this study investigates how the co-creation of the digital feedback nudge can improve digital well-being without increasing privacy threats. To achieve this goal, a mixed method study is used through a two-week pre-post study design. Results demonstrate that co-creation significantly increased users' sense of agency, sense of accomplishment and perceived sense of privacy while reducing users' privacy concern. Furthermore, the feedback nudge allowed participants to significantly decrease their social media use.

2022[ to top ]

Benner, D.; Schöbel, S.; Süess, C.; Baechle, V.; & Janson, A. (2022): Level-Up your Learning - Introducing a Framework for Gamified Educational Conversational Agents. In: International Conference on Wirtschaftsinformatik (WI).
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@inproceedings{ls_leimeister, abstract = {Driven by circumstances like the global pandemic many learners and educators realize the importance and value of self-regulated digital learning. To better support self-regulated learning, conversational agents have become more relevant. Conversational agents can act as tutor or as learning mate for learners. Although conversational agents have potential to better support self-regulated learning processes, challenges exist requiring implications about how to make these interactions more engaging and supportive. This study discusses the value of gamified conversational learning chatbots that use game elements to engage learners to guide researchers and practitioners to design conversational agents that effectively motivate learners and provide self-regulated learning at the same time. Therefore, we propose a systematically developed framework for gamifying educational conversational agents and contribute to theory by consolidating several theories about games, digital learning, and conversational agents and support practitioners by providing implications about what to care about when gamifying conversational agents.}, author = {Benner, Dennis and Schöbel, Sofia and Süess, Christoph and Baechle, Vera and Janson, Andreas}, booktitle = {International Conference on Wirtschaftsinformatik (WI)}, keywords = {pub_ssc}, month = {feb}, title = {Level-Up your Learning - Introducing a Framework for Gamified Educational Conversational Agents}, year = 2022 }
%0 Conference Paper %1 ls_leimeister %A Benner, Dennis %A Schöbel, Sofia %A Süess, Christoph %A Baechle, Vera %A Janson, Andreas %B International Conference on Wirtschaftsinformatik (WI) %D 2022 %T Level-Up your Learning - Introducing a Framework for Gamified Educational Conversational Agents %U https://pubs.wi-kassel.de/wp-content/uploads/2022/01/JML_856.pdf %X Driven by circumstances like the global pandemic many learners and educators realize the importance and value of self-regulated digital learning. To better support self-regulated learning, conversational agents have become more relevant. Conversational agents can act as tutor or as learning mate for learners. Although conversational agents have potential to better support self-regulated learning processes, challenges exist requiring implications about how to make these interactions more engaging and supportive. This study discusses the value of gamified conversational learning chatbots that use game elements to engage learners to guide researchers and practitioners to design conversational agents that effectively motivate learners and provide self-regulated learning at the same time. Therefore, we propose a systematically developed framework for gamifying educational conversational agents and contribute to theory by consolidating several theories about games, digital learning, and conversational agents and support practitioners by providing implications about what to care about when gamifying conversational agents.
Schöbel, S.; Janson, A.; & Leimeister, J. M. (2022): Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills. In: Journal of Management Education (JME), Ausgabe/Nummer: 2, Vol. 47, Erscheinungsjahr/Year: 2022. pp. 166–203.
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@article{ls_leimeister, abstract = {Online training to improve problem-solving skills has become increasingly important in management learning. In online environments, learners take a more active role which can lead to stressful situations and decreased motivation. Gamification can be applied to support learner motivation and emotionally boost engagement by using game-like elements in a non-game context. However, using gamification does not necessarily result in supporting positive learning outcomes. Our analysis sheds light on these aspects and evaluates the effects of points and badges on engagement and problem-solving outcomes. We used an experimental approach with a fully randomized pre-test/post-test design of a gamified online management training program with 68 participants. The results demonstrate that points and badges do not directly improve problem-solving skills but are mediated by emotional engagement to positively influence problem-solving skills. Additionally, satisfaction with the gamification learning process positively relates to emotional engagement. Thus, when creating online training programs, it is essential to consider how to engage students and to think about the design of the learning environment. By identifying the limitations of gamification elements, the study’s results can provide educators with information about the design implications of online training programs for management learning.}, author = {Schöbel, Sofia and Janson, Andreas and Leimeister, Jan Marco}, journal = {Journal of Management Education (JME)}, keywords = {satisfaction}, number = 2, pages = {166-203}, title = {Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills}, volume = 47, year = 2022 }
%0 Journal Article %1 ls_leimeister %A Schöbel, Sofia %A Janson, Andreas %A Leimeister, Jan Marco %D 2022 %J Journal of Management Education (JME) %N 2 %P 166-203 %R 10.1177/10525629221123287 %T Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills %U https://pubs.wi-kassel.de/wp-content/uploads/2023/03/JML_886.pdf %V 47 %X Online training to improve problem-solving skills has become increasingly important in management learning. In online environments, learners take a more active role which can lead to stressful situations and decreased motivation. Gamification can be applied to support learner motivation and emotionally boost engagement by using game-like elements in a non-game context. However, using gamification does not necessarily result in supporting positive learning outcomes. Our analysis sheds light on these aspects and evaluates the effects of points and badges on engagement and problem-solving outcomes. We used an experimental approach with a fully randomized pre-test/post-test design of a gamified online management training program with 68 participants. The results demonstrate that points and badges do not directly improve problem-solving skills but are mediated by emotional engagement to positively influence problem-solving skills. Additionally, satisfaction with the gamification learning process positively relates to emotional engagement. Thus, when creating online training programs, it is essential to consider how to engage students and to think about the design of the learning environment. By identifying the limitations of gamification elements, the study’s results can provide educators with information about the design implications of online training programs for management learning.
Benner, D.; Schöbel, S.; Janson, A.; & Leimeister, J. M. (2022): Can you help me scale? A Systematic Analysis of Scaling Capabilities of Conversational Agents for Digital Services. In: International Conference on Wirtschaftsinformatik (WI).
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@inproceedings{ls_leimeister, abstract = {Today’s servitized and digitalized society has significant implications for the economic system as value creation increasingly shifts towards digital services. Organizations are increasingly relying of artificial intelligence, which enables them to operate with novel technological artifacts like conversational agents (CA). These human-like AI-driven artifacts open new possibilities and channels for service providers to scale up their business even further and to create a business value or even to make processes more efficient. While we witness the results of that each day, we do not fully understand how such CAs can contribute to scaling up a business. Therefore, we conduct an analysis of service research and popular CAs to determine the status quo and highlight opportunities for scaling services with CAs. We contribute to theory by clarifying the meaning of scalability in combination with CAs and support practitioners by providing an overview about how organizations successfully scale their CAs.}, author = {Benner, Dennis and Schöbel, Sofia and Janson, Andreas and Leimeister, Jan Marco}, booktitle = {International Conference on Wirtschaftsinformatik (WI)}, keywords = {service_scaling}, month = {feb}, title = {Can you help me scale? A Systematic Analysis of Scaling Capabilities of Conversational Agents for Digital Services}, year = 2022 }
%0 Conference Paper %1 ls_leimeister %A Benner, Dennis %A Schöbel, Sofia %A Janson, Andreas %A Leimeister, Jan Marco %B International Conference on Wirtschaftsinformatik (WI) %D 2022 %T Can you help me scale? A Systematic Analysis of Scaling Capabilities of Conversational Agents for Digital Services %U https://pubs.wi-kassel.de/wp-content/uploads/2022/03/JML_862.pdf %X Today’s servitized and digitalized society has significant implications for the economic system as value creation increasingly shifts towards digital services. Organizations are increasingly relying of artificial intelligence, which enables them to operate with novel technological artifacts like conversational agents (CA). These human-like AI-driven artifacts open new possibilities and channels for service providers to scale up their business even further and to create a business value or even to make processes more efficient. While we witness the results of that each day, we do not fully understand how such CAs can contribute to scaling up a business. Therefore, we conduct an analysis of service research and popular CAs to determine the status quo and highlight opportunities for scaling services with CAs. We contribute to theory by clarifying the meaning of scalability in combination with CAs and support practitioners by providing an overview about how organizations successfully scale their CAs.
Benner, D.; Schöbel, S.; & Sueess, C. (2022): Towards Gamified Conversational Agents for Self-Regulated Learning in Digital Education. In: International Conference on Information Systems (ICIS). Copenhagen, Denmark.
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@inproceedings{ls_leimeister, abstract = {Formal education like higher education oftentimes emphasized on strict non-digital setting. This approach can lead to issues during stressful times (e.g., Covid crisis) or when learners’ needs in general are not considered. Moreover, these times highlighted how important self-regulated learning is and how much this capability is lacking in our educational system. To address these issues, we follow an Action Design Research approach and develop a gamified conversational agent (CA) that considers the learners’ needs. We present our CA and conduct a first small-scale evaluation following a mixed-method approach. First results show that students universally liked a CA for self-regulated digital learning and many enjoyed the gamified experience which helped students to be motivated to learn. As next steps we will develop the next iteration of our CA and conduct a long-term field test at a university.}, address = {Copenhagen, Denmark}, author = {Benner, Dennis and Schöbel, Sofia and Sueess, Christoph}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_ssc}, title = {Towards Gamified Conversational Agents for Self-Regulated Learning in Digital Education}, year = 2022 }
%0 Conference Paper %1 ls_leimeister %A Benner, Dennis %A Schöbel, Sofia %A Sueess, Christoph %B International Conference on Information Systems (ICIS) %C Copenhagen, Denmark %D 2022 %T Towards Gamified Conversational Agents for Self-Regulated Learning in Digital Education %U http://pubs.wi-kassel.de/wp-content/uploads/2023/01/JML_905.pdf %X Formal education like higher education oftentimes emphasized on strict non-digital setting. This approach can lead to issues during stressful times (e.g., Covid crisis) or when learners’ needs in general are not considered. Moreover, these times highlighted how important self-regulated learning is and how much this capability is lacking in our educational system. To address these issues, we follow an Action Design Research approach and develop a gamified conversational agent (CA) that considers the learners’ needs. We present our CA and conduct a first small-scale evaluation following a mixed-method approach. First results show that students universally liked a CA for self-regulated digital learning and many enjoyed the gamified experience which helped students to be motivated to learn. As next steps we will develop the next iteration of our CA and conduct a long-term field test at a university.
Benner, D.; Janson, A.; & Schöbel, S. (2022): Towards Conversational Co-Creation of Learning Content in Digital Higher Education. In: Pre-ICIS Workshop on HCI Research in MIS. Copenhagen, Denmark.
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@inproceedings{ls_leimeister, abstract = {Today formal education like higher education relies on digital learning content like learning videos or quizzes. Using such online learning material enables students to learn independently from time and place. While improvements have been made, there are still many issues as the two-year long crisis in 2020 has revealed. Many offerings do not consider the learners’ needs and can result in unsuccessful learning. One way to address these short comings is to actively include learners in the creation process of learning content. However, co-creation oftentimes relies on face to face and or group settings that may not be possible for all students at all times. Therefore, we undertake a long-term action design research project to investigate the novel concept of conversational co-creation of learning material using a conversational agent and persuasive design to engage and motivate learners. In this article we present an early-stage prototype and concept of conversational co-creation.}, address = {Copenhagen, Denmark}, author = {Benner, Dennis and Janson, Andreas and Schöbel, Sofia}, booktitle = {Pre-ICIS Workshop on HCI Research in MIS}, keywords = {pub_ssc}, title = {Towards Conversational Co-Creation of Learning Content in Digital Higher Education}, year = 2022 }
