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  <info>
    <title>American Psychological Association 7th edition</title>
    <title-short>APA</title-short>
    <id>http://www.zotero.org/styles/apa</id>
    <link href="http://www.zotero.org/styles/apa" rel="self"/>
    <link href="http://www.zotero.org/styles/apa-6th-edition" rel="template"/>
    <link href="https://apastyle.apa.org/style-grammar-guidelines/references/examples" rel="documentation"/>
    <author>
      <name>Brenton M. Wiernik</name>
      <email>zotero@wiernik.org</email>
    </author>
    <category citation-format="author-date"/>
    <category field="psychology"/>
    <category field="generic-base"/>
    <updated>2024-07-09T20:08:41+00:00</updated>
    <rights license="http://creativecommons.org/licenses/by-sa/3.0/">This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 License</rights>
  </info>
  <locale xml:lang="en">
    <terms>
      <term name="editortranslator" form="short">
        <single>ed. &amp; trans.</single>
        <multiple>eds. &amp; trans.</multiple>
      </term>
      <term name="editor-translator" form="short">
        <single>ed. &amp; trans.</single>
        <multiple>eds. &amp; trans.</multiple>
      </term>
      <term name="translator" form="short">trans.</term>
      <term name="interviewer" form="short">
        <single>interviewer</single>
        <multiple>interviewers</multiple>
      </term>
      <term name="collection-editor" form="short">
        <single>ed.</single>
        <multiple>eds.</multiple>
      </term>
      <term name="performer" form="verb">recorded by</term>
      <term name="circa" form="short">ca.</term>
      <term name="bc"> B.C.E.</term>
      <term name="ad"> C.E.</term>
      <term name="issue" form="long">
        <single>issue</single>
        <multiple>issues</multiple>
      </term>
      <term name="software">computer software</term>
      <term name="at" form="long">before the</term>
      <term name="collection">archival collection</term>
      <term name="post">online post</term>
      <term name="at" form="long">before the</term>
      <term name="hearing" form="verb">testimony of</term>
      <term name="review-of" form="long">review of the</term>
      <term name="review-of" form="short">review of</term>
    </terms>
  </locale>
  <locale xml:lang="da">
    <terms>
      <term name="et-al">et al.</term>
    </terms>
  </locale>
  <locale xml:lang="de">
    <terms>
      <term name="et-al">et al.</term>
    </terms>
  </locale>
  <locale xml:lang="es">
    <terms>
      <term name="from">de</term>
    </terms>
  </locale>
  <locale xml:lang="fr">
    <terms>
      <term name="editor" form="short">
        <single>éd.</single>
        <multiple>éds.</multiple>
      </term>
    </terms>
  </locale>
  <locale xml:lang="nb">
    <terms>
      <term name="et-al">et al.</term>
    </terms>
  </locale>
  <locale xml:lang="nl">
    <terms>
      <term name="et-al">et al.</term>
    </terms>
  </locale>
  <locale xml:lang="nn">
    <terms>
      <term name="et-al">et al.</term>
    </terms>
  </locale>
  <locale xml:lang="ro">
    <terms>
      <term name="et-al">et al.</term>
    </terms>
  </locale>
  <!-- For Indigeneous Knowledge, assume the item is stored as `document` or `speech`
       and that Nation/Community, treaty, where the Elder lives, 
       and topic are all stored in `title`
       cf. https://libguides.norquest.ca/c.php?g=314831&p=5188823.
       If the item is stored as `interview`, assume that Nation/Community, treat, and topic
       are stored in `title`, 'Oral teaching' or similar is stored in `archive`, and where
       the Elder lives is stored in `archive-place`. 
  -->
  <!-- Reviews are detected if an item has type `review` or `review-book` or if it has any of the variables
       `reviewed-title`, `reviewed-author`, or `reviewed-genre`. For the latter case, reviews are commonly 
       stored as types `article-journal`, `article-magazine`, `article-newspaper`, `post-weblog`, or `webpage` 
  -->
  <!-- General categories of item types:
       Periodical: article-journal article-magazine article-newspaper periodical post-weblog review review-book
       Periodical or Booklike: paper-conference
       Booklike: article book broadcast chapter classic collection dataset document
                 entry entry-dictionary entry-encyclopedia event figure
                 graphic interview manuscript map motion_picture musical_score
                 pamphlet patent performance personal_communication post report
                 software song speech standard thesis webpage
       Legal: bill hearing legal_case legislation regulation treaty
  -->
  <!-- Equivalencies:
       classic == book
       document == report, but give full date
       standard == report
       performance == speech
       event == speech
       collection == book, but give full date
  -->
  <!-- Role equivalencies:
       compiler == editor
       organizer, curator == chair
       script-writer == director
       producer == director (but don't print both)
       guest, host == director
       series-creator, executive-producer == editor
  -->
  <!-- APA references contain four parts: author, date, title, source -->
  <macro name="author-bib">
    <group delimiter=" ">
      <names variable="composer" delimiter=", &amp; ">
        <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
        <substitute>
          <names variable="author"/>
          <!-- Note: `narrator` only cited in secondary-contributors -->
          <names variable="illustrator"/>
          <!-- TODO: Replace `delimiter` with `collapse` to combine names variables when that becomes available. -->
          <choose>
            <if type="broadcast">
              <names variable="script-writer director">
                <!-- Note: Actors/performers and producers [not executive] not cited in APA style. -->
                <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
                <label form="long" prefix=" (" suffix=")" text-case="title"/>
              </names>
            </if>
          </choose>
          <names variable="director">
            <!-- For non-broadcast items, APA only cites directors and not writers. -->
            <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
            <label form="long" prefix=" (" suffix=")" text-case="title"/>
          </names>
          <!-- TODO: Replace `delimiter` with `collapse` to combine names variables when that becomes available. -->
          <names variable="guest host">
            <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
            <label form="long" prefix=" (" suffix=")" text-case="title"/>
          </names>
          <names variable="producer">
            <!-- Note: Producers not cited if there is a writer/director, but use if they are the principle creator. -->
            <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
            <label form="long" prefix=" (" suffix=")" text-case="title"/>
          </names>
          <choose>
            <if variable="container-title">
              <choose>
                <if type="book classic collection entry entry-dictionary entry-encyclopedia" match="any">
                  <!-- Items with book-like container-title substitute with their title and parenthetical, 
                       but leave bracketed after container-title. This mimics the `container-booklike` formatting. -->
                  <choose>
                    <if variable="title">
                      <group delimiter=" ">
                        <text macro="title"/>
                        <text macro="parenthetical"/>
                      </group>
                    </if>
                    <else>
                      <text macro="title-and-descriptions"/>
                    </else>
                  </choose>
                </if>
              </choose>
            </if>
          </choose>
          <names variable="executive-producer">
            <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
            <label form="long" prefix=" (" suffix=")" text-case="title"/>
          </names>
          <names variable="series-creator">
            <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
            <label form="long" prefix=" (" suffix=")" text-case="title"/>
          </names>
          <names variable="editor-translator">
            <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
            <label form="short" prefix=" (" suffix=")" text-case="title"/>
          </names>
          <!-- Note: Translator is not cited as a primary creator (only as Ed. & Trans.). -->
          <names variable="editor">
            <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
            <label form="short" prefix=" (" suffix=")" text-case="title"/>
          </names>
          <names variable="editorial-director">
            <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
            <label form="short" prefix=" (" suffix=")" text-case="title"/>
          </names>
          <names variable="compiler">
            <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
            <label form="long" prefix=" (" suffix=")" text-case="title"/>
          </names>
          <choose>
            <if type="event performance speech" match="any">
              <names variable="chair">
                <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
                <label form="long" prefix=" (" suffix=")" text-case="title"/>
              </names>
              <names variable="organizer">
                <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
                <label form="long" prefix=" (" suffix=")" text-case="title"/>
              </names>
            </if>
          </choose>
          <names variable="curator">
            <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
            <label form="long" prefix=" (" suffix=")" text-case="title"/>
          </names>
          <names variable="collection-editor">
            <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
            <label form="short" prefix=" (" suffix=")" text-case="title"/>
          </names>
          <choose>
            <if variable="title">
              <!-- If an item has a title, substitute missing author with title and parenthetical, but leave bracketed 
                   after the date (in the 'title' position). -->
              <group delimiter=" ">
                <text macro="title"/>
                <text macro="parenthetical"/>
              </group>
            </if>
            <else>
              <!-- If an item has no title, substitute with bracketed followed by parenthetical. -->
              <text macro="title-and-descriptions"/>
            </else>
          </choose>
        </substitute>
      </names>
      <choose>
        <!-- Print "with" contributor for books, but not for other types that commonly have them (eg, thesis, software) -->
        <if type="book classic collection" match="any">
          <names variable="contributor" prefix="(" suffix=")">
            <label form="verb" suffix=" "/>
            <name name-as-sort-order="all" and="symbol" sort-separator=", " initialize-with=". " delimiter=", " delimiter-precedes-last="always"/>
          </names>
        </if>
      </choose>
    </group>
  </macro>
  <macro name="author-intext">
    <choose>
      <if type="bill hearing legal_case legislation regulation treaty" match="any">
        <text macro="title-intext"/>
      </if>
      <else-if type="interview personal_communication" match="any">
        <choose>
          <!-- These variables indicate that the letter is retrievable by the reader.
                If not, then use the APA in-text-only personal communication format -->
          <if variable="archive container-title DOI publisher URL" match="none">
            <group delimiter=", ">
              <names variable="author">
                <name and="symbol" delimiter=", " initialize-with=". "/>
                <substitute>
                  <text macro="title-intext"/>
                </substitute>
              </names>
              <text term="personal-communication"/>
            </group>
          </if>
          <else>
            <names variable="author" delimiter=", ">
              <name form="short" and="symbol" delimiter=", " initialize-with=". "/>
              <substitute>
                <text macro="title-intext"/>
              </substitute>
            </names>
          </else>
        </choose>
      </else-if>
      <else>
        <names variable="composer" delimiter=" &amp; ">
          <name form="short" and="symbol" delimiter=", " initialize-with=". "/>
          <substitute>
            <names variable="author"/>
            <names variable="illustrator"/>
            <!-- TODO: Replace `delimiter` with `collapse` to combine names variables when that becomes available. -->
            <choose>
              <if type="broadcast">
                <names variable="script-writer director"/>
              </if>
            </choose>
            <names variable="director"/>
            <!-- TODO: Replace `delimiter` with `collapse` to combine names variables when that becomes available. -->
            <names variable="guest host"/>
            <names variable="producer"/>
            <choose>
              <if variable="container-title">
                <choose>
                  <if type="book classic collection entry entry-dictionary entry-encyclopedia" match="any">
                    <text macro="title-intext"/>
                  </if>
                </choose>
              </if>
            </choose>
            <names variable="executive-producer"/>
            <names variable="series-creator"/>
            <names variable="editor"/>
            <names variable="editorial-director"/>
            <names variable="compiler"/>
            <choose>
              <if type="event performance speech" match="any">
                <names variable="chair"/>
                <names variable="organizer"/>
              </if>
            </choose>
            <names variable="curator"/>
            <text macro="title-intext"/>
          </substitute>
        </names>
      </else>
    </choose>
  </macro>
  <macro name="author-sort">
    <choose>
      <if type="bill hearing legal_case legislation regulation treaty" match="any">
        <text macro="title-legal"/>
      </if>
      <else>
        <text macro="author-bib"/>
      </else>
    </choose>
  </macro>
  <macro name="date-bib">
    <group delimiter=" " prefix="(" suffix=")">
      <choose>
        <if is-uncertain-date="issued">
          <text term="circa" form="short"/>
        </if>
      </choose>
      <group>
        <choose>
          <if variable="issued">
            <group delimiter=", ">
              <group>
                <date variable="issued" date-parts="year" form="numeric"/>
                <text variable="year-suffix"/>
              </group>
              <choose>
                <if type="article-magazine article-newspaper broadcast collection document event interview motion_picture pamphlet performance personal_communication post post-weblog song speech webpage" match="any">
                  <!-- Many video and audio examples in manual give full dates. Err on the side of too much information. -->
                  <date variable="issued">
                    <date-part name="month"/>
                    <date-part name="day" prefix=" "/>
                  </date>
                </if>
                <else-if type="paper-conference">
                  <!-- Capture 'speech' stored as 'paper-conference' -->
                  <choose>
                    <if variable="collection-editor compiler editor editorial-director issue page volume" match="none">
                      <date variable="issued">
                        <date-part name="month"/>
                        <date-part name="day" prefix=" "/>
                      </date>
                    </if>
                  </choose>
                </else-if>
                <!-- Only year: article article-journal book chapter classic entry entry-dictionary entry-encyclopedia dataset figure graphic
                     manuscript map musical_score paper-conference[published] patent periodical report review review-book software standard thesis -->
              </choose>
            </group>
          </if>
          <else-if variable="status">
            <group>
              <!-- We print the status variable directly rather than using in-press, etc. terms. -->
              <text variable="status" text-case="lowercase"/>
              <text variable="year-suffix" prefix="-"/>
            </group>
          </else-if>
          <else>
            <text term="no date" form="short"/>
            <text variable="year-suffix" prefix="-"/>
          </else>
        </choose>
      </group>
    </group>
  </macro>
  <macro name="date-sort">
    <!-- This is necessary to ensure that citeproc sorts all item types chonologically in the same list. -->
    <choose>
      <if type="article article-journal book chapter entry entry-dictionary entry-encyclopedia dataset figure graphic manuscript map musical_score patent report review review-book thesis" match="any">
        <date variable="issued" date-parts="year" form="numeric"/>
      </if>
      <else-if type="paper-conference">
        <!-- Capture 'speech' stored as 'paper-conference' -->
        <choose>
          <if variable="collection-editor compiler editor editorial-director issue page volume" match="any">
            <date variable="issued" date-parts="year" form="numeric"/>
          </if>
          <else>
            <date variable="issued">
              <date-part name="year" form="long"/>
              <date-part name="month" form="numeric-leading-zeros"/>
              <date-part name="day" form="numeric-leading-zeros"/>
            </date>
          </else>
        </choose>
      </else-if>
      <else>
        <date variable="issued">
          <date-part name="year" form="long"/>
          <date-part name="month" form="numeric-leading-zeros"/>
          <date-part name="day" form="numeric-leading-zeros"/>
        </date>
      </else>
    </choose>
  </macro>
  <macro name="date-sort-group">
    <!-- APA sorts 1. no-date items, 2. items with dates, 3. in-press (status) items -->
    <choose>
      <if variable="issued">
        <text value="1"/>
      </if>
      <else-if variable="status">
        <text value="2"/>
      </else-if>
      <else>
        <text value="0"/>
      </else>
    </choose>
  </macro>
  <macro name="date-intext">
    <choose>
      <if variable="issued">
        <group delimiter="/">
          <group delimiter=" ">
            <choose>
              <if is-uncertain-date="original-date">
                <text term="circa" form="short"/>
              </if>
            </choose>
            <date variable="original-date">
              <date-part name="year"/>
            </date>
          </group>
          <group delimiter=" ">
            <choose>
              <if is-uncertain-date="issued">
                <text term="circa" form="short"/>
              </if>
            </choose>
            <group>
              <choose>
                <if type="interview personal_communication" match="any">
                  <choose>
                    <if variable="archive container-title DOI publisher URL" match="none">
                      <!-- These variables indicate that the communication is retrievable by the reader.
                           If not, then use the in-text-only personal communication format -->
                      <date variable="issued" form="text"/>
                    </if>
                    <else>
                      <date variable="issued">
                        <date-part name="year"/>
                      </date>
                    </else>
                  </choose>
                </if>
                <else>
                  <date variable="issued">
                    <date-part name="year"/>
                  </date>
                </else>
              </choose>
              <text variable="year-suffix"/>
            </group>
          </group>
        </group>
      </if>
      <else-if variable="status">
        <!-- We print the status variable directly rather than using in-press, etc. terms. -->
        <text variable="status" text-case="lowercase"/>
        <text variable="year-suffix" prefix="-"/>
      </else-if>
      <else>
        <text term="no date" form="short"/>
        <text variable="year-suffix" prefix="-"/>
      </else>
    </choose>
  </macro>
  <!-- APA has two description elements following the title:
       title (parenthetical) [bracketed] -->
  <macro name="title-and-descriptions">
    <choose>
      <if variable="title">
        <group delimiter=" ">
          <text macro="title"/>
          <text macro="parenthetical"/>
          <text macro="bracketed"/>
        </group>
      </if>
      <else>
        <choose>
          <if type="bill report" match="any">
            <!-- Bills, resolutions, and congressional reports are not italicized and substitute bill number if no title. -->
            <!-- Can't distinguish congressional reports from other reports, 
                 but giving the genre and number seems fine for other reports too. -->
            <text macro="number"/>
            <text macro="bracketed"/>
            <text macro="parenthetical"/>
          </if>
          <else>
            <group delimiter=" ">
              <text macro="bracketed"/>
              <text macro="parenthetical"/>
            </group>
          </else>
        </choose>
      </else>
    </choose>
  </macro>
  <macro name="title">
    <choose>
      <if type="post webpage" match="any">
        <!-- Webpages are always italicized -->
        <text macro="title-plus-part-title" font-style="italic"/>
      </if>
      <!-- Other types are italicized based on presence of container-title.
             Assume that review and review-book are published in periodicals/blogs,
             not just on a web page (ex. 69) -->
      <else-if type="article-journal article-magazine article-newspaper periodical post-weblog review review-book" match="any">
        <text macro="periodical-title"/>
      </else-if>
      <else-if type="paper-conference">
        <!-- Treat paper-conference as book-like if it has an editor, otherwise as periodical-like -->
        <choose>
          <if variable="collection-editor compiler editor editorial-director" match="any">
            <text macro="booklike-title"/>
          </if>
          <else>
            <text macro="periodical-title"/>
          </else>
        </choose>
      </else-if>
      <else>
        <text macro="booklike-title"/>
      </else>
    </choose>
  </macro>
  <macro name="periodical-title">
    <!-- For periodicals, assume that part-number and part-title refer to the article and append to title -->
    <choose>
      <if variable="container-title" match="any">
        <text macro="title-plus-part-title"/>
      </if>
      <else>
        <!-- for periodical items without container titles, don't append volume-title to title -->
        <text macro="title-plus-part-title" font-style="italic"/>
      </else>
    </choose>
  </macro>
  <macro name="booklike-title">
    <!-- For book-like items, assume part-number and part-title refer to the book/volume. -->
    <choose>
      <if variable="container-title" match="any">
        <text variable="title"/>
      </if>
      <else>
        <!-- For book-like items without container titles and with volume-title, append volume-title to title (ex. 30) -->
        <text macro="title-plus-volume-title" font-style="italic"/>
      </else>
    </choose>
  </macro>
  <macro name="title-plus-part-title">
    <choose>
      <if variable="reviewed-author reviewed-genre reviewed-title" type="review review-book" match="any">
        <!-- If a review has no `reviewed-title`, assume that `title` contains the title of the reviewed work
             and omit it here; it is printed in the `reviewed-item` macro. -->
        <choose>
          <if variable="reviewed-title" match="none"/>
          <else>
            <group delimiter=": ">
              <text variable="title"/>
              <text macro="part-title"/>
            </group>
          </else>
        </choose>
      </if>
      <else>
        <group delimiter=": ">
          <text variable="title"/>
          <text macro="part-title"/>
        </group>
      </else>
    </choose>
  </macro>
  <macro name="part-title">
    <group delimiter=". ">
      <group delimiter=" ">
        <label variable="part-number" form="short" text-case="capitalize-first"/>
        <text variable="part-number"/>
      </group>
      <text variable="part-title" text-case="capitalize-first"/>
    </group>
  </macro>
  <macro name="title-plus-volume-title">
    <group delimiter=": ">
      <text variable="title"/>
      <text macro="volume-title"/>
    </group>
  </macro>
  <macro name="volume-title">
    <group delimiter=": ">
      <choose>
        <if variable="volume-title">
          <group delimiter=" ">
            <group delimiter=". ">
              <group delimiter=" ">
                <label variable="volume" form="short" text-case="capitalize-first"/>
                <text variable="volume"/>
              </group>
              <text variable="volume-title"/>
            </group>
          </group>
        </if>
        <else-if is-numeric="volume" match="none">
          <group delimiter=" ">
            <label variable="volume" form="short" text-case="capitalize-first"/>
            <text variable="volume"/>
          </group>
        </else-if>
      </choose>
      <!-- For book-like items, assume part-number and part-title refer to the book/volume. -->
      <text macro="part-title"/>
    </group>
  </macro>
  <macro name="title-intext">
    <choose>
      <if type="bill report">
        <!-- Bills, resolutions, and congressional reports are not italicized and substitute bill number if no title. -->
        <!-- Can't distinguish congressional reports from other reports, 
             but giving the genre and number seems fine for other reports too. -->
        <choose>
          <if variable="title">
            <text variable="title" form="short" text-case="title"/>
          </if>
          <else>
            <group delimiter=" ">
              <text variable="genre"/>
              <group delimiter=" ">
                <choose>
                  <if variable="chapter-number container-title" match="none">
                    <label variable="number" form="short" text-case="capitalize-first"/>
                  </if>
                </choose>
                <text variable="number"/>
              </group>
            </group>
          </else>
        </choose>
      </if>
      <else>
        <choose>
          <if variable="title" match="none">
            <text macro="bracketed-intext"/>
          </if>
          <else-if type="hearing">
            <!-- Hearings are italicized -->
            <text variable="title" form="short" font-style="italic" text-case="title"/>
          </else-if>
          <else-if type="legal_case" match="any">
            <!-- Cases are italicized -->
            <text variable="title" font-style="italic"/>
          </else-if>
          <else-if type="legislation regulation treaty" match="any">
            <!-- Legislation, regulations, and treaties not italicized or quoted -->
            <text variable="title" form="short" text-case="title"/>
          </else-if>
          <else-if type="post webpage" match="any">
            <!-- Webpages are always italicized -->
            <text variable="title" form="short" font-style="italic" text-case="title"/>
          </else-if>
          <else-if variable="container-title" match="any">
            <!-- Other types are italicized or quoted based on presence of container-title. As in title macro. -->
            <text variable="title" form="short" quotes="true" text-case="title"/>
          </else-if>
          <else>
            <text variable="title" form="short" font-style="italic" text-case="title"/>
          </else>
        </choose>
      </else>
    </choose>
  </macro>
  <macro name="parenthetical">
    <!-- (Secondary contributors; Database location; Genre no. 123; Report Series 123, Version, Edition, Volume, Page) -->
    <group prefix="(" suffix=")">
      <choose>
        <if type="patent">
          <!-- authority: U.S. ; genre: patent ; number: 123,445 -->
          <group delimiter=" ">
            <text variable="authority" form="short"/>
            <choose>
              <if variable="genre">
                <text variable="genre" text-case="capitalize-first"/>
              </if>
              <else>
                <text term="patent" text-case="capitalize-first"/>
              </else>
            </choose>
            <group delimiter=" ">
              <label variable="number" form="short" text-case="capitalize-first"/>
              <text variable="number"/>
            </group>
          </group>
        </if>
        <else-if type="post webpage" match="any">
          <!-- For post webpage, container-title is treated as publisher -->
          <group delimiter="; ">
            <text macro="secondary-contributors"/>
            <text macro="database-location"/>
            <text macro="number"/>
            <text macro="locators-booklike"/>
          </group>
        </else-if>
        <else-if type="report" match="any">
          <choose>
            <if variable="title" match="none">
              <!-- If there is no title, then genre and number are already printed as the title. -->
              <group delimiter="; ">
                <text macro="secondary-contributors"/>
                <text macro="database-location"/>
                <text macro="locators-booklike"/>
              </group>
            </if>
            <!-- If the report is a chapter in a larger report, then most parenthetical information is printed after the container. -->
            <else-if variable="container-title">
              <text macro="secondary-contributors"/>
            </else-if>
            <else>
              <group delimiter="; ">
                <text macro="secondary-contributors"/>
                <text macro="database-location"/>
                <text macro="number"/>
                <text macro="locators-booklike"/>
              </group>
            </else>
          </choose>
        </else-if>
        <else-if variable="container-title">
          <group delimiter="; ">
            <text macro="secondary-contributors"/>
            <choose>
              <if type="broadcast graphic map motion_picture song" match="any">
                <!-- For audiovisual media, number information comes after title, not container-title (ex. 94) -->
                <text macro="number"/>
              </if>
            </choose>
          </group>
        </else-if>
        <else>
          <group delimiter="; ">
            <text macro="secondary-contributors"/>
            <text macro="database-location"/>
            <text macro="number"/>
            <text macro="locators-booklike"/>
          </group>
        </else>
      </choose>
    </group>
  </macro>
  <macro name="parenthetical-container">
    <choose>
      <if variable="container-title" match="any">
        <group prefix="(" suffix=")">
          <group delimiter="; ">
            <text macro="database-location"/>
            <choose>
              <if type="broadcast graphic map motion_picture song" match="none">
                <!-- For audiovisual media, number information comes after title, not container-title (ex. 94) -->
                <text macro="number"/>
              </if>
            </choose>
            <text macro="locators-booklike"/>
          </group>
        </group>
      </if>
    </choose>
  </macro>
  <macro name="bracketed">
    <!-- [Descriptive information] -->
    <!-- If there is a number, genre is already printed in macro="number" -->
    <group prefix="[" suffix="]">
      <choose>
        <if variable="reviewed-author reviewed-genre reviewed-title" type="review review-book" match="any">
          <text macro="reviewed-item"/>
        </if>
        <else-if type="thesis">
          <!-- Thesis type and institution -->
          <group delimiter="; ">
            <choose>
              <if variable="number" match="none">
                <group delimiter=", ">
                  <text variable="genre" text-case="capitalize-first"/>
                  <choose>
                    <if variable="archive DOI URL" match="any">
                      <!-- Include the university in brackets if thesis is published -->
                      <text variable="publisher"/>
                    </if>
                  </choose>
                </group>
              </if>
            </choose>
            <text variable="medium" text-case="capitalize-first"/>
          </group>
        </else-if>
        <else-if variable="interviewer" type="interview" match="any">
          <!-- Interview information -->
          <choose>
            <if variable="title">
              <text macro="format"/>
            </if>
            <else-if variable="genre">
              <group delimiter="; ">
                <group delimiter=" ">
                  <text variable="genre" text-case="capitalize-first"/>
                  <group delimiter=" ">
                    <text term="container-author" form="verb"/>
                    <names variable="interviewer">
                      <name and="symbol" initialize-with=". " delimiter=", "/>
                    </names>
                  </group>
                </group>
              </group>
            </else-if>
            <else-if variable="interviewer">
              <group delimiter="; ">
                <names variable="interviewer">
                  <label form="verb" suffix=" " text-case="capitalize-first"/>
                  <name and="symbol" initialize-with=". " delimiter=", "/>
                </names>
                <text variable="medium" text-case="capitalize-first"/>
              </group>
            </else-if>
            <else>
              <text macro="format"/>
            </else>
          </choose>
        </else-if>
        <else-if type="personal_communication">
          <!-- Letter information -->
          <choose>
            <if variable="recipient">
              <group delimiter="; ">
                <group delimiter=" ">
                  <choose>
                    <if variable="number" match="none">
                      <choose>
                        <if variable="genre">
                          <text variable="genre" text-case="capitalize-first"/>
                        </if>
                        <else-if variable="medium">
                          <text variable="medium" text-case="capitalize-first"/>
                        </else-if>
                        <else>
                          <text term="letter" text-case="capitalize-first"/>
                        </else>
                      </choose>
                    </if>
                    <else>
                      <choose>
                        <if variable="medium">
                          <text variable="medium" text-case="capitalize-first"/>
                        </if>
                        <else>
                          <text term="letter" text-case="capitalize-first"/>
                        </else>
                      </choose>
                    </else>
                  </choose>
                  <names variable="recipient" delimiter=", ">
                    <label form="verb" suffix=" "/>
                    <name and="symbol" delimiter=", "/>
                  </names>
                </group>
                <choose>
                  <if variable="genre" match="any">
                    <choose>
                      <if variable="number" match="none">
                        <text variable="medium" text-case="capitalize-first"/>
                      </if>
                    </choose>
                  </if>
                </choose>
              </group>
            </if>
            <else>
              <text macro="format"/>
            </else>
          </choose>
        </else-if>
        <else-if variable="composer" type="song" match="all">
          <!-- Performer of classical music works -->
          <group delimiter="; ">
            <choose>
              <if variable="number" match="none">
                <group delimiter=" ">
                  <choose>
                    <if variable="genre">
                      <text variable="genre" text-case="capitalize-first"/>
                      <group delimiter=" ">
                        <text term="performer" form="verb"/>
                        <names variable="author">
                          <name and="symbol" initialize-with=". " delimiter=", "/>
                          <substitute>
                            <names variable="performer"/>
                          </substitute>
                        </names>
                      </group>
                    </if>
                    <else-if variable="medium">
                      <text variable="medium" text-case="capitalize-first"/>
                      <group delimiter=" ">
                        <text term="performer" form="verb"/>
                        <names variable="author">
                          <name and="symbol" initialize-with=". " delimiter=", "/>
                          <substitute>
                            <names variable="performer"/>
                          </substitute>
                        </names>
                      </group>
                    </else-if>
                    <else>
                      <text term="performer" form="verb" text-case="capitalize-first"/>
                      <names variable="author">
                        <name and="symbol" initialize-with=". " delimiter=", "/>
                        <substitute>
                          <names variable="performer"/>
                        </substitute>
                      </names>
                    </else>
                  </choose>
                </group>
              </if>
              <else>
                <group delimiter=" ">
                  <choose>
                    <if variable="medium">
                      <text variable="medium" text-case="capitalize-first"/>
                      <group delimiter=" ">
                        <text term="performer" form="verb"/>
                        <names variable="author">
                          <name and="symbol" initialize-with=". " delimiter=", "/>
                          <substitute>
                            <names variable="performer"/>
                          </substitute>
                        </names>
                      </group>
                    </if>
                    <else>
                      <text term="performer" form="verb" text-case="capitalize-first"/>
                      <names variable="author">
                        <name and="symbol" initialize-with=". " delimiter=", "/>
                        <substitute>
                          <names variable="performer"/>
                        </substitute>
                      </names>
                    </else>
                  </choose>
                </group>
              </else>
            </choose>
            <choose>
              <if variable="genre" match="any">
                <choose>
                  <if variable="number" match="none">
                    <text variable="medium" text-case="capitalize-first"/>
                  </if>
                </choose>
              </if>
            </choose>
          </group>
        </else-if>
        <else-if variable="container-title" match="none">
          <!-- Other description -->
          <text macro="format"/>
        </else-if>
        <else>
          <!-- For conference presentations/performances/events, chapters in reports/standards/generic documents, software, 
               place bracketed after the container title -->
          <choose>
            <if type="event paper-conference performance speech" match="any">
              <choose>
                <if variable="collection-editor compiler editor editorial-director issue page volume" match="any">
                  <text macro="format"/>
                </if>
              </choose>
            </if>
            <else-if type="document report software standard" match="none">
              <text macro="format"/>
            </else-if>
          </choose>
        </else>
      </choose>
    </group>
  </macro>
  <macro name="bracketed-intext">
    <group prefix="[" suffix="]">
      <choose>
        <if variable="reviewed-title" match="any">
          <group delimiter=" ">
            <text term="review-of" text-case="capitalize-first"/>
            <text macro="reviewed-title-intext"/>
          </group>
        </if>
        <else-if variable="interviewer" type="interview" match="any">
          <names variable="interviewer">
            <label form="verb" suffix=" " text-case="capitalize-first"/>
            <name and="symbol" initialize-with=". " delimiter=", "/>
            <substitute>
              <text macro="format-intext"/>
            </substitute>
          </names>
        </else-if>
        <else-if type="personal_communication">
          <!-- Letter information -->
          <choose>
            <if variable="recipient">
              <group delimiter=" ">
                <choose>
                  <if variable="number" match="none">
                    <text variable="genre" text-case="capitalize-first"/>
                  </if>
                  <else>
                    <text term="letter" text-case="capitalize-first"/>
                  </else>
                </choose>
                <names variable="recipient" delimiter=", ">
                  <label form="verb" suffix=" "/>
                  <name and="symbol" delimiter=", "/>
                </names>
              </group>
            </if>
            <else>
              <text macro="format-intext"/>
            </else>
          </choose>
        </else-if>
        <else>
          <text macro="format-intext"/>
        </else>
      </choose>
    </group>
  </macro>
  <macro name="reviewed-item">
    <!-- Reviewed item -->
    <group delimiter="; ">
      <group delimiter=", ">
        <group delimiter=" ">
          <choose>
            <if variable="reviewed-genre">
              <group delimiter=" ">
                <text term="review-of" form="long" text-case="capitalize-first"/>
                <text variable="reviewed-genre" text-case="lowercase"/>
              </group>
            </if>
            <!-- If no `reviewed-genre`, assume that `genre` or `medium` is entered as 'Review of the book' or similar -->
            <else-if variable="number" match="none">
              <choose>
                <if variable="genre">
                  <text variable="genre" text-case="capitalize-first"/>
                </if>
                <else-if variable="medium">
                  <text variable="medium" text-case="capitalize-first"/>
                </else-if>
                <else-if type="review-book">
                  <group delimiter=" ">
                    <text term="review-of" form="long" text-case="capitalize-first"/>
                    <text term="book" form="long" text-case="lowercase"/>
                  </group>
                </else-if>
                <else>
                  <text term="review-of" form="short" text-case="capitalize-first"/>
                </else>
              </choose>
            </else-if>
            <else>
              <choose>
                <if variable="medium">
                  <text variable="medium" text-case="capitalize-first"/>
                </if>
                <else-if type="review-book">
                  <group delimiter=" ">
                    <text term="review-of" form="long" text-case="capitalize-first"/>
                    <text term="book" form="long" text-case="lowercase"/>
                  </group>
                </else-if>
                <else>
                  <text term="review-of" form="short" text-case="capitalize-first"/>
                </else>
              </choose>
            </else>
          </choose>
          <text macro="reviewed-title"/>
        </group>
        <names variable="reviewed-author">
          <label form="verb-short" suffix=" "/>
          <name and="symbol" initialize-with=". " delimiter=", "/>
        </names>
      </group>
      <choose>
        <if variable="genre" match="any">
          <choose>
            <if variable="number" match="none">
              <text variable="medium" text-case="capitalize-first"/>
            </if>
          </choose>
        </if>
      </choose>
    </group>
  </macro>
  <macro name="bracketed-container">
    <group prefix="[" suffix="]">
      <choose>
        <if type="event paper-conference performance speech" match="any">
          <!-- Conference presentations should describe the session [container] in bracketed unless published in a proceedings -->
          <choose>
            <if variable="collection-editor compiler editor editorial-director issue page volume" match="none">
              <text macro="format"/>
            </if>
          </choose>
        </if>
        <else-if type="software" match="all">
          <!-- For entries in mobile app reference works, place bracketed after the container-title -->
          <text macro="format"/>
        </else-if>
        <else-if type="document report standard">
          <!-- For chapters in report, standards, and generic documents, place bracketed after the container title -->
          <text macro="format"/>
        </else-if>
      </choose>
    </group>
  </macro>
  <macro name="secondary-contributors">
    <choose>
      <if type="article-journal article-magazine article-newspaper periodical post-weblog review review-book" match="any">
        <text macro="secondary-contributors-periodical"/>
      </if>
      <else-if type="paper-conference">
        <choose>
          <if variable="collection-editor compiler editor editorial-director" match="any">
            <text macro="secondary-contributors-booklike"/>
          </if>
          <else>
            <text macro="secondary-contributors-periodical"/>
          </else>
        </choose>
      </else-if>
      <else>
        <text macro="secondary-contributors-booklike"/>
      </else>
    </choose>
  </macro>
  <macro name="secondary-contributors-periodical">
    <group delimiter="; ">
      <choose>
        <if variable="title">
          <names variable="interviewer" delimiter="; ">
            <name and="symbol" initialize-with=". " delimiter=", "/>
            <label form="short" prefix=", " text-case="title"/>
          </names>
        </if>
      </choose>
      <names variable="translator narrator" delimiter="; ">
        <name and="symbol" initialize-with=". " delimiter=", "/>
        <label form="short" prefix=", " text-case="title"/>
      </names>
    </group>
  </macro>
  <macro name="secondary-contributors-booklike">
    <group delimiter="; ">
      <choose>
        <if variable="title">
          <names variable="interviewer">
            <name and="symbol" initialize-with=". " delimiter=", "/>
            <label form="short" prefix=", " text-case="title"/>
          </names>
        </if>
      </choose>
      <choose>
        <if type="post webpage" match="none">
          <!-- Webpages treat container-title like publisher -->
          <group delimiter="; ">
            <names variable="illustrator narrator" delimiter="; ">
              <name and="symbol" initialize-with=". " delimiter=", "/>
              <label form="short" prefix=", " text-case="title"/>
            </names>
            <choose>
              <if variable="container-title" match="none">
                <group delimiter="; ">
                  <names variable="container-author">
                    <label form="verb-short" suffix=" " text-case="title"/>
                    <name and="symbol" initialize-with=". " delimiter=", "/>
                  </names>
                  <names variable="editor translator" delimiter="; ">
                    <name and="symbol" initialize-with=". " delimiter=", "/>
                    <label form="short" prefix=", " text-case="title"/>
                  </names>
                  <names variable="compiler chair organizer curator series-creator executive-producer" delimiter="; ">
                    <name and="symbol" initialize-with=". " delimiter=", "/>
                    <label form="long" prefix=", " text-case="title"/>
                  </names>
                </group>
              </if>
              <else>
                <choose>
                  <!-- TODO: Check logic once processors start to automatically populate editor-translator. -->
                  <if variable="editor-translator" match="none">
                    <names variable="translator" delimiter="; ">
                      <name and="symbol" initialize-with=". " delimiter=", "/>
                      <label form="short" prefix=", " text-case="title"/>
                    </names>
                  </if>
                </choose>
              </else>
            </choose>
          </group>
        </if>
        <else>
          <group delimiter="; ">
            <names variable="container-author">
              <label form="verb-short" suffix=" " text-case="title"/>
              <name and="symbol" initialize-with=". " delimiter=", "/>
            </names>
            <names variable="editor translator" delimiter="; ">
              <name and="symbol" initialize-with=". " delimiter=", "/>
              <label form="short" prefix=", " text-case="title"/>
            </names>
            <names variable="illustrator narrator" delimiter="; ">
              <name and="symbol" initialize-with=". " delimiter=", "/>
              <label form="short" prefix=", " text-case="title"/>
            </names>
            <names variable="compiler chair organizer curator series-creator executive-producer" delimiter="; ">
              <name and="symbol" initialize-with=". " delimiter=", "/>
              <label form="long" prefix=", " text-case="title"/>
            </names>
          </group>
        </else>
      </choose>
    </group>
  </macro>
  <macro name="database-location">
    <choose>
      <if variable="archive-place" match="none">
        <!-- With `archive-place`: physical archives. Without: online archives. -->
        <text variable="archive_location"/>
      </if>
    </choose>
  </macro>
  <macro name="number">
    <choose>
      <if variable="number">
        <group delimiter=", ">
          <group delimiter=" ">
            <text variable="genre" text-case="title"/>
            <group delimiter=" ">
              <label variable="number" form="short" text-case="capitalize-first"/>
              <text variable="number"/>
            </group>
          </group>
          <choose>
            <if type="thesis">
              <choose>
                <!-- Include the university in brackets if thesis is published -->
                <if variable="archive DOI URL" match="any">
                  <text variable="publisher"/>
                </if>
              </choose>
            </if>
          </choose>
        </group>
      </if>
    </choose>
  </macro>
  <macro name="locators-booklike">
    <choose>
      <if type="article-journal article-magazine article-newspaper broadcast event interview patent performance periodical post post-weblog review review-book speech webpage" match="any"/>
      <else-if type="paper-conference">
        <choose>
          <if variable="collection-editor compiler editor editorial-director" match="any">
            <group delimiter=", ">
              <text macro="version"/>
              <text macro="edition"/>
              <text macro="volume-booklike"/>
            </group>
          </if>
        </choose>
      </else-if>
      <else>
        <group delimiter=", ">
          <text macro="version"/>
          <text macro="edition"/>
          <text macro="volume-booklike"/>
        </group>
      </else>
    </choose>
  </macro>
  <macro name="version">
    <group delimiter=" ">
      <label variable="version" text-case="capitalize-first"/>
      <text variable="version"/>
    </group>
  </macro>
  <macro name="edition">
    <choose>
      <if is-numeric="edition">
        <group delimiter=" ">
          <number variable="edition" form="ordinal"/>
          <label variable="edition" form="short"/>
        </group>
      </if>
      <else>
        <text variable="edition"/>
      </else>
    </choose>
  </macro>
  <macro name="volume-booklike">
    <group delimiter=", ">
      <!-- Report series [ex. 52] -->
      <choose>
        <if type="document report standard">
          <group delimiter=" ">
            <text variable="collection-title" text-case="title"/>
            <text variable="collection-number"/>
          </group>
        </if>
      </choose>
      <group delimiter=" ">
        <label variable="supplement-number" text-case="capitalize-first"/>
        <text variable="supplement-number"/>
      </group>
      <choose>
        <if variable="volume" match="any">
          <choose>
            <!-- Non-numeric volumes are already printed as part of the book title -->
            <if variable="volume-title"/>
            <else-if is-numeric="volume" match="none"/>
            <else>
              <group delimiter=" ">
                <label variable="volume" form="short" text-case="capitalize-first"/>
                <number variable="volume" form="numeric"/>
              </group>
            </else>
          </choose>
        </if>
        <else>
          <group>
            <label variable="number-of-volumes" form="short" text-case="capitalize-first" suffix=" "/>
            <text term="page-range-delimiter" prefix="1"/>
            <number variable="number-of-volumes" form="numeric"/>
          </group>
        </else>
      </choose>
      <group delimiter=" ">
        <label variable="issue" text-case="capitalize-first"/>
        <text variable="issue"/>
      </group>
      <group delimiter=" ">
        <label variable="page" form="short" suffix=" "/>
        <text variable="page"/>
      </group>
    </group>
  </macro>
  <macro name="reviewed-title">
    <choose>
      <if variable="reviewed-title">
        <!-- Not possible to distinguish TV series episode from other reviewed
             works without reviewed-container-title [Ex. 69] -->
        <!-- Adapt for reviewed-container-title if that becomes available -->
        <text variable="reviewed-title" font-style="italic"/>
      </if>
      <else>
        <!-- Assume title is title of reviewed work -->
        <text variable="title" font-style="italic"/>
      </else>
    </choose>
  </macro>
  <macro name="reviewed-title-intext">
    <choose>
      <if variable="reviewed-title">
        <!-- Not possible to distinguish TV series episode from other reviewed
             works without reviewed-container-title [Ex. 69] -->
        <!-- Adapt for reviewed-container-title if that becomes available -->
        <text variable="reviewed-title" form="short" font-style="italic" text-case="title"/>
      </if>
      <else>
        <!-- Assume title is title of reviewed work -->
        <text variable="title" form="short" font-style="italic" text-case="title"/>
      </else>
    </choose>
  </macro>
  <macro name="format">
    <choose>
      <if variable="genre medium" match="any">
        <group delimiter="; ">
          <choose>
            <if variable="number" match="none">
              <text variable="genre" text-case="capitalize-first"/>
            </if>
          </choose>
          <text variable="medium" text-case="capitalize-first"/>
        </group>
      </if>
      <else>
        <text macro="generic-type-label"/>
      </else>
    </choose>
  </macro>
  <macro name="format-intext">
    <choose>
      <if variable="genre" match="any">
        <text variable="genre" text-case="capitalize-first"/>
      </if>
      <else-if variable="medium">
        <text variable="medium" text-case="capitalize-first"/>
      </else-if>
      <else>
        <text macro="generic-type-label"/>
      </else>
    </choose>
  </macro>
  <macro name="generic-type-label">
    <!-- Generic labels for specific types -->
    <choose>
      <if type="dataset">
        <text term="dataset" text-case="capitalize-first"/>
      </if>
      <else-if type="software">
        <text term="software" text-case="capitalize-first"/>
      </else-if>
      <else-if type="interview personal_communication" match="any">
        <choose>
          <if variable="archive container-title DOI publisher URL" match="none">
            <text term="personal-communication" text-case="capitalize-first"/>
          </if>
          <else-if type="interview">
            <text term="interview" text-case="capitalize-first"/>
          </else-if>
        </choose>
      </else-if>
      <else-if type="map">
        <text term="map" text-case="capitalize-first"/>
      </else-if>
      <else-if type="collection">
        <text term="collection" text-case="capitalize-first"/>
      </else-if>
      <else-if type="song">
        <text term="song" text-case="capitalize-first"/>
      </else-if>
      <else-if type="motion_picture">
        <text term="motion_picture" text-case="capitalize-first"/>
      </else-if>
      <else-if type="post">
        <text term="post" text-case="capitalize-first"/>
      </else-if>
      <else-if type="review">
        <text term="review" text-case="capitalize-first"/>
      </else-if>
      <else-if type="review-book">
        <text term="review-book" text-case="capitalize-first"/>
      </else-if>
      <else-if type="broadcast">
        <text term="broadcast" text-case="capitalize-first"/>
      </else-if>
      <else-if type="figure">
        <text term="figure" text-case="capitalize-first"/>
      </else-if>
      <else-if type="graphic">
        <text term="graphic" text-case="capitalize-first"/>
      </else-if>
    </choose>
  </macro>
  <!-- APA 'source' element contains four parts:
       container, event, publisher, access -->
  <macro name="container">
    <choose>
      <if type="article-journal article-magazine article-newspaper periodical post-weblog review review-book" match="any">
        <!-- Periodical items -->
        <text macro="container-periodical"/>
      </if>
      <else-if type="paper-conference">
        <!-- Determine if paper-conference is a periodical- or book-like -->
        <choose>
          <if variable="editor editorial-director collection-editor container-author" match="any">
            <text macro="container-booklike"/>
          </if>
          <else>
            <text macro="container-periodical"/>
          </else>
        </choose>
      </else-if>
      <else-if type="post webpage" match="none">
        <!-- post and webpage treat container-title like publisher -->
        <text macro="container-booklike"/>
      </else-if>
    </choose>
  </macro>
  <macro name="container-periodical">
    <group delimiter=". ">
      <group delimiter=", ">
        <text variable="container-title" font-style="italic" text-case="title"/>
        <choose>
          <if variable="volume">
            <group>
              <text variable="volume" font-style="italic"/>
              <text variable="issue" prefix="(" suffix=")"/>
            </group>
          </if>
          <else>
            <text variable="issue" font-style="italic"/>
          </else>
        </choose>
        <choose>
          <if variable="number">
            <!-- Ex. 6: Journal article with article number or eLocator -->
            <group delimiter=" ">
              <text term="article-locator" text-case="capitalize-first"/>
              <text variable="number"/>
            </group>
          </if>
          <else>
            <text variable="page"/>
          </else>
        </choose>
      </group>
      <choose>
        <if variable="issued">
          <choose>
            <if variable="issue number page volume" match="none">
              <!-- We print the status variable directly rather than using in-press, etc. terms. -->
              <text variable="status" text-case="capitalize-first"/>
            </if>
          </choose>
        </if>
      </choose>
    </group>
  </macro>
  <macro name="container-booklike">
    <choose>
      <if variable="container-title" match="any">
        <group delimiter=" ">
          <choose>
            <if type="song">
              <text term="on" text-case="capitalize-first"/>
            </if>
            <else>
              <text term="in" text-case="capitalize-first"/>
            </else>
          </choose>
          <group delimiter=", ">
            <names variable="executive-producer">
              <name and="symbol" initialize-with=". " delimiter=", "/>
              <label form="long" text-case="title" prefix=" (" suffix=")"/>
              <substitute>
                <names variable="series-creator"/>
                <names variable="editor-translator">
                  <name and="symbol" initialize-with=". " delimiter=", "/>
                  <label form="short" text-case="title" prefix=" (" suffix=")"/>
                </names>
                <!-- TODO: Translator omitted here on the assumption that editor-translators are uncommon 
                           for chapter citations. If needed, direct entry or automatic population of
                           `editor-translator` can produce combined labels. -->
                <names variable="editor">
                  <name and="symbol" initialize-with=". " delimiter=", "/>
                  <label form="short" text-case="title" prefix=" (" suffix=")"/>
                </names>
                <names variable="editorial-director">
                  <name and="symbol" initialize-with=". " delimiter=", "/>
                  <label form="short" text-case="title" prefix=" (" suffix=")"/>
                </names>
                <names variable="compiler"/>
                <choose>
                  <if type="event performance speech" match="any">
                    <names variable="chair"/>
                    <names variable="organizer"/>
                  </if>
                </choose>
                <names variable="curator"/>
                <names variable="collection-editor">
                  <name and="symbol" initialize-with=". " delimiter=", "/>
                  <label form="short" text-case="title" prefix=" (" suffix=")"/>
                </names>
                <names variable="container-author"/>
              </substitute>
            </names>
            <group delimiter=": " font-style="italic">
              <text variable="container-title"/>
              <text macro="volume-title"/>
            </group>
          </group>
          <text macro="parenthetical-container"/>
          <text macro="bracketed-container"/>
        </group>
      </if>
    </choose>
  </macro>
  <macro name="publisher">
    <group delimiter="; ">
      <choose>
        <if type="thesis">
          <choose>
            <if variable="archive DOI URL" match="none">
              <text variable="publisher"/>
            </if>
          </choose>
        </if>
        <else-if type="post webpage" match="any">
          <!-- For websites, treat container title like publisher -->
          <group delimiter="; ">
            <text variable="container-title" text-case="title"/>
            <text variable="publisher"/>
          </group>
        </else-if>
        <else-if type="paper-conference">
          <!-- For paper-conference, don't print publisher if in a journal-like proceedings -->
          <choose>
            <if variable="collection-editor compiler editor editorial-director" match="any">
              <text variable="publisher"/>
            </if>
          </choose>
        </else-if>
        <else-if type="article-journal article-magazine article-newspaper periodical post-weblog review review-book" match="none">
          <text variable="publisher"/>
        </else-if>
      </choose>
      <group delimiter=", ">
        <choose>
          <if variable="archive-place">
            <!-- With `archive-place`: physical archives. Without: online archives. -->
            <!-- For physical archives, print the location before the archive name.
                For electronic archives, these are printed in macro="description". -->
            <!-- Must test for archive_collection:
                With collection: archive_collection (archive_location), archive, archive-place
                No collection: archive (archive_location), archive-place
            -->
            <choose>
              <if variable="archive_collection">
                <group delimiter=" ">
                  <text variable="archive_collection"/>
                  <text variable="archive_location" prefix="(" suffix=")"/>
                </group>
                <text variable="archive"/>
                <text variable="archive-place"/>
              </if>
              <else>
                <group delimiter=" ">
                  <text variable="archive"/>
                  <text variable="archive_location" prefix="(" suffix=")"/>
                </group>
                <text variable="archive-place"/>
              </else>
            </choose>
          </if>
          <else>
            <text variable="archive"/>
          </else>
        </choose>
      </group>
    </group>
  </macro>
  <macro name="access">
    <choose>
      <if variable="DOI" match="any">
        <text variable="DOI" prefix="https://doi.org/"/>
      </if>
      <else-if variable="URL">
        <group delimiter=" ">
          <choose>
            <if variable="issued status" match="none">
              <group delimiter=" ">
                <text term="retrieved" text-case="capitalize-first"/>
                <date variable="accessed" form="text" suffix=","/>
                <text term="from"/>
              </group>
            </if>
          </choose>
          <text variable="URL"/>
        </group>
      </else-if>
    </choose>
  </macro>
  <macro name="event">
    <choose>
      <if variable="event event-title" match="any">
        <!-- To prevent Zotero from printing event-place due to its double-mapping of all 'place' to
             both publisher-place and event-place. Remove this 'choose' when that is changed. -->
        <choose>
          <if type="paper-conference">
            <choose>
              <if variable="collection-editor compiler editor editorial-director issue page volume" match="none">
                <!-- Don't print event info for conference papers published in a proceedings -->
                <group delimiter=", ">
                  <text macro="event-title"/>
                  <text variable="event-place"/>
                </group>
              </if>
            </choose>
          </if>
          <else>
            <!-- For other item types, print event info even if published (e.g., for collection catalogs, performance programs.
                 These items aren't given explicit examples in the APA manual, so err on the side of providing too much information. -->
            <group delimiter=", ">
              <text macro="event-title"/>
              <text variable="event-place"/>
            </group>
          </else>
        </choose>
      </if>
    </choose>
  </macro>
  <macro name="event-title">
    <choose>
      <!-- TODO: We expect "event-title" to be used,
           but processors and applications may not be updated yet.
           This macro ensures that either "event" or "event-title" can be accpeted.
           Remove if procesor logic and application adoption can handle this. -->
      <if variable="event-title">
        <text variable="event-title"/>
      </if>
      <else>
        <text variable="event"/>
      </else>
    </choose>
  </macro>
  <!-- After 'source', APA also prints publication history (original publication, reprint info, retraction info) -->
  <macro name="publication-history">
    <choose>
      <if type="patent">
        <text variable="references" prefix="(" suffix=")"/>
      </if>
      <else>
        <group delimiter="; " prefix="(" suffix=")">
          <!-- Print `status` here for things like "retracted" if it's not printed elsewhere already. -->
          <choose>
            <if variable="issued">
              <choose>
                <if variable="issue number page volume" match="any">
                  <text variable="status" text-case="capitalize-first"/>
                </if>
              </choose>
            </if>
          </choose>
          <choose>
            <if variable="references">
              <!-- This provides the option for more elaborate description
                    of publication history, such as full "reprinted" references
                    (examples 11, 43, 44) -->
              <text variable="references"/>
            </if>
            <else>
              <group delimiter=" ">
                <text term="original-work-published" text-case="capitalize-first"/>
                <choose>
                  <if is-uncertain-date="original-date">
                    <text term="circa" form="short"/>
                  </if>
                </choose>
                <date variable="original-date">
                  <date-part name="year"/>
                </date>
              </group>
            </else>
          </choose>
        </group>
      </else>
    </choose>
  </macro>
  <!-- Legal citations have their own rules -->
  <macro name="legal-cites">
    <!-- `treaty`: for treaties -->
    <!-- `legal_case`: for all legal and court cases -->
    <!-- `bill`: for bills, resolutions, federal reports -->
    <!-- `hearing`: for hearings and testimony -->
    <!-- `legislation`: for statutes, constitutional items, and charters -->
    <!-- `regulation`: codified regulations, uncodified regulations, executive orders -->
    <group delimiter=" ">
      <choose>
        <if type="treaty">
          <group delimiter=", " suffix=".">
            <!-- APA generally defers to Bluebook for legal citations, but diverges without
                explanation for treaty items. We follow the Bluebook format that was used 
                in APA 6th ed. -->
            <!-- APA manual omits treaty parties/authors, but per Bluebook 
                they should be included at least for bilateral treaties. -->
            <names variable="author">
              <name initialize-with="." form="short" delimiter="-"/>
            </names>
            <text macro="date-legal"/>
            <!-- APA manual omits treaty source/report called for by Bluebook in favor of just URL. 
                Both are included here, following the APA style used for all other item types 
                to end the reference with a period, then give the URL afterward. -->
            <text macro="container-legal"/>
          </group>
        </if>
        <else>
          <group delimiter=" " suffix=".">
            <group delimiter=", ">
              <text macro="title-legal"/>
              <text macro="container-legal"/>
            </group>
            <text macro="date-legal"/>
            <text macro="parenthetical-legal"/>
          </group>
        </else>
      </choose>
      <text variable="references"/>
      <text macro="access"/>
    </group>
  </macro>
  <macro name="title-legal">
    <choose>
      <if type="bill legal_case legislation regulation treaty" match="any">
        <text variable="title" text-case="title"/>
      </if>
      <else-if type="hearing">
        <!-- APA uses a comma delimiter and omits "hearing before the" for hearings with testimony, 
             but follows Bluebook rules (colon delimiter, prefix before the committee name) for
             references to the whole hearing. We simply follow the Bluebook rules for both, but
             use APA style capitalization (not capitalizing "Before" or the title of the hearing). -->
        <group delimiter=": " font-style="italic">
          <text variable="title" text-case="capitalize-first"/>
          <group delimiter=" ">
            <text term="hearing" form="long" text-case="capitalize-first"/>
            <group delimiter=" ">
              <group delimiter=" ">
                <!-- APA manual omits the bill number, but it should be included per Bluebook if relevant -->
                <text term="on"/>
                <text variable="number"/>
              </group>
              <group delimiter=" ">
                <!-- Use the `at` term to hold "before the" -->
                <text term="at" form="long"/>
                <text variable="section"/>
              </group>
            </group>
          </group>
        </group>
      </else-if>
    </choose>
  </macro>
  <macro name="date-legal">
    <choose>
      <if type="treaty">
        <date variable="issued" form="text"/>
      </if>
      <else-if type="legal_case">
        <group prefix="(" suffix=")" delimiter=" ">
          <text variable="authority"/>
          <choose>
            <if variable="container-title" match="any">
              <!-- Print only year for cases published in reporters-->
              <date variable="issued" form="numeric" date-parts="year"/>
            </if>
            <else>
              <!-- APA manual doesn't include examples of cases not yet
                   published in a reporter, but this is Bluebook style. -->
              <date variable="issued" form="text"/>
            </else>
          </choose>
        </group>
      </else-if>
      <else-if type="bill hearing legislation regulation" match="any">
        <group prefix="(" suffix=")" delimiter=" ">
          <group delimiter=" ">
            <date variable="original-date">
              <date-part name="year"/>
            </date>
            <text term="and" form="symbol"/>
          </group>
          <choose>
            <if variable="issued">
              <!-- APA manual includes "rev." before the revision year, 
                   but this isn't part of the Bluebook rules. -->
              <date variable="issued">
                <date-part name="year"/>
              </date>
            </if>
            <else>
              <!-- Show proposal date for uncodified regualtions. 
                   Assume date is entered literally ala "proposed May 23, 2016".
                   TODO: Add 'proposed' term here if that becomes available -->
              <date variable="submitted" form="text"/>
            </else>
          </choose>
        </group>
      </else-if>
    </choose>
  </macro>
  <macro name="container-legal">
    <!-- Expect legal item container-titles to be stored in short form -->
    <choose>
      <if type="treaty">
        <group delimiter=" ">
          <number variable="volume"/>
          <text variable="container-title"/>
          <choose>
            <if variable="page page-first" match="any">
              <text variable="page-first"/>
            </if>
            <else>
              <group delimiter=" ">
                <label variable="number" form="short" text-case="capitalize-first"/>
                <text variable="number"/>
              </group>
            </else>
          </choose>
        </group>
      </if>
      <else-if type="legal_case">
        <group delimiter=" ">
          <choose>
            <if variable="container-title">
              <group delimiter=" ">
                <text variable="volume"/>
                <text variable="container-title"/>
                <group delimiter=" ">
                  <label variable="section" form="symbol"/>
                  <text variable="section"/>
                </group>
                <choose>
                  <if variable="page page-first" match="any">
                    <text variable="page-first"/>
                  </if>
                  <else>
                    <text value="___"/>
                  </else>
                </choose>
              </group>
            </if>
            <else>
              <group delimiter=" ">
                <label variable="number" form="short" text-case="capitalize-first"/>
                <text variable="number"/>
              </group>
            </else>
          </choose>
        </group>
      </else-if>
      <else-if type="bill">
        <group delimiter=", ">
          <group delimiter=" ">
            <text variable="genre"/>
            <group delimiter=" ">
              <choose>
                <!-- If there is no session number or code/record title, assume
                     assume the item is a congressional report and include 'No.' term. -->
                <if variable="chapter-number container-title" match="none">
                  <!-- The item is a congressional report, rather than a bill or resultion. -->
                  <label variable="number" form="short" text-case="capitalize-first"/>
                </if>
              </choose>
              <text variable="number"/>
            </group>
          </group>
          <group delimiter=" ">
            <text variable="authority"/>
            <!-- 'session' is `chapter-number` -->
            <text variable="chapter-number"/>
          </group>
          <group delimiter=" ">
            <text variable="volume"/>
            <text variable="container-title"/>
            <text variable="page-first"/>
          </group>
        </group>
      </else-if>
      <else-if type="hearing">
        <group delimiter=" ">
          <text variable="authority"/>
          <!-- 'session' is `chapter-number` -->
          <text variable="chapter-number"/>
        </group>
      </else-if>
      <else-if type="legislation">
        <choose>
          <if variable="number">
            <!-- There's a public law number. -->
            <group delimiter=", ">
              <text variable="number" prefix="Pub. L. No. "/>
              <group delimiter=" ">
                <text variable="volume"/>
                <text variable="container-title"/>
                <text variable="page-first"/>
              </group>
            </group>
          </if>
          <else>
            <group delimiter=" ">
              <text variable="volume"/>
              <text variable="container-title"/>
              <choose>
                <if variable="section">
                  <group delimiter=" ">
                    <label variable="section" form="symbol"/>
                    <text variable="section"/>
                  </group>
                </if>
                <else>
                  <text variable="page-first"/>
                </else>
              </choose>
            </group>
          </else>
        </choose>
      </else-if>
      <else-if type="regulation">
        <group delimiter=", ">
          <group delimiter=" ">
            <text variable="genre"/>
            <group delimiter=" ">
              <label variable="number" form="short" text-case="capitalize-first"/>
              <text variable="number"/>
            </group>
          </group>
          <group delimiter=" ">
            <text variable="volume"/>
            <text variable="container-title"/>
            <choose>
              <if variable="section">
                <group delimiter=" ">
                  <label variable="section" form="symbol"/>
                  <text variable="section"/>
                </group>
              </if>
              <else>
                <text variable="page-first"/>
              </else>
            </choose>
          </group>
        </group>
      </else-if>
    </choose>
  </macro>
  <macro name="parenthetical-legal">
    <choose>
      <if type="hearing">
        <group prefix="(" suffix=")" delimiter=" ">
          <!-- Use the 'verb' form of the hearing term to hold 'testimony of' -->
          <text term="hearing" form="verb"/>
          <names variable="author">
            <name and="symbol" delimiter=", "/>
          </names>
        </group>
      </if>
      <else-if type="bill legislation regulation" match="any">
        <!-- For uncodified regulations, assume future code section is in `status`. -->
        <text variable="status" prefix="(" suffix=")"/>
      </else-if>
    </choose>
  </macro>
  <macro name="citation-locator">
    <!-- Abbreviate page and paragraph, leave other locator labels in long form, cf. Rule 8.13 -->
    <group delimiter=" ">
      <choose>
        <if locator="page paragraph" match="any">
          <label variable="locator" form="short"/>
        </if>
        <else>
          <label variable="locator" text-case="capitalize-first"/>
        </else>
      </choose>
      <text variable="locator"/>
    </group>
  </macro>
  <citation et-al-min="3" et-al-use-first="1" disambiguate-add-year-suffix="true" disambiguate-add-names="true" disambiguate-add-givenname="true" collapse="year" givenname-disambiguation-rule="primary-name-with-initials">
    <sort>
      <key macro="author-sort" names-min="3" names-use-first="1"/>
      <key macro="date-sort-group" sort="ascending"/>
      <key macro="date-sort" sort="ascending"/>
      <key variable="status"/>
    </sort>
    <layout prefix="(" suffix=")" delimiter="; ">
      <group delimiter=", ">
        <text macro="author-intext"/>
        <text macro="date-intext"/>
        <text macro="citation-locator"/>
      </group>
    </layout>
  </citation>
  <bibliography hanging-indent="true" et-al-min="21" et-al-use-first="19" et-al-use-last="true" entry-spacing="0" line-spacing="2">
    <sort>
      <key macro="author-sort"/>
      <key macro="date-sort-group" sort="ascending"/>
      <key macro="date-sort" sort="ascending"/>
      <key variable="status"/>
      <key macro="title"/>
    </sort>
    <layout>
      <choose>
        <if type="bill hearing legal_case legislation regulation treaty" match="any">
          <!-- Legal items have different orders and delimiters -->
          <text macro="legal-cites"/>
        </if>
        <else>
          <group delimiter=" ">
            <group delimiter=". " suffix=".">
              <text macro="author-bib"/>
              <text macro="date-bib"/>
              <text macro="title-and-descriptions"/>
              <text macro="container"/>
              <text macro="event"/>
              <text macro="publisher"/>
            </group>
            <text macro="access"/>
            <text macro="publication-history"/>
          </group>
        </else>
      </choose>
    </layout>
  </bibliography>
</style>

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2024[ to top ]

