@article{SonnenbergBannert2016,
  author    = {Sonnenberg, Christoph and Bannert, Maria},
  title     = {Evaluating the Impact of Instructional Support Using Data Mining and Process Mining: A Micro-Level Analysis of the Effectiveness of Metacognitive Prompts},
  series = {Journal of Educational Data Mining},
  volume    = {8},
  journal   = {Journal of Educational Data Mining},
  number    = {2},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-152375},
  pages     = {51-83},
  year      = {2016},
  abstract  = {In computer-supported learning environments, the deployment of self-regulatory skills represents an essential prerequisite for successful learning. Metacognitive prompts are a promising type of instructional support to activate students' strategic learning activities. However, despite positive effects in previous studies, there are still a large number of students who do not benefit from provided support. Therefore, it may be necessary to consider explicitly the conditions under which a prompt is beneficial for a student, i.e., so-called adaptive scaffolding. The current study aims to (i) classify the effectiveness of prompts on regulatory behavior, (ii) investigate the correspondence of the classification with learning outcome, and (iii) discover the conditions under which prompts induce regulatory activities (i.e., the proper temporal positioning of prompts). The think-aloud data of an experiment in which metacognitive prompts supported the experimental group (n = 35) was used to distinguish between effective and non-effective prompts. Students' activities preceding the prompt presentation were analyzed using data mining and process mining techniques. The results indicate that approximately half of the presented prompts induced metacognitive learning activities as expected. Moreover, the number of induced monitoring activities correlates positively with transfer performance. Finally, the occurrence of orientation and monitoring activities, which are not well-embedded in the course of learning, increases the effectiveness of a presented prompt. In general, our findings demonstrate the benefits of investigating metacognitive support using process data, which can provide implications for the design of effective instructional support.},
  language  = {en}
}
@phdthesis{Winter2022,
  author    = {Winter, Carla},
  title     = {Evaluation der Verwendung von Virtueller Realit{\"a}t (VR) als Erg{\"a}nzung zum Laufbandtraining im Rahmen der Behandlung von Gangst{\"o}rungen bei Patienten mit Multipler Sklerose (MS) und Schlaganfall},
  doi       = {10.25972/OPUS-28054},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-280544},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2022},
  abstract  = {Die Rehabilitation von Gangst{\"o}rungen bei Patienten mit MS und Schlaganfall erfolgt h{\"a}ufig mithilfe eines konventionellen Laufbandtrainings. Einige Studien haben bereits gezeigt, dass durch eine Erweiterung dieses Trainings um eine virtuelle Realit{\"a}t die Motivation der Patienten gesteigert und die Therapieergebnisse verbessert werden k{\"o}nnen. In der vorliegenden Studie wurde eine immersive VR-Anwendung (unter Verwendung eines HMD) f{\"u}r die Gangrehabilitation von Patienten evaluiert. Hierbei wurden ihre Anwendbarkeit und Akzeptanz gepr{\"u}ft sowie ihre Kurzzeiteffekte mit einer semi-immersiven Pr{\"a}sentation (unter Verwendung eines Monitors) und mit einem konventionellen Laufbandtraining ohne VR verglichen. Der Fokus lag insbesondere auf der Untersuchung der Anwendbarkeit beider Systeme und der Auswirkungen auf die Laufgeschwindigkeit und Motivation der Benutzer. Im Rahmen einer Studie mit Innersubjekt-Design nahmen zun{\"a}chst 36 gesunde Teilnehmer und anschließend 14 Patienten mit MS oder Schlaganfall an drei experimentellen Bedingungen (VR {\"u}ber HMD, VR {\"u}ber Monitor, Laufbandtraining ohne VR) teil. Sowohl in der Studie mit gesunden Teilnehmern als auch in der Patientenstudie zeigte sich in der HMD-Bedingung eine h{\"o}here Laufgeschwindigkeit als beim Laufbandtraining ohne VR und in der Monitor-Bedingung. Die gesunden Studienteilnehmer berichteten {\"u}ber eine h{\"o}here Motivation nach der HMD-Bedingung als nach den anderen Bedingungen. Es traten in beiden Gruppen keine Nebenwirkungen im Sinne einer Simulator Sickness auf und es wurden auch keine Erh{\"o}hungen der Herzfrequenzen nach den VR-Bedingungen detektiert. Die Bewertungen des Pr{\"a}senzerlebens waren in beiden Gruppen in der HMD-Bedingung h{\"o}her als in der Monitor-Bedingung. Beide VR-Bedingungen erhielten hohe Bewertungen f{\"u}r die Benutzerfreundlichkeit. Die meisten der gesunden Teilnehmer (89 \%) und Patienten (71 \%) pr{\"a}ferierten das HMD-basierte Laufbandtraining unter den drei Trainingsformen und die meisten Patienten k{\"o}nnten sich vorstellen, es h{\"a}ufiger zu nutzen. Mit der vorliegenden Studie wurde eine strukturierte Evaluation der Anwendbarkeit eines immersiven VR-Systems f{\"u}r die Gangrehabilitation gepr{\"u}ft und dieses erstmals in den direkten Vergleich zu einem semi-immersiven System und einem konventionellen Training ohne VR gesetzt. Die Studie best{\"a}tigte die Praktikabilit{\"a}t der Kombination eines Laufbandtrainings mit immersiver VR. Aufgrund ihrer hohen Benutzerfreundlichkeit und der geringen Nebenwirkungen scheint diese Trainingsform besonders f{\"u}r Patienten geeignet zu sein, um deren Trainingsmotivation und Trainingserfolge, wie z. B. die Laufgeschwindigkeit, zu steigern. Da immersive VR-Systeme allerdings nach wie vor spezifische technische Installationsprozeduren erfordern, sollte f{\"u}r die spezifische klinische Anwendung eine Kosten-Nutzen-Bewertung erfolgen.},