%0 Conference Paper %1 ls_leimeister %A Benner, Dennis %A Janson, Andreas %A Schöbel, Sofia %B Pre-ICIS Workshop on HCI Research in MIS %C Copenhagen, Denmark %D 2022 %T Towards Conversational Co-Creation of Learning Content in Digital Higher Education %U http://pubs.wi-kassel.de/wp-content/uploads/2023/01/JML_906.pdf %X Today formal education like higher education relies on digital learning content like learning videos or quizzes. Using such online learning material enables students to learn independently from time and place. While improvements have been made, there are still many issues as the two-year long crisis in 2020 has revealed. Many offerings do not consider the learners’ needs and can result in unsuccessful learning. One way to address these short comings is to actively include learners in the creation process of learning content. However, co-creation oftentimes relies on face to face and or group settings that may not be possible for all students at all times. Therefore, we undertake a long-term action design research project to investigate the novel concept of conversational co-creation of learning material using a conversational agent and persuasive design to engage and motivate learners. In this article we present an early-stage prototype and concept of conversational co-creation.
Barev, T. J.; Dickhaut, E.; Schomberg, S.; Janson, A.; Schöbel, S.; Grote, T.; … Leimeister, J. M. (2022): Handlungsbroschüre. Systematisches Design digitaler Privacy Nudges – Handlungsempfehlungen zur Gestaltung von digitalen Privacy Nudges. (No. 12)ITeG Technical Reports. Kassel: Kassel University Press.
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@techreport{ls_leimeister, abstract = {Digitale Arbeitsumgebungen sind heutzutage allgegenwärtig. Zugleich hat die Anzahl an Möglichkeiten, Informationen über Arbeitstätigkeiten sowie sensible persönliche Daten elektronisch zu erfassen, drastisch zugenommen (Backhaus 2019). Unternehmen nutzen immer mehr Formen von digitalen Arbeitssystemen und setzen fortschrittliche Instrumente wie Big Data Analytik oder Künstliche Intelligenz ein. Damit können Daten schneller und in größerem Umfang als je zuvor gesammelt, aggregiert und analysiert werden (Malhotra et al. 2004). Darüber hinaus können Daten gesammelt werden, ohne dass der Einzelne davon weiß (Bélanger and Crossler 2011). Auf der einen Seite birgt die weit verbreitete Analyse von persönlichen Daten ein erhebliches Innovationspotenzial, einen wirtschaftlichen Wert sowie effizientere Arbeitsmodelle (Erevelles et al. 2016). Auf der anderen Seite ist die Anfälligkeit für Diskriminierung, kommerzielle Ausbeutung und unerwünschte Überwachung ebenso allgegenwärtig. Dadurch wird die Akzeptanz moderner IT‐Systeme behindert. Dieser Interessenkonflikt wird sich in den kommenden Jahren vermutlich noch verschärfen, da die Unternehmen von der fortschreitenden Digitalisierung profitieren.}, address = {Kassel}, author = {Barev, Torben Jan and Dickhaut, Ernestine and Schomberg, Sabrina and Janson, Andreas and Schöbel, Sofia and Grote, Thomas and Hornung, Gerrit and Leimeister, Jan Marco}, keywords = {u3bpub}, number = 12, publisher = {Kassel University Press}, series = {ITeG Technical Reports}, title = {Handlungsbroschüre. Systematisches Design digitaler Privacy Nudges – Handlungsempfehlungen zur Gestaltung von digitalen Privacy Nudges}, year = 2022 }
%0 Report %1 ls_leimeister %A Barev, Torben Jan %A Dickhaut, Ernestine %A Schomberg, Sabrina %A Janson, Andreas %A Schöbel, Sofia %A Grote, Thomas %A Hornung, Gerrit %A Leimeister, Jan Marco %B ITeG Technical Reports %C Kassel %D 2022 %I Kassel University Press %N 12 %R 10.17170/kobra-202210287049 %T Handlungsbroschüre. Systematisches Design digitaler Privacy Nudges – Handlungsempfehlungen zur Gestaltung von digitalen Privacy Nudges %U https://pubs.wi-kassel.de/wp-content/uploads/2022/12/JML_900.pdf %X Digitale Arbeitsumgebungen sind heutzutage allgegenwärtig. Zugleich hat die Anzahl an Möglichkeiten, Informationen über Arbeitstätigkeiten sowie sensible persönliche Daten elektronisch zu erfassen, drastisch zugenommen (Backhaus 2019). Unternehmen nutzen immer mehr Formen von digitalen Arbeitssystemen und setzen fortschrittliche Instrumente wie Big Data Analytik oder Künstliche Intelligenz ein. Damit können Daten schneller und in größerem Umfang als je zuvor gesammelt, aggregiert und analysiert werden (Malhotra et al. 2004). Darüber hinaus können Daten gesammelt werden, ohne dass der Einzelne davon weiß (Bélanger and Crossler 2011). Auf der einen Seite birgt die weit verbreitete Analyse von persönlichen Daten ein erhebliches Innovationspotenzial, einen wirtschaftlichen Wert sowie effizientere Arbeitsmodelle (Erevelles et al. 2016). Auf der anderen Seite ist die Anfälligkeit für Diskriminierung, kommerzielle Ausbeutung und unerwünschte Überwachung ebenso allgegenwärtig. Dadurch wird die Akzeptanz moderner IT‐Systeme behindert. Dieser Interessenkonflikt wird sich in den kommenden Jahren vermutlich noch verschärfen, da die Unternehmen von der fortschreitenden Digitalisierung profitieren. %@ 978-3-7376-1088-9
Benner, D.; Schöbel, S.; Janson, A.; & Leimeister, J. M. (2022): How to Achieve Ethical Persuasive Design: A Review and Theoretical Propositions for Information Systems. In: AIS Transactions on Human-Computer Interaction (THCI), Ausgabe/Nummer: 4, Vol. 14, Erscheinungsjahr/Year: 2022. pp. 548–577.
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@article{ls_leimeister, abstract = {Persuasive system design (PSD) is an umbrella term for designs in information systems (IS) that can influence people’s attitude, behavior, or decision making for better or for worse. On the one hand, PSD can improve users’ engagement and motivation to change their attitude, behavior, or decision making in a favorable way, which can help them achieve a desired outcome and, thus, improve their wellbeing. On the other hand, PSD misuse can lead to unethical and undesirable outcomes, such as disclosing unnecessary information or agreeing to terms that do not favor users, which, in turn, can negatively impact their wellbeing. These powerful persuasive designs can involve concepts such as gamification, gamblification, and digital nudging, which all have become prominent in recent years and have been implemented successfully across different sectors, such as education, e-health, e-governance, e-finance, and digital privacy contexts. However, such persuasive influence on individuals raises ethical questions as PSD can impair users’ autonomy or persuade them towards a third party’s goals and, hence, lead to unethical decision-making processes and outcomes. In human-computer interaction, recent advances in artificial intelligence have made this topic particularly significant. These novel technologies allow one to influence the decisions that users make, to gather data, and to profile and persuade users into unethical outcomes. These unethical outcomes can lead to psychological and emotional damage to users. To understand the role that ethics play in persuasive system design, we conducted an exhaustive systematic literature analysis and 20 interviews to overview ethical considerations for persuasive system design. Furthermore, we derive potential propositions for more ethical PSD and shed light on potential research gaps.}, author = {Benner, Dennis and Schöbel, Sofia and Janson, Andreas and Leimeister, Jan Marco}, journal = {AIS Transactions on Human-Computer Interaction (THCI)}, keywords = {pub_ssc}, number = 4, pages = {548-577}, title = {How to Achieve Ethical Persuasive Design: A Review and Theoretical Propositions for Information Systems}, volume = 14, year = 2022 }
%0 Journal Article %1 ls_leimeister %A Benner, Dennis %A Schöbel, Sofia %A Janson, Andreas %A Leimeister, Jan Marco %D 2022 %J AIS Transactions on Human-Computer Interaction (THCI) %N 4 %P 548-577 %R 10.17705/1thci.00179 %T How to Achieve Ethical Persuasive Design: A Review and Theoretical Propositions for Information Systems %U https://pubs.wi-kassel.de/wp-content/uploads/2023/01/JML_903.pdf %V 14 %X Persuasive system design (PSD) is an umbrella term for designs in information systems (IS) that can influence people’s attitude, behavior, or decision making for better or for worse. On the one hand, PSD can improve users’ engagement and motivation to change their attitude, behavior, or decision making in a favorable way, which can help them achieve a desired outcome and, thus, improve their wellbeing. On the other hand, PSD misuse can lead to unethical and undesirable outcomes, such as disclosing unnecessary information or agreeing to terms that do not favor users, which, in turn, can negatively impact their wellbeing. These powerful persuasive designs can involve concepts such as gamification, gamblification, and digital nudging, which all have become prominent in recent years and have been implemented successfully across different sectors, such as education, e-health, e-governance, e-finance, and digital privacy contexts. However, such persuasive influence on individuals raises ethical questions as PSD can impair users’ autonomy or persuade them towards a third party’s goals and, hence, lead to unethical decision-making processes and outcomes. In human-computer interaction, recent advances in artificial intelligence have made this topic particularly significant. These novel technologies allow one to influence the decisions that users make, to gather data, and to profile and persuade users into unethical outcomes. These unethical outcomes can lead to psychological and emotional damage to users. To understand the role that ethics play in persuasive system design, we conducted an exhaustive systematic literature analysis and 20 interviews to overview ethical considerations for persuasive system design. Furthermore, we derive potential propositions for more ethical PSD and shed light on potential research gaps.
Schöbel, S.; Schomberg, S.; Barev, T. J.; Grote, T.; Janson, A.; Hornung, G.; & Leimeister, J. M. (2022): Zum Datenschutz gestupst? Gestaltungsorientierte Entwicklung von Privacy Nudges vor dem Hintergrund ethischer und rechtlicher Leitlinien. In: Friedewald, M., Kreutzer, M., & Hansen, M. (Eds.), Selbstbestimmung, Privatheit und Datenschutz (pp. 369–388). Wiesbaden: Springer Vieweg.
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@incollection{ls_leimeister, abstract = {Die Digitalisierung verändert unsere Gesellschaft, die Art wie wir miteinander kommunizieren und wie wir arbeiten. Dabei birgt Digitalisierung nicht nur Vorteile, sondern führt auch dazu, dass jedes Individuum durch sein Agieren in der digitalen Welt Datenspuren hinterlässt. Diese Daten werden gesammelt, aggregiert und ausgewertet, und das vielfach, ohne dass sich Individuen dessen bewusst sind. Hier kann das sogenannte Privacy Nudging genutzt werden, durch das Nutzende „angestupst“ werden, um ihr Verhalten so zu verändern, dass sie ihre eigenen Daten besser schützen. Bei der Gestaltung von Nudging Konzepten gibt es zahlreiche rechtliche, ethische und soziotechnische Hürden, die es zu berücksichtigen gilt. Hierzu existieren bisher keine einheitlichen Richtlinien und Empfehlungen. Entsprechend präsentiert der Beitrag eine integrative soziotechnische Gestaltungsperspektive für digitale privacy Nudges, indem Technik, Ethik und Recht nicht mehr nur isoliert betrachtet werden.}, address = {Wiesbaden}, author = {Schöbel, Sofia and Schomberg, Sabrina and Barev, Torben Jan and Grote, Thomas and Janson, Andreas and Hornung, Gerrit and Leimeister, Jan Marco}, booktitle = {Selbstbestimmung, Privatheit und Datenschutz}, editor = {Friedewald, Michael and Kreutzer, Michael and Hansen, Marit}, keywords = {pub_tba}, month = {apr}, pages = {369-388}, publisher = {Springer Vieweg}, series = {DuD-Fachbeiträge}, title = {Zum Datenschutz gestupst? Gestaltungsorientierte Entwicklung von Privacy Nudges vor dem Hintergrund ethischer und rechtlicher Leitlinien}, year = 2022 }
%0 Book Section %1 ls_leimeister %A Schöbel, Sofia %A Schomberg, Sabrina %A Barev, Torben Jan %A Grote, Thomas %A Janson, Andreas %A Hornung, Gerrit %A Leimeister, Jan Marco %B Selbstbestimmung, Privatheit und Datenschutz %C Wiesbaden %D 2022 %E Friedewald, Michael %E Kreutzer, Michael %E Hansen, Marit %I Springer Vieweg %P 369-388 %R 10.1007/978-3-658-33306-5_18 %T Zum Datenschutz gestupst? Gestaltungsorientierte Entwicklung von Privacy Nudges vor dem Hintergrund ethischer und rechtlicher Leitlinien %U http://pubs.wi-kassel.de/wp-content/uploads/2022/05/JML_868.pdf %X Die Digitalisierung verändert unsere Gesellschaft, die Art wie wir miteinander kommunizieren und wie wir arbeiten. Dabei birgt Digitalisierung nicht nur Vorteile, sondern führt auch dazu, dass jedes Individuum durch sein Agieren in der digitalen Welt Datenspuren hinterlässt. Diese Daten werden gesammelt, aggregiert und ausgewertet, und das vielfach, ohne dass sich Individuen dessen bewusst sind. Hier kann das sogenannte Privacy Nudging genutzt werden, durch das Nutzende „angestupst“ werden, um ihr Verhalten so zu verändern, dass sie ihre eigenen Daten besser schützen. Bei der Gestaltung von Nudging Konzepten gibt es zahlreiche rechtliche, ethische und soziotechnische Hürden, die es zu berücksichtigen gilt. Hierzu existieren bisher keine einheitlichen Richtlinien und Empfehlungen. Entsprechend präsentiert der Beitrag eine integrative soziotechnische Gestaltungsperspektive für digitale privacy Nudges, indem Technik, Ethik und Recht nicht mehr nur isoliert betrachtet werden. %@ 978-3-658-33305-8