Klein, S. P., Spieth, P., & Söllner, M. (2024). Employee acceptance of digital transformation strategies: A paradox perspective. Journal of Product Innovation Management, 41(5), Article 5. https://doi.org/https://doi.org/10.1111/jpim.12722
- [ Abstract ]
- [ BibTeX ]
- [ URL ]
- [ DOI ]
Abstract Digital transformation (DT) strategies often aim at innovating an organization's business models (BMs) and developing digital innovations. However, most of the DT strategies fail or result only in incremental innovation. Research predominantly identified critical management capabilities for DT success, neglecting the role of employees, although employee support is vital for the successful implementation of DT strategies. We conceptualize employee acceptance of DT strategies and draw on paradox theory and organizational change literature to shed light on the antecedents of employee acceptance. Using survey-based data from an incumbent introducing a DT strategy, we find empirical support that employees with a paradox mindset are likely to accept the DT strategy regardless of the expected scope of change, while a high scope of expected changes weakens the effect of a positive attitude toward change on acceptance. The findings contribute to understanding the micro-level aspects of DT and extend research emphasizing top-down management approaches in DT with an employee perspective. This study extends previous findings in innovation management that predominantly provide evidence on the acceptance of specific digital technologies and offer insights into the antecedents of DT strategy acceptance. We offer managers insights into how employees perceive DT strategies, which can help to leverage the potential of digital innovation.
@article{https://doi.org/10.1111/jpim.12722, abstract = {Abstract Digital transformation (DT) strategies often aim at innovating an organization's business models (BMs) and developing digital innovations. However, most of the DT strategies fail or result only in incremental innovation. Research predominantly identified critical management capabilities for DT success, neglecting the role of employees, although employee support is vital for the successful implementation of DT strategies. We conceptualize employee acceptance of DT strategies and draw on paradox theory and organizational change literature to shed light on the antecedents of employee acceptance. Using survey-based data from an incumbent introducing a DT strategy, we find empirical support that employees with a paradox mindset are likely to accept the DT strategy regardless of the expected scope of change, while a high scope of expected changes weakens the effect of a positive attitude toward change on acceptance. The findings contribute to understanding the micro-level aspects of DT and extend research emphasizing top-down management approaches in DT with an employee perspective. This study extends previous findings in innovation management that predominantly provide evidence on the acceptance of specific digital technologies and offer insights into the antecedents of DT strategy acceptance. We offer managers insights into how employees perceive DT strategies, which can help to leverage the potential of digital innovation.}, author = {Klein, Sascha P. and Spieth, Patrick and Söllner, Matthias}, journal = {Journal of Product Innovation Management}, keywords = {pub_msö}, number = 5, pages = {999-1021}, title = {Employee acceptance of digital transformation strategies: A paradox perspective}, volume = 41, year = 2024 }
Zahn, E.-M., Schöbel, S., & Söllner, M. (2024). Technology-based Learning Services for Transferable Skills – A Systematic Literature Review. 30th Americas Conference on Information Systems (AMCIS). https://aisel.aisnet.org/amcis2024/incl_sustain/incl_sustain/3/
- [ Abstract ]
- [ BibTeX ]
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In digitalization and globalization, employees need to react flexibly to new challenges. Therefore, they need so-called transferable skills for adapting and coping with new situations in the labor market. Transferable skills are non-technical skills, like digital skills, that are fostered action-oriented and individually, making standardized learning concepts less effective. Learning services that adapt to learners' needs are important but rarely available. One promising solution to enable individual learning of transferable skills is to leverage the potential of digital learning services. So far, little literature consolidates existing work. We conduct a systematic literature review to analyze current literature on learning transferable skills with technologies. We contribute to theory by identifying avenues for further research. Practitioners are supported by guidance on how to use technology to teach transferable skills. Our findings show that some skills, e.g., problem-solving, are already taught with technologies, but there are still gaps for teaching other skills digitally.
@inproceedings{zahn2024technologybased, abstract = {In digitalization and globalization, employees need to react flexibly to new challenges. Therefore, they need so-called transferable skills for adapting and coping with new situations in the labor market. Transferable skills are non-technical skills, like digital skills, that are fostered action-oriented and individually, making standardized learning concepts less effective. Learning services that adapt to learners' needs are important but rarely available. One promising solution to enable individual learning of transferable skills is to leverage the potential of digital learning services. So far, little literature consolidates existing work. We conduct a systematic literature review to analyze current literature on learning transferable skills with technologies. We contribute to theory by identifying avenues for further research. Practitioners are supported by guidance on how to use technology to teach transferable skills. Our findings show that some skills, e.g., problem-solving, are already taught with technologies, but there are still gaps for teaching other skills digitally.}, address = {Salt Lake City, USA}, author = {Zahn, E.-M. and Schöbel, S. and Söllner, M.}, booktitle = {30th Americas Conference on Information Systems (AMCIS)}, keywords = {pub_msö}, title = {Technology-based Learning Services for Transferable Skills – A Systematic Literature Review}, year = 2024 }
Haenel, M., Wambsganss, T., & Söllner, M. (2024). The Power of Reading Support for Learners: A State-of-the-Art Analysis of Computer-Assisted Reading from an Information Systems Perspective. Hawaii International Conference on System Sciences. https://hdl.handle.net/10125/106380
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Reading and synthesizing scientific papers is a crucial skill for students. However, many students in higher education struggle to effectively comprehend scientific texts. To address this challenge, research has leveraged computer-assisted reading (CAR) systems to improve students' reading comprehension abilities at scale. However, the research and application of CAR in higher education still lack an organized overview and clear terminology due to the multidisciplinary character of the research field (e.g., Education didactic, Human-Computer Interaction, or Information Systems). Therefore, we perform a systematic literature review on CAR from an interdisciplinary Information Systems perspective. We take the socio-technical systems theory as a lens to organize, summarize past literature as well to identify white spots for a future research agenda. The main contributions of this paper are the synthesis and consolidation of CAR to create a basis for all researchers investigating the research field of CAR in higher education.
@inproceedings{haenel2024power, abstract = {Reading and synthesizing scientific papers is a crucial skill for students. However, many students in higher education struggle to effectively comprehend scientific texts. To address this challenge, research has leveraged computer-assisted reading (CAR) systems to improve students' reading comprehension abilities at scale. However, the research and application of CAR in higher education still lack an organized overview and clear terminology due to the multidisciplinary character of the research field (e.g., Education didactic, Human-Computer Interaction, or Information Systems). Therefore, we perform a systematic literature review on CAR from an interdisciplinary Information Systems perspective. We take the socio-technical systems theory as a lens to organize, summarize past literature as well to identify white spots for a future research agenda. The main contributions of this paper are the synthesis and consolidation of CAR to create a basis for all researchers investigating the research field of CAR in higher education.}, address = {Maui, Hawaii, USA}, author = {Haenel, M. and Wambsganss, T. and Söllner, M.}, booktitle = {Hawaii International Conference on System Sciences}, keywords = {pub_msö}, title = {The Power of Reading Support for Learners: A State-of-the-Art Analysis of Computer-Assisted Reading from an Information Systems Perspective}, year = 2024 }
Zahn, E.-M., & Schöbel, S. (2024). Let’s Chat to Negotiate: Designing a Conversational Agent for Learning Negotiation Skills. In M. Mandviwalla, M. Söllner, & T. Tuunanen (Eds.), Design Science Research for a Resilient Future. https://doi.org/https://doi.org/10.1007/978-3-031-61175-9_16
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Negotiating is relevant in private and work-life situations. Thus, negotiation skills are necessary and can be defined as a skill set, including skills such as problem-solving or communication. Negotiating with others is learned action-oriented and individually, making standard learning concepts less effective. Therefore, action-oriented and individual-adapted interactions are convenient but rarely available. Conversational agents seem to be a suitable solution to support the negotiation learning process so it can be more interactive and individualized. In this paper, we design a conversational agent that can act as a personal tutor and negotiation partner to support a learner in training negotiation skills. This paper presents evaluated design principles for designing conversational agents to foster learners’ negotiation skills. The theoretically grounded design principles contribute to the existing theory on learning negotiation skills. On a practical level, we offer a new way of negotiation training that focuses on individuality and interactivity while providing a comprehensive learning concept for learning negotiation skills. Finally, companies are guided in the design and development of negotiation agents.
@inproceedings{zahn2024negotiate, abstract = {Negotiating is relevant in private and work-life situations. Thus, negotiation skills are necessary and can be defined as a skill set, including skills such as problem-solving or communication. Negotiating with others is learned action-oriented and individually, making standard learning concepts less effective. Therefore, action-oriented and individual-adapted interactions are convenient but rarely available. Conversational agents seem to be a suitable solution to support the negotiation learning process so it can be more interactive and individualized. In this paper, we design a conversational agent that can act as a personal tutor and negotiation partner to support a learner in training negotiation skills. This paper presents evaluated design principles for designing conversational agents to foster learners’ negotiation skills. The theoretically grounded design principles contribute to the existing theory on learning negotiation skills. On a practical level, we offer a new way of negotiation training that focuses on individuality and interactivity while providing a comprehensive learning concept for learning negotiation skills. Finally, companies are guided in the design and development of negotiation agents.}, address = {Switzerland}, author = {Zahn, E.-M. and Schöbel, S.}, booktitle = {Design Science Research for a Resilient Future}, editor = {Mandviwalla, M. and Söllner, M. and Tuunanen, T.}, keywords = {Zahn}, pages = {229-243}, publisher = {Springer Nature}, title = {Let’s Chat to Negotiate: Designing a Conversational Agent for Learning Negotiation Skills}, volume = 14621, year = 2024 }
Meywirth, S., & Söllner, M. (2024). Behavior Change Techniques in Digital Interventions for Health Behavior Change: A Taxonomy of Popular Mobile Applications. https://aisel.aisnet.org/hicss-57/hc/behavior_change/6/
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Health behavior change interventions can support individuals in establishing habits beneficial to their health. Hence, they can help to prevent diseases and reduce mortality caused by unhealthy behaviors. The delivery of such interventions through mobile phones is promising. We developed a taxonomy of popular mobile applications for health behavior change, identifying the intervention’s aim and applied behavior change techniques. We classified 63 popular mobile applications according to our taxonomy. Thereby identifying the most prevalent behavior change techniques and combinations of the application’s aim and applied behavior change techniques. This result can be used to inform the design of future applications.
@article{meywirth2024behavior, abstract = {Health behavior change interventions can support individuals in establishing habits beneficial to their health. Hence, they can help to prevent diseases and reduce mortality caused by unhealthy behaviors. The delivery of such interventions through mobile phones is promising. We developed a taxonomy of popular mobile applications for health behavior change, identifying the intervention’s aim and applied behavior change techniques. We classified 63 popular mobile applications according to our taxonomy. Thereby identifying the most prevalent behavior change techniques and combinations of the application’s aim and applied behavior change techniques. This result can be used to inform the design of future applications.}, author = {Meywirth, Sophia and Söllner, Matthias}, keywords = {pub_msö}, publisher = {AIS Electronic Library}, title = {Behavior Change Techniques in Digital Interventions for Health Behavior Change: A Taxonomy of Popular Mobile Applications}, year = 2024 }
Weber, F., Wambsganss, T., Neshaei, S. P., & Söllner, M. (2024). LegalWriter: An Intelligent Writing Support System for Structured and Persuasive Legal Case Writing for Novice Law Students. CHI, 1052:1-1052:23. https://doi.org/https://doi.org/10.1145/3613904.3642743
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Novice students in law courses or students who encounter legal education face the challenge of acquiring specialized and highly concept-oriented knowledge. Structured and persuasive writing combined with the necessary domain knowledge is challenging for many learners. Recent advances in machine learning (ML) have shown the potential to support learners in complex writing tasks. To test the effects of ML-based support on students’ legal writing skills, we developed the intelligent writing support system LegalWriter. We evaluated the system’s effectiveness with 62 students. We showed that students who received intelligent writing support based on their errors wrote more structured and persuasive case solutions with a better quality of legal writing than the current benchmark. At the same time, our results demonstrated the positive effects on the students’ writing processes.
@inproceedings{conf/chi/WeberWN024, abstract = {Novice students in law courses or students who encounter legal education face the challenge of acquiring specialized and highly concept-oriented knowledge. Structured and persuasive writing combined with the necessary domain knowledge is challenging for many learners. Recent advances in machine learning (ML) have shown the potential to support learners in complex writing tasks. To test the effects of ML-based support on students’ legal writing skills, we developed the intelligent writing support system LegalWriter. We evaluated the system’s effectiveness with 62 students. We showed that students who received intelligent writing support based on their errors wrote more structured and persuasive case solutions with a better quality of legal writing than the current benchmark. At the same time, our results demonstrated the positive effects on the students’ writing processes.}, author = {Weber, Florian and Wambsganss, Thiemo and Neshaei, Seyed Parsa and Söllner, Matthias}, booktitle = {CHI}, crossref = {conf/chi/2024}, keywords = {pub_msö}, pages = {1052:1-1052:23}, publisher = {ACM}, title = {LegalWriter: An Intelligent Writing Support System for Structured and Persuasive Legal Case Writing for Novice Law Students.}, year = 2024 }
Meywirth, S. (2024). Designing a Large Language Model-Based Coaching Intervention for Lifestyle Behavior Change. In M. Mandviwalla, M. Söllner, & T. Tuunanen (Eds.), Design Science Research for a Resilient Future. https://doi.org/https://doi.org/10.1007/978-3-031-61175-9_6
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Adopting and maintaining healthy lifestyle behaviors such as regular exercise and balanced nutrition remain challenging despite their well-documented benefits for preventing chronic diseases and promoting overall well-being. Motivational Interviewing (MI) has emerged as a promising technique to address ambivalence and facilitate behavior change. However, traditional face-to-face delivery of MI interventions is limited by scalability and accessibility issues. Leveraging recent advancements in LLMs, this paper proposes an innovative approach to deliver MI-based coaching for lifestyle behavior change digitally. Following a problem-centered DSR approach, we created an initial prototype based on MI theory and qualitative user interviews using ChatGPT (GPT-3.5). We evaluated our prototype in a qualitative study. Our research outcomes include five design principles and thirteen system requirements. This research enhances the design knowledge base in LLM-based health coaching. It marks an essential first step towards designing LLM-based MI interventions, contributing valuable insights for future research in this emerging field.
@inproceedings{10.1007/978-3-031-61175-9_6, abstract = {Adopting and maintaining healthy lifestyle behaviors such as regular exercise and balanced nutrition remain challenging despite their well-documented benefits for preventing chronic diseases and promoting overall well-being. Motivational Interviewing (MI) has emerged as a promising technique to address ambivalence and facilitate behavior change. However, traditional face-to-face delivery of MI interventions is limited by scalability and accessibility issues. Leveraging recent advancements in LLMs, this paper proposes an innovative approach to deliver MI-based coaching for lifestyle behavior change digitally. Following a problem-centered DSR approach, we created an initial prototype based on MI theory and qualitative user interviews using ChatGPT (GPT-3.5). We evaluated our prototype in a qualitative study. Our research outcomes include five design principles and thirteen system requirements. This research enhances the design knowledge base in LLM-based health coaching. It marks an essential first step towards designing LLM-based MI interventions, contributing valuable insights for future research in this emerging field.}, address = {Cham}, author = {Meywirth, Sophia}, booktitle = {Design Science Research for a Resilient Future}, editor = {Mandviwalla, M. and Söllner, M. and Tuunanen, T.}, keywords = {pub_msö}, publisher = {Springer Nature Switzerland}, title = {Designing a Large Language Model-Based Coaching Intervention for Lifestyle Behavior Change}, year = 2024 }
Wambsganss, T., Janson, A., Söllner, M., Koedinger, K., & Leimeister, J. M. (2024). Improving Students’ Argumentation Skills Using Dynamic Machine-Learning–Based Modeling. Information Systems Research (ISR), 36(1), Article 1. https://doi.org/10.1287/isre.2021.0615
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Argumentation is an omnipresent rudiment of daily communication and thinking. The ability to form convincing arguments is not only fundamental to persuading an audience of novel ideas but also plays a major role in strategic decision making, negotiation, and constructive, civil discourse. However, humans often struggle to develop argumentation skills, owing to a lack of individual and instant feedback in their learning process, because providing feedback on the individual argumentation skills of learners is time-consuming and not scalable if conducted manually by educators. Grounding our research in social cognitive theory, we investigate whether dynamic technology-mediated argumentation modeling improves students’ argumentation skills in the short and long term. To do so, we built a dynamic machine-learning (ML)–based modeling system. The system provides learners with dynamic writing feedback opportunities based on logical argumentation errors irrespective of instructor, time, and location. We conducted three empirical studies to test whether dynamic modeling improves persuasive writing performance more so than the benchmarks of scripted argumentation modeling (H1) and adaptive support (H2). Moreover, we assess whether, compared with adaptive support, dynamic argumentation modeling leads to better persuasive writing performance on both complex and simple tasks (H3). Finally, we investigate whether dynamic modeling on repeated argumentation tasks (over three months) leads to better learning in comparison with static modeling and no modeling (H4). Our results show that dynamic behavioral modeling significantly improves learners’ objective argumentation skills across domains, outperforming established methods like scripted modeling, adaptive support, and static modeling. The results further indicate that, compared with adaptive support, the effect of the dynamic modeling approach holds across complex (large effect) and simple tasks (medium effect) and supports learners with lower and higher expertise alike. This work provides important empirical findings related to the effects of dynamic modeling and social cognitive theory that inform the design of writing and skill support systems for education. This paper demonstrates that social cognitive theory and dynamic modeling based on ML generalize outside of math and science domains to argumentative writing.
@article{ls_leimeister, abstract = {Argumentation is an omnipresent rudiment of daily communication and thinking. The ability to form convincing arguments is not only fundamental to persuading an audience of novel ideas but also plays a major role in strategic decision making, negotiation, and constructive, civil discourse. However, humans often struggle to develop argumentation skills, owing to a lack of individual and instant feedback in their learning process, because providing feedback on the individual argumentation skills of learners is time-consuming and not scalable if conducted manually by educators. Grounding our research in social cognitive theory, we investigate whether dynamic technology-mediated argumentation modeling improves students’ argumentation skills in the short and long term. To do so, we built a dynamic machine-learning (ML)–based modeling system. The system provides learners with dynamic writing feedback opportunities based on logical argumentation errors irrespective of instructor, time, and location. We conducted three empirical studies to test whether dynamic modeling improves persuasive writing performance more so than the benchmarks of scripted argumentation modeling (H1) and adaptive support (H2). Moreover, we assess whether, compared with adaptive support, dynamic argumentation modeling leads to better persuasive writing performance on both complex and simple tasks (H3). Finally, we investigate whether dynamic modeling on repeated argumentation tasks (over three months) leads to better learning in comparison with static modeling and no modeling (H4). Our results show that dynamic behavioral modeling significantly improves learners’ objective argumentation skills across domains, outperforming established methods like scripted modeling, adaptive support, and static modeling. The results further indicate that, compared with adaptive support, the effect of the dynamic modeling approach holds across complex (large effect) and simple tasks (medium effect) and supports learners with lower and higher expertise alike. This work provides important empirical findings related to the effects of dynamic modeling and social cognitive theory that inform the design of writing and skill support systems for education. This paper demonstrates that social cognitive theory and dynamic modeling based on ML generalize outside of math and science domains to argumentative writing.}, author = {Wambsganss, Thiemo and Janson, Andreas and Söllner, Matthias and Koedinger, Ken and Leimeister, Jan Marco}, journal = {Information Systems Research (ISR)}, keywords = {pub_msö}, number = 1, pages = {474–507}, title = {Improving Students’ Argumentation Skills Using Dynamic Machine-Learning–Based Modeling}, volume = 36, year = 2024 }
Hornung, G., Blättel-Mink, B., Helmke, J. T., Döben-Henisch, G.-D., Lamla, J., Limberger, V., Ohde, F., Reß, B., Schrader, C., & Söllner, M. (2024). Nachhaltige Intelligenz–intelligente Nachhaltigkeit: Transdisziplinäre Forschungsperspektiven. https://kobra.uni-kassel.de/handle/123456789/15975
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Nachhaltigkeit und Künstliche Intelligenz sind zwei der Megathemen unserer Zeit. Sie werfen schon je für sich komplexe Herausforderungen wissenschaftlicher und praktischer Art auf, die schon jetzt stark und immer weiter zunehmend Politik, Wirtschaft und Alltagsleben erfassen. Dem vorliegenden Whitepaper liegt die Überzeugung der Autor*innen zugrunde, dass wir trotz der jeweiligen Komplexität Nachhaltigkeit und Künstliche Intelligenz in ihren Wechselwirkungen beobachten und analysieren müssen, weil eine Trennung angesichts der vielfältigen Verflechtungen künstlich wäre und Gefahr liefe, wesentliche Problemlagen, aber auch Handlungsoptionen zu übersehen.
@article{max-width:, abstract = {Nachhaltigkeit und Künstliche Intelligenz sind zwei der Megathemen unserer Zeit. Sie werfen schon je für sich komplexe Herausforderungen wissenschaftlicher und praktischer Art auf, die schon jetzt stark und immer weiter zunehmend Politik, Wirtschaft und Alltagsleben erfassen. Dem vorliegenden Whitepaper liegt die Überzeugung der Autor*innen zugrunde, dass wir trotz der jeweiligen Komplexität Nachhaltigkeit und Künstliche Intelligenz in ihren Wechselwirkungen beobachten und analysieren müssen, weil eine Trennung angesichts der vielfältigen Verflechtungen künstlich wäre und Gefahr liefe, wesentliche Problemlagen, aber auch Handlungsoptionen zu übersehen.}, author = {Hornung, G. and Blättel-Mink, B. and Helmke, J. T. and Döben-Henisch, G.-D. and Lamla, J. and Limberger, V. and Ohde, F. and Reß, B. and Schrader, C. and Söllner, M}, keywords = {pub_msö}, title = {Nachhaltige Intelligenz–intelligente Nachhaltigkeit: Transdisziplinäre Forschungsperspektiven}, year = 2024 }
Weber, F. (2024). Navigating the Writing Mind: Intelligent Feedback to Supporting Students’ Cognitive Writing Process. Thirty-Second European Conference on Information Systems (ECIS 2024), 1-16. https://aisel.aisnet.org/ecis2024/track13_learning_teach/track13_learning_teach/14/
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Advances in natural language processing (NLP) and machine learning (ML) have resulted in numerous designs for learning systems in the IS community, which offer learners intelligent feedback during the writing process. Despite the increasing interest in research on learning systems for writing skills, there still needs to be more empirical knowledge regarding the impacts of intelligent feedback in different phases of cognitive writing. Therefore, my objective is to explore the effects of intelligent feedback on students' writing skills. I center my investigation on the cognitive writing model, examining how intelligent feedback influences student outcomes. Through a field experiment involving 101 students, I demonstrate the positive effects of intelligent feedback on students' writing skills across all stages of writing (planning, translating (writing), and revision). In addition, I was able to gain initial insights into the phases of writing in which intelligent feedback is most effective.
@inproceedings{weber2024navigating, abstract = {Advances in natural language processing (NLP) and machine learning (ML) have resulted in numerous designs for learning systems in the IS community, which offer learners intelligent feedback during the writing process. Despite the increasing interest in research on learning systems for writing skills, there still needs to be more empirical knowledge regarding the impacts of intelligent feedback in different phases of cognitive writing. Therefore, my objective is to explore the effects of intelligent feedback on students' writing skills. I center my investigation on the cognitive writing model, examining how intelligent feedback influences student outcomes. Through a field experiment involving 101 students, I demonstrate the positive effects of intelligent feedback on students' writing skills across all stages of writing (planning, translating (writing), and revision). In addition, I was able to gain initial insights into the phases of writing in which intelligent feedback is most effective.}, author = {Weber, F.}, booktitle = {Thirty-Second European Conference on Information Systems (ECIS 2024)}, keywords = {itegpub}, pages = {1-16}, title = {Navigating the Writing Mind: Intelligent Feedback to Supporting Students’ Cognitive Writing Process}, year = 2024 }
Zahn, E.-M., Schöbel, S., Saqr, M., & Söllner, M. (2024). Mapping soft skills and further research directions for higher education: A bibliometric approach with structural topic modelling. Studies in Higher Education, 1-21. https://doi.org/https://doi.org/10.1080/03075079.2024.2361831
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The global landscape and labour market are rapidly evolving in the twenty-first century, requiring individuals to adapt flexibly to new situations. Soft skills, such as problem-solving and communication skills, are becoming increasingly important for preparing students in higher education for future job opportunities. We conducted a bibliometric analysis of 4,358 research studies with the aim of guiding future research and practice. We sought to answer the following research question: What research themes involving soft skills are discussed in the literature, and what further research avenues can inform us about teaching soft skills? Given the interdisciplinary, cross-cutting nature of soft skills, we analysed research from various fields to uncover the relevance of and relationships among different soft skill topics and to identify which soft skill topics are particularly important in higher education settings. To help researchers develop a holistic approach to soft skills education, we provide a summary of existing soft skills research and identify directions for future research. In addition, we outline the evolution of keyword clusters to illuminate the future directions. This approach facilitates a deeper and more nuanced exploration of the relevant concepts. Our research supports practitioners and fosters a better understanding of the meaning of soft skills and how they can be taught in higher education, especially in digital environments.
@article{zahn2024mapping, abstract = {The global landscape and labour market are rapidly evolving in the twenty-first century, requiring individuals to adapt flexibly to new situations. Soft skills, such as problem-solving and communication skills, are becoming increasingly important for preparing students in higher education for future job opportunities. We conducted a bibliometric analysis of 4,358 research studies with the aim of guiding future research and practice. We sought to answer the following research question: What research themes involving soft skills are discussed in the literature, and what further research avenues can inform us about teaching soft skills? Given the interdisciplinary, cross-cutting nature of soft skills, we analysed research from various fields to uncover the relevance of and relationships among different soft skill topics and to identify which soft skill topics are particularly important in higher education settings. To help researchers develop a holistic approach to soft skills education, we provide a summary of existing soft skills research and identify directions for future research. In addition, we outline the evolution of keyword clusters to illuminate the future directions. This approach facilitates a deeper and more nuanced exploration of the relevant concepts. Our research supports practitioners and fosters a better understanding of the meaning of soft skills and how they can be taught in higher education, especially in digital environments.}, author = {Zahn, E.-M. and Schöbel, S. and Saqr, M. and Söllner, M.}, journal = {Studies in Higher Education}, keywords = {pub_msö}, pages = {1-21}, title = {Mapping soft skills and further research directions for higher education: A bibliometric approach with structural topic modelling}, year = 2024 }
Söllner, M., Mishra, A. N., Becker, J.-M., & Leimeister, J. M. (2024). Use IT again? Dynamic roles of habit, intention and their interaction on continued system use by individuals in utilitarian, volitional contexts. European Journal of Information Systems, 33(1), Article 1. https://doi.org/10.1080/0960085X.2022.2115949
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This paper employs a longitudinal perspective to examine continued system use (CSU) by individuals in utilitarian, volitional contexts when alternative systems are present . We focus on two key behavioural antecedents of CSU – habit and continuance intention – and theorise how the relationships between CSU and these antecedents evolve over time. In addition, we hypothesise how the interaction effect of habit and intention on CSU evolves temporally. Our theorising differs from extant literature in two important respects: 1) In contrast to the widespread acceptance of the diminishing effect of continuance intention on CSU in the information systems (IS) literature, we hypothesise that in our context, its impact increases with time; and 2) In contrast to the negative moderation effect of habit on the relationship between intention and CSU proposed in the literature, we posit a positive interaction effect. We collect longitudinal survey data on the use of a higher education IS from students in a European university. Our results suggest that the impact of continuance intention on CSU as well as the interaction effect between habit and intention are increasing over time. We further introduce a methodological innovation – the permutation approach to conduct the multi-group analysis with repeated measures – to the literature.
@article{Söllner02012024, abstract = {This paper employs a longitudinal perspective to examine continued system use (CSU) by individuals in utilitarian, volitional contexts when alternative systems are present . We focus on two key behavioural antecedents of CSU – habit and continuance intention – and theorise how the relationships between CSU and these antecedents evolve over time. In addition, we hypothesise how the interaction effect of habit and intention on CSU evolves temporally. Our theorising differs from extant literature in two important respects: 1) In contrast to the widespread acceptance of the diminishing effect of continuance intention on CSU in the information systems (IS) literature, we hypothesise that in our context, its impact increases with time; and 2) In contrast to the negative moderation effect of habit on the relationship between intention and CSU proposed in the literature, we posit a positive interaction effect. We collect longitudinal survey data on the use of a higher education IS from students in a European university. Our results suggest that the impact of continuance intention on CSU as well as the interaction effect between habit and intention are increasing over time. We further introduce a methodological innovation – the permutation approach to conduct the multi-group analysis with repeated measures – to the literature.}, author = {Söllner, Matthias and Mishra, Abhay Nath and Becker, Jan-Michael and Leimeister, Jan Marco}, journal = {European Journal of Information Systems}, keywords = {pub_msö}, number = 1, pages = {80–96}, publisher = {Taylor \& Francis}, title = {Use IT again? Dynamic roles of habit, intention and their interaction on continued system use by individuals in utilitarian, volitional contexts}, volume = 33, year = 2024 }
Weingart, P., Wambsganss, T., & Söllner, M. (2024). Modelling Argumentation for an User Opinion Aggregation Tool. LREC/COLING, 11548-11559. http://dblp.uni-trier.de/db/conf/coling/coling2024.html#WeingartW024
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We introduce an argumentation annotation scheme that models basic argumentative structure and additional contextual details across diverse user opinion domains. Drawing from established argumentation modeling approaches and related theory on user opinions, the scheme integrates the concepts of argumentative components, specificity, sentiment and aspects of the user opinion domain. Our freely available dataset includes 1,016 user opinions with 7,266 sentences, spanning products from 19 e-commerce categories, restaurants, hotels, local services, and mobile applications. Utilizing the dataset, we trained three transformer-based models, demonstrating their efficacy in predicting the annotated classes for identifying argumentative statements and contextual details from user opinion documents. Finally, we evaluate a prototypical dashboard that integrates the model inferences to aggregate information and rank exemplary products based on a vast array of user opinions. Early results from an experimental evaluation with eighteen users include positive user perceptions but also highlight challenges when condensing detailed argumentative information to users.
@inproceedings{conf/coling/WeingartW024, abstract = {We introduce an argumentation annotation scheme that models basic argumentative structure and additional contextual details across diverse user opinion domains. Drawing from established argumentation modeling approaches and related theory on user opinions, the scheme integrates the concepts of argumentative components, specificity, sentiment and aspects of the user opinion domain. Our freely available dataset includes 1,016 user opinions with 7,266 sentences, spanning products from 19 e-commerce categories, restaurants, hotels, local services, and mobile applications. Utilizing the dataset, we trained three transformer-based models, demonstrating their efficacy in predicting the annotated classes for identifying argumentative statements and contextual details from user opinion documents. Finally, we evaluate a prototypical dashboard that integrates the model inferences to aggregate information and rank exemplary products based on a vast array of user opinions. Early results from an experimental evaluation with eighteen users include positive user perceptions but also highlight challenges when condensing detailed argumentative information to users.}, author = {Weingart, Pablo and Wambsganss, Thiemo and Söllner, Matthias}, booktitle = {LREC/COLING}, crossref = {conf/coling/2024}, keywords = {pub_msö}, pages = {11548-11559}, publisher = {ELRA and ICCL}, title = {Modelling Argumentation for an User Opinion Aggregation Tool.}, year = 2024 }
Zahn, E.-M., & Dickhaut, E. (2024). Theory-Driven Design of a Negotiation Canvas for Reaching Win-Win Agreements. DESRIST, 14621, 123-138. https://doi.org/https://doi.org/10.1007/978-3-031-61175-9_9
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In today’s interconnected world, negotiations are essential for navigating the complexities of personal and professional life. Resulting in a “negotiation network”, integrative negotiation strategies are gaining relevance for mutual benefit. However, negotiators often fall short due to inadequate preparation, focusing more on their own negotiation goals than understanding the other party’s priorities and interests. This challenge stems from inadequate preparation which is crucial in the overall negotiation process. A comprehensive preparation empowers negotiators to conduct a stronger and more reflective negotiation and to enable unexpected challenges with more confidence. As a result, negotiators can make informed and strategic decisions. However, an artifact that explicitly addresses the preparation process and prepares inexperienced negotiators in a structured and theoretically founded manner is missing. Therefore, we introduce a theory-driven negotiation canvas to prepare negotiations and reach win-win agreements. The canvas, addressing crucial negotiation elements, offers a structured approach to preparing for an upcoming negotiation. This research contributes to a more comprehensive understanding of negotiation preparation and provides a valuable tool to empower negotiators.
@inproceedings{conf/desrist/ZahnD24, abstract = {In today’s interconnected world, negotiations are essential for navigating the complexities of personal and professional life. Resulting in a “negotiation network”, integrative negotiation strategies are gaining relevance for mutual benefit. However, negotiators often fall short due to inadequate preparation, focusing more on their own negotiation goals than understanding the other party’s priorities and interests. This challenge stems from inadequate preparation which is crucial in the overall negotiation process. A comprehensive preparation empowers negotiators to conduct a stronger and more reflective negotiation and to enable unexpected challenges with more confidence. As a result, negotiators can make informed and strategic decisions. However, an artifact that explicitly addresses the preparation process and prepares inexperienced negotiators in a structured and theoretically founded manner is missing. Therefore, we introduce a theory-driven negotiation canvas to prepare negotiations and reach win-win agreements. The canvas, addressing crucial negotiation elements, offers a structured approach to preparing for an upcoming negotiation. This research contributes to a more comprehensive understanding of negotiation preparation and provides a valuable tool to empower negotiators.}, author = {Zahn, Eva-Maria and Dickhaut, Ernestine}, booktitle = {DESRIST}, crossref = {conf/desrist/2024}, keywords = {Zahn}, pages = {123-138}, publisher = {Springer}, series = {Lecture Notes in Computer Science}, title = {Theory-Driven Design of a Negotiation Canvas for Reaching Win-Win Agreements.}, volume = 14621, year = 2024 }
Becker, A., & Wambsganss, T. (2024). Investigating the Influence of Kolb’s Learning Cycle Embedded in Conversational Agents on Learning Outcomes. 15. https://aisel.aisnet.org/ecis2024/track01_peoplefirst/track01_peoplefirst/15
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In today's information-driven society, knowledge doesn’t last long. People need to keep learning. The experiential learning approach, which focuses on practical use, becomes very important. Combining this with Conversational Agents (CAs) can improve learning. A study involving 150 participants, guided by a CA in the fundamentals of argumentation, revealed that learners using a Conversational Agent with Kolb's Learning Cycle achieved superior outcomes in practical knowledge verification compared to those relying on a CA without the learning cycle. This underscores the effectiveness of merging experiential learning principles with Conversational Agents for improved educational results. The findings suggest that embracing technology in the realm of experiential learning contributes significantly to individual knowledge acquisition and application, addressing the demands of a swiftly evolving knowledge landscape.
@article{becker2024investigating, abstract = {In today's information-driven society, knowledge doesn’t last long. People need to keep learning. The experiential learning approach, which focuses on practical use, becomes very important. Combining this with Conversational Agents (CAs) can improve learning. A study involving 150 participants, guided by a CA in the fundamentals of argumentation, revealed that learners using a Conversational Agent with Kolb's Learning Cycle achieved superior outcomes in practical knowledge verification compared to those relying on a CA without the learning cycle. This underscores the effectiveness of merging experiential learning principles with Conversational Agents for improved educational results. The findings suggest that embracing technology in the realm of experiential learning contributes significantly to individual knowledge acquisition and application, addressing the demands of a swiftly evolving knowledge landscape.}, author = {Becker, Alexander and Wambsganss, Thiemo}, keywords = {becker}, pages = 15, publisher = {ECIS 2024 Proceedings}, title = {Investigating the Influence of Kolb's Learning Cycle Embedded in Conversational Agents on Learning Outcomes}, year = 2024 }
Hänel, M., Wambsganss, T., & Söllner, M. (2024). Towards Effective AI-Driven Reading Assistants: A Design Science Exploration. Thirty-Second European Conference on Information Systems. https://aisel.aisnet.org/ecis2024/track23_designresearch/track23_designresearch/12/
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Recent advancements in AI have led to the introduction of tools that support researchers in scientific reading. Tools such as SciSpace have come to the forefront to assist users in reading scientific texts. However, there is an insufficient theoretical foundation on how to design these reading assistants as well as no evidence of their effects, especially given the recent progress. Specifically, past literature lacks insights on evaluated user requirements and design principles for the design of computer-assisted reading systems. Addressing these challenges, we draw on Design Science Research (DSR) to derive and evaluate a set of five design principles for computer-assisted reading systems. Building on flow theory as our theoretical lens, we develop and perform a first proof-of-concept evaluation of a prototypical implementation of our principles as a computer-assisted reading artifact. Our design principles support researchers and practitioners on how to design, evaluate, and compare their AI-reading tools more effectively.
@article{hanel2024towards, abstract = {Recent advancements in AI have led to the introduction of tools that support researchers in scientific reading. Tools such as SciSpace have come to the forefront to assist users in reading scientific texts. However, there is an insufficient theoretical foundation on how to design these reading assistants as well as no evidence of their effects, especially given the recent progress. Specifically, past literature lacks insights on evaluated user requirements and design principles for the design of computer-assisted reading systems. Addressing these challenges, we draw on Design Science Research (DSR) to derive and evaluate a set of five design principles for computer-assisted reading systems. Building on flow theory as our theoretical lens, we develop and perform a first proof-of-concept evaluation of a prototypical implementation of our principles as a computer-assisted reading artifact. Our design principles support researchers and practitioners on how to design, evaluate, and compare their AI-reading tools more effectively.}, author = {Hänel, Martin and Wambsganss, Thiemo and Söllner, Matthias}, keywords = {pub_msö}, publisher = {ECIS 2024 Proceedings}, title = {Towards Effective AI-Driven Reading Assistants: A Design Science Exploration. Thirty-Second European Conference on Information Systems}, year = 2024 }
Dickhaut, E., Janson, A., Söllner, M., & Leimeister, J. M. (2024). Lawfulness by design – development and evaluation of lawful design patterns to consider legal requirements. European Journal of Information Systems, 33(4), Article 4. https://doi.org/10.1080/0960085X.2023.2174050
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New political objectives, emerging regulatory regimes for the digital sphere, and higher penalties for violations have intensified the pressure to develop lawful IT artefacts. As the adaptation of existing IT artefacts to new regulations can be expensive and arduous, a more attractive approach would be to design IT artefacts lawfully from the beginning. A major challenge is that the law is generally technology-neutral, and lawful design requires legal expertise throughout the development, which is costly and time consuming due to communication challenges between legal experts and developers. One possible approach to proactively consider IT regulations in the systems development is design patterns that convey legal design knowledge and support developers in determining the appropriate design options. Consequently, we develop a framework for lawful design patterns and demonstrate their feasibility and advantages using the example of developing AI-based assistants and the regulation of the General Data Protection Regulation (GDPR). Using the design pattern framework, we develop design patterns for lawful AI-based assistants and evaluate them using (a) an experimental approach to show the usefulness of the patterns for developers and (b) rely on a legal simulation study to holistically evaluate how design patterns contribute to lawful IT.
@article{Dickhaut03072024, abstract = {New political objectives, emerging regulatory regimes for the digital sphere, and higher penalties for violations have intensified the pressure to develop lawful IT artefacts. As the adaptation of existing IT artefacts to new regulations can be expensive and arduous, a more attractive approach would be to design IT artefacts lawfully from the beginning. A major challenge is that the law is generally technology-neutral, and lawful design requires legal expertise throughout the development, which is costly and time consuming due to communication challenges between legal experts and developers. One possible approach to proactively consider IT regulations in the systems development is design patterns that convey legal design knowledge and support developers in determining the appropriate design options. Consequently, we develop a framework for lawful design patterns and demonstrate their feasibility and advantages using the example of developing AI-based assistants and the regulation of the General Data Protection Regulation (GDPR). Using the design pattern framework, we develop design patterns for lawful AI-based assistants and evaluate them using (a) an experimental approach to show the usefulness of the patterns for developers and (b) rely on a legal simulation study to holistically evaluate how design patterns contribute to lawful IT.}, author = {Dickhaut, Ernestine and Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, journal = {European Journal of Information Systems}, keywords = {pub_msö}, number = 4, pages = {441–468}, publisher = {Taylor \& Francis}, title = {Lawfulness by design – development and evaluation of lawful design patterns to consider legal requirements}, volume = 33, year = 2024 }

2023[ to top ]

Weingart, P., Wambsganss, T., & Soellner, M. (2023). A taxonomy for deriving business insights from user-generated content. https://aisel.aisnet.org/ecis2023_rp/401/
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Deriving business insights from user-generated content (UGC) is a widely investigated phenomenon in information systems (IS) research. Due to its unstructured nature and technical constraints, UGC is still underutilized as a data source in research and practice. Using recent advancements in machine learning research, especially large language models (LLMs), IS researchers can possibly derive these insights more effectively. To guide and further understand the usage of these techniques, we develop a taxonomy that provides an overview of business insights derived from UGC. The taxonomy helps both practitioners and researchers identify, design, compare and evaluate the use of UGC in this IS context. Finally, we showcase an LLM-supported demo application that derives novel business insights and apply the taxonomy to it. In doing so, we show exemplary how LLMs can be used to develop new or extend existing NLP applications in the realm of IS.
@article{weingart2023taxonomy, abstract = {Deriving business insights from user-generated content (UGC) is a widely investigated phenomenon in information systems (IS) research. Due to its unstructured nature and technical constraints, UGC is still underutilized as a data source in research and practice. Using recent advancements in machine learning research, especially large language models (LLMs), IS researchers can possibly derive these insights more effectively. To guide and further understand the usage of these techniques, we develop a taxonomy that provides an overview of business insights derived from UGC. The taxonomy helps both practitioners and researchers identify, design, compare and evaluate the use of UGC in this IS context. Finally, we showcase an LLM-supported demo application that derives novel business insights and apply the taxonomy to it. In doing so, we show exemplary how LLMs can be used to develop new or extend existing NLP applications in the realm of IS.}, author = {Weingart, Pablo and Wambsganss, Thiemo and Soellner, Matthias}, keywords = {pub_msö}, title = {A taxonomy for deriving business insights from user-generated content}, year = 2023 }
Zahn, E.-M., Söllner, M., Ohde, F., & Blättel-Mink, B. (2023). Collaboration Engineering and Citizen Science for overcoming Sustainability Challenges. https://aisel.aisnet.org/sprouts_proceedings_siggreen_2022/1/
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One of the biggest challenges of our time is ensuring sustainability on an ecological, social, and economic level. Therefore, the United Nations created 17 Sustainable Development Goals (SDGs). These goals can only be achieved if a diverse group of stakeholders and citizens worldwide manages to formulate, understand, and negotiate competing interests and collaborate toward general welfare. Based on research on collaboration, it is evident that effective collaboration, especially when many different interests are involved, most likely not happens spontaneously. Research on collaboration engineering focuses on designing well-structured, effective, and repeatable collaboration processes to achieve a collaborative outcome. While collaboration engineering initially focused on smaller and mostly synchronous collaboration settings, recent research extends this perspective towards more extensive and more diverse groups and asynchronous settings (in time and place) based on novel technological possibilities. Consequently, we motivate and outline the development of an IT-based collaboration process that leverages the potential of citizen collaboration in the context of SDG 12-sustainable consumption and production.
@article{zahn2023collaboration, abstract = {One of the biggest challenges of our time is ensuring sustainability on an ecological, social, and economic level. Therefore, the United Nations created 17 Sustainable Development Goals (SDGs). These goals can only be achieved if a diverse group of stakeholders and citizens worldwide manages to formulate, understand, and negotiate competing interests and collaborate toward general welfare. Based on research on collaboration, it is evident that effective collaboration, especially when many different interests are involved, most likely not happens spontaneously. Research on collaboration engineering focuses on designing well-structured, effective, and repeatable collaboration processes to achieve a collaborative outcome. While collaboration engineering initially focused on smaller and mostly synchronous collaboration settings, recent research extends this perspective towards more extensive and more diverse groups and asynchronous settings (in time and place) based on novel technological possibilities. Consequently, we motivate and outline the development of an IT-based collaboration process that leverages the potential of citizen collaboration in the context of SDG 12-sustainable consumption and production.}, author = {Zahn, Eva-Maria and Söllner, Matthias and Ohde, Franziska and Blättel-Mink, Birgit}, keywords = {pub_msö}, title = {Collaboration Engineering and Citizen Science for overcoming Sustainability Challenges}, year = 2023 }
Hänel, M., & Söllner, M. (2023). Harnessing Conversational AI in Higher Education: The Education Buddy - An Innovative Intervention for International Students Facing Study Difficulties. GI-Jahrestagung, P-337, 385-388. https://dl.gi.de/server/api/core/bitstreams/71c76c28-7293-4b0f-b636-7ea2f23762a1/content
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As Germany anticipates a demographic shift necessitating reliance on foreign professionals, the integration of international students becomes critical. Despite being a preferred non-English speaking study destination, the country's academic environment – encompassing course materials, lectures, and organizational aspects – is predominantly German. This poses a significant language barrier for the 440,000 foreign students currently studying in Germany, potentially impeding their academic success and future professional integration. To mitigate this, we introduce the Education Buddy, a Conversational Agent (CA) designed to assist international students in navigating their studies. The Education Buddy emerges as a potentially effective tool for facilitating the successful participation of international students within the German academic system.
@inproceedings{conf/gi/Hanel023, abstract = {As Germany anticipates a demographic shift necessitating reliance on foreign professionals, the integration of international students becomes critical. Despite being a preferred non-English speaking study destination, the country's academic environment – encompassing course materials, lectures, and organizational aspects – is predominantly German. This poses a significant language barrier for the 440,000 foreign students currently studying in Germany, potentially impeding their academic success and future professional integration. To mitigate this, we introduce the Education Buddy, a Conversational Agent (CA) designed to assist international students in navigating their studies. The Education Buddy emerges as a potentially effective tool for facilitating the successful participation of international students within the German academic system.}, author = {Hänel, Martin and Söllner, Matthias}, booktitle = {GI-Jahrestagung}, crossref = {conf/gi/2023}, keywords = {pub_msö}, pages = {385-388}, publisher = {Gesellschaft für Informatik, Bonn}, series = {LNI}, title = {Harnessing Conversational AI in Higher Education: The Education Buddy - An Innovative Intervention for International Students Facing Study Difficulties.}, volume = {P-337}, year = 2023 }
Schlegel, L., Schöbel, S., & Söllner, M. (2023). Nudging Digital Learning - An Experimental Analysis of Social Nudges to Manage Self-Regulated Learning and Online Learning Success. 34-43. https://hdl.handle.net/10125/102634
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Self-regulated learning competencies are of increasing importance to ensure learning success in online learning environments. We investigate the use of digital social nudges in a self-reliant online learning situation to support learners in better managing their self-regulated learning behaviors. We ground our research on dual-process theory and social comparison theory to design social nudges. To evaluate our research model, we conduct an online experiment (N=226). The results show that social nudges positively impact learning outcomes mediated by self-regulated learning behaviors manifested using learning strategies. We found that positive emotions can further strengthen the positive effect of social nudges. Our results help to understand how social nudges can be efficiently used in online learning environments to support learners in better managing their learning processes and achieving learning outcomes. We open new chances for researchers and designers of online learning materials to support online learning processes.
@inproceedings{conf/hicss/SchlegelS023, abstract = {Self-regulated learning competencies are of increasing importance to ensure learning success in online learning environments. We investigate the use of digital social nudges in a self-reliant online learning situation to support learners in better managing their self-regulated learning behaviors. We ground our research on dual-process theory and social comparison theory to design social nudges. To evaluate our research model, we conduct an online experiment (N=226). The results show that social nudges positively impact learning outcomes mediated by self-regulated learning behaviors manifested using learning strategies. We found that positive emotions can further strengthen the positive effect of social nudges. Our results help to understand how social nudges can be efficiently used in online learning environments to support learners in better managing their learning processes and achieving learning outcomes. We open new chances for researchers and designers of online learning materials to support online learning processes.}, author = {Schlegel, Laura and Schöbel, Sofia and Söllner, Matthias}, crossref = {conf/hicss/2023}, keywords = {Schlegel}, pages = {34-43}, publisher = {ScholarSpace}, title = {Nudging Digital Learning - An Experimental Analysis of Social Nudges to Manage Self-Regulated Learning and Online Learning Success.}, year = 2023 }
Söllner, M., Bittner, E. A. C., Ebel, P. A., & Oeste-Reiß, S. (2023). Introduction to the Minitrack on Applications of Human-AI Collaboration: Insights from Theory and Practice. 236. https://scholarspace.manoa.hawaii.edu/bitstreams/e1f4ef9d-d775-40e4-9990-4d625b80b2ba/download
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@inproceedings{conf/hicss/0001BEO23, author = {Söllner, Matthias and Bittner, Eva A. C. and Ebel, Philipp Alexander and Oeste-Reiß, Sarah}, crossref = {conf/hicss/2023}, keywords = {pub_msö}, pages = 236, publisher = {ScholarSpace}, title = {Introduction to the Minitrack on Applications of Human-AI Collaboration: Insights from Theory and Practice.}, year = 2023 }
Elshan, E., Ebel, P. A., Söllner, M., & Leimeister, J. M. (2023). Leveraging Low Code Development of Smart Personal Assistants: An Integrated Design Approach with the SPADE Method. Journal of Management Information Systems (JMIS), 40(1), Article 1. https://doi.org/https://doi.org/10.1080/07421222.2023.2172776
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Smart personal assistants (SPAs), such as Alexa for example, promise individualized user interactions owing to their varying interaction possibilities, knowledgeability, and human-like behaviors. To support the widespread adoption and use of SPAs, organizations such as Google or Amazon provide low code environments that support the development of SPAs (e.g., for Google Home or Amazon’s Alexa). These so-called low code platforms enable domain experts (e.g., business users without programming skills or experience) to develop SPAs for their purposes. However, using these platforms alone does not guarantee a useful and good conversation with novel SPAs due to non-intuitive design choices. Following a design science research approach, we propose the Smart Personal Assistant for Domain Experts (SPADE) method to address the missing link. This method supports domain experts in the development and contextualization of sophisticated SPAs for various application scenarios and focuses especially on conversational and anthropomorphic design steps. Our proof of concept and proof of value results show that SPADE is useful for supporting domain experts to create effective SPAs in different domains beyond private set-ups.
@article{ls_leimeister, abstract = {Smart personal assistants (SPAs), such as Alexa for example, promise individualized user interactions owing to their varying interaction possibilities, knowledgeability, and human-like behaviors. To support the widespread adoption and use of SPAs, organizations such as Google or Amazon provide low code environments that support the development of SPAs (e.g., for Google Home or Amazon’s Alexa). These so-called low code platforms enable domain experts (e.g., business users without programming skills or experience) to develop SPAs for their purposes. However, using these platforms alone does not guarantee a useful and good conversation with novel SPAs due to non-intuitive design choices. Following a design science research approach, we propose the Smart Personal Assistant for Domain Experts (SPADE) method to address the missing link. This method supports domain experts in the development and contextualization of sophisticated SPAs for various application scenarios and focuses especially on conversational and anthropomorphic design steps. Our proof of concept and proof of value results show that SPADE is useful for supporting domain experts to create effective SPAs in different domains beyond private set-ups.}, author = {Elshan, Edona and Ebel, Philipp Alexander and Söllner, Matthias and Leimeister, Jan Marco}, journal = {Journal of Management Information Systems (JMIS)}, keywords = {pub_msö}, number = 1, pages = {96-129}, title = {Leveraging Low Code Development of Smart Personal Assistants: An Integrated Design Approach with the SPADE Method}, volume = 40, year = 2023 }
Weber, F., Wambsganss, T., & Soellner, M. (2023). Supporting Human Cognitive Writing Processes: Towards a Taxonomy of Writing Support Systems. https://aisel.aisnet.org/icis2023/hti/hti/1/
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In the field of natural language processing (NLP), advances in transformer architectures and large-scale language models have led to a plethora of designs and research on a new class of information systems (IS) called writing support systems, which help users plan, write, and revise their texts. Despite the growing interest in writing support systems in research, there needs to be more common knowledge about the different design elements of writing support systems. Our goal is, therefore, to develop a taxonomy to classify writing support systems into three main categories (technology, task/structure, and user). We evaluated and refined our taxonomy with seven interviewees with domain expertise, identified three clusters in the reviewed literature, and derived five archetypes of writing support system applications based on our categorization. Finally, we formulate a new research agenda to guide researchers in the development and evaluation of writing support systems.
@article{weber2023supporting, abstract = {In the field of natural language processing (NLP), advances in transformer architectures and large-scale language models have led to a plethora of designs and research on a new class of information systems (IS) called writing support systems, which help users plan, write, and revise their texts. Despite the growing interest in writing support systems in research, there needs to be more common knowledge about the different design elements of writing support systems. Our goal is, therefore, to develop a taxonomy to classify writing support systems into three main categories (technology, task/structure, and user). We evaluated and refined our taxonomy with seven interviewees with domain expertise, identified three clusters in the reviewed literature, and derived five archetypes of writing support system applications based on our categorization. Finally, we formulate a new research agenda to guide researchers in the development and evaluation of writing support systems.}, author = {Weber, Florian and Wambsganss, Thiemo and Soellner, Matthias}, keywords = {pub_msö}, publisher = {AIS Electronic Library}, title = {Supporting Human Cognitive Writing Processes: Towards a Taxonomy of Writing Support Systems}, year = 2023 }
Renner, M., Lins, S., Söllner, M., Jarvenpaa, S., & Sunyaev, A. (2023). Artificial Intelligence-Driven Convergence and its Moderating Effect on Multi-Source Trust Transfer. 5208-5217. https://hdl.handle.net/10125/103271
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AI-driven convergence describes how innovative products emerge from the interplay of embedded artificial intelligence (AI) in existing technologies. Trust transfer theory provides an excellent opportunity to deepen prevailing discussions about trust in such converged products. However, AI-driven convergence challenges existing theoretical assumptions. The context-specific interplay of multiple trust sources may affect users’ trust transfer and the predominance of trust sources. We contextualized AI-driven convergence and investigated its impact on multi-source trust transfer. We conducted semi-structured interviews with 25 participants in the context of autonomous vehicles. Our results indicate that users’ perceived trust source control, perceived trust source accessibility, and perceived trust source value creation share may moderate users’ trust transfer. We contribute to research by contextualizing convergence in AI, revealing the impact of AI-driven convergence on trust transfer and the importance of trust as a dynamic construct.
@inproceedings{conf/hicss/RennerL0JS23, abstract = {AI-driven convergence describes how innovative products emerge from the interplay of embedded artificial intelligence (AI) in existing technologies. Trust transfer theory provides an excellent opportunity to deepen prevailing discussions about trust in such converged products. However, AI-driven convergence challenges existing theoretical assumptions. The context-specific interplay of multiple trust sources may affect users’ trust transfer and the predominance of trust sources. We contextualized AI-driven convergence and investigated its impact on multi-source trust transfer. We conducted semi-structured interviews with 25 participants in the context of autonomous vehicles. Our results indicate that users’ perceived trust source control, perceived trust source accessibility, and perceived trust source value creation share may moderate users’ trust transfer. We contribute to research by contextualizing convergence in AI, revealing the impact of AI-driven convergence on trust transfer and the importance of trust as a dynamic construct.}, author = {Renner, Maximilian and Lins, Sebastian and Söllner, Matthias and Jarvenpaa, Sirkka and Sunyaev, Ali}, crossref = {conf/hicss/2023}, keywords = {pub_msö}, pages = {5208-5217}, publisher = {ScholarSpace}, title = {Artificial Intelligence-Driven Convergence and its Moderating Effect on Multi-Source Trust Transfer.}, year = 2023 }
Oeste-Reiß, S., Söllner, M., & Leimeister, J. M. (2023). Collaborative Work Practices for Management Education: Using Collaboration Engineering to Design a Reusable and Scalable Collaborative Learning Instructional Design. Hawaii International Conference on System Sciences (HICCS). https://pubs.wi-kassel.de/wp-content/uploads/2022/10/JML_893.pdf
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Pandemics like COVID-19 highlight the needs and pitfalls of inclusive and equitable education in a digital society. IT-based instructional designs are needed to increase learners’ expertise, and to develop higher-order thinking skills. Instructional designs for collaborative learning (CL) seem to be a promising solution. However, they are mostly suitable for face-to-face and not for distance teaching. The core problem that impedes their reusability and scalability is a ‘collaboration problem’ for which collaboration engineering (CE) provides guidance. Therefore, we deploy a design science research study and contribute to CL and CE literature. We develop requirements and provide the design of an IT-based collaborative work practice fostering CL. We provide empirical evidence with an online experiment in a large-scale lecture with undergraduate business information students. This reveals that groups of learners who followed our CL experience achieve higher levels of expertise than those who followed a traditional ad hoc CL experience.
@inproceedings{ls_leimeister, abstract = {Pandemics like COVID-19 highlight the needs and pitfalls of inclusive and equitable education in a digital society. IT-based instructional designs are needed to increase learners’ expertise, and to develop higher-order thinking skills. Instructional designs for collaborative learning (CL) seem to be a promising solution. However, they are mostly suitable for face-to-face and not for distance teaching. The core problem that impedes their reusability and scalability is a ‘collaboration problem’ for which collaboration engineering (CE) provides guidance. Therefore, we deploy a design science research study and contribute to CL and CE literature. We develop requirements and provide the design of an IT-based collaborative work practice fostering CL. We provide empirical evidence with an online experiment in a large-scale lecture with undergraduate business information students. This reveals that groups of learners who followed our CL experience achieve higher levels of expertise than those who followed a traditional ad hoc CL experience.}, address = {Maui, Hawaii, USA}, author = {Oeste-Reiß, Sarah and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Hawaii International Conference on System Sciences (HICCS)}, keywords = {pub_msö}, title = {Collaborative Work Practices for Management Education: Using Collaboration Engineering to Design a Reusable and Scalable Collaborative Learning Instructional Design}, year = 2023 }
Weber, F., Wambsganss, T., & Soellner, M. (2023). Design and Evaluation of an AI-based Learning System to Foster Students’ Structural and Persuasive Writing in Law Courses. https://aisel.aisnet.org/icis2023/learnandiscurricula/learnandiscurricula/9/
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Structured and persuasive writing is essential for effective communication, convincing readers of argument validity, and inspiring action. However, studies indicate a decline in students' proficiency in this area. This decline poses challenges in disciplines like law, where success relies on structured and persuasive writing skills. To address these issues, we present the results of our design science research project to develop an AI-based learning system that helps students learn legal writing. Our results from two different experiments with 104 students demonstrate the usefulness of our fully working AI-based learning system to support law students independent of a human instructor, time, and location. In addition to providing our embedded software artifact, we document our evaluated design knowledge as a design theory. Thus, we provide the first step toward a nascent design theory for the development of AI-based learning systems for legal writing.
@article{weber2023design, abstract = {Structured and persuasive writing is essential for effective communication, convincing readers of argument validity, and inspiring action. However, studies indicate a decline in students' proficiency in this area. This decline poses challenges in disciplines like law, where success relies on structured and persuasive writing skills. To address these issues, we present the results of our design science research project to develop an AI-based learning system that helps students learn legal writing. Our results from two different experiments with 104 students demonstrate the usefulness of our fully working AI-based learning system to support law students independent of a human instructor, time, and location. In addition to providing our embedded software artifact, we document our evaluated design knowledge as a design theory. Thus, we provide the first step toward a nascent design theory for the development of AI-based learning systems for legal writing.}, author = {Weber, Florian and Wambsganss, Thiemo and Soellner, Matthias}, keywords = {pub_msö}, publisher = {AIS Electronic Library}, title = {Design and Evaluation of an AI-based Learning System to Foster Students' Structural and Persuasive Writing in Law Courses}, year = 2023 }
Zahn, E.-M., Dickhaut, E., Vonhof, M., & Söllner, M. (2023). Computational Thinking for Design Science Researchers -- A Modular Training Approach. In A. Gerber & R. Baskerville (Eds.), Design Science Research for a New Society: Society 5.0. https://link.springer.com/chapter/10.1007/978-3-031-32808-4_23
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Addressing and solving challenges by designing innovative artifacts is one of the main objectives of design science research (DSR). However, to achieve this goal, learning the theory of DSR and its methodology alone is not enough. We argue that computational thinking (CT) is an important skill set for design science researchers, since it helps to understand and structure problems from a computational point of view, which is an important basis for developing effective and innovative information system artifacts. CT consists of four core components: (1) dividing the problem, (2) abstraction, (3) pattern recognition, and (4) algorithmic thinking. Therefore, it is a skill set that can support DSR researchers in a broad way. However, so far, CT is rarely taught and trained and mainly not part of DSR courses. To close this gap and to train CT comprehensively, we develop a course based on low code programming, in other words, programming with little to no code. Our training can be embedded in DSR courses in a modular way. Thus, during a DSR course, students and researchers can develop and improve various prototypes with little effort and transfer the acquired competence to new design projects. As a central contribution of our study, we show how the training of CT can be applied in a modular way in DSR courses.
@inproceedings{10.1007/978-3-031-32808-4_23, abstract = {Addressing and solving challenges by designing innovative artifacts is one of the main objectives of design science research (DSR). However, to achieve this goal, learning the theory of DSR and its methodology alone is not enough. We argue that computational thinking (CT) is an important skill set for design science researchers, since it helps to understand and structure problems from a computational point of view, which is an important basis for developing effective and innovative information system artifacts. CT consists of four core components: (1) dividing the problem, (2) abstraction, (3) pattern recognition, and (4) algorithmic thinking. Therefore, it is a skill set that can support DSR researchers in a broad way. However, so far, CT is rarely taught and trained and mainly not part of DSR courses. To close this gap and to train CT comprehensively, we develop a course based on low code programming, in other words, programming with little to no code. Our training can be embedded in DSR courses in a modular way. Thus, during a DSR course, students and researchers can develop and improve various prototypes with little effort and transfer the acquired competence to new design projects. As a central contribution of our study, we show how the training of CT can be applied in a modular way in DSR courses.}, address = {Cham}, author = {Zahn, Eva-Maria and Dickhaut, Ernestine and Vonhof, Mark and Söllner, Matthias}, booktitle = {Design Science Research for a New Society: Society 5.0}, editor = {Gerber, Aurona and Baskerville, Richard}, keywords = {pub_msö}, pages = {360–374}, publisher = {Springer Nature Switzerland}, title = {Computational Thinking for Design Science Researchers – A Modular Training Approach}, year = 2023 }
Schlegel, L., Schöbel, S., & Söllner, M. (2023). Nudging Digital Learning – An Experimental Analysis of Social Nudges to Manage Self-Regulated Learning and Online Learning Success. https://doi.org/10.24251/HICSS.2023.006
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Self-regulated learning competencies are of increasing importance to ensure learning success in online learning environments. We investigate the use of digital social nudges in a self-reliant online learning situation to support learners in better managing their self-regulated learning behaviors. We ground our research on dual-process theory and social comparison theory to design social nudges. To evaluate our research model, we conduct an online experiment (N=226). The results show that social nudges positively impact learning outcomes mediated by self-regulated learning behaviors manifested using learning strategies. We found that positive emotions can further strengthen the positive effect of social nudges. Our results help to understand how social nudges can be efficiently used in online learning environments to support learners in better managing their learning processes and achieving learning outcomes. We open new chances for researchers and designers of online learning materials to support online learning processes.
@inproceedings{inproceedings, abstract = {Self-regulated learning competencies are of increasing importance to ensure learning success in online learning environments. We investigate the use of digital social nudges in a self-reliant online learning situation to support learners in better managing their self-regulated learning behaviors. We ground our research on dual-process theory and social comparison theory to design social nudges. To evaluate our research model, we conduct an online experiment (N=226). The results show that social nudges positively impact learning outcomes mediated by self-regulated learning behaviors manifested using learning strategies. We found that positive emotions can further strengthen the positive effect of social nudges. Our results help to understand how social nudges can be efficiently used in online learning environments to support learners in better managing their learning processes and achieving learning outcomes. We open new chances for researchers and designers of online learning materials to support online learning processes.}, author = {Schlegel, Laura and Schöbel, Sofia and Söllner, Matthias}, keywords = {Schlegel}, title = {Nudging Digital Learning – An Experimental Analysis of Social Nudges to Manage Self-Regulated Learning and Online Learning Success}, year = 2023 }
Oeste-Reiß, S., Söllner, M., & Leimeister, J. M. (2023). Transferring Well-Performing Collaborative Work Practices with Parameterized Templates and Guidebooks: Empowering Subject Matter Experts for an Adaptation to Slightly Different Contexts. 520-529. https://hdl.handle.net/10125/102694
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Collaborative work practices (CWPs) package facilitation expertise and have the potential to increase team productivity up to 90%. Collaboration engineers develop CWPs and deploy them to practitioners that execute them. These CWPs, however, are typically customized to conditions of a specific use case. This creates the challenge that changing use case conditions or even small variations across contexts, hinder well-performing CWPs of being applied more often to create a long-term value. Practitioners fail to adapt existing CWPs due to missing collaboration expertise and adaptation guidelines. To address this challenge in collaboration engineering literature, we introduce a) the Subject Matter Expert role; b) the ‘CWP Adaptation Approach’ that formalizes the transfer of CWPs to different contexts with parameterized Templates and Guidebooks. To show a first proof-of-concept, we further inductively generalize from an exemplarily use case with a well-performing CWP in the educational domain.
@inproceedings{conf/hicss/Oeste-Reiss0L23a, abstract = {Collaborative work practices (CWPs) package facilitation expertise and have the potential to increase team productivity up to 90%. Collaboration engineers develop CWPs and deploy them to practitioners that execute them. These CWPs, however, are typically customized to conditions of a specific use case. This creates the challenge that changing use case conditions or even small variations across contexts, hinder well-performing CWPs of being applied more often to create a long-term value. Practitioners fail to adapt existing CWPs due to missing collaboration expertise and adaptation guidelines. To address this challenge in collaboration engineering literature, we introduce a) the Subject Matter Expert role; b) the ‘CWP Adaptation Approach’ that formalizes the transfer of CWPs to different contexts with parameterized Templates and Guidebooks. To show a first proof-of-concept, we further inductively generalize from an exemplarily use case with a well-performing CWP in the educational domain.}, author = {Oeste-Reiß, Sarah and Söllner, Matthias and Leimeister, Jan Marco}, crossref = {conf/hicss/2023}, keywords = {pub_msö}, pages = {520-529}, publisher = {ScholarSpace}, title = {Transferring Well-Performing Collaborative Work Practices with Parameterized Templates and Guidebooks: Empowering Subject Matter Experts for an Adaptation to Slightly Different Contexts.}, year = 2023 }
Weber, F., Wambsganss, T., Neshaei, S. P., & Söllner, M. (2023). Structured Persuasive Writing Support in Legal Education: A Model and Tool for German Legal Case Solutions. In A. Rogers, J. L. Boyd-Graber, & N. Okazaki (Eds.), ACL (Findings). https://aclanthology.org/2023.findings-acl.145
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We present an annotation approach for capturing structured components and arguments inlegal case solutions of German students. Based on the appraisal style, which dictates the structured way of persuasive writing in German law, we propose an annotation scheme with annotation guidelines that identify structured writing in legal case solutions. We conducted an annotation study with two annotators and annotated legal case solutions to capture the structures of a persuasive legal text. Based on our dataset, we trained three transformer-based models to show that the annotated components can be successfully predicted, e.g. to provide users with writing assistance for legal texts. We evaluated a writing support system in which our models were integrated in an online experiment with law students and found positive learning success and users’ perceptions. Finally, we present our freely available corpus of 413 law student case studies to support the development of intelligent writing support systems.
@inproceedings{conf/acl/WeberWN023, abstract = {We present an annotation approach for capturing structured components and arguments inlegal case solutions of German students. Based on the appraisal style, which dictates the structured way of persuasive writing in German law, we propose an annotation scheme with annotation guidelines that identify structured writing in legal case solutions. We conducted an annotation study with two annotators and annotated legal case solutions to capture the structures of a persuasive legal text. Based on our dataset, we trained three transformer-based models to show that the annotated components can be successfully predicted, e.g. to provide users with writing assistance for legal texts. We evaluated a writing support system in which our models were integrated in an online experiment with law students and found positive learning success and users’ perceptions. Finally, we present our freely available corpus of 413 law student case studies to support the development of intelligent writing support systems.}, author = {Weber, Florian and Wambsganss, Thiemo and Neshaei, Seyed Parsa and Söllner, Matthias}, booktitle = {ACL (Findings)}, crossref = {conf/acl/2023f}, editor = {Rogers, Anna and Boyd-Graber, Jordan L. and Okazaki, Naoaki}, keywords = {pub_msö}, pages = {2296-2313}, publisher = {Association for Computational Linguistics}, title = {Structured Persuasive Writing Support in Legal Education: A Model and Tool for German Legal Case Solutions.}, year = 2023 }
Weber, F., Wambsganss, T., & Söllner, M. (2023). Unterstützung des juristischen Schreibens durch ein KI- basiertes Schreibsystem. GI-Jahrestagung, P-337, 357-362. https://nextcloud.gi.de/s/onnyxKSQoFHdqar
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In einer zunehmend vernetzten Welt gewinnt die Fähigkeit klar strukturiert und überzeugend zu schreiben, insbesondere im Bereich des Rechts, an Bedeutung, da sie eine grundlegende Komponente effektiver juristischer Kommunikation darstellt. Jedoch zeigen Studien, dass die Schreibfähigkeiten von Studierenden in diesem Bereich abnehmen. Um diese Probleme zu überwinden, präsentieren wir ein innovatives KI-basiertes Schreibunterstützungssystem, das Studierenden beim Erlernen des juristischen Schreibens hilft. Das System wurde in mehreren Sitzungen eines Tutoriums an einer deutschen Universität eingesetzt und evaluiert. Die Ergebnisse der Evaluation zeigen die Nützlichkeit unseres KI-basierten Schreibsystems. Unsere Forschung markiert einen wichtigen Meilenstein in der Entwicklung von KI-basierten Lernsystemen für das juristische Schreiben. Sie bildet die Grundlage für zukünftige Fortschritte auf diesem Gebiet und eröffnet neue Möglichkeiten zur Erkundung des Potenzials von KI im Bereich des juristischen Schreibens.
@inproceedings{conf/gi/WeberW023, abstract = {In einer zunehmend vernetzten Welt gewinnt die Fähigkeit klar strukturiert und überzeugend zu schreiben, insbesondere im Bereich des Rechts, an Bedeutung, da sie eine grundlegende Komponente effektiver juristischer Kommunikation darstellt. Jedoch zeigen Studien, dass die Schreibfähigkeiten von Studierenden in diesem Bereich abnehmen. Um diese Probleme zu überwinden, präsentieren wir ein innovatives KI-basiertes Schreibunterstützungssystem, das Studierenden beim Erlernen des juristischen Schreibens hilft. Das System wurde in mehreren Sitzungen eines Tutoriums an einer deutschen Universität eingesetzt und evaluiert. Die Ergebnisse der Evaluation zeigen die Nützlichkeit unseres KI-basierten Schreibsystems. Unsere Forschung markiert einen wichtigen Meilenstein in der Entwicklung von KI-basierten Lernsystemen für das juristische Schreiben. Sie bildet die Grundlage für zukünftige Fortschritte auf diesem Gebiet und eröffnet neue Möglichkeiten zur Erkundung des Potenzials von KI im Bereich des juristischen Schreibens.}, author = {Weber, Florian and Wambsganss, Thiemo and Söllner, Matthias}, booktitle = {GI-Jahrestagung}, crossref = {conf/gi/2023}, keywords = {pub_msö}, pages = {357-362}, publisher = {Gesellschaft für Informatik, Bonn}, series = {LNI}, title = {Unterstützung des juristischen Schreibens durch ein KI- basiertes Schreibsystem.}, volume = {P-337}, year = 2023 }

2022[ to top ]

