Mit Handtaschen Geld scheffeln, Interview mit Klug, K. zum Thema "Luxusgüter als Wertanlage"
Klug, Katharina (2025)
Nürnberger Nachrichten.
Parental burnout in the context of the parent-child relationship
Zentner, Michelle; Stang, Philipp; Händel, Marion (2025)
In: Stang, P., Weiss, M., Köllner, M. (eds) Health psychology. Applications in clinical and sports contexts, 1. Auflage, Nomos, Baden-Baden, 197–205.
Peer Reviewed
Happiness capital: resources for student wellbeing
Ziegler, Albert; Bakhiet, Salaheldin Farah Attallah; Issa, Ahmed Nabawy Abdou; Essa, Yossry Ahmed Sayed; Naujoks-Schober, Nick (2025)
Ziegler, Albert; Bakhiet, Salaheldin Farah Attallah; Issa, Ahmed Nabawy Abdou...
Frontiers in Education 10.
DOI: doi: 10.3389/feduc.2025.1684397
Open Access Peer Reviewed
This study explores a resource-based perspective on subjective wellbeing in educational contexts by introducing the concept of happiness capital. Building on the educational and learning capital approach, we adapted existing measures to assess how personal and environmental resources contribute to students’ wellbeing. In a sample of 1,528 Egyptian secondary school students, perceived happiness capital significantly predicted life satisfaction, positive and negative emotions across all age groups. These findings suggest that the same resource structures supporting learning can foster emotional flourishing. We briefly discuss implications for resource-based models of wellbeing in education and propose directions for future research.
Impact of Social Features on User Experience in Sport Tracking Applications
Riemann, Janine; Klug, Katharina; Christ, Luisa; Stadler, Sebastian (2025)
11th International HCI and UX Conference in Indonesia (CHIuXiD), Bali, Indonesia, 25-30.
DOI: 10.1109/CHIuXiD68326.2025.11323615
Peer Reviewed
Sport-tracking applications can enhance physical activity but may also induce stress through social comparison. This study examines how social comparison features influence user experience (UX), focusing on motivation, stress, and mental well-being. A survey of 101 German sport-tracking app users assessed intrinsic and extrinsic motivation, perceived stress, self-efficacy, enjoyment, social comparison orientation, and UX. Results reveal that higher social comparison consistently lowers intrinsic motivation, raises extrinsic motivation, and increases stress levels, while positive UX boosts intrinsic motivation and enjoyment and indirectly buffers stress. Notably, app designs prioritizing mastery and personal progress over competitive rankings foster autonomy, competence, and relatedness, supporting mental health and long-term adherence. These findings highlight the ambivalent effects of social features and underscore the need for sport-tracking apps to minimize harmful comparisons and promote self-determined motivation through supportive, user-friendly features. Practical implications include designing for sustainable engagement and well-being rather than exclusive competition.
Misinformation: what are we missing?
von Bubnoff, Andreas (2025)
World Conference of Science Journalists 2025 in Pretoria, South Africa.
Peer Reviewed
Misinformation: what are we missing?
“Fake News is everywhere,” we’re often told, which corrupts the public discourse. And yet this can mostly be addressed by pre-bunking, debunking, and fact checking. But how successful are these strategies really, and what are their limitations? Is the underlying assumption—an oversupply of misinformation—really the whole story here, or could other factors play a role, perhaps demanding different strategies?
In this session, we will challenge common assumptions about misinformation and discuss often-neglected aspects of the debate. We’ll work with the audience to develop evidence-based journalistic strategies to address the misinformation crisis, enriched with on-the-ground examples from journalists and researchers. We’ll also explore cultural differences using case studies from Kenya, Nigeria, South Africa, Germany, and the United States, and discuss the role of social media algorithms.
Embracing Digital Empathy: Emotion AI – Concept, Use Cases, and Developments
Hahn, Alexander; Klug, Katharina; Joosten, J.; Bilgram, Volker (2025)
Artificial Intelligence in Business and Engineering (4), 51-67.