2021[ to top ]

Schöbel S.; Schmidt-Kraepelin, M.; Janson, A.; & Sunyaev, A. (2021): Adaptive and Personalized Gamification Designs: Call for Action and Future Research. In: AIS Transactions on Human-Computer Interaction, Ausgabe/Nummer: 4, Vol. 13, Erscheinungsjahr/Year: 2021. pp. 479–494.
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@article{ls_leimeister, abstract = {Gamification refers to the use of game-like elements in non-entertainment contexts to make activities more engaging and enjoyable to improve utilitarian outcomes. The gamification literature and the use of gamification in practice suggest that gamification can be a useful tool to support behavioral and psychological changes. Recent developments show that there is potential for new waves of gamification research. Therefore, we conducted a workshop at the International Conference on Wirtschaftsinformatik (WI) 2021 to discuss the future of gamification with interested scholars. The discussion with 25 gamification experts led to a research agenda that supports the need for adaptive and personalized gamification designs. Together with the experts, we identify three clusters for future research: 1) the personalization of gamification concepts, 2) theories and concepts for gamified human-computer interaction, and 3) the “dark side” of gamification (e.g., addiction). We also address what the gamification concept means. Aligned with the three clusters, we provide valuable starting points for future research inquiries to help researchers better understand the nature of gamification. We also discuss the capabilities and limits of gamification.}, author = {Schöbel, Sofia and Schmidt-Kraepelin, Manuel and Janson, Andreas and Sunyaev, Ali}, journal = {AIS Transactions on Human-Computer Interaction}, keywords = {pub_ssc}, month = {dec}, number = 4, pages = {479-494}, title = {Adaptive and Personalized Gamification Designs: Call for Action and Future Research}, volume = 13, year = 2021 }
%0 Journal Article %1 ls_leimeister %A Schöbel, Sofia %A Schmidt-Kraepelin, Manuel %A Janson, Andreas %A Sunyaev, Ali %D 2021 %J AIS Transactions on Human-Computer Interaction %N 4 %P 479-494 %R 10.17705/1thci.00158 %T Adaptive and Personalized Gamification Designs: Call for Action and Future Research %U https://pubs.wi-kassel.de/wp-content/uploads/2022/01/JML_852.pdf %V 13 %X Gamification refers to the use of game-like elements in non-entertainment contexts to make activities more engaging and enjoyable to improve utilitarian outcomes. The gamification literature and the use of gamification in practice suggest that gamification can be a useful tool to support behavioral and psychological changes. Recent developments show that there is potential for new waves of gamification research. Therefore, we conducted a workshop at the International Conference on Wirtschaftsinformatik (WI) 2021 to discuss the future of gamification with interested scholars. The discussion with 25 gamification experts led to a research agenda that supports the need for adaptive and personalized gamification designs. Together with the experts, we identify three clusters for future research: 1) the personalization of gamification concepts, 2) theories and concepts for gamified human-computer interaction, and 3) the “dark side” of gamification (e.g., addiction). We also address what the gamification concept means. Aligned with the three clusters, we provide valuable starting points for future research inquiries to help researchers better understand the nature of gamification. We also discuss the capabilities and limits of gamification.
Weinert, T.; Benner, D.; Dickhaut, E.; Janson, A.; Schöbel, S.; & Leimeister, J. M. (2021): Unterstützung digitaler Bildungsprozesse durch interaktive gamifizierte Lernvideos - Wie innovative Lernvideos Motivation und Lernerfolg steigern können. In: HMD Praxis der Wirtschaftsinformatik, Ausgabe/Nummer: 6, Vol. 58, Erscheinungsjahr/Year: 2021. pp. 1483–1503.
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@article{ls_leimeister, abstract = {Digitales Lernen ist ein zentraler Bestandteil der heutigen Bildungslandschaft geworden. Insbesondere Lernvideos haben in den letzten Jahren deutlich an Popularität gewonnen und Plattformen wie YouTube sind heute ein fester Bestandteil von Lernprozessen. Bildungseinrichtungen haben diese Entwicklung erkannt und Lernvideos in ihre Lernsysteme integriert. Allerdings sind die heutigen Lernvideos oft nicht sehr ansprechend, weil es an Gestaltungswissen mangelt, wie Interaktionen und gamifizierte Elemente die Motivation und den Lernerfolg steigern können. Dieser Mangel an Gestaltungswissen führt zu minderwertigen Lernvideos, die den Lernprozess der Lernenden meist nicht in dem Maße unterstützen, wie sie es könnten. Um effektive Lernvideos zu entwickeln, welche die Lernenden adäquat unterstützen, ist handfestes und praktisches Gestaltungswissen für die Lehrenden notwendig. Vor diesem Hintergrund entwickeln wir Entwurfsmuster für interaktive gamifizierte Lernvideos, um Praktiker*innen bei der Erstellung effektiver Lernvideos anzuleiten, die die Motivation und das Engagement von Lernenden zu fördern, welche sie aktiv in ihrem Lernprozess unterstützen zu können. Wir setzen damit zusätzlich die Grundlage für zukünftige Forschung zur Gestaltung effektiver Lernvideos. Dabei folgen wir einem gestaltungsorientierten Forschungsansatz, um die Entwicklung unserer Entwurfsmuster zu systematisieren.}, author = {Weinert, Tim and Benner, Dennis and Dickhaut, Ernestine and Janson, Andreas and Schöbel, Sofia and Leimeister, Jan Marco}, journal = {HMD Praxis der Wirtschaftsinformatik}, keywords = {pub_twe}, number = 6, pages = {1483–1503}, publisher = {Springer Nature}, title = {Unterstützung digitaler Bildungsprozesse durch interaktive gamifizierte Lernvideos - Wie innovative Lernvideos Motivation und Lernerfolg steigern können}, volume = 58, year = 2021 }
%0 Journal Article %1 ls_leimeister %A Weinert, Tim %A Benner, Dennis %A Dickhaut, Ernestine %A Janson, Andreas %A Schöbel, Sofia %A Leimeister, Jan Marco %D 2021 %I Springer Nature %J HMD Praxis der Wirtschaftsinformatik %N 6 %P 1483–1503 %R 10.1365/s40702-021-00798-w %T Unterstützung digitaler Bildungsprozesse durch interaktive gamifizierte Lernvideos - Wie innovative Lernvideos Motivation und Lernerfolg steigern können %U https://link.springer.com/article/10.1365%2Fs40702-021-00798-w %V 58 %X Digitales Lernen ist ein zentraler Bestandteil der heutigen Bildungslandschaft geworden. Insbesondere Lernvideos haben in den letzten Jahren deutlich an Popularität gewonnen und Plattformen wie YouTube sind heute ein fester Bestandteil von Lernprozessen. Bildungseinrichtungen haben diese Entwicklung erkannt und Lernvideos in ihre Lernsysteme integriert. Allerdings sind die heutigen Lernvideos oft nicht sehr ansprechend, weil es an Gestaltungswissen mangelt, wie Interaktionen und gamifizierte Elemente die Motivation und den Lernerfolg steigern können. Dieser Mangel an Gestaltungswissen führt zu minderwertigen Lernvideos, die den Lernprozess der Lernenden meist nicht in dem Maße unterstützen, wie sie es könnten. Um effektive Lernvideos zu entwickeln, welche die Lernenden adäquat unterstützen, ist handfestes und praktisches Gestaltungswissen für die Lehrenden notwendig. Vor diesem Hintergrund entwickeln wir Entwurfsmuster für interaktive gamifizierte Lernvideos, um Praktiker*innen bei der Erstellung effektiver Lernvideos anzuleiten, die die Motivation und das Engagement von Lernenden zu fördern, welche sie aktiv in ihrem Lernprozess unterstützen zu können. Wir setzen damit zusätzlich die Grundlage für zukünftige Forschung zur Gestaltung effektiver Lernvideos. Dabei folgen wir einem gestaltungsorientierten Forschungsansatz, um die Entwicklung unserer Entwurfsmuster zu systematisieren.
Benner, D.; Elshan, E.; Schöbel, S.; & Janson, A. (2021): What do you mean? A Review on Recovery Strategies to Overcome Conversational Breakdowns of Conversational Agents. In: International Conference on Information Systems (ICIS).
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@inproceedings{ls_leimeister, abstract = {Since the emergence of conversational agents, this technology has seen continuous development and research. Today, advanced conversational agents are virtually omnipresent in our everyday lives. Albeit the numerous improvements in their conversational capabilities, breakdowns are still a persistent issue. Such breakdowns can result in a very unpleasant experience for users and impair the future success of conversational agents. This issue has been acknowledged by many researchers recently. However, the research on strategies to overcome conversational breakdowns is still inconclusive, and further research is needed. Therefore, we conduct a systematic literature analysis to derive conceptual conversational breakdown recovery strategies from literature and highlight future research avenues to address potential gaps. Thus, we contribute to theory of human-agent interaction by deriving and assessing recovery strategies and suggesting leads for novel recovery strategies.}, author = {Benner, Dennis and Elshan, Edona and Schöbel, Sofia and Janson, Andreas}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {u3bpub}, title = {What do you mean? A Review on Recovery Strategies to Overcome Conversational Breakdowns of Conversational Agents}, year = 2021 }
%0 Conference Paper %1 ls_leimeister %A Benner, Dennis %A Elshan, Edona %A Schöbel, Sofia %A Janson, Andreas %B International Conference on Information Systems (ICIS) %D 2021 %T What do you mean? A Review on Recovery Strategies to Overcome Conversational Breakdowns of Conversational Agents %U https://pubs.wi-kassel.de/wp-content/uploads/2022/03/JML_864.pdf %X Since the emergence of conversational agents, this technology has seen continuous development and research. Today, advanced conversational agents are virtually omnipresent in our everyday lives. Albeit the numerous improvements in their conversational capabilities, breakdowns are still a persistent issue. Such breakdowns can result in a very unpleasant experience for users and impair the future success of conversational agents. This issue has been acknowledged by many researchers recently. However, the research on strategies to overcome conversational breakdowns is still inconclusive, and further research is needed. Therefore, we conduct a systematic literature analysis to derive conceptual conversational breakdown recovery strategies from literature and highlight future research avenues to address potential gaps. Thus, we contribute to theory of human-agent interaction by deriving and assessing recovery strategies and suggesting leads for novel recovery strategies.
Schöbel, S.; Mohammed, S.; & Janson, A. (2021): Two decades of game concepts in digital learning environments – A bibliometric study and research agenda. In: Computers & Education.
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@article{ls_leimeister, abstract = {In recent years, using game concepts for educational purposes in digital environments has become continually more popular and relevant. Games can be used to motivate and engage users in regular system use and, in the end, support learners in achieving better learning outcomes. In this context, different kinds of game concepts exist, such as gamification or serious games, each with a different perspective and usefulness in digital learning environments. Because developing and using with game concepts in digital learning environments has recently become more important, and developing them is still not fully established, questions arise about future research directions involving games in digital learning. Therefore, this study aims to identify the state of the field and determine what is relevant when using game concepts in digital learning. To achieve this goal, we present the results of a bibliometric analysis considering more than 10,000 articles between 2000 and 2019 and summarize them to develop a research agenda. This agenda supports researchers and practitioners in identifying avenues for future research. We contribute to theory by providing a detailed understanding of the relevance of game concepts in digital learning. We propose a research agenda to assist researchers in planning future approaches with and about gamification concepts in digital learning. Practical implications are proposed by demonstrating what should be considered when using game concepts in learning environments.}, author = {Schöbel, Sofia and Mohammed, Saqr and Janson, Andreas}, journal = {Computers & Education}, keywords = {ter}, number = 104296, title = {Two decades of game concepts in digital learning environments – A bibliometric study and research agenda}, volume = 173, year = 2021 }
%0 Journal Article %1 ls_leimeister %A Schöbel, Sofia %A Mohammed, Saqr %A Janson, Andreas %D 2021 %J Computers & Education %N 104296 %R 10.1016/j.compedu.2021.104296 %T Two decades of game concepts in digital learning environments – A bibliometric study and research agenda %U http://pubs.wi-kassel.de/wp-content/uploads/2021/08/JML_837.pdf %V 173 %X In recent years, using game concepts for educational purposes in digital environments has become continually more popular and relevant. Games can be used to motivate and engage users in regular system use and, in the end, support learners in achieving better learning outcomes. In this context, different kinds of game concepts exist, such as gamification or serious games, each with a different perspective and usefulness in digital learning environments. Because developing and using with game concepts in digital learning environments has recently become more important, and developing them is still not fully established, questions arise about future research directions involving games in digital learning. Therefore, this study aims to identify the state of the field and determine what is relevant when using game concepts in digital learning. To achieve this goal, we present the results of a bibliometric analysis considering more than 10,000 articles between 2000 and 2019 and summarize them to develop a research agenda. This agenda supports researchers and practitioners in identifying avenues for future research. We contribute to theory by providing a detailed understanding of the relevance of game concepts in digital learning. We propose a research agenda to assist researchers in planning future approaches with and about gamification concepts in digital learning. Practical implications are proposed by demonstrating what should be considered when using game concepts in learning environments.
Barev, T. J.; Schöbel, S.; Janson, A.; & Leimeister, J. M. (2021): DELEN – A Process Model for the Systematic Development of Legitimate Digital Nudges. In: Chandra Kruse, L., Seidel, S., & Hausvik, G. I. (Eds.), International Conference on Design Science Research in Information Systems and Technology (DESRIST) (Vol. 12807, pp. 299–312). Cham: Springer.
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@inproceedings{ls_leimeister, abstract = {Digital nudging is a promising approach from behavioral economics. In deci-sions where individuals tend to struggle, nudges can support users of digital systems by aligning their behavior with their preferences. Despite their wide use, most digital nudges are designed to support the intended behavior from the perspective of a company while neglecting potential legal, ethical, or individual constraints or preferences. With modern technologies such as artificial intelli-gence or big data, these issues multiply and with the increasing effectiveness of digital nudges and use of new technologies, this has become even more critical. Thus, in this paper we follow a Design Science Research approach to develop a process model for the systematic development of legitimate nudges (DELEN). Legitimacy requires that dealings between different entities shall be fair. Unlike other models, we set normative boundaries derived from literature, expert in-terviews, and target group segmentation as integral elements. Target group seg-mentation increases nudge effectiveness and avoids unnecessary burdens for other individuals. By doing so, the DELEN process model paves the way for legitimate and effective digital nudges.}, address = {Cham}, author = {Barev, Torben Jan and Schöbel, Sofia and Janson, Andreas and Leimeister, Jan Marco}, booktitle = {International Conference on Design Science Research in Information Systems and Technology (DESRIST)}, editor = {Chandra Kruse, Leona and Seidel, Stefan and Hausvik, Geir Inge}, keywords = {pub_tba}, pages = {299-312}, publisher = {Springer}, title = {DELEN – A Process Model for the Systematic Development of Legitimate Digital Nudges}, volume = 12807, year = 2021 }