Renner, M., Lins, S., Söllner, M., Thiebes, S., & Sunyaev, A. (2022). Understanding the Necessary Conditions of Multi-Source Trust Transfer in Artificial Intelligence. Proceedings of the 55th Hawaii International Conference on System Sciences. http://hdl.handle.net/10125/80057
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Trust plays an increasingly important role, especially in new emerging AI-capable technologies. While different frameworks on establishing trustworthy AI were developed, extant research mostly neglects trust transfer mechanisms. We focus on multi-source trust transfer while taking a dual trust perspective including trust in provider and trust in technology. Our study falls in the context of autonomous vehicles as a target and AI and vehicles as sources. While conducting a survey with 432 participants, we applied necessary condition analysis to understand which sources are necessary for a multi-source trust transfer. Our results indicate that for trust in technology, AI and vehicle technology are necessary sources. In contrast, for trust in provider, only vehicle provider represents a necessary source. We contribute to research by providing a fresh perspective on trust in AI-capable technologies, applying a novel data analysis method to reveal necessary trust sources, and consider duality of trust in trust transfer.
@inproceedings{maximilian2022understanding, abstract = {Trust plays an increasingly important role, especially in new emerging AI-capable technologies. While different frameworks on establishing trustworthy AI were developed, extant research mostly neglects trust transfer mechanisms. We focus on multi-source trust transfer while taking a dual trust perspective including trust in provider and trust in technology. Our study falls in the context of autonomous vehicles as a target and AI and vehicles as sources. While conducting a survey with 432 participants, we applied necessary condition analysis to understand which sources are necessary for a multi-source trust transfer. Our results indicate that for trust in technology, AI and vehicle technology are necessary sources. In contrast, for trust in provider, only vehicle provider represents a necessary source. We contribute to research by providing a fresh perspective on trust in AI-capable technologies, applying a novel data analysis method to reveal necessary trust sources, and consider duality of trust in trust transfer.}, author = {Renner, Maximilian and Lins, Sebastian and Söllner, Matthias and Thiebes, Scott and Sunyaev, Ali}, booktitle = {Proceedings of the 55th Hawaii International Conference on System Sciences}, keywords = {pub_msö}, publisher = {Hawaii International Conference on System Sciences}, title = {Understanding the Necessary Conditions of Multi-Source Trust Transfer in Artificial Intelligence}, year = 2022 }
Weber, F., Schween, S., Wambsganß, T., & Söllner, M. (2022). A speech-based empathy training system - initial design insights. https://www.researchgate.net/publication/361264678_A_speech-based_empathy_training_system_-_initial_design_insights_Research_in_Progress
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Empathy is an essential component of human communication since it increases our understanding and perception of others. However, studies show that students' empathy skills have declined rapidly in the last decades. Against this background, practitioner reports predict that the importance of empathy will increase as a skill for successful agile teamwork in the future. Therefore, researchers have designed information systems to train empathy abilities of learners in different domains. Nevertheless, research on automated speech-based training is rather scarce. Hence, we aim to investigate how to design a speech-based empathy training system that helps students react emotionally adequately in communication. This research in progress paper presents five initial requirements that guide future research and development of a speech-based empathy training system intended to support students' self-regulated learning. With this, we hope to provide guidance for the design and embedding of speech-based empathy training systems at scale.
@conference{inproceedings, abstract = {Empathy is an essential component of human communication since it increases our understanding and perception of others. However, studies show that students' empathy skills have declined rapidly in the last decades. Against this background, practitioner reports predict that the importance of empathy will increase as a skill for successful agile teamwork in the future. Therefore, researchers have designed information systems to train empathy abilities of learners in different domains. Nevertheless, research on automated speech-based training is rather scarce. Hence, we aim to investigate how to design a speech-based empathy training system that helps students react emotionally adequately in communication. This research in progress paper presents five initial requirements that guide future research and development of a speech-based empathy training system intended to support students' self-regulated learning. With this, we hope to provide guidance for the design and embedding of speech-based empathy training systems at scale.}, author = {Weber, Florian and Schween, Sebastian and Wambsganß, Thiemo and Söllner, Matthias}, keywords = {pub_msö}, title = {A speech-based empathy training system - initial design insights}, year = 2022 }
Janson, A., Dickhaut, E., & Söllner, M. (2022). Designing for Cultural Values: Towards a Theory-motivated Method for Culture-sensitive Adaptation of Information Systems. Proceedings of the 55th Hawaii International Conference on System Sciences. https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1565&context=hicss-55
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To ensure that an intended target group accepts and uses an information system (IS) is a major challenge for service systems engineering and a key interest in IS research. On the one hand, individuals’ cultural values affect their willingness to use an IS; on the other hand, information technology (IT) is neither value-neutral and, thus, also affects IT acceptance and usage. Therefore, the adaptation of IS should consider both sources of value. Thus, in this paper, we present the theory-driven design of a method for culturesensitive IS adaptation that draws on IT-culture conflict theory. Our two-fold evaluation approach results show that the method enables to create feasible results for developing culture-sensitive design solutions for IS. As a theoretical contribution, we contribute to the exploration of culture in IS development; as a practical contribution, we provide guidance in how to adapt IS for specific target groups.
@inproceedings{noauthororeditor2022designing, abstract = {To ensure that an intended target group accepts and uses an information system (IS) is a major challenge for service systems engineering and a key interest in IS research. On the one hand, individuals’ cultural values affect their willingness to use an IS; on the other hand, information technology (IT) is neither value-neutral and, thus, also affects IT acceptance and usage. Therefore, the adaptation of IS should consider both sources of value. Thus, in this paper, we present the theory-driven design of a method for culturesensitive IS adaptation that draws on IT-culture conflict theory. Our two-fold evaluation approach results show that the method enables to create feasible results for developing culture-sensitive design solutions for IS. As a theoretical contribution, we contribute to the exploration of culture in IS development; as a practical contribution, we provide guidance in how to adapt IS for specific target groups.}, author = {Janson, Andreas and Dickhaut, Ernestine and Söllner, Matthias}, booktitle = {Proceedings of the 55th Hawaii International Conference on System Sciences}, keywords = {pub_msö}, publisher = {Hawaii International Conference on System Sciences}, title = {Designing for Cultural Values: Towards a Theory-motivated Method for Culture-sensitive Adaptation of Information Systems}, year = 2022 }
Hornung, G., Söllner, M., Stroscher, J.-P., & Zahn, E.-M. (2022). Kollaboration im Datenschutz. Datenschutz und Datensicherheit. Datenschutz Und Datensicherheit - DuD, 46(6), Article 6. https://doi.org/10.1007/s11623-022-1625-4
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Die DSGVO enthält sehr unterschiedliche Vorgaben zur Zusammenarbeit verschiedener Akteure, aber kein systematisches Modell für die Ausgestaltung dieser Formen der Zusammenarbeit. Gerade für KMU könnten standardisierte Verfahren ein Ansatz zur effizienten Umsetzung sein. Der Beitrag untersucht die Frage, an welchen Stellen Ansätze des Collaboration Engineering Zusammenarbeitsprozesse ermöglichen würden, die die gesetzlichen Vorgaben mit Leben füllen.
@article{Hornung2022, abstract = {Die DSGVO enthält sehr unterschiedliche Vorgaben zur Zusammenarbeit verschiedener Akteure, aber kein systematisches Modell für die Ausgestaltung dieser Formen der Zusammenarbeit. Gerade für KMU könnten standardisierte Verfahren ein Ansatz zur effizienten Umsetzung sein. Der Beitrag untersucht die Frage, an welchen Stellen Ansätze des Collaboration Engineering Zusammenarbeitsprozesse ermöglichen würden, die die gesetzlichen Vorgaben mit Leben füllen.}, author = {Hornung, Gerrit and Söllner, Matthias and Stroscher, Jan-Philipp and Zahn, Eva-Maria}, journal = {Datenschutz und Datensicherheit - DuD}, keywords = {pub_msö}, month = {06}, number = 6, pages = {384–389}, title = {Kollaboration im Datenschutz. Datenschutz und Datensicherheit}, volume = 46, year = 2022 }
Wambsganss, T., Söllner, M., Koedinger, K., & Leimeister, J. M. (2022, May). Adaptive Empathy Learning Support in Peer Review Scenarios. ACM CHI Conference on Human Factors in Computing System (CHI). https://doi.org/10.1145/3491102.3517740
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Advances in Natural Language Processing offer techniques to de- tect the empathy level in texts. To test if individual feedback on certain students’ empathy level in their peer review writing pro- cess will help them to write more empathic reviews, we developed ELEA, an adaptive writing support system that provides students with feedback on the cognitive and emotional empathy structures. We compared ELEA to a proven empathy support tool in a peer review setting with 119 students. We found students using ELEA wrote more empathic peer reviews with a higher level of emotional empathy compared to the control group. The high perceived skill learning, the technology acceptance, and the level of enjoyment provide promising results to use such an approach as a feedback application in traditional learning settings. Our results indicate that learning applications based on NLP are able to foster empathic writing skills of students in peer review scenarios.
@inproceedings{ls_leimeister, abstract = {Advances in Natural Language Processing offer techniques to de- tect the empathy level in texts. To test if individual feedback on certain students’ empathy level in their peer review writing pro- cess will help them to write more empathic reviews, we developed ELEA, an adaptive writing support system that provides students with feedback on the cognitive and emotional empathy structures. We compared ELEA to a proven empathy support tool in a peer review setting with 119 students. We found students using ELEA wrote more empathic peer reviews with a higher level of emotional empathy compared to the control group. The high perceived skill learning, the technology acceptance, and the level of enjoyment provide promising results to use such an approach as a feedback application in traditional learning settings. Our results indicate that learning applications based on NLP are able to foster empathic writing skills of students in peer review scenarios.}, address = {New Orleans, Louisiana, USA}, author = {Wambsganss, Thiemo and Söllner, Matthias and Koedinger, Kenneth and Leimeister, Jan Marco}, booktitle = {ACM CHI Conference on Human Factors in Computing System (CHI)}, keywords = {pub_msö}, month = {05}, title = {Adaptive Empathy Learning Support in Peer Review Scenarios}, year = 2022 }

2021[ to top ]

Wambsganss, T., Niklaus, C., Söllner, M., Handschuh, S., & Leimeister, J. M. (2021, August). Supporting Cognitive and Emotional Empathic Writing of Students. Joint Conference of the Annual Meeting of the Association for Computational Linguistics and International Joint Conference on Natural Language Processing (ACL-IJCNLP). http://pubs.wi-kassel.de/wp-content/uploads/2021/08/JML_834.pdf
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We present an annotation approach to capturing emotional and cognitive empathy in student-written peer reviews on business models in German. We propose an annotation scheme that allows us to model emotional and cognitive empathy scores based on three types of review components. Also, we conducted an annotation study with three annotators based on 92 student essays to evaluate our annotation scheme. The obtained inter-rater agreement of alpha=0.79 for the components and the multi-pi=0.41 for the empathy scores indicate that the proposed annotation scheme successfully guides annotators to a substantial to moderate agreement. Moreover, we trained predictive models to detect the annotated empathy structures and embedded them in an adaptive writing support system for students to receive individual empathy feedback independent of an instructor, time, and location. We evaluated our tool in a peer learning exercise with 58 students and found promising results for perceived empathy skill learning, perceived feedback accuracy, and intention to use. Finally, we present our freely available corpus of 500 empathy-annotated, student-written peer reviews on business models and our annotation guidelines to encourage future research on the design and development of empathy support systems.
@inproceedings{ls_leimeister, abstract = {We present an annotation approach to capturing emotional and cognitive empathy in student-written peer reviews on business models in German. We propose an annotation scheme that allows us to model emotional and cognitive empathy scores based on three types of review components. Also, we conducted an annotation study with three annotators based on 92 student essays to evaluate our annotation scheme. The obtained inter-rater agreement of alpha=0.79 for the components and the multi-pi=0.41 for the empathy scores indicate that the proposed annotation scheme successfully guides annotators to a substantial to moderate agreement. Moreover, we trained predictive models to detect the annotated empathy structures and embedded them in an adaptive writing support system for students to receive individual empathy feedback independent of an instructor, time, and location. We evaluated our tool in a peer learning exercise with 58 students and found promising results for perceived empathy skill learning, perceived feedback accuracy, and intention to use. Finally, we present our freely available corpus of 500 empathy-annotated, student-written peer reviews on business models and our annotation guidelines to encourage future research on the design and development of empathy support systems.}, author = {Wambsganss, Thiemo and Niklaus, Christina and Söllner, Matthias and Handschuh, Siegfried and Leimeister, Jan Marco}, booktitle = {Joint Conference of the Annual Meeting of the Association for Computational Linguistics and International Joint Conference on Natural Language Processing (ACL-IJCNLP)}, keywords = {pub_msö}, month = {08}, title = {Supporting Cognitive and Emotional Empathic Writing of Students}, year = 2021 }
Winkler, R., Söllner, M., & Leimeister, J. M. (2021). Enhancing Problem-Solving Skills with Smart Personal Assistant Technology. Computers & Education, 165. https://doi.org/https://doi.org/10.1016/j.compedu.2021.104148
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Smart Personal Assistants (SPAs; such as Amazon’s Alexa or Google’s Assistant) let users interact with computers in a more natural and sophisticated way that was not possible before. Although there exists an increasing amount of research of SPA technology in education, empirical evidence of its ability to offer dynamic scaffolding to enhance students problem-solving skills is still scarce. To fill this gap, the aim of this paper is to find out whether interactions with scaffolding-based SPA technology enable students to internalize and apply problem-solving steps on their own in a 10th grade high school and a vocational business school class. Students in the experiment classes completed their assignments using Smart Personal Assistants, whereas students in the control classes completed the same assignments using traditional methods. This study used a mixed-method approach consisting of two field quasi-experiments and one post-experiment focus group discussion. The empirical results revealed that students in the experiment classes acquired significantly more problem-solving skills than those in the control classes (Study 1: p = 0.0396, study 2: p < 0.001), and also uncovered several changes in students’ learning processes. The findings provide first empirical evidence for the value of using SPA technology on skill development in general, and on problem-solving skill development in particular.
@article{ls_leimeister, abstract = {Smart Personal Assistants (SPAs; such as Amazon’s Alexa or Google’s Assistant) let users interact with computers in a more natural and sophisticated way that was not possible before. Although there exists an increasing amount of research of SPA technology in education, empirical evidence of its ability to offer dynamic scaffolding to enhance students problem-solving skills is still scarce. To fill this gap, the aim of this paper is to find out whether interactions with scaffolding-based SPA technology enable students to internalize and apply problem-solving steps on their own in a 10th grade high school and a vocational business school class. Students in the experiment classes completed their assignments using Smart Personal Assistants, whereas students in the control classes completed the same assignments using traditional methods. This study used a mixed-method approach consisting of two field quasi-experiments and one post-experiment focus group discussion. The empirical results revealed that students in the experiment classes acquired significantly more problem-solving skills than those in the control classes (Study 1: p = 0.0396, study 2: p < 0.001), and also uncovered several changes in students’ learning processes. The findings provide first empirical evidence for the value of using SPA technology on skill development in general, and on problem-solving skill development in particular.}, author = {Winkler, Rainer and Söllner, Matthias and Leimeister, Jan Marco}, journal = {Computers & Education}, keywords = {pub_msö}, month = {05}, title = {Enhancing Problem-Solving Skills with Smart Personal Assistant Technology}, volume = 165, year = 2021 }
Wambsganss, T., Weber, F., & Söllner, M. (2021). Design and Evaluation of an Adaptive Empathy Learning Tool. Proceedings of the 54th Hawaii International Conference on System Sciences. https://doi.org/10.24251/hicss.2021.007
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Empathy is an elementary skill for daily interactions and for professional communication, agile teamwork and successful leadership and thus elementary for educational curricula. However, educational organizations face difficulties in providing the boundary conditions necessary for their students to develop empathy skills due to the lack of individual support in traditional large-scale and growing distance-learning scenarios. Drawing on cognitive dissonance theory, we propose an adaptive empathy learning tool that helps students develop their ability to react to other people's observed experiences through individual feedback in large-scale or distance learning scenarios. Based on a design science research project, we propose a set of design principles and instantiate and evaluate them with our prototype Eva in an online experiment with 65 students. The findings suggest that an adaptive empathy learning tool that follows our design principles is a promising approach to individually support students in their ability to react to other people's observed abilities in traditional learning scenarios.
@inproceedings{Wambsganss_2021, abstract = {Empathy is an elementary skill for daily interactions and for professional communication, agile teamwork and successful leadership and thus elementary for educational curricula. However, educational organizations face difficulties in providing the boundary conditions necessary for their students to develop empathy skills due to the lack of individual support in traditional large-scale and growing distance-learning scenarios. Drawing on cognitive dissonance theory, we propose an adaptive empathy learning tool that helps students develop their ability to react to other people's observed experiences through individual feedback in large-scale or distance learning scenarios. Based on a design science research project, we propose a set of design principles and instantiate and evaluate them with our prototype Eva in an online experiment with 65 students. The findings suggest that an adaptive empathy learning tool that follows our design principles is a promising approach to individually support students in their ability to react to other people's observed abilities in traditional learning scenarios.}, author = {Wambsganss, Thiemo and Weber, Florian and Söllner, Matthias}, booktitle = {Proceedings of the 54th Hawaii International Conference on System Sciences}, keywords = {pub_msö}, publisher = {Hawaii International Conference on System Sciences}, title = {Design and Evaluation of an Adaptive Empathy Learning Tool}, year = 2021 }
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 I. Stapf, R. A. Quinn, M. Friedewald, J. Heesen, & N. Krämer (Eds.), Aufwachsen in überwachten Umgebungen: Interdisziplinäre Positionen zu Privatheit und Datenschutz in Kindheit und Jugend (1–, pp. 255-277). Nomos. https://doi.org/10.5771/9783748921639-255
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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.
@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 = {pub_msö}, pages = {255-277}, publisher = {Nomos}, title = {Datenkompetenz durch edukatives Privacy Nudging: Zentrale Prinzipien und Effekte auf Lernprozesse}, year = 2021 }
Zierau, N., Flock, K., Janson, A., Söllner, M., & Leimeister, J. M. (2021). The Influence of AI-Based Chatbots and Their Design on Users’ Trust and Information Sharing in Online Loan Applications. Hawaii International Conference on System Sciences (HICSS). http://pubs.wi-kassel.de/wp-content/uploads/2020/12/JML_797.pdf
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Based on recent advances in Artificial Intelligence (AI), chatbots are now increasingly offered as an alternative source of customer service. For their uptake user trust in critical. However, little is known about how these interfaces fundamentally influence trust perceptions. In particular, it’s unclear what exactly causes perceptual differences - the change towards a conversational interface or the usage of anthropomorphic design elements. In this study, an online experiment with 160 participants was conducted to examine the differential effects of conversational interaction and anthropomorphism on trust in the interface or the provider within the context of online loan applications. The results show that both treatment conditions affect trust in the interface and the provider by increasing perceptions of social presence. Meanwhile, trust in the interface significantly effects the intention to share information, while trust in the provider has no effect on behavioral intention.
@inproceedings{ls_leimeister, abstract = {Based on recent advances in Artificial Intelligence (AI), chatbots are now increasingly offered as an alternative source of customer service. For their uptake user trust in critical. However, little is known about how these interfaces fundamentally influence trust perceptions. In particular, it’s unclear what exactly causes perceptual differences - the change towards a conversational interface or the usage of anthropomorphic design elements. In this study, an online experiment with 160 participants was conducted to examine the differential effects of conversational interaction and anthropomorphism on trust in the interface or the provider within the context of online loan applications. The results show that both treatment conditions affect trust in the interface and the provider by increasing perceptions of social presence. Meanwhile, trust in the interface significantly effects the intention to share information, while trust in the provider has no effect on behavioral intention.}, author = {Zierau, Naim and Flock, Korbinian and Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Hawaii International Conference on System Sciences (HICSS)}, keywords = {pub_msö}, title = {The Influence of AI-Based Chatbots and Their Design on Users’ Trust and Information Sharing in Online Loan Applications}, year = 2021 }
Wambsganss, T., Haas, L., & Söllner, M. (2021). Towards the Design of a Student-Centered Question-Answering System in Educational Settings. European Conference on Information Systems (ECIS) 2021. https://aisel.aisnet.org/ecis2021_rip/7/
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Enrollments in distance-learning scenarios have been tremendously rising. Here, the ability of students to receive answers to questions is hindered due to an uneven educator-student ratio. Students often do not receive quick answers to simple questions, and educators feel stressed by answering the same questions repeatedly. However, advances in Natural-Language-Processing and Machine Learning bear the opportunity to design new forms of human-computer interaction by embedding question-answering (Q&A) models in conversational agents. Such a system enables students to receive personalized answers independent of an instructor, time, and location. This paper presents the first steps of our design science research project on designing a student-centered Q&A system that helps learners receive personalized answers in large-scale settings. Based on social response theory and user interviews, we propose five design principles for the design of a conversational Q&A system. Furthermore, we instantiate those principles as design features in a natively built prototype.
@inproceedings{wambsganss2021towards, abstract = {Enrollments in distance-learning scenarios have been tremendously rising. Here, the ability of students to receive answers to questions is hindered due to an uneven educator-student ratio. Students often do not receive quick answers to simple questions, and educators feel stressed by answering the same questions repeatedly. However, advances in Natural-Language-Processing and Machine Learning bear the opportunity to design new forms of human-computer interaction by embedding question-answering (Q&A) models in conversational agents. Such a system enables students to receive personalized answers independent of an instructor, time, and location. This paper presents the first steps of our design science research project on designing a student-centered Q&A system that helps learners receive personalized answers in large-scale settings. Based on social response theory and user interviews, we propose five design principles for the design of a conversational Q&A system. Furthermore, we instantiate those principles as design features in a natively built prototype.}, author = {Wambsganss, Thiemo and Haas, Leonie and Söllner, Matthias}, booktitle = {European Conference on Information Systems (ECIS) 2021}, keywords = {pub_msö}, publisher = {ECIS}, title = {Towards the Design of a Student-Centered Question-Answering System in Educational Settings}, year = 2021 }
Schmitt, A., Wambsganss, T., Söllner, M., & Janson, A. (2021). Towards a Trust Reliance Paradox? Exploring the Gap Between Perceived Trust in and Reliance on Algorithmic Advice. International Conference on Information Systems (ICIS). https://aisel.aisnet.org/icis2021/ai_business/ai_business/14/
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Beyond AI-based systems’ potential to augment decision-making, reduce organizational resources, and counter human biases, unintended consequences of such systems have been largely neglected so far. Researchers are undecided on whether erroneous advice acts as an impediment to system use or is blindly relied upon. As part of an experimental study, we turn towards the impact of incorrect system advice and how to design for failure-prone AI. In an experiment with 156 subjects we find that, although incorrect algorithmic advice is trusted less, users adapt their answers to a system’s incorrect recommendations. While transparency on a system’s accuracy levels fosters trust and reliance in the context of incorrect advice, an opposite effect is found for users exposed to correct advice. Our findings point towards a paradoxical gap between stated trust and actual behavior. Furthermore, transparency mechanisms should be deployed with caution as their effectiveness is intertwined with system performance.
@inproceedings{ls_leimeister, abstract = {Beyond AI-based systems’ potential to augment decision-making, reduce organizational resources, and counter human biases, unintended consequences of such systems have been largely neglected so far. Researchers are undecided on whether erroneous advice acts as an impediment to system use or is blindly relied upon. As part of an experimental study, we turn towards the impact of incorrect system advice and how to design for failure-prone AI. In an experiment with 156 subjects we find that, although incorrect algorithmic advice is trusted less, users adapt their answers to a system’s incorrect recommendations. While transparency on a system’s accuracy levels fosters trust and reliance in the context of incorrect advice, an opposite effect is found for users exposed to correct advice. Our findings point towards a paradoxical gap between stated trust and actual behavior. Furthermore, transparency mechanisms should be deployed with caution as their effectiveness is intertwined with system performance.}, author = {Schmitt, Anuschka and Wambsganss, Thiemo and Söllner, Matthias and Janson, Andreas}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_msö}, title = {Towards a Trust Reliance Paradox? Exploring the Gap Between Perceived Trust in and Reliance on Algorithmic Advice}, year = 2021 }
Wambsganss, T., Guggisberg, S., & Söllner, M. (2021). ArgueBot: A Conversational Agent for Adaptive Argumentation Feedback. 16th International Conference on Wirtschaftsinformatik (WI). https://aisel.aisnet.org/wi2021/PHuman/Track11/2/
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By combining recent advances in Natural Language Processing and Conversational Agent (CAs), we suggest a new form of human-computer interaction for individuals to receive formative feedback on their argumentation to help them to foster their logical reasoning skills. Hence, we introduce ArgueBot, a conversational agent, that provides adaptive feedback on students' logical argumentation. We, therefore, 1) leveraged a corpus of argumentative student-written peer-reviews in German, 2) trained, tuned, and benchmarked a model that identifies claims, premises and non-argumentative sections of a given text, and 3) built a conversational feedback tool. We evaluated ArgueBot in a proof-of-concept evaluation with students. The evaluation results regarding technology acceptance, the performance of our trained model, and the qualitative feedback indicate the potential of leveraging recent advances in Natural Language Processing for new human-computer interaction use cases for scalable educational feedback.
@inproceedings{wambsganss2021arguebot, abstract = {By combining recent advances in Natural Language Processing and Conversational Agent (CAs), we suggest a new form of human-computer interaction for individuals to receive formative feedback on their argumentation to help them to foster their logical reasoning skills. Hence, we introduce ArgueBot, a conversational agent, that provides adaptive feedback on students' logical argumentation. We, therefore, 1) leveraged a corpus of argumentative student-written peer-reviews in German, 2) trained, tuned, and benchmarked a model that identifies claims, premises and non-argumentative sections of a given text, and 3) built a conversational feedback tool. We evaluated ArgueBot in a proof-of-concept evaluation with students. The evaluation results regarding technology acceptance, the performance of our trained model, and the qualitative feedback indicate the potential of leveraging recent advances in Natural Language Processing for new human-computer interaction use cases for scalable educational feedback.}, author = {Wambsganss, Thiemo and Guggisberg, Sebastian and Söllner, Matthias}, booktitle = {16th International Conference on Wirtschaftsinformatik (WI)}, keywords = {pub_msö}, title = {ArgueBot: A Conversational Agent for Adaptive Argumentation Feedback}, year = 2021 }
Renner, M., Lins, S., Söllner, M., Thiebes, S., & Sunyaev, A. (2021). Achieving Trustworthy Artificial Intelligence: Multi-Source Trust Transfer in Artificial Intelligence-capable Technology. In J. S. Valacich, A. Barua, R. T. Wright, A. Kankanhalli, X. Li, & S. M. Miranda (Eds.), ICIS. https://aisel.aisnet.org/icis2021/hci_robot/hci_robot/15/
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Contemporary research focuses on examining trustworthy AI but neglects to consider trust transfer processes, proposing that users' established trust in a familiar source (e.g., a technology or person) may transfer to a novel target. We argue that such trust transfer processes also occur in the case of novel AI-capable technologies, as they are the result of the convergence of AI with one or more base technologies. We develop a model with a focus on multi-source trust transfer while including the theoretical framework of trust-duality (i.e., trust in providers and trust in technologies) to advance our understanding about trust transfer. A survey among 432 participants confirms that users transfer their trust from known technologies and providers (i.e., vehicle and AI technology) to AI-capable technologies and their providers. The study contributes by providing a novel theoretical perspective on establishing trustworthy AI by validating the importance of the duality of trust.
@inproceedings{conf/icis/RennerL0TS21, abstract = {Contemporary research focuses on examining trustworthy AI but neglects to consider trust transfer processes, proposing that users' established trust in a familiar source (e.g., a technology or person) may transfer to a novel target. We argue that such trust transfer processes also occur in the case of novel AI-capable technologies, as they are the result of the convergence of AI with one or more base technologies. We develop a model with a focus on multi-source trust transfer while including the theoretical framework of trust-duality (i.e., trust in providers and trust in technologies) to advance our understanding about trust transfer. A survey among 432 participants confirms that users transfer their trust from known technologies and providers (i.e., vehicle and AI technology) to AI-capable technologies and their providers. The study contributes by providing a novel theoretical perspective on establishing trustworthy AI by validating the importance of the duality of trust.}, author = {Renner, Maximilian and Lins, Sebastian and Söllner, Matthias and Thiebes, Scott and Sunyaev, Ali}, booktitle = {ICIS}, crossref = {conf/icis/2021}, editor = {Valacich, Joe S. and Barua, Anitesh and Wright, Ryan T. and Kankanhalli, Atreyi and Li, Xitong and Miranda, Shaila M.}, keywords = {pub_msö}, publisher = {Association for Information Systems}, title = {Achieving Trustworthy Artificial Intelligence: Multi-Source Trust Transfer in Artificial Intelligence-capable Technology.}, year = 2021 }
Renner, M., Lins, S., Söllner, M., Thiebes, S., & Sunyaev, A. (2021). Achieving Trustworthy Artificial Intelligence: Multi-Source Trust Transfer in Artificial Intelligence-capable Technology. International Conference on Information Systems (ICIS).
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Contemporary research focuses on examining trustworthy AI but neglects to consider trust transfer processes, proposing that users’ established trust in a familiar source (e.g., a technology or person) may transfer to a novel target. We argue that such trust transfer processes also occur in the case of novel AI-capable technologies, as they are the result of the convergence of AI with one or more base technologies. We develop a model with a focus on multi-source trust transfer while including the theoretical framework of trust duality (i.e., trust in providers and trust in technologies) to advance our understanding about trust transfer. A survey among 432 participants confirms that users transfer their trust from known technologies and providers (i.e., vehicle and AI technology) to AI-capable technologies and their providers. The study contributes by providing a novel theoretical perspective on establishing trustworthy AI by validating the importance of the duality of trust.
@inproceedings{rennermaximilian2021achieving, abstract = {Contemporary research focuses on examining trustworthy AI but neglects to consider trust transfer processes, proposing that users’ established trust in a familiar source (e.g., a technology or person) may transfer to a novel target. We argue that such trust transfer processes also occur in the case of novel AI-capable technologies, as they are the result of the convergence of AI with one or more base technologies. We develop a model with a focus on multi-source trust transfer while including the theoretical framework of trust duality (i.e., trust in providers and trust in technologies) to advance our understanding about trust transfer. A survey among 432 participants confirms that users transfer their trust from known technologies and providers (i.e., vehicle and AI technology) to AI-capable technologies and their providers. The study contributes by providing a novel theoretical perspective on establishing trustworthy AI by validating the importance of the duality of trust.}, author = {Renner, Maximilian and Lins, Sebastian and Söllner, Matthias and Thiebes, Scott and Sunyaev, Ali}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_msö}, title = {Achieving Trustworthy Artificial Intelligence: Multi-Source Trust Transfer in Artificial Intelligence-capable Technology}, year = 2021 }

2020[ to top ]

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 J. vom Brocke, A. Hevner, & A. Maedche (Eds.), Design Science Research. Cases (1–, pp. 229-259). Springer, Cham. https://doi.org/https://doi.org/10.1007/978-3-030-46781-4_10
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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.
@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_msö}, 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 }
Thies, L. F., Jandt, S., Knote, R., & Söllner, M. (2020). Konfliktäre Anforderungen an smarte persönliche Assistenten. Datenschutz Und Datensicherheit - DuD, 44(9), Article 9. https://doi.org/10.1007/s11623-020-1327-8
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Bei der Entwicklung smarter persönlicher Assistenten müssen Anforderungen aus unterschiedlichennormativen Bereichen berücksichtigt werden. Am Beispiel der Dienstleistungsqualität und der Rechtsverträglichkeitwerden Anforderungen entwickelt, Zielkonflikte identifiziert und Lösungsansätze, mit denen diesepotentiell konfliktären Ziele miteinander in Einklang gebracht werden können, erörtert.
@article{thies2020konfliktre, abstract = {Bei der Entwicklung smarter persönlicher Assistenten müssen Anforderungen aus unterschiedlichennormativen Bereichen berücksichtigt werden. Am Beispiel der Dienstleistungsqualität und der Rechtsverträglichkeitwerden Anforderungen entwickelt, Zielkonflikte identifiziert und Lösungsansätze, mit denen diesepotentiell konfliktären Ziele miteinander in Einklang gebracht werden können, erörtert.}, author = {Thies, Laura Friederike and Jandt, Silke and Knote, Robin and Söllner, Matthias}, journal = {Datenschutz und Datensicherheit - DuD}, keywords = {pub_msö}, number = 9, pages = {573–578}, title = {Konfliktäre Anforderungen an smarte persönliche Assistenten.}, volume = 44, year = 2020 }
Schöbel, S., Janson, A., Jahn, K., Kordyaka, B., Turetken, O., Djafarova, N., Saqr, M., Wu, D., Söllner, M., Adam, M., Heiberg Gad, P., Wesseloh, H., & Leimeister, J. M. (2020). A Research Agenda for the Why, What, and How of Gamification Designs Results on an ECIS 2019 Panel. Communications of the Association for Information Systems, 46(1), Article 1. https://doi.org/10.17705/1CAIS.04630
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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.
@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 = {Jahn}, 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 }
Wambsganss, T., Winkler, R., Schmid, P., & Söllner, M. (2020). Designing a Conversational Agent as a Formative Course Evaluation Tool. In N. Gronau, M. Heine, H. Krasnova, & K. Poustcchi (Eds.), Wirtschaftsinformatik (Zentrale Tracks). https://www.researchgate.net/publication/339140595_Designing_a_Conversational_Agent_as_a_Formative_Course_Evaluation_Tool
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Today's graduating students face ever-changing environments when they enter their job life. Educational institutions must therefore continuously develop their course structure and content in order to prepare their students to be future employees. A very important means for developing the courses is the students' course evaluations. Due to financial and organizational restrictions, these course evaluations are usually carried out quantitatively and at the end of the semester. However, past research has shown that this kind of evaluation faces certain constraints such as low acceptance rates, only time-related insights and low-quality answers that do not really help the lecturer to improve the course. Drawing on social response theory, we propose that conversational agents as a formative course evaluation tool are able to address the mentioned problems by interactively engaging with students. Therefore, we propose a set of design principles and evaluate them with our prototype Eva.
@inproceedings{conf/wirtschaftsinformatik/WambsganssWS020, abstract = {Today's graduating students face ever-changing environments when they enter their job life. Educational institutions must therefore continuously develop their course structure and content in order to prepare their students to be future employees. A very important means for developing the courses is the students' course evaluations. Due to financial and organizational restrictions, these course evaluations are usually carried out quantitatively and at the end of the semester. However, past research has shown that this kind of evaluation faces certain constraints such as low acceptance rates, only time-related insights and low-quality answers that do not really help the lecturer to improve the course. Drawing on social response theory, we propose that conversational agents as a formative course evaluation tool are able to address the mentioned problems by interactively engaging with students. Therefore, we propose a set of design principles and evaluate them with our prototype Eva.}, author = {Wambsganss, Thiemo and Winkler, Rainer and Schmid, Pascale and Söllner, Matthias}, booktitle = {Wirtschaftsinformatik (Zentrale Tracks)}, crossref = {conf/wirtschaftsinformatik/2020-1}, editor = {Gronau, Norbert and Heine, Moreen and Krasnova, Hanna and Poustcchi, K.}, keywords = {pub_msö}, pages = {1234-1249}, publisher = {GITO Verlag}, title = {Designing a Conversational Agent as a Formative Course Evaluation Tool.}, year = 2020 }
Wambsganss, T., Winkler, R., Söllner, M., & Leimeister, J. M. (2020). A Conversational Agent to Improve Response Quality in Course Evaluations. Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 1–9. https://doi.org/10.1145/3334480.3382805
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Recent advances in Natural Language Processing (NLP) bear the opportunity to design new forms of human-computer interaction with conversational interfaces. We hypothesize that these interfaces can interactively engage students to increase response quality of course evaluations in education compared to the common standard of web surveys. Past research indicates that web surveys come with disadvantages, such as poor response quality caused by inattention, survey fatigue or satisficing behavior. To test if conversational interfaces have a positive impact on the level of enjoyment and the response quality, we design an NLP-based conversational agent and deploy it in a field experiment with 127 students in our lecture and compare it with a web survey as a baseline. Our findings indicate that using conversational agents for evaluations are resulting in higher levels of response quality and level of enjoyment, and are therefore, a promising approach to increase the effectiveness of surveys in general.
@inproceedings{wambsganss2020conversational, abstract = {Recent advances in Natural Language Processing (NLP) bear the opportunity to design new forms of human-computer interaction with conversational interfaces. We hypothesize that these interfaces can interactively engage students to increase response quality of course evaluations in education compared to the common standard of web surveys. Past research indicates that web surveys come with disadvantages, such as poor response quality caused by inattention, survey fatigue or satisficing behavior. To test if conversational interfaces have a positive impact on the level of enjoyment and the response quality, we design an NLP-based conversational agent and deploy it in a field experiment with 127 students in our lecture and compare it with a web survey as a baseline. Our findings indicate that using conversational agents for evaluations are resulting in higher levels of response quality and level of enjoyment, and are therefore, a promising approach to increase the effectiveness of surveys in general.}, address = {New York, NY, USA}, author = {Wambsganss, Thiemo and Winkler, Rainer and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems}, keywords = {pub_msö}, pages = {1–9}, publisher = {Association for Computing Machinery}, series = {CHI EA ’20}, title = {A Conversational Agent to Improve Response Quality in Course Evaluations}, year = 2020 }
Zierau, N., Hausch, M., Bruhin, O., & Söllner, M. (2020). Towards Developing Trust-Supporting Design Features for AI-Based Chatbots in Customer Service. International Conference on Information Systems (ICIS). https://www.researchgate.net/publication/344453362_Towards_Developing_Trust-Supporting_Design_Features_for_AI-Based_Chatbots_in_Customer_Service
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Chatbots are predicted to play a key role in customer service based on recent advances in the area of Artificial Intelligence (AI). However, a lack of user trust impedes the widespread adaption of AI-based chatbots. Still, there is a lack of systematically derived design knowledge concerning user trust in those agents. In this short paper, we report on the first steps of our design science research project on which design principles are relevant for building trust in chatbots. Based on trust literature and user interviews, we propose preliminary requirements and design principles for trust-enhancing design features for chatbots in customer service. Furthermore, we present a first instantiation of those principles. These insights will support researchers and practitioners to better understand how user trust in chatbots can be systematically built to increase adoption and usage.
@inproceedings{zierau2020towards, abstract = {Chatbots are predicted to play a key role in customer service based on recent advances in the area of Artificial Intelligence (AI). However, a lack of user trust impedes the widespread adaption of AI-based chatbots. Still, there is a lack of systematically derived design knowledge concerning user trust in those agents. In this short paper, we report on the first steps of our design science research project on which design principles are relevant for building trust in chatbots. Based on trust literature and user interviews, we propose preliminary requirements and design principles for trust-enhancing design features for chatbots in customer service. Furthermore, we present a first instantiation of those principles. These insights will support researchers and practitioners to better understand how user trust in chatbots can be systematically built to increase adoption and usage.}, author = {Zierau, Naim and Hausch, Michael and Bruhin, Olivia and Söllner, Matthias}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_msö}, title = {Towards Developing Trust-Supporting Design Features for AI-Based Chatbots in Customer Service}, year = 2020 }
Wambsganss, T., Söllner, M., & Leimeister, J. M. (2020). Design and Evaluation of an Adaptive Dialog-Based Tutoring System for Argumentation Skills. International Conference on Information Systems (ICIS 2020). http://pubs.wi-kassel.de/wp-content/uploads/2021/01/JML_807.pdf
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Recent advances in Natural Language Processing not only bear the opportunity to design new dialog-based forms of human-computer interaction but also to analyze the argumentation quality of texts. Both can be leveraged to provide students with individual and adaptive tutoring in their personal learning journey to develop argumentation skills. Therefore, we present the results of our design science research project on how to design an adaptive dialog-based tutoring system to help students to learn how to argue. Our results indicate the usefulness of an adaptive dialog-based tutoring system to support students individually, independent of a human instructor, time and place. In addition to providing our embedded software artifact, we document our evaluated design knowledge as a design theory. Thus, we provide the first step toward a nascent design theory for adaptive conversational tutoring systems to individual support metacognition skill education of students in traditional learning scenarios.
@inproceedings{ls_leimeister, abstract = {Recent advances in Natural Language Processing not only bear the opportunity to design new dialog-based forms of human-computer interaction but also to analyze the argumentation quality of texts. Both can be leveraged to provide students with individual and adaptive tutoring in their personal learning journey to develop argumentation skills. Therefore, we present the results of our design science research project on how to design an adaptive dialog-based tutoring system to help students to learn how to argue. Our results indicate the usefulness of an adaptive dialog-based tutoring system to support students individually, independent of a human instructor, time and place. In addition to providing our embedded software artifact, we document our evaluated design knowledge as a design theory. Thus, we provide the first step toward a nascent design theory for adaptive conversational tutoring systems to individual support metacognition skill education of students in traditional learning scenarios.}, author = {Wambsganss, Thiemo and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS 2020)}, keywords = {pub_msö}, title = {Design and Evaluation of an Adaptive Dialog-Based Tutoring System for Argumentation Skills}, year = 2020 }
Wambsganss, T., Niklaus, C., Söllner, M., Handschuh, S., & Leimeister, J. M. (2020). A Corpus for Argumentative Writing Support in German. 28th International Conference on Computational Linguistics (COLING). http://pubs.wi-kassel.de/wp-content/uploads/2020/12/JML_798.pdf
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In this paper, we present a novel annotation approach to capture claims and premises of arguments and their relations in student-written persuasive peer reviews on business models in Ger-man language. We propose an annotation scheme based on annotation guidelines that allows to model claims and premises as well as support and attack relations for capturing the structure of argumentative discourse in student-written peer reviews. We conduct an annotation study with three annotators on 50 persuasive essays to evaluate our annotation scheme. The obtained inter-rater agreement of α = 0.57 for argument components and α = 0.49 for argumentative relations indicates that the proposed annotation scheme successfully guides annotators to moderate agreement. Finally, we present our freely available corpus of 1,000 persuasive student-written peer reviews on business models and our annotation guidelines to encourage future research on the design and development of argumentative writing support systems for students.
@inproceedings{ls_leimeister, abstract = {In this paper, we present a novel annotation approach to capture claims and premises of arguments and their relations in student-written persuasive peer reviews on business models in Ger-man language. We propose an annotation scheme based on annotation guidelines that allows to model claims and premises as well as support and attack relations for capturing the structure of argumentative discourse in student-written peer reviews. We conduct an annotation study with three annotators on 50 persuasive essays to evaluate our annotation scheme. The obtained inter-rater agreement of α = 0.57 for argument components and α = 0.49 for argumentative relations indicates that the proposed annotation scheme successfully guides annotators to moderate agreement. Finally, we present our freely available corpus of 1,000 persuasive student-written peer reviews on business models and our annotation guidelines to encourage future research on the design and development of argumentative writing support systems for students.}, author = {Wambsganss, Thiemo and Niklaus, Christina and Söllner, Matthias and Handschuh, Siegfried and Leimeister, Jan Marco}, booktitle = {28th International Conference on Computational Linguistics (COLING)}, keywords = {pub_msö}, title = {A Corpus for Argumentative Writing Support in German}, year = 2020 }
Winkler, R., Briggs, R. O., de Vreede, G.-J., Leimeister, J. M., Oeste-Reiss, S., & Söllner, M. (2020). Modeling Support for Mass Collaboration in Open Innovation Initiatives-The Facilitation Process Model 2.0. IEEE Transactions on Engineering Management, 69(2), Article 2. https://doi.org/10.1109/TEM.2020.2975938
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Many governments and organizations recognize the potential of open innovation (OI) models to create value with large numbers of people beyond the organization. It can be challenging , however, to design an effective collaborative process for a massive group. Collaboration engineering (CE) is an approach for the design and deployment of repeatable collaborative work practices that can be executed by practitioners themselves without the ongoing support of external collaboration engineers. To manage the complexity of the design process, they use a modeling technique called facilitation process models (FPM) to capture high-level design decisions that serve different purposes, such as documenting and communicating a design, etc. FPM, however, was developed to support designs for groups of fewer than 100 people. It does not yet represent design elements that become important when designing for groups of hundreds or thousands of participants, which can be found in many OI settings. We use a design science approach to identify the limitations of the original FPM and derive requirements for extending FPM. This article contributes to the CE and to the OI literature by offering an FPM 2.0 that assists CE designers to design new OI processes, with a special focus on outside-in OI.
@article{ls_leimeister, abstract = {Many governments and organizations recognize the potential of open innovation (OI) models to create value with large numbers of people beyond the organization. It can be challenging , however, to design an effective collaborative process for a massive group. Collaboration engineering (CE) is an approach for the design and deployment of repeatable collaborative work practices that can be executed by practitioners themselves without the ongoing support of external collaboration engineers. To manage the complexity of the design process, they use a modeling technique called facilitation process models (FPM) to capture high-level design decisions that serve different purposes, such as documenting and communicating a design, etc. FPM, however, was developed to support designs for groups of fewer than 100 people. It does not yet represent design elements that become important when designing for groups of hundreds or thousands of participants, which can be found in many OI settings. We use a design science approach to identify the limitations of the original FPM and derive requirements for extending FPM. This article contributes to the CE and to the OI literature by offering an FPM 2.0 that assists CE designers to design new OI processes, with a special focus on outside-in OI.}, author = {Winkler, Rainer and Briggs, Robert Owen and de Vreede, Gert-Jan and Leimeister, Jan Marco and Oeste-Reiss, Sarah and Söllner, Matthias}, journal = {IEEE Transactions on Engineering Management}, keywords = {pub_msö}, number = 2, pages = {423-437}, title = {Modeling Support for Mass Collaboration in Open Innovation Initiatives-The Facilitation Process Model 2.0}, volume = 69, year = 2020 }
Thies, L. F., Dickhaut, E., Janson, A., Roßnagel, A., Leimeister, J. M., & Söllner, M. (2020). Die Simulationsstudie als Evaluationsmethode - Interdisziplinäre Evaluation eines smarten persönlichen Assistenten. Datenschutz Und Datensicherheit (DuD), 44(9), Article 9. https://doi.org/https://doi.org/10.1007/s11623-020-1330-0
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Um die Gestaltung datenschutzgerechter Techniksysteme erproben zu können, bietet sich die Methode der Simulationsstudie an. Am Beispiel eines smarten persönlichen Lernassistenten zeigt der Beitrag, wie mit Hilfe einer Simulationsstudie die Systemgestaltung unter Einsatz von Anforderungs- und Entwurfsmustern in sozialer Aktion überprüft werden kann.
@article{ls_leimeister, abstract = {Um die Gestaltung datenschutzgerechter Techniksysteme erproben zu können, bietet sich die Methode der Simulationsstudie an. Am Beispiel eines smarten persönlichen Lernassistenten zeigt der Beitrag, wie mit Hilfe einer Simulationsstudie die Systemgestaltung unter Einsatz von Anforderungs- und Entwurfsmustern in sozialer Aktion überprüft werden kann.}, author = {Thies, Laura Friederike and Dickhaut, Ernestine and Janson, Andreas and Roßnagel, Alexander and Leimeister, Jan Marco and Söllner, Matthias}, journal = {Datenschutz und Datensicherheit (DuD)}, keywords = {pub_msö}, number = 9, pages = {589–593}, title = {Die Simulationsstudie als Evaluationsmethode - Interdisziplinäre Evaluation eines smarten persönlichen Assistenten}, volume = 44, year = 2020 }
Janson, A., Ernst, S.-J., & Söllner, M. (2020). Kulturelle Werte im Rahmen der Aneignung von IT-gestütztem Lernen. In J. M. Leimeister & J. Klusmeyer (Eds.), Export beruflicher Aus- und Weiterbildung - Entwicklung und Evaluation kultursensitiver Lerndienstleistungen am Beispiel China (1–, pp. 21-46). SpringerGabler. https://doi.org/10.1007/978-3-658-31501-6_3
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Die Aus- und Weiterbildung ist einer der Schlüsselfaktoren, um die Produktivität von Individuen und damit Unternehmen zu steigern (Gupta und Bostrom 2013; Arthur et al. 2003). Vor dem Hintergrund einer lernerfolgsorientierten Aus- und Weiterbildung spielt der Einsatz von verschiedenen Technologien im Lehr-/ Lernszenario eine große Rolle. Üblicherweise wird auf dieses Konzept als IT-gestütztes Lernen referenziert, welches durch eine sinnvolle IT-Unterstützung im Lehr-Lern-Prozess das Lernergebnis positiv beeinflussen, Kostenvorteile ermöglichen , den Austausch von Know-how in einem globalen Umfeld fördern und Lernmöglichkeiten für benachteiligte Standorte bieten kann (Webster und Hackley 1997; López-Pérez et al. 2011).
@incollection{ls_leimeister, abstract = {Die Aus- und Weiterbildung ist einer der Schlüsselfaktoren, um die Produktivität von Individuen und damit Unternehmen zu steigern (Gupta und Bostrom 2013; Arthur et al. 2003). Vor dem Hintergrund einer lernerfolgsorientierten Aus- und Weiterbildung spielt der Einsatz von verschiedenen Technologien im Lehr-/ Lernszenario eine große Rolle. Üblicherweise wird auf dieses Konzept als IT-gestütztes Lernen referenziert, welches durch eine sinnvolle IT-Unterstützung im Lehr-Lern-Prozess das Lernergebnis positiv beeinflussen, Kostenvorteile ermöglichen , den Austausch von Know-how in einem globalen Umfeld fördern und Lernmöglichkeiten für benachteiligte Standorte bieten kann (Webster und Hackley 1997; López-Pérez et al. 2011).}, address = {Wiesbaden, Deutschland}, author = {Janson, Andreas and Ernst, Sissy-Josefina and Söllner, Matthias}, booktitle = {Export beruflicher Aus- und Weiterbildung - Entwicklung und Evaluation kultursensitiver Lerndienstleistungen am Beispiel China}, editor = {Leimeister, Jan Marco and Klusmeyer, Jens}, keywords = {pub_msö}, pages = {21-46}, publisher = {SpringerGabler}, title = {Kulturelle Werte im Rahmen der Aneignung von IT-gestütztem Lernen}, year = 2020 }
Winkler, R., Hobert, S., Fischer, T., Salovaara, A., Söllner, M., & Leimeister, J. M. (2020). Engaging Learners in Online Video Lectures with Dynamically Scaffolding Conversational Agents. https://aisel.aisnet.org/ecis2020_rp/97/
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Online education creates new opportunities for learners, which has led to sharply increasing enrollment in the last few years. Despite these benefits, past research shows that the lack of individual interaction with educators creates low learner engagement that leads to high attrition rates, which remains a major challenge in the field. Dynamically scaffolding conversational agents built into online video lectures promise to address this problem by individually interacting with learners, similar to educators’ scaffolding behavior. These agents are equipped with recent natural language processing capabilities, creating human-like conversations that help learners to be more engaged in the learning process. To test our hypothesis, we built a dynamically scaffolding conversational agent named Sara and compared it with an often-implemented static conversational agent built into two online video lectures. We deployed a lab experiment with 182 learners. The neurophysiological measurements revealed that Sara significantly improved learner engagement partly explained by differences in learners’ perceptions in the way they experienced the interaction. This study connects to already existing conversational agent studies in online education and highlights the importance of including dynamically scaffolding conversational agents in online video lectures to address the problem of low learner engagement in online education.
@article{winkler2020engaging, abstract = {Online education creates new opportunities for learners, which has led to sharply increasing enrollment in the last few years. Despite these benefits, past research shows that the lack of individual interaction with educators creates low learner engagement that leads to high attrition rates, which remains a major challenge in the field. Dynamically scaffolding conversational agents built into online video lectures promise to address this problem by individually interacting with learners, similar to educators’ scaffolding behavior. These agents are equipped with recent natural language processing capabilities, creating human-like conversations that help learners to be more engaged in the learning process. To test our hypothesis, we built a dynamically scaffolding conversational agent named Sara and compared it with an often-implemented static conversational agent built into two online video lectures. We deployed a lab experiment with 182 learners. The neurophysiological measurements revealed that Sara significantly improved learner engagement partly explained by differences in learners’ perceptions in the way they experienced the interaction. This study connects to already existing conversational agent studies in online education and highlights the importance of including dynamically scaffolding conversational agents in online video lectures to address the problem of low learner engagement in online education.}, author = {Winkler, Rainer and Hobert, Sebastian and Fischer, Tizian and Salovaara, Antti and Söllner, Matthias and Leimeister, Jan Marco}, keywords = {pub_msö}, title = {Engaging Learners in Online Video Lectures with Dynamically Scaffolding Conversational Agents}, year = 2020 }
Winkler, R., & Söllner, M. (2020). Towards Empowering Educators to Create their own Smart Personal Assistants. Proceedings of the Hawaii International Conference on System Sciences (HICSS), 1-10. https://doi.org/10.24251/hicss.2020.005
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Despite a growing body of research about the design and use of Smart Personal Assistants such as Amazon’s Alexa or Google’s Assistant, little is known about their ability to help educators offering individual support in large-scale learning environments. Smart Personal Assistant ecosystems empower educators to develop their own agents without deep technological knowledge. The objective of this paper is to design and validate a method that helps educators to create Smart Personal Assistants as learning tutors. Using a design science research approach, we first gather requirements from students and educators as well as from information systems and education theory. Next, we create an alpha version of our method and evaluate it with a focus group before we instantiate our artifact in an everyday learning environment. The findings indicate that our method is able to empower educators to design Smart Personal Assistants that significantly improve students’ learning success.
@inproceedings{Winkler_2020, abstract = {Despite a growing body of research about the design and use of Smart Personal Assistants such as Amazon’s Alexa or Google’s Assistant, little is known about their ability to help educators offering individual support in large-scale learning environments. Smart Personal Assistant ecosystems empower educators to develop their own agents without deep technological knowledge. The objective of this paper is to design and validate a method that helps educators to create Smart Personal Assistants as learning tutors. Using a design science research approach, we first gather requirements from students and educators as well as from information systems and education theory. Next, we create an alpha version of our method and evaluate it with a focus group before we instantiate our artifact in an everyday learning environment. The findings indicate that our method is able to empower educators to design Smart Personal Assistants that significantly improve students’ learning success.}, author = {Winkler, Rainer and Söllner, Matthias}, booktitle = {Proceedings of the Hawaii International Conference on System Sciences (HICSS)}, keywords = {pub_msö}, pages = {1-10}, publisher = {HICSS}, title = {Towards Empowering Educators to Create their own Smart Personal Assistants}, year = 2020 }
Knote, R., Thies, L. F., Söllner, M., Jandt, S., Leimeister, J. M., & Roßnagel, A. (2020). Rechtsverträgliche und qualitätszentrierte Gestaltung für „KI made in Germany“. Informatik Spektrum. https://doi.org/https://doi.org/10.1007/s00287-020-01252-9
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Künstlich intelligente (KI) Systeme erfreuen sich immer größerer Beliebtheit. Insbesondere smarte persönliche Assistenten (SPAs) von Amazon, Google und vielen weiteren verzeichnen ein stetiges Marktwachstum. Den vielfältigen Potenzialen dieser KI-Systeme stehen jedoch auch zahlreiche Risiken gegenüber. Berichte von Datenpannen und -lecks häufen sich und haben bei Nutzern eine zunehmende Skepsis zur Folge, was zu einem gespaltenen Bild von KI in der Gesellschaft beiträgt. Diesem Problem stellt sich das Forschungsprojekt AnEkA mit einem interdisziplinären Gestaltungsansatz. Auf Basis von Rechts- und Qualitätszielen werden Anforderungen an rechtsverträgliche und qualitativ hochwertige SPAs abgeleitet. Zusätzlich werden Gestaltungsalternativen identifiziert, die diese Anforderungen unter Berücksichtigung möglicher Zielkonflikte umsetzen. Ergebnis des Projekts sind Entwurfsmuster, die Entwicklern von SPAs dabei helfen sollen, rechtsverträgliche und qualitativ hochwertige SPAs und KI-Systeme im Allgemeinen zu entwickeln. Dadurch soll das Alleinstellungsmerkmal einer „KI made in Germany“ entstehen, welche sowohl die Bedürfnisse von Nutzern berücksichtigt und sie ebenfalls bestmöglich vor Risiken der Systemnutzung schützt. Dieser Beitrag erläutert das interdisziplinäre Vorgehen anhand eines Szenarios zur Nutzung von SPAs.
@article{ls_leimeister, abstract = {Künstlich intelligente (KI) Systeme erfreuen sich immer größerer Beliebtheit. Insbesondere smarte persönliche Assistenten (SPAs) von Amazon, Google und vielen weiteren verzeichnen ein stetiges Marktwachstum. Den vielfältigen Potenzialen dieser KI-Systeme stehen jedoch auch zahlreiche Risiken gegenüber. Berichte von Datenpannen und -lecks häufen sich und haben bei Nutzern eine zunehmende Skepsis zur Folge, was zu einem gespaltenen Bild von KI in der Gesellschaft beiträgt. Diesem Problem stellt sich das Forschungsprojekt AnEkA mit einem interdisziplinären Gestaltungsansatz. Auf Basis von Rechts- und Qualitätszielen werden Anforderungen an rechtsverträgliche und qualitativ hochwertige SPAs abgeleitet. Zusätzlich werden Gestaltungsalternativen identifiziert, die diese Anforderungen unter Berücksichtigung möglicher Zielkonflikte umsetzen. Ergebnis des Projekts sind Entwurfsmuster, die Entwicklern von SPAs dabei helfen sollen, rechtsverträgliche und qualitativ hochwertige SPAs und KI-Systeme im Allgemeinen zu entwickeln. Dadurch soll das Alleinstellungsmerkmal einer „KI made in Germany“ entstehen, welche sowohl die Bedürfnisse von Nutzern berücksichtigt und sie ebenfalls bestmöglich vor Risiken der Systemnutzung schützt. Dieser Beitrag erläutert das interdisziplinäre Vorgehen anhand eines Szenarios zur Nutzung von SPAs.}, author = {Knote, Robin and Thies, Laura Friederike and Söllner, Matthias and Jandt, Silke and Leimeister, Jan Marco and Roßnagel, Alexander}, journal = {Informatik Spektrum}, keywords = {pub_msö}, title = {Rechtsverträgliche und qualitätszentrierte Gestaltung für „KI made in Germany“}, year = 2020 }
Wambsganss, T., Weber, F., Staufenberg, T., Bott, L., & Söllner, M. (2020). Systematische Entwicklung eines Lerntools zur Erhöhung der Argumentationsfähigkeiten von Studierenden. 15th International Conference on Wirtschaftsinformatik (WI), 449-464. https://doi.org/10.30844/wi_2020_d6-wambsganss
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Die Digitalisierung führt zu neuen Anforderungen an Fähigkeiten und Kenntnissen, die Studierende in ihrem zukünftigen Berufsleben benötigen. Metakognitive Lernkompetenzen und Higher Order Thinking Skills werden dabei immer wichtiger, um Herausforderungen der Zukunft zu lösen. Eine Unterklasse dieser Fähigkeiten, die wesentlich zu Kommunikation, Kollaboration und Problemlösung beiträgt, ist die Fähigkeit, strukturiert und reflektierend zu argumentieren. Bildungseinrichtungen haben jedoch Schwierigkeiten, die für die Entwicklung dieser Fähigkeit notwendigen Rahmenbedingungen zu schaffen. In diesem Paper stellen wir unser Design Science Research Projekt vor, in dem wir ein Lerntool entwickeln, dass es ermöglicht, Studierende durch intelligentes Feedback beim Erlernen von Argumentation zu unterstützen. Wir präsentieren dazu acht Designprinzipien, abgeleitet aus aktueller Literatur und aus 21 Nutzerinterviews, sowie einen evaluierten Prototyen als eine Form der Instanziierung dieser Prinzipien. Ziel unseres Forschungsprojektes ist es, ein Lerntool zu entwickeln, das Studierenden hilft, ihre Argumentationsfähigkeit durch individuelles Feedback zu verbessern.
@inproceedings{Wambsganss_2020, abstract = {Die Digitalisierung führt zu neuen Anforderungen an Fähigkeiten und Kenntnissen, die Studierende in ihrem zukünftigen Berufsleben benötigen. Metakognitive Lernkompetenzen und Higher Order Thinking Skills werden dabei immer wichtiger, um Herausforderungen der Zukunft zu lösen. Eine Unterklasse dieser Fähigkeiten, die wesentlich zu Kommunikation, Kollaboration und Problemlösung beiträgt, ist die Fähigkeit, strukturiert und reflektierend zu argumentieren. Bildungseinrichtungen haben jedoch Schwierigkeiten, die für die Entwicklung dieser Fähigkeit notwendigen Rahmenbedingungen zu schaffen. In diesem Paper stellen wir unser Design Science Research Projekt vor, in dem wir ein Lerntool entwickeln, dass es ermöglicht, Studierende durch intelligentes Feedback beim Erlernen von Argumentation zu unterstützen. Wir präsentieren dazu acht Designprinzipien, abgeleitet aus aktueller Literatur und aus 21 Nutzerinterviews, sowie einen evaluierten Prototyen als eine Form der Instanziierung dieser Prinzipien. Ziel unseres Forschungsprojektes ist es, ein Lerntool zu entwickeln, das Studierenden hilft, ihre Argumentationsfähigkeit durch individuelles Feedback zu verbessern.}, author = {Wambsganss, Thiemo and Weber, Florian and Staufenberg, Tobias and Bott, Leopold and Söllner, Matthias}, booktitle = {15th International Conference on Wirtschaftsinformatik (WI)}, keywords = {pub_msö}, month = {03}, pages = {449-464}, publisher = {{GITO} Verlag}, title = {Systematische Entwicklung eines Lerntools zur Erhöhung der Argumentationsfähigkeiten von Studierenden}, year = 2020 }
Winkler, R., Hobert, S., Fischer, T., Salovaara, A., Söllner, M., & Leimeister, J. M. (2020). Engaging Learners in Online Video Lectures with Dynamically Scaffolding Conversational Agents. European Conference on Information Systems (ECIS) 2020. http://pubs.wi-kassel.de/wp-content/uploads/2020/11/JML_791.pdf
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Online education creates new opportunities for learners, which has led to sharply increasing enrollment in the last few years. Despite these benefits, past research shows that the lack of individual interaction with educators creates low learner engagement that leads to high attrition rates, which remains a major challenge in the field. Dynamically scaffolding conversational agents built into online video lectures promise to address this problem by individually interacting with learners, similar to educators’ scaffolding behavior. These agents are equipped with recent natural language processing capabilities, creating human-like conversations that help learners to be more engaged in the learning process. To test our hypothesis, we built a dynamically scaffolding conversational agent named Sara and compared it with an often-implemented static conversational agent built into two online video lectures. We deployed a lab experiment with 182 learners. The neurophysiological measurements revealed that Sara significantly improved learner engagement partly explained by differences in learners’ perceptions in the way they experienced the interaction. This study connects to already existing conversational agent studies in online education and highlights the importance of including dynamically scaffolding conversational agents in online video lectures to address the problem of low learner engagement in online education.
@inproceedings{winkler2020engaging, abstract = {Online education creates new opportunities for learners, which has led to sharply increasing enrollment in the last few years. Despite these benefits, past research shows that the lack of individual interaction with educators creates low learner engagement that leads to high attrition rates, which remains a major challenge in the field. Dynamically scaffolding conversational agents built into online video lectures promise to address this problem by individually interacting with learners, similar to educators’ scaffolding behavior. These agents are equipped with recent natural language processing capabilities, creating human-like conversations that help learners to be more engaged in the learning process. To test our hypothesis, we built a dynamically scaffolding conversational agent named Sara and compared it with an often-implemented static conversational agent built into two online video lectures. We deployed a lab experiment with 182 learners. The neurophysiological measurements revealed that Sara significantly improved learner engagement partly explained by differences in learners’ perceptions in the way they experienced the interaction. This study connects to already existing conversational agent studies in online education and highlights the importance of including dynamically scaffolding conversational agents in online video lectures to address the problem of low learner engagement in online education.}, author = {Winkler, Rainer and Hobert, Sebastian and Fischer, Tizian and Salovaara, Antti and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {European Conference on Information Systems (ECIS) 2020}, keywords = {pub_msö}, publisher = {ECIS}, title = {Engaging Learners in Online Video Lectures with Dynamically Scaffolding Conversational Agents}, year = 2020 }
Winkler, R., Hobert, S., Salovaara, A., Söllner, M., & Leimeister, J. M. (2020). Sara, the Lecturer: Improving Learning in Online Education with a Scaffolding-Based Conversational Agent. In R. Bernhaupt, F. ’Floyd’ Mueller, D. Verweij, J. Andres, J. McGrenere, A. Cockburn, I. Avellino, A. Goguey, P. Bjøn, S. Zhao, B. P. Samson, & R. Kocielnik (Eds.), CHI ’20: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. http://dblp.uni-trier.de/db/conf/chi/chi2020.html#WinklerHS0L20
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Enrollment in online courses has sharply increased in higher education. Although online education can be scaled to large audiences, the lack of interaction between educators and learners is difficult to replace and remains a primary chal-lenge in the field. Conversational agents may alleviate this problem by engaging in natural interaction and by scaffold-ing learners’ understanding similarly to educators. However, whether this approach can also be used to enrich online video lectures has largely remained unknown. We developed Sara, a conversational agent that appears during an online video lecture. She provides scaffolds by voice and text when needed and includes a voice-based input mode. An evalua-tion with 182 learners in a 2 x 2 lab experiment demonstrated that Sara, compared to more traditional conversational agents, significantly improved learning in a programming task. This study highlights the importance of including scaf-folding and voice-based conversational agents in online videos to improve meaningful learning.
@inproceedings{conf/chi/WinklerHS0L20, abstract = {Enrollment in online courses has sharply increased in higher education. Although online education can be scaled to large audiences, the lack of interaction between educators and learners is difficult to replace and remains a primary chal-lenge in the field. Conversational agents may alleviate this problem by engaging in natural interaction and by scaffold-ing learners’ understanding similarly to educators. However, whether this approach can also be used to enrich online video lectures has largely remained unknown. We developed Sara, a conversational agent that appears during an online video lecture. She provides scaffolds by voice and text when needed and includes a voice-based input mode. An evalua-tion with 182 learners in a 2 x 2 lab experiment demonstrated that Sara, compared to more traditional conversational agents, significantly improved learning in a programming task. This study highlights the importance of including scaf-folding and voice-based conversational agents in online videos to improve meaningful learning.}, author = {Winkler, Rainer and Hobert, Sebastian and Salovaara, Antti and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {CHI '20: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems}, crossref = {conf/chi/2020}, editor = {Bernhaupt, Regina and Mueller, Florian 'Floyd' and Verweij, David and Andres, Josh and McGrenere, Joanna and Cockburn, Andy and Avellino, Ignacio and Goguey, Alix and Bjøn, Pernille and Zhao, Shengdong and Samson, Briane Paul and Kocielnik, Rafal}, keywords = {pub_msö}, month = {04}, pages = {1-14}, publisher = {ACM}, title = {Sara, the Lecturer: Improving Learning in Online Education with a Scaffolding-Based Conversational Agent}, year = 2020 }
Wambsganss, T., Winkler, R., Schmid, P., & Söllner, M. (2020). Unleashing the Potential of Conversational Agents for Course Evaluations: Empirical Insights from a Comparison with Web Surveys. European Conference on Information Systems (ECIS) 2020. http://pubs.wi-kassel.de/wp-content/uploads/2020/11/JML_786.pdf
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Recent advances in Natural Language Processing (NLP) bear the opportunity to design new forms of human-computer interaction with conversational interfaces. However, little is known about how these interfaces change the way users respond in online course evaluations. We aim to explore the effects of conversational agents (CAs) on the response quality of online course evaluations in education compared to the common standard of web surveys. Past research indicates that web surveys come with disadvantages, such as poor response quality caused by inattention, survey fatigue or satisficing behavior. We propose that a conversational interface will have a positive effect on the response quality through the different way of interaction. To test our hypotheses, we design an NLP-based CA and deploy it in a field experiment with 176 students in three different course formats and compare it with a web survey as a baseline. The results indicate that participants using the CA showed higher levels of response quality and social presence compared to the web survey. These findings along with technology acceptance measurements suggest that using CAs for evaluation are a promising approach to increase the effectiveness of surveys in general.
@inproceedings{wambsganss2020unleashing, abstract = {Recent advances in Natural Language Processing (NLP) bear the opportunity to design new forms of human-computer interaction with conversational interfaces. However, little is known about how these interfaces change the way users respond in online course evaluations. We aim to explore the effects of conversational agents (CAs) on the response quality of online course evaluations in education compared to the common standard of web surveys. Past research indicates that web surveys come with disadvantages, such as poor response quality caused by inattention, survey fatigue or satisficing behavior. We propose that a conversational interface will have a positive effect on the response quality through the different way of interaction. To test our hypotheses, we design an NLP-based CA and deploy it in a field experiment with 176 students in three different course formats and compare it with a web survey as a baseline. The results indicate that participants using the CA showed higher levels of response quality and social presence compared to the web survey. These findings along with technology acceptance measurements suggest that using CAs for evaluation are a promising approach to increase the effectiveness of surveys in general.}, author = {Wambsganss, Thiemo and Winkler, Rainer and Schmid, Pascale and Söllner, Matthias}, booktitle = {European Conference on Information Systems (ECIS) 2020}, keywords = {pub_msö}, publisher = {ECIS}, title = {Unleashing the Potential of Conversational Agents for Course Evaluations: Empirical Insights from a Comparison with Web Surveys}, year = 2020 }
Dickhaut, E., Miedzianowski, N., Jandt, S., Janson, A., Knote, R., Leimeister, J. M., Roßnagel, A., Söllner, M., & Thies, L. F. (2020). Handlungsbroschüre. Anforderungs- und Entwurfsmuster zur rechtsverträglichen und qualitätszentrierten Gestaltung kontextsensitiver Applikationen (AnEkA). Handlungsempfehlungen zur Gestaltung von Anforderungs- und Entwurfsmustern (Vols. 10). ITeG Technical Reports. https://doi.org/10.17170/kobra-202012082409
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Im Rahmen des DFG-geförderten Projekts AnEkA „Anforderungs- und Entwurfsmuster zur rechtsverträglichen und qualitätszentrierten Gestaltung kontextsensitiver Applikationen“ wurden Anforderungs- und Entwurfsmuster für die Gestaltung rechtsverträglicher, aber gleichermaßen qualitätszentrierter smarter persönlicher Assistenten erstellt. Neben einem umfangreichen Musterkatalog hat das Projektteam ein Vorgehen für die Erstellung von Entwurfsmustern erarbeitet. Die Handlungsbroschüre soll zunächst eine Einführung in die Thematik der rechtsverträglichen und qualitätszentrierten Entwicklung geben und das Potential des Einsatzes von Anforderungs- und Entwurfsmustern aufzeigen. Darauf aufbauend werden das methodische Vorgehen, wie Muster zu erstellen sind, sowie die im Projekt erstellten Anforderungs- und Entwurfsmuster anhand von einigen Beispielen inhaltlich vorgestellt. Abschließend werden Handlungsempfehlungen für die Erstellung und den Einsatz von Anforderungs- und Entwurfsmustern gegeben. Im Anhang werden alle im Forschungsprojekt AnEkA erarbeiteten Anforderungs- und Entwurfsmuster zur weiteren Nutzung zur Verfügung gestellt.
@techreport{ls_leimeister, abstract = {Im Rahmen des DFG-geförderten Projekts AnEkA „Anforderungs- und Entwurfsmuster zur rechtsverträglichen und qualitätszentrierten Gestaltung kontextsensitiver Applikationen“ wurden Anforderungs- und Entwurfsmuster für die Gestaltung rechtsverträglicher, aber gleichermaßen qualitätszentrierter smarter persönlicher Assistenten erstellt. Neben einem umfangreichen Musterkatalog hat das Projektteam ein Vorgehen für die Erstellung von Entwurfsmustern erarbeitet. Die Handlungsbroschüre soll zunächst eine Einführung in die Thematik der rechtsverträglichen und qualitätszentrierten Entwicklung geben und das Potential des Einsatzes von Anforderungs- und Entwurfsmustern aufzeigen. Darauf aufbauend werden das methodische Vorgehen, wie Muster zu erstellen sind, sowie die im Projekt erstellten Anforderungs- und Entwurfsmuster anhand von einigen Beispielen inhaltlich vorgestellt. Abschließend werden Handlungsempfehlungen für die Erstellung und den Einsatz von Anforderungs- und Entwurfsmustern gegeben. Im Anhang werden alle im Forschungsprojekt AnEkA erarbeiteten Anforderungs- und Entwurfsmuster zur weiteren Nutzung zur Verfügung gestellt.}, address = {Kassel, Germany}, author = {Dickhaut, Ernestine and Miedzianowski, Nadine and Jandt, Silke and Janson, Andreas and Knote, Robin and Leimeister, Jan Marco and Roßnagel, Alexander and Söllner, Matthias and Thies, Laura Friederike}, keywords = {pub_msö}, month = 12, publisher = {ITeG Technical Reports}, title = {Handlungsbroschüre. Anforderungs- und Entwurfsmuster zur rechtsverträglichen und qualitätszentrierten Gestaltung kontextsensitiver Applikationen (AnEkA). Handlungsempfehlungen zur Gestaltung von Anforderungs- und Entwurfsmustern}, volume = 10, year = 2020 }
Schöbel, S., Janson, A., & Söllner, M. (2020). Capturing the complexity of gamification elements: a holistic approach for analysing existing and deriving novel gamification designs. European Journal on Information Systems (EJIS), 29(6), Article 6. https://doi.org/0.1080/0960085X.2020.1796531
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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.
@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 = {pub_msö}, month = 10, 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 }
Winkler, R., Söllner, M., & Leimeister, J. M. (2020, August). Improving Students? Problem-Solving Skills with Smart Personal Assistants. 80th Annual Meeting of the Academy of Management. http://pubs.wi-kassel.de/wp-content/uploads/2020/11/JML_790.pdf
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Tomorrow’s organizations need employees who are able to deal with rapid changes and solve non-routine problems. Gaining problem-solving skills is considered the number-one skill for future employees to succeed professionally. Predominant learning theories agree that the most effective way to gain these skills is for everyone to receive individual support by their own private tutor. For educational institutions such as high schools and universities, this is often not possible due to financial and organizational restrictions. A new emerging class of information technology – specifically Smart Personal Assistants (e.g., Google’s Assistant or Amazon’s Alexa) – has the potential to address this problem by interacting with students in a manner comparable to human tutors because of its high degree of adaptability, interactivity and accessibility. Even though there exists a growing body of research about the design and use of Smart Personal Assistants for learning, empirical evidence of their ability to help students improve their problem-solving skills is still scarce. Grounded on technology-mediated learning theory, this study uses a mixed-method approach consisting of two field quasi-experiments and one post-experiment focus group discussion at a business high school and a vocational business school with a total of 90 students to measure the effect of using Smart Personal Assistants on acquiring problem-solving skills. The empirical results show that students in the experiment classes acquired significantly more problem-solving skills than those in the control group mainly explained by changes in their learning process. The findings provide empirical evidence for the importance of using new emerging Smart Personal Assistants on general skill development, and specifically on problem-solving skill development. Moreover, our work can guide educational institutions and educators in designing and implementing Smart Personal Assistants in their own learning environments.
@inproceedings{alex260755, abstract = {Tomorrow’s organizations need employees who are able to deal with rapid changes and solve non-routine problems. Gaining problem-solving skills is considered the number-one skill for future employees to succeed professionally. Predominant learning theories agree that the most effective way to gain these skills is for everyone to receive individual support by their own private tutor. For educational institutions such as high schools and universities, this is often not possible due to financial and organizational restrictions. A new emerging class of information technology – specifically Smart Personal Assistants (e.g., Google’s Assistant or Amazon’s Alexa) – has the potential to address this problem by interacting with students in a manner comparable to human tutors because of its high degree of adaptability, interactivity and accessibility. Even though there exists a growing body of research about the design and use of Smart Personal Assistants for learning, empirical evidence of their ability to help students improve their problem-solving skills is still scarce. Grounded on technology-mediated learning theory, this study uses a mixed-method approach consisting of two field quasi-experiments and one post-experiment focus group discussion at a business high school and a vocational business school with a total of 90 students to measure the effect of using Smart Personal Assistants on acquiring problem-solving skills. The empirical results show that students in the experiment classes acquired significantly more problem-solving skills than those in the control group mainly explained by changes in their learning process. The findings provide empirical evidence for the importance of using new emerging Smart Personal Assistants on general skill development, and specifically on problem-solving skill development. Moreover, our work can guide educational institutions and educators in designing and implementing Smart Personal Assistants in their own learning environments.}, address = {Vancouver}, author = {Winkler, Rainer and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {80th Annual Meeting of the Academy of Management (AOM)}, journal = {80th Annual Meeting of the Academy of Management}, keywords = {pub_msö}, month = {08}, publisher = {Academy of Management}, title = {Improving Students? Problem-Solving Skills with Smart Personal Assistants}, year = 2020 }
Wambsganss, T., Niklaus, C., Cetto, M., Söllner, M., Handschuh, S., & Leimeister, J. M. (2020). AL: An Adaptive Learning Support System for Argumentation Skills. In R. Bernhaupt, F. ’Floyd’ Mueller, D. Verweij, J. Andres, J. McGrenere, A. Cockburn, I. Avellino, A. Goguey, P. Bjøn, S. Zhao, B. P. Samson, & R. Kocielnik (Eds.), CHI ’20: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. https://doi.org/10.1145/3313831.3376732
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Recent advances in Natural Language Processing (NLP) bear the opportunity to analyze the argumentation quality of texts. This can be leveraged to provide students with individual and adaptive feedback in their personal learning journey. To test if individual feedback on students' argumentation will help them to write more convincing texts, we developed AL, an adaptive IT tool that provides students with feedback on the argumentation structure of a given text. We compared AL with 54 students to a proven argumentation support tool. We found students using AL wrote more convincing texts with better formal quality of argumentation compared to the ones using the traditional approach. The measured technology acceptance provided promising results to use this tool as a feedback application in different learning settings. The results suggest that learning applications based on NLP may have a beneficial use for developing better writing and reasoning for students in traditional learning settings.
@inproceedings{conf/chi/WambsganssNC0HL20, abstract = {Recent advances in Natural Language Processing (NLP) bear the opportunity to analyze the argumentation quality of texts. This can be leveraged to provide students with individual and adaptive feedback in their personal learning journey. To test if individual feedback on students' argumentation will help them to write more convincing texts, we developed AL, an adaptive IT tool that provides students with feedback on the argumentation structure of a given text. We compared AL with 54 students to a proven argumentation support tool. We found students using AL wrote more convincing texts with better formal quality of argumentation compared to the ones using the traditional approach. The measured technology acceptance provided promising results to use this tool as a feedback application in different learning settings. The results suggest that learning applications based on NLP may have a beneficial use for developing better writing and reasoning for students in traditional learning settings.}, author = {Wambsganss, Thiemo and Niklaus, Christina and Cetto, Matthias and Söllner, Matthias and Handschuh, Siegfried and Leimeister, Jan Marco}, booktitle = {CHI '20: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems}, crossref = {conf/chi/2020}, editor = {Bernhaupt, Regina and Mueller, Florian 'Floyd' and Verweij, David and Andres, Josh and McGrenere, Joanna and Cockburn, Andy and Avellino, Ignacio and Goguey, Alix and Bjøn, Pernille and Zhao, Shengdong and Samson, Briane Paul and Kocielnik, Rafal}, keywords = {pub_msö}, month = {04}, pages = {1-14}, publisher = {ACM}, title = {AL: An Adaptive Learning Support System for Argumentation Skills.}, year = 2020 }
Dickhaut, E., Thies, L. F., Janson, A., Leimeister, J. M., & Söllner, M. (2020). Entwurfsmuster für die interdisziplinäre Gestaltung rechtsverträglicher Systeme. In M. Friedewald, M. Kreutzer, & M. Hansen (Eds.), Selbstbestimmung, Privatheit und Datenschutz (1–, pp. 469-487). Springer Vieweg. https://doi.org/10.1007/978-3-658-33306-5_23
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Durch die Digitalisierung werden immer mehr Technologien entwickelt. Dabei gewinnt die soziotechnische Systementwicklung zunehmend an Bedeutung, in deren Rahmen nicht nur das technische System isoliert betrachtet wird, sondern auch der Nutzer und sein Umfeld. Insbesondere bei der Entwicklung rechtsverträglicher Systeme stehen Entwickler häufig aufgrund fehlenden rechtlichen Fachwissens vor großen Herausforderungen. Dies gilt insbesondere dann, wenn es um intelligente, selbstlernende Systeme geht. Diese Systeme sammeln, um die Qualität ihrer Dienste zu optimieren und Nutzerbedürfnissen zu entsprechen mithilfe leistungsfähiger Technologien große Mengen an personenbezogenen Daten, was Risiken für die informationelle Selbstbestimmung der Nutzer mit sich bringt. Um diesen Risiken entgegenzuwirken nutzen wir Anforderungs- und Entwurfsmuster. Ziel des Beitrags ist daher mittels eines multi-methodischen Ansatzes aufzuzeigen, welchen Beitrag interdisziplinäre Anforderungs- und Entwurfsmuster für die Entwicklung rechtsverträglicher und qualitativ hochwertiger KI-basierter Systeme leisten können. Um die Wirksamkeit der Muster zu untersuchen wurde mithilfe der Muster ein Lernassistent entwickelt und durch die Methode der Simulationsstudie evaluiert.
@incollection{ls_leimeister, abstract = {Durch die Digitalisierung werden immer mehr Technologien entwickelt. Dabei gewinnt die soziotechnische Systementwicklung zunehmend an Bedeutung, in deren Rahmen nicht nur das technische System isoliert betrachtet wird, sondern auch der Nutzer und sein Umfeld. Insbesondere bei der Entwicklung rechtsverträglicher Systeme stehen Entwickler häufig aufgrund fehlenden rechtlichen Fachwissens vor großen Herausforderungen. Dies gilt insbesondere dann, wenn es um intelligente, selbstlernende Systeme geht. Diese Systeme sammeln, um die Qualität ihrer Dienste zu optimieren und Nutzerbedürfnissen zu entsprechen mithilfe leistungsfähiger Technologien große Mengen an personenbezogenen Daten, was Risiken für die informationelle Selbstbestimmung der Nutzer mit sich bringt. Um diesen Risiken entgegenzuwirken nutzen wir Anforderungs- und Entwurfsmuster. Ziel des Beitrags ist daher mittels eines multi-methodischen Ansatzes aufzuzeigen, welchen Beitrag interdisziplinäre Anforderungs- und Entwurfsmuster für die Entwicklung rechtsverträglicher und qualitativ hochwertiger KI-basierter Systeme leisten können. Um die Wirksamkeit der Muster zu untersuchen wurde mithilfe der Muster ein Lernassistent entwickelt und durch die Methode der Simulationsstudie evaluiert.}, address = {Wiesbaden}, author = {Dickhaut, Ernestine and Thies, Laura Friederike and Janson, Andreas and Leimeister, Jan Marco and Söllner, Matthias}, booktitle = {Selbstbestimmung, Privatheit und Datenschutz}, editor = {Friedewald, Michael and Kreutzer, Michael and Hansen, Marit}, keywords = {pub_msö}, month = {04}, pages = {469-487}, publisher = {Springer Vieweg}, series = {DuD-Fachbeiträge}, title = {Entwurfsmuster für die interdisziplinäre Gestaltung rechtsverträglicher Systeme}, year = 2020 }
Zierau, N., Engel, C., Söllner, M., & Leimeister, J. M. (2020). Trust in Smart Personal Assistants: A Systematic Literature Review and Development of a Research Agenda. 15th International Conference on Wirtschaftsinformatik (WI), 99-114. https://doi.org/10.30844/wi_2020_a7-zierau
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Smart Personal Assistants (SPA) fundamentally influence the way individuals perform tasks, use services and interact with organizations. They thus bear an immense economic and societal potential. However, a lack of trust - rooted in perceptions of uncertainty and risk - when interacting with intelligent computer agents can inhibit their adoption. In this paper, we conduct a systematic literature review to investigate the state of knowledge on trust in SPAs. Based on a concept-centric analysis of 50 papers, we derive three distinct research perspectives that constitute this nascent field: user interface-driven, interaction-driven, and explanation-driven trust in SPAs. Building on the results of our analysis, we develop a research agenda to spark and guide future research surrounding trust in SPAs. Ultimately, this paper intends to contribute to the body of knowledge of trust in artificial intelligence-based systems, specifically SPAs. It does so by proposing a novel framework mapping out their relationship.
@inproceedings{Zierau_2020, abstract = {Smart Personal Assistants (SPA) fundamentally influence the way individuals perform tasks, use services and interact with organizations. They thus bear an immense economic and societal potential. However, a lack of trust - rooted in perceptions of uncertainty and risk - when interacting with intelligent computer agents can inhibit their adoption. In this paper, we conduct a systematic literature review to investigate the state of knowledge on trust in SPAs. Based on a concept-centric analysis of 50 papers, we derive three distinct research perspectives that constitute this nascent field: user interface-driven, interaction-driven, and explanation-driven trust in SPAs. Building on the results of our analysis, we develop a research agenda to spark and guide future research surrounding trust in SPAs. Ultimately, this paper intends to contribute to the body of knowledge of trust in artificial intelligence-based systems, specifically SPAs. It does so by proposing a novel framework mapping out their relationship.}, author = {Zierau, Naim and Engel, Christian and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {15th International Conference on Wirtschaftsinformatik (WI)}, keywords = {pub_msö}, month = {03}, pages = {99-114}, title = {Trust in Smart Personal Assistants: A Systematic Literature Review and Development of a Research Agenda}, year = 2020 }
Söllner, M. (2020, January). Same Same But Different? A Two-Foci Perspective on Trust in Information Systems. Proceedings of the 53rd Hawaii International Conference on System Sciences. https://doi.org/10.24251/hicss.2020.630
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Trust is one of the most important factors driving the adoption and use of information systems. The goal of this paper is to provide a first evaluation of a conceptual piece claiming a) that users distinguish between their trust in an IS and the provider of this IS and b) that both kinds of trust are important for the success sustainable success of IS providers. To evaluate the claims, a research model is developed and evaluated using data of 234 students during the introduction of a new IS at an European university. The results provide support for both claims, since the correlation between the two trust constructs is low, and the nomological networks differ. Regarding the importance of both constructs, trust in the IS is found to have an important impact of the use of the IS, whereas trust in the provider is a major driver of the users’ loyalty.
@inproceedings{Söllner_2020, abstract = {Trust is one of the most important factors driving the adoption and use of information systems. The goal of this paper is to provide a first evaluation of a conceptual piece claiming a) that users distinguish between their trust in an IS and the provider of this IS and b) that both kinds of trust are important for the success sustainable success of IS providers. To evaluate the claims, a research model is developed and evaluated using data of 234 students during the introduction of a new IS at an European university. The results provide support for both claims, since the correlation between the two trust constructs is low, and the nomological networks differ. Regarding the importance of both constructs, trust in the IS is found to have an important impact of the use of the IS, whereas trust in the provider is a major driver of the users’ loyalty.}, author = {Söllner, Matthias}, booktitle = {Proceedings of the 53rd Hawaii International Conference on System Sciences}, keywords = {pub_msö}, month = {01}, publisher = {Hawaii International Conference on System Sciences}, title = {Same Same But Different? A Two-Foci Perspective on Trust in Information Systems}, year = 2020 }
Wambsganss, T., Winkler, R., Schmid, P., & Söllner, M. (2020). Designing a Conversational Agent as a Formative Course Evaluation Tool. 15th International Conference on Wirtschaftsinformatik (WI), 1234-1249. https://doi.org/10.30844/wi_2020_k7-wambsganss
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Today’s graduating students face ever-changing environments when they enter their job life. Educational institutions must therefore continuously develop their course structure and content in order to prepare their students to be future employees. A very important means for developing the courses is the students’ course evaluations. Due to financial and organizational restrictions, these course evaluations are usually carried out quantitatively and at the end of the semester. However, past research has shown that this kind of evaluation faces certain constraints such as low acceptance rates, only time-related insights and low-quality answers that do not really help the lecturer to improve the course. Drawing on social response theory, we propose that conversational agents as a formative course evaluation tool are able to address the mentioned problems by interactively engaging with students. Therefore, we propose a set of design principles and evaluate them with our prototype Eva.
@inproceedings{Wambsganss_2020, abstract = {Today’s graduating students face ever-changing environments when they enter their job life. Educational institutions must therefore continuously develop their course structure and content in order to prepare their students to be future employees. A very important means for developing the courses is the students’ course evaluations. Due to financial and organizational restrictions, these course evaluations are usually carried out quantitatively and at the end of the semester. However, past research has shown that this kind of evaluation faces certain constraints such as low acceptance rates, only time-related insights and low-quality answers that do not really help the lecturer to improve the course. Drawing on social response theory, we propose that conversational agents as a formative course evaluation tool are able to address the mentioned problems by interactively engaging with students. Therefore, we propose a set of design principles and evaluate them with our prototype Eva.}, author = {Wambsganss, Thiemo and Winkler, Rainer and Schmid, Pascale and Söllner, Matthias}, booktitle = {15th International Conference on Wirtschaftsinformatik (WI)}, keywords = {pub_msö}, month = {03}, pages = {1234-1249}, title = {Designing a Conversational Agent as a Formative Course Evaluation Tool}, year = 2020 }
Winkler, R., Weingart, P., Söllner, M., & and. (2020). Using Smart Personal Assistants for Online Learning Activities: What benefits can we expect?. 15th International Conference on Wirtschaftsinformatik (WI), 465-479. https://doi.org/10.30844/wi_2020_d7-winkler
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With the increasing popularity of massive open online courses, universities are able to reach a wider audience without restriction and for comparably low costs. However, in these learning environments, educators are hardly able to offer individual support to their learners. According to learning theory, the lack of individual support in online learning environments can considerably limit learning success. In our paper, we argue that new emerging Smart Personal Assistants (SPAs) have the capabilities to address this problem by building up an interaction with the learner similar to a human tutor. Drawing on the concept of the Interactive, Constructive, Active and Passive (ICAP) Framework, we designed an experiment with 76 participants, where one group received text-based learning materials and the other group received additional scaffolds from an interactive, text-based smart personal assistant. Posttest-score comparisons revealed that learners interacting with the SPA were able to achieve higher learning outcomes.
@inproceedings{Winkler_2020, abstract = {With the increasing popularity of massive open online courses, universities are able to reach a wider audience without restriction and for comparably low costs. However, in these learning environments, educators are hardly able to offer individual support to their learners. According to learning theory, the lack of individual support in online learning environments can considerably limit learning success. In our paper, we argue that new emerging Smart Personal Assistants (SPAs) have the capabilities to address this problem by building up an interaction with the learner similar to a human tutor. Drawing on the concept of the Interactive, Constructive, Active and Passive (ICAP) Framework, we designed an experiment with 76 participants, where one group received text-based learning materials and the other group received additional scaffolds from an interactive, text-based smart personal assistant. Posttest-score comparisons revealed that learners interacting with the SPA were able to achieve higher learning outcomes.}, author = {Winkler, Rainer and Weingart, Pablo and Söllner, Matthias and and}, booktitle = {15th International Conference on Wirtschaftsinformatik (WI)}, keywords = {pub_msö}, month = {03}, pages = {465-479}, title = {Using Smart Personal Assistants for Online Learning Activities: What benefits can we expect?}, year = 2020 }
Knote, R., Janson, A., Söllner, M., & Leimeister, J. M. (2020). Value Co-Creation in Smart Services: A Functional Affordances Perspective on Smart Personal Assistants. Journal of the Association for Information Systems, 22(2), Article 2. https://doi.org/10.17705/1jais.00667
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In the realm of smart services, smart personal assistants (SPAs) have become a popular medium for value co-creation between service providers and users. The market success of SPAs is largely based on their innovative material properties, such as natural language user interfaces, machine-learning-powered request handling and service provision, and anthropomorphism. In different combinations, these properties offer users entirely new ways to intuitively and interactively achieve their goals and, thus, co-create value with service providers. But how does the nature of the SPA shape value co-creation processes? In this paper, we look through a functional affordances lens to theorize about the effects of different types of SPAs (i.e., with different combinations of material properties) on users' value co-creation processes. Specifically, we collected SPAs from research and practice by reviewing scientific literature and web resources, developed a taxonomy of SPAs' material properties, and performed a cluster analysis to group SPAs of a similar nature. We then derived 2 general and 11 cluster-specific propositions on how different material properties of SPAs can yield different affordances for value co-creation. With our work, we point out that smart services require researchers and practitioners to fundamentally rethink value co-creation as well as revise affordances theory to address the dynamic nature of smart technology as a service counterpart.
@article{ls_leimeister, abstract = {In the realm of smart services, smart personal assistants (SPAs) have become a popular medium for value co-creation between service providers and users. The market success of SPAs is largely based on their innovative material properties, such as natural language user interfaces, machine-learning-powered request handling and service provision, and anthropomorphism. In different combinations, these properties offer users entirely new ways to intuitively and interactively achieve their goals and, thus, co-create value with service providers. But how does the nature of the SPA shape value co-creation processes? In this paper, we look through a functional affordances lens to theorize about the effects of different types of SPAs (i.e., with different combinations of material properties) on users' value co-creation processes. Specifically, we collected SPAs from research and practice by reviewing scientific literature and web resources, developed a taxonomy of SPAs' material properties, and performed a cluster analysis to group SPAs of a similar nature. We then derived 2 general and 11 cluster-specific propositions on how different material properties of SPAs can yield different affordances for value co-creation. With our work, we point out that smart services require researchers and practitioners to fundamentally rethink value co-creation as well as revise affordances theory to address the dynamic nature of smart technology as a service counterpart.}, author = {Knote, Robin and Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, journal = {Journal of the Association for Information Systems}, keywords = {pub_msö}, month = {03}, number = 2, pages = {418-458}, title = {Value Co-Creation in Smart Services: A Functional Affordances Perspective on Smart Personal Assistants}, volume = 22, year = 2020 }
Wambsganss, T., Molyndris, and N., & Söllner, M. (2020). Unlocking Transfer Learning in Argumentation Mining: A Domain-Independent Modelling Approach. 15th International Conference on Wirtschaftsinformatik (WI), 341-356. https://doi.org/10.30844/wi_2020_c9-wambsganss
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Argument identification is the fundamental block of every Argumentation Mining pipeline, which in turn is a young upcoming field with multiple applications ranging from strategy support to opinion mining and news fact-checking. We developed a model, which is tackling the two biggest practical and academic challenges of the research field today. First, it addresses the lack of corpus-agnostic models and, second, it tackles the problem of human-labor-intensive NLP models being costly to develop. We do that by suggesting and implementing an easy-to-use solution that utilizes the latest advancements in natural language Transfer Learning. The result is a twofold contribution: A system that delivers state-of-the-art results in multiple corpora and opens up a new way of academic advancement of the field through Transfer Learning. Additionally, it provides the architecture for an easy-to-use tool that can be used for practical applications without the need for domain-specific knowledge.
@inproceedings{Wambsganss_2020, abstract = {Argument identification is the fundamental block of every Argumentation Mining pipeline, which in turn is a young upcoming field with multiple applications ranging from strategy support to opinion mining and news fact-checking. We developed a model, which is tackling the two biggest practical and academic challenges of the research field today. First, it addresses the lack of corpus-agnostic models and, second, it tackles the problem of human-labor-intensive NLP models being costly to develop. We do that by suggesting and implementing an easy-to-use solution that utilizes the latest advancements in natural language Transfer Learning. The result is a twofold contribution: A system that delivers state-of-the-art results in multiple corpora and opens up a new way of academic advancement of the field through Transfer Learning. Additionally, it provides the architecture for an easy-to-use tool that can be used for practical applications without the need for domain-specific knowledge.}, author = {Wambsganss, Thiemo and and Nikolaos Molyndris and Söllner, Matthias}, booktitle = {15th International Conference on Wirtschaftsinformatik (WI)}, keywords = {pub_msö}, month = {03}, pages = {341-356}, title = {Unlocking Transfer Learning in Argumentation Mining: A Domain-Independent Modelling Approach}, year = 2020 }
Winkler, R., Elshan, E., Söllner, M., & Leimeister, J. M. (2020). SPAM - A Process Model for Developing Smart Personal Assistants. HICSS, 1-10. https://doi.org/10.24251/HICSS.2020.033
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Information technology capabilities are growing at an impressive pace and increasingly overstrain the cognitive abilities of users. User assistance systems such as online manuals try to help the user in handling these systems. However, there is strong evidence that traditional user assistance systems are not as effective as intended. With the rise of smart personal assistants, such as Amazon’s Alexa, user assistance systems are becoming more sophisticated by offering a higher degree of interaction and intelligence. This study proposes a process model to develop Smart Personal Assistants. Using a design science research approach, we first gather requirements from Smart Personal Assistant designers and theory, and later evaluate the process model with developing an Amazon Alexa Skill for a Smart Home system. This paper contributes to the existing user assistance literature by offering a new process model on how to design Smart Personal Assistants for intelligent systems.
@inproceedings{conf/hicss/WinklerE0L20, abstract = {Information technology capabilities are growing at an impressive pace and increasingly overstrain the cognitive abilities of users. User assistance systems such as online manuals try to help the user in handling these systems. However, there is strong evidence that traditional user assistance systems are not as effective as intended. With the rise of smart personal assistants, such as Amazon’s Alexa, user assistance systems are becoming more sophisticated by offering a higher degree of interaction and intelligence. This study proposes a process model to develop Smart Personal Assistants. Using a design science research approach, we first gather requirements from Smart Personal Assistant designers and theory, and later evaluate the process model with developing an Amazon Alexa Skill for a Smart Home system. This paper contributes to the existing user assistance literature by offering a new process model on how to design Smart Personal Assistants for intelligent systems.}, author = {Winkler, Rainer and Elshan, Edona and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {HICSS}, crossref = {conf/hicss/2020}, keywords = {pub_msö}, month = {01}, pages = {1-10}, publisher = {HICSS}, title = {SPAM - A Process Model for Developing Smart Personal Assistants}, year = 2020 }