  subject      = {Multiple Sklerose},
  language  = {de}
}
@article{PosslerBowmanDaneels2023,
  author    = {Possler, Daniel and Bowman, Nicholas David and Daneels, Rowan},
  title     = {Explaining the formation of eudaimonic gaming experiences: a theoretical overview and systemization based on interactivity and game elements},
  series = {Frontiers in Communication},
  volume    = {8},
  journal   = {Frontiers in Communication},
  issn      = {2297-900X},
  doi       = {10.3389/fcomm.2023.1215960},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-328136},
  year      = {2023},
  abstract  = {Over the past years, scholars have explored eudaimonic video game experiences—profound entertainment responses that include meaningfulness, reflection, and others. In a comparatively short time, a plethora of explanations for the formation of such eudaimonic gaming experiences has been developed across multiple disciplines, making it difficult to keep track of the state of theory development. Hence, we present a theoretical overview of these explanations. We first provide a working definition of eudaimonic gaming experiences (i.e., experiences that reflect human virtues and encourage players to develop their potential as human beings fully) and outline four layers of video games—agency, narrative, sociality, and aesthetics—that form the basis for theorizing. Subsequently, we provide an overview of the theoretical approaches, categorizing them based on which of the four game layers their explanation mainly rests upon. Finally, we suggest the contingency of the different theoretical approaches for explaining eudaimonic experiences by describing how their usefulness varies as a function of interactivity. As different types of games offer players various levels of interactivity, our overview suggests which theories and which game layers should be considered when examining eudaimonic experiences for specific game types.},
  language  = {en}
}
@article{WienrichLatoschik2021,
  author    = {Wienrich, Carolin and Latoschik, Marc Erich},
  title     = {eXtended Artificial Intelligence: New Prospects of Human-AI Interaction Research},
  series = {Frontiers in Virtual Reality},
  volume    = {2},
  journal   = {Frontiers in Virtual Reality},
  doi       = {10.3389/frvir.2021.686783},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-260296},
  year      = {2021},
  abstract  = {Artificial Intelligence (AI) covers a broad spectrum of computational problems and use cases. Many of those implicate profound and sometimes intricate questions of how humans interact or should interact with AIs. Moreover, many users or future users do have abstract ideas of what AI is, significantly depending on the specific embodiment of AI applications. Human-centered-design approaches would suggest evaluating the impact of different embodiments on human perception of and interaction with AI. An approach that is difficult to realize due to the sheer complexity of application fields and embodiments in reality. However, here XR opens new possibilities to research human-AI interactions. The article's contribution is twofold: First, it provides a theoretical treatment and model of human-AI interaction based on an XR-AI continuum as a framework for and a perspective of different approaches of XR-AI combinations. It motivates XR-AI combinations as a method to learn about the effects of prospective human-AI interfaces and shows why the combination of XR and AI fruitfully contributes to a valid and systematic investigation of human-AI interactions and interfaces. Second, the article provides two exemplary experiments investigating the aforementioned approach for two distinct AI-systems. The first experiment reveals an interesting gender effect in human-robot interaction, while the second experiment reveals an Eliza effect of a recommender system. Here the article introduces two paradigmatic implementations of the proposed XR testbed for human-AI interactions and interfaces and shows how a valid and systematic investigation can be conducted. In sum, the article opens new perspectives on how XR benefits human-centered AI design and development.},
  language  = {en}
}
@inproceedings{FoersterHeinGrafeetal.2021,
  author    = {F{\"o}rster, Kristina and Hein, Rebecca and Grafe, Silke and Latoschik, Marc Erich and Wienrich, Carolin},
  title     = {Fostering Intercultural Competencies in Initial Teacher Education: Implementation of Educational Design Prototypes Using a Social Virtual Reality Environment},
  series = {Proceedings of Innovate Learning Summit},
  booktitle = {Proceedings of Innovate Learning Summit},