%0 Conference Paper %1 ls_leimeister %A Barev, Torben Jan %A Schöbel, Sofia %A Janson, Andreas %A Leimeister, Jan Marco %B International Conference on Design Science Research in Information Systems and Technology (DESRIST) %C Cham %D 2021 %E Chandra Kruse, Leona %E Seidel, Stefan %E Hausvik, Geir Inge %I Springer %P 299-312 %R 10.1007/978-3-030-82405-1_30 %T DELEN – A Process Model for the Systematic Development of Legitimate Digital Nudges %U http://pubs.wi-kassel.de/wp-content/uploads/2021/08/JML_833.pdf %V 12807 %X Digital nudging is a promising approach from behavioral economics. In deci-sions where individuals tend to struggle, nudges can support users of digital systems by aligning their behavior with their preferences. Despite their wide use, most digital nudges are designed to support the intended behavior from the perspective of a company while neglecting potential legal, ethical, or individual constraints or preferences. With modern technologies such as artificial intelli-gence or big data, these issues multiply and with the increasing effectiveness of digital nudges and use of new technologies, this has become even more critical. Thus, in this paper we follow a Design Science Research approach to develop a process model for the systematic development of legitimate nudges (DELEN). Legitimacy requires that dealings between different entities shall be fair. Unlike other models, we set normative boundaries derived from literature, expert in-terviews, and target group segmentation as integral elements. Target group seg-mentation increases nudge effectiveness and avoids unnecessary burdens for other individuals. By doing so, the DELEN process model paves the way for legitimate and effective digital nudges. %@ 978-3-030-82404-4
Benner, D.; Schöbel, S.; & Janson, A. (2021): It is only for your own good, or is it? Ethical Considerations for Designing Ethically Conscious Persuasive Information Systems. In: Americas Conference on Information Systems (AMCIS). Montreal, Kanada: Association for Information Systems.
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@inproceedings{ls_leimeister, abstract = {Persuasive designs, including gamification and digital nudging, have become well renowned during the last years and have been implemented successfully across different sectors including education, e-health, e-governance, e-finance and general information systems. In this regard, persuasive design can support desirable changes in attitude and behavior of users in order to achieve their own goals. However, such persuasive influence on individuals raises ethical questions as persuasive designs can impair the autonomy of users or persuade the user towards goals of a third party and hence lead to unethical decision-making processes. In human-computer interaction this is especially significant with the advent of advanced artificial intelligence that can emulate human behavior and thus bring new dynamics into play. Therefore, we conduct a systematic literature analysis with the goal to compile an overview of ethical considerations for persuasive system design, derive potential guidelines for ethical persuasive designs and shed light on potential research gaps.}, address = {Montreal, Kanada}, author = {Benner, Dennis and Schöbel, Sofia and Janson, Andreas}, booktitle = {Americas Conference on Information Systems (AMCIS)}, keywords = {pub_ssc}, month = {aug}, publisher = {Association for Information Systems}, title = {It is only for your own good, or is it? Ethical Considerations for Designing Ethically Conscious Persuasive Information Systems}, year = 2021 }
%0 Conference Paper %1 ls_leimeister %A Benner, Dennis %A Schöbel, Sofia %A Janson, Andreas %B Americas Conference on Information Systems (AMCIS) %C Montreal, Kanada %D 2021 %I Association for Information Systems %T It is only for your own good, or is it? Ethical Considerations for Designing Ethically Conscious Persuasive Information Systems %U http://pubs.wi-kassel.de/wp-content/uploads/2021/08/JML_836.pdf %X Persuasive designs, including gamification and digital nudging, have become well renowned during the last years and have been implemented successfully across different sectors including education, e-health, e-governance, e-finance and general information systems. In this regard, persuasive design can support desirable changes in attitude and behavior of users in order to achieve their own goals. However, such persuasive influence on individuals raises ethical questions as persuasive designs can impair the autonomy of users or persuade the user towards goals of a third party and hence lead to unethical decision-making processes. In human-computer interaction this is especially significant with the advent of advanced artificial intelligence that can emulate human behavior and thus bring new dynamics into play. Therefore, we conduct a systematic literature analysis with the goal to compile an overview of ethical considerations for persuasive system design, derive potential guidelines for ethical persuasive designs and shed light on potential research gaps.
Janson, A.; Kreidel, L.; Schöbel, S.; Hornung, G.; Söllner, M.; & Leimeister, J. M. (2021): Datenkompetenz durch edukatives Privacy Nudging: Zentrale Prinzipien und Effekte auf Lernprozesse. In: Stapf, I., Quinn, R. A., Friedewald, M., Heesen, J., & Krämer, N. (Eds.), Aufwachsen in überwachten Umgebungen: Interdisziplinäre Positionen zu Privatheit und Datenschutz in Kindheit und Jugend (pp. 255–277). Baden-Baden, Germany: Nomos.
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@incollection{ls_leimeister, abstract = {Die Digitalisierung verändert nicht nur unser privates, sondern auch unser Arbeitsleben. Immer mehr Daten über Individuen sind online verfügbar und werden für die Nutzung von bestimmten Online Services vorausgesetzt. Hierbei verlieren die Nutzenden oft den Überblick, wie und welche Daten sie von sich preisgeben. Dies birgt nicht nur das Risiko der Preisgabe von privaten Daten, sondern auch unternehmensseitig das Risiko, dass wichtige Daten außerhalb des Unternehmens veröffentlicht werden. Hier kann das Konzept des digitalen Nudgings angewandt werden, welches nunmehr auch als edukatives Privacy Nudging genutzt werden kann. Das Konzept bezweckt, Individuen durch bestimmte Elemente wie beispielsweise Defaults zu Verhaltensänderungen anzuregen. Dieser Beitrag hat zum Ziel, einen Überblick darüber zu geben, welche Privacy Nudges es im edukativen Bereich gibt und wie diese mit verschiedenen Lerntheorien in Einklang gebracht werden können. Der Text soll Forschern und Praktikern eine Orientierung geben, selbst edukative Privacy Nudges zu gestalten und endet mit einem Fallbeispiel, das aufzeigt wie einfache Gestaltungsänderungen Individuen dazu anregen können, sich privatheitsfreundlicher zu verhalten und sorgsamer mit ihren privaten Daten umzugehen.}, address = {Baden-Baden, Germany}, author = {Janson, Andreas and Kreidel, Leonie and Schöbel, Sofia and Hornung, Gerrit and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Aufwachsen in überwachten Umgebungen: Interdisziplinäre Positionen zu Privatheit und Datenschutz in Kindheit und Jugend}, editor = {Stapf, Ingrid and Quinn, Regina Ammicht and Friedewald, Michael and Heesen, Jessica and Krämer, Nicole}, keywords = {u3bpub}, pages = {255-277}, publisher = {Nomos}, title = {Datenkompetenz durch edukatives Privacy Nudging: Zentrale Prinzipien und Effekte auf Lernprozesse}, year = 2021 }
%0 Book Section %1 ls_leimeister %A Janson, Andreas %A Kreidel, Leonie %A Schöbel, Sofia %A Hornung, Gerrit %A Söllner, Matthias %A Leimeister, Jan Marco %B Aufwachsen in überwachten Umgebungen: Interdisziplinäre Positionen zu Privatheit und Datenschutz in Kindheit und Jugend %C Baden-Baden, Germany %D 2021 %E Stapf, Ingrid %E Quinn, Regina Ammicht %E Friedewald, Michael %E Heesen, Jessica %E Krämer, Nicole %I Nomos %P 255-277 %R 10.5771/9783748921639-255 %T Datenkompetenz durch edukatives Privacy Nudging: Zentrale Prinzipien und Effekte auf Lernprozesse %U http://pubs.wi-kassel.de/wp-content/uploads/2021/05/JML_819.pdf %X Die Digitalisierung verändert nicht nur unser privates, sondern auch unser Arbeitsleben. Immer mehr Daten über Individuen sind online verfügbar und werden für die Nutzung von bestimmten Online Services vorausgesetzt. Hierbei verlieren die Nutzenden oft den Überblick, wie und welche Daten sie von sich preisgeben. Dies birgt nicht nur das Risiko der Preisgabe von privaten Daten, sondern auch unternehmensseitig das Risiko, dass wichtige Daten außerhalb des Unternehmens veröffentlicht werden. Hier kann das Konzept des digitalen Nudgings angewandt werden, welches nunmehr auch als edukatives Privacy Nudging genutzt werden kann. Das Konzept bezweckt, Individuen durch bestimmte Elemente wie beispielsweise Defaults zu Verhaltensänderungen anzuregen. Dieser Beitrag hat zum Ziel, einen Überblick darüber zu geben, welche Privacy Nudges es im edukativen Bereich gibt und wie diese mit verschiedenen Lerntheorien in Einklang gebracht werden können. Der Text soll Forschern und Praktikern eine Orientierung geben, selbst edukative Privacy Nudges zu gestalten und endet mit einem Fallbeispiel, das aufzeigt wie einfache Gestaltungsänderungen Individuen dazu anregen können, sich privatheitsfreundlicher zu verhalten und sorgsamer mit ihren privaten Daten umzugehen. %@ 978-3-8487-6916-2
Benner, D.; & Schöbel, S. (2021): A Theory-Driven Design Science Research Agenda Towards Gamified Videos. In: International Conference on Wirtschaftsinformatik (WI). Duisburg-Essen, Germany.
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@inproceedings{ls_leimeister, abstract = {Digitalization has opened new opportunities but also brought new challenges such as lower engagement of students in online training. Especially learning videos need to be changed in their design and structure to make them more engaging for users. So far, overarching design principles are missing that support the development of gamified learning videos. In our research in progress paper we present an overarching approach on how to develop meaningful gamified learning videos. With our design science research approach, we plan to derive design principles and design features from our state-of-the-art design requirements. Additionally, we will conduct a field experiment to put our theoretical contributions to test and gather practical insights. Our research contributes to theory, by clarifying how and why gamified videos can support better learning. In a long run, practical contributions can be given to developers about how to construct gamified learning videos.}, address = {Duisburg-Essen, Germany}, author = {Benner, Dennis and Schöbel, Sofia}, booktitle = {International Conference on Wirtschaftsinformatik (WI)}, keywords = {pub_ssc}, month = {mar}, title = {A Theory-Driven Design Science Research Agenda Towards Gamified Videos}, year = 2021 }
%0 Conference Paper %1 ls_leimeister %A Benner, Dennis %A Schöbel, Sofia %B International Conference on Wirtschaftsinformatik (WI) %C Duisburg-Essen, Germany %D 2021 %T A Theory-Driven Design Science Research Agenda Towards Gamified Videos %X Digitalization has opened new opportunities but also brought new challenges such as lower engagement of students in online training. Especially learning videos need to be changed in their design and structure to make them more engaging for users. So far, overarching design principles are missing that support the development of gamified learning videos. In our research in progress paper we present an overarching approach on how to develop meaningful gamified learning videos. With our design science research approach, we plan to derive design principles and design features from our state-of-the-art design requirements. Additionally, we will conduct a field experiment to put our theoretical contributions to test and gather practical insights. Our research contributes to theory, by clarifying how and why gamified videos can support better learning. In a long run, practical contributions can be given to developers about how to construct gamified learning videos.
Benner, D.; Schöbel, S.; & Janson, A. (2021): Exploring the State-of-the-Art of Persuasive Design for Smart Personal Assistants. In: International Conference on Wirtschaftsinformatik (WI). Duisburg-Essen, Germany.
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@inproceedings{ls_leimeister, abstract = {Driven by technological advances, smart personal assistants (SPA) have gained importance in human-computer interaction. SPAs can influence user behavior and persuade them towards an outcome. However, users often lack motivated to interact with SPAs. One way to support this interaction is persuasive system design; considering concepts as gamification and/or digital nudging. Although SPA research has increased recently, there is still no shared knowledge about persuasive designs. Therefore, we aim to identify the current state-of-the-art for persuasive SPA design to understand how interactions and designs can be improved referring to persuasive system design. Thus, we conduct a systematic literature analysis to represent how gamification and digital nudging are used to design SPAs and conclude if and how those concepts can support SPA interactions. Consequently, we contribute to theory, providing better understanding about SPA interaction and design making SPAs more engaging and entertaining. Practitioners can use this contribution for persuasive SPA designs.}, address = {Duisburg-Essen, Germany}, author = {Benner, Dennis and Schöbel, Sofia and Janson, Andreas}, booktitle = {International Conference on Wirtschaftsinformatik (WI)}, keywords = {pub_ssc}, month = {mar}, title = {Exploring the State-of-the-Art of Persuasive Design for Smart Personal Assistants}, year = 2021 }
%0 Conference Paper %1 ls_leimeister %A Benner, Dennis %A Schöbel, Sofia %A Janson, Andreas %B International Conference on Wirtschaftsinformatik (WI) %C Duisburg-Essen, Germany %D 2021 %T Exploring the State-of-the-Art of Persuasive Design for Smart Personal Assistants %U http://pubs.wi-kassel.de/wp-content/uploads/2021/03/JML_815.pdf %X Driven by technological advances, smart personal assistants (SPA) have gained importance in human-computer interaction. SPAs can influence user behavior and persuade them towards an outcome. However, users often lack motivated to interact with SPAs. One way to support this interaction is persuasive system design; considering concepts as gamification and/or digital nudging. Although SPA research has increased recently, there is still no shared knowledge about persuasive designs. Therefore, we aim to identify the current state-of-the-art for persuasive SPA design to understand how interactions and designs can be improved referring to persuasive system design. Thus, we conduct a systematic literature analysis to represent how gamification and digital nudging are used to design SPAs and conclude if and how those concepts can support SPA interactions. Consequently, we contribute to theory, providing better understanding about SPA interaction and design making SPAs more engaging and entertaining. Practitioners can use this contribution for persuasive SPA designs.

