Metacognitive monitoring via strategies and judgments. Different phases, different objects
Händel, M. (2023)
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie.
DOI: 10.1026/0049-8637/a000273
Open Access
Inspirational Intuition – Bridge to Future Viability
Müller, J. (2023)
ZBW - Leibniz Information Centre for Economics, Kiel, Hamburg.
Open Access
Bildung und inspirierende Intuition - Triebkräfte für Entrepreneurship
Müller, J. (2023)
thws Gedanken. Machen. Beiträge zur Entrepreneurship-Forschung mit Schwerpunkte in den Sozial- und Geisteswissenschaften. 1 (1), S. 3-20.
DOI: 10.58143/gmbeitrge.v1i1.55
Open Access
Pop-up Stores in Retailing: Past, Present, and Future Fields of Application
Hoffmann, N.; Klug, K. (2022)
2022 AMA Winter Academic Conference, 10 - 20 February 2022 Nevada .
VIRTUAL ORGANIZATIONAL SOCIALIZATION – A STRUCTURED LITERATURE REVIEW AND RESEARCH AGENDA
Didion, E.; Ambrosius, U.; Rosario Perello Martin, M.; Catalá-Pérez, D. (2022)
Proceedings - 4th International Conference Business Meets Technology 2022, S. 177-191.
DOI: 10.4995/BMT2022.2022.15541
Open Access
Structure, relationship, and determinants of monitoring strategies and judgment accuracy. An integrated model and evidence from two studies
Händel, M.; Dresel, M. (2022)
Learning and Individual Differences 100, 102229.
DOI: 10.1016/j.lindif.2022.102229
Assessing self-regulated learning in a procedural setting - Video simulated-recall interviews with music students
Naujoks, N.; Weiß, S.; Händel, M. (2022)
EARLI SIG 16 Metacognition Online Gathering.
Digital Learning Assistants in Higher Education Environments: A Qualitative Focus Group Study
Fersch, M.; Schacht, S.; Woldai, B.; Kätzel, C.; Henne , S. (2022)
The Barcelona Conference on Education 2022: Official Conference Proceedings .
DOI: 10.22492/issn.2435-9467.2022.28
Digital technologies have become increasingly important for educational institutions since the Covid-19 pandemic. In this paper, we present an artificially intelligent assistant system that supports students and prospective students on different levels. In addition to an AI-based chatbot as the central communication element, the virtual guidance system includes planning, study analysis, and motivation applications. To evaluate how the assistant can best address students’ needs, a qualitative focus group study with eight current students was conducted in April 2022, involving first a user testing of the chatbot prototype and second an assessment of different concept sketches for the planner and motivator applications. Results from the user testing of the chatbot suggest the importance of a vivid persona and appealing design, accurate, guided, direct answering, and optional push messaging. In the second part concerning planner and motivator, the students expressed the wish to integrate predominantly functions, which help to prepare on time for exams and ideally bundle the applications on one platform to avoid switching between different platforms. Furthermore, participants voiced privacy concerns, as well as an increase in distraction and competitive pressure through gamification. The findings were used to further develop and refine the digital assistant before launch. They give detailed insight into why and how integrated, digital assistants can be successful in educational settings and can be used for future research in the emerging research field of AI in teaching and learning.
Inspirierende Intuition von Mitarbeitern quantifizieren
Müller, J. (2022)
Controlling & Management Review 66 (8), S. 52-77.
Open Access
A structured, blended learning program towards proficiency in epileptology: the launch of the ILAE Academy Level 2 Program
Blümcke, I.; Biesel, E.; Bedenlier, S.; Händel, M.; Wilmhurst, J.; et al., .. (2022)
Epileptic Disord 2022, 24 (5), S. 737-750.
DOI: 10.1684/epd.2022.1462
Coupling of Simulation Tools for Obtaining Local Fatigue in Combination with Experimental Data
Adamchuk, N.; Rösch, B.; Schlüter, W.; Reissner, F.; Baumgartner, J. (2022)
ASIM 2022 Proceedings Langbeiträge, 26. Symposium Simulationstechnik, TU Wien, 25.7.-27.7.2022, S. 235-241.
Open Access
Technology amongst the fields: mini campuses as endogeneous growth poles in lower density regions – a case study from the nuremberg metropolitan region
Kaiser, N. (2022)
South Florida Journal of Developement 3 (4).