  editor    = {Basteans, Theo},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-260586},
  pages     = {95-108},
  year      = {2021},
  abstract  = {The combination of globalization and digitalization emphasizes the importance of media-related and intercultural competencies of teacher educators and preservice teachers. This article reports on the initial prototypical implementation of a pedagogical concept to foster such competencies of preservice teachers. The proposed pedagogical concept utilizes a social virtual reality (VR) framework since related work on the characteristics of VR has indicated that this medium is particularly well suited for intercultural professional development processes. The development is integrated into a larger design-based research approach that develops a theory-guided and empirically grounded professional development concept for teacher educators with a special focus on teacher educator technology competencies (TETC8). TETCs provide a suitable competence framework capable of aligning requirements for both media-related and intercultural competencies. In an exploratory study with student teachers, we designed, implemented, and evaluated a pedagogical concept. Reflection reports were qualitatively analyzed to gain insights into factors that facilitate or hinder the implementation of the immersive learning scenario as well as into the participants' evaluation of their learning experience. The results show that our proposed pedagogical concept is particularly suitable for promoting the experience of social presence, agency, and empathy in the group.},
  subject      = {Interkulturelles Lernen},
  language  = {en}
}
@phdthesis{Ruth2018,
  author    = {Ruth, Nicolas},
  title     = {Gute Musik. Repr{\"a}sentation und Wirkung prosozialer Musik},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-164528},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2018},
  abstract  = {Die vorliegende Rahmenschrift der kumulativen Dissertation umfasst zun{\"a}chst einen einleitenden Teil, der die zentralen Begriffe „prosoziales Verhalten" und „prosoziale Musik" definiert. Anschließend werden der Stand der Forschung zu den Inhalten popul{\"a}rer Musik und zur Wirkung prosozialer Musik aufgezeigt. Im darauffolgenden Abschnitt werden die theoretischen Grundlagen f{\"u}r die Wirkungsstudien dieser Arbeit dargestellt und diskutiert. Das theoretische Ger{\"u}st bilden das General Learning Model sowie das Reciprocal Feedback Model of Musical Response. Aspekte dieser theoretischen Ans{\"a}tze werden schließlich kombiniert, um sie in ein eigenes Musikwirkungsmodell zu {\"u}berf{\"u}hren. Das {\"u}bergeordnete Forschungsvorhaben wird in zwei zentrale Vorhaben aufgeteilt - die Analyse der Repr{\"a}sentation und die Untersuchung der Wirkung prosozialer Musik - und im anschließenden Kapitel dargestellt. Im Zentrum des Dissertationsprojekts stehen die vier empirischen Arbeiten, mit denen die Forschungsvorhaben realisiert wurden. Um die Repr{\"a}sentation pro-sozialen Verhaltens in popul{\"a}rer Musik zu untersuchen, wurde eine Inhaltsanalyse durchgef{\"u}hrt (erschienen bei Musicae Scientiae). Zur {\"U}berpr{\"u}fung der Wirkung prosozialer Musik wurden eine experimentelle Feldstudie (erschienen bei Psychology of Music), zwei aufeinander aufbau-ende Online-Experimente (erschienen bei Musicae Scientiae) und schließlich ein mehrfaktorielles Online-Experiment (erschienen bei Psychology of Music) realisiert. Diese Studien werden in der anschließenden Synopse kurz dargestellt und zueinander in Bezug gesetzt. Den Schluss der Rahmenschrift bilden eine Zusammenfassung und Diskussion der Ergebnisse sowie ein Fazit mit Ausblick auf m{\"o}gliche weitere Untersuchungen.},
  language  = {de}
}
@phdthesis{Grundke2023,
  author    = {Grundke, Andrea},
  title     = {Head and Heart: On the Acceptability of Sophisticated Robots Based on an Enhancement of the Mind Perception Dichotomy and the Uncanny Valley of Mind},
  doi       = {10.25972/OPUS-33015},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-330152},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2023},
  abstract  = {With the continuous development of artificial intelligence, there is an effort to let the expressed mind of robots resemble more and more human-like minds. However, just as the human-like appearance of robots can lead to feelings of aversion to such robots, recent research has shown that the apparent mind expressed by machines can also be responsible for their negative evaluations. This work strives to explore facets of aversion evoked by machines with human-like mind (uncanny valley of mind) within three empirical projects from a psychological point of view in different contexts, including the resulting consequences. In Manuscript \#1, the perspective of previous work in the research area is reversed and thus shows that humans feel eeriness in response to robots that can read human minds, a capability unknown from human-human interaction. In Manuscript \#2, it is explored whether empathy for a robot being harmed by a human is a way to alleviate the uncanny valley of mind. A