2019[ to top ]

Winkler, R., Büchi, C., & Söllner, M. (2019). Improving Problem-Solving Skills with Smart Personal Assistants: Insights from a Quasi Field Experiment. In H. Krcmar, J. Fedorowicz, W. F. Boh, J. M. Leimeister, & S. Wattal (Eds.), International Conference on Information Systems (ICIS). http://dblp.uni-trier.de/db/conf/icis/icis2019.html#WinklerB019
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Problem-solving skills are considered one of the most important learning goals for life. Therefore, educational institutions should help learners gain these skills despite organizational and financial restrictions. Even though there exists a growing body of research about the design and use of Smart Personal Assistants, such as Google’s Assistant or Amazon’s Alexa, little is known about their ability to help learners improve their problem-solving skills. Using a mixed-method approach, we investigate the value of newly emerging Smart Personal Assistants to improve long-term problem solving skills with the help of a pre- and post-test quasi field experiment in a second grade class of a vocational business school in Switzerland. The results indicate that groups interacting with Smart Personal Assistants show significantly better problem-solving skills compared to learners using paper-based support explained by changing learning processes. Our study contributes to existing intelligent tutoring system and technology-enhanced scaffolding research.
@inproceedings{conf/icis/WinklerB019, abstract = {Problem-solving skills are considered one of the most important learning goals for life. Therefore, educational institutions should help learners gain these skills despite organizational and financial restrictions. Even though there exists a growing body of research about the design and use of Smart Personal Assistants, such as Google’s Assistant or Amazon’s Alexa, little is known about their ability to help learners improve their problem-solving skills. Using a mixed-method approach, we investigate the value of newly emerging Smart Personal Assistants to improve long-term problem solving skills with the help of a pre- and post-test quasi field experiment in a second grade class of a vocational business school in Switzerland. The results indicate that groups interacting with Smart Personal Assistants show significantly better problem-solving skills compared to learners using paper-based support explained by changing learning processes. Our study contributes to existing intelligent tutoring system and technology-enhanced scaffolding research.}, author = {Winkler, Rainer and Büchi, Claudio and Söllner, Matthias}, booktitle = {International Conference on Information Systems (ICIS)}, crossref = {conf/icis/2019}, editor = {Krcmar, Helmut and Fedorowicz, Jane and Boh, Wai Fong and Leimeister, Jan Marco and Wattal, Sunil}, keywords = {pub_msö}, publisher = {Association for Information Systems}, title = {Improving Problem-Solving Skills with Smart Personal Assistants: Insights from a Quasi Field Experiment.}, year = 2019 }
Seeber, I., Bittner, E., Briggs, R. O., de Vreede, T., de Vreede, G.-J., Elkins, A., Maier, R., Merz, A. B., Oeste-Reiß, S., Randrup, N., Schwabe, G., & Söllner, M. (2019). Machines as teammates: A research agenda on AI in team collaboration. Information & Management. https://doi.org/https://doi.org/10.1016/j.im.2019.103174
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What if artificial intelligence (AI) machines became teammates rather than tools? This paper reports on an international initiative by 65 collaboration scientists to develop a research agenda for exploring the potential risks and benefits of machines as teammates (MaT). They generated 819 research questions. A subteam of 12 converged them to a research agenda comprising three design areas – Machine artifact, Collaboration, and Institution – and 17 dualities – significant effects with the potential for benefit or harm. The MaT research agenda offers a structure and archetypal research questions to organize early thought and research in this new area of study.
@article{ls_leimeister, abstract = {What if artificial intelligence (AI) machines became teammates rather than tools? This paper reports on an international initiative by 65 collaboration scientists to develop a research agenda for exploring the potential risks and benefits of machines as teammates (MaT). They generated 819 research questions. A subteam of 12 converged them to a research agenda comprising three design areas – Machine artifact, Collaboration, and Institution – and 17 dualities – significant effects with the potential for benefit or harm. The MaT research agenda offers a structure and archetypal research questions to organize early thought and research in this new area of study.}, author = {Seeber, Isabella and Bittner, Eva and Briggs, Robert O. and de Vreede, Triparna and de Vreede, Gert-Jan and Elkins, Aaron and Maier, Ronald and Merz, Alexander B. and Oeste-Reiß, Sarah and Randrup, Nils and Schwabe, Gerhard and Söllner, Matthias}, journal = {Information & Management}, keywords = {pub_msö}, title = {Machines as teammates: A research agenda on AI in team collaboration}, year = 2019 }
Maedche, A., Legner, C., Benlian, A., Berger, B., Gimpel, H., Hess, T., Hinz, O., Morana, S., & Söllner, M. (2019). AI-Based Digital Assistants - Opportunities, Threats, and Research Perspectives. Business & Information Systems Engineering, 61(4), Article 4. http://dblp.uni-trier.de/db/journals/bise/bise61.html#MaedcheLBBGHHMS19
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This article summarizes the panel discussion at the International Conference on Wirtschafts-informatik in March 2019 in Siegen (WI 2019) and presents different perspectives on AI-based digital assistants. It sheds light on (1) application areas, opportunities, and threats as well as (2) the BISE community’s roles in the field of AI-based digital assistants. The different authors’ contributions emphasize that BISE, as a socio-technical discipline, must address the designs and the behaviors of AI-based digital assistants as well as their interconnections. They have identified multiple research opportunities to deliver descriptive and prescriptive knowledge, thereby actively shaping future interactions between users and AI-based digital assistants. We trust that these inputs will lead BISE researchers to take active roles and to contribute an IS perspective to the academic and the political discourse about AI-based digital assistants.
@article{journals/bise/MaedcheLBBGHHMS19, abstract = {This article summarizes the panel discussion at the International Conference on Wirtschafts-informatik in March 2019 in Siegen (WI 2019) and presents different perspectives on AI-based digital assistants. It sheds light on (1) application areas, opportunities, and threats as well as (2) the BISE community’s roles in the field of AI-based digital assistants. The different authors’ contributions emphasize that BISE, as a socio-technical discipline, must address the designs and the behaviors of AI-based digital assistants as well as their interconnections. They have identified multiple research opportunities to deliver descriptive and prescriptive knowledge, thereby actively shaping future interactions between users and AI-based digital assistants. We trust that these inputs will lead BISE researchers to take active roles and to contribute an IS perspective to the academic and the political discourse about AI-based digital assistants.}, author = {Maedche, Alexander and Legner, Christine and Benlian, Alexander and Berger, Benedikt and Gimpel, Henner and Hess, Thomas and Hinz, Oliver and Morana, Stefan and Söllner, Matthias}, journal = {Business & Information Systems Engineering}, keywords = {pub_msö}, number = 4, pages = {535-544}, title = {AI-Based Digital Assistants - Opportunities, Threats, and Research Perspectives.}, volume = 61, year = 2019 }
Knote, R., Janson, A., Söllner, M., & Leimeister, J. M. (2019). Classifying Smart Personal Assistants: An Empirical Cluster Analysis. Hawaii International Conference on System Sciences (HICSS). http://pubs.wi-kassel.de/wp-content/uploads/2019/04/JML_727.pdf
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The digital age has yielded systems that increasingly reduce the complexity of our everyday lives. As such, smart personal assistants such as Amazon's Alexa or Apple's Siri combine the comfort of intuitive natural language interaction with the utility of personalized and situation-dependent information and service provision. However, research on SPAs is becoming increasingly complex and opaque. To reduce complexity, this paper introduces a classification system for SPAs. Based on a systematic literature review, a cluster analysis reveals five SPA archetypes:
@inproceedings{ls_leimeister, abstract = {The digital age has yielded systems that increasingly reduce the complexity of our everyday lives. As such, smart personal assistants such as Amazon's Alexa or Apple's Siri combine the comfort of intuitive natural language interaction with the utility of personalized and situation-dependent information and service provision. However, research on SPAs is becoming increasingly complex and opaque. To reduce complexity, this paper introduces a classification system for SPAs. Based on a systematic literature review, a cluster analysis reveals five SPA archetypes:}, address = {Maui, Hawaii, USA}, author = {Knote, Robin and Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Hawaii International Conference on System Sciences (HICSS)}, keywords = {pub_msö}, title = {Classifying Smart Personal Assistants: An Empirical Cluster Analysis}, year = 2019 }
Knote, R., Thies, L. F., Söllner, M., Roßnagel, A., & Leimeister, J. M. (2019). Gestaltung smarter persönlicher Assistenten zwischen Rechtsverträglichkeit und Dienstleistungsqualität: Gestaltungsziele und Zielkonflikte. In K. David, K. Geihs, M. Lange, & G. Stumme (Eds.), INFORMATIK 2019: Vol. Lecture Notes in Informatics (LNI) - Proceedings: Series of the Gesellschaft für Informatik (GI) (No. Volume P-294). https://doi.org/10.18420/inf2019_60
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Smarte persönliche Assistenten von Amazon, Google und zahlreichen anderen Anbietern ermöglichen es, qualitativ hochwertige elektronische Dienstleistungen anzubieten. Gleichzeitig bringen diese Systeme auch viele Risiken mit sich. Berichte von diskriminierenden oder unverständlichem Systemverhalten häufen sich und verursachen Skepsis in der Gesellschaft. Diesen Problemen kann mit einer gleichermaßen rechtsverträglichen und qualitätsorientierten IT-Gestaltung entgegengewirkt werden. In diesem Beitrag werden Rechtsverträglichkeit und Dienstleistungsqualität als elementare Ziele für die Gestaltung smarter persönlicher Assistenten eingeführt. Zudem werden Zielkonflikte wie die Personalisierung von Leistungen bei gleichzeitiger Datensparsamkeit diskutiert und Implikationen für die Systemgestaltung erläutert.
@inproceedings{ls_leimeister, abstract = {Smarte persönliche Assistenten von Amazon, Google und zahlreichen anderen Anbietern ermöglichen es, qualitativ hochwertige elektronische Dienstleistungen anzubieten. Gleichzeitig bringen diese Systeme auch viele Risiken mit sich. Berichte von diskriminierenden oder unverständlichem Systemverhalten häufen sich und verursachen Skepsis in der Gesellschaft. Diesen Problemen kann mit einer gleichermaßen rechtsverträglichen und qualitätsorientierten IT-Gestaltung entgegengewirkt werden. In diesem Beitrag werden Rechtsverträglichkeit und Dienstleistungsqualität als elementare Ziele für die Gestaltung smarter persönlicher Assistenten eingeführt. Zudem werden Zielkonflikte wie die Personalisierung von Leistungen bei gleichzeitiger Datensparsamkeit diskutiert und Implikationen für die Systemgestaltung erläutert.}, address = {Bonn, Germany}, author = {Knote, Robin and Thies, Laura Friederike and Söllner, Matthias and Roßnagel, Alexander and Leimeister, Jan Marco}, booktitle = {INFORMATIK 2019}, editor = {David, Klaus and Geihs, Kurt and Lange, Martin and Stumme, Gerd}, keywords = {pub_msö}, number = {Volume P-294}, pages = {435-448}, publisher = {Gesellschaft für Informatik (GI)}, title = {Gestaltung smarter persönlicher Assistenten zwischen Rechtsverträglichkeit und Dienstleistungsqualität: Gestaltungsziele und Zielkonflikte}, volume = {Lecture Notes in Informatics (LNI) - Proceedings: Series of the Gesellschaft für Informatik (GI)}, year = 2019 }
Schöbel, S., & Söllner, M. (2019). Leitfaden für die Identifikation, Auswahl und Kombination von Gamification-Elementen am Beispiel des Lernkontextes. In J. M. Leimeister & K. David (Eds.), Chancen und Herausforderungen des digitalen Lernens: Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte (1–, pp. 143-164). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-59390-5_8
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Gamification ist ein bekannter Ansatz, bei dem sogenannte Spieldesignelemente in Informationssysteme integriert werden. Entgegen des bisherigen Erfolges des Ansatzes gibt es viele Unstimmigkeiten in Bezug auf das Design von Spieldesignelementen, besonders wenn es um die Anpassung der Elemente an eine bestimmte Zielgruppe geht. Dieser Beitrag stellt eine neue Klassifikation von Spieldesignelementen wie auch einen Prozess vor, mit dem Gamification-Konzepte Schritt für Schritt entwickelt und an eine Zielgruppe angepasst werden können. Der Prozess wird anhand des Lernkontextes detailliert vorgestellt und gibt so Praktikern/Praktikerinnen und Forschenden eine Vorstellung, wie Gamification-Ansätze systematisch entwickelt werden können. Durch die Entwicklung des Prozesses können für die Praxis Hilfestellungen gegeben werden, um Gamification-Ansätze zu entwickeln. Weiterhin liefert die Klassifikation der Spieldesignelemente einen theoretischen Beitrag zur Gamification-Literatur.
@inbook{Schöbel2019, abstract = {Gamification ist ein bekannter Ansatz, bei dem sogenannte Spieldesignelemente in Informationssysteme integriert werden. Entgegen des bisherigen Erfolges des Ansatzes gibt es viele Unstimmigkeiten in Bezug auf das Design von Spieldesignelementen, besonders wenn es um die Anpassung der Elemente an eine bestimmte Zielgruppe geht. Dieser Beitrag stellt eine neue Klassifikation von Spieldesignelementen wie auch einen Prozess vor, mit dem Gamification-Konzepte Schritt für Schritt entwickelt und an eine Zielgruppe angepasst werden können. Der Prozess wird anhand des Lernkontextes detailliert vorgestellt und gibt so Praktikern/Praktikerinnen und Forschenden eine Vorstellung, wie Gamification-Ansätze systematisch entwickelt werden können. Durch die Entwicklung des Prozesses können für die Praxis Hilfestellungen gegeben werden, um Gamification-Ansätze zu entwickeln. Weiterhin liefert die Klassifikation der Spieldesignelemente einen theoretischen Beitrag zur Gamification-Literatur.}, address = {Berlin, Heidelberg}, 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_msö}, pages = {143–164}, publisher = {Springer Berlin Heidelberg}, title = {Leitfaden für die Identifikation, Auswahl und Kombination von Gamification-Elementen am Beispiel des Lernkontextes}, year = 2019 }
Seeber, I., Bittner, E., Briggs, R. O., De Vreede, T., De Vreede, G.-J., Elkins, A., Maier, R., Merz, A. B., Oeste-Reiß, S., Randrup, N., Schwabe, G., & Söllner, M. (2019). Machines as teammates: A research agenda on AI in team collaboration, Information & Management. Information & Management, 57(2), Article 2. https://doi.org/https://doi.org/10.1016/j.im.2019.103174
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What if artificial intelligence (AI) machines became teammates rather than tools? This paper reports on an international initiative by 65 collaboration scientists to develop a research agenda for exploring the potential risks and benefits of machines as teammates (MaT). They generated 819 research questions. A subteam of 12 converged them to a research agenda comprising three design areas – Machine artifact, Collaboration, and Institution – and 17 dualities – significant effects with the potential for benefit or harm. The MaT research agenda offers a structure and archetypal research questions to organize early thought and research in this new area of study.
@article{SEEBER2020103174, abstract = {What if artificial intelligence (AI) machines became teammates rather than tools? This paper reports on an international initiative by 65 collaboration scientists to develop a research agenda for exploring the potential risks and benefits of machines as teammates (MaT). They generated 819 research questions. A subteam of 12 converged them to a research agenda comprising three design areas – Machine artifact, Collaboration, and Institution – and 17 dualities – significant effects with the potential for benefit or harm. The MaT research agenda offers a structure and archetypal research questions to organize early thought and research in this new area of study.}, author = {Seeber, Isabella and Bittner, Eva and Briggs, Robert O. and De Vreede, Triparna and De Vreede, Gert-Jan and Elkins, Aaron and Maier, Ronald and Merz, Alexander B. and Oeste-Reiß, Sarah and Randrup, Nils and Schwabe, Gerhard and Söllner, Matthias}, journal = {Information & Management}, keywords = {pub_msö}, number = 2, pages = 103174, title = {Machines as teammates: A research agenda on AI in team collaboration, Information & Management}, volume = 57, year = 2019 }
Rietsche, R., & Söllner, M. (2019). Insights on Using IT-Based Peer Feedback to Practice the Students’ Providing Feedback Skill. Hawaii International Conference on System Sciences (HICSS). http://pubs.wi-kassel.de/wp-content/uploads/2019/04/JML_735.pdf
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The skills students need nowadays have changed over the last decades. The required skills are shifting more and more towards higher order thinking skills, such as critical thinking, collaboration and communication. One of the main ways of practicing these skills is through formative feedback, which consists of self-assessment and peer-assessment in our setting. However, today’s lecturers are facing the challenge that the number of students per lecture is continuously increasing, while the available budget is stagnating. Hence, large scale lectures often lack feedback, caused by the scarcity of resources. To overcome this issue, we propose a teaching-learning scenario using IT to provide formative feedback at scale. In this paper, we are focusing on the students’ providing-feedback skill, which is important for collaborative tasks. In our experiment with around 101 master students, we were able to show that the students’ ability to provide feedback significantly improved by participating in IT-based peer feedback iterations.
@inproceedings{ls_leimeister, abstract = {The skills students need nowadays have changed over the last decades. The required skills are shifting more and more towards higher order thinking skills, such as critical thinking, collaboration and communication. One of the main ways of practicing these skills is through formative feedback, which consists of self-assessment and peer-assessment in our setting. However, today’s lecturers are facing the challenge that the number of students per lecture is continuously increasing, while the available budget is stagnating. Hence, large scale lectures often lack feedback, caused by the scarcity of resources. To overcome this issue, we propose a teaching-learning scenario using IT to provide formative feedback at scale. In this paper, we are focusing on the students’ providing-feedback skill, which is important for collaborative tasks. In our experiment with around 101 master students, we were able to show that the students’ ability to provide feedback significantly improved by participating in IT-based peer feedback iterations.}, address = {Maui, Hawaii, USA}, author = {Rietsche, Roman and Söllner, Matthias}, booktitle = {Hawaii International Conference on System Sciences (HICSS)}, keywords = {pub_msö}, title = {Insights on Using IT-Based Peer Feedback to Practice the Students' Providing Feedback Skill}, year = 2019 }
Schöbel, S., & Söllner, M. (2019). Bedeutung von Präferenzen für Spielelemente - Analyse und Empfehlungen für die Anpassung von Spielelementen durch Nutzerpräferenzen. In J. M. Leimeister & K. David (Eds.), Chancen und Herausforderungen des digitalen Lernens - Methoden und Werkzeuge für innovative Lehr-Lern-Konzepte (1–, pp. 121-141). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-59390-5_7
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Gamification gehört zu einer der bekanntesten Methoden, um Nutzer/-innen von Informationssystemen zu einer regelmäßigeren Nutzung zu motivieren. Dieses wird oftmals auch für Lernmanagementsysteme (LMS) eingesetzt, um Nutzer/-innen durch die Integration von Spielelementen zu einer regelmäßigen Systemnutzung zu motivieren. Auch wenn die Methode oft Anklang findet, werden besonders Nutzer/-innen nicht bei der Gestaltung von Gamification-Ansätzen berücksichtigt. Häufig werden Spielelemente in Informationssysteme integriert, ohne zu berücksichtigen, ob die identifizierten und kombinierten Spielelemente zu der anvisierten Zielgruppe und dem Kontext passen. In diesem Kapitel wird eine Möglichkeit vorgestellt, mit der Nutzerpräferenzen bei Spielelementen erfasst werden können. Dazu wird das sogenannte „Best-Worst-Scaling“ in Verbindung mit einer Kombinationsanalyse genutzt, um Erkenntnisse über Nutzerpräferenzen von Lernenden in Bezug auf Spielelemente zu erhalten.
@inbook{Schöbel2019, abstract = {Gamification gehört zu einer der bekanntesten Methoden, um Nutzer/-innen von Informationssystemen zu einer regelmäßigeren Nutzung zu motivieren. Dieses wird oftmals auch für Lernmanagementsysteme (LMS) eingesetzt, um Nutzer/-innen durch die Integration von Spielelementen zu einer regelmäßigen Systemnutzung zu motivieren. Auch wenn die Methode oft Anklang findet, werden besonders Nutzer/-innen nicht bei der Gestaltung von Gamification-Ansätzen berücksichtigt. Häufig werden Spielelemente in Informationssysteme integriert, ohne zu berücksichtigen, ob die identifizierten und kombinierten Spielelemente zu der anvisierten Zielgruppe und dem Kontext passen. In diesem Kapitel wird eine Möglichkeit vorgestellt, mit der Nutzerpräferenzen bei Spielelementen erfasst werden können. Dazu wird das sogenannte „Best-Worst-Scaling“ in Verbindung mit einer Kombinationsanalyse genutzt, um Erkenntnisse über Nutzerpräferenzen von Lernenden in Bezug auf Spielelemente zu erhalten.}, address = {Berlin, Heidelberg}, 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_msö}, pages = {121–141}, publisher = {Springer Berlin Heidelberg}, title = {Bedeutung von Präferenzen für Spielelemente - Analyse und Empfehlungen für die Anpassung von Spielelementen durch Nutzerpräferenzen}, year = 2019 }
Janson, A., Söllner, M., & Leimeister, J. M. (2019). Ladders for Learning: Is Scaffolding the Key to Teaching Problem Solving in Technology-mediated Learning Contexts?. Academy of Management Learning & Education (AMLE). https://doi.org/10.5465/amle.2018.0078
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The success of innovative teaching/learning approaches aiming to foster problem solving in management education depends on useful and easy-to-use IT components in the learning process. However, the complexity of problem solving in self-regulated learning approaches may overwhelm the learner and can lead to unsatisfying learning outcomes. Research suggests the implementation of technology-enhanced scaffolds as a mechanism to guide the learners in their individual problem-solving process to enhance their learning outcomes. We present a theoretical model based on adaptive structuration theory and cognitive load theory that explains how technologyenhanced scaffolding contributes to learning outcomes. We test the model with a fully randomized between-subject experiment in a flipped classroom for management education focusing on individual problem solving. Our results show that technology-enhanced scaffolding contributes significantly to the management of cognitive load as well as to learning process satisfaction and problemsolving learning outcomes. Thereby, our paper provides new conceptual and empirically tested insights for a better understanding of technology-enhanced scaffolds and their design to assist problem solving and its respective effects in flipped classrooms for management education.
@article{ls_leimeister, abstract = {The success of innovative teaching/learning approaches aiming to foster problem solving in management education depends on useful and easy-to-use IT components in the learning process. However, the complexity of problem solving in self-regulated learning approaches may overwhelm the learner and can lead to unsatisfying learning outcomes. Research suggests the implementation of technology-enhanced scaffolds as a mechanism to guide the learners in their individual problem-solving process to enhance their learning outcomes. We present a theoretical model based on adaptive structuration theory and cognitive load theory that explains how technologyenhanced scaffolding contributes to learning outcomes. We test the model with a fully randomized between-subject experiment in a flipped classroom for management education focusing on individual problem solving. Our results show that technology-enhanced scaffolding contributes significantly to the management of cognitive load as well as to learning process satisfaction and problemsolving learning outcomes. Thereby, our paper provides new conceptual and empirically tested insights for a better understanding of technology-enhanced scaffolds and their design to assist problem solving and its respective effects in flipped classrooms for management education.}, author = {Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, journal = {Academy of Management Learning & Education (AMLE)}, keywords = {pub_msö}, publisher = {Academy of Management}, title = {Ladders for Learning: Is Scaffolding the Key to Teaching Problem Solving in Technology-mediated Learning Contexts?}, year = 2019 }
Winkler, R., Bittner, E. A. C., & Söllner, M. (2019). Alexa, Can You Help Me Solve That Problem? - Understanding the Value of Smart Personal Assistants as Tutors for Complex Problem Tasks. In T. Ludwig & V. Pipek (Eds.), 14th International Conference on Wirtschaftsinformatik (WI). http://dblp.uni-trier.de/db/conf/wirtschaftsinformatik/wi2019.html#WinklerBS19
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In recent decades, the number of students per lecturer at universities has constantly risen. In these learning scenarios, individual lecturer support for helping students actively acquiring new knowledge is hardly possible. However, active student behavior is necessary for successful learning. Smart Personal Assistants such as Amazon’s Alexa or Google’s Home promise to fill this gap by being students’ individual tutors. In order to understand what students expect from Smart Personal Assistants as tutors and how they interact with them, we will carry out an experiment. In this research in progress paper, we present our experiment design, where we observe the individual interaction between students and a Smart Personal Assistant tutor and between students and a human tutor applying the same methods in both cases. Drawing on the concepts of parasocial interaction and trust, we derive hypotheses, present the Smart Personal Assistant development and explain the experiment process in detail.
@inproceedings{winkler2019alexa, abstract = {In recent decades, the number of students per lecturer at universities has constantly risen. In these learning scenarios, individual lecturer support for helping students actively acquiring new knowledge is hardly possible. However, active student behavior is necessary for successful learning. Smart Personal Assistants such as Amazon’s Alexa or Google’s Home promise to fill this gap by being students’ individual tutors. In order to understand what students expect from Smart Personal Assistants as tutors and how they interact with them, we will carry out an experiment. In this research in progress paper, we present our experiment design, where we observe the individual interaction between students and a Smart Personal Assistant tutor and between students and a human tutor applying the same methods in both cases. Drawing on the concepts of parasocial interaction and trust, we derive hypotheses, present the Smart Personal Assistant development and explain the experiment process in detail.}, author = {Winkler, Rainer and Bittner, Eva A. C. and Söllner, Matthias}, booktitle = {14th International Conference on Wirtschaftsinformatik (WI)}, crossref = {conf/wirtschaftsinformatik/2019}, editor = {Ludwig, Thomas and Pipek, Volkmar}, keywords = {pub_msö}, pages = {371-376}, publisher = {University of Siegen, Germany / AISeL}, title = {Alexa, Can You Help Me Solve That Problem? - Understanding the Value of Smart Personal Assistants as Tutors for Complex Problem Tasks.}, year = 2019 }
Weingart, P., Winkler, R., & Söllner, M. (2019). A chatbot dialogue model: Understanding human-chatbot collaboration in a complex task environment. 14th International Conference on Wirtschaftsinformatik (WI). https://www.alexandria.unisg.ch/handle/20.500.14171/98951
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The rise of massive open online courses (MOOC) provides means to economize and scale education in response to higher budget restrictions [1] and raises the number of possible enrolled students by an unprecedented amount, compared to traditional higher education courses [2]. However, a disadvantage of MOOCs is the lack of individual support which can’t be addressed economically to a massive audience, often resulting in a less than optimal learning outcome [3]. Chatbots have the potential to alleviate this issue as a supporting tool to help the user learn how to solve a complex set of problems [4]. In 2017, the use of smart assistants in U.S. households like Amazon Echo or Google Home has increased by 128.9 per cent. Future forecasts indicate that their use will likely rise so that by 2022 the majority of the U.S. households will have at least one smart assistant in their home [5]. Chatbots have been around since at least 1966 [6], yet their use in more complex settings currently still involves difficulties, as interactions between users and chatbots remain for the most part simple and usually follow a simple question answer approach [7]. The application of advanced technologies such as deep learning [8] and the recently unveiled Google Duplex, a more technologically advanced smart assistant, already hints in a direction where in the near future smart assistants can act as collaboration partner in solving more complex tasks [9]. However, this remains a research field which is only beginning to unfold, with none or little research taken to how chatbot user interaction can be structurally developed within a problem task scenario. Thus, the aim of this paper is to design a process model on how chatbots and users can collaborate together in order to solve a problem. This model helps chatbot designers to analyze human-chatbot interactions and derive design requirements from it.
@inproceedings{weingart2019chatbot, abstract = {The rise of massive open online courses (MOOC) provides means to economize and scale education in response to higher budget restrictions [1] and raises the number of possible enrolled students by an unprecedented amount, compared to traditional higher education courses [2]. However, a disadvantage of MOOCs is the lack of individual support which can’t be addressed economically to a massive audience, often resulting in a less than optimal learning outcome [3]. Chatbots have the potential to alleviate this issue as a supporting tool to help the user learn how to solve a complex set of problems [4]. In 2017, the use of smart assistants in U.S. households like Amazon Echo or Google Home has increased by 128.9 per cent. Future forecasts indicate that their use will likely rise so that by 2022 the majority of the U.S. households will have at least one smart assistant in their home [5]. Chatbots have been around since at least 1966 [6], yet their use in more complex settings currently still involves difficulties, as interactions between users and chatbots remain for the most part simple and usually follow a simple question answer approach [7]. The application of advanced technologies such as deep learning [8] and the recently unveiled Google Duplex, a more technologically advanced smart assistant, already hints in a direction where in the near future smart assistants can act as collaboration partner in solving more complex tasks [9]. However, this remains a research field which is only beginning to unfold, with none or little research taken to how chatbot user interaction can be structurally developed within a problem task scenario. Thus, the aim of this paper is to design a process model on how chatbots and users can collaborate together in order to solve a problem. This model helps chatbot designers to analyze human-chatbot interactions and derive design requirements from it.}, author = {Weingart, Pablo and Winkler, Rainer and Söllner, Matthias}, booktitle = {14th International Conference on Wirtschaftsinformatik (WI)}, keywords = {pub_msö}, title = {A chatbot dialogue model: Understanding human-chatbot collaboration in a complex task environment}, year = 2019 }
Rietsche, R., Frei, D., Stoeckli, E., & Söllner, M. (2019). Not all Reviews are Equal - a Literature Review on Online Review Helpfulness. In J. vom Brocke, S. Gregor, & O. Müller (Eds.), European Conference on Information Systems (ECIS) 2019. http://dblp.uni-trier.de/db/conf/ecis/ecis2019.html#RietscheFSS19
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The amount of online reviews is growing significantly. Between 2014 and 2017 the number of reviews for TripAdvisor grew by 300% and for Yelp by 208%. However, not all online reviews are equally valuable. Some reviews are perceived to be more helpful or trustworthy then others. Hence, a plethora of scholars have investigated the role of online reviews and researched factors and characteristics determining its helpfulness. Nevertheless, mixed findings were found. Consequently, the purpose of our paper is to present a holistic and representative analysis of the literature on factors indicating the helpfulness of online reviews. In total, we analyzed 81 journal articles and inductively created a framework resulting in four dimensions: review-related factors, reviewer-related factors, reader related factors and environment-related factors. The results reveled that researchers mainly focused on factors of the first two dimensions and that the findings are inconsistent and need to be solved by future research.
@inproceedings{rietsche2019reviews, abstract = {The amount of online reviews is growing significantly. Between 2014 and 2017 the number of reviews for TripAdvisor grew by 300% and for Yelp by 208%. However, not all online reviews are equally valuable. Some reviews are perceived to be more helpful or trustworthy then others. Hence, a plethora of scholars have investigated the role of online reviews and researched factors and characteristics determining its helpfulness. Nevertheless, mixed findings were found. Consequently, the purpose of our paper is to present a holistic and representative analysis of the literature on factors indicating the helpfulness of online reviews. In total, we analyzed 81 journal articles and inductively created a framework resulting in four dimensions: review-related factors, reviewer-related factors, reader related factors and environment-related factors. The results reveled that researchers mainly focused on factors of the first two dimensions and that the findings are inconsistent and need to be solved by future research.}, author = {Rietsche, Roman and Frei, Daniel and Stoeckli, Emanuel and Söllner, Matthias}, booktitle = {European Conference on Information Systems (ECIS) 2019}, crossref = {conf/ecis/2019}, editor = {vom Brocke, Jan and Gregor, Shirley and Müller, Oliver}, keywords = {pub_msö}, publisher = {European Conference on Information Systems (ECIS)}, title = {Not all Reviews are Equal - a Literature Review on Online Review Helpfulness}, year = 2019 }
Winkler, R., Briggs, R. O., De Vreede, G.-J., Leimeister, J. M., Oeste-Reiß, S., & Söllner, M. (2019, January). Towards a Technique for Modeling New Forms of Collaborative Work Practices – The Facilitation Process Model 2.0. Hawaii International Conference on System Sciences (HICSS). http://pubs.wi-kassel.de/wp-content/uploads/2019/04/JML_726.pdf
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Collaboration Engineering (CE) is an approach for the design and deployment of repeatable collaborative work practices that can be executed by practitioners themselves without the ongoing support of external collaboration professionals. A key design activity in CE concerns modeling current and future collaborative work practices. CE researchers and practitioners have used the Facilitation Process Model (FPM) technique. However, this modeling technique suffers from a number of shortcomings to model contemporary collaborative work practices. We use a design science approach to identify the main challenges with the original FPM technique, derive requirements and design a revised modeling technique that is based on the current technique enriched by BPMN 2.0 elements. This paper contributes to the CE literature by offering a revised FPM technique that assists CE-designers to capture new forms of collaborative work practices.
@inproceedings{ls_leimeister, abstract = {Collaboration Engineering (CE) is an approach for the design and deployment of repeatable collaborative work practices that can be executed by practitioners themselves without the ongoing support of external collaboration professionals. A key design activity in CE concerns modeling current and future collaborative work practices. CE researchers and practitioners have used the Facilitation Process Model (FPM) technique. However, this modeling technique suffers from a number of shortcomings to model contemporary collaborative work practices. We use a design science approach to identify the main challenges with the original FPM technique, derive requirements and design a revised modeling technique that is based on the current technique enriched by BPMN 2.0 elements. This paper contributes to the CE literature by offering a revised FPM technique that assists CE-designers to capture new forms of collaborative work practices.}, address = {Maui, Hawaii, USA}, author = {Winkler, Rainer and Briggs, Robert O. and De Vreede, Gert-Jan and Leimeister, Jan Marco and Oeste-Reiß, Sarah and Söllner, Matthias}, booktitle = {Hawaii International Conference on System Sciences (HICSS)}, keywords = {pub_msö}, month = {01}, title = {Towards a Technique for Modeling New Forms of Collaborative Work Practices – The Facilitation Process Model 2.0}, year = 2019 }
Bittner, E. A. C., Oeste-Reiß, S., Ebel, P. A., & Söllner, M. (2019). Mensch-Maschine-Kollaboration: Grundlagen, Gestaltungsherausforderungen und Potenziale für verschiedene Anwendungsdomänen. HMD Praxis Der Wirtschaftsinformatik, 56(1), Article 1. https://doi.org/10.1365/s40702-018-00487-1
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Menschliche Zusammenarbeit ist ein unverzichtbarer Bestandteil wissensintensiver Arbeit und längst Analyse- und Gestaltungsgegenstand wirtschaftsinformatischer Forschung. Kollaboration als Form menschlicher Zusammenarbeit, beschreibt die Arbeit von mindestens zwei Individuen an gemeinsamem Material, die auf ein gemeinsames Gruppenziel ausgerichtet ist. Zur Erreichung des Gruppenziels sind Kommunikation, Koordination und Kooperation notwendig. Zunehmend wird menschliche durch Mensch-Maschine-Kollaboration erweitert, in der nicht-menschliche Agenten als autonom handelnde Kollaborationspartner auftreten, wodurch sich neuartige Arbeits- und Kollaborationsszenarien ergeben. Dieser Paradigmenwandel bringt vielfältige sozio-technische Gestaltungsherausforderungen mit sich. Diese reichen von konkreten Anwendungen für Mensch-Maschine-Konstellationen bis hin zur Weiterentwicklung des Methodenkanons der Kollaborationsforschung und insbesondere des sog. Collaboration Engineering, die in diesem Beitrag diskutiert werden. Zunächst wird kritisch die Neuverteilung von Arbeit diskutiert, die durch intelligente Systeme möglich wird und anhand einer Taxonomie das Gestaltungsfeld im Kontinuum Mensch-Maschine-Kollaboration aufgezeigt. Anschließend werden verschiedene Anwendungsfälle skizziert sowie deren Herausforderungen und Potenziale diskutiert. Die Anwendungsfälle umfassen i.) sprachbasierte Agenten zur Facilitation von vormals individueller Ideengenerierung; ii.) nicht-sprachbasierte Mensch-Maschine-Kollaboration im Bereich des autonomen Fahrens; iii.) sprachbasierte Assistenzsysteme im universitären Lehren und Lernen. Der Artikel schließt mit einer für Designer neuer Kollaborationsszenarien relevanten Diskussion von Implikationen für die Gestaltung der Mensch-Maschine-Kollaboration mit Fokus auf Trends hinsichtlich der Weiterentwicklung existierender Methoden des Collaboration Engineerings.
@article{Bittner2019, abstract = {Menschliche Zusammenarbeit ist ein unverzichtbarer Bestandteil wissensintensiver Arbeit und l{\"a}ngst Analyse- und Gestaltungsgegenstand wirtschaftsinformatischer Forschung. Kollaboration als Form menschlicher Zusammenarbeit, beschreibt die Arbeit von mindestens zwei Individuen an gemeinsamem Material, die auf ein gemeinsames Gruppenziel ausgerichtet ist. Zur Erreichung des Gruppenziels sind Kommunikation, Koordination und Kooperation notwendig. Zunehmend wird menschliche durch Mensch-Maschine-Kollaboration erweitert, in der nicht-menschliche Agenten als autonom handelnde Kollaborationspartner auftreten, wodurch sich neuartige Arbeits- und Kollaborationsszenarien ergeben. Dieser Paradigmenwandel bringt vielf{\"a}ltige sozio-technische Gestaltungsherausforderungen mit sich. Diese reichen von konkreten Anwendungen f{\"u}r Mensch-Maschine-Konstellationen bis hin zur Weiterentwicklung des Methodenkanons der Kollaborationsforschung und insbesondere des sog. Collaboration Engineering, die in diesem Beitrag diskutiert werden. Zun{\"a}chst wird kritisch die Neuverteilung von Arbeit diskutiert, die durch intelligente Systeme m{\"o}glich wird und anhand einer Taxonomie das Gestaltungsfeld im Kontinuum Mensch-Maschine-Kollaboration aufgezeigt. Anschlie{\ss}end werden verschiedene Anwendungsf{\"a}lle skizziert sowie deren Herausforderungen und Potenziale diskutiert. Die Anwendungsf{\"a}lle umfassen i.) sprachbasierte Agenten zur Facilitation von vormals individueller Ideengenerierung; ii.) nicht-sprachbasierte Mensch-Maschine-Kollaboration im Bereich des autonomen Fahrens; iii.) sprachbasierte Assistenzsysteme im universit{\"a}ren Lehren und Lernen. Der Artikel schlie{\ss}t mit einer f{\"u}r Designer neuer Kollaborationsszenarien relevanten Diskussion von Implikationen f{\"u}r die Gestaltung der Mensch-Maschine-Kollaboration mit Fokus auf Trends hinsichtlich der Weiterentwicklung existierender Methoden des Collaboration Engineerings.}, author = {Bittner, Eva A. C. and Oeste-Reiß, Sarah and Ebel, Philipp Alexander and Söllner, Matthias}, journal = {HMD Praxis der Wirtschaftsinformatik}, keywords = {pub_msö}, month = {02}, number = 1, pages = {34–49}, title = {Mensch-Maschine-Kollaboration: Grundlagen, Gestaltungsherausforderungen und Potenziale für verschiedene Anwendungsdomänen}, volume = 56, year = 2019 }
Winkler, R., Söllner, M., Neuweiler, M. L., Rossini, F. C., & Leimeister, J. M. (2019, May). Alexa, Can You Help Us Solve This Problem? How Conversations With Smart Personal Assistant Tutors Increase Task Group Outcomes. Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems. https://doi.org/10.1145/3290607.3313090
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Despite a growing body of research about the design and use of Smart Personal Assistants, existing work has mainly focused on their use as task support for individual users in rather simple problem scenarios. Less is known about their ability to improve collaboration among multiple users in more complex problem settings. In our study, we directly compare 21 groups who either use a Smart Personal Assistant tutor or a human tutor when solving a problem task. The results indicate that groups interacting with Smart Personal Assistant tutors show significantly higher task outcomes and higher degrees of collaboration quality compared to groups interacting with human tutors. The results are used to suggest areas for future research in the field of computer-supported collaboration.
@inproceedings{winkler2019alexa, abstract = {Despite a growing body of research about the design and use of Smart Personal Assistants, existing work has mainly focused on their use as task support for individual users in rather simple problem scenarios. Less is known about their ability to improve collaboration among multiple users in more complex problem settings. In our study, we directly compare 21 groups who either use a Smart Personal Assistant tutor or a human tutor when solving a problem task. The results indicate that groups interacting with Smart Personal Assistant tutors show significantly higher task outcomes and higher degrees of collaboration quality compared to groups interacting with human tutors. The results are used to suggest areas for future research in the field of computer-supported collaboration.}, author = {Winkler, Rainer and Söllner, Matthias and Neuweiler, Maya Lisa and Rossini, Flavia Conti and Leimeister, Jan Marco}, booktitle = {Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems}, keywords = {pub_msö}, month = {05}, publisher = {ACM}, title = {Alexa, Can You Help Us Solve This Problem? How Conversations With Smart Personal Assistant Tutors Increase Task Group Outcomes}, year = 2019 }
Knote, R., Thies, L., Söllner, M., Roßnagel, A., & Leimeister, J. M. (2019, September). Gestaltung smarter persönlicher Assistenten zwischen Rechtsverträglichkeit und Dienstleistungsqualität: Gestaltungsziele und Zielkonflikte. https://doi.org/10.18420/inf2019_60
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Smarte persönliche Assistenten von Amazon, Google und zahlreichen anderen Anbie-tern ermöglichen es, qualitativ hochwertige elektronische Dienstleistungen anzubieten. Gleichzei-tig bringen diese Systeme auch viele Risiken mit sich. Berichte von diskriminierenden oder unver-ständlichem Systemverhalten häufen sich und verursachen Skepsis in der Gesellschaft. Diesen Problemen kann mit einer gleichermaßen rechtsverträglichen und qualitätsorientierten IT-Gestaltung entgegengewirkt werden. In diesem Beitrag werden Rechtsverträglichkeit und Dienst-leistungsqualität als elementare Ziele für die Gestaltung smarter persönlicher Assistenten einge-führt. Zudem werden Zielkonflikte wie die Personalisierung von Leistungen bei gleichzeitiger Datensparsamkeit diskutiert und Implikationen für die Systemgestaltung erläutert.
@inproceedings{inproceedings, abstract = {Smarte persönliche Assistenten von Amazon, Google und zahlreichen anderen Anbie-tern ermöglichen es, qualitativ hochwertige elektronische Dienstleistungen anzubieten. Gleichzei-tig bringen diese Systeme auch viele Risiken mit sich. Berichte von diskriminierenden oder unver-ständlichem Systemverhalten häufen sich und verursachen Skepsis in der Gesellschaft. Diesen Problemen kann mit einer gleichermaßen rechtsverträglichen und qualitätsorientierten IT-Gestaltung entgegengewirkt werden. In diesem Beitrag werden Rechtsverträglichkeit und Dienst-leistungsqualität als elementare Ziele für die Gestaltung smarter persönlicher Assistenten einge-führt. Zudem werden Zielkonflikte wie die Personalisierung von Leistungen bei gleichzeitiger Datensparsamkeit diskutiert und Implikationen für die Systemgestaltung erläutert.}, author = {Knote, Robin and Thies, Laura and Söllner, Matthias and Roßnagel, Alexander and Leimeister, Jan Marco}, keywords = {pub_msö}, month = {09}, title = {Gestaltung smarter persönlicher Assistenten zwischen Rechtsverträglichkeit und Dienstleistungsqualität: Gestaltungsziele und Zielkonflikte}, year = 2019 }
Dellermann, D., Ebel, P., Söllner, M., & Leimeister, J. M. (2019). Hybrid Intelligence, Business & Information Systems Engineering. Business & Information Systems Engineering, 61(5), Article 5. https://doi.org/10.1007/s12599-019-00595-2
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Research has a long history of discussing what is superior in predicting certain outcomes: statistical methods or the human brain. This debate has repeatedly been sparked off by the remarkable technological advances in the field of artificial intelligence (AI), such as solving tasks like object and speech recognition, achieving significant improve- ments in accuracy through deep-learning algorithms (Goodfellow et al. 2016), or combining various methods of computational intelligence, such as fuzzy logic, genetic algorithms, and case-based reasoning (Medsker 2012). One of the implicit promises that underlie these advancements is that machines will 1 day be capable of performing complex tasks or may even supersede humans in performing these tasks. This triggers new heated debates of when machines will ultimately replace humans (McAfee and Brynjolfsson 2017). While previous research has proved that AI performs well in some clearly defined tasks such as playing chess, playing Go or identifying objects on images, it is doubted that the development of an artificial general intelligence (AGI) which is able to solve multiple tasks at the same time can be achieved in the near future (e.g., Russell and Norvig 2016). Moreover, the use of AI to solve complex business problems in organizational con- texts occurs scarcely, and applications for AI that solve complex problems remain mainly in laboratory settings instead of being implemented in practice. Since the road to AGI is still a long one, we argue that the most likely paradigm for the division of labor between humans and machines in the next decades is Hybrid Intelligence. This concept aims at using the complementary strengths of human intelligence and AI, so that they can perform better than each of the two could separately (e.g., Kamar2016).
@article{Dellermann2019, abstract = {Research has a long history of discussing what is superior in predicting certain outcomes: statistical methods or the human brain. This debate has repeatedly been sparked off by the remarkable technological advances in the field of artificial intelligence (AI), such as solving tasks like object and speech recognition, achieving significant improve- ments in accuracy through deep-learning algorithms (Goodfellow et al. 2016), or combining various methods of computational intelligence, such as fuzzy logic, genetic algorithms, and case-based reasoning (Medsker 2012). One of the implicit promises that underlie these advancements is that machines will 1 day be capable of performing complex tasks or may even supersede humans in performing these tasks. This triggers new heated debates of when machines will ultimately replace humans (McAfee and Brynjolfsson 2017). While previous research has proved that AI performs well in some clearly defined tasks such as playing chess, playing Go or identifying objects on images, it is doubted that the development of an artificial general intelligence (AGI) which is able to solve multiple tasks at the same time can be achieved in the near future (e.g., Russell and Norvig 2016). Moreover, the use of AI to solve complex business problems in organizational con- texts occurs scarcely, and applications for AI that solve complex problems remain mainly in laboratory settings instead of being implemented in practice. Since the road to AGI is still a long one, we argue that the most likely paradigm for the division of labor between humans and machines in the next decades is Hybrid Intelligence. This concept aims at using the complementary strengths of human intelligence and AI, so that they can perform better than each of the two could separately (e.g., Kamar2016).}, author = {Dellermann, Dominik and Ebel, Philipp and Söllner, Matthias and Leimeister, Jan Marco}, journal = {Business & Information Systems Engineering}, keywords = {pub_msö}, month = 10, number = 5, pages = {637–643}, title = {Hybrid Intelligence, Business & Information Systems Engineering}, volume = 61, year = 2019 }
Winkler, R., Neuweiler, M. L., Bittner, E. A. C., & Söllner, M. (2019). Hey Alexa, Please Help Us Solve This Problem! How Interactions with Smart Personal Assistants Improve Group Performance. In H. Krcmar, J. Fedorowicz, W. F. Boh, J. M. Leimeister, & S. Wattal (Eds.), International Conference on Information Systems (ICIS). http://dblp.uni-trier.de/db/conf/icis/icis2019.html#WinklerNB019
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Despite a growing body of research about the design and use of Smart Personal Assistants, such as Google’s Assistant or Amazon’s Alexa, existing work has mainly focused on their use as task support for individual users in rather simple problem scenarios. Little is known about their ability to improve collaboration among multiple users in more complex problem settings. Using a mixed-method approach, we investigate the value of Smart Personal Assistants as facilitators by directly comparing 40 groups of three who either interact with a Smart Personal Assistant or a scripted human facilitator in a complex problem-solving scenario. The results indicate that groups interacting with Smart Personal Assistant facilitators show significantly better task outcomes and higher degrees of collaboration quality. A conversation analysis approach further analyzes differences in human SPA communication. Our work contributes to computer-supported cooperative work research and emphasizes the value of conversation analysis approaches in HCI research.
@inproceedings{winkler2019alexa, abstract = {Despite a growing body of research about the design and use of Smart Personal Assistants, such as Google’s Assistant or Amazon’s Alexa, existing work has mainly focused on their use as task support for individual users in rather simple problem scenarios. Little is known about their ability to improve collaboration among multiple users in more complex problem settings. Using a mixed-method approach, we investigate the value of Smart Personal Assistants as facilitators by directly comparing 40 groups of three who either interact with a Smart Personal Assistant or a scripted human facilitator in a complex problem-solving scenario. The results indicate that groups interacting with Smart Personal Assistant facilitators show significantly better task outcomes and higher degrees of collaboration quality. A conversation analysis approach further analyzes differences in human SPA communication. Our work contributes to computer-supported cooperative work research and emphasizes the value of conversation analysis approaches in HCI research.}, author = {Winkler, Rainer and Neuweiler, Maya Lisa and Bittner, Eva A. C. and Söllner, Matthias}, booktitle = {International Conference on Information Systems (ICIS)}, crossref = {conf/icis/2019}, editor = {Krcmar, Helmut and Fedorowicz, Jane and Boh, Wai Fong and Leimeister, Jan Marco and Wattal, Sunil}, keywords = {pub_msö}, month = 12, pages = 6, publisher = {ACM Digital}, title = {Hey Alexa, Please Help Us Solve This Problem! How Interactions with Smart Personal Assistants Improve Group Performance.}, year = 2019 }
Seufert, S., Meier, C., Soellner, M., & Rietsche, R. (2019). A Pedagogical Perspective on Big Data and Learning Analytics: A Conceptual Model for Digital Learning Support. Technology, Knowledge and Learning, 24(4), Article 4. https://doi.org/10.1007/s10758-019-09399-5
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The increasing prevalence of learner-centred forms of learning as well as an increase in the number of learners actively participating on a wide range of digital platforms and devices give rise to an ever-increasing stream of learning data. Learning analytics (LA) can enable learners, teachers, and their institutions to better understand and predict learning and performance. However, the pedagogical perspective and matters of learning design have been underrepresented in research thus far. In our paper, we propose a general design framework that includes critical dimensions of LA and assists in creating LA services that support educational practice. On the basis of a two-dimensional framework (individual vs. social, reflection vs. prediction), we then identify four generic approaches to LA aimed at improving learning process and learning outcomes. To demonstrate the application, four use cases are outlined that are based on four previously elaborated generic approaches to LA. Finally, we discuss the validation of the model and close with an outlook on relevant future research.
@article{Seufert2019, abstract = {The increasing prevalence of learner-centred forms of learning as well as an increase in the number of learners actively participating on a wide range of digital platforms and devices give rise to an ever-increasing stream of learning data. Learning analytics (LA) can enable learners, teachers, and their institutions to better understand and predict learning and performance. However, the pedagogical perspective and matters of learning design have been underrepresented in research thus far. In our paper, we propose a general design framework that includes critical dimensions of LA and assists in creating LA services that support educational practice. On the basis of a two-dimensional framework (individual vs. social, reflection vs. prediction), we then identify four generic approaches to LA aimed at improving learning process and learning outcomes. To demonstrate the application, four use cases are outlined that are based on four previously elaborated generic approaches to LA. Finally, we discuss the validation of the model and close with an outlook on relevant future research.}, author = {Seufert, Sabine and Meier, Christoph and Soellner, Matthias and Rietsche, Roman}, journal = {Technology, Knowledge and Learning}, keywords = {pub_msö}, month = 12, number = 4, pages = {599-619}, title = {A Pedagogical Perspective on Big Data and Learning Analytics: A Conceptual Model for Digital Learning Support}, volume = 24, year = 2019 }
Fromm, H., Wambsganss, T., & Söllner, M. (2019). Towards a Taxonomy of Text Mining Features. In J. vom Brocke, S. Gregor, & O. Müller (Eds.), European Conference on Information Systems (ECIS) 2019. http://dblp.uni-trier.de/db/conf/ecis/ecis2019.html#FrommWS19
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Recently, text mining has received special attention from both researchers and practitioners, since it enables the development of intelligent and automated services. Text mining has been influenced by different disciplines like computer science, statistics, computational linguistics and library and infor-mation sciences. However, text mining features that evolved in one particular discipline are often un-known or rarely used in the other disciplines. No scientific feature framework exits which facilitates costly feature engineering and evaluation. Therefore, we aim to develop a novel text mining feature taxonomy, which helps researchers and practitioners to develop, refine, compare and evaluate their text mining studies. In this research in progress paper, we focus on laying the foundation for our tax-onomy development by presenting our first two research cycles. Here, we were aiming for diversity, not completeness. We derived five dimensions and classified different text features accordingly to pro-vide a deeper understanding.
@inproceedings{conf/ecis/FrommWS19, abstract = {Recently, text mining has received special attention from both researchers and practitioners, since it enables the development of intelligent and automated services. Text mining has been influenced by different disciplines like computer science, statistics, computational linguistics and library and infor-mation sciences. However, text mining features that evolved in one particular discipline are often un-known or rarely used in the other disciplines. No scientific feature framework exits which facilitates costly feature engineering and evaluation. Therefore, we aim to develop a novel text mining feature taxonomy, which helps researchers and practitioners to develop, refine, compare and evaluate their text mining studies. In this research in progress paper, we focus on laying the foundation for our tax-onomy development by presenting our first two research cycles. Here, we were aiming for diversity, not completeness. We derived five dimensions and classified different text features accordingly to pro-vide a deeper understanding.}, author = {Fromm, Hansjörg and Wambsganss, Thiemo and Söllner, Matthias}, booktitle = {European Conference on Information Systems (ECIS) 2019}, crossref = {conf/ecis/2019}, editor = {vom Brocke, Jan and Gregor, Shirley and Müller, Oliver}, keywords = {pub_msö}, month = {06}, pages = 12, publisher = {European Conference on Information Systems (ECIS)}, title = {Towards a Taxonomy of Text Mining Features.}, year = 2019 }

