@inproceedings{48730,
  author       = {{Bobe, Julia and Klingsieck, Katrin B.}},
  location     = {{Leipzig}},
  title        = {{{Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination}}},
  year         = {{2023}},
}

@inproceedings{48731,
  author       = {{Bobe, Julia and Klingsieck, Katrin B.}},
  location     = {{Essen}},
  title        = {{{Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.}}},
  year         = {{2023}},
}

@inproceedings{48595,
  author       = {{Peters, Tobias Martin and Visser, Roel W.}},
  booktitle    = {{Communications in Computer and Information Science}},
  isbn         = {{9783031440694}},
  issn         = {{1865-0929}},
  publisher    = {{Springer Nature Switzerland}},
  title        = {{{The Importance of Distrust in AI}}},
  doi          = {{10.1007/978-3-031-44070-0_15}},
  year         = {{2023}},
}

@inbook{42641,
  author       = {{Scharlau, Ingrid}},
  booktitle    = {{Wissenschaftsdidaktik II: Einzelne Disziplinen}},
  editor       = {{Reinmann, Gabi and Rhein, Rüdiger}},
  isbn         = {{ 978-3-8376-6295-5}},
  keywords     = {{Unterrichtsfach Psychologie}},
  pages        = {{49--74}},
  publisher    = {{transcript}},
  title        = {{{Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik der Psychologie}}},
  year         = {{2023}},
}

@article{48777,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Explainable artificial intelligence has mainly focused on static learning scenarios so far. We are interested in dynamic scenarios where data is sampled progressively, and learning is done in an incremental rather than a batch mode. We seek efficient incremental algorithms for computing feature importance (FI). Permutation feature importance (PFI) is a well-established model-agnostic measure to obtain global FI based on feature marginalization of absent features. We propose an efficient, model-agnostic algorithm called iPFI to estimate this measure incrementally and under dynamic modeling conditions including concept drift. We prove theoretical guarantees on the approximation quality in terms of expectation and variance. To validate our theoretical findings and the efficacy of our approaches in incremental scenarios dealing with streaming data rather than traditional batch settings, we conduct multiple experimental studies on benchmark data with and without concept drift.</jats:p>}},
  author       = {{Fumagalli, Fabian and Muschalik, Maximilian and Hüllermeier, Eyke and Hammer, Barbara}},
  issn         = {{0885-6125}},
  journal      = {{Machine Learning}},
  keywords     = {{Artificial Intelligence, Software}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Incremental permutation feature importance (iPFI): towards online explanations on data streams}}},
  doi          = {{10.1007/s10994-023-06385-y}},
  year         = {{2023}},
}

@inbook{45862,
  author       = {{Scharlau, Ingrid and Karsten, Andrea}},
  booktitle    = {{Neues Handbuch Hochschullehre}},
  editor       = {{Berendt, Brigitte and Fleischmann, Andreas and Salmhofer, Gudrun and Schaper, Niclas and Szczyrba, Birgit and Wiemer, Matthias and Wildt, Johannes}},
  pages        = {{17--35}},
  publisher    = {{DUZ medienhaus}},
  title        = {{{Schreibfokussierte Graduiertenförderung: Reflexive Spezialisierung für interdisziplinäre Forschungskontexte}}},
  volume       = {{111}},
  year         = {{2023}},
}

@misc{46533,
  author       = {{Buhl, Heike M. and Eickelmann, Birgit and Niemann, Jan and Raneck-Kuhlmann, Anna and Drossel, Kerstin}},
  title        = {{{Qualitätsmanagement im Verbundvorhaben Communities of Practice für eine innovative Lehrerbildung NRW (COMeIN). Abschlussbericht}}},
  year         = {{2023}},
}