result of this work worth highlighting is that aversion in this study did not arise from the manipulation of the robot's mental capabilities but from its attributed incompetence and failure. The results of Manuscript \#3 highlight that status threat is revealed if humans perform worse than machines in a work-relevant task requiring human-like mental capabilities, while higher status threat is linked with a higher willingness to interact, due to the machine's perceived usefulness. In sum, if explanatory variables and concrete scenarios are considered, people will react fairly positively to machines with human-like mental capabilities. As long as the machine's usefulness is palpable to people, but machines are not fully autonomous, people seem willing to interact with them, accepting aversion in favor of the expected benefits.},
  subject      = {Humanoider Roboter},
  language  = {en}
}
@phdthesis{Krause2020,
  author    = {Krause, Stefan},
  title     = {How stories influence the self: Antecedents, processes and consequences},
  doi       = {10.25972/OPUS-20761},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-207611},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2020},
  abstract  = {The impact of stories in their ability to shape our view on the world has long been a central topic in communication science and media psychology. While reading a book or watching a movie, we are transported into story worlds and we identify with depicted protagonists. Several studies showed that high levels of transportation lead to greater story-consistent beliefs. Similar effects were found for identification. However, much less is known how and in which direction stories could affect the self. Five experimental studies were conducted and summarized in three manuscripts. Manuscript \#1 explored the moderating role of transportation that could shift one's self-perception towards traits of a depicted story character (assimilation) or away from him/her (contrast). Manuscript \#2 focused on downward social comparisons with a protagonist and possible contrast effects on participants' self-perception in relation to others, their motives and behavior. Thereby, the mediating role of transportation and identification were investigated. Finally, upward social comparison with a protagonist and related emotions (e.g., envy) that mediate possible effects on one's self perception and behavioral intentions were investigated in manuscript \#3. This dissertation project contributes to the literature on stories and the self. Consistent with previous work, assimilation effects were found for highly transported recipients. However, stories might also elicit contrast effects on recipients' selves and behavioral intentions that are opposite to a depicted character. Extending prior research, there were evidence that transportation and envy are important process variables explaining assimilation vs. contrast effects.},
  subject      = {Selbst},
  language  = {en}
}
@phdthesis{Muenchow2016,
  author    = {M{\"u}nchow, Hannes},
  title     = {I feel, therefore I learn - Effectiveness of affect induction interventions and possible covariates on learning outcomes},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-148432},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2016},
  abstract  = {Affective states in the context of learning and achievement can influence the learning process essentially. The impact of affective states can be both directly on the learning performance and indirectly mediated via, for example, motivational processes. Positive activating affect is often associated with increased memory skills as well as advantages in creative problem solving. Negative activating affect on the other hand is regarded to impair learning outcomes because of promoting task-irrelevant thinking. While these relationships were found to be relatively stable in correlation studies, causal relationships have been examined rarely so far. This dissertation aims to investigate the effects of positive and negative affective states in multimedia learning settings and to identify potential moderating factors. Therefore, three experimental empirical studies on university students were conducted. In Experiment 1, N = 57 university students were randomly allocated to either a positive or negative affect induction group. Affects were elicited using short film clips. After a 20-minute learning phase in a hypertext-based multimedia learning environment on "functional neuroanatomy" the learners' knowledge as well as transfer performance were measured. It was assumed that inducing positive activating affect should enhance learning performance. Eliciting negative activating affect on the other hand should impair learning performance. However, it was found that the induction of negative activating affect prior to the learning phase resulted in slight deteriorations in knowledge. Contrary to the assumptions, inducing positive activating affect before the learning phase did not improve learning performance. Experiment 2 induced positive activating affect directly during learning. To induce affective states during the