DOI: 10.46932/sfjdv3n4-129
Open Access
The purpose of this paper is to report about the impact of Ansbach University of Applied Sciences’ specialized mini campuses on their surrounding rural lower density regions by considering theoretical regional innovation models, spatial planning concepts as well as Ansbach University’s mission(s). The approach we use is pragmatic due to the author’s scientific publications and the author’s professional experience. For that, newer scientific publication to the key words mentioned below are used for an interdisciplinary line of sight, and press releases and internal data provided are qualitatively evaluated for this study’s practical part. Our study reveals that Ansbach University’s pragmatic local strategy of appropriately placing specialized mini campuses in rural outskirts has remarkable impact on the innovation processes in the lower density region over time. Our mini campuses follow a clear local Triple Helix (TH) innovation strategy by University-Industry-Municipality cooperations, meanwhile tending to focus also Quadruple and Quintuple Helix stakeholder groups. Besides showcasing local innovation processes triggered by our mini campuses the paper thematises rural-urban interaction scenarios due to the threat of shrinking peripheral areas in metropolitan regions. This case study supports policy makers and regional or local deciders by offering ingredients for the set up of local strategies. For universities in low-density areas the paper can be of value for counteracting a brain-drain to metropolitan centers, thus contributing to spatial equal life conditions by giving modern living, studying, researching, working and recreating an attractive local country-side accent.
Determining the Influencing Factors on the Cooling of a 3D Printed Thermoforming Mould
Boca, M.; Sover, A.; Slătineanu, L. (2022)
Macromolecular Symposia 404, 2100399.
DOI: 10.1002/masy.202100399
Open Access
Most healthcare interventions tested in Cochrane Reviews are not effective according to high quality evidence: a systematic review and meta-analysis
Howick, J.; Koletsi, D.; Ioannidis, J.; Madigan, C.; Pandis, N.; Loef, M.; Walach, H.; Sauer, S.; Kleijnen, J.; Seehra, J.; Johnson, T.; Schmidt, S. (2022)
Howick, J.; Koletsi, D.; Ioannidis, J.; Madigan, C.; Pandis, N.; Loef, M.; Walach, H....
Elsevier 148, S. 160-169.
DOI: 10.1016/j.jclinepi.2022.04.017
Kopplung einer Material- und Energieflusssimulation mit Reinforcement-Learning-Algorithmen
Dettelbacher, J.; Wagner, D.; Buchele, A.; Schlüter, W. (2022)
Proceedings Kurzbeiträge ASIM SST 2022, ARGESIM Report 19, ASIM Mitteilung 179, S. 21-24.
Open Access
Numerische Simulation einer asymmetrischen Drallströmung - Vergleich der numerischen Turbulenzmodellierung mit experimentellen Messungen
Zacharias, K.; Welsch, D.; Schlüter, W.; Buchele, A. (2022)
Proceedings Kurzbeiträge ASIM SST 2022, ARGESIM Report 19, ASIM Mitteilung 179, S. 43-46.
Open Access
Stress development during emergency remote teaching in higher education
Obermeier, R.; Gläser-Zikuda, M.; Bedenlier, S.; Kammerl, R.; Kopp, B.; Ziegler, A.; Händel, M. (2022)
Obermeier, R.; Gläser-Zikuda, M.; Bedenlier, S.; Kammerl, R.; Kopp, B.; Ziegler, A....
Learning and Individual Differences 98, 102178.
DOI: 10.1016/j.lindif.2022.102178
Open Access
Attributionales Feedback und Reattributionstrainings
Händel, M.; Rosentritt-Brunn, G.; Dresel, M. (2022)
Handbuch der Schulberatung, Olzog.
Open Access
Informing employees in small and medium-sized firms about training: Results of a randomized field experiment
van den Berg, G.; Dauth, C.; Homrighausen, P.; Stephan, G. (2022)
Economic Inquiry.
DOI: 10.1111/ecin.13111
Open Access
Are We Building China Competence? A Look at a Large Enterprise in Middle Franconia
Gebhard, C. (2022)
Business Meets Technology. 4th International Conference of the University of Applied Sciences Ansbach (7th to 9th July 2022) .
Open Access
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