@inproceedings{46283,
  author       = {{Banh, Ngoc Chi and Scharlau, Ingrid}},
  booktitle    = {{Abstracts of the 65th TeaP}},
  editor       = {{Merz, Simon and Frings, Christian and Leuchtenberg, Bettina and Moeller, Birte and Mueller, Stefanie and Neumann, Roland and Pastötter, Bernhard and Pingen, Leah and Schui, Gabriel}},
  location     = {{Trier, Germany}},
  publisher    = {{ZPID (Leibniz Institute for Psychology)}},
  title        = {{{First steps towards real-time assessment of attentional weights and capacity according to TVA}}},
  doi          = {{10.23668/PSYCHARCHIVES.12945}},
  year         = {{2023}},
}

@inproceedings{53120,
  author       = {{Schneider, Tamara and Klingsieck, Katrin B.}},
  location     = {{Jena}},
  title        = {{{"ProGRess" - Erste Evaluationsergebnisse eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells (ZRM). }}},
  year         = {{2023}},
}

@inproceedings{53119,
  author       = {{Schneider, Tamara and Klingsieck, Katrin B.}},
  location     = {{Bremen }},
  title        = {{{"ProGRess" - Reduce procrastination to improve students' health - First analyses of an intervention study. }}},
  year         = {{2023}},
}

@inbook{35681,
  author       = {{Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Schürmann, Mirko and Biehler, Rolf and Schaper, Niclas}},
  booktitle    = {{Practice-Oriented Research in Tertiary Mathematics Education}},
  isbn         = {{9783031141744}},
  issn         = {{1869-4918}},
  pages        = {{91--117}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Framing Goals of Mathematics Support Measures}}},
  doi          = {{10.1007/978-3-031-14175-1_5}},
  year         = {{2023}},
}

@article{47065,
  abstract     = {{The reform of the European academic landscape with the introduction of bachelor's and master's degree programs has brought about several profound changes for teaching and assessment in higher education. With regard to the examination system, the shift towards output-oriented teaching is still one of the most significant challenges. Assessments have to be integrated into the teaching and learning arrangements and consistently aligned towards the intended learning outcomes. In particular, assessments should provide valid evidence that learners have acquired competences that are relevant for a specific domain. However, it seems that this didactic goal has not yet been fully achieved in modeling education in computer science. The aim of this study is to investigate whether typical task material used in exercises and exams in modeling education at selected German universities covers relevant competences required for graphical modeling. For this purpose, typical tasks in the field of modeling are first identified by means of a content-analytical procedure. Subsequently, it is determined which competence facets relevant for graphical modeling are addressed by the task types. By contrasting a competence model for modeling with the competences addressed by the tasks, a gap was identified between the required competences and the task material analyzed. In particular, the gap analysis shows the neglect of transversal competence facets as well as those related to the analysis and evaluation of models. The result of this paper is a classification of task types for modeling education and a specification of the competence facets addressed by these tasks. Recommendations for developing and assessing student's competences comprehensively are given.}},
  author       = {{Soyka, Chantal and Ullrich, Meike and Striewe, Michael and Schaper, Niclas}},
  journal      = {{Enterprise Modelling and Information Systems Architectures}},
  keywords     = {{conceptual modeling, higher education, competence-oriented assessment, task analysis, graphical modeling}},
  title        = {{{Comparison of Required Competences and Task Material in Modeling Education}}},
  doi          = {{10.18417/EMISA.18.7}},
  volume       = {{18}},
  year         = {{2023}},
}

@inproceedings{52866,
  author       = {{Sloane, Hannah Sabrina and Schmöckel, Sabrina}},
  location     = {{Belfast}},
  title        = {{{Turning Disciplinary Differences from a Brake into a Motor in Higher Education (Collaboration)}}},
  year         = {{2023}},
}

@inproceedings{58358,
  author       = {{Depenbusch, Sarah and Schaper, Niclas and Schumacher, Jan-Philip}},
  location     = {{Kassel}},
  title        = {{{VR zur prospektiven und prozessbezogenen Kompetenzmodellierung (PKOM) im Kontext der digitalen Transformation}}},
  year         = {{2023}},
}