2020[ to top ]

Schöbel, S.; Barev, T. J.; Janson, A.; Hupfeld, F.; & Leimeister, J. M. (2020): Understanding User Preferences of Digital Privacy Nudges – A Best-Worst Scaling Approach. In: Hawaii International Conference on System Sciences (HICSS).
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@inproceedings{ls_leimeister, abstract = {Digital nudging in privacy has become more important to protect users of information systems while working with privacy-related data. Nudging is about altering a user’s behavior without forbidding any options. Several approaches exist to “nudge” users to change their behavior. Regarding the usage of digital privacy nudges, research still has to understand the meaning and relevance of individual nudges better. Therefore, this paper compares the preferences of users for different digital nudges. To achieve this goal, it presents the results of a so-called best-worst scaling. This study contributes to theory by providing a better understanding of user preferences regarding design variations of digital nudges. We support practitioners by giving implications on how to design digital nudges in terms of user preferences.}, author = {Schöbel, Sofia and Barev, Torben Jan and Janson, Andreas and Hupfeld, Felix and Leimeister, Jan Marco}, booktitle = {Hawaii International Conference on System Sciences (HICSS)}, keywords = {pub_tba}, title = {Understanding User Preferences of Digital Privacy Nudges – A Best-Worst Scaling Approach}, year = 2020 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %A Barev, Torben Jan %A Janson, Andreas %A Hupfeld, Felix %A Leimeister, Jan Marco %B Hawaii International Conference on System Sciences (HICSS) %D 2020 %T Understanding User Preferences of Digital Privacy Nudges – A Best-Worst Scaling Approach %U http://pubs.wi-kassel.de/wp-content/uploads/2020/03/JML_769.pdf %X Digital nudging in privacy has become more important to protect users of information systems while working with privacy-related data. Nudging is about altering a user’s behavior without forbidding any options. Several approaches exist to “nudge” users to change their behavior. Regarding the usage of digital privacy nudges, research still has to understand the meaning and relevance of individual nudges better. Therefore, this paper compares the preferences of users for different digital nudges. To achieve this goal, it presents the results of a so-called best-worst scaling. This study contributes to theory by providing a better understanding of user preferences regarding design variations of digital nudges. We support practitioners by giving implications on how to design digital nudges in terms of user preferences.
Schöbel, S.; Janson, A.; Jahn, K.; Kordyaka, B.; Turetken, O.; Djafarova, N.; … Leimeister, J. M. (2020): A Research Agenda for the Why, What, and How of Gamification Designs Results on an ECIS 2019 Panel. In: Communications of the Association for Information Systems, Ausgabe/Nummer: 1, Vol. 46, Erscheinungsjahr/Year: 2020. pp. 706–721.
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@article{ls_leimeister, abstract = {This report summarizes the discussion in a panel session on gamification designs at the 2019 European Conference on Information Systems in Stockholm, Sweden. The panel explores a research agenda for gamification design. The “what, why, and how” are considered to analyze the current state of the art of gamification research. An adapted defini-tion of gamification is presented as one outcome of the workshop to better describe what gamification is and what it can be used for. “Why” and “how” to employ gamification are discussed for different contexts. This can be used to gamify information systems, identity outcomes that are addressed by gamification concepts, and explore new ways of how to gamify. Overall, the panel presents new areas for future research and practice by identifying innovative ways to bring existing gamification concepts to a more impactful level.}, author = {Schöbel, Sofia and Janson, Andreas and Jahn, Katharina and Kordyaka, Bastian and Turetken, Ozgur and Djafarova, Naza and Saqr, Mohammad and Wu, Dezhi and Söllner, Matthias and Adam, Martin and Heiberg Gad, Povl and Wesseloh, Henrik and Leimeister, Jan Marco}, journal = {Communications of the Association for Information Systems}, keywords = {pub_ssc}, number = 1, pages = {706-721}, title = {A Research Agenda for the Why, What, and How of Gamification Designs Results on an ECIS 2019 Panel}, volume = 46, year = 2020 }
%0 Journal Article %1 ls_leimeister %A Schöbel, Sofia %A Janson, Andreas %A Jahn, Katharina %A Kordyaka, Bastian %A Turetken, Ozgur %A Djafarova, Naza %A Saqr, Mohammad %A Wu, Dezhi %A Söllner, Matthias %A Adam, Martin %A Heiberg Gad, Povl %A Wesseloh, Henrik %A Leimeister, Jan Marco %D 2020 %J Communications of the Association for Information Systems %N 1 %P 706-721 %R 10.17705/1CAIS.04630 %T A Research Agenda for the Why, What, and How of Gamification Designs Results on an ECIS 2019 Panel %U http://pubs.wi-kassel.de/wp-content/uploads/2020/06/JML_776.pdf %V 46 %X This report summarizes the discussion in a panel session on gamification designs at the 2019 European Conference on Information Systems in Stockholm, Sweden. The panel explores a research agenda for gamification design. The “what, why, and how” are considered to analyze the current state of the art of gamification research. An adapted defini-tion of gamification is presented as one outcome of the workshop to better describe what gamification is and what it can be used for. “Why” and “how” to employ gamification are discussed for different contexts. This can be used to gamify information systems, identity outcomes that are addressed by gamification concepts, and explore new ways of how to gamify. Overall, the panel presents new areas for future research and practice by identifying innovative ways to bring existing gamification concepts to a more impactful level.
Zierau, N.; Wambsganss, T.; Janson, A.; Schöbel, S.; & Leimeister, J. M. (2020): The Anatomy of User Experience with Conversational Agents: A Taxonomy and Propositions of Service Clues. In: International Conference on Information Systems (ICIS).
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@inproceedings{ls_leimeister, abstract = {Conversational agents (CAs) represent a paradigm shift in regards to how humans use information systems. Although CAs have recently attracted considerable research interest, there is still limited shared knowledge about the distinctive characteristics of CAs from a user experience-based perspective. To address this gap, we conducted a systematic literature review to identify CA characteristics from existing research. Building on classifications from service experience theory, we develop a taxonomy that classifies CA characteristics into three major categories (i.e. functional, mechanic, humanic clues). Subsequently, we evaluate the usefulness of the taxonomy by interviewing six domain experts. Based on this categorization and the reviewed literature, we derive three propositions that link these categories to specific user experience dimensions. Our results support researchers and practitioners by providing deeper insights into service design with CAs and support them in systematizing and synthesizing research on the effects of specific CA characteristics from a user experience-based perspective.}, author = {Zierau, Naim and Wambsganss, Thiemo and Janson, Andreas and Schöbel, Sofia and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_ssc}, title = {The Anatomy of User Experience with Conversational Agents: A Taxonomy and Propositions of Service Clues}, year = 2020 }
%0 Conference Paper %1 ls_leimeister %A Zierau, Naim %A Wambsganss, Thiemo %A Janson, Andreas %A Schöbel, Sofia %A Leimeister, Jan Marco %B International Conference on Information Systems (ICIS) %D 2020 %T The Anatomy of User Experience with Conversational Agents: A Taxonomy and Propositions of Service Clues %U http://pubs.wi-kassel.de/wp-content/uploads/2020/09/JML_785.pdf %X Conversational agents (CAs) represent a paradigm shift in regards to how humans use information systems. Although CAs have recently attracted considerable research interest, there is still limited shared knowledge about the distinctive characteristics of CAs from a user experience-based perspective. To address this gap, we conducted a systematic literature review to identify CA characteristics from existing research. Building on classifications from service experience theory, we develop a taxonomy that classifies CA characteristics into three major categories (i.e. functional, mechanic, humanic clues). Subsequently, we evaluate the usefulness of the taxonomy by interviewing six domain experts. Based on this categorization and the reviewed literature, we derive three propositions that link these categories to specific user experience dimensions. Our results support researchers and practitioners by providing deeper insights into service design with CAs and support them in systematizing and synthesizing research on the effects of specific CA characteristics from a user experience-based perspective.
Schöbel, S.; Janson, A.; & Söllner, M. (2020): Capturing the complexity of gamification elements: a holistic approach for analysing existing and deriving novel gamification designs. In: European Journal on Information Systems (EJIS), Ausgabe/Nummer: 6, Vol. 29, Erscheinungsjahr/Year: 2020. pp. 641–668.
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@article{ls_leimeister, abstract = {Gamification is a well-known approach that refers to the use of elements to increase the motivation of information systems users. A remaining challenge in gamification is that no shared understanding of the meaning and classification of gamification elements currently exists. This impedes guidance concerning analysis and development of gamification concepts, and often results in non-effective gamification designs. The goal of our research is to consolidate current gamification research and rigorously develop a taxonomy, as well as to demonstrate how a systematic classification of gamification elements can provide guidance for the gamification of information systems and improve understanding of existing gamification concepts. To achieve our goal, we develop a taxonomic classification of gamification elements before evaluating this taxonomy using expert interviews. Furthermore, we provide evidence as to the taxonomy’s feasibility using two practical cases: First, we show how our taxonomy helps to analyse existing gamification concepts; second, we show how our taxonomy can be used for guiding the gamification of information systems. We enrich theory by introducing a novel taxonomy to better explain the characteristics of gamification elements, which will be valuable for both gamification analysis and design. This paper will help guide practitioners to select and combine gamification elements for their gamification concepts.}, author = {Schöbel, Sofia and Janson, Andreas and Söllner, Matthias}, journal = {European Journal on Information Systems (EJIS)}, keywords = {taxonomy}, month = {oct}, number = 6, pages = {641-668}, title = {Capturing the complexity of gamification elements: a holistic approach for analysing existing and deriving novel gamification designs}, volume = 29, year = 2020 }
%0 Journal Article %1 ls_leimeister %A Schöbel, Sofia %A Janson, Andreas %A Söllner, Matthias %D 2020 %J European Journal on Information Systems (EJIS) %N 6 %P 641-668 %R 0.1080/0960085X.2020.1796531 %T Capturing the complexity of gamification elements: a holistic approach for analysing existing and deriving novel gamification designs %U http://pubs.wi-kassel.de/wp-content/uploads/2021/01/JML_803.pdf %V 29 %X Gamification is a well-known approach that refers to the use of elements to increase the motivation of information systems users. A remaining challenge in gamification is that no shared understanding of the meaning and classification of gamification elements currently exists. This impedes guidance concerning analysis and development of gamification concepts, and often results in non-effective gamification designs. The goal of our research is to consolidate current gamification research and rigorously develop a taxonomy, as well as to demonstrate how a systematic classification of gamification elements can provide guidance for the gamification of information systems and improve understanding of existing gamification concepts. To achieve our goal, we develop a taxonomic classification of gamification elements before evaluating this taxonomy using expert interviews. Furthermore, we provide evidence as to the taxonomy’s feasibility using two practical cases: First, we show how our taxonomy helps to analyse existing gamification concepts; second, we show how our taxonomy can be used for guiding the gamification of information systems. We enrich theory by introducing a novel taxonomy to better explain the characteristics of gamification elements, which will be valuable for both gamification analysis and design. This paper will help guide practitioners to select and combine gamification elements for their gamification concepts.
Oeste-Reiß, S.; Schöbel, S.; Söllner, M.; & Leimeister, J. M. (2020): Chunking Big Journeys into Smaller Trips: Combining Peer Creation and Gamification to Design a Continuing Education Concept for Energy Consultants. In: vom Brocke, J., Hevner, A., & Maedche, A. (Eds.), Design Science Research. Cases (pp. 229–259). Springer, Cham.
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@incollection{ls_leimeister, abstract = {Designing socio-technical systems like IT-supported teaching-learning systems that motivate learners while at the same time stimulating knowledge transfer has become challenging. Teaching-learning techniques that consist of a social context that interacts with and is supported by information technologies are often bundled in a holistic design artifact. To explore a socio-technical design artifact, one must recognize that it consists of several sub-artifacts, each of which must have its own design approach. We introduce the research approach of designing and piloting the IT-supported teaching-learning concept, sensitized to the demand of distinguishing among several socio-technical sub-artifacts. We present the purpose of our design science research (DSR) journey and differentiate among several design artifacts, each of which make prescriptive knowledge contributions and, thus, represent diverse types of theory in information systems. The first artifact is a Peer Creation Process for enhancing knowledge transfer and documentation, which contributes to a nascent design theory. The second artifact is a User-Centered Process to gamify LMSs, which contributes to a theory of design and action. We describe the DSR journey that was part of the project StaySmart, the purpose of which was to design and evaluate a teaching-learning concept for knowledge workers. Teaching-learning artifacts usually have one purpose: to design and evaluate the learning experience. However, designing such artifacts requires identifying their sub-purposes, which leads to designing and evaluating several design artifacts, which we call teaching-learning techniques, so a holistic design artifact usually has several design artifacts. Therefore, the project makes distinct prescriptive knowledge contributions and has the potential to create distinct types of theory in information systems. Our case provides guidance in developing artifacts for a holistic design artifact and in understanding how such artifacts can be separated into sub-artifacts that have their own design science approaches.}, author = {Oeste-Reiß, Sarah and Schöbel, Sofia and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Design Science Research. Cases}, editor = {vom Brocke, Jan and Hevner, Alan and Maedche, Alexander}, keywords = {pub_wise-kassel}, pages = {229-259}, publisher = {Springer, Cham}, title = {Chunking Big Journeys into Smaller Trips: Combining Peer Creation and Gamification to Design a Continuing Education Concept for Energy Consultants}, year = 2020 }
%0 Book Section %1 ls_leimeister %A Oeste-Reiß, Sarah %A Schöbel, Sofia %A Söllner, Matthias %A Leimeister, Jan Marco %B Design Science Research. Cases %D 2020 %E vom Brocke, Jan %E Hevner, Alan %E Maedche, Alexander %I Springer, Cham %P 229-259 %R https://doi.org/10.1007/978-3-030-46781-4_10 %T Chunking Big Journeys into Smaller Trips: Combining Peer Creation and Gamification to Design a Continuing Education Concept for Energy Consultants %X Designing socio-technical systems like IT-supported teaching-learning systems that motivate learners while at the same time stimulating knowledge transfer has become challenging. Teaching-learning techniques that consist of a social context that interacts with and is supported by information technologies are often bundled in a holistic design artifact. To explore a socio-technical design artifact, one must recognize that it consists of several sub-artifacts, each of which must have its own design approach. We introduce the research approach of designing and piloting the IT-supported teaching-learning concept, sensitized to the demand of distinguishing among several socio-technical sub-artifacts. We present the purpose of our design science research (DSR) journey and differentiate among several design artifacts, each of which make prescriptive knowledge contributions and, thus, represent diverse types of theory in information systems. The first artifact is a Peer Creation Process for enhancing knowledge transfer and documentation, which contributes to a nascent design theory. The second artifact is a User-Centered Process to gamify LMSs, which contributes to a theory of design and action. We describe the DSR journey that was part of the project StaySmart, the purpose of which was to design and evaluate a teaching-learning concept for knowledge workers. Teaching-learning artifacts usually have one purpose: to design and evaluate the learning experience. However, designing such artifacts requires identifying their sub-purposes, which leads to designing and evaluating several design artifacts, which we call teaching-learning techniques, so a holistic design artifact usually has several design artifacts. Therefore, the project makes distinct prescriptive knowledge contributions and has the potential to create distinct types of theory in information systems. Our case provides guidance in developing artifacts for a holistic design artifact and in understanding how such artifacts can be separated into sub-artifacts that have their own design science approaches. %@ 978-3-030-46780-7