2018[ to top ]

Ernst, S.-J., Janson, A., Söllner, M., & Leimeister, J. M. (2018). Mobiles Lernen in praktischen Trainings - Lernzielerreichung vor dem Hintergrund von Motivation und Akzeptanz der Zielgruppe (1–). Springer VS. https://doi.org/10.1007/978-3-658-19123-8_21
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Lehr-Lernkontexte werden zunehmend durch den allgegenwärtigen Einsatz mobiler Endgeräte geprägt. Durch mobiles Lernen besteht die Möglichkeit, auch bei einer hohen Anzahl an Lernenden, die Wissensaneignung in praktischen Trainings zu unterstützen. Für die Gestaltung von mobilen Lehr-Lernszenarien ist die explizite Berücksichtigung des Lehr-Lernkontextes, den entsprechenden Lernzielen sowie des Lernenden selbst von grundlegender Bedeutung. Lernziele können unter Zuhilfenahme der Lernzieltaxonomie hinsichtlich Komplexität und Schwierigkeit eingeordnet und in Bezug zum Lehr-Lernkontext gesetzt werden. Darüber hinaus ist der Lernende selbst eine wichtige Determinante, welche es bei der Ausgestaltung mobiler Lernanwendungen zu berücksichtigen gilt. In diesem Zusammenhang sind sowohl Faktoren der Technologieakzeptanz als auch die Motivation zur Nutzung einer mobilen Lernanwendung zu nennen, welche den Erfolg von mobilen Lernanwendungen maßgeblich beeinflussen können. Aufbauend auf einem theoretischen Grundgerüst wird im Beitrag die Umsetzung von Lernzielen im mobilen Lernen aufgezeigt sowie Akzeptanz und Motivationskomponenten von mobilem Lernen vor dem Hintergrund bestehender Literatur erläutert. Anhand eines Praxisbeispiels wird aufgezeigt, wie mobile Lehr-Lernszenarien und entsprechende mobile Lernanwendungen vor dem Hintergrund des Lehr-Lernkontextes, der Motivation und der Akzeptanz gestaltet werden können. Speziell wird darauf eingegangen, wie durch eine zielgruppen- und kontextspezifische Entwicklung die Akzeptanz des mobilen Lernens gesteigert wird.
@incollection{ls_leimeister, abstract = {Lehr-Lernkontexte werden zunehmend durch den allgegenwärtigen Einsatz mobiler Endgeräte geprägt. Durch mobiles Lernen besteht die Möglichkeit, auch bei einer hohen Anzahl an Lernenden, die Wissensaneignung in praktischen Trainings zu unterstützen. Für die Gestaltung von mobilen Lehr-Lernszenarien ist die explizite Berücksichtigung des Lehr-Lernkontextes, den entsprechenden Lernzielen sowie des Lernenden selbst von grundlegender Bedeutung. Lernziele können unter Zuhilfenahme der Lernzieltaxonomie hinsichtlich Komplexität und Schwierigkeit eingeordnet und in Bezug zum Lehr-Lernkontext gesetzt werden. Darüber hinaus ist der Lernende selbst eine wichtige Determinante, welche es bei der Ausgestaltung mobiler Lernanwendungen zu berücksichtigen gilt. In diesem Zusammenhang sind sowohl Faktoren der Technologieakzeptanz als auch die Motivation zur Nutzung einer mobilen Lernanwendung zu nennen, welche den Erfolg von mobilen Lernanwendungen maßgeblich beeinflussen können. Aufbauend auf einem theoretischen Grundgerüst wird im Beitrag die Umsetzung von Lernzielen im mobilen Lernen aufgezeigt sowie Akzeptanz und Motivationskomponenten von mobilem Lernen vor dem Hintergrund bestehender Literatur erläutert. Anhand eines Praxisbeispiels wird aufgezeigt, wie mobile Lehr-Lernszenarien und entsprechende mobile Lernanwendungen vor dem Hintergrund des Lehr-Lernkontextes, der Motivation und der Akzeptanz gestaltet werden können. Speziell wird darauf eingegangen, wie durch eine zielgruppen- und kontextspezifische Entwicklung die Akzeptanz des mobilen Lernens gesteigert wird.}, address = {Wiesbaden, Germany}, author = {Ernst, Sissy-Josefina and Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, keywords = {pub_msö}, publisher = {Springer VS}, title = {Mobiles Lernen in praktischen Trainings - Lernzielerreichung vor dem Hintergrund von Motivation und Akzeptanz der Zielgruppe}, year = 2018 }
Leimeister, J. M., Schöbel, S., Lehmann, K., Oeste-Reiß, S., & Söllner, M. (2018). StaySmart-Ansatz zum kollaborativen Kompetenzaufbau, -erhalt und -austausch. In D. Ahrens & G. Molzberger (Eds.), Kompetenzentwicklung in analogen und digitalisierten Arbeitswelten. Gestaltung sozialer, organisationaler und technologischer Innovationen (1–, pp. 89-106). http://www.springer.com/de/book/9783662549551
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Die Energiebranche steht vor Herausforderungen, die sich aus dem demografischen Wandel einhergehend mit der Digitalisierung ergeben. Das Angebot an qualifizierten Fachkräften nimmt in Zukunft weiter ab, während langjährige Mitarbeitende aus der Erwerbstätigkeit ausscheiden. Somit werden weniger verfügbare Fachkräfte mit einer steigenden Anzahl Aufgaben konfrontiert. Zudem gewinnt die Digitalisierung an Bedeutung und verlangt von Energieberatern/-innen verstärkt IT-Kompetenzen. Diese Herausforderungen machen es notwendig, innovative Dienstleistungen für den Weiterbildungsmarkt anzubieten, mit denen Energieberater/-innen ihre Fach- und IT-Kompetenzen fortlaufend im Arbeitsalltag aufbauen und weiterentwickeln können. Das Verbundprojekt StaySmart entwickelt ein Qualifizierungskonzept, mit dem die Kompetenzen von Energieberatern/-innen individuell geschult werden können. Der Beitrag beschreibt das StaySmart-Konzept, welches aus einer Workshop-Serie und einem Lernsystem besteht.
@incollection{ls_leimeister, abstract = {Die Energiebranche steht vor Herausforderungen, die sich aus dem demografischen Wandel einhergehend mit der Digitalisierung ergeben. Das Angebot an qualifizierten Fachkräften nimmt in Zukunft weiter ab, während langjährige Mitarbeitende aus der Erwerbstätigkeit ausscheiden. Somit werden weniger verfügbare Fachkräfte mit einer steigenden Anzahl Aufgaben konfrontiert. Zudem gewinnt die Digitalisierung an Bedeutung und verlangt von Energieberatern/-innen verstärkt IT-Kompetenzen. Diese Herausforderungen machen es notwendig, innovative Dienstleistungen für den Weiterbildungsmarkt anzubieten, mit denen Energieberater/-innen ihre Fach- und IT-Kompetenzen fortlaufend im Arbeitsalltag aufbauen und weiterentwickeln können. Das Verbundprojekt StaySmart entwickelt ein Qualifizierungskonzept, mit dem die Kompetenzen von Energieberatern/-innen individuell geschult werden können. Der Beitrag beschreibt das StaySmart-Konzept, welches aus einer Workshop-Serie und einem Lernsystem besteht.}, 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_msö}, pages = {89-106}, title = {StaySmart-Ansatz zum kollaborativen Kompetenzaufbau, -erhalt und -austausch}, year = 2018 }
Winkler, R., & Söllner, M. (2018). Unleashing the Potential of Chatbots in Education: A State-Of-The-Art Analysis. Academy of Management Annual Meeting (AOM). http://pubs.wi-kassel.de/wp-content/uploads/2018/08/JML_699.pdf
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Chatbots are becoming a ubiquitous trend in many fields such as medicine, product and service industry, and education. Chatbots are computer programs used to conduct auditory or textual conversations. A growing body of evidence suggests that these programs have the potential to change the way students learn and search for information. Especially in large-scale learning scenarios with more than 100 students per lecturer, chatbots are able to solve the problem of individual student support. However, until now, there has been no systematic, structured overview of their use in education. The aim of this paper is therefore to conduct a systematic literature review based on a multi-perspective framework, from which we have derived initial search questions, synthesized past research, and highlighted future research directions. We reviewed titles and abstracts of 1405 articles drawn from management, education, information systems, and psychology literature before examining and individually coding a relevant subset of 80 articles. The results show that chatbots are in the very beginning of entering education. Few studies suggest the potential of chatbots for improving learning processes and outcomes. Nevertheless, past research has revealed that the effectiveness of chatbots in education is complex and depends on a variety of factors. With our literature review, we make two principal contributions: first, we structure and synthesize past research by using an input-process-output framework, and secondly, we use the framework to highlight research gaps for guiding future research in that area.
@inproceedings{ls_leimeister, abstract = {Chatbots are becoming a ubiquitous trend in many fields such as medicine, product and service industry, and education. Chatbots are computer programs used to conduct auditory or textual conversations. A growing body of evidence suggests that these programs have the potential to change the way students learn and search for information. Especially in large-scale learning scenarios with more than 100 students per lecturer, chatbots are able to solve the problem of individual student support. However, until now, there has been no systematic, structured overview of their use in education. The aim of this paper is therefore to conduct a systematic literature review based on a multi-perspective framework, from which we have derived initial search questions, synthesized past research, and highlighted future research directions. We reviewed titles and abstracts of 1405 articles drawn from management, education, information systems, and psychology literature before examining and individually coding a relevant subset of 80 articles. The results show that chatbots are in the very beginning of entering education. Few studies suggest the potential of chatbots for improving learning processes and outcomes. Nevertheless, past research has revealed that the effectiveness of chatbots in education is complex and depends on a variety of factors. With our literature review, we make two principal contributions: first, we structure and synthesize past research by using an input-process-output framework, and secondly, we use the framework to highlight research gaps for guiding future research in that area.}, author = {Winkler, Rainer and Söllner, Matthias}, booktitle = {Academy of Management Annual Meeting (AOM)}, keywords = {pub_msö}, title = {Unleashing the Potential of Chatbots in Education: A State-Of-The-Art Analysis}, year = 2018 }
Buholzer, F., Rietsche, R., & Söllner, M. (2018). Knowing what Learners Like – Developing a Cultural Sensitive Peer Assessment Process in MOOCs. Multikonferenz Wirtschaftsinformatik (MKWI). http://pubs.wi-kassel.de/wp-content/uploads/2018/04/JML_682.pdf
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MOOCs attract learners from various cultural backgrounds with differing educational beliefs and learning preferences. Research has long acknowledged that culture has an impact on the adoption and use of information technology. Cultural differences can cause conflicts, especially when learners provide each other with feedback during the peer assessment process. With this paper, we use a design science approach to create a cultural sensitive peer assessment process in MOOCs. Based on Hofstede’s cultural dimension theory we derive design elements and evaluate them in a qualitative and comparative study with Swiss and Chinese students. Our results show that different cultures prefer different designs. Consequently, our key contribution is the practical elaboration of design elements, which can be integrated in MOOCs to provide a better learning experience. Further, we contribute to cross-cultural theory by using an existing framework and adapting it to a new and relevant phenomenon: MOOCs.
@inproceedings{ls_leimeister, abstract = {MOOCs attract learners from various cultural backgrounds with differing educational beliefs and learning preferences. Research has long acknowledged that culture has an impact on the adoption and use of information technology. Cultural differences can cause conflicts, especially when learners provide each other with feedback during the peer assessment process. With this paper, we use a design science approach to create a cultural sensitive peer assessment process in MOOCs. Based on Hofstede’s cultural dimension theory we derive design elements and evaluate them in a qualitative and comparative study with Swiss and Chinese students. Our results show that different cultures prefer different designs. Consequently, our key contribution is the practical elaboration of design elements, which can be integrated in MOOCs to provide a better learning experience. Further, we contribute to cross-cultural theory by using an existing framework and adapting it to a new and relevant phenomenon: MOOCs.}, author = {Buholzer, Fabienne and Rietsche, Roman and Söllner, Matthias}, booktitle = {Multikonferenz Wirtschaftsinformatik (MKWI)}, keywords = {pub_msö}, title = {Knowing what Learners Like – Developing a Cultural Sensitive Peer Assessment Process in MOOCs.}, year = 2018 }
Knote, R., Janson, A., Eigenbrod, L., & Söllner, M. (2018). The What and How of Smart Personal Assistants: Principles and Application Domains for IS Research. Multikonferenz Wirtschaftsinformatik (MKWI). http://pubs.wi-kassel.de/wp-content/uploads/2018/03/JML_678.pdf
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Digitization brings new possibilities to ease our daily life activities by the means of assistive technology. Amazon Alexa, Microsoft Cortana, Samsung Bixby, to name only a few, heralded the age of smart personal assistants (SPAs), personified agents that combine artificial intelligence, machine learning, natural language processing and various actuation mechanisms to sense and influence the environment. However, SPA research seems to be highly fragmented among different disciplines, such as computer science, human-computer-interaction and information systems, which leads to ‘reinventing the wheel approaches’ and thus impede progress and conceptual clarity. In this paper, we present an exhaustive, integrative literature review to build a solid basis for future research. We have identified five functional principles and three research domains which appear promising for future research, especially in the information systems field. Hence, we contribute by providing a consolidated, integrated view on prior research and lay the foundation for an SPA classification scheme.
@inproceedings{ls_leimeister, abstract = {Digitization brings new possibilities to ease our daily life activities by the means of assistive technology. Amazon Alexa, Microsoft Cortana, Samsung Bixby, to name only a few, heralded the age of smart personal assistants (SPAs), personified agents that combine artificial intelligence, machine learning, natural language processing and various actuation mechanisms to sense and influence the environment. However, SPA research seems to be highly fragmented among different disciplines, such as computer science, human-computer-interaction and information systems, which leads to ‘reinventing the wheel approaches’ and thus impede progress and conceptual clarity. In this paper, we present an exhaustive, integrative literature review to build a solid basis for future research. We have identified five functional principles and three research domains which appear promising for future research, especially in the information systems field. Hence, we contribute by providing a consolidated, integrated view on prior research and lay the foundation for an SPA classification scheme.}, author = {Knote, Robin and Janson, Andreas and Eigenbrod, Laura and Söllner, Matthias}, booktitle = {Multikonferenz Wirtschaftsinformatik (MKWI)}, keywords = {pub_msö}, title = {The What and How of Smart Personal Assistants: Principles and Application Domains for IS Research}, year = 2018 }
Thies, L. F., Knote, R., Jandt, S., Söllner, M., Roßnagel, A., & Leimeister, J. M. (2018). Anforderungs- und Entwurfsmuster als Instrumente des Privacy by Design. In A. Roßnagel, M. Friedewald, & M. Hansen (Eds.), Die Fortentwicklung des Datenschutzes: Zwischen Systemgestaltung und Selbstregulierung (1–, pp. 175-191). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-23727-1_10
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Der Beitrag stellt ein DFG-Forschungsprojekt vor, das die zum Teil widerstreitenden Zielsetzungen der Dienstleitungsqualität und des Datenschutzes durch Softwaregestaltung im Rahmen einer Privacy by Design-Lösung zum Ausgleich bringen will. Die DSGVO formuliert nur in sehr abstrakter und abwägungsbedürftiger Form Anforderungen an Datenschutz durch Technikgestaltung und datenschutzfreundliche Voreinstellungen. Um diese Vorgaben für die Softwaregestaltung ausreichend zu konkretisieren können Anforderungs- und Entwurfsmuster helfen. Ziel ist es dabei nicht, lediglich rechtliche Mindeststandards einzuhalten, sondern einen möglichst hohen Grad an Rechtsverträglichkeit zu erreichen. Besondere Relevanz erlangen diese Muster bei datenintensiven Produkten wie kontextsensitiven Applikationen am Beispiel von Assistenzsystemen.
@inbook{Thies2018, abstract = {Der Beitrag stellt ein DFG-Forschungsprojekt vor, das die zum Teil widerstreitenden Zielsetzungen der Dienstleitungsqualit{\"a}t und des Datenschutzes durch Softwaregestaltung im Rahmen einer Privacy by Design-L{\"o}sung zum Ausgleich bringen will. Die DSGVO formuliert nur in sehr abstrakter und abw{\"a}gungsbed{\"u}rftiger Form Anforderungen an Datenschutz durch Technikgestaltung und datenschutzfreundliche Voreinstellungen. Um diese Vorgaben f{\"u}r die Softwaregestaltung ausreichend zu konkretisieren k{\"o}nnen Anforderungs- und Entwurfsmuster helfen. Ziel ist es dabei nicht, lediglich rechtliche Mindeststandards einzuhalten, sondern einen m{\"o}glichst hohen Grad an Rechtsvertr{\"a}glichkeit zu erreichen. Besondere Relevanz erlangen diese Muster bei datenintensiven Produkten wie kontextsensitiven Applikationen am Beispiel von Assistenzsystemen.}, address = {Wiesbaden}, author = {Thies, Laura Friederike and Knote, Robin and Jandt, Silke and Söllner, Matthias and Roßnagel, Alexander and Leimeister, Jan Marco}, booktitle = {Die Fortentwicklung des Datenschutzes: Zwischen Systemgestaltung und Selbstregulierung}, editor = {Roßnagel, Alexander and Friedewald, Michael and Hansen, Marit}, keywords = {pub_msö}, pages = {175–191}, publisher = {Springer Fachmedien Wiesbaden}, title = {Anforderungs- und Entwurfsmuster als Instrumente des Privacy by Design}, year = 2018 }
Rietsche, R., Duss, K., Persch, J. M., & Söllner, M. (2018). Design and Evaluation of an IT-based Formative Feedback Tool to Foster Student Performance. International Conference on Information Systems (ICIS). http://pubs.wi-kassel.de/wp-content/uploads/2019/01/JML_719.pdf
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Today’s world is changing faster than ever before. Students need to constantly acquire new knowledge and the required skills shift more and more to higher order thinking skills. One major approach to support the students in this shift is through formative feedback, which initiates self-regulated learning processes. However, given the constant rise of student numbers while public spending remains constant, one of the major challenges is how to effectively provide formative feedback in large-scale lectures. The aim of our project is to develop an IT-tool which provides students with formative feedback to increase their performance in large-scale lectures. Our results show that through the use of the IT-tool the objective and perceived student performance can be significantly increased. By documenting our design knowledge according to the eight components of Gregor and Jones (2007), we take a first step towards creating a design theory for formative feedback tools.
@inproceedings{ls_leimeister, abstract = {Today’s world is changing faster than ever before. Students need to constantly acquire new knowledge and the required skills shift more and more to higher order thinking skills. One major approach to support the students in this shift is through formative feedback, which initiates self-regulated learning processes. However, given the constant rise of student numbers while public spending remains constant, one of the major challenges is how to effectively provide formative feedback in large-scale lectures. The aim of our project is to develop an IT-tool which provides students with formative feedback to increase their performance in large-scale lectures. Our results show that through the use of the IT-tool the objective and perceived student performance can be significantly increased. By documenting our design knowledge according to the eight components of Gregor and Jones (2007), we take a first step towards creating a design theory for formative feedback tools.}, author = {Rietsche, Roman and Duss, Kevin and Persch, Jan Martin and Söllner, Matthias}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_msö}, title = {Design and Evaluation of an IT-based Formative Feedback Tool to Foster Student Performance}, year = 2018 }
Söllner, M., Bitzer, P., Janson, A., & Leimeister, J. M. (2018). Process is king: Evaluating the performance of technology-mediated learning in vocational software training. Journal of Information Technology (JIT), 33(3), Article 3. https://doi.org/https://doi.org/10.1057/s41265-017-0046-6
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@article{ls_leimeister, author = {Söllner, Matthias and Bitzer, Philipp and Janson, Andreas and Leimeister, Jan Marco}, journal = {Journal of Information Technology (JIT)}, keywords = {pub_msö}, month = {09}, number = 3, pages = {233-253}, title = {Process is king: Evaluating the performance of technology-mediated learning in vocational software training}, volume = 33, year = 2018 }
Knote, R., Söllner, M., & Leimeister, J. M. (2018). Towards a Pattern Language for Smart Personal Assistants. Conference on Pattern Languages of Programs (PLoP). http://pubs.wi-kassel.de/wp-content/uploads/2019/09/JML_747.pdf
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Supporting users in their daily activities, thus, making their lives more comfortable, has long been a goal for consumer-oriented systems development. With the rise of smart personal assistants (SPAs), however, we have reached a new milestone along the path towards this goal. These systems assist their owners by providing personalized and context-dependent information and service. Today's implementations reach from conversational agents, such as Siri, Cortana or Google Assistant, over chatbots, which are primarily text-based, to cognitive assistants, which assist according to a user's current cognitive or emotional state. However, although both research and practice proceed with full pace, recurring design elements of SPAs have not yet been investigated. We hence propose a pattern language for smart personal assistants to guide further empirical and design efforts. Therefore, we review existing information systems, computer science and human-computer interaction literature to find recurring design characteristics among 115 different assistants. The resulting pattern language contains 22 patterns that specify the interaction behavior and the intelligence of smart personal assistants.
@inproceedings{ls_leimeister, abstract = {Supporting users in their daily activities, thus, making their lives more comfortable, has long been a goal for consumer-oriented systems development. With the rise of smart personal assistants (SPAs), however, we have reached a new milestone along the path towards this goal. These systems assist their owners by providing personalized and context-dependent information and service. Today's implementations reach from conversational agents, such as Siri, Cortana or Google Assistant, over chatbots, which are primarily text-based, to cognitive assistants, which assist according to a user's current cognitive or emotional state. However, although both research and practice proceed with full pace, recurring design elements of SPAs have not yet been investigated. We hence propose a pattern language for smart personal assistants to guide further empirical and design efforts. Therefore, we review existing information systems, computer science and human-computer interaction literature to find recurring design characteristics among 115 different assistants. The resulting pattern language contains 22 patterns that specify the interaction behavior and the intelligence of smart personal assistants.}, author = {Knote, Robin and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Conference on Pattern Languages of Programs (PLoP)}, keywords = {pub_msö}, title = {Towards a Pattern Language for Smart Personal Assistants}, year = 2018 }

2017[ to top ]

Rietsche, R., & Söllner, M. (2017). The obvious and hidden values of IT-based peer assessment in management education. Academy of Management Annual Meeting (AOM). http://pubs.wi-kassel.de/wp-content/uploads/2017/08/JML_646.pdf
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Feedback is one of the most influential factor when it comes to learning success of students. Especially large-scale classes at universities often lack feedback caused by the scarcity of resources. Even though a lack of feedback is problematic across all domains, it is especially crucial when aiming to educate future managers, who are supposed to lead team members by providing effective feedback. In this study, we use problem-based-learning and a constructivist learning environment using IT-based peer assessment (ITPA) in a large-scale class to support future managers with feedback during the teaching-learning process. By implementing ITPA, we ensure on the one hand that our students regularly receive feedback, and one the other hand, we additionally support our students in training their ability to provide constructive feedback. While the results of our research show that the conspicuous value of ITPA is the increase of the students learning success and the hidden value is that at the same time the students train their ability to provide feedback. Specifically, our results show that participating in ITPA could lead to an increase in knowledge on the content of the class of about 28% on average. Furthermore, the students’ ability to provide feedback – measured twice, self-reported and as quality of the feedback received – increased significantly during the semester.
@inproceedings{ls_leimeister, abstract = {Feedback is one of the most influential factor when it comes to learning success of students. Especially large-scale classes at universities often lack feedback caused by the scarcity of resources. Even though a lack of feedback is problematic across all domains, it is especially crucial when aiming to educate future managers, who are supposed to lead team members by providing effective feedback. In this study, we use problem-based-learning and a constructivist learning environment using IT-based peer assessment (ITPA) in a large-scale class to support future managers with feedback during the teaching-learning process. By implementing ITPA, we ensure on the one hand that our students regularly receive feedback, and one the other hand, we additionally support our students in training their ability to provide constructive feedback. While the results of our research show that the conspicuous value of ITPA is the increase of the students learning success and the hidden value is that at the same time the students train their ability to provide feedback. Specifically, our results show that participating in ITPA could lead to an increase in knowledge on the content of the class of about 28% on average. Furthermore, the students’ ability to provide feedback – measured twice, self-reported and as quality of the feedback received – increased significantly during the semester.}, address = {Atlanta, Georgia, USA}, author = {Rietsche, Roman and Söllner, Matthias}, booktitle = {Academy of Management Annual Meeting (AOM)}, keywords = {pub_msö}, title = {The obvious and hidden values of IT-based peer assessment in management education}, year = 2017 }
Wulf, J., Söllner, M., Leimeister, J. M., & Brenner, W. (2017). FC Bayern München Goes Social - The Value of Social Media for Professional Sports Clubs. Journal of Information Technology Teaching Cases (JITTC), 7(2), Article 2. https://doi.org/10.1057/s41266-016-0007-x
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In 2010, FC Bayern München (FCB), one of the world’s most successful football clubs, had just finished a successful season from a commercial perspective as well as on the field. With regard to its digital service portfolio, FCB had successfully established its digital content distribution and an ecommerce platform. However, the club seemed to have missed one major trend: the rise of social media. European competitors were already attracting large crowds on Facebook. The management was unsure about how social media would contribute to the digital strategy. In this teaching case, students need to prepare materials for a board meeting in June 2010, in which the digital road map for the upcoming season has to be decided upon. Furthermore, they are supposed to reflect on FCB’s evolution from today’s perspective. This teaching case helps to understand how value can be generated through the use of social media. Additionally, it illus-trates how social media enriches content distribution and how it contributes to fan loyalty.
@article{ls_leimeister, abstract = {In 2010, FC Bayern München (FCB), one of the world’s most successful football clubs, had just finished a successful season from a commercial perspective as well as on the field. With regard to its digital service portfolio, FCB had successfully established its digital content distribution and an ecommerce platform. However, the club seemed to have missed one major trend: the rise of social media. European competitors were already attracting large crowds on Facebook. The management was unsure about how social media would contribute to the digital strategy. In this teaching case, students need to prepare materials for a board meeting in June 2010, in which the digital road map for the upcoming season has to be decided upon. Furthermore, they are supposed to reflect on FCB’s evolution from today’s perspective. This teaching case helps to understand how value can be generated through the use of social media. Additionally, it illus-trates how social media enriches content distribution and how it contributes to fan loyalty.}, author = {Wulf, Jochen and Söllner, Matthias and Leimeister, Jan Marco and Brenner, Walter}, journal = {Journal of Information Technology Teaching Cases (JITTC)}, keywords = {pub_msö}, number = 2, pages = {51-61}, title = {FC Bayern München Goes Social - The Value of Social Media for Professional Sports Clubs}, volume = 7, year = 2017 }
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. European Conference on Information Systems (ECIS). http://pubs.wi-kassel.de/wp-content/uploads/2017/06/JML_630.pdf
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Despite the popularity of gamification, and the positive effects of games in daily life, many gamification projects fail. A possible explanation for this observation is that most projects follow a one-sizefits-all approach without considering what the intended users really want. Closely related to this, most approaches focus on the integration of competitive game structures even though several mechanisms are available. This applies especially for the learning context of the study. Consequently, we aim to investigate the effectiveness of multiple gamification configurations based on different underlying motivational structures of users. To achieve our goal, we combine social comparison and social interdependence theory. This integration of theories helps to identify reward structures. They serve to analyze differences in user needs concerning their motivation to learn. We develop hypotheses that expose four different reward structures: autonomous, competitive, cooperative, and co-competitive. Our researchin-progress paper closes with an outline of an upcoming experiment. Once our research is completed, we expect to be able to better understand how differences in the users’ motivational structures influence their motivation in the context of learning, and how gamification configurations can be adapted based on a user’s underlying motivational structures.
@inproceedings{ls_leimeister, abstract = {Despite the popularity of gamification, and the positive effects of games in daily life, many gamification projects fail. A possible explanation for this observation is that most projects follow a one-sizefits-all approach without considering what the intended users really want. Closely related to this, most approaches focus on the integration of competitive game structures even though several mechanisms are available. This applies especially for the learning context of the study. Consequently, we aim to investigate the effectiveness of multiple gamification configurations based on different underlying motivational structures of users. To achieve our goal, we combine social comparison and social interdependence theory. This integration of theories helps to identify reward structures. They serve to analyze differences in user needs concerning their motivation to learn. We develop hypotheses that expose four different reward structures: autonomous, competitive, cooperative, and co-competitive. Our researchin-progress paper closes with an outline of an upcoming experiment. Once our research is completed, we expect to be able to better understand how differences in the users’ motivational structures influence their motivation in the context of learning, and how gamification configurations can be adapted based on a user’s underlying motivational structures.}, address = {Guimarães, Portugal}, author = {Schöbel, Sofia and Söllner, Matthias and Mishra, Abhay Nath}, booktitle = {European Conference on Information Systems (ECIS)}, keywords = {pub_msö}, title = {Does the Winner Take it All? Towards an Understanding of why there might be no One-Size-Fits-All Gamification Design}, year = 2017 }
Knote, R., Söllner, M., & Leimeister, J. M. (2017). Towards Requirement Patterns for Smart Physical Work Assistants. International Workshop on Requirements Patterns (RePa’ 17). http://pubs.wi-kassel.de/wp-content/uploads/2019/09/JML_748.pdf
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Although physical work is becoming increasingly automated, many tasks in manufacturing, assembly or quality assurance still require human expertise, skills and subjective evaluation. Therefore, digitization offers the possibility to support such physical tasks by smart assistant systems. Being part of a larger research project, the aim of this short paper is to present requirement patterns that have evolved during a case study at a German car component manufacturer. Guided by work design theory, our research reveals four requirement patterns that support requirements specification of smart physical work assistants with regard to autonomy, task variety, task identity and feedback from tasks.
@inproceedings{ls_leimeister, abstract = {Although physical work is becoming increasingly automated, many tasks in manufacturing, assembly or quality assurance still require human expertise, skills and subjective evaluation. Therefore, digitization offers the possibility to support such physical tasks by smart assistant systems. Being part of a larger research project, the aim of this short paper is to present requirement patterns that have evolved during a case study at a German car component manufacturer. Guided by work design theory, our research reveals four requirement patterns that support requirements specification of smart physical work assistants with regard to autonomy, task variety, task identity and feedback from tasks.}, address = {Lisbon, Portugal}, author = {Knote, Robin and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {International Workshop on Requirements Patterns (RePa' 17)}, keywords = {pub_msö}, title = {Towards Requirement Patterns for Smart Physical Work Assistants}, year = 2017 }
Lehmann, K., Söllner, M., Blohm, I., & Leimeister, J. M. (2017). Third Time is a Charm – Determining the Required Number of Assessors when Using Peer Assessment in Large-Scale Lectures. International Conference on Information Systems (ICIS). http://pubs.wi-kassel.de/wp-content/uploads/2017/12/JML_668.pdf
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Although peer assessment is a widely used didactical method in higher education, little is known about a) how many peer assessors are required to receive a stable assessment on a peer’s solution and b) how valid this assessment is compared to an expert assessment. To fill these gaps, we conducted a peer assessment in a large-scale lecture. Overall, 136 students participated in the peer assessment. Each student had to complete an assignment, which was then anonymously evaluated by five randomly selected peers, and three independent experts. We applied a bootstrap-based Monte Carlo simulation based on our data. The results show that a) three peer assessors are sufficient for a stable assessment, and b) the peer assessors are less critical compared to experts. We thus contribute to literature by providing insights on how many peer assessors are required when applying peer assessment, and how comparable peer assessment is with expert assessment.
@inproceedings{ls_leimeister, abstract = {Although peer assessment is a widely used didactical method in higher education, little is known about a) how many peer assessors are required to receive a stable assessment on a peer’s solution and b) how valid this assessment is compared to an expert assessment. To fill these gaps, we conducted a peer assessment in a large-scale lecture. Overall, 136 students participated in the peer assessment. Each student had to complete an assignment, which was then anonymously evaluated by five randomly selected peers, and three independent experts. We applied a bootstrap-based Monte Carlo simulation based on our data. The results show that a) three peer assessors are sufficient for a stable assessment, and b) the peer assessors are less critical compared to experts. We thus contribute to literature by providing insights on how many peer assessors are required when applying peer assessment, and how comparable peer assessment is with expert assessment.}, address = {Seoul, South Korea}, author = {Lehmann, Katja and Söllner, Matthias and Blohm, Ivo and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_msö}, title = {Third Time is a Charm – Determining the Required Number of Assessors when Using Peer Assessment in Large-Scale Lectures}, year = 2017 }
Rietsche, R., Söllner, M., & Seufert, S. (2017). Digital formative learning assessment tool - Towards helping students to take ownership of their learning. European Conference on Information Systems (ECIS). http://pubs.wi-kassel.de/wp-content/uploads/2017/11/JML_632.pdf
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Over the last years, the number of students has constantly risen while the number of lecturers remained steady. To the consequence are large-scale classes with often hundreds of students. Large-scale classes have didactical challenges such as providing effective feedback for the students’ learning success. This is in particular problematic, since feedback belongs to the most influential factors for the student learning success. In order to overcome the challenges of providing feedback in large-scale classes, we suggest using an IT-based solution we label digital formative earning assessment tool (DFLAT). In this research-in-progress paper, we will show the development of this tool by using the method of action design research (ADR). More precisely, we will concentrate on the first part from the requirements gathering to the alpha-version. In order to collect the requirements, we conducted expert interviews with lecturers and students and also derived requirements from scientific literature. Based on the requirements, we will define the key design elements of the first version of DFLAT. The next steps in our research are then the intervention and evaluation of our alpha-version in a large-scale lecture. With our completed research, we aim to contribute to literature by developing a theory of design and action for providing individualized feedback for students in large-scale classes.
@inproceedings{ls_leimeister, abstract = {Over the last years, the number of students has constantly risen while the number of lecturers remained steady. To the consequence are large-scale classes with often hundreds of students. Large-scale classes have didactical challenges such as providing effective feedback for the students’ learning success. This is in particular problematic, since feedback belongs to the most influential factors for the student learning success. In order to overcome the challenges of providing feedback in large-scale classes, we suggest using an IT-based solution we label digital formative earning assessment tool (DFLAT). In this research-in-progress paper, we will show the development of this tool by using the method of action design research (ADR). More precisely, we will concentrate on the first part from the requirements gathering to the alpha-version. In order to collect the requirements, we conducted expert interviews with lecturers and students and also derived requirements from scientific literature. Based on the requirements, we will define the key design elements of the first version of DFLAT. The next steps in our research are then the intervention and evaluation of our alpha-version in a large-scale lecture. With our completed research, we aim to contribute to literature by developing a theory of design and action for providing individualized feedback for students in large-scale classes.}, address = {Guimarães, Portugal}, author = {Rietsche, Roman and Söllner, Matthias and Seufert, Sabine}, booktitle = {European Conference on Information Systems (ECIS)}, keywords = {pub_msö}, title = {Digital formative learning assessment tool - Towards helping students to take ownership of their learning}, year = 2017 }
Oeste-Reiß, S., Bittner, E., & Söllner, M. (2017). Yes You Can - Empowering Lecturers to Simulate Collaboration among Learners in the Disciplines of Problem-Solving and Critical Thinking Regardless of Class Size. 13th International Conference on Wirtschaftsinformatik (WI). http://pubs.wi-kassel.de/wp-content/uploads/2017/02/JML_603.pdf
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Fostering higher-level learning in the disciplines of problem-solving and critical thinking becomes important when educating knowledge workers. By taking part in collaborative learning (CL) activities, e.g., interactiv discussions, learners have the chance to develop, defend, and critique positions. However, implementing CL activities is often complex because this requires knowledge in designing effective collaboration. We build on insights from learning and collaboration engineering literature to develop an IT-based Collaborative-Learning-Pattern Approach (CLPA) that consists of two patterns, each describing a process design – one for training problem-solving, and the other for attaining critical thinking abilities. To evaluate the CLPA, we use simulations, walk-throughs among lecturers, and pilot-tests among students. Results show that the CLPA empowers lecturers to implement respective activities in the classroom, takes into account pedagogical demands, and satisfies lecturers as well as learners. We contribute several findings toward a design theory for empowering lecturers to implement CL activities in their classes.
@inproceedings{ls_leimeister, abstract = {Fostering higher-level learning in the disciplines of problem-solving and critical thinking becomes important when educating knowledge workers. By taking part in collaborative learning (CL) activities, e.g., interactiv discussions, learners have the chance to develop, defend, and critique positions. However, implementing CL activities is often complex because this requires knowledge in designing effective collaboration. We build on insights from learning and collaboration engineering literature to develop an IT-based Collaborative-Learning-Pattern Approach (CLPA) that consists of two patterns, each describing a process design – one for training problem-solving, and the other for attaining critical thinking abilities. To evaluate the CLPA, we use simulations, walk-throughs among lecturers, and pilot-tests among students. Results show that the CLPA empowers lecturers to implement respective activities in the classroom, takes into account pedagogical demands, and satisfies lecturers as well as learners. We contribute several findings toward a design theory for empowering lecturers to implement CL activities in their classes.}, address = {St. Gallen, Switzerland}, author = {Oeste-Reiß, Sarah and Bittner, Eva and Söllner, Matthias}, booktitle = {13th International Conference on Wirtschaftsinformatik (WI)}, keywords = {pub_msö}, title = {Yes You Can - Empowering Lecturers to Simulate Collaboration among Learners in the Disciplines of Problem-Solving and Critical Thinking Regardless of Class Size}, year = 2017 }
Rietsche, R., Lehmann, K., Haas, P., & Söllner, M. (2017). The Twofold Value of IT-Based Peer Assessment in Management Information Systems Education. 13th International Conference on Wirtschaftsinformatik (WI). http://pubs.wi-kassel.de/wp-content/uploads/2017/02/JML_604.pdf
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Feedback is one of the most influential factor when it comes to learning success of students. Especially large-scale classes at universities often lack feedback caused by the scarcity of resources. Even though a lack of feedback is problematic across all domains, especially when educating future IS executives, who are supposed to lead team members by providing effective feedback. In this study, we use IT-based peer assessment (ITPA) in a large-scale class to support students with feedback during their learning-process. Specifically, our results show that participating in ITPA lead to an increase in knowledge on the content of the class of about 28% on average. Furthermore, students train their ability to provide feedback, measured twice, self-reported and as quality of the feedback received – increased significantly during the class.
@inproceedings{ls_leimeister, abstract = {Feedback is one of the most influential factor when it comes to learning success of students. Especially large-scale classes at universities often lack feedback caused by the scarcity of resources. Even though a lack of feedback is problematic across all domains, especially when educating future IS executives, who are supposed to lead team members by providing effective feedback. In this study, we use IT-based peer assessment (ITPA) in a large-scale class to support students with feedback during their learning-process. Specifically, our results show that participating in ITPA lead to an increase in knowledge on the content of the class of about 28% on average. Furthermore, students train their ability to provide feedback, measured twice, self-reported and as quality of the feedback received – increased significantly during the class.}, address = {St. Gallen, Switzerland}, author = {Rietsche, Roman and Lehmann, Katja and Haas, Philipp and Söllner, Matthias}, booktitle = {13th International Conference on Wirtschaftsinformatik (WI)}, keywords = {pub_msö}, title = {The Twofold Value of IT-Based Peer Assessment in Management Information Systems Education}, year = 2017 }
Söllner, M., Oeste-Reiß, S., & Schöbel, S. (2017). Spielende Kompetenzmessung im Projekt StaySmart. Praeview - Zeitschrift für Innovative Arbeitsgestaltung Und Prävention, 1, Article 1. http://pubs.wi-kassel.de/wp-content/uploads/2019/04/JML_734.pdf
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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_msö}, number = 1, pages = {18-19}, title = {Spielende Kompetenzmessung im Projekt StaySmart}, year = 2017 }
Janson, A., Söllner, M., & Leimeister, J. M. (2017). The Impact of Procedural Scaffolding on Mobile Learning Outcomes. Academy of Management Annual Meeting (AOM). http://pubs.wi-kassel.de/wp-content/uploads/2017/06/JML_636.pdf
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Mobile learning, offering anytime and anywhere learning, is becoming increasingly important in various areas such as the training of blue-collar workers in organizations. However, mobile learning may overwhelm the learner since it is often used in rich physical environments and demands a high self-regulated learning ability. Therefore, research suggests the use of procedural scaffolds to guide the learner and to enhance learning outcomes. To investigate how different procedural scaffolds contribute to learning outcomes, we conducted a between-subject quasiexperiment with 333 Chinese blue-collar workers. Our results show that comprehensive tutorials at the beginning of the learning process have a positive influence on learning outcomes in contrast to instructional overlays during the learning process as well as a combination of both scaffolds. Consequently, we did not observe that procedural scaffolds per se have a positive impact on learning outcomes, but the right scaffold in the right context has the potential to increase learning outcomes.
@inproceedings{ls_leimeister, abstract = {Mobile learning, offering anytime and anywhere learning, is becoming increasingly important in various areas such as the training of blue-collar workers in organizations. However, mobile learning may overwhelm the learner since it is often used in rich physical environments and demands a high self-regulated learning ability. Therefore, research suggests the use of procedural scaffolds to guide the learner and to enhance learning outcomes. To investigate how different procedural scaffolds contribute to learning outcomes, we conducted a between-subject quasiexperiment with 333 Chinese blue-collar workers. Our results show that comprehensive tutorials at the beginning of the learning process have a positive influence on learning outcomes in contrast to instructional overlays during the learning process as well as a combination of both scaffolds. Consequently, we did not observe that procedural scaffolds per se have a positive impact on learning outcomes, but the right scaffold in the right context has the potential to increase learning outcomes.}, address = {Atlanta, Georgia, USA}, author = {Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Academy of Management Annual Meeting (AOM)}, keywords = {pub_msö}, title = {The Impact of Procedural Scaffolding on Mobile Learning Outcomes}, year = 2017 }
Janson, A., Söllner, M., & Leimeister, J. M. (2017). Individual Appropriation of Learning Management Systems—Antecedents and Consequences. AIS Transactions on Human-Computer Interaction, 9(3), Article 3. http://pubs.wi-kassel.de/wp-content/uploads/2017/10/JML_658.pdf
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IT support in the learning process constitutes a key factor for the success of innovative teaching/learning scenarios. To ensure learning success in innovative teaching/learning scenarios, learners need to faithfully apply learning management systems (LMS). However, we lack theoretical insights into which factors affect whether they do so. To help solve this issue, we first used adaptive structuration theory to identify antecedents and consequences regarding faithful LMS appropriation and embed them into a theoretical model. Second, we conducted a survey study with 173 participants to evaluate the model. The results show that the perceived IT support, interactivity, and the tasktechnology fit significantly affect the degree to which learners faithfully apply a LMS. Moreover, the results indicate that faithful appropriation is a significant indicator of the learning process satisfaction as well as perceived learning success. The present paper thus theoretically contributes to the scientific discussion concerning technology
@article{ls_leimeister, abstract = {IT support in the learning process constitutes a key factor for the success of innovative teaching/learning scenarios. To ensure learning success in innovative teaching/learning scenarios, learners need to faithfully apply learning management systems (LMS). However, we lack theoretical insights into which factors affect whether they do so. To help solve this issue, we first used adaptive structuration theory to identify antecedents and consequences regarding faithful LMS appropriation and embed them into a theoretical model. Second, we conducted a survey study with 173 participants to evaluate the model. The results show that the perceived IT support, interactivity, and the tasktechnology fit significantly affect the degree to which learners faithfully apply a LMS. Moreover, the results indicate that faithful appropriation is a significant indicator of the learning process satisfaction as well as perceived learning success. The present paper thus theoretically contributes to the scientific discussion concerning technology}, author = {Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, journal = {AIS Transactions on Human-Computer Interaction}, keywords = {pub_msö}, number = 3, pages = {173-201}, title = {Individual Appropriation of Learning Management Systems—Antecedents and Consequences}, volume = 9, year = 2017 }
Knote, R., & Söllner, M. (2017). Towards Design Excellence for Context-Aware Services - The Case of Mobile Navigation Apps. 13th International Conference on Wirtschaftsinformatik (WI). http://pubs.wi-kassel.de/wp-content/uploads/2017/02/JML_606.pdf
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To satisfy service customers and create unique value in a digitized world, companies must strive for exceeding customers’ expectations of e-service experience by establishing high e-service quality. However, an increasing amount of e-services is performed by context-aware mobile technology, which is able to sense and react to changes in the user’s environment. Although these context-aware services are able to address our personal needs and already determine our everyday live, knowledge on how to develop such services is sparse. In our study, we qualitatively compare three mobile navigation apps based on their user reviews in order to elicit first requirements and design approaches for e-service quality oriented design. Results show that well known e-service quality models are not fully applicable to the case of mobile navigation services.
@inproceedings{ls_leimeister, abstract = {To satisfy service customers and create unique value in a digitized world, companies must strive for exceeding customers’ expectations of e-service experience by establishing high e-service quality. However, an increasing amount of e-services is performed by context-aware mobile technology, which is able to sense and react to changes in the user’s environment. Although these context-aware services are able to address our personal needs and already determine our everyday live, knowledge on how to develop such services is sparse. In our study, we qualitatively compare three mobile navigation apps based on their user reviews in order to elicit first requirements and design approaches for e-service quality oriented design. Results show that well known e-service quality models are not fully applicable to the case of mobile navigation services.}, address = {St. Gallen, Switzerland}, author = {Knote, Robin and Söllner, Matthias}, booktitle = {13th International Conference on Wirtschaftsinformatik (WI)}, keywords = {pub_msö}, title = {Towards Design Excellence for Context-Aware Services - The Case of Mobile Navigation Apps}, year = 2017 }
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. International Conference on Information Systems (ICIS). http://pubs.wi-kassel.de/wp-content/uploads/2017/09/JML_653.pdf
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Gamification refers to the use and combination of game design elements in a nonentertainment-based context. Despite the preliminary success of gamification, nowadays the concept faces some criticism. Most gamification projects do not consider context characteristics and implement elements without considering user needs. This can be observed in the inconsistent combination of elements and the varying results of research studies. Consequently, we aim to identify which element combinations users of learning management systems prefer. To achieve our goal, we plan to use a conjoint analysis which allows us to evaluate different element combinations. Based on our results, we expect to better understand the meaning of elements, and therefore, how gamification motivates users. As a practical contribution, we provide insights on how to combine elements against the backdrop of user preferences and context characteristics. Our theoretical contribution is to be able to explain users’ motivational structures by analyzing specific elements and combinations.
@inproceedings{ls_leimeister, abstract = {Gamification refers to the use and combination of game design elements in a nonentertainment-based context. Despite the preliminary success of gamification, nowadays the concept faces some criticism. Most gamification projects do not consider context characteristics and implement elements without considering user needs. This can be observed in the inconsistent combination of elements and the varying results of research studies. Consequently, we aim to identify which element combinations users of learning management systems prefer. To achieve our goal, we plan to use a conjoint analysis which allows us to evaluate different element combinations. Based on our results, we expect to better understand the meaning of elements, and therefore, how gamification motivates users. As a practical contribution, we provide insights on how to combine elements against the backdrop of user preferences and context characteristics. Our theoretical contribution is to be able to explain users’ motivational structures by analyzing specific elements and combinations.}, 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_msö}, title = {More than the Sum of its Parts – Towards Identifying Preferred Game Design Element Combinations in Learning Management Systems}, year = 2017 }
Ernst, S.-J., Janson, A., & Söllner, M. (2017). Mobiles Lernen für China – eine iterative Prototypenentwicklung. Wirtschaftsinformatik Konferenz (WI) 2017. http://pubs.wi-kassel.de/wp-content/uploads/2017/02/JML_610.pdf
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Mobiles Lernen ermöglicht eine Integration von authentischen Lernszenarien in den Alltag und unterstützt somit den Aufbau von Problemlösungskompetenzen. Da zielgruppenspezifische Unterschiede die Nutzung von IT beeinflussen und sich Lehrkonzepte unterscheiden, muss die Zielgruppe bei der Entwicklung einer mobilen Lernanwendung (MLA) berücksichtigt werden. Dieser Beitrag zeigt eine iterative Prototypenentwicklung am Beispiel einer MLA für den Einsatz in chinesischen Berufsschulen. Auf Basis der ITKulturkonflikttheorie wird ein systematischer Gestaltungs- und Evaluationsprozess dargestellt. Die Ergebnisse zeigen, dass die systematische Zielgruppenanpassung den Erfolg einer MLA signifikant steigert.
@inproceedings{ls_leimeister, abstract = {Mobiles Lernen ermöglicht eine Integration von authentischen Lernszenarien in den Alltag und unterstützt somit den Aufbau von Problemlösungskompetenzen. Da zielgruppenspezifische Unterschiede die Nutzung von IT beeinflussen und sich Lehrkonzepte unterscheiden, muss die Zielgruppe bei der Entwicklung einer mobilen Lernanwendung (MLA) berücksichtigt werden. Dieser Beitrag zeigt eine iterative Prototypenentwicklung am Beispiel einer MLA für den Einsatz in chinesischen Berufsschulen. Auf Basis der ITKulturkonflikttheorie wird ein systematischer Gestaltungs- und Evaluationsprozess dargestellt. Die Ergebnisse zeigen, dass die systematische Zielgruppenanpassung den Erfolg einer MLA signifikant steigert.}, address = {St. Gallen, Switzerland}, author = {Ernst, Sissy-Josefina and Janson, Andreas and Söllner, Matthias}, booktitle = {Wirtschaftsinformatik Konferenz (WI) 2017}, keywords = {pub_msö}, title = {Mobiles Lernen für China – eine iterative Prototypenentwicklung}, year = 2017 }
Janson, A., & Söllner, M. (2017). How Technology-Enhanced Scaffolding Contributes to Problem-Solving Outcomes in Management Education. Academy of Management Annual Meeting (AOM). http://pubs.wi-kassel.de/wp-content/uploads/2017/07/JML_637.pdf
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IT support is a key factor for the success of innovative teaching/learning approaches suchas flipped classrooms concerned with problem solving. However, IT and the complexity of problem solving may overwhelm the learner and can lead to unsatisfying learning outcomes. Therefore, research suggests the implementation of technology-enhanced scaffolds to guide the learners in their individual problem-solving process to enhance their learning outcomes. To investigate how scaffolding contributes to the learning outcomes in a flipped classroom, we first developed a theoretical model based on adaptive structuration and cognitive load theory. Second, to evaluate the model, we conducted a fully randomized between-subject experiment with 72 students in a flipped classroom for management education focusing on individual problem solving. For this purpose, we accordingly implemented technology-enhanced scaffolds in an LMS, which focused on individual problem-solving activities. Our results show that technology-enhanced scaffolding contributes significantly to the management of cognitive load as well as to learning process satisfaction and problem-solving learning outcomes. In addition, the faithfulness of appropriation and germane load contribute to problem-solving learning outcomes. Therefore, we contribute to both theory and practice by providing a better understanding of technology-enhanced scaffolds and their design to engage problem solving and their respective effects
@inproceedings{ls_leimeister, abstract = {IT support is a key factor for the success of innovative teaching/learning approaches suchas flipped classrooms concerned with problem solving. However, IT and the complexity of problem solving may overwhelm the learner and can lead to unsatisfying learning outcomes. Therefore, research suggests the implementation of technology-enhanced scaffolds to guide the learners in their individual problem-solving process to enhance their learning outcomes. To investigate how scaffolding contributes to the learning outcomes in a flipped classroom, we first developed a theoretical model based on adaptive structuration and cognitive load theory. Second, to evaluate the model, we conducted a fully randomized between-subject experiment with 72 students in a flipped classroom for management education focusing on individual problem solving. For this purpose, we accordingly implemented technology-enhanced scaffolds in an LMS, which focused on individual problem-solving activities. Our results show that technology-enhanced scaffolding contributes significantly to the management of cognitive load as well as to learning process satisfaction and problem-solving learning outcomes. In addition, the faithfulness of appropriation and germane load contribute to problem-solving learning outcomes. Therefore, we contribute to both theory and practice by providing a better understanding of technology-enhanced scaffolds and their design to engage problem solving and their respective effects}, address = {Atlanta, Georgia, USA}, author = {Janson, Andreas and Söllner, Matthias}, booktitle = {Academy of Management Annual Meeting (AOM)}, keywords = {pub_msö}, title = {How Technology-Enhanced Scaffolding Contributes to Problem-Solving Outcomes in Management Education}, year = 2017 }

2016[ to top ]