@inproceedings{58359,
  author       = {{Depenbusch, Sarah and Schaper, Niclas and Schumacher, Jan-Philip and Schürmann, Mirko}},
  location     = {{Katowice}},
  title        = {{{Using VR-based animation videos to support business process understanding and learning motivation in SMEs}}},
  year         = {{2023}},
}

@inproceedings{57058,
  author       = {{Lazarov, Stefan Teodorov and Schaffer, Michael and Ronoh, Erick Kiprop}},
  location     = {{Paderborn}},
  title        = {{{Approaches of Assessing Understanding Using Video-Recall Data}}},
  year         = {{2023}},
}

@inproceedings{57056,
  author       = {{Schaffer, Michael and Buhl, Heike M.}},
  location     = {{Kiel}},
  title        = {{{Erklärungsverläufe und -inhalte aus Sicht Erklärender - eine qualitative Studie}}},
  year         = {{2023}},
}

@article{48370,
  author       = {{Kurock, Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and Buhl, Heike M. and Bonanati, Sabrina}},
  journal      = {{Journal of Adolescence}},
  number       = {{14}},
  title        = {{{A mixed-methods study of the quality of parental support during adolescents' information-related Internet use as a co-construction process}}},
  doi          = {{https://doi.org/10.1002/jad.12264}},
  volume       = {{1}},
  year         = {{2023}},
}

@article{47856,
  abstract     = {{<jats:p>Der Beitrag betrachtet die digitale häusliche Lernumwelt von Kindern unter besonderer Berücksichtigung der Differenzkategorien Herkunft und Sprache und erarbeitet Zusammenhänge zwischen dem Migrationshintergrund, der Familiensprache, einer internetbezogenen Eltern-Kind-Interaktion sowie einer unterhaltungs- und schulbezogenen Nutzung des Internets von Kindern. Empirische Grundlagen sind standardisierte Eltern- und Kinderbefragungen sowie ethnografisch orientierte Untersuchungen in Familien. Die quantitativen Analysen zeigen, dass Kinder, deren Hauptverkehrssprache in der Familie nicht Deutsch ist, häufiger gemeinsam mit ihren Eltern das Internet nutzten. Vertiefend liessen in der qualitativen Untersuchung diejenigen Kinder häufigere und komplexere Internetnutzungsformen für schulische Zwecke erkennen, die einen Migrationshintergrund aufweisen und hauptsächlich in ihrer Herkunftssprache (nicht Deutsch) innerhalb der Familie sprechen. Insbesondere in Familien, die selten in der Häuslichkeit Deutsch sprechen, hat sich die (gemeinsame) Internetrecherche als Mittel zur Kompensation von Sprachbarrieren erwiesen. Fehlende elterliche Unterstützungsmöglichkeiten aufgrund von sprachlichen Verständnisproblemen können insofern durch kindliche, elterliche oder gemeinsame Rechercheprozesse ausgeglichen werden.</jats:p>}},
  author       = {{Richter, Lea and Gruchel, Nicole and Buhl, Heike M. and Kamin, Anna-Maria}},
  issn         = {{1424-3636}},
  journal      = {{MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}},
  keywords     = {{General Medicine}},
  pages        = {{293--319}},
  publisher    = {{Sektion Medienpadagogik der Deutschen Gesellschaft fur Erziehungswissenschaft - DGfE}},
  title        = {{{Herkunftsbedingte und sprachliche Einflüsse bei der häuslichen Internetnutzung von Kindern}}},
  doi          = {{10.21240/mpaed/jb20/2023.09.12.x}},
  year         = {{2023}},
}

@inbook{34015,
  author       = {{Scharlau, Ingrid}},
  booktitle    = {{Reflexive Schreibwissenschaft}},
  editor       = {{Haacke-Werron, Stefanie and Karsten, Andrea and Scharlau, Ingrid}},
  pages        = {{147--152}},
  publisher    = {{WBV}},
  title        = {{{Hundertstelmillimeter}}},
  doi          = {{10.3278/9783763972524}},
  volume       = {{14}},
  year         = {{2022}},
}