2019[ to top ]

Schöbel, S.; Janson, A.; & Mishra, A. N. (2019): A Configurational View on Avatar Design – The Role of Emotional Attachment, Satisfaction, and Cognitive Load in Digital Learning. In: International Conference on Information Systems (ICIS).
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@inproceedings{ls_leimeister, abstract = {In online learning settings interactive and meaningful feedback is becoming increasingly important. However, feedback from teachers is oftentimes missing in online learning settings. To overcome challenges that arise from the missing representation of teachers, our study analyzes the relevance of avatar designs in learning settings. We therefore rely on avatars as game design elements and analyze how their design can influence emotional attachment, learning process satisfaction, and extraneous cognitive load in learning. To achieve our goal, we conduct a qualitative comparative analysis with 998 datasets that were collected in a 2x2x2 pre-post online experiment that was developed to train participants in learning functions in Excel. Our results indicate that interaction, familiarity, motivation, and aesthetic experiences are important configurations for avatars that are used in learning. We contribute to different streams of theory such as self-expansion and guide practitioners by providing implications about how to create meaningful avatar designs for learning applications.}, author = {Schöbel, Sofia and Janson, Andreas and Mishra, Abhay Nath}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_ssc}, title = {A Configurational View on Avatar Design – The Role of Emotional Attachment, Satisfaction, and Cognitive Load in Digital Learning}, year = 2019 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %A Janson, Andreas %A Mishra, Abhay Nath %B International Conference on Information Systems (ICIS) %D 2019 %T A Configurational View on Avatar Design – The Role of Emotional Attachment, Satisfaction, and Cognitive Load in Digital Learning %U http://pubs.wi-kassel.de/wp-content/uploads/2019/12/JML_759.pdf %X In online learning settings interactive and meaningful feedback is becoming increasingly important. However, feedback from teachers is oftentimes missing in online learning settings. To overcome challenges that arise from the missing representation of teachers, our study analyzes the relevance of avatar designs in learning settings. We therefore rely on avatars as game design elements and analyze how their design can influence emotional attachment, learning process satisfaction, and extraneous cognitive load in learning. To achieve our goal, we conduct a qualitative comparative analysis with 998 datasets that were collected in a 2x2x2 pre-post online experiment that was developed to train participants in learning functions in Excel. Our results indicate that interaction, familiarity, motivation, and aesthetic experiences are important configurations for avatars that are used in learning. We contribute to different streams of theory such as self-expansion and guide practitioners by providing implications about how to create meaningful avatar designs for learning applications.
Schmidt-Kraeplin, M.; Thiebes, S.; Schöbel, S.; & Sunyaev, A. (2019): Users’ Game Design Element Preferences in Health Behavior Change Support Systems for Physical Activity: A Best-Worst-Scaling Approach. In: International Conference on Information Systems (ICIS).
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@inproceedings{ls_leimeister, abstract = {Over the last decades, physical inactivity has become one of the leading health risk factors in modern societies. To incentivize people to be more physically active, gamified health behavior change support systems (HBCSSs) are a promising approach. These systems often make use of gamification to keep their users engaged over a sustained period of time. However, despite its popularity, gamification often fails due to insufficient designs, which neglect users’ needs. Building on extant research that investigated users’ preferences in other gamification contexts, we conduct a survey among 447 potential users of HBCSSs for physical activity, using a best-worst-scaling approach. Our results indicate that users generally prefer the game design elements progress, goals, points, and levels, which is partially different from past research on preferred game design elements in other contexts. Thus, our research contributes to the understanding of contextual differences in users’ gamification preferences.}, author = {Schmidt-Kraeplin, Manuel and Thiebes, Scott and Schöbel, Sofia and Sunyaev, Ali}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_ssc}, title = {Users’ Game Design Element Preferences in Health Behavior Change Support Systems for Physical Activity: A Best-Worst-Scaling Approach}, year = 2019 }
%0 Conference Paper %1 ls_leimeister %A Schmidt-Kraeplin, Manuel %A Thiebes, Scott %A Schöbel, Sofia %A Sunyaev, Ali %B International Conference on Information Systems (ICIS) %D 2019 %T Users’ Game Design Element Preferences in Health Behavior Change Support Systems for Physical Activity: A Best-Worst-Scaling Approach %U http://pubs.wi-kassel.de/wp-content/uploads/2019/12/JML_760.pdf %X Over the last decades, physical inactivity has become one of the leading health risk factors in modern societies. To incentivize people to be more physically active, gamified health behavior change support systems (HBCSSs) are a promising approach. These systems often make use of gamification to keep their users engaged over a sustained period of time. However, despite its popularity, gamification often fails due to insufficient designs, which neglect users’ needs. Building on extant research that investigated users’ preferences in other gamification contexts, we conduct a survey among 447 potential users of HBCSSs for physical activity, using a best-worst-scaling approach. Our results indicate that users generally prefer the game design elements progress, goals, points, and levels, which is partially different from past research on preferred game design elements in other contexts. Thus, our research contributes to the understanding of contextual differences in users’ gamification preferences.
Imas, C.; Urbon, U.; Kraft, J.; Herbst, I.; Schöbel, S.; Glavas, M.; & Oeste-Reiß, S. (2019): Entwicklung von Lernvideos, Lernzielen und Testfragen in kleinen und mittelständischen Unternehmen und ich Weiterbildungsinstituten. In: Leimeister, J. M., & David, K. (Eds.), Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte (pp. 199–218). Berlin: Springer.
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@incollection{ls_leimeister, address = {Berlin}, author = {Imas, Constantin and Urbon, Ute and Kraft, Jürgen and Herbst, Ingo and Schöbel, Sofia and Glavas, Marija and Oeste-Reiß, Sarah}, booktitle = {Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte}, editor = {Leimeister, Jan Marco and David, Klaus}, keywords = {pub_ssc}, pages = {199-218}, publisher = {Springer}, title = {Entwicklung von Lernvideos, Lernzielen und Testfragen in kleinen und mittelständischen Unternehmen und ich Weiterbildungsinstituten}, year = 2019 }
%0 Book Section %1 ls_leimeister %A Imas, Constantin %A Urbon, Ute %A Kraft, Jürgen %A Herbst, Ingo %A Schöbel, Sofia %A Glavas, Marija %A Oeste-Reiß, Sarah %B Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte %C Berlin %D 2019 %E Leimeister, Jan Marco %E David, Klaus %I Springer %P 199-218 %T Entwicklung von Lernvideos, Lernzielen und Testfragen in kleinen und mittelständischen Unternehmen und ich Weiterbildungsinstituten %@ 9783662595442
Schöbel, S.; & Söllner, M. (2019): Leitfaden für die Identifikation, Auswahl und Kombination von Gamification-Elementen am Beispiel des Lernkontextes. In: Leimeister, J. M., & David, K. (Eds.), Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte (pp. 143–161). Berlin: Springer.
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@incollection{ls_leimeister, address = {Berlin}, author = {Schöbel, Sofia and Söllner, Matthias}, booktitle = {Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte}, editor = {Leimeister, Jan Marco and David, Klaus}, keywords = {pub_ssc}, pages = {143-161}, publisher = {Springer}, title = {Leitfaden für die Identifikation, Auswahl und Kombination von Gamification-Elementen am Beispiel des Lernkontextes}, year = 2019 }
%0 Book Section %1 ls_leimeister %A Schöbel, Sofia %A Söllner, Matthias %B Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte %C Berlin %D 2019 %E Leimeister, Jan Marco %E David, Klaus %I Springer %P 143-161 %T Leitfaden für die Identifikation, Auswahl und Kombination von Gamification-Elementen am Beispiel des Lernkontextes %@ 9783662595442
Schöbel, S.; & Söllner, M. (2019): Bedeutung von Präferenzen für Spielelemente - Analyse und Empfehlungen für die Anpassung von Spielelementen durch Nutzerpräferenzen. In: Leimeister, J. M., & David, K. (Eds.), Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte (pp. 121–139). Berlin: Springer.
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@incollection{ls_leimeister, address = {Berlin}, author = {Schöbel, Sofia and Söllner, Matthias}, booktitle = {Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte}, editor = {Leimeister, Jan Marco and David, Klaus}, keywords = {pub_ssc}, pages = {121-139}, publisher = {Springer}, title = {Bedeutung von Präferenzen für Spielelemente - Analyse und Empfehlungen für die Anpassung von Spielelementen durch Nutzerpräferenzen}, year = 2019 }
%0 Book Section %1 ls_leimeister %A Schöbel, Sofia %A Söllner, Matthias %B Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte %C Berlin %D 2019 %E Leimeister, Jan Marco %E David, Klaus %I Springer %P 121-139 %T Bedeutung von Präferenzen für Spielelemente - Analyse und Empfehlungen für die Anpassung von Spielelementen durch Nutzerpräferenzen %@ 9783662595442
Glavas, M.; Schöbel, S.; & Oeste-Reiß, S. (2019): Referenzprozesse zur Aufarbeitung von implizitem Wissen zu Tätigkeitsfeldern und Arbeitsprozessen - Ergebnisse einer Workshopserie. In: Leimeister, J. M., & David, K. (Eds.), Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte (pp. 75–94). Berlin: Springer.
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@incollection{ls_leimeister, address = {Berlin}, author = {Glavas, Marija and Schöbel, Sofia and Oeste-Reiß, Sarah}, booktitle = {Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte}, editor = {Leimeister, Jan Marco and David, Klaus}, keywords = {pub_ssc}, pages = {75-94}, publisher = {Springer}, title = {Referenzprozesse zur Aufarbeitung von implizitem Wissen zu Tätigkeitsfeldern und Arbeitsprozessen - Ergebnisse einer Workshopserie}, year = 2019 }
%0 Book Section %1 ls_leimeister %A Glavas, Marija %A Schöbel, Sofia %A Oeste-Reiß, Sarah %B Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte %C Berlin %D 2019 %E Leimeister, Jan Marco %E David, Klaus %I Springer %P 75-94 %R 9783622593899 %T Referenzprozesse zur Aufarbeitung von implizitem Wissen zu Tätigkeitsfeldern und Arbeitsprozessen - Ergebnisse einer Workshopserie
Glavas, M.; Schöbel, S.; & Oeste-Reiß, S. (2019): Über die Entwicklung und Bedeutung von Berufsbildern im Lernkontext - Ergebnisse einer Marktstudie des Energieberatungsmarktes. In: Leimeister, J. M., & David, K. (Eds.), Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte (pp. 11–31). Berlin: Springer.
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@incollection{ls_leimeister, address = {Berlin}, author = {Glavas, Marija and Schöbel, Sofia and Oeste-Reiß, Sarah}, booktitle = {Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte}, editor = {Leimeister, Jan Marco and David, Klaus}, keywords = {qualitative_Inhaltsanalyse}, pages = {11-31}, publisher = {Springer}, title = {Über die Entwicklung und Bedeutung von Berufsbildern im Lernkontext - Ergebnisse einer Marktstudie des Energieberatungsmarktes}, year = 2019 }
%0 Book Section %1 ls_leimeister %A Glavas, Marija %A Schöbel, Sofia %A Oeste-Reiß, Sarah %B Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte %C Berlin %D 2019 %E Leimeister, Jan Marco %E David, Klaus %I Springer %P 11-31 %T Über die Entwicklung und Bedeutung von Berufsbildern im Lernkontext - Ergebnisse einer Marktstudie des Energieberatungsmarktes %@ 9783662595442
Schomberg, S.; Barev, T. J.; Janson, A.; & Hupfeld, F. (2019): Ansatz zur Umsetzung von Datenschutz nach der DSGVO im Arbeitsumfeld: Datenschutz durch Nudging. In: Informatik 2019 - 49. Jahrestagung der Gesellschaft für Informatik (GI). Kassel, Germany: Gesellschaft für Informatik (GI).
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@inproceedings{ls_leimeister, abstract = {Die noch recht neue DSGVO hat einige Änderungen mit sich gebracht, welche sich in der Praxis erst noch bewähren und innovativ umgesetzt werden müssen. Insbesondere das Arbeitsumfeld wird von der fortschreitenden Digitalisierung stark verändert und sieht sich neuen Herausforderungen des Datenschutzes gegenüber. Ein Ansatz diesen Herausforderungen zu begegnen könnte die Integration von Privacy Nudges in digitale betriebliche Systeme sein. Ziel von Privacy Nudges ist es dabei den Entscheidungsprozess in digitalen Entscheidungsumgebungen gezielt zu mehr Schutz von personenbezogenen Daten und Privatheit zu beeinflussen. Diesem Ansatz nähert sich dieser Beitrag interdisziplinär, durch Erkenntnisse aus der verhaltensökonomischen, informatischen und der rechtswissenschaftlichen Literatur. Schließlich werden verschiedene Szenarien für den Einsatz von Privacy Nudges in digitalen Arbeitssystemen beschrieben und bewertet.}, address = {Kassel, Germany}, author = {Schomberg, Sabrina and Barev, Torben Jan and Janson, Andreas and Hupfeld, Felix}, booktitle = {Informatik 2019 - 49. Jahrestagung der Gesellschaft für Informatik (GI)}, keywords = {pub_tba}, publisher = {Gesellschaft für Informatik (GI)}, title = {Ansatz zur Umsetzung von Datenschutz nach der DSGVO im Arbeitsumfeld: Datenschutz durch Nudging}, year = 2019 }
%0 Conference Paper %1 ls_leimeister %A Schomberg, Sabrina %A Barev, Torben Jan %A Janson, Andreas %A Hupfeld, Felix %B Informatik 2019 - 49. Jahrestagung der Gesellschaft für Informatik (GI) %C Kassel, Germany %D 2019 %I Gesellschaft für Informatik (GI) %R 10.18420/inf2019_52 %T Ansatz zur Umsetzung von Datenschutz nach der DSGVO im Arbeitsumfeld: Datenschutz durch Nudging %U http://pubs.wi-kassel.de/wp-content/uploads/2019/09/JML_741.pdf %X Die noch recht neue DSGVO hat einige Änderungen mit sich gebracht, welche sich in der Praxis erst noch bewähren und innovativ umgesetzt werden müssen. Insbesondere das Arbeitsumfeld wird von der fortschreitenden Digitalisierung stark verändert und sieht sich neuen Herausforderungen des Datenschutzes gegenüber. Ein Ansatz diesen Herausforderungen zu begegnen könnte die Integration von Privacy Nudges in digitale betriebliche Systeme sein. Ziel von Privacy Nudges ist es dabei den Entscheidungsprozess in digitalen Entscheidungsumgebungen gezielt zu mehr Schutz von personenbezogenen Daten und Privatheit zu beeinflussen. Diesem Ansatz nähert sich dieser Beitrag interdisziplinär, durch Erkenntnisse aus der verhaltensökonomischen, informatischen und der rechtswissenschaftlichen Literatur. Schließlich werden verschiedene Szenarien für den Einsatz von Privacy Nudges in digitalen Arbeitssystemen beschrieben und bewertet.
Schöbel, S.; Janson, A.; Hopp, J. C.; & Leimeister, J. M. (2019): Gamification of Online Training and its Relation to Engagement and Problem-solving Outcomes. In: Academy of Management Annual Meeting (AOM).
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- [ URL ]
@inproceedings{ls_leimeister, author = {Schöbel, Sofia and Janson, Andreas and Hopp, Jennifer Christin and Leimeister, Jan Marco}, booktitle = {Academy of Management Annual Meeting (AOM)}, keywords = {pub_ssc}, title = {Gamification of Online Training and its Relation to Engagement and Problem-solving Outcomes}, year = 2019 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %A Janson, Andreas %A Hopp, Jennifer Christin %A Leimeister, Jan Marco %B Academy of Management Annual Meeting (AOM) %D 2019 %T Gamification of Online Training and its Relation to Engagement and Problem-solving Outcomes %U http://pubs.wi-kassel.de/wp-content/uploads/2019/09/JML_746.pdf