Schöbel, S., Lehmann, K., Oeste-Reiß, S., & Söllner, M. (2016). StaySmart – Individuelles und kompetenzorientiertes E-Learning im Zeitalter des demografischen Wandels. E-Learning Fachtagung Informatik (DeLFI). http://pubs.wi-kassel.de/wp-content/uploads/2016/11/JML_586.pdf
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Laut aktueller Prognosen werden im Jahr 2050 noch 29,6 Millionen Beschäftigte in Deutschland leben, wodurch das Angebot qualifizierter Fachkräfte abnimmt. Hiervon ist insbesondere die Energiebranche betroffen. Diesbezüglich sind bereits heute bis zu 45% der Belegschaft über 50 Jahre alt, Tendenz steigend. Mitarbeiter der Energiebranche stehen neben dem demografischen Wandel vor einer weiteren Herausforderung: die zunehmende Digitalisierung. Neue Technologien kommen immer schneller auf den Markt. Mitarbeiter sind gefordert ihre Fach- und ITKompetenzen stetig zu erweitern und aufrecht zu erhalten. Dies macht es notwendig, innovative Dienstleistungen auf dem Weiterbildungsmarkt anzubieten, damit Mitarbeiter der Energiebranche eigenständig im Arbeitsprozess sich notwendige Kompetenzen aneignen können. Der vorliegende Beitrag beschreibt den Prototypen und den Aufbau eines Lernsystems, welches durch eine integrierte Workshop-Serie eine systematische Aufbereitung von nutzergeneriertem Wissen berücksichtigt. Kompetenzmessinstrumente erlauben weiterhin eine stetige individuelle Rückmeldung auf den Lernerfolg.
@inproceedings{ls_leimeister, abstract = {Laut aktueller Prognosen werden im Jahr 2050 noch 29,6 Millionen Beschäftigte in Deutschland leben, wodurch das Angebot qualifizierter Fachkräfte abnimmt. Hiervon ist insbesondere die Energiebranche betroffen. Diesbezüglich sind bereits heute bis zu 45% der Belegschaft über 50 Jahre alt, Tendenz steigend. Mitarbeiter der Energiebranche stehen neben dem demografischen Wandel vor einer weiteren Herausforderung: die zunehmende Digitalisierung. Neue Technologien kommen immer schneller auf den Markt. Mitarbeiter sind gefordert ihre Fach- und ITKompetenzen stetig zu erweitern und aufrecht zu erhalten. Dies macht es notwendig, innovative Dienstleistungen auf dem Weiterbildungsmarkt anzubieten, damit Mitarbeiter der Energiebranche eigenständig im Arbeitsprozess sich notwendige Kompetenzen aneignen können. Der vorliegende Beitrag beschreibt den Prototypen und den Aufbau eines Lernsystems, welches durch eine integrierte Workshop-Serie eine systematische Aufbereitung von nutzergeneriertem Wissen berücksichtigt. Kompetenzmessinstrumente erlauben weiterhin eine stetige individuelle Rückmeldung auf den Lernerfolg.}, address = {Potsdam, Germany}, author = {Schöbel, Sofia and Lehmann, Katja and Oeste-Reiß, Sarah and Söllner, Matthias}, booktitle = {e-Learning Fachtagung Informatik (DeLFI)}, keywords = {pub_msö}, title = {StaySmart – Individuelles und kompetenzorientiertes E-Learning im Zeitalter des demografischen Wandels}, year = 2016 }
Söllner, M., & Pavlou, P. (2016). A Longitudinal Perspective on Trust in IT Artefacts. European Conference on Information Systems (ECIS). http://pubs.wi-kassel.de/wp-content/uploads/2016/06/JML_552.pdf
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The importance of trust for IT adoption and diffusion has been shown in numerous studies throughout the IS discipline. Even though researchers agree that trust is not only relevant for one-time interactions, but develops gradually during an interaction and needs to be maintained, most studies rely on research designs that only capture a particular snapshot of this development. We aim to close this gap in IS trust literature, by conducting a five-wave longitudinal field study at a German university to investigate how trust in a new IT artefact – a new student information system – is established. Our results indicate that trust in a new IT artefact develops in three phases. First, the users seem to confirm whether their level of initial trust was correct and adapt their level of trust accordingly. Next – in our case after about 3 weeks – the users start to build trust, resembled by a linear growth in trust. Last – in our case after about another 6 weeks –trust stops to increase, and remains stable. Furthermore, this development does not vary comparing new and experienced users. Based on our results, we extend the trust lifecycle we derived from literature by a sixth phase called confirmation of initial trust. Keywords: Trust, Trust in IT Artefacts, Latent Growth Modelling, Five-wave Longitudinal Field Study, Piece-wise Growth, Trust Lifecycle, Confirmation of Initial Trust.
@inproceedings{ls_leimeister, abstract = {The importance of trust for IT adoption and diffusion has been shown in numerous studies throughout the IS discipline. Even though researchers agree that trust is not only relevant for one-time interactions, but develops gradually during an interaction and needs to be maintained, most studies rely on research designs that only capture a particular snapshot of this development. We aim to close this gap in IS trust literature, by conducting a five-wave longitudinal field study at a German university to investigate how trust in a new IT artefact – a new student information system – is established. Our results indicate that trust in a new IT artefact develops in three phases. First, the users seem to confirm whether their level of initial trust was correct and adapt their level of trust accordingly. Next – in our case after about 3 weeks – the users start to build trust, resembled by a linear growth in trust. Last – in our case after about another 6 weeks –trust stops to increase, and remains stable. Furthermore, this development does not vary comparing new and experienced users. Based on our results, we extend the trust lifecycle we derived from literature by a sixth phase called confirmation of initial trust. Keywords: Trust, Trust in IT Artefacts, Latent Growth Modelling, Five-wave Longitudinal Field Study, Piece-wise Growth, Trust Lifecycle, Confirmation of Initial Trust.}, address = {Istanbul, Turkey}, author = {Söllner, Matthias and Pavlou, Paul}, booktitle = {European Conference on Information Systems (ECIS)}, keywords = {pub_msö}, title = {A Longitudinal Perspective on Trust in IT Artefacts}, year = 2016 }
Schöbel, S., & Söllner, M. (2016). How to Gamify Information Systems - Adapting Gamification to Individual User Preferences. European Conference on Information Systems (ECIS). http://pubs.wi-kassel.de/wp-content/uploads/2016/07/JML_553.pdf
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Gamification refers to the use of game elements in a non-entertainment-based context, and is a wellknown approach to motivate users of information systems. Despite the positive effects of games in daily life, more gamification projects fail. A possible explanation for this observation is that game elements are often designed without considering the needs of different groups of users. Consequently, we aim to develop a gamification approach that allows us to adapt the gamification elements to the individual motivation structures of information system users. To achieve our goal, we rely on selfdetermination theory to design different specifications of game elements. We exemplarily developed four different specifications for each of the nine gamification elements we found in the literature. We are currently in the process of conducting a discrete choice experiment allowing us to match the motivation structures of system users and their preferences regarding the specifications of game elements. Based on our results, we expect to better understand how gamification can motivate users to use systems more regularly. In a subsequent step, we plan to rely on our results to design different gamification configurations for an information system, allowing us to adapt the gamification elements to individual preferences of the users.
@inproceedings{ls_leimeister, abstract = {Gamification refers to the use of game elements in a non-entertainment-based context, and is a wellknown approach to motivate users of information systems. Despite the positive effects of games in daily life, more gamification projects fail. A possible explanation for this observation is that game elements are often designed without considering the needs of different groups of users. Consequently, we aim to develop a gamification approach that allows us to adapt the gamification elements to the individual motivation structures of information system users. To achieve our goal, we rely on selfdetermination theory to design different specifications of game elements. We exemplarily developed four different specifications for each of the nine gamification elements we found in the literature. We are currently in the process of conducting a discrete choice experiment allowing us to match the motivation structures of system users and their preferences regarding the specifications of game elements. Based on our results, we expect to better understand how gamification can motivate users to use systems more regularly. In a subsequent step, we plan to rely on our results to design different gamification configurations for an information system, allowing us to adapt the gamification elements to individual preferences of the users.}, address = {Istanbul, Turkey}, author = {Schöbel, Sofia and Söllner, Matthias}, booktitle = {European Conference on Information Systems (ECIS)}, keywords = {pub_msö}, title = {How to Gamify Information Systems - Adapting Gamification to Individual User Preferences}, year = 2016 }
Lehmann, K., Söllner, M., & Leimeister, J. M. (2016). Increasing Learner Interaction in Large-Scale Lectures by Using a Mobile-Learning Application. In D. Parsons (Ed.), Mobile and Blended Learning Innovations for Improved Learning Outcomes (1–). IGI Global. http://pubs.wi-kassel.de/wp-content/uploads/2016/09/JML_576.pdf
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Universities face increasing numbers of students leading to increasingly large lectures, and decreasing interaction and feedback, which are important factors for individual learning success and satisfaction. The use of IT can help in overcoming this challenge by increasing the interaction in large-scale lectures without massively increasing the workload of lecturers. This paper presents the design, use and evaluation of a mobile-learning application aiming to increase the interaction in large-scale lectures and the success of learners. For designing the application, the authors follow a design science research approach. The authors rely on insights from interaction theory as well as requirements gathered from lecturers and students in a focus group workshop. With the implementation, large-scale lecture related limitations can be overcome and the results help lecturers to face the according challenges. The results emphasize the potential of IT for university teaching and provide transferable insights for practical use in other learning scenarios.
@incollection{ls_leimeister, abstract = {Universities face increasing numbers of students leading to increasingly large lectures, and decreasing interaction and feedback, which are important factors for individual learning success and satisfaction. The use of IT can help in overcoming this challenge by increasing the interaction in large-scale lectures without massively increasing the workload of lecturers. This paper presents the design, use and evaluation of a mobile-learning application aiming to increase the interaction in large-scale lectures and the success of learners. For designing the application, the authors follow a design science research approach. The authors rely on insights from interaction theory as well as requirements gathered from lecturers and students in a focus group workshop. With the implementation, large-scale lecture related limitations can be overcome and the results help lecturers to face the according challenges. The results emphasize the potential of IT for university teaching and provide transferable insights for practical use in other learning scenarios.}, address = {Hershey, PA}, author = {Lehmann, Katja and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Mobile and Blended Learning Innovations for Improved Learning Outcomes}, editor = {Parsons, David}, keywords = {pub_msö}, publisher = {IGI Global}, title = {Increasing Learner Interaction in Large-Scale Lectures by Using a Mobile-Learning Application}, year = 2016 }
Gebauer, L., Söllner, M., & Leimeister, J. M. (2016). Vertrauensunterstützende Mehrwertdienste – Ein systematisches Vorgehen zur Förderung von Vertrauen im Cloud-Computing-Umfeld. In H. Krcmar, J. M. Leimeister, A. Roßnagel, & A. Sunyaev (Eds.), Cloud-Services aus der Geschäftsperspektive (1–, pp. 171-185). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-08257-4_13
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In diesem Kapitel wird ein Prozess zut Entwicklung vertrauensunterstützender Mehrwertdienste erarbeitet, um mit den daraus abgeleiteten Lösungen den Vertrauenspriblematiken im Cloud-Computing-Umfeld (deihe Kapitel 6) zu begegnen. Dazu wurde die Methode zur Entwicklung vertrauensunterstützender Komponenten für sozio-technische ubiquitäre Systeme nach Söllner et al.(2010a) auf den Cloud-Computing-Kontext übertragen und weiterentwickelt.
@inbook{Gebauer2016, abstract = {In diesem Kapitel wird ein Prozess zut Entwicklung vertrauensunterstützender Mehrwertdienste erarbeitet, um mit den daraus abgeleiteten Lösungen den Vertrauenspriblematiken im Cloud-Computing-Umfeld (deihe Kapitel 6) zu begegnen. Dazu wurde die Methode zur Entwicklung vertrauensunterstützender Komponenten für sozio-technische ubiquitäre Systeme nach Söllner et al.(2010a) auf den Cloud-Computing-Kontext übertragen und weiterentwickelt.}, address = {Wiesbaden}, author = {Gebauer, Lysann and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Cloud-Services aus der Gesch{\"a}ftsperspektive}, editor = {Krcmar, Helmut and Leimeister, Jan Marco and Roßnagel, Alexander and Sunyaev, Ali}, keywords = {pub_msö}, pages = {171–185}, publisher = {Springer Fachmedien Wiesbaden}, title = {Vertrauensunterstützende Mehrwertdienste – Ein systematisches Vorgehen zur Förderung von Vertrauen im Cloud-Computing-Umfeld}, year = 2016 }
Lehmann, K., Söllner, M., & Leimeister, J. M. (2016). Design and Evaluation of an IT-based Peer Assessment to Increase Learner Performance in Large-Scale Lectures. International Conference on Information Systems (ICIS). http://pubs.wi-kassel.de/wp-content/uploads/2016/12/JML_597.pdf
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In this study, we propose an IT-based peer assessment (ITPA) for enhancing interaction and feedback in universities’ large-scale lectures. These lectures often lack interaction and feedback, and focus on mainly imparting factual knowledge. Hence, these formats often cannot go beyond the basic cognitive levels of educational objectives. Using the ITPA within the learning process helps integrating assignments focusing on high cognitive levels to comprehensively acquire the learning content. We follow a design science research approach to develop and evaluate the ITPA. Thus, we first identify requirements from theory and derive a set of design elements afterwards. A pre-test shows that the ITPA is seen as useful and learners intend to use it. The subsequent quasiexperiment in a large-scale lecture shows that learners who participated in the ITPA performed better in the part of the final exam trained by the ITPA, whereas they did not perform better in the others parts.
@inproceedings{ls_leimeister, abstract = {In this study, we propose an IT-based peer assessment (ITPA) for enhancing interaction and feedback in universities’ large-scale lectures. These lectures often lack interaction and feedback, and focus on mainly imparting factual knowledge. Hence, these formats often cannot go beyond the basic cognitive levels of educational objectives. Using the ITPA within the learning process helps integrating assignments focusing on high cognitive levels to comprehensively acquire the learning content. We follow a design science research approach to develop and evaluate the ITPA. Thus, we first identify requirements from theory and derive a set of design elements afterwards. A pre-test shows that the ITPA is seen as useful and learners intend to use it. The subsequent quasiexperiment in a large-scale lecture shows that learners who participated in the ITPA performed better in the part of the final exam trained by the ITPA, whereas they did not perform better in the others parts.}, address = {Dublin, Ireland}, author = {Lehmann, Katja and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_msö}, title = {Design and Evaluation of an IT-based Peer Assessment to Increase Learner Performance in Large-Scale Lectures}, year = 2016 }
Knote, R., Söllner, M., & Leimeister, J. M. (2016). Rethinking Service Quality for Context-Sensitive Socio-Technical Systems. AIS SIG Services Pre-ECIS Workshop. http://pubs.wi-kassel.de/wp-content/uploads/2018/10/JML_713.pdf
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@inproceedings{ls_leimeister, address = {Istanbul, Turkey}, author = {Knote, Robin and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {AIS SIG Services Pre-ECIS Workshop}, keywords = {pub_msö}, title = {Rethinking Service Quality for Context-Sensitive Socio-Technical Systems}, year = 2016 }
Schöbel, S., Söllner, M., & Leimeister, J. M. (2016). The Agony of Choice – Analyzing User Preferences regarding Gamification Elements in Learning Management Systems. International Conference on Information Systems (ICIS). http://pubs.wi-kassel.de/wp-content/uploads/2016/12/JML_598.pdf
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Gamification is an approach to motivate users of information systems by implementing game elements. Despite its potentials, the use of gamification in practice has also received criticism because most gamification elements are integrated into systems without considering the preferences of the respective users and without considering contextual aspects. Hence, we aim at identifying which elements users of learning management systems prefer. Furthermore, we want to identify their preferences regarding the amount and combination of gamification elements. To identify user preferences, we conducted a discrete choice task among learning management system users following the best-worst scaling method. Our results show that users prefer a bundle of four gamification elements: level, goals, status, and points. This is especially interesting since popular elements, such as a leaderboard or badges, are not most preferred. This highlights the need to consider user preferences and contextual aspects to ensure a successful implementation of gamification elements.
@inproceedings{ls_leimeister, abstract = {Gamification is an approach to motivate users of information systems by implementing game elements. Despite its potentials, the use of gamification in practice has also received criticism because most gamification elements are integrated into systems without considering the preferences of the respective users and without considering contextual aspects. Hence, we aim at identifying which elements users of learning management systems prefer. Furthermore, we want to identify their preferences regarding the amount and combination of gamification elements. To identify user preferences, we conducted a discrete choice task among learning management system users following the best-worst scaling method. Our results show that users prefer a bundle of four gamification elements: level, goals, status, and points. This is especially interesting since popular elements, such as a leaderboard or badges, are not most preferred. This highlights the need to consider user preferences and contextual aspects to ensure a successful implementation of gamification elements.}, address = {Dublin, Ireland}, author = {Schöbel, Sofia and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_msö}, title = {The Agony of Choice – Analyzing User Preferences regarding Gamification Elements in Learning Management Systems}, year = 2016 }
Lehmann, K., Söllner, M., Blohm, I., & Leimeister, J. M. (2016). How Many Peer Assessors are Required for Assessment on Another Peer’s Work?. Academy of Management Annual Meeting (AOM) - PDW ‘Management Education and Learning Writers Workshop’. http://pubs.wi-kassel.de/wp-content/uploads/2016/08/JML_568.pdf
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@inproceedings{ls_leimeister, address = {Anaheim, CA, United States}, author = {Lehmann, Katja and Söllner, Matthias and Blohm, Ivo and Leimeister, Jan Marco}, booktitle = {Academy of Management Annual Meeting (AOM) - PDW ‘Management Education and Learning Writers Workshop’}, keywords = {pub_msö}, title = {How Many Peer Assessors are Required for Assessment on Another Peer’s Work?}, year = 2016 }
Janson, A., Ernst, S.-J., & Söllner, M. (2016). How Cultural Values Influence the Appropriation of Technology-Mediated Learning. European Conference on Information Systems (ECIS). http://pubs.wi-kassel.de/wp-content/uploads/2016/07/JML_557.pdf
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Information technology (IT) is an important enabler of innovative learning scenarios. Today, numerous IT-enabled learning scenarios – often referred to as technology-mediated learning (TML) – such as massive open online courses, are applied worldwide across different cultures. However, little insights are available regarding the appropriation of TML and how culture influences the appropriation process. Based on adaptive structuration theory and espoused cultural values, we develop and evaluate a theoretical model capturing the cultural effects in the context of TML appropriation. By means of structural equation modeling and a partial least squares approach, we research the moderating role of espoused cultural values and its influence on TML appropriation. The results show that faithfulness, comfort with technology, and collaborative learning appropriation significantly affect learning success as appropriation outcome. Moreover, the results indicate that espoused cultural values influence the appropriation of TML. The present paper thus theoretically contributes to the scientific discussion concerning TML appropriation and the impact of culture on the deployment of IT while also making a practical contribution by deriving implications for TML application across different cultures. Keywords: Appropriation, Technology-Mediated Learning, Espoused Cultural Values, Adaptive Structuration Theory.
@inproceedings{ls_leimeister, abstract = {Information technology (IT) is an important enabler of innovative learning scenarios. Today, numerous IT-enabled learning scenarios – often referred to as technology-mediated learning (TML) – such as massive open online courses, are applied worldwide across different cultures. However, little insights are available regarding the appropriation of TML and how culture influences the appropriation process. Based on adaptive structuration theory and espoused cultural values, we develop and evaluate a theoretical model capturing the cultural effects in the context of TML appropriation. By means of structural equation modeling and a partial least squares approach, we research the moderating role of espoused cultural values and its influence on TML appropriation. The results show that faithfulness, comfort with technology, and collaborative learning appropriation significantly affect learning success as appropriation outcome. Moreover, the results indicate that espoused cultural values influence the appropriation of TML. The present paper thus theoretically contributes to the scientific discussion concerning TML appropriation and the impact of culture on the deployment of IT while also making a practical contribution by deriving implications for TML application across different cultures. Keywords: Appropriation, Technology-Mediated Learning, Espoused Cultural Values, Adaptive Structuration Theory.}, address = {Istanbul, Turkey}, author = {Janson, Andreas and Ernst, Sissy-Josefina and Söllner, Matthias}, booktitle = {European Conference on Information Systems (ECIS)}, keywords = {pub_msö}, title = {How Cultural Values Influence the Appropriation of Technology-Mediated Learning}, year = 2016 }
Bitzer, P., Söllner, M., & Leimeister, J. M. (2016). Design Principles for High-Performance Blended Learning Services Delivery - The Case of Software Trainings in Germany. Business & Information Systems Engineering (BISE), 58(2), Article 2. http://pubs.wi-kassel.de/wp-content/uploads/2016/06/JML_499.pdf
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The “perfect” orchestration of training participants, IT and process design is one of the ongoing challenges within blended learning service research and practice. Blended learning services (BLS) offer a great variety of options to design learning processes, overcoming many shortcomings of pure e-learning services and providing better scalability and more advantages for learners than pure face-to-face class teaching. Nevertheless, due to inconclusive results of blended learning design research in the literature, BLS designers can hardly find support for the systematic design of efficient and successful blended learning processes, which would enable a high degree of learning success with a balanced degree of delivery effort. Based on major determinants of BLS processes’ quality, the authors identify, develop, and evaluate design principles for high performance BLS using an action design research approach. They first derive a set of initial design principles, based on insights from literature and own exploratory case studies as well as workshops with experts from the field. They then improve the design principles iteratively in expert workshops as well as apply the design principles in four software training sessions. Finally, they present seven evaluated design principles for BLS, which are the core of a nascent design theory and contribute to a time-efficient and successful BLS delivery. Furthermore, these principles enable practitioners to systematically apply the design knowledge formalized within the principles in order to improve BLS design and delivery.
@article{ls_leimeister, abstract = {The “perfect” orchestration of training participants, IT and process design is one of the ongoing challenges within blended learning service research and practice. Blended learning services (BLS) offer a great variety of options to design learning processes, overcoming many shortcomings of pure e-learning services and providing better scalability and more advantages for learners than pure face-to-face class teaching. Nevertheless, due to inconclusive results of blended learning design research in the literature, BLS designers can hardly find support for the systematic design of efficient and successful blended learning processes, which would enable a high degree of learning success with a balanced degree of delivery effort. Based on major determinants of BLS processes’ quality, the authors identify, develop, and evaluate design principles for high performance BLS using an action design research approach. They first derive a set of initial design principles, based on insights from literature and own exploratory case studies as well as workshops with experts from the field. They then improve the design principles iteratively in expert workshops as well as apply the design principles in four software training sessions. Finally, they present seven evaluated design principles for BLS, which are the core of a nascent design theory and contribute to a time-efficient and successful BLS delivery. Furthermore, these principles enable practitioners to systematically apply the design knowledge formalized within the principles in order to improve BLS design and delivery.}, author = {Bitzer, Philipp and Söllner, Matthias and Leimeister, Jan Marco}, journal = {Business & Information Systems Engineering (BISE)}, keywords = {pub_msö}, number = 2, pages = {135-149 (DOI: 10.1007/s12599-015-0403-3)}, title = {Design Principles for High-Performance Blended Learning Services Delivery - The Case of Software Trainings in Germany}, volume = 58, year = 2016 }
Oeste-Reiß, S., Söllner, M., & Leimeister, J. M. (2016). Development of a Peer-Creation-Process to Leverage the Power of Collaborative Knowledge Transfer. Hawaiin International Conference on System Sciences (HICSS). http://pubs.wi-kassel.de/wp-content/uploads/2016/09/JML_580.pdf
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The effective transfer of existing knowledge among employees becomes increasingly important for organizations in order to remain competitive on the market. Even though the digital age allows for new ways of team collaboration, there are still unsolved problems in terms of knowledge transfer. Thus, knowledge activities as well as aspects of tool support need to be analyzed. Hence, we develop a peer-creation-process (PCP) that provokes knowledge transfer in several ways. There is a transfer of knowledge from experts to novices and among the experts, resulting in a high-quality knowledge document. We ground our research on insights from collaborative learning and collaboration engineering to develop and evaluate the PCP. We contribute to theory and practice by providing a theory for design and action, with the PCP design leveraging the power of knowledge transfer. We illustrate that our PCP is applicable with, and without, IT-support and give differentiated implications.
@inproceedings{ls_leimeister, abstract = {The effective transfer of existing knowledge among employees becomes increasingly important for organizations in order to remain competitive on the market. Even though the digital age allows for new ways of team collaboration, there are still unsolved problems in terms of knowledge transfer. Thus, knowledge activities as well as aspects of tool support need to be analyzed. Hence, we develop a peer-creation-process (PCP) that provokes knowledge transfer in several ways. There is a transfer of knowledge from experts to novices and among the experts, resulting in a high-quality knowledge document. We ground our research on insights from collaborative learning and collaboration engineering to develop and evaluate the PCP. We contribute to theory and practice by providing a theory for design and action, with the PCP design leveraging the power of knowledge transfer. We illustrate that our PCP is applicable with, and without, IT-support and give differentiated implications.}, address = {Kauai, Hawaii, USA}, author = {Oeste-Reiß, Sarah and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Hawaiin International Conference on System Sciences (HICSS)}, keywords = {pub_msö}, title = {Development of a Peer-Creation-Process to Leverage the Power of Collaborative Knowledge Transfer}, year = 2016 }
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 (W. Z. für Informationstechnik-Gestaltung (ITeG) an der Universität Kassel, Ed.; 1–). http://pubs.wi-kassel.de/wp-content/uploads/2016/09/JML_577.pdf
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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_msö}, title = {Kompetenzen und Qualifikationen von Energieberatern - Eine qualitative Analyse des Energieberatungsmarktes}, year = 2016 }
Söllner, M., Hoffmann, A., & Leimeister, J. M. (2016). Why Different Trust Relationships Matter for Information Systems Users. European Journal of Information Systems (EJIS), 25(3), Article 3. http://pubs.wi-kassel.de/wp-content/uploads/2016/06/JML_528.pdf
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Technology acceptance research has shown that trust is an important factor fostering use of information systems (IS). As a result, numerous IS researchers have studied factors that build trust in IS. However, IS research on trust has mainly focused on the trust relationship between the user and the IS itself, largely neglecting that other targets of trust might also drive IS use from a user’s point of view. Accordingly, we investigate the importance of different targets of trust in IS use. Therefore, we use the concept of a network of trust and identify four different targets of trust that are prevalent from a user’s point of view. Afterwards, we develop our research model and evaluate it using a free simulation experiment. The results show that multiple targets of trust are important in the context of IS use. In particular, we highlight the importance of a second target – trust in the provider – which is equally important as trust in the IS itself. Consequently, IS providers should focus not only on fostering users’ trust in their IS but also on positioning themselves as trustworthy providers. In addition, we show that a third target – trust in the Internet – has significant indirect effects on multiple constructs that impact IS use.
@article{ls_leimeister, abstract = {Technology acceptance research has shown that trust is an important factor fostering use of information systems (IS). As a result, numerous IS researchers have studied factors that build trust in IS. However, IS research on trust has mainly focused on the trust relationship between the user and the IS itself, largely neglecting that other targets of trust might also drive IS use from a user’s point of view. Accordingly, we investigate the importance of different targets of trust in IS use. Therefore, we use the concept of a network of trust and identify four different targets of trust that are prevalent from a user’s point of view. Afterwards, we develop our research model and evaluate it using a free simulation experiment. The results show that multiple targets of trust are important in the context of IS use. In particular, we highlight the importance of a second target – trust in the provider – which is equally important as trust in the IS itself. Consequently, IS providers should focus not only on fostering users’ trust in their IS but also on positioning themselves as trustworthy providers. In addition, we show that a third target – trust in the Internet – has significant indirect effects on multiple constructs that impact IS use.}, author = {Söllner, Matthias and Hoffmann, Axel and Leimeister, Jan Marco}, journal = {European Journal of Information Systems (EJIS)}, keywords = {pub_msö}, number = 3, pages = {274-287}, title = {Why Different Trust Relationships Matter for Information Systems Users}, volume = 25, year = 2016 }
Ernst, S.-J., Janson, A., Li, M., Peters, C., & Söllner, M. (2016). IT-Kulturkonflikttheorie und ihre Bedeutung für erfolgreiches Service Systems Engineering - Fallstudie eines Einführungsprojektes für mobile Lernanwendungen in China. Multikonferenz Wirtschaftsinformatik (MKWI). http://pubs.wi-kassel.de/wp-content/uploads/2016/07/JML_554.pdf
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Mobiles Lernen ist eine Möglichkeit in Lernumgebungen, welche durch eine hohe Anzahl an Lernenden geprägt sind, praktische Trainings zu unterstützen. Bei der Einführung einer mobilen Lernanwendung in ein bestehendes Servicesystem sind die bestehenden Servicesystemkontexte zu berücksichtigen, da vorhandene Wertvorstellungen in Konflikt mit Werten, die dem neuen Service entgegengebracht werden, treten können. Um diesen Konflikten entgegenzutreten, werden im folgenden Beitrag unter Einbeziehen der IT-Kulturkonflikttheorie potentielle Systemkonflikte am Beispiel eines Einführungsprojekts einer mobilen Lernanwendung an chinesischen Berufsschulen identifiziert. Es wird aufgezeigt, wie die IT-Kulturkonflikttheorie bei der systematischen Gestaltung von Services von Nutzen sein kann und wie Services konform dem vorhandenen Servicesystem bereitgestellt werden können.
@inproceedings{ls_leimeister, abstract = {Mobiles Lernen ist eine Möglichkeit in Lernumgebungen, welche durch eine hohe Anzahl an Lernenden geprägt sind, praktische Trainings zu unterstützen. Bei der Einführung einer mobilen Lernanwendung in ein bestehendes Servicesystem sind die bestehenden Servicesystemkontexte zu berücksichtigen, da vorhandene Wertvorstellungen in Konflikt mit Werten, die dem neuen Service entgegengebracht werden, treten können. Um diesen Konflikten entgegenzutreten, werden im folgenden Beitrag unter Einbeziehen der IT-Kulturkonflikttheorie potentielle Systemkonflikte am Beispiel eines Einführungsprojekts einer mobilen Lernanwendung an chinesischen Berufsschulen identifiziert. Es wird aufgezeigt, wie die IT-Kulturkonflikttheorie bei der systematischen Gestaltung von Services von Nutzen sein kann und wie Services konform dem vorhandenen Servicesystem bereitgestellt werden können.}, address = {Ilmenau}, author = {Ernst, Sissy-Josefina and Janson, Andreas and Li, Mahei and Peters, Christoph and Söllner, Matthias}, booktitle = {Multikonferenz Wirtschaftsinformatik (MKWI)}, keywords = {Peters}, title = {IT-Kulturkonflikttheorie und ihre Bedeutung für erfolgreiches Service Systems Engineering - Fallstudie eines Einführungsprojektes für mobile Lernanwendungen in China}, year = 2016 }
Ernst, S.-J., Janson, A., Söllner, M., & Leimeister, J. M. (2016). It’s about Understanding Each Other’s Culture – Improving the Outcomes of Mobile Learning by Avoiding Culture Conflicts. International Conference on Information Systems (ICIS). http://pubs.wi-kassel.de/wp-content/uploads/2017/03/JML_613.pdf
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Mobile learning enables learners to integrate learning activities into daily routines. Information systems research emphasizes that technology-mediated learning (TML) has to be adapted to cultural differences. Integrating a mobile learning application into a new context can cause conflicts as values embedded in the mobile learning application can conflict with values of the context in which it is introduced. With this paper, we propose a theory-driven design approach to avoid culture conflicts in mobile learning. Based on the implementation of a mobile learning application in Chinese vocational schools, we derive requirements from IT-culture conflict theory as well as practice, which are addressed with design elements and implemented in the application. Our results show that cultural adaptation leads to improved cognitive learning outcomes. As a practical contribution, we provide guidance on how to overcome culture conflicts; as a theoretical contribution, we contribute to the exploration of culture in the usage of TML.
@inproceedings{ls_leimeister, abstract = {Mobile learning enables learners to integrate learning activities into daily routines. Information systems research emphasizes that technology-mediated learning (TML) has to be adapted to cultural differences. Integrating a mobile learning application into a new context can cause conflicts as values embedded in the mobile learning application can conflict with values of the context in which it is introduced. With this paper, we propose a theory-driven design approach to avoid culture conflicts in mobile learning. Based on the implementation of a mobile learning application in Chinese vocational schools, we derive requirements from IT-culture conflict theory as well as practice, which are addressed with design elements and implemented in the application. Our results show that cultural adaptation leads to improved cognitive learning outcomes. As a practical contribution, we provide guidance on how to overcome culture conflicts; as a theoretical contribution, we contribute to the exploration of culture in the usage of TML.}, address = {Dublin, Ireland}, author = {Ernst, Sissy-Josefina and Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_msö}, title = {It’s about Understanding Each Other’s Culture – Improving the Outcomes of Mobile Learning by Avoiding Culture Conflicts}, year = 2016 }
Janson, A., Söllner, M., & Leimeister, J. M. (2016). The Appropriation of Collaborative Learning – Qualitative Insights from a Flipped Classroom. Hawaii International Conference on System Sciences (HICSS). http://pubs.wi-kassel.de/wp-content/uploads/2016/03/JML_503.pdf
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Collaborative learning is an important part of innovative learning scenarios such as flipped classrooms. However, little insights are available regarding the appropriation process of collaborative learning. Based on adaptive structuration theory, we derive insights on the appropriation process of collaborative learning by means of a qualitative approach. The results show that appropriation is characterized by initial appropriation and taskrelated discussions. Moreover, an analysis of the identified appropriation junctures indicates the crucial role of information technology in the learning process as well the impact of appropriation patterns on interaction. For one, the present paper theoretically contributes to the scientific discussion concerning collaborative learning appropriation and its evolving nature. Second, it also makes a practical contribution by deriving implications for collaborative learning in flipped classrooms.
@inproceedings{ls_leimeister, abstract = {Collaborative learning is an important part of innovative learning scenarios such as flipped classrooms. However, little insights are available regarding the appropriation process of collaborative learning. Based on adaptive structuration theory, we derive insights on the appropriation process of collaborative learning by means of a qualitative approach. The results show that appropriation is characterized by initial appropriation and taskrelated discussions. Moreover, an analysis of the identified appropriation junctures indicates the crucial role of information technology in the learning process as well the impact of appropriation patterns on interaction. For one, the present paper theoretically contributes to the scientific discussion concerning collaborative learning appropriation and its evolving nature. Second, it also makes a practical contribution by deriving implications for collaborative learning in flipped classrooms.}, address = {Kauai, Hawaii, USA}, author = {Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Hawaii International Conference on System Sciences (HICSS)}, keywords = {pub_msö}, title = {The Appropriation of Collaborative Learning – Qualitative Insights from a Flipped Classroom}, year = 2016 }
Gebauer, L., Söllner, M., & Leimeister, J. M. (2016). Marktunterstützung durch vertrauensunterstützende Dienste. In H. Krcmar, J. M. Leimeister, A. Roßnagel, & A. Sunyaev (Eds.), Cloud-Services aus der Geschäftsperspektive (1–, pp. 351-357). Springer Gabler. http://pubs.wi-kassel.de/wp-content/uploads/2016/06/JML_546.pdf
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Die Inhalte, die in diesen Kapitel berichtet werden, basieren auf den Publikarionen von Buch/Gebauer (2013). und Buch et al. (2014). Dieses Kapitel Präsentiert die Inhalte dieser beiden Publikationen in Verkürzter und zusammenfassender Form. Detaillierte Ergebnisse finden Sie in den Publikationen.
@incollection{ls_leimeister, abstract = {Die Inhalte, die in diesen Kapitel berichtet werden, basieren auf den Publikarionen von Buch/Gebauer (2013). und Buch et al. (2014). Dieses Kapitel Präsentiert die Inhalte dieser beiden Publikationen in Verkürzter und zusammenfassender Form. Detaillierte Ergebnisse finden Sie in den Publikationen.}, address = {Wiesbaden}, author = {Gebauer, Lysann and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Cloud-Services aus der Geschäftsperspektive}, editor = {Krcmar, Helmut and Leimeister, Jan Marco and Roßnagel, Alexander and Sunyaev, Ali}, keywords = {pub_msö}, pages = {351-357}, publisher = {Springer Gabler}, title = {Marktunterstützung durch vertrauensunterstützende Dienste}, year = 2016 }
Knote, R., Baraki, H., Söllner, M., Geihs, K., & Leimeister, J. M. (2016). From Requirement to Design Patterns for Ubiquitous Computing Applications. 21st European Conference on Pattern Languages of Programs (EuroPlop ’16). http://pubs.wi-kassel.de/wp-content/uploads/2017/02/JML_609.pdf
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Ubiquitous Computing describes a concept where computing appears around us at any time and any location. Respective systems rely on context-sensitivity and adaptability. This means that they constantly collect data of the user and his context to adapt its functionalities to certain situations. Hence, the development of Ubiquitous Computing systems is not only a technical issue and must be considered from a privacy, legal and usability perspective, too. This indicates a need for several experts from different disciplines to participate in the development process, mentioning requirements and evaluating design alternatives. In order to capture the knowledge of these interdisciplinary teams to make it reusable for similar problems, a pattern logic can be applied. In the early phase of a development project, requirement patterns are used to describe recurring requirements for similar problems, whereas in a more advanced development phase, design patterns are deployed to find a suitable design for recurring requirements. However, existing literature does not give sufficient insights on how both concepts are related and how the process of deriving design patterns from requirements (patterns) appears in practice. In our work, we give insights on how trust-related requirements for Ubiquitous Computing applications evolve to interdisciplinary design patterns. We elaborate on a six-step process using an example requirement pattern. With this contribution, we shed light on the relation of interdisciplinary requirement and design patterns and provide experienced practitioners and scholars regarding UC application development a way for systematic and effective pattern utilization.
@inproceedings{ls_leimeister, abstract = {Ubiquitous Computing describes a concept where computing appears around us at any time and any location. Respective systems rely on context-sensitivity and adaptability. This means that they constantly collect data of the user and his context to adapt its functionalities to certain situations. Hence, the development of Ubiquitous Computing systems is not only a technical issue and must be considered from a privacy, legal and usability perspective, too. This indicates a need for several experts from different disciplines to participate in the development process, mentioning requirements and evaluating design alternatives. In order to capture the knowledge of these interdisciplinary teams to make it reusable for similar problems, a pattern logic can be applied. In the early phase of a development project, requirement patterns are used to describe recurring requirements for similar problems, whereas in a more advanced development phase, design patterns are deployed to find a suitable design for recurring requirements. However, existing literature does not give sufficient insights on how both concepts are related and how the process of deriving design patterns from requirements (patterns) appears in practice. In our work, we give insights on how trust-related requirements for Ubiquitous Computing applications evolve to interdisciplinary design patterns. We elaborate on a six-step process using an example requirement pattern. With this contribution, we shed light on the relation of interdisciplinary requirement and design patterns and provide experienced practitioners and scholars regarding UC application development a way for systematic and effective pattern utilization.}, address = {Kaufbeuren, Germany}, author = {Knote, Robin and Baraki, Harun and Söllner, Matthias and Geihs, Kurt and Leimeister, Jan Marco}, booktitle = {21st European Conference on Pattern Languages of Programs (EuroPlop '16)}, keywords = {pub_msö}, title = {From Requirement to Design Patterns for Ubiquitous Computing Applications}, year = 2016 }
Gebauer, L., Söllner, M., & Söllner, J. M. (2016). Vertrauensproblematiken im Cloud-Computing-Umfeld. In H. Krcmar, J. M. Leimeister, A. Roßnagel, & A. Sunyaev (Eds.), Cloud-Services aus der Geschäftsperspektive (1–, pp. 59-69). Springer Gabler. http://link.springer.com/chapter/10.1007/978-3-658-08257-4_6
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Vier jahre in Folge war Cloud-Computing, gemäβ der jährlich durchgeführten BITKOM-Umfrage„IT Trends des Jahres˝, das wichtigste Thema in der IKT-Branche (BITKOM 2010,2011,2012,2013). Cloud-Computing wird gehandelt als „long-held dream of computing as a utility˝ (Armbrust et al.2010, S.50), der sich endlich bewahrheitet. Es bietet Unternehmen eine Lösung, um hohe Wartungskosten zu senken, die internen Enerfieverbrauch zu verringern sowie agiler auf geänderte Geschäftsanforderungen zu reagieren (IDC 2011).
@incollection{ls_leimeister, abstract = {Vier jahre in Folge war Cloud-Computing, gemäβ der jährlich durchgeführten BITKOM-Umfrage„IT Trends des Jahres˝, das wichtigste Thema in der IKT-Branche (BITKOM 2010,2011,2012,2013). Cloud-Computing wird gehandelt als „long-held dream of computing as a utility˝ (Armbrust et al.2010, S.50), der sich endlich bewahrheitet. Es bietet Unternehmen eine Lösung, um hohe Wartungskosten zu senken, die internen Enerfieverbrauch zu verringern sowie agiler auf geänderte Geschäftsanforderungen zu reagieren (IDC 2011).}, address = {Wiesbaden}, author = {Gebauer, Lysann and Söllner, Matthias and Söllner, Jan Marco}, booktitle = {Cloud-Services aus der Geschäftsperspektive}, editor = {Krcmar, Helmut and Leimeister, Jan Marco and Roßnagel, Alexander and Sunyaev, Ali}, keywords = {pub_msö}, pages = {59-69}, publisher = {Springer Gabler}, title = {Vertrauensproblematiken im Cloud-Computing-Umfeld}, year = 2016 }
Söllner, M., Pavlou, P., & Leimeister, J. M. (2016). Understanding the Development of Trust: Comparing Trust in the IT Artifact and Trust in the Provider. Academy of Management Annual Meeting (AOM). http://pubs.wi-kassel.de/wp-content/uploads/2016/09/JML_574.pdf
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@inproceedings{ls_leimeister, address = {Anaheim, CA, USA}, author = {Söllner, Matthias and Pavlou, Paul and Leimeister, Jan Marco}, booktitle = {Academy of Management Annual Meeting (AOM)}, keywords = {pub_msö}, title = {Understanding the Development of Trust: Comparing Trust in the IT Artifact and Trust in the Provider}, year = 2016 }
Söllner, M., Benbasat, I., Gefen, D., Leimeister, J. M., & Pavlou, P. A. (2016). Trust. MIS Quarterly Research Curations, 1-9. https://doi.org/10.25300/10312016
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Trust is the enabler of social interaction. Although the origins of research on trust traditionally lie outside the Information Systems (IS) domain, the importance of trust for IS research rapidly grew in the late 1990s, and it is still growing with the increasing ubiquity and advancement of technology in organizations, virtual teams, online markets, and user-technology interactions. Theoretically, the central role of trust is tied to the growing social change that Information and Communication Technology (ICT) has always created, a trend increased by the introduction of electronic commerce, and with it the need to interact and commerce with total strangers. This trend is mirrored in major IS research fields, such as virtual teams and technology acceptance, and thus also naturally in the pages of MIS Quarterly. The importance of trust for IS research and its impact on the IS literature are also reflected by the fact that a trust-related paper (Gefen et al. 2003) is among the most highly cited articles published in MIS Quarterly, together with papers on TAM, knowledge management, and design science. Besides, two trust-related papers have won the MIS Quarterly Paper of the Year Award in 1998 (Kumar et al. 1998) and 2009, respectively (Cyr et al. 2009), and a Special Issue on trust was published in 2010 (Benbasat et al. 2010). Coupled with the facts that we have identified 33 papers relevant for this curation, and that these papers account for about 20,000 total citations, it is perhaps safe to argue that trust is one of the popular and well-cited areas of research in the IS literature, especially during the last 20 years.
@article{Sollner.2016, abstract = {Trust is the enabler of social interaction. Although the origins of research on trust traditionally lie outside the Information Systems (IS) domain, the importance of trust for IS research rapidly grew in the late 1990s, and it is still growing with the increasing ubiquity and advancement of technology in organizations, virtual teams, online markets, and user-technology interactions. Theoretically, the central role of trust is tied to the growing social change that Information and Communication Technology (ICT) has always created, a trend increased by the introduction of electronic commerce, and with it the need to interact and commerce with total strangers. This trend is mirrored in major IS research fields, such as virtual teams and technology acceptance, and thus also naturally in the pages of MIS Quarterly. The importance of trust for IS research and its impact on the IS literature are also reflected by the fact that a trust-related paper (Gefen et al. 2003) is among the most highly cited articles published in MIS Quarterly, together with papers on TAM, knowledge management, and design science. Besides, two trust-related papers have won the MIS Quarterly Paper of the Year Award in 1998 (Kumar et al. 1998) and 2009, respectively (Cyr et al. 2009), and a Special Issue on trust was published in 2010 (Benbasat et al. 2010). Coupled with the facts that we have identified 33 papers relevant for this curation, and that these papers account for about 20,000 total citations, it is perhaps safe to argue that trust is one of the popular and well-cited areas of research in the IS literature, especially during the last 20 years.}, author = {Söllner, Matthias and Benbasat, Izak and Gefen, David and Leimeister, Jan Marco and Pavlou, Paul A.}, journal = {MIS Quarterly Research Curations}, keywords = {pub_msö}, month = 10, pages = {1–9}, title = {Trust}, year = 2016 }

2015[ to top ]

Köhler, B., & Söllner, M. (2015). Digitale Geschäftsmodelle im Profisport - Eine Ist-Analyse am Beispiel der National Football League. Student Consortium Der WI 2015. http://pubs.wi-kassel.de/wp-content/uploads/2015/04/JML_5331.pdf
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Professionelle Sportorganisationen haben eine sehr große Anhängerschaft in Sozialen Netzwerken. Die Frage, wie dieser Popularitätsvorteil wirtschaftlich verwertet werden kann, bleibt jedoch größtenteils noch unbeantwortet. Ziel dieser Arbeit ist es daher, eine Ist-Analyse der digitalen Aktivitäten der National Football League (NFL), der umsatzstärkste Liga der Welt, durchzuführen. Die Ergebnisse der Analyse werden mit Hilfe des Business Model Canvas strukturiert. Es werden erfolgsversprechende digitale Wertangebote identifiziert und Erkenntnisse über die Motive und das Verhalten von Fans im digitalen Zeitalter gewonnen. Diese erlauben Rückschlüsse darauf, wie Sportorganisationen ihr Geschäftsmodell im digitalen Zeitalter erweitern können, um den veränderten Erwartungen von digital aktiven Sportfans gerecht zu werden. Dies kann beispielsweise zu neuen bzw. erweiterten Einnahmequellen führen.
@inproceedings{ls_leimeister, abstract = {Professionelle Sportorganisationen haben eine sehr große Anhängerschaft in Sozialen Netzwerken. Die Frage, wie dieser Popularitätsvorteil wirtschaftlich verwertet werden kann, bleibt jedoch größtenteils noch unbeantwortet. Ziel dieser Arbeit ist es daher, eine Ist-Analyse der digitalen Aktivitäten der National Football League (NFL), der umsatzstärkste Liga der Welt, durchzuführen. Die Ergebnisse der Analyse werden mit Hilfe des Business Model Canvas strukturiert. Es werden erfolgsversprechende digitale Wertangebote identifiziert und Erkenntnisse über die Motive und das Verhalten von Fans im digitalen Zeitalter gewonnen. Diese erlauben Rückschlüsse darauf, wie Sportorganisationen ihr Geschäftsmodell im digitalen Zeitalter erweitern können, um den veränderten Erwartungen von digital aktiven Sportfans gerecht zu werden. Dies kann beispielsweise zu neuen bzw. erweiterten Einnahmequellen führen.}, address = {Osnabrück, Germany}, author = {Köhler, Benjamin and Söllner, Matthias}, booktitle = {Student Consortium der WI 2015}, keywords = {pub_msö}, title = {Digitale Geschäftsmodelle im Profisport - Eine Ist-Analyse am Beispiel der National Football League}, year = 2015 }
Gebauer, L., Söllner, M., & Leimeister, J. M. (2015). ”What We Do Well and What Should We Do Better?” – Conceptualizing and Measuring ‘IS Use’ by the Synthesis of the Work of the Giants. 75th Annual Meeting of the Academy of Management - OCIS (Organizational Communication & Information Systems) Paper Development Workshop. http://pubs.wi-kassel.de/wp-content/uploads/2015/12/JML_506.pdf
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Economic effects of information systems (IS) can only be achieved if they are used. Investigating why people use IS is a main research area. However, a variety of conceptualizations for ‘IS use’ exist. Furthermore, many of the measurement approaches are susceptible to common method variance (CMV), which limits the reliability and generalizability of the results. Consequently, the aim is to synthesize existing research to provide a holistic measurement approach for future research. Therefore, we doing a literature review to: 1) analyze the conceptualizations to categorize the characteristics in sub-dimensions, 2) examine how susceptible are these sub-dimensions to CMV, and 3) develop a holistic measurement approach low susceptible to CMV. We found four sub-dimensions of ‘IS use’ which are rarely studied together, indicating a lack of common understanding. Most studies measure these sub-dimensions highly susceptible to CMV. Finally, we developed a holistic measurement approach for ‘IS use’ low susceptible to CMV.
@inproceedings{ls_leimeister, abstract = {Economic effects of information systems (IS) can only be achieved if they are used. Investigating why people use IS is a main research area. However, a variety of conceptualizations for ‘IS use’ exist. Furthermore, many of the measurement approaches are susceptible to common method variance (CMV), which limits the reliability and generalizability of the results. Consequently, the aim is to synthesize existing research to provide a holistic measurement approach for future research. Therefore, we doing a literature review to: 1) analyze the conceptualizations to categorize the characteristics in sub-dimensions, 2) examine how susceptible are these sub-dimensions to CMV, and 3) develop a holistic measurement approach low susceptible to CMV. We found four sub-dimensions of ‘IS use’ which are rarely studied together, indicating a lack of common understanding. Most studies measure these sub-dimensions highly susceptible to CMV. Finally, we developed a holistic measurement approach for ‘IS use’ low susceptible to CMV.}, address = {Vancouver, British Columbia, Canada}, author = {Gebauer, Lysann and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {75th Annual Meeting of the Academy of Management - OCIS (Organizational Communication & Information Systems) Paper Development Workshop}, keywords = {pub_msö}, title = {”What We Do Well and What Should We Do Better?” – Conceptualizing and Measuring ‘IS Use’ by the Synthesis of the Work of the Giants}, year = 2015 }
Gebauer, L., Gierczak, M. M., Söllner, M., & Leimeister, J. M. (2015). Einflussfaktoren auf die Nutzung von Cloud-Speicherdiensten. Schmalenbachs Zeitschrift für Betriebswirtschaftliche Forschung (zfbf), 67(3), Article 3. https://doi.org/10.1007/BF03372928
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Nach dem IS Success Model sind die Nutzung und die Nutzungsabsicht zentral für den Erfolg von Informationssystemen (DeLone/McLean 1992, 2003). Besonders bei Cloud Computing-Diensten hängt der wirtschaftliche Erfolg von deren Nutzung ab, da viele auf nutzungsabhängigen Preismodellen basieren. Deshalb ist das Ziel des Beitrages, am Beispiel eines ausgewählten Cloud-Speicherdienstes, zu untersuchen, welche Faktoren deren aktuelle Nutzung sowie die zukünftige Nutzungsabsicht beeinflussen. Dazu wurde literaturbasiert ein Erklärungsmodell entwickelt und anhand der Daten von 145 Befragten unter Verwendung von varianzbasierter Strukturgleichungsmodellierung und der Analysesoftware SmartPLS evaluiert. Die Auswertung zeigt im Wesentlichen, dass die Nutzung vom Grad der gewohnheitsgeprägten Verhaltensausführung und die zukünftige Nutzungsabsicht von der wahrgenommenen Nützlichkeit beeinflusst werden.
@article{ls_leimeister, abstract = {Nach dem IS Success Model sind die Nutzung und die Nutzungsabsicht zentral für den Erfolg von Informationssystemen (DeLone/McLean 1992, 2003). Besonders bei Cloud Computing-Diensten hängt der wirtschaftliche Erfolg von deren Nutzung ab, da viele auf nutzungsabhängigen Preismodellen basieren. Deshalb ist das Ziel des Beitrages, am Beispiel eines ausgewählten Cloud-Speicherdienstes, zu untersuchen, welche Faktoren deren aktuelle Nutzung sowie die zukünftige Nutzungsabsicht beeinflussen. Dazu wurde literaturbasiert ein Erklärungsmodell entwickelt und anhand der Daten von 145 Befragten unter Verwendung von varianzbasierter Strukturgleichungsmodellierung und der Analysesoftware SmartPLS evaluiert. Die Auswertung zeigt im Wesentlichen, dass die Nutzung vom Grad der gewohnheitsgeprägten Verhaltensausführung und die zukünftige Nutzungsabsicht von der wahrgenommenen Nützlichkeit beeinflusst werden.}, author = {Gebauer, L. and Gierczak, M. M. and Söllner, M. and Leimeister, J. M.}, journal = {Schmalenbachs Zeitschrift für betriebswirtschaftliche Forschung (zfbf)}, keywords = {pub_msö}, number = 3, pages = {367-407}, title = {Einflussfaktoren auf die Nutzung von Cloud-Speicherdiensten}, volume = 67, year = 2015 }
Oeste, S., Bittner, E., Söllner, M., & Leimeister, J. M. (2015). How to Empower Lecturers to Leverage the Benefits of Peer Learning - Theory-Driven Design of Collaborative Learning Patterns. Annual Meeting of the Academy of Management -PDW ‘Management Education and Learning Writers Workshop’. http://pubs.wi-kassel.de/wp-content/uploads/2015/12/JML_498.pdf
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In the digital age, factual knowledge has become less important due to the rising ubiquity of information. Thus, teaching-learning scenarios in universities need to change to ensure highquality education of future employees. Today, it is increasingly important to foster learners’ soft skills and their ability to reflect information and apply knowledge. Interactive learning formats such as peer learning provide useful approaches for training these skills. However, these formats are known as complex and difficult to design. As a consequence, lecturers as domain experts but not necessarily experts in didactics and collaboration often face challenges when designing such formats. To support lectures, we combine insights from peer learning and collaboration research to develop and evaluate collaborative learning patterns (CLP) for peer discussion and peer review. We contribute to theory and practice by providing a theory for design and action empowering lecturers to design effective peer learning activities for their lectures.
@inproceedings{ls_leimeister, abstract = {In the digital age, factual knowledge has become less important due to the rising ubiquity of information. Thus, teaching-learning scenarios in universities need to change to ensure highquality education of future employees. Today, it is increasingly important to foster learners’ soft skills and their ability to reflect information and apply knowledge. Interactive learning formats such as peer learning provide useful approaches for training these skills. However, these formats are known as complex and difficult to design. As a consequence, lecturers as domain experts but not necessarily experts in didactics and collaboration often face challenges when designing such formats. To support lectures, we combine insights from peer learning and collaboration research to develop and evaluate collaborative learning patterns (CLP) for peer discussion and peer review. We contribute to theory and practice by providing a theory for design and action empowering lecturers to design effective peer learning activities for their lectures.}, address = {Vancouver, BC, Canada}, author = {Oeste, Sarah and Bittner, Eva and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Annual Meeting of the Academy of Management -PDW ‘Management Education and Learning Writers Workshop’}, keywords = {pub_msö}, title = {How to Empower Lecturers to Leverage the Benefits of Peer Learning - Theory-Driven Design of Collaborative Learning Patterns}, year = 2015 }
Janson, A., Söllner, M., & Leimeister, J. M. (2015). Determinanten und Effekte sinngetreuer Nutzung von Learning Management Systemen. Wirtschaftsinformatik (WI) Konferenz 2015. http://pubs.wi-kassel.de/wp-content/uploads/2015/04/JML_518.pdf
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IT-Unterstützung im Lernprozess ist ein Schlüsselfaktor für den Erfolg innovativer Lehr-/Lernszenarien. Notwendige Voraussetzung hierfür ist die sinngetreue Nutzung von Learning Management Systemen (LMS) durch den Lernenden, um den Lernerfolg in innovativen Lehr-/Lernszenarien sicherzustellen. Dennoch gibt es bislang kaum Erkenntnisse, was die sinngetreue Nutzung von LMS beeinflusst. Im ersten Schritt werden daher, aufbauend auf den Erkenntnissen der adaptiven Strukturationstheorie, Einflussfaktoren auf die sinngetreue Nutzung von LMS identifiziert und in ein theoretisches Modell eingebettet. Im zweiten Schritt wird dieses Modell als Strukturgleichungsmodell operationalisiert und evaluiert. Die Ergebnisse zeigen, dass die wahrgenommene IT-Unterstützung, Interaktivität und der Task Technology Fit die sinngetreue Nutzung eines LMS signifikant beeinflussen. Zudem zeigen die Ergebnisse, dass die sinngetreue Nutzung ein signifikanter Prädiktor für die Qualität des Lernprozesses und den Lernerfolg darstellt. Damit leistet dieses Paper einen theoretischen Beitrag zur wissenschaftlichen Diskussion des IT-unterstützten Lernprozesses und einen praktischen Beitrag, indem Implikationen für den Einsatz von LMS abgeleitet werden.
@inproceedings{ls_leimeister, abstract = {IT-Unterstützung im Lernprozess ist ein Schlüsselfaktor für den Erfolg innovativer Lehr-/Lernszenarien. Notwendige Voraussetzung hierfür ist die sinngetreue Nutzung von Learning Management Systemen (LMS) durch den Lernenden, um den Lernerfolg in innovativen Lehr-/Lernszenarien sicherzustellen. Dennoch gibt es bislang kaum Erkenntnisse, was die sinngetreue Nutzung von LMS beeinflusst. Im ersten Schritt werden daher, aufbauend auf den Erkenntnissen der adaptiven Strukturationstheorie, Einflussfaktoren auf die sinngetreue Nutzung von LMS identifiziert und in ein theoretisches Modell eingebettet. Im zweiten Schritt wird dieses Modell als Strukturgleichungsmodell operationalisiert und evaluiert. Die Ergebnisse zeigen, dass die wahrgenommene IT-Unterstützung, Interaktivität und der Task Technology Fit die sinngetreue Nutzung eines LMS signifikant beeinflussen. Zudem zeigen die Ergebnisse, dass die sinngetreue Nutzung ein signifikanter Prädiktor für die Qualität des Lernprozesses und den Lernerfolg darstellt. Damit leistet dieses Paper einen theoretischen Beitrag zur wissenschaftlichen Diskussion des IT-unterstützten Lernprozesses und einen praktischen Beitrag, indem Implikationen für den Einsatz von LMS abgeleitet werden.}, address = {Osnabrück, Germany}, author = {Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Wirtschaftsinformatik (WI) Konferenz 2015}, keywords = {pub_msö}, title = {Determinanten und Effekte sinngetreuer Nutzung von Learning Management Systemen}, year = 2015 }
Müller, F., Oeste, S., & Söllner, M. (2015). Entwicklung eines Bewertungsinstruments zur Qualität von Lernmaterial am Beispiel Erklärvideo. Working Paper Series, Nr. 9. http://pubs.wi-kassel.de/wp-content/uploads/2015/12/JML_505.pdf
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Qualitativ hochwertiges Lernmaterial ist – neben weiteren Faktoren, wie z. B. qualifizierten Lehrenden und einer effektiven Kommunikation und Kooperation zwischen den Beteiligten – eine wichtige Voraussetzung um Wissen erfolgreich transferieren zu können. Lernmaterialien können dabei insbesondere im Kontext des Wissensmanagements zur Erhaltung von Wissen in Organisationen, vor allem des sogenannten Experten- und Erfahrungswissens beispielsweise in Form von Erklärvideos, eingesetzt werden. Mit voranschreitender Entwicklung von digitalen Technologien und des Web 2.0 können Lehrende heute auf ein breites Spektrum an Lernmaterialien zurückgreifen. Für den erfolgreichen Einsatz dieser Lernmaterialien ist es daher wichtig, deren Qualität zu erfassen und bewerten zu können. Diese Aufgabe stellt eine wesentliche Herausforderung für Lehrende dar und beinhaltet eine systematische Bewertung des vorliegenden Materials. In diesem Arbeitspapier wird die bestehende Forschungslücke an praktikablen und empirisch validierten Bewertungsinstrumenten zur Qualität von Lernmaterialien aufgegriffen. Das Ziel ist es ein Instrument zu entwickeln, das Lehrende bei der Qualitätsbewertung von verwendetem Lernmaterial unterstützt. Im Rahmen einer Literaturanalyse und eines Fokusgruppenworkshops werden zunächst Anforderungen an qualitativ hochwertiges Lernmaterial im Allgemeinen, aber auch im speziellen Fall von Erklärvideos aus Sicht des State-of-the-Art in der Theorie und Praxis identifiziert und anschließend in ein Scoring-Modell übertragen. Dieses Instrument wird schließlich mit einer kleinen Gruppe von Experten am Beispiel Erklärvideo überprüft. Dabei kann das theoretische Konstrukt von Lernmaterialqualität durch die Praxisexperten qualitativ weitgehend bestätigt werden. Die empirisch quantitative Untersuchung weist jedoch darauf hin das Messinstrument zu verfeinern, was Anknüpfungspunkte für weitere Forschungsarbeiten bietet. Des Weiteren wird empfohlen ein Beurteiler-Training durchzuführen, um das Verständnis der zugrunde liegenden Anforderungen und somit die Effektivität des Messinstruments zu erhöhen.
@inproceedings{ls_leimeister, abstract = {Qualitativ hochwertiges Lernmaterial ist – neben weiteren Faktoren, wie z. B. qualifizierten Lehrenden und einer effektiven Kommunikation und Kooperation zwischen den Beteiligten – eine wichtige Voraussetzung um Wissen erfolgreich transferieren zu können. Lernmaterialien können dabei insbesondere im Kontext des Wissensmanagements zur Erhaltung von Wissen in Organisationen, vor allem des sogenannten Experten- und Erfahrungswissens beispielsweise in Form von Erklärvideos, eingesetzt werden. Mit voranschreitender Entwicklung von digitalen Technologien und des Web 2.0 können Lehrende heute auf ein breites Spektrum an Lernmaterialien zurückgreifen. Für den erfolgreichen Einsatz dieser Lernmaterialien ist es daher wichtig, deren Qualität zu erfassen und bewerten zu können. Diese Aufgabe stellt eine wesentliche Herausforderung für Lehrende dar und beinhaltet eine systematische Bewertung des vorliegenden Materials. In diesem Arbeitspapier wird die bestehende Forschungslücke an praktikablen und empirisch validierten Bewertungsinstrumenten zur Qualität von Lernmaterialien aufgegriffen. Das Ziel ist es ein Instrument zu entwickeln, das Lehrende bei der Qualitätsbewertung von verwendetem Lernmaterial unterstützt. Im Rahmen einer Literaturanalyse und eines Fokusgruppenworkshops werden zunächst Anforderungen an qualitativ hochwertiges Lernmaterial im Allgemeinen, aber auch im speziellen Fall von Erklärvideos aus Sicht des State-of-the-Art in der Theorie und Praxis identifiziert und anschließend in ein Scoring-Modell übertragen. Dieses Instrument wird schließlich mit einer kleinen Gruppe von Experten am Beispiel Erklärvideo überprüft. Dabei kann das theoretische Konstrukt von Lernmaterialqualität durch die Praxisexperten qualitativ weitgehend bestätigt werden. Die empirisch quantitative Untersuchung weist jedoch darauf hin das Messinstrument zu verfeinern, was Anknüpfungspunkte für weitere Forschungsarbeiten bietet. Des Weiteren wird empfohlen ein Beurteiler-Training durchzuführen, um das Verständnis der zugrunde liegenden Anforderungen und somit die Effektivität des Messinstruments zu erhöhen.}, address = {Kassel, Germany}, author = {Müller, Frederike and Oeste, Sarah and Söllner, Matthias}, booktitle = {Working Paper Series, Nr. 9}, keywords = {pub_msö}, title = {Entwicklung eines Bewertungsinstruments zur Qualität von Lernmaterial am Beispiel Erklärvideo}, year = 2015 }
Lehmann, K., Söllner, M., & Leimeister, J. M. (2015). Der Wert von IT-gestütztem Peer Assessment zur Unterstützung des Lernens in einer Universitären Massenlehrveranstaltung. Wirtschaftsinformatik (WI) Konferenz 2015. http://pubs.wi-kassel.de/wp-content/uploads/2015/04/JML_495.pdf
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Steigende Studierendenzahlen prägen nach wie vor das Bild an deutschen Universitäten, wodurch in Massenlehrveranstaltungen auf einen Dozent weit über 100 Studierende kommen. Diese Lehrveranstaltungen sind durch mangelnde Interaktion zwischen allen Beteiligten und wenig Feedback für Studierende zu ihrem Lernstand gekennzeichnet. Das ist problematisch, da insbesondere diese Faktoren Prädiktoren für individuellen Lernerfolg und Zufriedenheit darstellen. Der Einsatz von IT-gestütztem Peer Assessment ist eine Möglichkeit, Interaktion und Feedback in den Lernprozess zu integrieren ohne den Dozenten zusätzlich zu belasten. Dabei beurteilen Lernende wechselseitig die Qualität der Arbeit von Anderen. Der vorliegende Beitrag untersucht, wie ITgestütztes Peer Assessment in eine Blended-Learning Massenlehrveranstaltung integriert werden kann. Die Ergebnisse zeigen, dass Peer Assessment eine wichtige Rolle für wahrgenommenen Lernerfolg und Zufriedenheit spielt sowie von Studierenden als hilfreich empfunden wird. Der praktische Beitrag zeigt wie Massenlehrveranstaltungen ressourcenschonend bereichert werden können. Zudem wird als theoretischer Beitrag die Rolle der Einbindung von Peers in den Lernprozess betont.
@inproceedings{ls_leimeister, abstract = {Steigende Studierendenzahlen prägen nach wie vor das Bild an deutschen Universitäten, wodurch in Massenlehrveranstaltungen auf einen Dozent weit über 100 Studierende kommen. Diese Lehrveranstaltungen sind durch mangelnde Interaktion zwischen allen Beteiligten und wenig Feedback für Studierende zu ihrem Lernstand gekennzeichnet. Das ist problematisch, da insbesondere diese Faktoren Prädiktoren für individuellen Lernerfolg und Zufriedenheit darstellen. Der Einsatz von IT-gestütztem Peer Assessment ist eine Möglichkeit, Interaktion und Feedback in den Lernprozess zu integrieren ohne den Dozenten zusätzlich zu belasten. Dabei beurteilen Lernende wechselseitig die Qualität der Arbeit von Anderen. Der vorliegende Beitrag untersucht, wie ITgestütztes Peer Assessment in eine Blended-Learning Massenlehrveranstaltung integriert werden kann. Die Ergebnisse zeigen, dass Peer Assessment eine wichtige Rolle für wahrgenommenen Lernerfolg und Zufriedenheit spielt sowie von Studierenden als hilfreich empfunden wird. Der praktische Beitrag zeigt wie Massenlehrveranstaltungen ressourcenschonend bereichert werden können. Zudem wird als theoretischer Beitrag die Rolle der Einbindung von Peers in den Lernprozess betont.}, address = {Osnabrück, Germany}, author = {Lehmann, Katja and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Wirtschaftsinformatik (WI) Konferenz 2015}, keywords = {pub_msö}, title = {Der Wert von IT-gestütztem Peer Assessment zur Unterstützung des Lernens in einer Universitären Massenlehrveranstaltung}, year = 2015 }
Lehmann, K., Oeste, S., Janson, A., Söllner, M., & Leimeister, J. M. (2015). Flipping the Classroom – IT-unterstützte Lerneraktivierung zur Verbesserung des Lernerfolges einer universitären Massenlehrveranstaltung. HMD Praxis Der Wirtschaftsinformatik, 52(1), Article 1. https://doi.org/10.1365/s40702-014-0102-4
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Durch steigende Studierendenzahlen prägen universitäre Massenlehrveranstaltungen nach wie vor das Bild in der deutschen Hochschullandschaft. Diese Lehrveranstaltungen sind gekennzeichnet durch hohe Anonymität und einen Mangel an Interaktion und Zusammenarbeit. Lernende bleiben sich im Lernprozess weitestgehend selbst überlassen und sind eher Konsumenten der Lerninhalte anstatt selbst im Mittelpunkt der Lernaktivitäten zu stehen. Jedoch bilden vor allem verschiedene Formen der Interaktion entscheidende Faktoren für Lernerfolg und Zufriedenheit eines Einzelnen. Der Flipped Classroom stellt eine Möglichkeit dar, den Nachteilen von universitären Massenlehrveranstaltungen zu begegnen. Der vorliegende Beitrag präsentiert ein IT-gestütztes Flipped Classroom-Konzept am Beispiel einer Wirtschaftsinformatik-Grundlagenveranstaltung. Das Konzept unterteilt die Veranstaltung in vier aufeinander ablaufende Lernphasen: Selbstlernphase, Peer-Lernphase, Transferphase und Vertiefungsphase. Durch die Integration verschiedener Lernmethoden wird sichergestellt, dass zum einen die Potentiale des IT-gestützten Lernens – beispielsweise orts- und zeitunabhängiges Lernen – adressiert und zum anderen die verschiedenen Formen von Interaktion realisiert werden. Durch die intensive Beschäftigung und den intensiven Austausch mit den Lerninhalten wird sichergestellt, dass alle kognitiven Lernzielebenen adressiert und überprüft werden. Der praktische Beitrag zeigt wie Massenlehrveranstaltungen durch Lernmethoden bereichert werden können. Zudem wird als theoretischer Beitrag die aktive Einbindung von Lernenden in den Lernprozess und deren Rolle als Prosument betont. Das Konzept sowie die Ergebnisse des vorgestellten Beitrages lassen sich auf andere Veranstaltungen im universitären Kontext oder die betriebliche Weiterbildung übertragen.
@article{ls_leimeister, abstract = {Durch steigende Studierendenzahlen prägen universitäre Massenlehrveranstaltungen nach wie vor das Bild in der deutschen Hochschullandschaft. Diese Lehrveranstaltungen sind gekennzeichnet durch hohe Anonymität und einen Mangel an Interaktion und Zusammenarbeit. Lernende bleiben sich im Lernprozess weitestgehend selbst überlassen und sind eher Konsumenten der Lerninhalte anstatt selbst im Mittelpunkt der Lernaktivitäten zu stehen. Jedoch bilden vor allem verschiedene Formen der Interaktion entscheidende Faktoren für Lernerfolg und Zufriedenheit eines Einzelnen. Der Flipped Classroom stellt eine Möglichkeit dar, den Nachteilen von universitären Massenlehrveranstaltungen zu begegnen. Der vorliegende Beitrag präsentiert ein IT-gestütztes Flipped Classroom-Konzept am Beispiel einer Wirtschaftsinformatik-Grundlagenveranstaltung. Das Konzept unterteilt die Veranstaltung in vier aufeinander ablaufende Lernphasen: Selbstlernphase, Peer-Lernphase, Transferphase und Vertiefungsphase. Durch die Integration verschiedener Lernmethoden wird sichergestellt, dass zum einen die Potentiale des IT-gestützten Lernens – beispielsweise orts- und zeitunabhängiges Lernen – adressiert und zum anderen die verschiedenen Formen von Interaktion realisiert werden. Durch die intensive Beschäftigung und den intensiven Austausch mit den Lerninhalten wird sichergestellt, dass alle kognitiven Lernzielebenen adressiert und überprüft werden. Der praktische Beitrag zeigt wie Massenlehrveranstaltungen durch Lernmethoden bereichert werden können. Zudem wird als theoretischer Beitrag die aktive Einbindung von Lernenden in den Lernprozess und deren Rolle als Prosument betont. Das Konzept sowie die Ergebnisse des vorgestellten Beitrages lassen sich auf andere Veranstaltungen im universitären Kontext oder die betriebliche Weiterbildung übertragen.}, author = {Lehmann, Katja and Oeste, Sarah and Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, journal = {HMD Praxis der Wirtschaftsinformatik}, keywords = {pub_msö}, month = {02}, number = 1, pages = {81-95}, title = {Flipping the Classroom – IT-unterstützte Lerneraktivierung zur Verbesserung des Lernerfolges einer universitären Massenlehrveranstaltung}, volume = 52, year = 2015 }
Oeste-Reiß, S., Lehmann, K., Janson, A., Söllner, M., & Leimeister, J. M. (2015). Redesigning University Large Scale Lectures: How To Activate The Learner. Academy of Management Proceedings, 2015. https://doi.org/10.5465/AMBPP.2015.14650abstract
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Universities are facing major challenges with increasing numbers of students and the requirement of cost savings. They intend to maintain international state-of-the-art research while providing future employees a high-quality education. In order to achieve these often conflicting goals of researching and teaching, innovative learning approaches need to be developed. We therefore propose a design of a flipped classroom for large-scale lectures that adopts a learner-centred approach and enables higher levels of interaction and learning outcomes. We therefore derive requirements from the theory of interaction and address them with design principles for large-scale flipped classrooms, which we implement in a large-scale information systems lecture. Our approach divides the teaching-learning process into a cycle of four successive phases: IT-supported phases for the acquisition and reflection of knowledge, as well as presence phases for the application and discussion of the acquired knowledge. We evaluated the concept by conducting structured interviews with lecture participants. We contribute to theory by deriving insights on how interaction and peer recognition account for the success of the flipped classroom approach. As a practical contribution, our paper gives advice on how large-scale lectures can be redesigned in order to meet future challenges of management education.
@inproceedings{inproceedings, abstract = {Universities are facing major challenges with increasing numbers of students and the requirement of cost savings. They intend to maintain international state-of-the-art research while providing future employees a high-quality education. In order to achieve these often conflicting goals of researching and teaching, innovative learning approaches need to be developed. We therefore propose a design of a flipped classroom for large-scale lectures that adopts a learner-centred approach and enables higher levels of interaction and learning outcomes. We therefore derive requirements from the theory of interaction and address them with design principles for large-scale flipped classrooms, which we implement in a large-scale information systems lecture. Our approach divides the teaching-learning process into a cycle of four successive phases: IT-supported phases for the acquisition and reflection of knowledge, as well as presence phases for the application and discussion of the acquired knowledge. We evaluated the concept by conducting structured interviews with lecture participants. We contribute to theory by deriving insights on how interaction and peer recognition account for the success of the flipped classroom approach. As a practical contribution, our paper gives advice on how large-scale lectures can be redesigned in order to meet future challenges of management education.}, author = {Oeste-Reiß, Sarah and Lehmann, Katja and Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, journal = {Academy of Management Proceedings}, keywords = {Lehmann}, month = {08}, title = {Redesigning University Large Scale Lectures: How To Activate The Learner}, volume = 2015, year = 2015 }
Janson, A., Söllner, M., & Leimeister, J. M. (2015). Towards a Holistic Understanding of Technology-mediated Learning Appropriation. International Conference on Information Systems (ICIS). http://pubs.wi-kassel.de/wp-content/uploads/2016/03/JML_502.pdf
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Information technology in the learning process is one major success factor for innovative learning scenarios. A necessary pre-condition is the faithful appropriation of technology-mediated learning (TML) to ensure learning outcomes. However, research still lacks insights concerning determinants and consequences of a faithful TML appropriation. Therefore, this research-in-progress paper presents a mixed-methods research approach to gain a holistic understanding of TML appropriation. First, based on the insights of adaptive structuration theory, a theoretical model is developed considering objective and subjective measures for TML appropriation as well as antecedents and consequences of TML appropriation. Second, the mixed-methods approach is presented in order to evaluate the theoretical model. Our expected contribution to theory includes an extension of both TML and adaptive structuration theory with an in-depth view of TML appropriation. Expected practical contributions include the derivation of design implications for TML services that are faithfully appropriated to ensure learning success of TML participants.
@inproceedings{ls_leimeister, abstract = {Information technology in the learning process is one major success factor for innovative learning scenarios. A necessary pre-condition is the faithful appropriation of technology-mediated learning (TML) to ensure learning outcomes. However, research still lacks insights concerning determinants and consequences of a faithful TML appropriation. Therefore, this research-in-progress paper presents a mixed-methods research approach to gain a holistic understanding of TML appropriation. First, based on the insights of adaptive structuration theory, a theoretical model is developed considering objective and subjective measures for TML appropriation as well as antecedents and consequences of TML appropriation. Second, the mixed-methods approach is presented in order to evaluate the theoretical model. Our expected contribution to theory includes an extension of both TML and adaptive structuration theory with an in-depth view of TML appropriation. Expected practical contributions include the derivation of design implications for TML services that are faithfully appropriated to ensure learning success of TML participants.}, address = {Fort Worth, Texas, USA}, author = {Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_msö}, title = {Towards a Holistic Understanding of Technology-mediated Learning Appropriation}, year = 2015 }
Sollner, M. (2015). Understanding Trust in Information Systems - The Impact of Trust in the System and in the Provider. Academy of Management Proceedings, 2015, 10159-10159. https://doi.org/10.5465/AMBPP.2015.10159abstract
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To provide value for businesses, information systems (IS) must be adopted and used by their intended users, no matter whether a company focuses on selling IS on the market (external users) or whether IS are used to keep the business going (internal users). One of the most important factors driving the adoption and use is trust. The goal of this paper is to provide a first evaluation of a conceptual piece claiming a) that users distinguish between their trust in an IS and the provider of this IS and b) that both kinds of trust are important for the success sustainable success of IS providers, and thus should be studied simultaneously. To evaluate the claims, a research model is developed and evaluated using data of 234 students during the introduction of a new IS at an university. The results provide empirical support for both claims, since the correlation between the two trust constructs is low, and the nomological networks are different. Regarding the importance of both constructs, trust in the IS is found to have an important impact of the use of the IS, whereas trust in the provider is a major driver of the users’ loyalty.
@article{article, abstract = {To provide value for businesses, information systems (IS) must be adopted and used by their intended users, no matter whether a company focuses on selling IS on the market (external users) or whether IS are used to keep the business going (internal users). One of the most important factors driving the adoption and use is trust. The goal of this paper is to provide a first evaluation of a conceptual piece claiming a) that users distinguish between their trust in an IS and the provider of this IS and b) that both kinds of trust are important for the success sustainable success of IS providers, and thus should be studied simultaneously. To evaluate the claims, a research model is developed and evaluated using data of 234 students during the introduction of a new IS at an university. The results provide empirical support for both claims, since the correlation between the two trust constructs is low, and the nomological networks are different. Regarding the importance of both constructs, trust in the IS is found to have an important impact of the use of the IS, whereas trust in the provider is a major driver of the users’ loyalty.}, author = {Sollner, M.}, journal = {Academy of Management Proceedings}, keywords = {pub_msö}, month = {01}, pages = {10159-10159}, title = {Understanding Trust in Information Systems - The Impact of Trust in the System and in the Provider}, volume = 2015, year = 2015 }
Ernst, S.-J., Janson, A., Söllner, M., & Leimeister, J. M. (2015). When in Rome, do as the Romans do – Overcoming Culture Conflicts in Mobile Learning. International Conference on Information Systems (ICIS). http://pubs.wi-kassel.de/wp-content/uploads/2016/03/JML_501.pdf
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Mobile learning allows for the embedding of learning into daily routines by means of authentic learning scenarios. In this context, IS research emphasizes the importance of considering individual differences such as cultural differences when using IT in learning scenarios. First, culture is a critical variable that strongly influences IT acceptance and use. Second, teaching concepts differ heavily across cultures. With this research-inprogress paper, we propose a theory-driven design approach to overcome culture conflicts for mobile learning applications. We derive requirements from IT-culture conflict theory and practice, which are addressed by design elements and implemented in a mobile learning application that is now being adapted for China. As a practical contribution of our research, we provide systematic guidance to overcome culture conflicts; as a theoretical contribution, we enrich culture theory by considering and resolving conflicts for mobile learning applications.
@inproceedings{ls_leimeister, abstract = {Mobile learning allows for the embedding of learning into daily routines by means of authentic learning scenarios. In this context, IS research emphasizes the importance of considering individual differences such as cultural differences when using IT in learning scenarios. First, culture is a critical variable that strongly influences IT acceptance and use. Second, teaching concepts differ heavily across cultures. With this research-inprogress paper, we propose a theory-driven design approach to overcome culture conflicts for mobile learning applications. We derive requirements from IT-culture conflict theory and practice, which are addressed by design elements and implemented in a mobile learning application that is now being adapted for China. As a practical contribution of our research, we provide systematic guidance to overcome culture conflicts; as a theoretical contribution, we enrich culture theory by considering and resolving conflicts for mobile learning applications.}, address = {Fort Worth, Texas, USA}, author = {Ernst, Sissy-Josefina and Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_msö}, title = {When in Rome, do as the Romans do – Overcoming Culture Conflicts in Mobile Learning}, year = 2015 }
Ernst, S.-J., Janson, A., Söllner, M., & Leimeister, J. M. (2015). Kulturkonflikte vermeiden – Mobiles Lernen für China. Mensch & Computer 2015. http://pubs.wi-kassel.de/wp-content/uploads/2015/12/JML_523.pdf
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Mobiles Lernen ist eine Möglichkeit authentisches Lernen in den Alltag zu integrieren. Dabei müssen bei der Gestaltung mobiler Applikationen individuelle Unterschiede, bspw. kultureller Art, berücksichtigt werden. Zum einen beeinflusst Kultur die Nutzung von IT, zum anderen unterscheiden sich Lehrkonzepte zwischen verschiedenen Kulturen wesentlich voneinander. Um diesen Unterschieden Rechnung zu tragen, werden im Beitrag Anforderungen aus der IT-Kulturkonflikttheorie abgeleitet, in Gestaltungsrichtlinien überführt und in einer mobilen Lernanwendung für den Einsatz in China umgesetzt.
@inproceedings{ls_leimeister, abstract = {Mobiles Lernen ist eine Möglichkeit authentisches Lernen in den Alltag zu integrieren. Dabei müssen bei der Gestaltung mobiler Applikationen individuelle Unterschiede, bspw. kultureller Art, berücksichtigt werden. Zum einen beeinflusst Kultur die Nutzung von IT, zum anderen unterscheiden sich Lehrkonzepte zwischen verschiedenen Kulturen wesentlich voneinander. Um diesen Unterschieden Rechnung zu tragen, werden im Beitrag Anforderungen aus der IT-Kulturkonflikttheorie abgeleitet, in Gestaltungsrichtlinien überführt und in einer mobilen Lernanwendung für den Einsatz in China umgesetzt.}, address = {Stuttgart, Deutschland}, author = {Ernst, Sissy-Josefina and Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Mensch & Computer 2015}, keywords = {pub_msö}, title = {Kulturkonflikte vermeiden – Mobiles Lernen für China}, year = 2015 }