DOI: 10.17433/978-3-17-046743-9
Emotion AI is transforming how emotional dynamics are integrated into consumer research and product design. By detecting and interpreting emotional cues from facial expressions, voice, and behaviour, it enables emotionally intelligent systems that move beyond conventional user interaction models. This chapter examines Emotion AI as both a methodological tool and a design principle, offering deeper insights into user sentiment and supporting the creation of hedonic experiences – what we term digital empathy. Grounded in established emotion theories and recent technological advances, the chapter explores cross-sector applications and reflects on the ethical implications surrounding the use of emotional data.
Das Erfolgsrezept der Firma hinter den begehrten Stiften, Interview mit Klug, K. zum Thema "Legami-Hype"
Klug, Katharina (2025)
RHEINPFALZ am SONNTAG.
Videokonferenznutzung zur kollegialen Kommunikation und Kooperation
Biller, Simon; Händel, Marion (2025)
Videokonferenz Fachforum Schulentwicklung.
Immersive Consumer Experience: Eintauchen in die Markenwelt
Klug, Katharina; Stadler, Sebastian (2025)
Markenartikel (11), 78-80.
· Hyperpersonalisierung und Extended Reality (XR) verändern die Customer Journey
· KI-gestützte Personalisierung gestaltet Markenkommunikation und Kundenerlebnisse emotionaler und interaktiver
· Extended Reality (XR) eröffnen neue Dimensionen immersiver Markenerlebnisse
· Immersive Consumer Experience bindet Konsumenten stärker an Marken und erleichtern die Kaufentscheidung
Produktion von Demonstrationsmaterial zur akustischen Musikproduktion
Voigt, Eric; Knobloch, Lukas; Neuschwander, Moritz; Müller, Benjamin; Morger, Arne; Melchoir, Frank (2025)
Voigt, Eric; Knobloch, Lukas; Neuschwander, Moritz; Müller, Benjamin; Morger, Arne...
33. Tonmeistertagung.
Peer Reviewed
Die Ballade des Lernstils - Ein Mythos neu entfacht durch KI
Naujoks-Schober, Nick; Händel, Marion (2025)
1. Science Slam der Hochschule Ansbach.
1. Platz beim 1. Ansbacher Science Slam zum Projekt SekoKI: Die Ballade des Lernstils - Ein Mythos neu entfacht durch KI
Naujoks-Schober, Nick; Händel, Marion (2025)
Ansbacher Science Slam.
Peer Reviewed
Swipe, like, BAM. Das sagt die Wissenschaft
Händel, Marion (2025)
Campus Wissen.
Open Access
Entwicklung des Selbstlernkurses „Videokonferenznutzung zur kollegialen Kommunikation und Kooperation“
Biller, Simon; Händel, Marion (2025)
Herbsttagung der Sektion Medienpädagogik der Deutschen Gesellschaft für Erziehungswissenschaften DGfE in Nürnberg.
Open Access Peer Reviewed
Der Beitrag stellt den Entwicklungsprozess des im Projekt LeadCom entstandenen Selbstlernkurses Videokonferenznutzung zur kollegialen Kommunikation und Kooperation dar und zeigt auf, warum diese Fortbildung zum Thema Videokonferenzen in außerunterrichtlichen Situationen für eine zeitgemäße Schulentwicklung relevant ist. Einerseits wurde der Kurs mit dem Ziel konstruiert, durch eine kompetente Nutzung von virtuellen Meetings im Schulkontext, eine moderne und effektive Zusammenarbeit im Lehrerkollegium zu fördern und so den sich verändernden Ansprüchen einer zunehmend digitalisierten Welt gerecht zu werden. Andererseits soll die Nutzung des Selbstlernkurses auch dazu beitragen, dass Lehrkräfte und Schulleitungen sich digital kompetent und selbstwirksam im Umgang mit digitalen Kommunikationsmedien erleben. Als Transferziel sollten die Einstellungen und Erwartungen von Lehrkräften gegenüber Informations- und Kommunikationstechnologien (ICT) und die Nutzung von ICT für schulinterne Kooperation die Nutzung von ICT im Unterricht sowie die digitale Kompetenzentwicklung von Schülerinnen und Schülern positiv beeinflussen (u.a. Drossel et al., 2016; Fraillon et al., 2020). Die Entwicklung des Selbstlernkurses fußte dabei unter anderem auf dem weiterentwickelten Technologieakzeptanzmodell von Venkatesh et al. (2003, 2012), der Unified Theory of Acceptance and Use of Technology (UTAUT). In einer eng mit dem Entwicklungsprozess der Fortbildungseinheit durchgeführten quantitativen Studie wurden anhand des UTAUT-Modells Einstellungen und Erwartungen von Lehrkräften in Bezug auf die Nutzung von Videokonferenzen in außerunterrichtlichen Kommunikations- und Kooperationssituationen untersucht. Der Beitrag wird aufzeigen, wie sowohl die theoretischen Überlegungen aus dem UTAUT-Modell als auch in Teilen die Ergebnisse der Studie in die Konstruktion des Selbstlernkurses eingeflossen sind.