2018[ to top ]

Leimeister, J. M.; Schöbel, S.; Lehmann, K.; Oeste-Reiß, S.; & Söllner, M. (2018): StaySmart-Ansatz zum kollaborativen Kompetenzaufbau, -erhalt und -austausch. In: Ahrens, D., & Molzberger, G. (Eds.), Kompetenzentwicklung in analogen und digitalisierten Arbeitswelten. Gestaltung sozialer, organisationaler und technologischer Innovationen (pp. 89–106).
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@incollection{ls_leimeister, author = {Leimeister, Jan Marco and Schöbel, Sofia and Lehmann, Katja and Oeste-Reiß, Sarah and Söllner, Matthias}, booktitle = {Kompetenzentwicklung in analogen und digitalisierten Arbeitswelten. Gestaltung sozialer, organisationaler und technologischer Innovationen}, editor = {Ahrens, Daniela and Molzberger, Gabriele}, keywords = {pub_ssc}, pages = {89-106}, title = {StaySmart-Ansatz zum kollaborativen Kompetenzaufbau, -erhalt und -austausch}, year = 2018 }
%0 Book Section %1 ls_leimeister %A Leimeister, Jan Marco %A Schöbel, Sofia %A Lehmann, Katja %A Oeste-Reiß, Sarah %A Söllner, Matthias %B Kompetenzentwicklung in analogen und digitalisierten Arbeitswelten. Gestaltung sozialer, organisationaler und technologischer Innovationen %D 2018 %E Ahrens, Daniela %E Molzberger, Gabriele %P 89-106 %T StaySmart-Ansatz zum kollaborativen Kompetenzaufbau, -erhalt und -austausch %U http://www.springer.com/de/book/9783662549551 %@ 978-3-662-54955-1
Schöbel, S.; & Janson, A. (2018): Is it all about Having Fun? - Developing a Taxonomy to Gamify Information Systems. In: European Conference on Information Systems (ECIS).
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@inproceedings{ls_leimeister, abstract = {Gamification is a well-known approach that refers to the use of game design elements in information systems to make monotonous and tedious tasks more enjoyable. However, research and practice show that game design elements are oftentimes chosen and integrated in information systems randomly, therefore impeding the outcomes of such systems. In this regard, taxonomies can guide system developers, i.e., in selecting and combining game design elements to gamify their information system. Nonetheless, existing taxonomies do not provide such guidance for gamifying information systems. Therefore, the goal of our research is to consolidate the state of the art of gamification research and rigorously develop a gamification taxonomy. To achieve our goal, we conducted a systematic literature review and developed a taxonomy based on a rigorous taxonomy development process. We evaluate our theory by providing evidence of its feasibility with two practical cases: First, we show how the taxonomy helps to analyze existing gamification approaches, and, second, how the taxonomy guides to gamify information systems. Overall, we enrich theory by introducing a new taxonomy to better explain the meaning and characteristics of game design elements. Likewise, practitioners will be guided in selecting and combining game design elements for their gamification approaches.}, author = {Schöbel, Sofia and Janson, Andreas}, booktitle = {European Conference on Information Systems (ECIS)}, keywords = {u3bpub}, title = {Is it all about Having Fun? - Developing a Taxonomy to Gamify Information Systems}, year = 2018 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %A Janson, Andreas %B European Conference on Information Systems (ECIS) %D 2018 %T Is it all about Having Fun? - Developing a Taxonomy to Gamify Information Systems %U http://pubs.wi-kassel.de/wp-content/uploads/2018/06/JML_692.pdf %X Gamification is a well-known approach that refers to the use of game design elements in information systems to make monotonous and tedious tasks more enjoyable. However, research and practice show that game design elements are oftentimes chosen and integrated in information systems randomly, therefore impeding the outcomes of such systems. In this regard, taxonomies can guide system developers, i.e., in selecting and combining game design elements to gamify their information system. Nonetheless, existing taxonomies do not provide such guidance for gamifying information systems. Therefore, the goal of our research is to consolidate the state of the art of gamification research and rigorously develop a gamification taxonomy. To achieve our goal, we conducted a systematic literature review and developed a taxonomy based on a rigorous taxonomy development process. We evaluate our theory by providing evidence of its feasibility with two practical cases: First, we show how the taxonomy helps to analyze existing gamification approaches, and, second, how the taxonomy guides to gamify information systems. Overall, we enrich theory by introducing a new taxonomy to better explain the meaning and characteristics of game design elements. Likewise, practitioners will be guided in selecting and combining game design elements for their gamification approaches.
Schöbel, S.; & Janson, A. (2018): Gamifying Information Systems - Improving Motivation and Effective Use Through a Theory-motivated Method. In: International Conference on Information Systems (ICIS).
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@inproceedings{ls_leimeister, author = {Schöbel, Sofia and Janson, Andreas}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_ssc}, title = {Gamifying Information Systems - Improving Motivation and Effective Use Through a Theory-motivated Method}, year = 2018 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %A Janson, Andreas %B International Conference on Information Systems (ICIS) %D 2018 %T Gamifying Information Systems - Improving Motivation and Effective Use Through a Theory-motivated Method %U http://pubs.wi-kassel.de/wp-content/uploads/2019/01/JML_717.pdf
Janson, A.; & Schöbel, S. (2018): Nudging Privacy in Digital Work Systems – Towards the Development of a Design Theory. In: International Conference on Information Systems (ICIS).
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@inproceedings{ls_leimeister, abstract = {Digitization changes our society, the way we work and the way we generate value in work systems. More precisely, it equally affects how business and employees organize their work. While there is a tremendous innovation potential for businesses such as more flexible and efficient work arrangements, there are also tremendous privacy risks. Such privacy risks especially relate to issues that employees leave data traces in every working step while being oftentimes not aware of their generated data. Employees leave data traces on intranet platforms such as Wikis and on external work tools such as Slack and reveal not only personal information but also company insights. At the same time companies must handle new privacy regulations such as the European General Data Protection Regulation (GDPR) which do not only affect companies in the European countries but also providers of information systems (IS) all around the world that offer their services in Europe. Thus, innovative approaches for considering challenges that exist because of privacy related issues are needed. A promising approach to overcome the aforementioned privacy issues of digital working environments is the application of digital nudges in IS – small design modifications in digital choice environments which guide peoples’ behavior (Weinmann et al. 2016). The nudge theory – originally derived from behavioral economics– is based on the irrational behavior of human beings. A nudge “is any aspect of the choice architecture that alters people’s behavior in a predictable way without forbidding any options or significantly changing their economic incentives” (Thaler and Sunstein 2008, p. 6) and is typically applied in offline environments, e.g., to nudge individuals for being organ donors through a default opt-in. By relying on the concept of nudging, individuals in digital work system could be nudged to improve their decisions when disclosing data. This is especially prevalent, since many individuals are not aware about how their data is used. As such, there is a lack of research regarding nudging in context of digital work systems and privacy which should be addressed in a socio-technical research approach. By examining the impact and perception of digital nudges in work systems, we want to shed light on the application, design and effects of nudges to overcome challenges that arise because of privacy related issues. We therefore first examine use cases and requirements for nudging in digital work system under the consideration of users, companies and other stakeholders. Since we draw on a socio-technical view, we incorporate requirements that relate to a legal as well as an ethical perspective for nudging privacy. By this means, we develop a design theory for privacy nudging by an iterative design and evaluation process in the field. The ultimate goal is to improve decisions concerning data disclosure and, secondary, increase by this means trust and acceptance of digital work systems by lowering privacy concerns. By developing a design theory, we contribute to the body of knowledge with a more profound understanding of digital nudging in the context of privacy as well as with prescriptive design knowledge for nudging in digital work systems.}, author = {Janson, Andreas and Schöbel, Sofia}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {u3bpub}, title = {Nudging Privacy in Digital Work Systems – Towards the Development of a Design Theory}, year = 2018 }
%0 Conference Paper %1 ls_leimeister %A Janson, Andreas %A Schöbel, Sofia %B International Conference on Information Systems (ICIS) %D 2018 %T Nudging Privacy in Digital Work Systems – Towards the Development of a Design Theory %U http://pubs.wi-kassel.de/wp-content/uploads/2018/12/JML_715.pdf %X Digitization changes our society, the way we work and the way we generate value in work systems. More precisely, it equally affects how business and employees organize their work. While there is a tremendous innovation potential for businesses such as more flexible and efficient work arrangements, there are also tremendous privacy risks. Such privacy risks especially relate to issues that employees leave data traces in every working step while being oftentimes not aware of their generated data. Employees leave data traces on intranet platforms such as Wikis and on external work tools such as Slack and reveal not only personal information but also company insights. At the same time companies must handle new privacy regulations such as the European General Data Protection Regulation (GDPR) which do not only affect companies in the European countries but also providers of information systems (IS) all around the world that offer their services in Europe. Thus, innovative approaches for considering challenges that exist because of privacy related issues are needed. A promising approach to overcome the aforementioned privacy issues of digital working environments is the application of digital nudges in IS – small design modifications in digital choice environments which guide peoples’ behavior (Weinmann et al. 2016). The nudge theory – originally derived from behavioral economics– is based on the irrational behavior of human beings. A nudge “is any aspect of the choice architecture that alters people’s behavior in a predictable way without forbidding any options or significantly changing their economic incentives” (Thaler and Sunstein 2008, p. 6) and is typically applied in offline environments, e.g., to nudge individuals for being organ donors through a default opt-in. By relying on the concept of nudging, individuals in digital work system could be nudged to improve their decisions when disclosing data. This is especially prevalent, since many individuals are not aware about how their data is used. As such, there is a lack of research regarding nudging in context of digital work systems and privacy which should be addressed in a socio-technical research approach. By examining the impact and perception of digital nudges in work systems, we want to shed light on the application, design and effects of nudges to overcome challenges that arise because of privacy related issues. We therefore first examine use cases and requirements for nudging in digital work system under the consideration of users, companies and other stakeholders. Since we draw on a socio-technical view, we incorporate requirements that relate to a legal as well as an ethical perspective for nudging privacy. By this means, we develop a design theory for privacy nudging by an iterative design and evaluation process in the field. The ultimate goal is to improve decisions concerning data disclosure and, secondary, increase by this means trust and acceptance of digital work systems by lowering privacy concerns. By developing a design theory, we contribute to the body of knowledge with a more profound understanding of digital nudging in the context of privacy as well as with prescriptive design knowledge for nudging in digital work systems.
Schneider, T.; Janson, A.; & Schöbel, S. (2018): Understanding the Effects of Gamified Feedback in Mobile Learning – An Experimental Investigation. In: International Conference on Information Systems (ICIS). San Francisco, California, USA.
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- [ EndNote ]
@inproceedings{ls_leimeister, address = {San Francisco, California, USA}, author = {Schneider, Tim and Janson, Andreas and Schöbel, Sofia}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_twe}, title = {Understanding the Effects of Gamified Feedback in Mobile Learning – An Experimental Investigation}, year = 2018 }
%0 Conference Paper %1 ls_leimeister %A Schneider, Tim %A Janson, Andreas %A Schöbel, Sofia %B International Conference on Information Systems (ICIS) %C San Francisco, California, USA %D 2018 %T Understanding the Effects of Gamified Feedback in Mobile Learning – An Experimental Investigation
Schöbel, S.; & Janson, A. (2018): Avatar Designs are in the Eye of the Beholder – About Identifying Preferred Avatar Designs in Digital Learning. In: Annual Pre-ICIS Workshop on HCI Research in MIS (Pre-ICIS).
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@inproceedings{ls_leimeister, abstract = {Gamification focuses on using game-like elements in non-entertainment-based contexts. An example for a game element is an avatar. Although lots of research has focused on analyzing avatars in gamification, little is known about which kind of avatar design users prefer. Especially avatars in gamification that are used as tutors or mentors for learning purposes do not spark the interest of users. Thus, the goal of our paper is to analyze the kinds of avatar designs users of digital learning environments such as learning management systems would prefer. For that purpose, we use a best-worst scaling approach to analyze if the familiarity and shape of avatars determine user preferences in gamification. Our research will contribute to research and practice as it delivers implications about how to design avatars in gamified learning systems. We will enrich theory by getting a better understanding about the general meaning of user-centered avatar designs in gamification.}, author = {Schöbel, Sofia and Janson, Andreas}, booktitle = {Annual Pre-ICIS Workshop on HCI Research in MIS (Pre-ICIS)}, keywords = {pub_ssc}, title = {Avatar Designs are in the Eye of the Beholder – About Identifying Preferred Avatar Designs in Digital Learning}, year = 2018 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %A Janson, Andreas %B Annual Pre-ICIS Workshop on HCI Research in MIS (Pre-ICIS) %D 2018 %T Avatar Designs are in the Eye of the Beholder – About Identifying Preferred Avatar Designs in Digital Learning %U http://pubs.wi-kassel.de/wp-content/uploads/2019/01/JML_722.pdf %X Gamification focuses on using game-like elements in non-entertainment-based contexts. An example for a game element is an avatar. Although lots of research has focused on analyzing avatars in gamification, little is known about which kind of avatar design users prefer. Especially avatars in gamification that are used as tutors or mentors for learning purposes do not spark the interest of users. Thus, the goal of our paper is to analyze the kinds of avatar designs users of digital learning environments such as learning management systems would prefer. For that purpose, we use a best-worst scaling approach to analyze if the familiarity and shape of avatars determine user preferences in gamification. Our research will contribute to research and practice as it delivers implications about how to design avatars in gamified learning systems. We will enrich theory by getting a better understanding about the general meaning of user-centered avatar designs in gamification.

