@article{46784,
  author       = {{Wallscheid, Oliver and Peitz, Sebastian and Stenner, Jan and Weber, Daniel and Boshoff, Septimus and Meyer, Marvin and Chidananda, Vikas and Schweins, Oliver}},
  issn         = {{2475-9066}},
  journal      = {{Journal of Open Source Software}},
  keywords     = {{General Earth and Planetary Sciences, General Environmental Science}},
  number       = {{89}},
  publisher    = {{The Open Journal}},
  title        = {{{ElectricGrid.jl - A Julia-based modeling and simulationtool for power electronics-driven electric energy grids}}},
  doi          = {{10.21105/joss.05616}},
  volume       = {{8}},
  year         = {{2023}},
}

@article{46186,
  author       = {{Höper, Lukas and Schulte, Carsten}},
  issn         = {{0025-5866}},
  journal      = {{MNU journal}},
  number       = {{4}},
  pages        = {{314--320}},
  publisher    = {{Verlag Klaus Seeberger}},
  title        = {{{Paradigmenwechsel vom klassischen zum datengetriebenen Problemlösen im Informatikunterricht}}},
  volume       = {{76}},
  year         = {{2023}},
}

@inproceedings{35014,
  author       = {{Blömer, Johannes and Bobolz, Jan and Bröcher, Henrik}},
  location     = {{Taipeh, Taiwan}},
  title        = {{{On the impossibility of surviving (iterated) deletion of weakly dominated strategies in rational MPC}}},
  year         = {{2023}},
}

@inproceedings{43458,
  author       = {{Blömer, Johannes and Bobolz, Jan and Porzenheim, Laurens Alexander}},
  location     = {{Guangzhou, China}},
  title        = {{{A Generic Construction of an Anonymous Reputation System and Instantiations from Lattices}}},
  year         = {{2023}},
}

@inproceedings{46959,
  author       = {{Vernholz, Mats and Temmen, Katrin}},
  location     = {{Flensburg}},
  title        = {{{Gewerblich-technische Lehrkräftebildung in Deutschland – Analyse der Einflüsse auf das akademische Selbstkonzept von Lehramtsstudierenden technischer (beruflicher) Fachrichtungen}}},
  year         = {{2023}},
}

@inproceedings{47050,
  author       = {{Wecker, Daniel  and Yigitbas, Enes}},
  booktitle    = {{Proceedings of the ACM Symposium on Spatial User Interaction (SUI 2023)}},
  publisher    = {{ACM}},
  title        = {{{Minimizing Eye Movements and Distractions in Head-Mounted Augmented Reality through Eye-Gaze Adaptiveness}}},
  year         = {{2023}},
}

@article{47051,
  author       = {{Yigitbas, Enes and Schmidt, Maximilian and Bucchiarone, Antonio and Gottschalk, Sebastian and Engels, Gregor}},
  journal      = {{Science of Computer Programming}},
  publisher    = {{Elsevier}},
  title        = {{{GaMoVR: Gamification-Based UML Learning Environment in Virtual Reality}}},
  year         = {{2023}},
}

@inproceedings{47057,
  author       = {{Schmidt, Leonard and Yigitbas, Enes}},
  booktitle    = {{Proceedings of the 27th International Workshop on Personalization and Recommendation}},
  publisher    = {{GI DL}},
  title        = {{{Transitional Cross Reality Interfaces for Spatially Demanding Search and Collect Tasks }}},
  year         = {{2023}},
}

@inproceedings{47055,
  author       = {{Neumayr, Thomas and Yigitbas, Enes and Augstein, Mirjam and Herder, Eelco}},
  booktitle    = {{Proceedings of the Mensch & Computer (2023)}},
  title        = {{{ABIS 2023 – 27th International Workshop on Personalization and Recommendation}}},
  year         = {{2023}},
}

@misc{47134,
  author       = {{Deppe, Volker}},
  title        = {{{Routing in Hypergraphs}}},
  year         = {{2023}},
}

@inproceedings{47150,
  author       = {{Yigitbas, Enes and Witalinski, Iwo and Gottschalk, Sebastian and Engels, Gregor}},
  booktitle    = {{Proceedings of the 24th International Conference on Product-Focused Software Process Improvement (PROFES 2023)}},
  publisher    = {{Springer}},
  title        = {{{Virtual Reality Collaboration Platform for Agile Software Development}}},
  year         = {{2023}},
}