Talent development from a learning resource perspective: Testing the law of the minimum
Naujoks-Schober, Nick; Bakhiet, Salaheldin Farah; Altuwaijri, Anas Ibrahim; Vialle, Wilma; Essa, Yossry Ahmed Sayed; Ziegler, Albert (2025)
Naujoks-Schober, Nick; Bakhiet, Salaheldin Farah; Altuwaijri, Anas Ibrahim...
High Ability Studies 36 (2), 151–171.
DOI: 10.1080/13598139.2025.2575761
Peer Reviewed
Systemic and learning resource-oriented talent development emphasizes interplays of resources such as the law of the minimum, which states that the least resource limits talent development. In the present study, 1693 Sudanese students completed the Questionnaire for Educational and Learning Capital. First, the factorial validity was confirmed. Subsequently, four hypotheses regarding the law of the minimum were tested and partially confirmed: (1) The minimum of exogenous learning resources (in the environment of the students) explained substantial proportions of the variance of endogenous learning resources (within the students). (2) The minimum exogenous resource explains a similar amount of variance within endogenous learning resources than a mean of several minimum scores. (3) Additional compensation possibilities did explain significantly more variance of the endogenous resources than just the law of the minimum. (4) In line with the law of the minimum paradox, a cluster analysis identified a group of students with higher correlated learning resources (less well adapted system) than a second group of students. The results are discussed to encourage further research into systemic interplays of learning resources and ideas toward a systemic gifted and talented education.
Public Communication about Science in 68 Countries: Global Evidence on How People Encounter and Engage with Information about Science
Mede, Niels G.; Cologna, Viktoria; Berger, Sebastian; Besley, John C.; Brick, Cameron; Joubert, Marina; Maibach, Edward W.; Mihelj, Sabina; Oreskes, Naomi; Schäfer, Mike S.; van der Linden, Sander; Abdul Aziz, Nor Izzatina; Abdulsalam, Suleiman; Abu Shamsi, Nurulaini; Aczel, Balazs; Adinugroho, Indro; Alabrese, Eleonora; Aldoh, Alaa; Alfano, Mark; Ali, Innocent Mbulli; Alsobay, Mohammed; Altenmüller, Marlene; Alvarez, R. Michael; Ansah, Patrick; Apriliawati, Denisa; Azevedo, Flavio; Bajrami, Ani; Bardhan, Ronita; Bati, Keagile; Bertsou, Eri; Bhui, Rahul; Białobrzeska, Olga; Bilewicz, Michal; Bouguettaya, Ayoub; Breeden, Katherine; Bret, Amélie; Buchel, Ondrej; Cabrera Alvarez, Pablo; Cagnoli, Federica; Calero Valdez, André; Callaghan, Timothy; Cases, Rizza Kaye; Czarnek, Gabriela; Debnath, Ramit; Delouvée, Sylvain; Di Stefano, Lucia; Diaz-Catalàn, Celia; Doell, Kimberly C.; Dohle, Simone; Douglas, Karen M.; Dubrov, Dmitrii; Dzimińska, Malgorzata; Ecker, Ullrich K. H.; Elbaek, Christian