entire duration of the learning phase, Experiment 2 used an emotional design paradigm. Therefore, N = 111 university students were randomly assigned to learn either in an affect inducing multimedia learning environment (use of warm colours and round shapes) or an affectively neutral counterpart (using shades of grey and angular shapes) on the same topic as in Experiment 1. Again, knowledge as well as transfer performance were measured after learning for 20 minutes. In addition, positive and negative affective states were measured before and after learning. Complex interaction patterns between the treatment and initial affective states were found. Specifically, learners with high levels of positive affect before learning showed better transfer performance when they learned in the affect inducing learning environment. Regarding knowledge, those participants who reported high levels of negative activating affect prior to the learning period performed worse. However, the effect on knowledge did not occur for those students learning in the affect inducing learning environment. For knowledge, the treatment therefore protected against poorer performance due to high levels of negative affective states. Results of Experiment 2 showed that the induction of positive activating affect influenced learning performance positively when taking into account affective states prior to the learning phase. In order to confirm these interaction effects, a conceptual replication of the previous experiment was conducted in Experiment 3. Experiment 3 largely retained the former study design, but changed the learning materials and tests used. Analogous to Experiment 2, N = 145 university students learning for 20 minutes in either an affect inducing or an affectively neutral multimedia learning environment on "eukaryotic cell". To strengthen the treatment, Experiment 3 also used anthropomorphic design elements to induce affective states next to warm colours and round shapes. Moreover, in order to assess the change in affective states more exactly, an additional measurement of positive and negative affective states after half of the learning time was inserted. Knowledge and transfer were assessed again to measure learning performance. The learners' memory skills were used as an additional learning outcome. To control the influence of potential confounding variables, the participants' general and current achievement motivation as well as interest, and emotion regulation skills were measured. Contrary to the assumptions, Experiment 3 could not confirm the interaction effects of Experiment 2. Instead, there was a significant impact of positive activating affect prior to the learning phase on transfer, irrespective of the learners' group affiliation. This effect was further independent of the control variables that were measured. Nevertheless, the results of Experiment 3 fit into the picture of findings regarding "emotional design" in hypermedia learning settings. To date, the few publications that have used this approach propose heterogeneous results, even when using identical materials and procedures.},
  subject      = {Affekt},
  language  = {en}
}
@article{GrundgeigerErtleDietheietal.2023,
  author    = {Grundgeiger, Tobias and Ertle, Franz and Diethei, Daniel and Mengelkamp, Christoph and Held, Volker},
  title     = {Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on},
  series = {Advances in Health Sciences Education},
  volume    = {28},
  journal   = {Advances in Health Sciences Education},
  number    = {1},
  doi       = {10.1007/s10459-022-10148-0},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-324477},
  pages     = {127-146},
  year      = {2023},
  abstract  = {In the context of medical device training, e-Learning can address problems like unstandardized content and different learning paces. However, staff and students value hands-on activities during medical device training. In a blended learning approach, we examined whether using a syringe pump while conducting an e-Learning program improves the procedural skills needed to operate the pump compared to using the e-Learning program only. In two experiments, the e-Learning only group learned using only the e-Learning program. The e-Learning + hands-on group was instructed to use a syringe pump during the e-Learning to repeat the presented content (section "Experiment 1") or to alternate between learning on the e-Learning program and applying the learned content using the pump (section "Experiment 2"). We conducted a skills test, a knowledge test, and assessed confidence in using the pump immediately after learning and two weeks later. Simply repeating the content (section "Experiment 1") did not improve performance of e-Learning + hands-on compared with e-Learning only. The instructed learning process (section "Experiment 1") resulted in significantly better skills test performance for e-Learning + hands-on compared to the e-Learning only. Only a structured learning process based on multi-media learning principles and memory research improved procedural skills in relation to operating a medical device.},
  language  = {en}
}