2014[ to top ]

Niemczyk, S., Kniewel, R., Schulz, T., & Söllner, M. (2014). Meet-U: Mobile Social Network. In K. David, K. Geihs, J. M. Leimeister, A. Roßnagel, L. Schmidt, G. Stumme, & A. Wacker (Eds.), Socio-technical Design of Ubiquitous Computing Systems (1–, pp. 247-260). Springer International Publishing. https://doi.org/10.1007/978-3-319-05044-7_14
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A major challenge for ubiquitous system design is to create applications that are legal compatible and accepted by their intended users. Today's European data protection principles especially contradict the ideas of ubiquitous computing. Additionally, users have to deal with unconventional interaction concepts that create unknown usage situations. Resulting uncertainties leads to a low amount of trust and acceptance in such systems. We apply the VENUS Development Method to develop a ubiquitous smartphonesmartphoneapplication, called Meet-U. The application supports users during the organization of meetings. We present our results from the development process. Furthermore, a laboratory experiment with 283 undergraduate students was performed to evaluate different disciplinary and multidisciplinary aspects.
@inbook{Niemczyk2014, abstract = {A major challenge for ubiquitous system design is to create applications that are legal compatible and accepted by their intended users. Today's European data protection principles especially contradict the ideas of ubiquitous computing. Additionally, users have to deal with unconventional interaction concepts that create unknown usage situations. Resulting uncertainties leads to a low amount of trust and acceptance in such systems. We apply the VENUS Development Method to develop a ubiquitous smartphonesmartphoneapplication, called Meet-U. The application supports users during the organization of meetings. We present our results from the development process. Furthermore, a laboratory experiment with 283 undergraduate students was performed to evaluate different disciplinary and multidisciplinary aspects.}, address = {Cham}, author = {Niemczyk, Stefan and Kniewel, Romy and Schulz, Thomas and Söllner, Matthias}, booktitle = {Socio-technical Design of Ubiquitous Computing Systems}, editor = {David, Klaus and Geihs, Kurt and Leimeister, Jan Marco and Ro{\ss}nagel, Alexander and Schmidt, Ludger and Stumme, Gerd and Wacker, Arno}, keywords = {pub_msö}, pages = {247–260}, publisher = {Springer International Publishing}, title = {Meet-U: Mobile Social Network}, year = 2014 }
Söllner, M., Janson, A., Peters, C., & Leimeister, J. M. (2014). The Impact of the Individual – Relating Cultural Differences to the Appropriation Process of Technology-mediated Learning Services. Annual AIS SIG Services Pre-ICIS Workshop 2014. http://pubs.wi-kassel.de/wp-content/uploads/2015/04/JML_528.pdf
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Technology-mediated learning services are increasingly important in today's globalized business world to ensure an appropriate training of employees all around the world. Nevertheless, research suggests that for the global application of these services, individual cultural differences should be taken into account. Drawing on the adaptive structuration theory, this research-in-progress paper examines how individual cultural differences impact the learning process. We therefore formulate a research model that investigates the appropriation process of technology-mediated learning services with the consideration of espoused national cultural values. We contribute to theory by considering of espoused national cultural values in the appropriation process of technology-mediated learning services and by providing insights on the impact of individual cultural differences in the context of these services. Our expected practical contributions include design implications that enable practitioners to design culturally sensitive technology-mediated learning services.
@inproceedings{ls_leimeister, abstract = {Technology-mediated learning services are increasingly important in today's globalized business world to ensure an appropriate training of employees all around the world. Nevertheless, research suggests that for the global application of these services, individual cultural differences should be taken into account. Drawing on the adaptive structuration theory, this research-in-progress paper examines how individual cultural differences impact the learning process. We therefore formulate a research model that investigates the appropriation process of technology-mediated learning services with the consideration of espoused national cultural values. We contribute to theory by considering of espoused national cultural values in the appropriation process of technology-mediated learning services and by providing insights on the impact of individual cultural differences in the context of these services. Our expected practical contributions include design implications that enable practitioners to design culturally sensitive technology-mediated learning services.}, address = {Auckland, New Zealand}, author = {Söllner, Matthias and Janson, Andreas and Peters, Christoph and Leimeister, Jan Marco}, booktitle = {Annual AIS SIG Services Pre-ICIS Workshop 2014}, keywords = {Peters}, title = {The Impact of the Individual – Relating Cultural Differences to the Appropriation Process of Technology-mediated Learning Services}, year = 2014 }
Hoffmann, H., & Söllner, M. (2014). Incorporating Behavioral Trust Theory Into System Development for Ubiquitous Applications. Personal and Ubiquitous Computing, 18(1), Article 1. https://doi.org/10.1007/s00779-012-0631-1
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Trust has been shown to be a key factor for technology adoption by users, that is, users prefer to use applications they trust. While existing literature on trust originating in computer science mostly revolves around aspects of information security, authentication, etc., research on trust in automation—originating from behavioral sciences—almost exclusively focuses on the sociotechnical context in which applications are embedded. The behavioral theory of trust in automation aims at explaining the formation of trust, helping to identify countermeasures for users’ uncertainties that lead to lessened trust in an application. We hence propose an approach to augment the system development process of ubiquitous systems with insights into behavioral trust theory. Our approach enables developers to derive design elements that help foster trust in their application by performing four key activities: identifying users’ uncertainties, linking them to trust antecedents from theory, deducting functional requirements and finally designing trust-supporting design elements (TSDEs). Evaluating user feedback on two recommender system prototypes, gathered in a study with over 160 participants, we show that by following our process, we were able to derive four TSDEs that helped to significantly increase the users’ trust in the system.
@article{ls_leimeister, abstract = {Trust has been shown to be a key factor for technology adoption by users, that is, users prefer to use applications they trust. While existing literature on trust originating in computer science mostly revolves around aspects of information security, authentication, etc., research on trust in automation—originating from behavioral sciences—almost exclusively focuses on the sociotechnical context in which applications are embedded. The behavioral theory of trust in automation aims at explaining the formation of trust, helping to identify countermeasures for users’ uncertainties that lead to lessened trust in an application. We hence propose an approach to augment the system development process of ubiquitous systems with insights into behavioral trust theory. Our approach enables developers to derive design elements that help foster trust in their application by performing four key activities: identifying users’ uncertainties, linking them to trust antecedents from theory, deducting functional requirements and finally designing trust-supporting design elements (TSDEs). Evaluating user feedback on two recommender system prototypes, gathered in a study with over 160 participants, we show that by following our process, we were able to derive four TSDEs that helped to significantly increase the users’ trust in the system.}, author = {Hoffmann, H. and Söllner, M.}, journal = {Personal and Ubiquitous Computing}, keywords = {pub_msö}, note = 374, number = 1, pages = {117-128}, title = {Incorporating Behavioral Trust Theory Into System Development for Ubiquitous Applications}, volume = 18, year = 2014 }
Janson, A., Söllner, M., Bitzer, P., & Leimeister, J. M. (2014). Examining the Effect of Common Method Variance in Technology-mediated Learning Research. First AIS-Journals Joint Author Workshop (Pre-ECIS 14 Workshop). http://pubs.wi-kassel.de/wp-content/uploads/2015/04/JML_503.pdf
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Extended Abstract Purpose: This paper examines the effects of common method variance with respect to the empirical evaluation of technology mediated learning (TML). We argue that the use of self-reported data for the major dependent variable of TML, learning success, is insufficient and a major validity threat of past research results; thus, we examine the effect of common method variance in TML. Design/methodology/approach: We are currently conducting a study on the antecedents of learning success measured by three different approaches. We conduct this study with participants of software trainings and collected data on independent and dependent variables of our research model. In addition, we are provided with the objective learning success measures by the provider of the software training. By analyzing the data we are able to investigate how different measurement approaches to learning success impact research findings.
@inproceedings{ls_leimeister, abstract = {Extended Abstract Purpose: This paper examines the effects of common method variance with respect to the empirical evaluation of technology mediated learning (TML). We argue that the use of self-reported data for the major dependent variable of TML, learning success, is insufficient and a major validity threat of past research results; thus, we examine the effect of common method variance in TML. Design/methodology/approach: We are currently conducting a study on the antecedents of learning success measured by three different approaches. We conduct this study with participants of software trainings and collected data on independent and dependent variables of our research model. In addition, we are provided with the objective learning success measures by the provider of the software training. By analyzing the data we are able to investigate how different measurement approaches to learning success impact research findings.}, address = {Tel Aviv, Israel}, author = {Janson, Andreas and Söllner, Matthias and Bitzer, Philipp and Leimeister, Jan Marco}, booktitle = {First AIS-Journals Joint Author Workshop (Pre-ECIS 14 Workshop)}, keywords = {pub_msö}, title = {Examining the Effect of Common Method Variance in Technology-mediated Learning Research}, year = 2014 }
Oeste, S., Söllner, M., & Leimeister, J. M. (2014). Engineering Peer-to-Peer Learning Processes for Generating High Quality Learning Materials. International Conference on Collaboration and Technology (CRIWG). http://pubs.wi-kassel.de/wp-content/uploads/2015/04/JML_519.pdf
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Organizations are facing the challenge of transferring knowledge from experienced to novice employees and are seeking for solutions that avoid the loss of knowledge with retiring experts. A possible way for overcoming this challenge is having employees develop learning materials for their novice colleagues. Based on insights from both, education and collaboration research, designing structured collaborative peer-creation-processes seems a promising approach due to several reasons. Within a peer-creation-process participants are guided to knowledge acquisition, transfer as well as documentation for others. By developing learning materials through collaboration with people at different level of knowledge, e.g., the tacit knowledge of the expert gets codified and is ready for being used by novices. Furthermore, the collaborative creation will create learning effects even among participants and should further increase their knowledge, and the quality of the learning materials. Unfortunately, little research has addressed reusable didactically driven processes of systematically documenting knowledge that can be used by others as learning material. In order to bridge this gap we identify requirements from educational and collaboration literature and conceptualize educationally driven changes in the layer model of collaboration, e.g., to consider learning objectives in the goals layer or to integrate peer review as mechanisms for quality control in the procedures layer. This paper opens up a promising field for collaboration research and provides future research directions for reusable structured peer-creation-processes with focus on learning. This research-in-progress paper closes with a conceptual framework with requirements of a collaborative peer creation process.
@inproceedings{ls_leimeister, abstract = {Organizations are facing the challenge of transferring knowledge from experienced to novice employees and are seeking for solutions that avoid the loss of knowledge with retiring experts. A possible way for overcoming this challenge is having employees develop learning materials for their novice colleagues. Based on insights from both, education and collaboration research, designing structured collaborative peer-creation-processes seems a promising approach due to several reasons. Within a peer-creation-process participants are guided to knowledge acquisition, transfer as well as documentation for others. By developing learning materials through collaboration with people at different level of knowledge, e.g., the tacit knowledge of the expert gets codified and is ready for being used by novices. Furthermore, the collaborative creation will create learning effects even among participants and should further increase their knowledge, and the quality of the learning materials. Unfortunately, little research has addressed reusable didactically driven processes of systematically documenting knowledge that can be used by others as learning material. In order to bridge this gap we identify requirements from educational and collaboration literature and conceptualize educationally driven changes in the layer model of collaboration, e.g., to consider learning objectives in the goals layer or to integrate peer review as mechanisms for quality control in the procedures layer. This paper opens up a promising field for collaboration research and provides future research directions for reusable structured peer-creation-processes with focus on learning. This research-in-progress paper closes with a conceptual framework with requirements of a collaborative peer creation process.}, address = {Santiago, Chile}, author = {Oeste, Sarah and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {International Conference on Collaboration and Technology (CRIWG)}, keywords = {pub_msö}, title = {Engineering Peer-to-Peer Learning Processes for Generating High Quality Learning Materials}, year = 2014 }
Söllner, M. (2014). Deriving Trust Supporting Components for Ubiquitous Information Systems. Research on IT Service Innovation Collaboration, 1. https://www.researchgate.net/publication/260422049_Deriving_Trust_Supporting_Components_for_Ubiquitous_Information_Systems
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@article{ls_leimeister, author = {Söllner, Matthias}, journal = {Research on IT / Service / Innovation / Collaboration}, keywords = {pub_msö}, publisher = {Kassel University Press (ISBN: 978-3-86219-638-8), Kassel, Germany}, title = {Deriving Trust Supporting Components for Ubiquitous Information Systems}, volume = 1, year = 2014 }
Leimeister, J. M., Söllner, M., & Gebauer, L. (2014). Vertrauensleitfaden für Cloud-Computing-Dienste: Ein Leitfaden zur Förderung von Vertrauen durch die Gestaltung der Online-Produktpräsentation (1–). Chair for Information Systems, Kassel University. http://pubs.wi-kassel.de/wp-content/uploads/2014/10/Broschüre_Vertrauensleitfaden_Uni-Kassel-Winfo_FINAL_20141021.pdf
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Im Sinne des Dienstleistungsengineerings und -managements unterstützt der Leitfaden die vertrauensförderliche Gestaltung von Dienstleistungen. Der Leitfaden richtet sich an Unternehmen, die Cloud- Computing-Dienste anbieten und das Vertrauen der Kunden in den Dienst als auch in den Anbieter selbst über die Online-Produktpräsentation aktiv fördern möchten. Das Vertrauen soll hierbei sowohl in den Anbieter als auch in die zu Grunde liegende Technik, also Cloud- Computing, gestärkt werden. Der Leitfaden wurde auf Grundlage eines wissen- schaftlichen Vorgehens zur systematischen Vertrauensförderung entwickelt, welches sich bereits zur Vertrauensförderung bei verschiedenen IT-Systemen bewährt hat.
@techreport{ls_leimeister, abstract = {Im Sinne des Dienstleistungsengineerings und -managements unterstützt der Leitfaden die vertrauensförderliche Gestaltung von Dienstleistungen. Der Leitfaden richtet sich an Unternehmen, die Cloud- Computing-Dienste anbieten und das Vertrauen der Kunden in den Dienst als auch in den Anbieter selbst über die Online-Produktpräsentation aktiv fördern möchten. Das Vertrauen soll hierbei sowohl in den Anbieter als auch in die zu Grunde liegende Technik, also Cloud- Computing, gestärkt werden. Der Leitfaden wurde auf Grundlage eines wissen- schaftlichen Vorgehens zur systematischen Vertrauensförderung entwickelt, welches sich bereits zur Vertrauensförderung bei verschiedenen IT-Systemen bewährt hat.}, address = {Kassel, Germany}, author = {Leimeister, Jan Marco and Söllner, Matthias and Gebauer, Lysann}, keywords = {pub_msö}, publisher = {Chair for Information Systems, Kassel University}, title = {Vertrauensleitfaden für Cloud-Computing-Dienste: Ein Leitfaden zur Förderung von Vertrauen durch die Gestaltung der Online-Produktpräsentation}, year = 2014 }
Behrenbruch, K., Kieselmann, O., Schuldt, M., Söllner, M., & Schmidt, L. (2014). System Evaluation. In K. David, K. Geihs, J. M. Leimeister, A. Roßnagel, L. Schmidt, G. Stumme, & A. Wacker (Eds.), Socio-technical Design of Ubiquitous Computing Systems (1–, pp. 297-319). Springer International Publishing. https://doi.org/10.1007/978-3-319-05044-7_17
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Ubiquitous applications are complex systems, and need to be evaluated with respect to their social compatibilitysocial compatibilityin an encompassing and interdisciplinary approach. Interdisciplinary work bears the challenge of maintaining the strengths and specialities of each discipline while yielding consistent results at the same time. Also, the evaluation should be well-matched with other activities in the process of development. The presented system evaluation is designed to fulfill these goals as part of the VENUS Development MethodVENUS Development Method. The system evaluation brings a development circle to a conclusion, and generates consistent results that facilitate decisions for next steps. The evaluation also yields suggestions for possible, further improvements. System evaluation unites four disciplines: usability engineeringusability engineering, trust engineeringtrust engineering, legal compatible technology designlegal compatible technology design, and security analysissecurity analysis. This chapter describes the starting points of each discipline, and derives an interdisciplinaryinterdisciplinaryapproach which encompasses a concerted operating plan as well as contentual interdisciplinary cooperation. The system evaluation provides joint solutions for empirical work, but also leaves room for disciplinary analyses.
@inbook{Behrenbruch2014, abstract = {Ubiquitous applications are complex systems, and need to be evaluated with respect to their social compatibilitysocial compatibilityin an encompassing and interdisciplinary approach. Interdisciplinary work bears the challenge of maintaining the strengths and specialities of each discipline while yielding consistent results at the same time. Also, the evaluation should be well-matched with other activities in the process of development. The presented system evaluation is designed to fulfill these goals as part of the VENUS Development MethodVENUS Development Method. The system evaluation brings a development circle to a conclusion, and generates consistent results that facilitate decisions for next steps. The evaluation also yields suggestions for possible, further improvements. System evaluation unites four disciplines: usability engineeringusability engineering, trust engineeringtrust engineering, legal compatible technology designlegal compatible technology design, and security analysissecurity analysis. This chapter describes the starting points of each discipline, and derives an interdisciplinaryinterdisciplinaryapproach which encompasses a concerted operating plan as well as contentual interdisciplinary cooperation. The system evaluation provides joint solutions for empirical work, but also leaves room for disciplinary analyses.}, address = {Cham}, author = {Behrenbruch, Kay and Kieselmann, Olga and Schuldt, Michaela and Söllner, Matthias and Schmidt, Ludger}, booktitle = {Socio-technical Design of Ubiquitous Computing Systems}, editor = {David, Klaus and Geihs, Kurt and Leimeister, Jan Marco and Roßnagel, Alexander and Schmidt, Ludger and Stumme, Gerd and Wacker, Arno}, keywords = {pub_msö}, pages = {297–319}, publisher = {Springer International Publishing}, title = {System Evaluation}, year = 2014 }
Atzmueller, M., Behrenbruch, K., Hoffmann, A., Kibanov, M., Macek, B.-E., Scholz, C., Skistims, H., Söllner, M., & Stumme, G. (2014). Connect-U: A System for Enhancing Social Networking. In K. David, K. Geihs, J. M. Leimeister, A. Roßnagel, L. Schmidt, G. Stumme, & A. Wacker (Eds.), Socio-technical Design of Ubiquitous Computing Systems (1–, pp. 261-275). Springer International Publishing. https://doi.org/10.1007/978-3-319-05044-7_15
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The application of ubiquitous and social computational systems shows a rapidly increasing trend in our everyday environments: Enhancing social interactions and communication in both online and real-world settings is an important issue in a broad range of application contexts. This chapter describes the development of ubiquitous and social software for enhancing social networking. The Connect-U demonstrator features a class of such applications. In particular, it comprises the Conferator and MyGroup applications for enabling smarter social interactions in the context of conferences and working groups. We describe the applied socio-technical design process, and discuss experiences and lessons learned.
@inbook{Atzmueller2014, abstract = {The application of ubiquitous and social computational systems shows a rapidly increasing trend in our everyday environments: Enhancing social interactions and communication in both online and real-world settings is an important issue in a broad range of application contexts. This chapter describes the development of ubiquitous and social software for enhancing social networking. The Connect-U demonstrator features a class of such applications. In particular, it comprises the Conferator and MyGroup applications for enabling smarter social interactions in the context of conferences and working groups. We describe the applied socio-technical design process, and discuss experiences and lessons learned.}, address = {Cham}, author = {Atzmueller, Martin and Behrenbruch, Kay and Hoffmann, Axel and Kibanov, Mark and Macek, Bjoern-Elmar and Scholz, Christoph and Skistims, Hendrik and Söllner, Matthias and Stumme, Gerd}, booktitle = {Socio-technical Design of Ubiquitous Computing Systems}, editor = {David, Klaus and Geihs, Kurt and Leimeister, Jan Marco and Roßnagel, Alexander and Schmidt, Ludger and Stumme, Gerd and Wacker, Arno}, keywords = {pub_msö}, pages = {261–275}, publisher = {Springer International Publishing}, title = {Connect-U: A System for Enhancing Social Networking}, year = 2014 }
Lehmann, K., & Söllner, M. (2014). Theory-Driven Design of a Mobile-Learning Application to Support Different Interaction Types in Large-Scale Lectures. European Conference on Information Systems (ECIS). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2471627
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Universities face increasing numbers of students leading to increasingly large lectures, and decreasing interaction and collaboration, which are important factors for learning success and satisfaction. The use of IT can help overcoming this challenge by increasing the interaction in large-scale lectures without massively increasing the workload of lecturers. In this research-in-progress paper, we present the design and pre-test of a mobile-learning application aiming to increase the interaction in large-scale lectures and the learning success of learners. For designing our application, we follow a design science research approach. We rely on insights from interaction theory as well as requirements gathered from lecturers and students in a focus group workshop. A pre-test of our application showed high values for Perceived Usefulness, User Satisfaction, and Perceived Presentation Quality for the overall application and moreover high values for Performance Expectancy and Intention to Use of all but one functions. The results show that the application is ready for being used in large-scale lectures. As a next step, the application will be used in one of our large-scale lectures aiming to evaluate whether using our application has a positive impact on interaction, satisfaction and learning success.
@inproceedings{ls_leimeister, abstract = {Universities face increasing numbers of students leading to increasingly large lectures, and decreasing interaction and collaboration, which are important factors for learning success and satisfaction. The use of IT can help overcoming this challenge by increasing the interaction in large-scale lectures without massively increasing the workload of lecturers. In this research-in-progress paper, we present the design and pre-test of a mobile-learning application aiming to increase the interaction in large-scale lectures and the learning success of learners. For designing our application, we follow a design science research approach. We rely on insights from interaction theory as well as requirements gathered from lecturers and students in a focus group workshop. A pre-test of our application showed high values for Perceived Usefulness, User Satisfaction, and Perceived Presentation Quality for the overall application and moreover high values for Performance Expectancy and Intention to Use of all but one functions. The results show that the application is ready for being used in large-scale lectures. As a next step, the application will be used in one of our large-scale lectures aiming to evaluate whether using our application has a positive impact on interaction, satisfaction and learning success.}, address = {Tel Aviv, Israel}, author = {Lehmann, Katja and Söllner, Matthias}, booktitle = {European Conference on Information Systems (ECIS)}, keywords = {pub_msö}, publisher = {SSRN}, title = {Theory-Driven Design of a Mobile-Learning Application to Support Different Interaction Types in Large-Scale Lectures}, year = 2014 }
Hoffmann, A., Söllner, M., Hoffmann, H., & Leimeister, J. M. (2014). Requirement Patterns to Support Socio-Technical System Design. In K. David, K. Geihs, J. M. Leimeister, A. Roßnagel, L. Schmidt, G. Stumme, & A. Wacker (Eds.), Socio-technical Design of Ubiquitous Computing Systems (1–, pp. 191-209). Springer International Publishing. https://doi.org/10.1007/978-3-319-05044-7_11
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The rise of socio-technical ubiquitous systems integrated into peoples' lives call for the consideration of requirements originating from different domains during requirements engineering. Important aspects are fostering the systems legal compatibility, its usability and users' trust, and hence their acceptance of, the system. To spare requirements analysts from incorporating different experts or interpreting socio-technical literature, we provide a pattern-based approach for the collection of socio-technical requirements. In this chapter we show how requirements analysts can use requirement patterns within the socio-technical system development to consider normative requirements. Therefore, we show a process, and provide advantages and explore under which circumstances requirement patterns can help.
@inbook{Hoffmann2014, abstract = {The rise of socio-technical ubiquitous systems integrated into peoples' lives call for the consideration of requirements originating from different domains during requirements engineering. Important aspects are fostering the systems legal compatibility, its usability and users' trust, and hence their acceptance of, the system. To spare requirements analysts from incorporating different experts or interpreting socio-technical literature, we provide a pattern-based approach for the collection of socio-technical requirements. In this chapter we show how requirements analysts can use requirement patterns within the socio-technical system development to consider normative requirements. Therefore, we show a process, and provide advantages and explore under which circumstances requirement patterns can help.}, address = {Cham}, author = {Hoffmann, Axel and Söllner, Matthias and Hoffmann, Holger and Leimeister, Jan Marco}, booktitle = {Socio-technical Design of Ubiquitous Computing Systems}, editor = {David, Klaus and Geihs, Kurt and Leimeister, Jan Marco and Roßnagel, Alexander and Schmidt, Ludger and Stumme, Gerd and Wacker, Arno}, keywords = {pub_msö}, pages = {191–209}, publisher = {Springer International Publishing}, title = {Requirement Patterns to Support Socio-Technical System Design}, year = 2014 }
Söllner, M., & Leimeister, J. M. (2014). Accounting for Interdisciplinary Requirements in Socio‐technical Systems Design. Workshop on "Revisiting Socio-Technical System Design" at the European Conference on Cognitive Ergonomics (ECCE) 2014. http://pubs.wi-kassel.de/wp-content/uploads/2016/09/JML_575.pdf
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@inproceedings{ls_leimeister, address = {Vienna, Austria}, author = {Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Workshop on "Revisiting Socio-technical System Design" at the European Conference on Cognitive Ergonomics (ECCE) 2014}, keywords = {pub_msö}, title = {Accounting for Interdisciplinary Requirements in Socio‐technical Systems Design}, year = 2014 }
Söllner, M., Hoffmann, A., Hoffmann, H., Wacker, A., & Leimeister, J. M. (2014). Understanding the Formation of Trust. In K. David, K. Geihs, J. M. Leimeister, A. Roßnagel, L. Schmidt, G. Stumme, & A. Wacker (Eds.), Socio-technical Design of Ubiquitous Computing Systems (1–, pp. 39-58). Springer International Publishing. https://doi.org/10.1007/978-3-319-05044-7_3
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Ubiquitous computing systems often take the role of a trustee in a trust relationship between users and ubiquitous computing systems. The goal of this chapter is to increase the understanding of the formation of trust in such trust relationships. Instead of using the predominant theoretical foundation of interpersonal trust, we use the theoretical foundation of trust in automation from the HCI discipline. Since we aim at creating insights on the formation of trust and its dimensions, we develop a formative first-order, formative second-order measurement model for trust. To evaluate the impact of the single indicators and dimensions on trust, we conduct a free simulation experiment. Our results show that the dimensions performance, process and purpose have a comparable impact on trust, and that indicators related to user data are especially important. The results complement existing insights, deepening the understanding of the formation of trust in ubiquitous computing systems. (The complete version of this chapter has been presented at the 33rd International Conference on Information Systems 2012 in Orlando, FL, USA, and is also published in the proceedings of the conference as: Söllner, M., A. Hoffmann, H. Hoffmann, A. Wacker, and J.M. Leimeister, Understanding the Formation of Trust in IT Artifacts, in Proceedings of the International Conference on Information Systems (ICIS) 2012: Orlando, Florida, USA.)
@inbook{Söllner2014, abstract = {Ubiquitous computing systems often take the role of a trustee in a trust relationship between users and ubiquitous computing systems. The goal of this chapter is to increase the understanding of the formation of trust in such trust relationships. Instead of using the predominant theoretical foundation of interpersonal trust, we use the theoretical foundation of trust in automation from the HCI discipline. Since we aim at creating insights on the formation of trust and its dimensions, we develop a formative first-order, formative second-order measurement model for trust. To evaluate the impact of the single indicators and dimensions on trust, we conduct a free simulation experiment. Our results show that the dimensions performance, process and purpose have a comparable impact on trust, and that indicators related to user data are especially important. The results complement existing insights, deepening the understanding of the formation of trust in ubiquitous computing systems. (The complete version of this chapter has been presented at the 33rd International Conference on Information Systems 2012 in Orlando, FL, USA, and is also published in the proceedings of the conference as: S{\"o}llner, M., A. Hoffmann, H. Hoffmann, A. Wacker, and J.M. Leimeister, Understanding the Formation of Trust in IT Artifacts, in Proceedings of the International Conference on Information Systems (ICIS) 2012: Orlando, Florida, USA.)}, address = {Cham}, author = {Söllner, Matthias and Hoffmann, Axel and Hoffmann, Holger and Wacker, Arno and Leimeister, Jan Marco}, booktitle = {Socio-technical Design of Ubiquitous Computing Systems}, editor = {David, Klaus and Geihs, Kurt and Leimeister, Jan Marco and Roßnagel, Alexander and Schmidt, Ludger and Stumme, Gerd and Wacker, Arno}, keywords = {pub_msö}, pages = {39–58}, publisher = {Springer International Publishing}, title = {Understanding the Formation of Trust}, year = 2014 }
Gierczak, M., Söllner, M., & Leimeister, J. M. (2014). Successfully funded! - Welche Geschäftsmodelle machen crowdfinanzierte Cloud-Startups erfolgreich?. Mulitkonferenz Wirtschaftsinformatik (MKWI). http://pubs.wi-kassel.de/wp-content/uploads/2014/07/JML_483.pdf
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In den vergangenen Jahren haben Cloud-Anbieter verschiedene Ansätze verfolgt, um die wahrgenommenen Unsicherheiten von Kunden gegenüber Cloud-Lösungen zu verringern und die Akzeptanz dieser zu fördern. Dennoch bestehen weiterhin Unsicherheiten, die durch negative Ereignisse, wie die aktuelle Datenspäh-Affäre, zu sinkendem Vertrauen in Cloud-Lösungen und einer geringeren Adaption dieser führen. In dieser Forschungsarbeit sollen anhand der Geschäftsmodell-Logik CloudLösungen von crowdfinanzierten Startups untersucht werden, um Ähnlichkeiten und Unterschiede zwischen erfolgreichen und erfolglosen Projekten identifizieren zu können. Erste Erkenntnisse erfolgreicher Projekte zeigen, dass die Bündelung von Hard-, Software und Service ein geeigneter erster Schritt zur Steigerung der Akzeptanz von Cloud-Lösungen sein kann. Ergebnisse dieser Untersuchung sollen dabei helfen zu verstehen, wie die Adaption von Cloud-Lösungen gefördert werden kann.
@inproceedings{ls_leimeister, abstract = {In den vergangenen Jahren haben Cloud-Anbieter verschiedene Ansätze verfolgt, um die wahrgenommenen Unsicherheiten von Kunden gegenüber Cloud-Lösungen zu verringern und die Akzeptanz dieser zu fördern. Dennoch bestehen weiterhin Unsicherheiten, die durch negative Ereignisse, wie die aktuelle Datenspäh-Affäre, zu sinkendem Vertrauen in Cloud-Lösungen und einer geringeren Adaption dieser führen. In dieser Forschungsarbeit sollen anhand der Geschäftsmodell-Logik CloudLösungen von crowdfinanzierten Startups untersucht werden, um Ähnlichkeiten und Unterschiede zwischen erfolgreichen und erfolglosen Projekten identifizieren zu können. Erste Erkenntnisse erfolgreicher Projekte zeigen, dass die Bündelung von Hard-, Software und Service ein geeigneter erster Schritt zur Steigerung der Akzeptanz von Cloud-Lösungen sein kann. Ergebnisse dieser Untersuchung sollen dabei helfen zu verstehen, wie die Adaption von Cloud-Lösungen gefördert werden kann.}, address = {Paderborn, Germany}, author = {Gierczak, M. and Söllner, M. and Leimeister, J. M.}, booktitle = {Mulitkonferenz Wirtschaftsinformatik (MKWI)}, keywords = {pub_msö}, title = {Successfully funded! - Welche Geschäftsmodelle machen crowdfinanzierte Cloud-Startups erfolgreich?}, year = 2014 }
Behrenbruch, K., Söllner, M., Schuldt, M., & Schmidt, L. (2014). User Model. In K. David, K. Geihs, J. M. Leimeister, A. Roßnagel, L. Schmidt, G. Stumme, & A. Wacker (Eds.), Socio-technical Design of Ubiquitous Computing Systems (1–, pp. 59-70). Springer International Publishing. https://doi.org/10.1007/978-3-319-05044-7_4
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The acceptanceacceptanceof ubiquitous systems differs between individuals. This chapter presents research results on this topic in the form of a user modeluser modelthat systematically describes the influence of personality factorspersonalityon the acceptance of Ubiquitous Computing (UC). In addition to the traditional factors of acceptance, trusttrustand the perceived legal certaintyperceived legal certaintyare considered in the model. The result connects user characteristics with the determinants of the acceptance for UC. The findings are based on surveys conducted with the application Meet-UMeet-U. Potentialities for using the results to design acceptable applications are derived.
@inbook{Behrenbruch2014, abstract = {The acceptanceacceptanceof ubiquitous systems differs between individuals. This chapter presents research results on this topic in the form of a user modeluser modelthat systematically describes the influence of personality factorspersonalityon the acceptance of Ubiquitous Computing (UC). In addition to the traditional factors of acceptance, trusttrustand the perceived legal certaintyperceived legal certaintyare considered in the model. The result connects user characteristics with the determinants of the acceptance for UC. The findings are based on surveys conducted with the application Meet-UMeet-U. Potentialities for using the results to design acceptable applications are derived.}, address = {Cham}, author = {Behrenbruch, Kay and Söllner, Matthias and Schuldt, Michaela and Schmidt, Ludger}, booktitle = {Socio-technical Design of Ubiquitous Computing Systems}, editor = {David, Klaus and Geihs, Kurt and Leimeister, Jan Marco and Roßnagel, Alexander and Schmidt, Ludger and Stumme, Gerd and Wacker, Arno}, keywords = {pub_msö}, pages = {59–70}, publisher = {Springer International Publishing}, title = {User Model}, year = 2014 }
Peters, C., Elm, C., Söllner, M., & Leimeister, J. M. (2014). Blueprint-driven Telemedicine Process Modeling - The Interdisciplinary Development and Evaluation of a Modeling Language for Telemedical Services. Annual AIS SIG Services Pre-ICIS Workshop 2014. http://pubs.wi-kassel.de/wp-content/uploads/2015/04/JML_537.pdf
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Service process modeling faces domain-specific challenges. Telemedicine, understood as a service system, requires adequate representation for multi-stakeholder service scenarios, technical infrastructures as well as customer interaction levels. This is due to both its world nature, i.e. telemedicine integrates solely technical parts, as well as explicitly person-oriented parts. This design science paper uses action research in order to develop the Blueprint-driven Telemedicine Process Modeling (BTPM) language, a modeling language for telemedicine services (TMSs) and processes that are based on BPMN and service blueprinting. We present how the action research setting guided us through the workshop-informed, iterative design and evaluation of BTPM. It inherits the well-known BPMN-concept of pools and lanes which allows for modular stakeholder-extensions, i.e. adding new pools for new stakeholders. Also, it integrates blueprinting-specific elements, e.g. the line of interaction or the line of visibility, in order to represent both, value-creating face-to-face momenta as well as on-stage and backstage activities. Furthermore, BTPM explicitly considers telemedical devices and distinguishes between stakeholders using color coding. In addition, we show how BTPM meets the telemedicine-specific requirements which have been elicited in case studies performed earlier and have been redefined in the workshops. We also provide a proof-of-concept using a telemonitoring service. Thereby, we contribute to practice by presenting a modeling language that is adequate for telemedicine as it respects the particularities of this service system. It explicitly assists providers to model their service experience scenarios. The theoretical contribution lies in the iterative design and evaluation of the artifact, the BTPM, and the interdisciplinary research setting for the domain-specific language development.
@inproceedings{ls_leimeister, abstract = {Service process modeling faces domain-specific challenges. Telemedicine, understood as a service system, requires adequate representation for multi-stakeholder service scenarios, technical infrastructures as well as customer interaction levels. This is due to both its world nature, i.e. telemedicine integrates solely technical parts, as well as explicitly person-oriented parts. This design science paper uses action research in order to develop the Blueprint-driven Telemedicine Process Modeling (BTPM) language, a modeling language for telemedicine services (TMSs) and processes that are based on BPMN and service blueprinting. We present how the action research setting guided us through the workshop-informed, iterative design and evaluation of BTPM. It inherits the well-known BPMN-concept of pools and lanes which allows for modular stakeholder-extensions, i.e. adding new pools for new stakeholders. Also, it integrates blueprinting-specific elements, e.g. the line of interaction or the line of visibility, in order to represent both, value-creating face-to-face momenta as well as on-stage and backstage activities. Furthermore, BTPM explicitly considers telemedical devices and distinguishes between stakeholders using color coding. In addition, we show how BTPM meets the telemedicine-specific requirements which have been elicited in case studies performed earlier and have been redefined in the workshops. We also provide a proof-of-concept using a telemonitoring service. Thereby, we contribute to practice by presenting a modeling language that is adequate for telemedicine as it respects the particularities of this service system. It explicitly assists providers to model their service experience scenarios. The theoretical contribution lies in the iterative design and evaluation of the artifact, the BTPM, and the interdisciplinary research setting for the domain-specific language development.}, address = {Auckland, New Zealand}, author = {Peters, Christoph and Elm, Christian and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Annual AIS SIG Services Pre-ICIS Workshop 2014}, keywords = {Peters}, title = {Blueprint-driven Telemedicine Process Modeling - The Interdisciplinary Development and Evaluation of a Modeling Language for Telemedical Services}, year = 2014 }
Janson, A., Söllner, M., Bitzer, P., & Leimeister, J. M. (2014). Examining the effect of different measurements of learning success in technology-mediated learning research research-in-progress. https://www.researchgate.net/publication/287706234_Examining_the_effect_of_different_measurements_of_learning_success_in_technology-mediated_learning_research_research-in-progress
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This research-in-progress paper examines the effects of different measurement methods for learning success with respect to the empirical evaluation of technology-mediated learning (TML). We argue that the use of self-reported data for the major dependent variable of TML, learning success, is insufficient and a major validity threat of past research results; thus, we examine the effect of employed measurement methods in TML against the background of common method variance. We are currently conducting a study on the antecedents of learning success measured by three different approaches that include self-reported learning and objective learning success. By analyzing the data, we are able to investigate how different measurement approaches to learning success impact research findings. Our contribution to theory and practice is an assessment of the validity of self-reported learning success measures and the impact of different measurement approaches for the relationships in a TML model.
@article{article, abstract = {This research-in-progress paper examines the effects of different measurement methods for learning success with respect to the empirical evaluation of technology-mediated learning (TML). We argue that the use of self-reported data for the major dependent variable of TML, learning success, is insufficient and a major validity threat of past research results; thus, we examine the effect of employed measurement methods in TML against the background of common method variance. We are currently conducting a study on the antecedents of learning success measured by three different approaches that include self-reported learning and objective learning success. By analyzing the data, we are able to investigate how different measurement approaches to learning success impact research findings. Our contribution to theory and practice is an assessment of the validity of self-reported learning success measures and the impact of different measurement approaches for the relationships in a TML model.}, author = {Janson, Andreas and Söllner, Matthias and Bitzer, Philipp and Leimeister, Jan Marco}, keywords = {pub_msö}, month = {01}, title = {Examining the effect of different measurements of learning success in technology-mediated learning research research-in-progress}, year = 2014 }
Söllner, M., Voss, A., Niemczyk, S., Geihs, K., & Leimeister, J. M. (2014, June). Investigating the Impact of Different Research Designs on Empirical Results. First AIS-Journals Joint Author Workshop (Pre-ECIS 14 Workshop). https://eli.johogo.com/AIS-JJAW-ECIS2014/ECIS2014-Proceedings/23.pdf
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Understanding why people use or refuse to use information systems (IS) is a major research area of the IS field. To study related research questions, a plethora of different research designs has been applied in the past. Some studies rely on vignettes or a series of screenshots as treatments before data collection, others have their participants use more or less complete versions of IS in experimental settings. To-date, the results generated from the different studies are usually generalized without actually investigating whether the different research design have an impact on the results. To address this gap, we aim at comparing four different research designs. In detail, we investigate how the degree of active control and the closeness to the actual usage context impact the results of two IS models. Therefore, we develop a 2x2 experimental design including four treatments resembling different specifications of these two dimensions. Our benchmark is a free-simulation experiment, in which participants are supposed to have a high degree of active control as well as are very close to the actual usage context. The other three treatments include a GoPro-video of the free-simulation experiment (low active control), a Click-dummy version of the IS (low closeness to the actual usage context), and a video of a participant using the Click-dummy (low active control and low closeness to the actual usage context). After the collection of our data, we aim at investigating the impact of the different research designs on the collected data. In this research-in-progress paper, we present our motivation, the theoretical background, our hypotheses as well as our research design.
@inproceedings{ls_leimeister, abstract = {Understanding why people use or refuse to use information systems (IS) is a major research area of the IS field. To study related research questions, a plethora of different research designs has been applied in the past. Some studies rely on vignettes or a series of screenshots as treatments before data collection, others have their participants use more or less complete versions of IS in experimental settings. To-date, the results generated from the different studies are usually generalized without actually investigating whether the different research design have an impact on the results. To address this gap, we aim at comparing four different research designs. In detail, we investigate how the degree of active control and the closeness to the actual usage context impact the results of two IS models. Therefore, we develop a 2x2 experimental design including four treatments resembling different specifications of these two dimensions. Our benchmark is a free-simulation experiment, in which participants are supposed to have a high degree of active control as well as are very close to the actual usage context. The other three treatments include a GoPro-video of the free-simulation experiment (low active control), a Click-dummy version of the IS (low closeness to the actual usage context), and a video of a participant using the Click-dummy (low active control and low closeness to the actual usage context). After the collection of our data, we aim at investigating the impact of the different research designs on the collected data. In this research-in-progress paper, we present our motivation, the theoretical background, our hypotheses as well as our research design.}, address = {Israel, Tel Aviv}, author = {Söllner, Matthias and Voss, Amanda and Niemczyk, Stefan and Geihs, Kurt and Leimeister, Jan Marco}, booktitle = {First AIS-Journals Joint Author Workshop (Pre-ECIS 14 Workshop)}, keywords = {pub_msö}, month = {06}, title = {Investigating the Impact of Different Research Designs on Empirical Results}, year = 2014 }
Voigtmann, C., Söllner, M., David, K., & Leimeister, J. M. (2014). Support-U: Designing an Ambient Assisted Living System Using Interdisciplinary Development Patterns. In K. David, K. Geihs, J. M. Leimeister, A. Roßnagel, L. Schmidt, G. Stumme, & A. Wacker (Eds.), Socio-technical Design of Ubiquitous Computing Systems (1–, pp. 277-294). Springer International Publishing. https://doi.org/10.1007/978-3-319-05044-7_16
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Software development has proven to be a challenge. To address this challenge, there are quite many interesting approaches how to develop software---starting from the waterfall approach, up to recently quite popular agile software development techniques. Another already some years old approach was described by the Gang of Four and proposes the usage of design patterns to provide a general reusable solution to commonly occurring problems in software development. Although design patterns have been around for a long time, their usability is still promising. To the best of our knowledge ``interdisciplinary patterns'' to address challenges in the development of context aware application in ubiquitous environments have not been described in literature so far. Hence, this chapter proposes and also evaluates concrete interdisciplinary software development patterns. To provide an application example the proposed patterns are used to address two use cases that commonly occur in the development process of context aware applications: providing transparency to the user and ensuring a user's self-determination. For the demonstration of the patterns Support-U a context aware application that provides elderly people to live autonomously is used.
@inbook{Voigtmann2014, abstract = {Software development has proven to be a challenge. To address this challenge, there are quite many interesting approaches how to develop software—starting from the waterfall approach, up to recently quite popular agile software development techniques. Another already some years old approach was described by the Gang of Four and proposes the usage of design patterns to provide a general reusable solution to commonly occurring problems in software development. Although design patterns have been around for a long time, their usability is still promising. To the best of our knowledge ``interdisciplinary patterns'' to address challenges in the development of context aware application in ubiquitous environments have not been described in literature so far. Hence, this chapter proposes and also evaluates concrete interdisciplinary software development patterns. To provide an application example the proposed patterns are used to address two use cases that commonly occur in the development process of context aware applications: providing transparency to the user and ensuring a user's self-determination. For the demonstration of the patterns Support-U a context aware application that provides elderly people to live autonomously is used.}, address = {Cham}, author = {Voigtmann, Christian and Söllner, Matthias and David, Klaus and Leimeister, Jan Marco}, booktitle = {Socio-technical Design of Ubiquitous Computing Systems}, editor = {David, Klaus and Geihs, Kurt and Leimeister, Jan Marco and Roßnagel, Alexander and Schmidt, Ludger and Stumme, Gerd and Wacker, Arno}, keywords = {pub_msö}, pages = {277–294}, publisher = {Springer International Publishing}, title = {Support-U: Designing an Ambient Assisted Living System Using Interdisciplinary Development Patterns}, year = 2014 }

2013[ to top ]

Bitzer, P., & Söllner, M. (2013). Towards a Productivity Measurement Model for Technology Mediated Learning Services. European Conference on Information Systems (ECIS). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2472354
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Technology-mediated Learning Services (TMLS) increasingly play an important role in the vocational training service industry. However, TMLS success is assessed inconsistently within literature. To assess TMLS success, this study focuses on a TMLS productivity perspective, i.e. a systematic inspection of the input, process and output perspective. Consequently, we will develop a TMLS productivity measurement model to assess TMLS from a holistic perspective. In this paper, we present the recent status, comprising TMLS constructs from an input-, throughput and output perspective. They were derived and developed from (1) literature, from an (2) expert workshop and from a (3) q- sort-pre-test. To bridge the existing research gap in TMLS assessment, we thereby develop a productivity measurement model that seeks to measure TMLS productivity from a holistic perspective. It contains tangible as well as intangible TMLS factors, both from a customer and a service provider perspective. We propose to evaluate the model by means of a factor analysis to enrich TMLS research in terms of systematic evaluation and assessment. Furthermore, we provide practitioners with a tool to measure the productivity of their TMLS using both tangible and intangible indicators.
@inproceedings{ls_leimeister, abstract = {Technology-mediated Learning Services (TMLS) increasingly play an important role in the vocational training service industry. However, TMLS success is assessed inconsistently within literature. To assess TMLS success, this study focuses on a TMLS productivity perspective, i.e. a systematic inspection of the input, process and output perspective. Consequently, we will develop a TMLS productivity measurement model to assess TMLS from a holistic perspective. In this paper, we present the recent status, comprising TMLS constructs from an input-, throughput and output perspective. They were derived and developed from (1) literature, from an (2) expert workshop and from a (3) q- sort-pre-test. To bridge the existing research gap in TMLS assessment, we thereby develop a productivity measurement model that seeks to measure TMLS productivity from a holistic perspective. It contains tangible as well as intangible TMLS factors, both from a customer and a service provider perspective. We propose to evaluate the model by means of a factor analysis to enrich TMLS research in terms of systematic evaluation and assessment. Furthermore, we provide practitioners with a tool to measure the productivity of their TMLS using both tangible and intangible indicators.}, address = {Utrecht, The Netherlands}, author = {Bitzer, Philipp and Söllner, Matthias}, booktitle = {European Conference on Information Systems (ECIS)}, keywords = {pub_msö}, title = {Towards a Productivity Measurement Model for Technology Mediated Learning Services}, year = 2013 }
Söllner, M., & Leimeister, J. M. (2013). What We Really Know About Antecedents of Trust: A Critical Review of the Empirical Information Systems Literature on Trust. In D. Gefen (Ed.), Psychology of Trust: New Research (1–, pp. 127-155 (ISBN: 978). Nova Science Publishers. http://pubs.wi-kassel.de/wp-content/uploads/2013/10/JML_444.pdf
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The importance of trust for information systems research has been shown in different domains such as e-commerce, virtual communities, and generally in the adoption of new technologies. Due to its importance, a plethora of studies has identified numerous antecedents helping to build trust. However, a recent study pointed out that measurement model mis-specification questions the reliability of empirical results published in the information systems field. Since trust is supposed to be increasingly in demand due to the increasing complexity technological progress will cause, it is important to investigate the current body of knowledge on trust regarding its reliability to guide future research. To achieve this goal, this chapter is guided by two research questions: a) What different antecedents of trust have been identified in the information systems literature? and b) how reliable are the reported results in terms of measurement model specification? To answer the two research questions, we conducted a literature review among the eight journals of the AIS senior scholars‘ basket of journals, and reviewed all trust-related articles published between 1995 and 2012. To assessing the reliability of the reported results, we rely on the insights on measurement model specification. Regarding research question 1, we identified a plethora of different antecedents that have been identified for different trust relationships in different contexts in the literature. Regarding research question 2, we found that measurement model mis-specification issues might be a serious issue in information systems trust research. The most common issue we identified is the use of formative indicators in reflective measurement models. As a result, the identified structural relationships between trust and its antecedents in these studies might actaally be insignificant, due to Type I errors. Nevertheless, we identified some recent articles that addressed this problem and used correctly specified measurement models. However, other recent articles still suffer from measurement model mis-specification, and we thus what to highlight again the importance of specifying correct measurement models to increase the reliability of the information systems knowledge base on trust. To the best of our knowledge this chapter is the first literature review on information systems trust research especially focusing on the reliability of the published results in terms of methodological rigor.
@incollection{ls_leimeister, abstract = {The importance of trust for information systems research has been shown in different domains such as e-commerce, virtual communities, and generally in the adoption of new technologies. Due to its importance, a plethora of studies has identified numerous antecedents helping to build trust. However, a recent study pointed out that measurement model mis-specification questions the reliability of empirical results published in the information systems field. Since trust is supposed to be increasingly in demand due to the increasing complexity technological progress will cause, it is important to investigate the current body of knowledge on trust regarding its reliability to guide future research. To achieve this goal, this chapter is guided by two research questions: a) What different antecedents of trust have been identified in the information systems literature? and b) how reliable are the reported results in terms of measurement model specification? To answer the two research questions, we conducted a literature review among the eight journals of the AIS senior scholars‘ basket of journals, and reviewed all trust-related articles published between 1995 and 2012. To assessing the reliability of the reported results, we rely on the insights on measurement model specification. Regarding research question 1, we identified a plethora of different antecedents that have been identified for different trust relationships in different contexts in the literature. Regarding research question 2, we found that measurement model mis-specification issues might be a serious issue in information systems trust research. The most common issue we identified is the use of formative indicators in reflective measurement models. As a result, the identified structural relationships between trust and its antecedents in these studies might actaally be insignificant, due to Type I errors. Nevertheless, we identified some recent articles that addressed this problem and used correctly specified measurement models. However, other recent articles still suffer from measurement model mis-specification, and we thus what to highlight again the importance of specifying correct measurement models to increase the reliability of the information systems knowledge base on trust. To the best of our knowledge this chapter is the first literature review on information systems trust research especially focusing on the reliability of the published results in terms of methodological rigor.}, address = {Hauppauge, NY, USA}, author = {Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {Psychology of Trust: New Research}, editor = {Gefen, David}, keywords = {pub_msö}, pages = {127-155 (ISBN: 978-1-62808-552-5)}, publisher = {Nova Science Publishers}, title = {What We Really Know About Antecedents of Trust: A Critical Review of the Empirical Information Systems Literature on Trust}, year = 2013 }
Behrenbruch, K., Söllner, M., Leimeister, J. M., & Schmidt, L. (2013). Understanding Diversity -- The Impact of Personality on Technology Acceptance. In P. Kotzé, G. Marsden, G. Lindgaard, J. Wesson, & M. Winckler (Eds.), Human-Computer Interaction -- INTERACT 2013. https://link.springer.com/chapter/10.1007/978-3-642-40498-6_23
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Technology is becoming increasingly automated, aiming to ease the life of its users. However, besides the advantages of this trend, users are also faced with increasing risks, e.g., regarding their privacy. Examples are seamless online payments that come with the requirement to provide sensitive, e.g., credit card information, or social networks trying to elicit private information for its users. Research on technology acceptance identified two important factors for the individual decision to accept such kinds of risk: trust and personality traits. In this paper we present a model that integrates research findings for personality traits and for trust in the context of technology acceptance. We show that specific personality traits have a distinct direct or moderating effect. We, e.g., found that two personality traits moderate the relationship between perceived ease of use and intention to use. This moderation could explain the inconsistent findings on this relationship in prior research.
@inproceedings{10.1007/978-3-642-40498-6_23, abstract = {Technology is becoming increasingly automated, aiming to ease the life of its users. However, besides the advantages of this trend, users are also faced with increasing risks, e.g., regarding their privacy. Examples are seamless online payments that come with the requirement to provide sensitive, e.g., credit card information, or social networks trying to elicit private information for its users. Research on technology acceptance identified two important factors for the individual decision to accept such kinds of risk: trust and personality traits. In this paper we present a model that integrates research findings for personality traits and for trust in the context of technology acceptance. We show that specific personality traits have a distinct direct or moderating effect. We, e.g., found that two personality traits moderate the relationship between perceived ease of use and intention to use. This moderation could explain the inconsistent findings on this relationship in prior research.}, address = {Berlin, Heidelberg}, author = {Behrenbruch, Kay and Söllner, Matthias and Leimeister, Jan Marco and Schmidt, Ludger}, booktitle = {Human-Computer Interaction – INTERACT 2013}, editor = {Kotzé, P. and Marsden, G. and Lindgaard, G. and Wesson, J. and Winckler, M.}, keywords = {pub_msö}, pages = {306–313}, publisher = {Springer Berlin Heidelberg}, title = {Understanding Diversity – The Impact of Personality on Technology Acceptance}, year = 2013 }
Hoffmann, A., Hoffmann, H., & Söllner, M. (2013). Fostering Initial Trust in Applications – Developing and Evaluating Requirement Patterns for Application Websites. European Conference on Information Systems (ECIS). http://pubs.wi-kassel.de/wp-content/uploads/2013/06/JML_419.pdf
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When users first encounter an application, or decide which application from a number of options to use, their initial trust in this application is a determinant for their willingness to adopt it. At this time, users have not yet had a chance to interact with the application, and hence their perceptions are based on the application presentation on the website rather than on the application’s actual performance. To help providers select supporting measures for the website to improve the perceived trustworthiness of their application, we propose a set of requirement patterns. Patterns are used in requirements engineering to recognize important and recurring issues, thus reducing the effort during requirements specification. We developed them from trust theory, following the design-science based evaluation framework for patterns. To evaluate the feasibility of our approach, 17 teams used the patterns to specify a website for a mobile application. The results indicate that the teams frequently used ten of our proposed patterns. A subsequent survey regarding pattern quality shows an overall acceptance and that the team members rated the patterns as comprehensible, understandable and helpful. We hence conclude that our approach to incorporating trust-based requirements to foster initial trust in application website specifications is feasible.
@inproceedings{ls_leimeister, abstract = {When users first encounter an application, or decide which application from a number of options to use, their initial trust in this application is a determinant for their willingness to adopt it. At this time, users have not yet had a chance to interact with the application, and hence their perceptions are based on the application presentation on the website rather than on the application’s actual performance. To help providers select supporting measures for the website to improve the perceived trustworthiness of their application, we propose a set of requirement patterns. Patterns are used in requirements engineering to recognize important and recurring issues, thus reducing the effort during requirements specification. We developed them from trust theory, following the design-science based evaluation framework for patterns. To evaluate the feasibility of our approach, 17 teams used the patterns to specify a website for a mobile application. The results indicate that the teams frequently used ten of our proposed patterns. A subsequent survey regarding pattern quality shows an overall acceptance and that the team members rated the patterns as comprehensible, understandable and helpful. We hence conclude that our approach to incorporating trust-based requirements to foster initial trust in application website specifications is feasible.}, address = {Utrecht, The Netherlands}, author = {Hoffmann, Axel and Hoffmann, Holger and Söllner, Matthias}, booktitle = {European Conference on Information Systems (ECIS)}, keywords = {pub_msö}, title = {Fostering Initial Trust in Applications – Developing and Evaluating Requirement Patterns for Application Websites}, year = 2013 }
Gebauer, L., Söllner, M., & Leimeister, J. M. (2013). Towards Understanding the Formation of Continuous IT Use. International Conference on Information Systems (ICIS). http://pubs.wi-kassel.de/wp-content/uploads/2013/10/JML_440.pdf
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The benefit of IT comes from the continuing use, not its initial adoption. Compared to the amount of research done on IT adoption, insights on why users continue to use IT systems are sparse. Nevertheless, there are publications with promising ideas and findings aiming to explain continuous use. This paper reviews and synthesizes the current research to examine whether a combination of previous results will lead to a better understanding on the formation of continuous IT use. Further, the current theoretical and methodological shortcomings are exposed and addressed by the derived research design. As study context, we use the implementation of a web based application for students. We focus on a longitudinal study that includes three measurements over an eleven week period. To measure the actual usage of participants, we combine self-reported and computer-recorded data. The study is currently running, with over 300 participants registered. © (2013) by the AIS/ICIS Administrative Office. All rights reserved.
@inproceedings{ls_leimeister, abstract = {The benefit of IT comes from the continuing use, not its initial adoption. Compared to the amount of research done on IT adoption, insights on why users continue to use IT systems are sparse. Nevertheless, there are publications with promising ideas and findings aiming to explain continuous use. This paper reviews and synthesizes the current research to examine whether a combination of previous results will lead to a better understanding on the formation of continuous IT use. Further, the current theoretical and methodological shortcomings are exposed and addressed by the derived research design. As study context, we use the implementation of a web based application for students. We focus on a longitudinal study that includes three measurements over an eleven week period. To measure the actual usage of participants, we combine self-reported and computer-recorded data. The study is currently running, with over 300 participants registered. © (2013) by the AIS/ICIS Administrative Office. All rights reserved.}, address = {Milano, Italy}, author = {Gebauer, Lysann and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_msö}, title = {Towards Understanding the Formation of Continuous IT Use}, year = 2013 }
Bitzer, P., Söllner, M., & Leimeister, J. M. (2013). Evaluating the Quality of Technology-Mediated Learning Services. International Conference on Information Systems (ICIS). http://pubs.wi-kassel.de/wp-content/uploads/2013/10/JML_441.pdf
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Technology-mediated Learning Services (TMLS) play an increasingly important role in the learning services industry. Despite the fact that the importance of a holistic evaluation of TMLS quality has been highlighted in the literature to derive transferable research results on multiple dimensions, it has not yet been examined. To address this gap, we first synthesize the existing insights on structure, recipients’ predisposition, process and results quality of TMLS and develop a comprehensive approach to measure TMLS quality. Afterwards, we develop our research model and examine the importance of the different constructs of TMLS quality. We rely on findings in the body of literature, a focus group workshop and a card-sorting exercise to develop our TMLS quality model. Thereafter, we collect data from 163 participants of TMLS software-training to empirically evaluate our scale and research model. Our core results are a TMLS quality model, including a newly developed TMLS process dimension.
@inproceedings{ls_leimeister, abstract = {Technology-mediated Learning Services (TMLS) play an increasingly important role in the learning services industry. Despite the fact that the importance of a holistic evaluation of TMLS quality has been highlighted in the literature to derive transferable research results on multiple dimensions, it has not yet been examined. To address this gap, we first synthesize the existing insights on structure, recipients’ predisposition, process and results quality of TMLS and develop a comprehensive approach to measure TMLS quality. Afterwards, we develop our research model and examine the importance of the different constructs of TMLS quality. We rely on findings in the body of literature, a focus group workshop and a card-sorting exercise to develop our TMLS quality model. Thereafter, we collect data from 163 participants of TMLS software-training to empirically evaluate our scale and research model. Our core results are a TMLS quality model, including a newly developed TMLS process dimension.}, address = {Milano, Italy}, author = {Bitzer, Philipp and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_msö}, title = {Evaluating the Quality of Technology-Mediated Learning Services}, year = 2013 }
Söllner, M., Pavlou, P., & Leimeister, J. M. (2013). Understanding Trust in IT Artifacts – A new Conceptual Approach. Academy of Management Annual Meeting. http://pubs.wi-kassel.de/wp-content/uploads/2014/07/JML_474.pdf
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To add value to companies, IT artifacts – such as information systems – need to be adopted and used. Research and practice have shown that designing IT artifacts in a way that they are readily adopted and used is not trivial. To support designers, research has identified a plethora of factors driving the adoption and use of IT artifacts, with trust being one of the most important factors. Despite this knowledge, research on trust in IT artifact struggles to leverage its potential for IT artifact design, due to several disagreements among scholars. The goal of our paper is to present and reconcile the different competing arguments, and to provide a new conceptual approach to study trust in IT artifacts. The core argument of our approach is that trust is a suitable concept for studying relationships between humans and IT artifact, but trust in an IT artifact should not be studied without examining trust in the provider of the IT artifact. Whereas interpersonal trust theory is suitable to assess trust in the provider of the IT artifact, we propose a new conceptualization for trust in the IT artifact itself. Separately investigating trust in the provider of the IT artifact and trust in the IT artifact itself, will allow researchers to gather a deeper understanding of the nature of trust in IT artifacts and how it can be built. This knowledge will support designers in designing IT artifacts that are more readily adopted and used, and thus can provide the desired value to companies.
@inproceedings{ls_leimeister, abstract = {To add value to companies, IT artifacts – such as information systems – need to be adopted and used. Research and practice have shown that designing IT artifacts in a way that they are readily adopted and used is not trivial. To support designers, research has identified a plethora of factors driving the adoption and use of IT artifacts, with trust being one of the most important factors. Despite this knowledge, research on trust in IT artifact struggles to leverage its potential for IT artifact design, due to several disagreements among scholars. The goal of our paper is to present and reconcile the different competing arguments, and to provide a new conceptual approach to study trust in IT artifacts. The core argument of our approach is that trust is a suitable concept for studying relationships between humans and IT artifact, but trust in an IT artifact should not be studied without examining trust in the provider of the IT artifact. Whereas interpersonal trust theory is suitable to assess trust in the provider of the IT artifact, we propose a new conceptualization for trust in the IT artifact itself. Separately investigating trust in the provider of the IT artifact and trust in the IT artifact itself, will allow researchers to gather a deeper understanding of the nature of trust in IT artifacts and how it can be built. This knowledge will support designers in designing IT artifacts that are more readily adopted and used, and thus can provide the desired value to companies.}, address = {Orlando, Florida, USA}, author = {Söllner, Matthias and Pavlou, Paul and Leimeister, Jan Marco}, booktitle = {Academy of Management Annual Meeting}, keywords = {pub_msö}, title = {Understanding Trust in IT Artifacts – A new Conceptual Approach}, year = 2013 }
Gierczak, M., Söllner, M., & Leimeister, J. M. (2013). Exploring Business Models for IT-enabled Product-Service-Systems. DIBME 2013 Pre-ECIS Workshop on the Digitization in Business Models and Entrepreneurship. http://pubs.wi-kassel.de/wp-content/uploads/2013/10/JML_416.pdf
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Offering customer-oriented bundles of products and services – product-service systems (PSS) – can create additional customer value in comparison to offering all components individually. PSS allow providers to create a long-term customer relationship, market success, and has the potential to support differentiation from competitors. Offering bundles solving customer problems will have several effects on internal and external activities, and thus the providers’ business model (BM). However, until now, theoretical and empirical insights regarding this impact are sparse. Therefore, we aim to explore the impact of the rise of PSS on the providers BMs, especially focusing on how value is created. This helps IT decision-makers to identify appropriate IT-enabled PSS their businesses could provide and subsequent changes that need to be made in their BM. Consequently, businesses are supported in the innovation process of their products. To achieve this goal, we plan to review at least 20 successful BMs of the most valuable enterprise tech companies in the world. We focus on IT-enabled PSS, since IT is a key driver of PSS, economic growth and profitability. In this researchin-progress paper, we present the theoretical foundations, develop a definition of BMs for ITenabled PSS, and provide details concerning the methodology of our planned review.
@inproceedings{ls_leimeister, abstract = {Offering customer-oriented bundles of products and services – product-service systems (PSS) – can create additional customer value in comparison to offering all components individually. PSS allow providers to create a long-term customer relationship, market success, and has the potential to support differentiation from competitors. Offering bundles solving customer problems will have several effects on internal and external activities, and thus the providers’ business model (BM). However, until now, theoretical and empirical insights regarding this impact are sparse. Therefore, we aim to explore the impact of the rise of PSS on the providers BMs, especially focusing on how value is created. This helps IT decision-makers to identify appropriate IT-enabled PSS their businesses could provide and subsequent changes that need to be made in their BM. Consequently, businesses are supported in the innovation process of their products. To achieve this goal, we plan to review at least 20 successful BMs of the most valuable enterprise tech companies in the world. We focus on IT-enabled PSS, since IT is a key driver of PSS, economic growth and profitability. In this researchin-progress paper, we present the theoretical foundations, develop a definition of BMs for ITenabled PSS, and provide details concerning the methodology of our planned review.}, address = {Utrecht, The Netherlands}, author = {Gierczak, Michael and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {DIBME 2013 Pre-ECIS Workshop on the Digitization in Business Models and Entrepreneurship}, keywords = {pub_msö}, title = {Exploring Business Models for IT-enabled Product-Service-Systems}, year = 2013 }
Voigtmann, C., Söllner, M., Wilhelm, D., David, K., & Leimeister, J. M. (2013). Interdisziplinary Development Patterns from the use case: Support-U. Informatik 2013. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2475432
- [ Abstract ]
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Software development has proven to be a challenge. To address this challenge, there are quite many interesting approaches how to develop software - starting from the waterfall approach, up to recently quite popular agile software development techniques. Another already some years old approach was described by the Gang of Four and proposes the usage of design patterns to provide a general reusable solution to commonly occurring problems in software development. Although design patterns have been around for a long time, their usability is still promising. To the best of our knowledge "interdisciplinary patterns" to address challenges in the development of context aware application in ubiquitous environments have not been described in literature so far. Hence, this paper proposes and also evaluates concrete interdisciplinary software development patterns. To provide an application example the proposed patterns are used to address two use cases that commonly occur in the development process of context aware applications: providing transparency to the user and ensuring a user’s self-determination. For the demonstration of the patterns Support-U a context aware application that provides elderly people to live autonomously is used.
@inproceedings{inproceedings, abstract = {Software development has proven to be a challenge. To address this challenge, there are quite many interesting approaches how to develop software - starting from the waterfall approach, up to recently quite popular agile software development techniques. Another already some years old approach was described by the Gang of Four and proposes the usage of design patterns to provide a general reusable solution to commonly occurring problems in software development. Although design patterns have been around for a long time, their usability is still promising. To the best of our knowledge "interdisciplinary patterns" to address challenges in the development of context aware application in ubiquitous environments have not been described in literature so far. Hence, this paper proposes and also evaluates concrete interdisciplinary software development patterns. To provide an application example the proposed patterns are used to address two use cases that commonly occur in the development process of context aware applications: providing transparency to the user and ensuring a user’s self-determination. For the demonstration of the patterns Support-U a context aware application that provides elderly people to live autonomously is used.}, address = {Koblenz, Germany}, author = {Voigtmann, Christian and Söllner, Matthias and Wilhelm, Daniel and David, Klaus and Leimeister, Jan Marco}, booktitle = {Informatik 2013}, keywords = {pub_msö}, publisher = {SSRN}, title = {Interdisziplinary Development Patterns from the use case: Support-U}, year = 2013 }
Söllner, M., Behrenbruch, K., Hoffmann, H., & Leimeister, J. M. (2013). Vertrauenswürdige Gestaltung von ubiquitären Systemen – Potentiale des Einsatzes von Methoden des NeuroIS. In E. Brandenburg, L. Doria, A. Gross, T. Günzler, & H. Smieszek (Eds.), 10. Berliner Werkstatt Mensch-Maschine-Systeme. http://pubs.wi-kassel.de/wp-content/uploads/2013/10/JML_442.pdf
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In den letzten Jahrzehnten war es in empirischen Studien disziplinübergreifend akzeptiert, sich fast ausschließlich auf Daten zu verlassen, die subjektive Einschätzung der Probanden widerspiegeln – z.B. Erheben durch Fragebögen oder Interviews. Die Einschränkung, dass subjektive Meinungsäußerungen von Probanden nicht zwangsweise identisch mit dem tatsächlichen Verhalten oder den wirklichen Emotionen sind, wurde weitgehend akzeptiert. In den letzten Jahren war jedoch das Aufkommen einer Vielzahl neuer methodischer Möglichkeiten zu beobachten, die es ermöglichen, die subjektiven Einschätzungen der Probanden durch objektive Daten anzureichern oder zu ersetzen. In der Wirtschaftsinformatik wird eines der zentralen Teilgebiete, das sich mit diesen Methoden befasst, als NeuroIS bezeichnet. Ziel dieses Beitrags ist es am Beispiel des ubiquitären Systems MyGroup darzustellen, welche Potentiale der Einsatz von Methoden des NeuroIS für die vertrauenswürdige Gestaltung von ubiquitären Systemen bietet. Konkret fokussiert sich dieser Beitrag auf das Potential des Einsatzes von Eye-Tracking, videobasierter Emotionserkennung und physiologischen Messungen zur Beurteilung der Wirksamkeit existierender und Identifikation neuer Designkomponenten.
@inproceedings{ls_leimeister, abstract = {In den letzten Jahrzehnten war es in empirischen Studien disziplinübergreifend akzeptiert, sich fast ausschließlich auf Daten zu verlassen, die subjektive Einschätzung der Probanden widerspiegeln – z.B. Erheben durch Fragebögen oder Interviews. Die Einschränkung, dass subjektive Meinungsäußerungen von Probanden nicht zwangsweise identisch mit dem tatsächlichen Verhalten oder den wirklichen Emotionen sind, wurde weitgehend akzeptiert. In den letzten Jahren war jedoch das Aufkommen einer Vielzahl neuer methodischer Möglichkeiten zu beobachten, die es ermöglichen, die subjektiven Einschätzungen der Probanden durch objektive Daten anzureichern oder zu ersetzen. In der Wirtschaftsinformatik wird eines der zentralen Teilgebiete, das sich mit diesen Methoden befasst, als NeuroIS bezeichnet. Ziel dieses Beitrags ist es am Beispiel des ubiquitären Systems MyGroup darzustellen, welche Potentiale der Einsatz von Methoden des NeuroIS für die vertrauenswürdige Gestaltung von ubiquitären Systemen bietet. Konkret fokussiert sich dieser Beitrag auf das Potential des Einsatzes von Eye-Tracking, videobasierter Emotionserkennung und physiologischen Messungen zur Beurteilung der Wirksamkeit existierender und Identifikation neuer Designkomponenten.}, address = {Berlin, Germany}, author = {Söllner, Matthias and Behrenbruch, Kay and Hoffmann, Holger and Leimeister, Jan Marco}, booktitle = {10. Berliner Werkstatt Mensch-Maschine-Systeme}, editor = {Brandenburg, Elisabeth and Doria, Laura and Gross, Alice and Günzler, Torsten and Smieszek, Hardy}, keywords = {pub_msö}, pages = {127-135}, title = {Vertrauenswürdige Gestaltung von ubiquitären Systemen – Potentiale des Einsatzes von Methoden des NeuroIS}, year = 2013 }