T.; Elsherif, Mahmoud; Enke, Benjamin; Facciani, Matthew; Fage-Butler, Antoinette; Faisal, Md. Zaki; Fan, Xiaoli; Farhart, Christina; Feldhaus, Christoph; Ferreira, Marinus; Feuerriegel, Stefan; Fischer, Helen; Freundt, Jana; Friese, Malte; Gallyamova, Albina; Garrido Vásquez, Mauricio E.; Garrido-Vásquez, Patricia; Genschow, Oliver; Ghasemi, Omid; Gkinopoulos, Theofilos; Gloor, Jamie L.; Goddard, Ellen; González Brambila, Claudia; Gordon, Hazel; Grigoryev, Dmitry; Guenther, Lars; Harari, Dana; Hensel, Przemysław; Hernández-Mondragón, Alma Cristal; Herziger, Atar; Huang, Guanxiong; Huff, Markus; Hurley, Mairéad; Ibadildin, Nygmet; Islam, Mohammad Tarikul; Jeddi, Younes; Jin, Tao; Jones, Charlotte A.; Jungkunz, Sebastian; Jurgiel, Dominika; Kavassalis, Sarah; Kerr, John R.; Kitsa, Mariana; Klabíková Rábová, Tereza; Klein, Olivier; Koh, Hoyoun; Koivula, Aki; Kojan, Lilian; Komyaginskaya, Elizaveta; König, Laura; Koppel, Lina; Koren, Kochav; Kosachenko, Alexandra; Kotcher, John; Kranz, Laura S.; Krishnan, Pradeep; Kristiansen, Silje; Krouwel, André; Kuppens, Toon; Lamm, Claus; Lantian, Anthony; Lazić, Aleksandra; Légal, Jean-Baptiste; Leviston, Zoe; Levy, Neil; Lindkvist, Amanda M.; López Ortega, Alberto; Lopez-Villavicencio, Carlos; Löschel, Andreas; Lou, Nigel Mantou; Lucas, Chloe H.; Lunz-Trujillo, Kristin; D. Marques, Mathew; Mayer, Sabrina J.; McKay, Ryan; Metag, Julia; Milfont, Taciano L.; Miller, Joanne M.; Mitkidis, Panagiotis; Monge-Rodríguez, Fredy; Motta, Matt; Muršič, Zarja; Namutebi, Jennifer; Newman, Eryn J.; Nitschke, Jonas P.; Ntui , Ntui-Njock Vincent; Nwogwugwu, Daniel; Ostermann, Thomas; Otterbring, Tobias; Palmer-Hague, Jaime; Pantazi, Myrto; Pärnamets, Philip; Parra Saiani, Paolo; Paruzel-Czachura, Mariola; Parzuchowski, Michal; Pavlov, Yuri G.; Pearson, Adam R.; Penner, Myron A.; Pennington, Charlotte R.; Petkanopoulou, Katerina; Petrović, Marija B.; Pisareva, Dinara; Ploszaj, Adam; Pronizius, Ekaterina; Pštross, Karolína; Pypno-Blajda, Katarzyna; Quiñones, Diwa Malaya A.; Räsänen, Pekka; Rauchfleisch, Adrian; Rebitschek, Felix G.; Refojo Seronero, Cintia; Rêgo, Gabriel; Reynolds, James P.; Roche, Joseph; Röer, Jan Philipp; Ross, Robert M.; Ruin, Isabelle; Santos, Osvaldo; Santos, Ricardo R.; Schulreich, Stefan; Scoggins, Bermond; Shuckburgh, Emily; Six, Johan; Solak, Nevin; Späth, Leonhard; Spruyt, Bram; Standaert, Olivier; Stanley, Samantha K.; Strahm, Noel; Syropoulos, Stylianos; Szaszi, Barnabas; Szumowska, Ewa; Tanaka, Mikihito; Teran-Escobar, Claudia; Todorova, Boryana; Toko, Abdoul Kafid; Tokrri, Renata; Toribio-Florez, Daniel; Tsakiris, Manos; Tyrala, Michael; Uluğ, Özden Melis; Uzoma, Ijeoma Chinwe; van Noord, Jochem; Verheyen, Steven; Vilares, Iris; Vlasceanu, Madalina; von Bubnoff, Andreas; Warwas, Izabela; Walker, Iain; Weber, Marcel; Weninger, Tim; Westfal, Mareike; Wojcik, Adrian Dominik; Xia, Ziqian; Xie, Jinliang; Zegler-Poleska, Ewa; Zwaan, Rolf A. (2025)
Mede, Niels G.; Cologna, Viktoria; Berger, Sebastian; Besley, John C.; Brick, Cameron...