@inproceedings{46813,
  abstract     = {{Modelling of dynamic systems plays an important role in many engineering disciplines. Two different approaches are physical modelling and data‐driven modelling, both of which have their respective advantages and disadvantages. By combining these two approaches, hybrid models can be created in which the respective disadvantages are mitigated, with discrepancy models being a particular subclass. Here, the basic system behaviour is described physically, that is, in the form of differential equations. Inaccuracies resulting from insufficient modelling or numerics lead to a discrepancy between the measurements and the model, which can be compensated by a data‐driven error correction term. Since discrepancy methods still require a large amount of measurement data, this paper investigates the extent to which a single discrepancy model can be trained for a physical model with additional parameter dependencies without the need for retraining. As an example, a damped electromagnetic oscillating circuit is used. The physical model is realised by a differential equation describing the electric current, considering only inductance and capacitance; dissipation due to resistance is neglected. This creates a discrepancy between measurement and model, which is corrected by a data‐driven model. In the experiments, the inductance and the capacity are varied. It is found that the same data‐driven model can only be used if additional parametric dependencies in the data‐driven term are considered as well.}},
  author       = {{Wohlleben, Meike Claudia and Muth, Lars and Peitz, Sebastian and Sextro, Walter}},
  booktitle    = {{Proceedings in Applied Mathematics and Mechanics}},
  issn         = {{1617-7061}},
  keywords     = {{Electrical and Electronic Engineering, Atomic and Molecular Physics, and Optics}},
  publisher    = {{Wiley}},
  title        = {{{Transferability of a discrepancy model for the dynamics of electromagnetic oscillating circuits}}},
  doi          = {{10.1002/pamm.202300039}},
  year         = {{2023}},
}

@inbook{47075,
  abstract     = {{<jats:p>Physics textbooks are generally viewed as important tools that provide well-presented and reliable information that supports and enhances students' understanding of critical concepts. The main goal of this chapter is to find out what attention has been given to textbook evaluation in physics education research literature. Studies about physics textbooks from different countries and different eras are discussed and analyzed, and a broad overview about aspects that influence the efficacy of physics textbooks are presented. Research papers that discuss the importance and influence of digital textbooks (and similar technological resources) are also analyzed.</jats:p>}},
  author       = {{Kapanadze, Marika and Jonas-Ahrend, Gabriela and Mazzolini, Alexander and Joubran, Fadeel}},
  booktitle    = {{The International Handbook of Physics Education Research: Special Topics}},
  isbn         = {{9780735425484}},
  publisher    = {{AIP Publishing LLCMelville, New York}},
  title        = {{{Evaluation of Physics Textbooks}}},
  doi          = {{10.1063/9780735425514_017}},
  year         = {{2023}},
}

@inbook{45652,
  author       = {{Newberry, Melissa and Rizvi, Meher and van der Want, Anna and Jonas-Ahrend, Gabriela and Kaldi, Stavroula and Kihara, Toshiyuki and Franco, Juan Vicente Ortiz and Ratnam, Tara}},
  booktitle    = {{Advances in Research on Teaching}},
  isbn         = {{9781804554630}},
  issn         = {{1479-3687}},
  publisher    = {{Emerald Publishing Limited}},
  title        = {{{Teacher Educators' Experiences and Expressions of Emotion During the Pandemic: International Perspectives}}},
  doi          = {{10.1108/s1479-368720230000041013}},
  year         = {{2023}},
}

@article{47420,
  author       = {{Kürpick, Christian and Rasor, Anja and Scholtysik, Michel and Kühn, Arno and Koldewey, Christian and Dumitrescu, Roman}},
  issn         = {{2212-8271}},
  journal      = {{Procedia CIRP}},
  keywords     = {{General Medicine}},
  pages        = {{614--619}},
  publisher    = {{Elsevier BV}},
  title        = {{{An Integrative View of the Transformations towards Sustainability and Digitalization: The Case for a Dual Transformation}}},
  doi          = {{10.1016/j.procir.2023.02.155}},
  volume       = {{119}},
  year         = {{2023}},
}

@inproceedings{44146,
  abstract     = {{Many Android applications collect data from users. When they do, they must
protect this collected data according to the current legal frameworks. Such
data protection has become even more important since the European Union rolled
out the General Data Protection Regulation (GDPR). App developers have limited
tool support to reason about data protection throughout their app development
process. Although many Android applications state a privacy policy, privacy
policy compliance checks are currently manual, expensive, and prone to error.
One of the major challenges in privacy audits is the significant gap between
legal privacy statements (in English text) and technical measures that Android
apps use to protect their user's privacy. In this thesis, we will explore to
what extent we can use static analysis to answer important questions regarding
data protection. Our main goal is to design a tool based approach that aids app
developers and auditors in ensuring data protection in Android applications,
based on automated static program analysis.}},
  author       = {{Khedkar, Mugdha}},
  booktitle    = {{2023 IEEE/ACM 45th International Conference on Software Engineering: Companion Proceedings (ICSE-Companion), Melbourne, Australia, 2023, pp. 197-199}},
  keywords     = {{static analysis, data protection and privacy, GDPR compliance}},
  title        = {{{Static Analysis for Android GDPR Compliance Assurance}}},
  doi          = {{10.1109/ICSE-Companion58688.2023.00054}},
  year         = {{2023}},
}