2017[ to top ]

Söllner, M.; Oeste-Reiß, S.; & Schöbel, S. (2017): Spielende Kompetenzmessung im Projekt StaySmart. In: Praeview - Zeitschrift für innovative Arbeitsgestaltung und Prävention, Ausgabe/Nummer: 1, Erscheinungsjahr/Year: 2017. pp. 18–19.
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@article{ls_leimeister, author = {Söllner, Matthias and Oeste-Reiß, Sarah and Schöbel, Sofia}, journal = {Praeview - Zeitschrift für innovative Arbeitsgestaltung und Prävention}, keywords = {pub_ssc}, number = 1, pages = {18-19}, title = {Spielende Kompetenzmessung im Projekt StaySmart}, year = 2017 }
%0 Journal Article %1 ls_leimeister %A Söllner, Matthias %A Oeste-Reiß, Sarah %A Schöbel, Sofia %D 2017 %J Praeview - Zeitschrift für innovative Arbeitsgestaltung und Prävention %N 1 %P 18-19 %T Spielende Kompetenzmessung im Projekt StaySmart %U http://pubs.wi-kassel.de/wp-content/uploads/2019/04/JML_734.pdf
Schöbel, S.; Ernst, S.-J.; Söllner, M.; & Leimeister, J. M. (2017): More than the Sum of its Parts – Towards Identifying Preferred Game Design Element Combinations in Learning Management Systems. In: International Conference on Information Systems (ICIS). Seoul, South Korea.
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@inproceedings{ls_leimeister, address = {Seoul, South Korea}, author = {Schöbel, Sofia and Ernst, Sissy-Josefina and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_ssc}, title = {More than the Sum of its Parts – Towards Identifying Preferred Game Design Element Combinations in Learning Management Systems}, year = 2017 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %A Ernst, Sissy-Josefina %A Söllner, Matthias %A Leimeister, Jan Marco %B International Conference on Information Systems (ICIS) %C Seoul, South Korea %D 2017 %T More than the Sum of its Parts – Towards Identifying Preferred Game Design Element Combinations in Learning Management Systems %U http://pubs.wi-kassel.de/wp-content/uploads/2017/09/JML_653.pdf
Schöbel, S.; Janson, A.; Ernst, S.-J.; & Leimeister, J. M. (2017): How to Gamify a Mobile Learning Application – A Modularization Approach. In: International Conference on Information Systems (ICIS). Seoul, South Korea.
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@inproceedings{ls_leimeister, address = {Seoul, South Korea}, author = {Schöbel, Sofia and Janson, Andreas and Ernst, Sissy-Josefina and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_ssc}, title = {How to Gamify a Mobile Learning Application – A Modularization Approach}, year = 2017 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %A Janson, Andreas %A Ernst, Sissy-Josefina %A Leimeister, Jan Marco %B International Conference on Information Systems (ICIS) %C Seoul, South Korea %D 2017 %T How to Gamify a Mobile Learning Application – A Modularization Approach %U http://pubs.wi-kassel.de/wp-content/uploads/2017/09/JML_652.pdf
Schöbel, S. (2017): About the Relevance of User Preferences in the Development of Gamification Approaches. In: European Conference on Information Systems (ECIS), Doctoral Consortium. Guimarães, Portugal.
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@inproceedings{ls_leimeister, address = {Guimarães, Portugal}, author = {Schöbel, Sofia}, booktitle = {European Conference on Information Systems (ECIS), Doctoral Consortium}, keywords = {pub_ssc}, title = {About the Relevance of User Preferences in the Development of Gamification Approaches}, year = 2017 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %B European Conference on Information Systems (ECIS), Doctoral Consortium %C Guimarães, Portugal %D 2017 %T About the Relevance of User Preferences in the Development of Gamification Approaches %U http://pubs.wi-kassel.de/wp-content/uploads/2017/06/JML_629.pdf
Schöbel, S.; Söllner, M.; & Mishra, A. N. (2017): Does the Winner Take it All? Towards an Understanding of why there might be no One-Size-Fits-All Gamification Design. In: European Conference on Information Systems (ECIS). Guimarães, Portugal.
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@inproceedings{ls_leimeister, address = {Guimarães, Portugal}, author = {Schöbel, Sofia and Söllner, Matthias and Mishra, Abhay Nath}, booktitle = {European Conference on Information Systems (ECIS)}, keywords = {pub_ssc}, title = {Does the Winner Take it All? Towards an Understanding of why there might be no One-Size-Fits-All Gamification Design}, year = 2017 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %A Söllner, Matthias %A Mishra, Abhay Nath %B European Conference on Information Systems (ECIS) %C Guimarães, Portugal %D 2017 %T Does the Winner Take it All? Towards an Understanding of why there might be no One-Size-Fits-All Gamification Design %U http://pubs.wi-kassel.de/wp-content/uploads/2017/06/JML_630.pdf

2016[ to top ]

Schöbel, S.; Söllner, M.; & Leimeister, J. M. (2016): The Agony of Choice – Analyzing User Preferences regarding Gamification Elements in Learning Management Systems. In: International Conference on Information Systems (ICIS). Dublin, Ireland.
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@inproceedings{ls_leimeister, address = {Dublin, Ireland}, author = {Schöbel, Sofia and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_ssc}, title = {The Agony of Choice – Analyzing User Preferences regarding Gamification Elements in Learning Management Systems}, year = 2016 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %A Söllner, Matthias %A Leimeister, Jan Marco %B International Conference on Information Systems (ICIS) %C Dublin, Ireland %D 2016 %T The Agony of Choice – Analyzing User Preferences regarding Gamification Elements in Learning Management Systems %U http://pubs.wi-kassel.de/wp-content/uploads/2016/12/JML_598.pdf
Schöbel, S.; Lehmann, K.; Oeste-Reiß, S.; Söllner, M.; Glavas, M.; Hilbert, L.; & Kamsties, S. (2016): Kompetenzen und Qualifikationen von Energieberatern - Eine qualitative Analyse des Energieberatungsmarktes (für Informationstechnik-Gestaltung (ITeG) an der Universität Kassel, W. Z., Ed.).
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@book{ls_leimeister, author = {Schöbel, Sofia and Lehmann, Katja and Oeste-Reiß, Sarah and Söllner, Matthias and Glavas, Marija and Hilbert, Lars and Kamsties, Sabrinas}, editor = {für Informationstechnik-Gestaltung (ITeG) an der Universität Kassel, Wissenschaftlichen Zentrum}, keywords = {pub_ssc}, title = {Kompetenzen und Qualifikationen von Energieberatern - Eine qualitative Analyse des Energieberatungsmarktes}, year = 2016 }
%0 Book %1 ls_leimeister %A Schöbel, Sofia %A Lehmann, Katja %A Oeste-Reiß, Sarah %A Söllner, Matthias %A Glavas, Marija %A Hilbert, Lars %A Kamsties, Sabrinas %D 2016 %E für Informationstechnik-Gestaltung (ITeG) an der Universität Kassel, Wissenschaftlichen Zentrum %T Kompetenzen und Qualifikationen von Energieberatern - Eine qualitative Analyse des Energieberatungsmarktes %U http://pubs.wi-kassel.de/wp-content/uploads/2016/09/JML_577.pdf
Schöbel, S.; Lehmann, K.; Oeste-Reiß, S.; & Söllner, M. (2016): StaySmart – Individuelles und kompetenzorientiertes E-Learning im Zeitalter des demografischen Wandels. In: e-Learning Fachtagung Informatik (DeLFI). Potsdam, Germany.
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@inproceedings{ls_leimeister, address = {Potsdam, Germany}, author = {Schöbel, Sofia and Lehmann, Katja and Oeste-Reiß, Sarah and Söllner, Matthias}, booktitle = {e-Learning Fachtagung Informatik (DeLFI)}, keywords = {pub_ssc}, title = {StaySmart – Individuelles und kompetenzorientiertes E-Learning im Zeitalter des demografischen Wandels}, year = 2016 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %A Lehmann, Katja %A Oeste-Reiß, Sarah %A Söllner, Matthias %B e-Learning Fachtagung Informatik (DeLFI) %C Potsdam, Germany %D 2016 %T StaySmart – Individuelles und kompetenzorientiertes E-Learning im Zeitalter des demografischen Wandels %U http://pubs.wi-kassel.de/wp-content/uploads/2016/11/JML_586.pdf
Schöbel, S.; & Söllner, M. (2016): How to Gamify Information Systems - Adapting Gamification to Individual User Preferences. In: European Conference on Information Systems (ECIS). Istanbul, Turkey.
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@inproceedings{ls_leimeister, address = {Istanbul, Turkey}, author = {Schöbel, Sofia and Söllner, Matthias}, booktitle = {European Conference on Information Systems (ECIS)}, keywords = {pub_ssc}, title = {How to Gamify Information Systems - Adapting Gamification to Individual User Preferences}, year = 2016 }
%0 Conference Paper %1 ls_leimeister %A Schöbel, Sofia %A Söllner, Matthias %B European Conference on Information Systems (ECIS) %C Istanbul, Turkey %D 2016 %T How to Gamify Information Systems - Adapting Gamification to Individual User Preferences %U http://pubs.wi-kassel.de/wp-content/uploads/2016/07/JML_553.pdf

Dr. rer. pol. So­fia Schö­bel

Forschungsgruppenleiter

Lebenslauf

Publikationen

Dr. rer. pol. Sofia Schöbel