Science Communication.
DOI: 10.1177/10755470251376615
Open Access Peer Reviewed
This 68-country survey (n = 71,922) examines science information diets and communication behavior, identifies cross-country differences, and tests how such differences are associated with sociopolitical and economic conditions. We find that social media are the most used sources of science information in most countries, except those with democratic-corporatist media systems where news media tend to be used more widely. People in collectivist societies are less outspoken about science in daily life, whereas lower education is associated with higher outspokenness. Limited access to digital media is correlated with participation in public protests on science matters. We discuss implications for future research, policy, and practice.
Die Frage nach dem Maß: Wie viel KI braucht Bildung und wie viel hält sie aus?
Händel, Marion (2025)
Konferenz des Bayerischen Forschungsinstitutes für Digitale Transformation bidt 2025.
Open Access Peer Reviewed
Lernen mit generativer KI: Vertrauen ist gut, Kontrolle ist besser
Händel, Marion; Naujoks-Schober, Nick (2025)
Forschungs- und InnovationsTag (FIT) 2025 der Hochschule Ansbach.
Open Access
Generative KI-Tools wie ChatGPT eröffnen neue Möglichkeiten für das Lernen – von schnellen Erklärungen bis hin zu personalisierter Unterstützung. Für erfolgreiche Lernprozesse sollten Lernende aber nicht alle Denkprozesse auslagern (cognitive offloading), den eigenen Lernfortschritt im Blick behalten (metacognitive laziness) und die KI als aktiven Lernpartner nutzen – nicht nur als Suchmaschine (co-creation). Im Vortrag wird vorgestellt, wie diese KI-Interaktionen im Projekt SekoKI beforscht werden.
Shaping the future: principles for policy recommendations for responsible innovation in virtual worlds
Cork, Alicia G.; Richardson, Mike; Lukosch, Heide K.; Khamis, Mohamed; Katins, Christopher; Krauß, Veronika; Ruffin, Lauren; Papazoglakis, Sarah; Sanchez, Victoria; Pan, Xueni ; Prolux, Michael J.; Stanton Fraser, Danaë (2025)
Cork, Alicia G.; Richardson, Mike; Lukosch, Heide K.; Khamis, Mohamed...
Frontiers in Virtual Reality (6), 1645330.
DOI: 10.3389/frvir.2025.1645330
Open Access Peer Reviewed
Extended Reality (XR) technologies are beginning to enter the mainstream and have the potential to change the way humans interact with computers on a global scale. As with all powerful tools, XR not only has the potential for enormous good, but also brings in a new set of challenges for policy to guide its innovation and development. This paper draws on a wide range of expertise from academia, research and development, and industry to collectively provide guiding principles for XR policy. The authors began discussions and developed a framework at a workshop at ACM SIGCHI 2024 and the ideas presented here are the result of debate, discussion, refinement, and offer next steps for the development of pervasive XR. We present three main principles for XR policy: Trust, Agency, and Inclusivity, along with a cross-cutting theme of Future-Proofing. Each principle is broken down and we offer example implementations. This paper aims to build upon previous work and efforts for fair and equitable XR for all, and further dialogue towards tangible changes in policy to help guide responsible innovation in virtual worlds.
Zero waste@Coffee to go: How precycling fosters sustainable consumption
Klug, Katharina; Niemand, Thomas ; Geissmer, Julien (2025)
Conference Proceedings - International Centre for Anti-Consumption Research (ICAR), Montreal, Canada.
Peer Reviewed
Bereich Forschung und Transfer (BFT)
Hochschule Ansbach
Betreuung der Publikationsseiten
Bereich Forschung & Transfer (BFT)forschung[at]hs-ansbach.de