@article{56200,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “<jats:italic>interface ePortfolio</jats:italic>” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of <jats:italic>profession orientation</jats:italic>. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers.</jats:p>}},
  author       = {{Hoffmann, Max and Biehler, Rolf}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  number       = {{4}},
  pages        = {{737--751}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}}},
  doi          = {{10.1007/s11858-023-01505-3}},
  volume       = {{55}},
  year         = {{2023}},
}

@inproceedings{56096,
  author       = {{Gil, Oliver Fernández and Patrizi, Fabio and Perelli, Giuseppe and Turhan, Anni-Yasmin}},
  booktitle    = {{ECAI 2023 - 26th European Conference on Artificial Intelligence, September 30 - October 4, 2023, Kraków, Poland - Including 12th Conference on Prestigious Applications of Intelligent Systems (PAIS 2023)}},
  editor       = {{Gal, Kobi and Nowé, Ann and Nalepa, Grzegorz J. and Fairstein, Roy and Radulescu, Roxana}},
  pages        = {{708–715}},
  publisher    = {{IOS Press}},
  title        = {{{Optimal Alignment of Temporal Knowledge Bases}}},
  doi          = {{10.3233/FAIA230335}},
  volume       = {{372}},
  year         = {{2023}},
}

@misc{48430,
  abstract     = {{Bei dem betrachteten Speicherproblem werden Daten mit verschiedenen
Zugriffswahrscheinlichkeiten auf Speicher mit verschiedenen Bandbreiten
und Kapazitäten aufgeteilt, dabei sind Replikate erlaubt.
Es wird die nach Zugriffswahrscheinlichkeit gewichtete kleinste Bandbreite der Daten maximiert.
Wir zeigen, dass sowohl das diskrete Speicherproblem, bei dem die Bandbreite der Speicher jeweils
gleichmäßig auf die dort abgelegten Daten aufgeteilt wird, als auch das kontinuierliche
Speicherproblem, bei dem die Bandbreite der Speicher beliebig auf abgelegte Daten verteilt werden
darf, NP-schwer ist.
Es können also, wenn P ̸ = NP, keine effizienten Algorithmen für eine optimale Lösung existieren.
Stattdessen zeigen wir jeweils einen 1/2-Approximationsalgorithmus.}},
  author       = {{Decking, Leo}},
  title        = {{{Zuweisung verteilter Speicher unter Maximierung der minimalen gewichteten Bandbreite}}},
  year         = {{2023}},
}

@article{40607,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Teachers’ in-depth diagnostic thinking has been shown to be crucial for student-centered teaching as they need to perceive and interpret students’ understanding for well-informed decision-making on adaptive teaching practices. The paper presents a content-related approach to analyzing diagnostic thinking processes with respect to the mathematical knowledge elements that prospective teachers identify as students’ resources and obstacles. Prospective teachers’ challenge is that some relevant knowledge elements first have to be unpacked, because compact concepts (such as the place value concept) or procedures (such as for multi-digit multiplication) comprise several smaller knowledge elements (such as the positional property) that have to be made explicit for students to foster their learning processes adequately. Our study examines what knowledge elements prospective teachers perceive and interpret in a transcript vignettes on multi-digit multiplication (of decimal and natural numbers) and its underlying basic arithmetic concepts (place value understanding and meaning of multiplication) in written diagnostic judgments on students’ resources and obstacles (<jats:italic>N</jats:italic> = 196). A comparative design within the vignette is used to investigate how far the process of perceiving can be supported by thematic cues. The analysis reveals that those knowledge elements cued in the vignette by being already unpacked and explicitly addressed are perceived and interpreted more often (but with lower correctness) than those that are uncued and therefore have to be unpacked by the prospective teachers themselves. This confirms the need to prepare prospective teachers for unpacking mathematical concepts themselves.</jats:p>}},
  author       = {{Dröse, Jennifer and Prediger, Susanne}},
  issn         = {{0173-5322}},
  journal      = {{Journal für Mathematik-Didaktik}},
  keywords     = {{Education, General Mathematics}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements}}},
  doi          = {{10.1007/s13138-022-00214-w}},
  year         = {{2023}},
}