2012[ to top ]

Söllner, M., Hoffmann, A., Hoffmann, H., Wacker, A., & Leimeister, J. M. (2012). Understanding the Formation of Trust in IT Artifacts. International Conference on Information Systems (ICIS). https://doi.org/10.1007/978-3-319-05044-7__3
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IT artifacts often take the role of a trustee in a trust relationship between users and IT artifacts. The goal of this paper is to increase the understanding of the formation of trust in such trust relationships. Instead of using the predominant theoretical foundation of interpersonal trust, we use the theoretical foundation of trust in automation from the HCI discipline for studying the formation of trust. Since we aim at creating insights on the formation of trust and its dimensions, we develop a formative first-order, formative second-order measurement model for trust. To evaluate the impact of the single indicators and dimensions on trust, we conduct a laboratory experiment. Our results show that the dimensions performance, process and purpose have a comparable impact on trust, and that indicators related to user data are especially important. The results complement existing insights, deepening the understanding of the formation of trust in IT artifacts.
@inproceedings{inproceedings, abstract = {IT artifacts often take the role of a trustee in a trust relationship between users and IT artifacts. The goal of this paper is to increase the understanding of the formation of trust in such trust relationships. Instead of using the predominant theoretical foundation of interpersonal trust, we use the theoretical foundation of trust in automation from the HCI discipline for studying the formation of trust. Since we aim at creating insights on the formation of trust and its dimensions, we develop a formative first-order, formative second-order measurement model for trust. To evaluate the impact of the single indicators and dimensions on trust, we conduct a laboratory experiment. Our results show that the dimensions performance, process and purpose have a comparable impact on trust, and that indicators related to user data are especially important. The results complement existing insights, deepening the understanding of the formation of trust in IT artifacts.}, address = {Orlando Florida, USA}, author = {Söllner, Matthias and Hoffmann, Axel and Hoffmann, Holger and Wacker, Arno and Leimeister, Jan Marco}, booktitle = {International Conference on Information Systems (ICIS)}, keywords = {pub_msö}, title = {Understanding the Formation of Trust in IT Artifacts}, year = 2012 }
Hoffmann, A., Söllner, M., Fehr, A., Hoffmann, H., & Leimeister, J. M. (2012). Towards an Approach for Developing Socio-Technical Ubiquitous Computing Applications. Informatik 2011 - Informatik Schafft Communities. Beiträge Der 41. Jahrestagung Der Gesellschaft für Informatik e.V. (GI), P-192(41), Article 41. https://www.researchgate.net/publication/256037712_Towards_an_Approach_for_Developing_Socio-Technical_Ubiquitous_Computing_Applications
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The purpose of the paper is to make a step towards a development approach for ubiquitous computing application. Therefore, we answer the following research questions: first, what is ubiquitous computing; second, which challenges of ubiquitous system development poses the particular nature of ubiquitous computing; and third, how to overcome these challenges by combining development methods from different fields. Major challenges in ubiquitous application development are a) dissociation from known user-interfaces, b) end users’ difficulties imagining ubicomp possibilities in participatory design settings, c) easy ubicomp application evaluation exceeds possibilities of current prototyping approaches, d) supporting user acceptance for ubicomp technologies is hence limited and e) the impact on society e.g. when introducing concealed sensors for ubicomp systems. This paper elaborates the specific challenges, analyzes to what extend existing development methods can be used to overcome these challenges, and introduces the VENUS approach for developing ubiquitous computing applications including methods for deriving requirements from law to ensure legally and socially compatible technology design, and trust to increase user acceptance of the developed applications.
@article{article, abstract = {The purpose of the paper is to make a step towards a development approach for ubiquitous computing application. Therefore, we answer the following research questions: first, what is ubiquitous computing; second, which challenges of ubiquitous system development poses the particular nature of ubiquitous computing; and third, how to overcome these challenges by combining development methods from different fields. Major challenges in ubiquitous application development are a) dissociation from known user-interfaces, b) end users’ difficulties imagining ubicomp possibilities in participatory design settings, c) easy ubicomp application evaluation exceeds possibilities of current prototyping approaches, d) supporting user acceptance for ubicomp technologies is hence limited and e) the impact on society e.g. when introducing concealed sensors for ubicomp systems. This paper elaborates the specific challenges, analyzes to what extend existing development methods can be used to overcome these challenges, and introduces the VENUS approach for developing ubiquitous computing applications including methods for deriving requirements from law to ensure legally and socially compatible technology design, and trust to increase user acceptance of the developed applications.}, address = {Berlin, Germany}, author = {Hoffmann, Axel and Söllner, Matthias and Fehr, Alexander and Hoffmann, Holger and Leimeister, Jan Marco}, journal = {Informatik 2011 - Informatik schafft Communities. Beiträge der 41. Jahrestagung der Gesellschaft für Informatik e.V. (GI)}, keywords = {pub_msö}, number = 41, pages = {1-15}, publisher = {LNI}, title = {Towards an Approach for Developing Socio-Technical Ubiquitous Computing Applications}, volume = {P-192}, year = 2012 }
Gebauer, L., Söllner, M., & Leimeister, J. M. (2012). Hemmnisse bei der Nutzung von Cloud Computing im B2B-Bereich und die Zuordnung dieser zu den verschiedenen Vertrauensbeziehungen. ConLife 2012 Academic Conference. https://www.researchgate.net/publication/256037707_Hemmnisse_bei_der_Nutzung_von_Cloud_Computing_im_B2B-Bereich_und_die_Zuordnung_dieser_zu_den_verschiedenen_Vertrauensbeziehungen
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Die Nutzung von Cloud Computing (CC) im B2B-Bereich ist zurückhaltend, da viele Hemmnisseexistieren. Bisherige Forschungsarbeiten zeigen, dass die Nutzung neuer Technologien, durch denAufbau von Vertrauen und die Verminderung der Risikowahrnehmung, erhöht werden kann. Umdiese Forschungsergebnisse auch für CC zu verwerten, gilt es als Grundlage die bestehendenNutzungshemmnisse von potentiellen CC-Anwendern im B2B-Bereich zu identifizieren undherauszuarbeiten, welche Akteure bei der Bildung von Vertrauen im CC-Umfeld von Bedeutungsind. Diese Grundlage soll mit dem vorliegenden Beitrag geschaffen werden. Zur Identifikationder bestehenden Nutzungshemmnisse wird ein systematischer Literatur Review durchgeführt.Anhand der im CC-Umfeld beteiligten Stakeholder werden ein Vertrauensnetzwerk und dieentsprechenden Vertrauensbeziehungen, die ein potentieller CC-Anwender aufbauen muss,abgeleitet. Dabei umfasst das Vertrauensnetzwerk alle Akteure, die bei der Bildung von Vertrauenim CC-Umfeld beteiligt sind. Abschließend werden die identifizierten Nutzungshemmnisse denVertrauensbeziehungen bzw. den beteiligten Akteuren zugeordnet. Demzufolge sind dieErgebnisse des Beitrages eine tabellarische Übersicht über die möglichen Nutzungshemmnisse von CC im B2B-Bereich, ein speziell auf das CC-Umfeld zugeschnittene Vertrauensnetzwerk und die Zuordnung der identifizierten Nutzungshemmnisse zu den Vertrauensbeziehungen. Damit liefertder Beitrag für die Forschung als auch für die Praxis eine prägnante Zusammenstellung derNutzungshemmnisse von CC im B2B-Bereich und einen ersten Überblick, welche Akteure bei derVertrauensbildung relevant sind.
@article{article, abstract = {Die Nutzung von Cloud Computing (CC) im B2B-Bereich ist zurückhaltend, da viele Hemmnisseexistieren. Bisherige Forschungsarbeiten zeigen, dass die Nutzung neuer Technologien, durch denAufbau von Vertrauen und die Verminderung der Risikowahrnehmung, erhöht werden kann. Umdiese Forschungsergebnisse auch für CC zu verwerten, gilt es als Grundlage die bestehendenNutzungshemmnisse von potentiellen CC-Anwendern im B2B-Bereich zu identifizieren undherauszuarbeiten, welche Akteure bei der Bildung von Vertrauen im CC-Umfeld von Bedeutungsind. Diese Grundlage soll mit dem vorliegenden Beitrag geschaffen werden. Zur Identifikationder bestehenden Nutzungshemmnisse wird ein systematischer Literatur Review durchgeführt.Anhand der im CC-Umfeld beteiligten Stakeholder werden ein Vertrauensnetzwerk und dieentsprechenden Vertrauensbeziehungen, die ein potentieller CC-Anwender aufbauen muss,abgeleitet. Dabei umfasst das Vertrauensnetzwerk alle Akteure, die bei der Bildung von Vertrauenim CC-Umfeld beteiligt sind. Abschließend werden die identifizierten Nutzungshemmnisse denVertrauensbeziehungen bzw. den beteiligten Akteuren zugeordnet. Demzufolge sind dieErgebnisse des Beitrages eine tabellarische Übersicht über die möglichen Nutzungshemmnisse von CC im B2B-Bereich, ein speziell auf das CC-Umfeld zugeschnittene Vertrauensnetzwerk und die Zuordnung der identifizierten Nutzungshemmnisse zu den Vertrauensbeziehungen. Damit liefertder Beitrag für die Forschung als auch für die Praxis eine prägnante Zusammenstellung derNutzungshemmnisse von CC im B2B-Bereich und einen ersten Überblick, welche Akteure bei derVertrauensbildung relevant sind.}, address = {Cologne, Germany}, author = {Gebauer, Lysann and Söllner, Matthias and Leimeister, Jan Marco}, journal = {ConLife 2012 Academic Conference}, keywords = {pub_msö}, title = {Hemmnisse bei der Nutzung von Cloud Computing im B2B-Bereich und die Zuordnung dieser zu den verschiedenen Vertrauensbeziehungen}, year = 2012 }
Gierczak, M., Söllner, M., & Leimeister, J. M. (2012). Untersuchung bestehender Geschäftsmodelle etablierter Cloud Anbieter. ConLife 2012 Academic Conference. http://pubs.wi-kassel.de/wp-content/uploads/2013/03/JML_360.pdf
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Erfolgreiche Geschäftsmodelle bilden die Grundlage für erfolgreiches Wirtschaften. Die „Digitalisierung der Wirtschaft“ u. a. durch den Bereich Cloud Computing setzt für Unternehmen und ihre Geschäftsmodelle weitaus größere Anforderungen als noch vor einigen Jahren. Geschäftsmodelle müssen an die dynamische Entwicklung der Märkte angepasst und optimiert werden. Ziel dieses Beitrages ist es, ein Geschäftsmodellansatz für Cloud Dienste, abgeleitet aus bisherigen Forschungsansätzen im Cloud Computing Umfeld sowie aus der Analyse der Geschäftsmodelle von 75 Cloud Diensten, zu entwickeln. Die Analyse der jeweiligen Geschäftsmodelle erfolgt anhand ausgewählter, theorieabgeleiteter Kriterien wie des Service-, Bereitstellungs-, Leistungs- und Erlösmodells sowie der Zielgruppe, Sicherheit und der Rolle des Cloud Dienstes als Akteur. Als Ergebnisse dieser Untersuchung steht der Geschäftsmodellansatz für das Cloud Computing. Die Einschränkungen bestehen u. a. hinsichtlich der Auswahl der etablierten Cloud Anbieter wie auch der begrenzten Betrachtung relevanter Merkmale durch die gegebenen Ergebnisse aus der Literatur.Diese Arbeit schließt eine Forschungslücke und bietet eine Basis für zukünftige Forschungsarbeiten in diesem Themengebiet. Des Weiteren können die Ergebnisse zur ersten Orientierung für „neue“ Cloud Dienst Anbieter dienen.
@inproceedings{ls_leimeister, abstract = {Erfolgreiche Geschäftsmodelle bilden die Grundlage für erfolgreiches Wirtschaften. Die „Digitalisierung der Wirtschaft“ u. a. durch den Bereich Cloud Computing setzt für Unternehmen und ihre Geschäftsmodelle weitaus größere Anforderungen als noch vor einigen Jahren. Geschäftsmodelle müssen an die dynamische Entwicklung der Märkte angepasst und optimiert werden. Ziel dieses Beitrages ist es, ein Geschäftsmodellansatz für Cloud Dienste, abgeleitet aus bisherigen Forschungsansätzen im Cloud Computing Umfeld sowie aus der Analyse der Geschäftsmodelle von 75 Cloud Diensten, zu entwickeln. Die Analyse der jeweiligen Geschäftsmodelle erfolgt anhand ausgewählter, theorieabgeleiteter Kriterien wie des Service-, Bereitstellungs-, Leistungs- und Erlösmodells sowie der Zielgruppe, Sicherheit und der Rolle des Cloud Dienstes als Akteur. Als Ergebnisse dieser Untersuchung steht der Geschäftsmodellansatz für das Cloud Computing. Die Einschränkungen bestehen u. a. hinsichtlich der Auswahl der etablierten Cloud Anbieter wie auch der begrenzten Betrachtung relevanter Merkmale durch die gegebenen Ergebnisse aus der Literatur.Diese Arbeit schließt eine Forschungslücke und bietet eine Basis für zukünftige Forschungsarbeiten in diesem Themengebiet. Des Weiteren können die Ergebnisse zur ersten Orientierung für „neue“ Cloud Dienst Anbieter dienen.}, address = {Cologne, Germany}, author = {Gierczak, Michael and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {ConLife 2012 Academic Conference}, keywords = {pub_msö}, note = 339, title = {Untersuchung bestehender Geschäftsmodelle etablierter Cloud Anbieter}, year = 2012 }
Söllner, M., & Leimeister, J. M. (2012). Opening up the Black Box: The Importance of Different Kinds of Trust in Recommender System Usage. 72nd Academy of Management Annual Meeting. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2485185
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Researchers have shown the importance of trust in numerous domains such as e-commerce, technology acceptance, strategic alliances, and virtual teams. They emphasize the importance of creating insights on trust building for deriving effective design implications for technical systems or organizations. Until now, most researchers have viewed trust as a single construct and did not separately study the trust relationships between different stakeholders in a single study. We argue that the trust relationships between different stakeholders need to be studied separately in order to derive more precise and effective design implications. Thus, this paper aims at opening up the trust black box, and identifying the importance of different trust relationships a user is engaged in when using a recommender system. To achieve this, we address two research questions: a) What are the different trust relationships existent when using a recommender system? and b) How important are the different trust relationships regarding a user’s intention to use a recommender system in the future? To answer these research questions, we first build upon trust networks for the Human Computer Interaction community to identify the different trust relationships existent in recommender system usage, after which we use a laboratory experiment to gather empirical insights on the importance of the different trust relationships. The results of the laboratory experiment show that the users’ trust in the system itself and in the designers of the system both have the a high impact on users’ perceived usefulness and their intention to use the recommender system in the future. To the best of our knowledge, this study is the first to investigate the importance of different trust relationships prevalent in recommender system usage, and to introduce trust networks to trust research in management and IS research.
@inproceedings{ls_leimeister, abstract = {Researchers have shown the importance of trust in numerous domains such as e-commerce, technology acceptance, strategic alliances, and virtual teams. They emphasize the importance of creating insights on trust building for deriving effective design implications for technical systems or organizations. Until now, most researchers have viewed trust as a single construct and did not separately study the trust relationships between different stakeholders in a single study. We argue that the trust relationships between different stakeholders need to be studied separately in order to derive more precise and effective design implications. Thus, this paper aims at opening up the trust black box, and identifying the importance of different trust relationships a user is engaged in when using a recommender system. To achieve this, we address two research questions: a) What are the different trust relationships existent when using a recommender system? and b) How important are the different trust relationships regarding a user’s intention to use a recommender system in the future? To answer these research questions, we first build upon trust networks for the Human Computer Interaction community to identify the different trust relationships existent in recommender system usage, after which we use a laboratory experiment to gather empirical insights on the importance of the different trust relationships. The results of the laboratory experiment show that the users’ trust in the system itself and in the designers of the system both have the a high impact on users’ perceived usefulness and their intention to use the recommender system in the future. To the best of our knowledge, this study is the first to investigate the importance of different trust relationships prevalent in recommender system usage, and to introduce trust networks to trust research in management and IS research.}, address = {Boston, Mass., USA}, author = {Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {72nd Academy of Management Annual Meeting}, keywords = {pub_msö}, note = 345, title = {Opening up the Black Box: The Importance of Different Kinds of Trust in Recommender System Usage}, year = 2012 }
Hoffmann, A., Söllner, M., & Hoffmann, H. (2012). Twenty Software Requirement Patterns to Specify Recommender Systems that Users Will Trust. SSRN ELibrary. https://doi.org/10.2139/ssrn.2484462
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Trust has been shown as a crucial factor for the adoption of new technologies. Surprisingly, trust literature offers very little guidance for systematically integrating the vast amount of insights from behavioral research on trust into the development of computing systems. The aim of this article is to translate results from behavioral sciences into software requirement patterns that address user trust in recommender systems. Software requirement patterns are used in requirements engineering to recognize important and recurring issues and reduce the effort of compiling a list of software requirements. We collected antecedents that build trust, and developed software requirement patterns that demand functionality to support these antecedents. This paper contributes by presenting software requirement patterns consisting of the name, the goal and the pre-defined requirement template that can be used to specify trust requirements in recommender system development projects.
@article{hoffmann1905twenty, abstract = {Trust has been shown as a crucial factor for the adoption of new technologies. Surprisingly, trust literature offers very little guidance for systematically integrating the vast amount of insights from behavioral research on trust into the development of computing systems. The aim of this article is to translate results from behavioral sciences into software requirement patterns that address user trust in recommender systems. Software requirement patterns are used in requirements engineering to recognize important and recurring issues and reduce the effort of compiling a list of software requirements. We collected antecedents that build trust, and developed software requirement patterns that demand functionality to support these antecedents. This paper contributes by presenting software requirement patterns consisting of the name, the goal and the pre-defined requirement template that can be used to specify trust requirements in recommender system development projects.}, author = {Hoffmann, Axel and Söllner, Matthias and Hoffmann, Holger}, journal = {SSRN eLibrary}, keywords = {pub_msö}, publisher = {SSRN}, title = {Twenty Software Requirement Patterns to Specify Recommender Systems that Users Will Trust}, type = {Working Paper Series}, year = 2012 }
Hoberg, S., Schmidt, L., Hoffmann, A., Söllner, M., Leimeister, J. M., Voigtmann, C., David, K., Zirfas, J., & Roßnagel, A. (2012). Socially acceptable design of a ubiquitous system for monitoring elderly family members. 42. Jahrestagung Der Gesellschaft für Informatik. http://pubs.wi-kassel.de/wp-content/uploads/2013/03/JML_354.pdf
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Some functions in ambient assistance systems are enabled by sensors gathering data from the surroundings. While many prototypes are developed to prove technical concepts, for creating an acceptable, usable product additional facets need to be considered. Therefore, we present an approach to develop a functional ubiquitous system to support the monitoring and assistance of elderly family members. Besides the necessary technical concepts, insights from trust, law and user interface design are incorporated in this approach. The main idea of the approach is to deduce functional requirements from normative guidelines, theories or laws, and to combine the contributions from the involved disciplines developing the Senior Monitor demonstrator.
@inproceedings{ls_leimeister, abstract = {Some functions in ambient assistance systems are enabled by sensors gathering data from the surroundings. While many prototypes are developed to prove technical concepts, for creating an acceptable, usable product additional facets need to be considered. Therefore, we present an approach to develop a functional ubiquitous system to support the monitoring and assistance of elderly family members. Besides the necessary technical concepts, insights from trust, law and user interface design are incorporated in this approach. The main idea of the approach is to deduce functional requirements from normative guidelines, theories or laws, and to combine the contributions from the involved disciplines developing the Senior Monitor demonstrator.}, address = {Braunschweig, Germany}, author = {Hoberg, Sebastian and Schmidt, Ludger and Hoffmann, Axel and Söllner, Matthias and Leimeister, Jan Marco and Voigtmann, Christian and David, Klaus and Zirfas, Julia and Roßnagel, Alexander}, booktitle = {42. Jahrestagung der Gesellschaft für Informatik}, keywords = {pub_msö}, note = 349, organization = {Gesellschaft für Informatik}, title = {Socially acceptable design of a ubiquitous system for monitoring elderly family members}, year = 2012 }
Comes, D. E., Evers, C., Geihs, K., Hoffmann, A., Kniewel, R., Leimeister, J. M., Niemczyk, S., Roßnagel, A., Schmidt, L., Schulz, T., Söllner, M., & Witsch, A. (2012). Designing Socio-technical Applications for Ubiquitous Computing. In K. M. Göschka & S. Haridi (Eds.), Distributed Applications and Interoperable Systems. https://link.springer.com/chapter/10.1007/978-3-642-30823-9_17
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A major challenge for ubiquitous system design is creating applications that are legal-compatible and accepted by their intended users. Today's European data protection principles contradict the ideas of ubiquitous computing. Additionally, users have to deal with unconventional interaction concepts leading to a low amount of trust and acceptance in such systems. Current development approaches do not sufficiently cover these concerns, as they do not systematically incorporate expertise from the relevant disciplines. We present a novel development approach for ubiquitous systems that explicitly addresses these concerns. Our primary task was to manage the increased number of stakeholders and dependencies, respectively conflicts between requirements of the particular disciplines. The approach incorporates predefined artifacts and a defined workflow with responsibilities, as well as suggesting how to develop mutual understanding. We apply this multidisciplinary approach to develop the ubiquitous application Meet-U.
@inproceedings{10.1007/978-3-642-30823-9_17, abstract = {A major challenge for ubiquitous system design is creating applications that are legal-compatible and accepted by their intended users. Today's European data protection principles contradict the ideas of ubiquitous computing. Additionally, users have to deal with unconventional interaction concepts leading to a low amount of trust and acceptance in such systems. Current development approaches do not sufficiently cover these concerns, as they do not systematically incorporate expertise from the relevant disciplines. We present a novel development approach for ubiquitous systems that explicitly addresses these concerns. Our primary task was to manage the increased number of stakeholders and dependencies, respectively conflicts between requirements of the particular disciplines. The approach incorporates predefined artifacts and a defined workflow with responsibilities, as well as suggesting how to develop mutual understanding. We apply this multidisciplinary approach to develop the ubiquitous application Meet-U.}, address = {Berlin, Heidelberg}, author = {Comes, Diana Elena and Evers, Christoph and Geihs, Kurt and Hoffmann, Axel and Kniewel, Romy and Leimeister, Jan Marco and Niemczyk, Stefan and Roßnagel, Alexander and Schmidt, Ludger and Schulz, Thomas and Söllner, Matthias and Witsch, Andreas}, booktitle = {Distributed Applications and Interoperable Systems}, editor = {Göschka, Karl M. and Haridi, Seif}, keywords = {pub_msö}, pages = {194–201}, publisher = {Springer Berlin Heidelberg}, title = {Designing Socio-technical Applications for Ubiquitous Computing}, year = 2012 }
Söllner, M., Hoffmann, A., Hoffmann, H., & Leimeister, J. M. (2012). How to use behavioral research insights on trust for HCI system design. SSRN Electronic Journal. https://doi.org/10.1145/2212776.2223696
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Trust has been shown to be a major antecedent of technology acceptance and usage. Consequently, behavioral research has created vast insights on trust building. However, only a small fraction of the existing literature also shows ways of systematically including these insights into system design. Hence, the potential of most behavioral insights on trust for developing new systems often remains only partly realized. To alleviate this problem, we present a way to systematically derive trust-supporting design elements using trust theory. Using a laboratory experiment, we show that the trust-related design elements derived from theory are regarded as being important by the participants, and significantly increased their trust in a restaurant recommendation system as well as in their intention to use it in the future.
@article{article, abstract = {Trust has been shown to be a major antecedent of technology acceptance and usage. Consequently, behavioral research has created vast insights on trust building. However, only a small fraction of the existing literature also shows ways of systematically including these insights into system design. Hence, the potential of most behavioral insights on trust for developing new systems often remains only partly realized. To alleviate this problem, we present a way to systematically derive trust-supporting design elements using trust theory. Using a laboratory experiment, we show that the trust-related design elements derived from theory are regarded as being important by the participants, and significantly increased their trust in a restaurant recommendation system as well as in their intention to use it in the future.}, author = {Söllner, Matthias and Hoffmann, Axel and Hoffmann, Holger and Leimeister, Jan Marco}, journal = {SSRN Electronic Journal}, keywords = {pub_msö}, title = {How to use behavioral research insights on trust for HCI system design}, year = 2012 }
Söllner, M., Hoffmann, A., Hoffmann, H., & Leimeister, J. M. (2012). Vertrauen als Designaspekt – Systematische Ableitung vertrauensunterstützender Komponenten am Beispiel einer mobilen Anwendung. VHB Jahrestagung 2011, 73, Article 73. https://www.researchgate.net/publication/241194738_Vertrauen_als_Designaspekt_-_Systematische_Ableitung_vertrauensunterstutzender_Komponenten_am_Beispiel_einer_mobilen_Anwendung
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Vertrauensaufbau und Vertrauensunterstützung sind erfolgskritisch für die Adoption neuer IT-Systeme. Umso erstaunlicher ist, dass in der Literatur kaum etwas zur systematischen Integration der Vielzahl an verhaltensorientierten Erkenntnissen zu Vertrauen in und um IT-Systeme in deren Entwicklung zu finden ist. Das Ziel dieses Artikels ist die Entwicklung einer Methode zur Ableitung vertrauensunterstützender Komponenten für sozio-technische ubiquitäre Systeme. Die Methode wird exemplarisch auf die Entwicklung einer ubiquitären Restaurantempfehlungsanwendung angewandt. Die Anwendung wird hierdurch um vier vertrauensunterstützende Komponenten angereichert. Die so entwickelte Anwendung wird anschließend im Rahmen eines Laborexperiments mit 166 Probanden evaluiert. Hierbei wird gezeigt, dass sowohl das Vertrauen in das sozio-technische ubiquitäre System, als auch die Absicht es zu nutzen signifikant erhöht werden konnten. Soweit es den Autoren bekannt ist, beschreibt dieser Artikel als Erster, wie Vertrauen in systematischer Art und Weise in die Entwicklung sozio-technischer ubiquitärer Systeme einbezogen werden und welchen Nutzen dies stiften kann.
@article{article, abstract = {Vertrauensaufbau und Vertrauensunterstützung sind erfolgskritisch für die Adoption neuer IT-Systeme. Umso erstaunlicher ist, dass in der Literatur kaum etwas zur systematischen Integration der Vielzahl an verhaltensorientierten Erkenntnissen zu Vertrauen in und um IT-Systeme in deren Entwicklung zu finden ist. Das Ziel dieses Artikels ist die Entwicklung einer Methode zur Ableitung vertrauensunterstützender Komponenten für sozio-technische ubiquitäre Systeme. Die Methode wird exemplarisch auf die Entwicklung einer ubiquitären Restaurantempfehlungsanwendung angewandt. Die Anwendung wird hierdurch um vier vertrauensunterstützende Komponenten angereichert. Die so entwickelte Anwendung wird anschließend im Rahmen eines Laborexperiments mit 166 Probanden evaluiert. Hierbei wird gezeigt, dass sowohl das Vertrauen in das sozio-technische ubiquitäre System, als auch die Absicht es zu nutzen signifikant erhöht werden konnten. Soweit es den Autoren bekannt ist, beschreibt dieser Artikel als Erster, wie Vertrauen in systematischer Art und Weise in die Entwicklung sozio-technischer ubiquitärer Systeme einbezogen werden und welchen Nutzen dies stiften kann.}, address = {Kaiserslautern, Germany}, author = {Söllner, Matthias and Hoffmann, Axel and Hoffmann, Holger and Leimeister, Jan Marco}, booktitle = {VHB Jahrestagung 2011}, keywords = {pub_msö}, number = 73, title = {Vertrauen als Designaspekt – Systematische Ableitung vertrauensunterstützender Komponenten am Beispiel einer mobilen Anwendung}, year = 2012 }
Hoffmann, A., Söllner, M., Hoffmann, H., & Leimeister, J. M. (2012). Towards Trust-Based Software Requirement Patterns. SSRN ELibrary. https://doi.org/10.2139/ssrn.2484458
- [ Abstract ]
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Users adopt trust to reduce social complexity that can be caused by the lack of knowledge about the inner working of an information system. Our aim is to translate results from trust research about the transformation of user trust in new technologies into software requirement patterns. Therefore, we collect antecedents that build trust, and develop requirement patterns that demand functionality to support these antecedents. This paper presents software requirement patterns consisting of the name, the goal, forces and the pre-defined requirement template that can be used to specify trust based requirements.
@article{hoffmann1905towards, abstract = {Users adopt trust to reduce social complexity that can be caused by the lack of knowledge about the inner working of an information system. Our aim is to translate results from trust research about the transformation of user trust in new technologies into software requirement patterns. Therefore, we collect antecedents that build trust, and develop requirement patterns that demand functionality to support these antecedents. This paper presents software requirement patterns consisting of the name, the goal, forces and the pre-defined requirement template that can be used to specify trust based requirements.}, author = {Hoffmann, Axel and Söllner, Matthias and Hoffmann, Holger and Leimeister, Jan Marco}, journal = {SSRN eLibrary}, keywords = {pub_msö}, publisher = {SSRN}, title = {Towards Trust-Based Software Requirement Patterns}, year = 2012 }
Söllner, M., Hoffmann, A., Hoffmann, H., & Leimeister, J. M. (2012). Vertrauensunterstützung für sozio-technische ubiquitäre Systeme. Zeitschrift für Betriebswirtschaft, 2012(Supplement 4), Article Supplement 4. https://doi.org/10.1007/s11573-012-0584-x
- [ Abstract ]
- [ BibTeX ]
- [ URL ]
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VertrauensaufbauundVertrauensunterstützungsinderfolgskritischfürdieAd- option neuer IT-Systeme. Umso erstaunlicher ist, dass in der Literatur kaum etwas zur systematischen Integration der Vielzahl an verhaltensorientierten Erkenntnissen zu Vertrauen in und um IT-Systeme in deren Entwicklung zu finden ist. Das Ziel dieses Artikels ist die Entwicklung einer Methode zur Ableitung vertrauensunterstützender Komponenten für sozio-technische ubiquitäre Systeme. Die Methode wird exemplarisch auf die Entwicklung einer ubiquitären Restaurantempfehlungsanwen- dung angewandt. Die Anwendung wird hierdurch um vier vertrauensunterstützende Komponenten angereichert. Die so entwickelte Anwendung wird anschließend im Rahmen eines Laborexperiments mit 166 Probanden evaluiert. Hierbei wird gezeigt, dass sowohl das Vertrauen in das sozio-technische ubiquitäre System, als auch die Absicht es zu nutzen signifikant erhöht werden konnten. Soweit es den Autoren bekannt ist, beschreibt dieser Artikel als Erster, wie Vertrauen in systematischer Art und Weise in die Entwicklung sozio-technischer ubiquitärer Systeme einbezogen werden und welchen Nutzen dies stiften kann.
@article{ls_leimeister, abstract = {VertrauensaufbauundVertrauensunterstützungsinderfolgskritischfürdieAd- option neuer IT-Systeme. Umso erstaunlicher ist, dass in der Literatur kaum etwas zur systematischen Integration der Vielzahl an verhaltensorientierten Erkenntnissen zu Vertrauen in und um IT-Systeme in deren Entwicklung zu finden ist. Das Ziel dieses Artikels ist die Entwicklung einer Methode zur Ableitung vertrauensunterstützender Komponenten für sozio-technische ubiquitäre Systeme. Die Methode wird exemplarisch auf die Entwicklung einer ubiquitären Restaurantempfehlungsanwen- dung angewandt. Die Anwendung wird hierdurch um vier vertrauensunterstützende Komponenten angereichert. Die so entwickelte Anwendung wird anschließend im Rahmen eines Laborexperiments mit 166 Probanden evaluiert. Hierbei wird gezeigt, dass sowohl das Vertrauen in das sozio-technische ubiquitäre System, als auch die Absicht es zu nutzen signifikant erhöht werden konnten. Soweit es den Autoren bekannt ist, beschreibt dieser Artikel als Erster, wie Vertrauen in systematischer Art und Weise in die Entwicklung sozio-technischer ubiquitärer Systeme einbezogen werden und welchen Nutzen dies stiften kann.}, author = {Söllner, M. and Hoffmann, A. and Hoffmann, H. and Leimeister, J. M.}, journal = {Zeitschrift für Betriebswirtschaft}, keywords = {pub_msö}, note = {298 (02-12)}, number = {Supplement 4}, pages = {109-140}, title = {Vertrauensunterstützung für sozio-technische ubiquitäre Systeme}, volume = 2012, year = 2012 }

2011[ to top ]

Söllner, M., & Leimeister, J. M. (2011). Vertrauensunterstützung für ubiquitäre Systeme – von der Vertrauenstheorie zu Anforderungen an ubiquitäre Systeme. 9. Berliner Werkstatt Mensch-Maschine-Systeme (BWMMS), 9, Article 9. http://pubs.wi-kassel.de/wp-content/uploads/2013/03/JML_258.pdf
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@inproceedings{ls_leimeister, address = {Berlin, Germany}, author = {Söllner, M. and Leimeister, J. M.}, booktitle = {9. Berliner Werkstatt Mensch-Maschine-Systeme (BWMMS)}, keywords = {pub_msö}, number = 9, pages = {1-2}, title = {Vertrauensunterstützung für ubiquitäre Systeme – von der Vertrauenstheorie zu Anforderungen an ubiquitäre Systeme}, year = 2011 }
Söllner, M., Hoffmann, A., Hoffmann, H., & Leimeister, J. (2011). Towards a Theory of Explanation and Prediction for the Formation of Trust in IT Artifacts. 10. Annual Workshop on HCI Research in MIS, 10, Article 10. https://aisel.aisnet.org/sighci2011/6/
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In this paper we argue that the predominant trust conceptualization in IS has a major weakness when researching trust in IT artifacts and that a theory of explanation and prediction for the formation of trust in IT artifacts is necessary to face the upcoming challenges. Thus, we motivate a trust conceptualization from the HCI discipline, and develop a formative measurement model for trust in IT artifacts to achieve deeper insights on the formation of trust. The results of our pre-study with 102 undergraduate students suggest that the new conceptualization is valueable for creating the desired insights on the formation of trust in IT artifacts. In an upcoming field experiment with about 250 users we expect to gain more detailed and reliable insights in the formation of trust in IT artifacts allowing us to derive a first theory of explanation and prediction for the formation of trust in IT artifacts.
@article{sollner2011towards, abstract = {In this paper we argue that the predominant trust conceptualization in IS has a major weakness when researching trust in IT artifacts and that a theory of explanation and prediction for the formation of trust in IT artifacts is necessary to face the upcoming challenges. Thus, we motivate a trust conceptualization from the HCI discipline, and develop a formative measurement model for trust in IT artifacts to achieve deeper insights on the formation of trust. The results of our pre-study with 102 undergraduate students suggest that the new conceptualization is valueable for creating the desired insights on the formation of trust in IT artifacts. In an upcoming field experiment with about 250 users we expect to gain more detailed and reliable insights in the formation of trust in IT artifacts allowing us to derive a first theory of explanation and prediction for the formation of trust in IT artifacts.}, address = {Shanghai, China}, author = {Söllner, Matthias and Hoffmann, Axel and Hoffmann, Holger and Leimeister, Jan}, booktitle = {10. Annual Workshop on HCI Research in MIS}, keywords = {pub_msö}, number = 10, pages = {1-6}, publisher = {AIS Electronic Library}, title = {Towards a Theory of Explanation and Prediction for the Formation of Trust in IT Artifacts}, year = 2011 }
Wegener, R., Söllner, M., Voss, A., & Leimeister, J. M. (2011). Einflussgrößen auf die Nutzungsabsicht von Mobile Learning in unterschiedlichen Einsatzszenarien – eine empirische Studie. E-Learning Fachtagung Informatik (DeLFI) 2011, Workshop „Mobile Learning“. https://www.researchgate.net/publication/252065163_Einflussgrossen_auf_die_Nutzungsabsicht_von_Mobile_Learning_in_unterschiedlichen_Einsatzszenarien_-_eine_empirische_Studie
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Mobile Learning (ML) bietet nur bei entsprechender Nutzung durch die Lernenden einen Mehrwert. In mehreren Studien wurden Einflussgrößen auf die Technologieakzeptanz untersucht und diverse Modelle zeigen, dass die wahrgenommene Nützlichkeit zentral für die Nutzungsabsicht ist. Frühere Studien haben jedoch nie zwischen selbstgesteuertem ML und dem Einsatz mobiler Lernanwendungen innerhalb von Präsenzveranstaltungen unterschieden. Dieser Beitrag adressiert diese Forschungslücke anhand eines Pilotprojekts einer deutschen Universität. Dabei wurden mobile Lernanwendungen sowohl innerhalb einer Präsenzveranstaltung als integraler Bestandteil des Lehr-Lernarrangements ebenso wie auch als reine Selbstlernmaterialien eingesetzt. Beide Integrationsformen des ML wurden anschließend mittels einer Online-Befragung auf Basis von Technologieakzeptanzmodellen untersucht (n = 129). Die Auswertung zeigt, dass beim selbstgesteuerten ML der erwartete Mehrwert, beim ML im Vorlesungssaal hingegen soziale Einflüsse und unterstützende Faktoren die zentralen Determinanten für die Nutzungsabsicht darstellen. Die Identifikation dieser grundlegenden Unterschiede erweitert die Forschung im Bereich der Akzeptanz mobiler Lernanwendungen und legt so für zukünftige Forschungsvorhaben eine Unterscheidung zwischen den beiden Einsatzszenarien nahe. Die Ergebnisse sind zugleich für Lehrende relevant, da sie wesentliche Faktoren identifizieren, die bei einer erfolgreichen Einführung von ML innerhalb und außerhalb des Vorlesungssaals berücksichtigt werden müssen.
@article{article, abstract = {Mobile Learning (ML) bietet nur bei entsprechender Nutzung durch die Lernenden einen Mehrwert. In mehreren Studien wurden Einflussgrößen auf die Technologieakzeptanz untersucht und diverse Modelle zeigen, dass die wahrgenommene Nützlichkeit zentral für die Nutzungsabsicht ist. Frühere Studien haben jedoch nie zwischen selbstgesteuertem ML und dem Einsatz mobiler Lernanwendungen innerhalb von Präsenzveranstaltungen unterschieden. Dieser Beitrag adressiert diese Forschungslücke anhand eines Pilotprojekts einer deutschen Universität. Dabei wurden mobile Lernanwendungen sowohl innerhalb einer Präsenzveranstaltung als integraler Bestandteil des Lehr-Lernarrangements ebenso wie auch als reine Selbstlernmaterialien eingesetzt. Beide Integrationsformen des ML wurden anschließend mittels einer Online-Befragung auf Basis von Technologieakzeptanzmodellen untersucht (n = 129). Die Auswertung zeigt, dass beim selbstgesteuerten ML der erwartete Mehrwert, beim ML im Vorlesungssaal hingegen soziale Einflüsse und unterstützende Faktoren die zentralen Determinanten für die Nutzungsabsicht darstellen. Die Identifikation dieser grundlegenden Unterschiede erweitert die Forschung im Bereich der Akzeptanz mobiler Lernanwendungen und legt so für zukünftige Forschungsvorhaben eine Unterscheidung zwischen den beiden Einsatzszenarien nahe. Die Ergebnisse sind zugleich für Lehrende relevant, da sie wesentliche Faktoren identifizieren, die bei einer erfolgreichen Einführung von ML innerhalb und außerhalb des Vorlesungssaals berücksichtigt werden müssen.}, address = {Dresden, Germany}, author = {Wegener, R. and Söllner, Matthias and Voss, A. and Leimeister, Jan Marco}, booktitle = {e-Learning Fachtagung Informatik (DeLFI) 2011, Workshop „Mobile Learning“}, keywords = {pub_msö}, title = {Einflussgrößen auf die Nutzungsabsicht von Mobile Learning in unterschiedlichen Einsatzszenarien – eine empirische Studie}, year = 2011 }
Weiß, F., & Söllner, M. (2011). Technologische und marktseitige Unsicherheit bei der Neuentwicklung von Mobile Enterprise Services. In S. Verclas & C. Linnhoff-Popien (Eds.), Smart Mobile Apps (1–, pp. 177-190). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-22259-7_12
- [ Abstract ]
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Mobile Dienstleistungen, sog. „Mobile Services“, haben in den letzten Jahren stark an Popularität gewonnen. Besonders im Konsumentenmarkt haben sich Applikationen auf mobilen Plattformen zu einem Massenphänomen entwickelt. Mit der wachsenden Mobilität im Arbeitsumfeld und den steigenden Einflüssen aus dem Konsumentenbereich auf das Unternehmensumfeld („Consumerization“) ist ein steigender Bedarf an mobilen Unternehmenslösungen („Mobile Enterprise Services“) festzustellen. IT-Dienstleister, die Mobile Enterprise Services in ihrem Produktportfolio haben und diese weiter ausbauen wollen, sind mit spezifischen Herausforderungen konfrontiert. Basierend auf einer Reihe von Fallstudien wurden die heterogene, sich schnell ändernde mobile Infrastruktur, hohe Sicherheitsanforderungen und die Notwendigkeit der Integration in Unternehmensinfrastruktur als Rahmenbedingungen identifiziert, die eine technologische Unsicherheit für IT-Dienstleister erzeugen. Starkes Marktwachstum und die Consumerization des Unternehmensumfelds erzeugen marktseitige Unsicherheit.
@inbook{Weiß2012, abstract = {Mobile Dienstleistungen, sog. „Mobile Services“, haben in den letzten Jahren stark an Popularität gewonnen. Besonders im Konsumentenmarkt haben sich Applikationen auf mobilen Plattformen zu einem Massenphänomen entwickelt. Mit der wachsenden Mobilität im Arbeitsumfeld und den steigenden Einflüssen aus dem Konsumentenbereich auf das Unternehmensumfeld („Consumerization“) ist ein steigender Bedarf an mobilen Unternehmenslösungen („Mobile Enterprise Services“) festzustellen. IT-Dienstleister, die Mobile Enterprise Services in ihrem Produktportfolio haben und diese weiter ausbauen wollen, sind mit spezifischen Herausforderungen konfrontiert. Basierend auf einer Reihe von Fallstudien wurden die heterogene, sich schnell ändernde mobile Infrastruktur, hohe Sicherheitsanforderungen und die Notwendigkeit der Integration in Unternehmensinfrastruktur als Rahmenbedingungen identifiziert, die eine technologische Unsicherheit für IT-Dienstleister erzeugen. Starkes Marktwachstum und die Consumerization des Unternehmensumfelds erzeugen marktseitige Unsicherheit.}, address = {Berlin, Heidelberg}, author = {Weiß, F. and Söllner, M.}, booktitle = {Smart Mobile Apps}, editor = {Verclas, Stephan and Linnhoff-Popien, Claudia}, keywords = {pub_msö}, pages = {177–190}, publisher = {Springer Berlin Heidelberg}, title = {Technologische und marktseitige Unsicherheit bei der Neuentwicklung von Mobile Enterprise Services}, year = 2011 }
Söllner, M. (2011). Deriving Trust Supporting Components for Ubiquitous Computing Systems. International Conference on Information Systems (ICIS) 2011, Doctoral Consortium. https://www.researchgate.net/publication/260422049_Deriving_Trust_Supporting_Components_for_Ubiquitous_Information_Systems
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- [ URL ]
@inproceedings{ls_leimeister, address = {Shanghai, China}, author = {Söllner, Matthias}, booktitle = {International Conference on Information Systems (ICIS) 2011, Doctoral Consortium}, keywords = {pub_msö}, title = {Deriving Trust Supporting Components for Ubiquitous Computing Systems}, year = 2011 }

2010[ to top ]

Manouchehri, S., Söllner, M., & Leimeister, J. M. (2010). Trust as a Design Aspect of Context Aware Systems. 23. International Conference on Architecture of Computing Systems (ARCS) 2010, 1-7. https://ieeexplore.ieee.org/document/5759002
- [ Abstract ]
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Trust is a key factor for successful IT Systems in general. We therefore show how design aspects for context aware systems can be derived. We use an example of a context aware application, identify user's uncertainties and follow Muir's logic of a trust network to show relevant trust relations in and around the application. Based on these results we provide recommendations for how these relations can be supported leading to higher trust in the whole application and thus to a higher acceptance of the application. Our exemplary approach shall show developers and designers how important trust relations can be identified and what design choices can address these relations to enhance the chance of success of context aware systems.
@inproceedings{5759002, abstract = {Trust is a key factor for successful IT Systems in general. We therefore show how design aspects for context aware systems can be derived. We use an example of a context aware application, identify user's uncertainties and follow Muir's logic of a trust network to show relevant trust relations in and around the application. Based on these results we provide recommendations for how these relations can be supported leading to higher trust in the whole application and thus to a higher acceptance of the application. Our exemplary approach shall show developers and designers how important trust relations can be identified and what design choices can address these relations to enhance the chance of success of context aware systems.}, address = {Hannover, Germany}, author = {Manouchehri, Shakib and Söllner, Matthias and Leimeister, Jan Marco}, booktitle = {23. International Conference on Architecture of Computing Systems (ARCS) 2010}, keywords = {Leimeister}, month = {02}, pages = {1-7}, publisher = {IEEE Xplore}, title = {Trust as a Design Aspect of Context Aware Systems}, year = 2010 }
Söllner, M., & Leimeister, J. M. (2010). 15 years of measurement model misspecification in trust research? A theory based approach to solve this problem. European Academy of Management Annual Conference, 10. http://pubs.wi-kassel.de/wp-content/uploads/2013/03/JML_189.pdf
- [ Abstract ]
- [ BibTeX ]
- [ URL ]
The existence of trust in an IT-based service and its providers is an important basis for, among others, the decision to adopt and continuously use such services. It also improves the chances for the successful collaboration in virtual teams and forming strategic alliances. Due to its importance this research area has drawn much attention and has been intensively researched in recent years. We thus deem it is necessary to analyze the current state of the art in quantitative trust research, and are guided by two research questions: a) Which distinct antecedents of the various kinds of trust have been quantitatively examined? b) How did the researchers measure trust, and how reliable are these measurements? Based on the results of the literature review we included a third research questions c) How can current trust measurement models be enhanced, based on the theory, to strengthen the impact of the results? We conducted a systematic literature review analyzing the top five journals listed in impact factor ranking (ScienceWatch.com, 2009) for the years 1995 to 2009, from which we identified a total of 57 relevant articles. We found that most antecedents were related to system trust and that a huge gap between research theory and research practice exists because all but one contribution reviewed used reflective measurement models, even though the theory suggests using a formative measurement approach. This questions the reliability of the measurements and consequently the reliability of the found antecedents. We therefore developed a formative first-order, formative second-order measurement model for trust using trust theory and a logic that is easily transferable to other areas of interest. According to our findings, future research should more rigorously discuss the appropriateness of the measurement models used and refrain from adapting previous measurement models without discussing their suitability. Additionally, the formative measurement of trust should be used to gain insights into the success factors for building and supporting trust.
@inproceedings{ls_leimeister, abstract = {The existence of trust in an IT-based service and its providers is an important basis for, among others, the decision to adopt and continuously use such services. It also improves the chances for the successful collaboration in virtual teams and forming strategic alliances. Due to its importance this research area has drawn much attention and has been intensively researched in recent years. We thus deem it is necessary to analyze the current state of the art in quantitative trust research, and are guided by two research questions: a) Which distinct antecedents of the various kinds of trust have been quantitatively examined? b) How did the researchers measure trust, and how reliable are these measurements? Based on the results of the literature review we included a third research questions c) How can current trust measurement models be enhanced, based on the theory, to strengthen the impact of the results? We conducted a systematic literature review analyzing the top five journals listed in impact factor ranking (ScienceWatch.com, 2009) for the years 1995 to 2009, from which we identified a total of 57 relevant articles. We found that most antecedents were related to system trust and that a huge gap between research theory and research practice exists because all but one contribution reviewed used reflective measurement models, even though the theory suggests using a formative measurement approach. This questions the reliability of the measurements and consequently the reliability of the found antecedents. We therefore developed a formative first-order, formative second-order measurement model for trust using trust theory and a logic that is easily transferable to other areas of interest. According to our findings, future research should more rigorously discuss the appropriateness of the measurement models used and refrain from adapting previous measurement models without discussing their suitability. Additionally, the formative measurement of trust should be used to gain insights into the success factors for building and supporting trust.}, address = {Rome, Italy}, author = {Söllner, M. and Leimeister, J. M.}, booktitle = {European Academy of Management Annual Conference}, keywords = {pub_msö}, note = {180 (28-10)}, title = {15 years of measurement model misspecification in trust research? A theory based approach to solve this problem}, volume = 10, year = 2010 }
Söllner, M., & Leimeister, J. M. (2010). Did they all get it wrong? Towards a better measurement model of trust. Academy of Management Annual Meeting. http://pubs.wi-kassel.de/wp-content/uploads/2013/03/JML_188.pdf
- [ Abstract ]
- [ BibTeX ]
- [ URL ]
The existence of trust in an IT-based service and its providers is an important basis for e.g. the decision to adopt and continuously use such services. Furthermore it improves the chances for the successful collaboration in virtual teams and forming strategic alliances. Due to its importance this research area has drawn much attention and has been intensively researched in recent years. We therefore thought it is necessary to analyze the current state of the art in quantitative trust research guided by two research questions: a) Which distinct antecedents of the various kinds of trust have been quantitatively examined? b) How did the researchers measure trust, and how reliable are these measurements? Based on the results of this literature review we decided to include a third research questions c) How can current trust measurement models be enhanced to strengthen the impact of the results? In order to answer those questions we conducted a systematic literature review analyzing the top 5 journals listed in impact factor ranking (ScienceWatch.com, 2009) in the years from 2002 to 2009, identifying a total of 44 relevant articles. We found that most antecedents studied there are related to system trust. Concerning the measurement of trust we found that all but one contributions reviewed used reflective measurement models, even though the used theory suggest using a formative measurement approach. This questions the reliability of the measurements and consequently the reliability of the found antecedents. Furthermore the theoretical base of trust is questioned since the biased results were usually integrated into the theory. Additionally the lack of formative measurement leads to a lack of insights about the impact of single factors for building and supporting trust. We therefore developed a formative first-order, formative secondorder measurement model for trust using trust theory and a logic that is easily transferable to other areas of interest. According to our findings, future research should more rigorously discuss the appropriateness of the measurement models used and stop adapting previous measurement models without discussing their suitability. Additionally the formative measurement of trust should be used in the future to gain insights about the success factors for building and supporting trust.
@inproceedings{ls_leimeister, abstract = {The existence of trust in an IT-based service and its providers is an important basis for e.g. the decision to adopt and continuously use such services. Furthermore it improves the chances for the successful collaboration in virtual teams and forming strategic alliances. Due to its importance this research area has drawn much attention and has been intensively researched in recent years. We therefore thought it is necessary to analyze the current state of the art in quantitative trust research guided by two research questions: a) Which distinct antecedents of the various kinds of trust have been quantitatively examined? b) How did the researchers measure trust, and how reliable are these measurements? Based on the results of this literature review we decided to include a third research questions c) How can current trust measurement models be enhanced to strengthen the impact of the results? In order to answer those questions we conducted a systematic literature review analyzing the top 5 journals listed in impact factor ranking (ScienceWatch.com, 2009) in the years from 2002 to 2009, identifying a total of 44 relevant articles. We found that most antecedents studied there are related to system trust. Concerning the measurement of trust we found that all but one contributions reviewed used reflective measurement models, even though the used theory suggest using a formative measurement approach. This questions the reliability of the measurements and consequently the reliability of the found antecedents. Furthermore the theoretical base of trust is questioned since the biased results were usually integrated into the theory. Additionally the lack of formative measurement leads to a lack of insights about the impact of single factors for building and supporting trust. We therefore developed a formative first-order, formative secondorder measurement model for trust using trust theory and a logic that is easily transferable to other areas of interest. According to our findings, future research should more rigorously discuss the appropriateness of the measurement models used and stop adapting previous measurement models without discussing their suitability. Additionally the formative measurement of trust should be used in the future to gain insights about the success factors for building and supporting trust.}, address = {Montréal, Canada}, author = {Söllner, M. and Leimeister, J. M.}, booktitle = {Academy of Management Annual Meeting}, keywords = {pub_msö}, note = {181 (29-10)}, title = {Did they all get it wrong? Towards a better measurement model of trust}, year = 2010 }
Rudakova, L., Söllner, M., & Leimeister, J. M. (2010). Warum Hochschulrechenzentren andere IT-Service-Management Konzepte brauchen - eine konzeptionelle Analyse. 40. Jahrestagung Der Gesellschaft für Informatik, 40, Article 40. http://pubs.wi-kassel.de/wp-content/uploads/2013/03/JML_192.pdf
- [ Abstract ]
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Hochschulrechenzentren befinden sich aktuell im Wandel, weg von einem technikorientierten Funktionsbereich, hin zu einem kundenorientierten ITDienstleister. Eine ähnliche Entwicklung fand in privatwirtschaftlichen Unternehmen und anderen öffentlichen Verwaltungen Anfang der 80er Jahre statt. In dieser Zeit sind einige Vorgehensmodelle zur methodischen Gestaltung der internen IT-Service-Management-Prozesse entstanden, die bis heute vielfach weiterentwickelt wurden und ein kunden- und serviceorientiertes IT-Management gewährleisten sollen. Auf Grund des mitunter wissenschaftlichen Charakters von Hochschulrechenzentren ist es wichtig einige Besonderheiten zu beachten. Ziel dieses Beitrags ist die Identifikation von Besonderheiten der Hochschulrechenzentren und besondere Anforderungen an das IT-Service-Management.
@inproceedings{ls_leimeister, abstract = {Hochschulrechenzentren befinden sich aktuell im Wandel, weg von einem technikorientierten Funktionsbereich, hin zu einem kundenorientierten ITDienstleister. Eine ähnliche Entwicklung fand in privatwirtschaftlichen Unternehmen und anderen öffentlichen Verwaltungen Anfang der 80er Jahre statt. In dieser Zeit sind einige Vorgehensmodelle zur methodischen Gestaltung der internen IT-Service-Management-Prozesse entstanden, die bis heute vielfach weiterentwickelt wurden und ein kunden- und serviceorientiertes IT-Management gewährleisten sollen. Auf Grund des mitunter wissenschaftlichen Charakters von Hochschulrechenzentren ist es wichtig einige Besonderheiten zu beachten. Ziel dieses Beitrags ist die Identifikation von Besonderheiten der Hochschulrechenzentren und besondere Anforderungen an das IT-Service-Management.}, address = {Leipzig, Germany}, author = {Rudakova, L. and Söllner, M. and Leimeister, J. M.}, booktitle = {40. Jahrestagung der Gesellschaft für Informatik}, keywords = {pub_msö}, note = {215 (60-10)}, number = 40, title = {Warum Hochschulrechenzentren andere IT-Service-Management Konzepte brauchen - eine konzeptionelle Analyse}, year = 2010 }
Söllner, M., Hoffmann, A., Hirdes, E. M., Rudakova, L., Leimeister, S., & Leimeister, J. M. (2010). Towards a Formative Measurement Model for Trust. 23. Bled EConference ETrust: Implications for the Individual, Enterprises and Society (Bled) 2010, 23, Article 23. http://pubs.wi-kassel.de/wp-content/uploads/2013/03/JML_187.pdf
- [ Abstract ]
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IS research has shown the importance of trust in domains such as e-commerce or technology acceptance. Researchers also emphasize the importance of the identification of factors that influence trust. Unfortunately, the currently dominant reflective measurement does not offer these insights, and thus this contribution aims at developing a formative measurement model for trust. To achieve this, we address three research questions: a) How can trust be measured, considering trust and measurement theory? b) What indicators should be included in a formative measurement model for trust? c) What is the value of a formative measurement of trust compared to a reflective one? Our results show that the formative measurement model offers detailed insights on the impact of single factors influencing trust. We show that in our study, ability affects trust over twice as much other factors such as benevolence or trustor's propensity.
@inproceedings{ls_leimeister, abstract = {IS research has shown the importance of trust in domains such as e-commerce or technology acceptance. Researchers also emphasize the importance of the identification of factors that influence trust. Unfortunately, the currently dominant reflective measurement does not offer these insights, and thus this contribution aims at developing a formative measurement model for trust. To achieve this, we address three research questions: a) How can trust be measured, considering trust and measurement theory? b) What indicators should be included in a formative measurement model for trust? c) What is the value of a formative measurement of trust compared to a reflective one? Our results show that the formative measurement model offers detailed insights on the impact of single factors influencing trust. We show that in our study, ability affects trust over twice as much other factors such as benevolence or trustor's propensity.}, address = {Bled, Slovenia}, author = {Söllner, M. and Hoffmann, A. and Hirdes, E. M. and Rudakova, L. and Leimeister, S. and Leimeister, J. M.}, booktitle = {23. Bled eConference eTrust: Implications for the Individual, Enterprises and Society (Bled) 2010}, keywords = {pub_msö}, note = {191 (39-10)}, number = 23, pages = {65-79}, title = {Towards a Formative Measurement Model for Trust}, year = 2010 }

2008[ to top ]

Söllner, M. (2008). Menschliches Verhalten in elektronischen Märkten. In Bayreuther Arbeitspapiere zur Wirtschaftsinformatik (Vols. 34). EPub Bayreuth. https://epub.uni-bayreuth.de/id/eprint/582
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Diese Arbeit betrachtet menschliches Verhalten auf elektronischen Märkten. In diesem Zusammenhang wurden zwei Experimente durchgeführt, die das Auction Fever in Holländischen Auktionen sowie das menschliche Risikoverhalten im sehr hohen Wahrscheinlichkeitsbereich näher untersuchen. Im Experiment zum menschlichen Risikoverhalten wurde speziell die Bewertung hoher Gewinnwahrscheinlichkeiten durch die Teilnehmer untersucht. Hinsichtlich des Auction Fever wurde ein Referenzexperiment beschrieben, kritisiert und auf Basis dieser Kritik ein Folgeexperiment durchgeführt. Hierbei wurde beobachtet, dass Menschen ein vorher gesetztes Limit nicht konstant unterbieten sondern auch teilweise überbieten. Es wurden außerdem Einflussfaktoren für diesen emotionalen Effekt erarbeitet.
@misc{sollner2008menschliches, abstract = {Diese Arbeit betrachtet menschliches Verhalten auf elektronischen Märkten. In diesem Zusammenhang wurden zwei Experimente durchgeführt, die das Auction Fever in Holländischen Auktionen sowie das menschliche Risikoverhalten im sehr hohen Wahrscheinlichkeitsbereich näher untersuchen. Im Experiment zum menschlichen Risikoverhalten wurde speziell die Bewertung hoher Gewinnwahrscheinlichkeiten durch die Teilnehmer untersucht. Hinsichtlich des Auction Fever wurde ein Referenzexperiment beschrieben, kritisiert und auf Basis dieser Kritik ein Folgeexperiment durchgeführt. Hierbei wurde beobachtet, dass Menschen ein vorher gesetztes Limit nicht konstant unterbieten sondern auch teilweise überbieten. Es wurden außerdem Einflussfaktoren für diesen emotionalen Effekt erarbeitet.}, author = {Söllner, Matthias}, keywords = {pub_msö}, publisher = {EPub Bayreuth}, series = {Bayreuther Arbeitspapiere zur Wirtschaftsinformatik}, title = {Menschliches Verhalten in elektronischen Märkten}, volume = 34, year = 2008 }