@inproceedings{28415, author = {{Hanses, Hendrik and Horwath, Ilona}}, booktitle = {{Book of Abstracts 37th Danubia Adria Symposium on Advances in Experimental Mechanics}}, editor = {{Holl, Helmut J.}}, isbn = {{978-3-9504997-0-4}}, location = {{Linz}}, title = {{{PROJECT FOR THE DEVELOPMENT OF OPERATIONAL AND DEMAND-ORIENTED FIREFIGHTING EQUIPMENT}}}, year = {{2021}}, } @inproceedings{46106, author = {{Erofeeva, Maria and Klowait, Nils Oliver}}, booktitle = {{2021 7th International Conference of the Immersive Learning Research Network (iLRN)}}, publisher = {{IEEE}}, title = {{{The Impact of Virtual Reality, Augmented Reality, and Interactive Whiteboards on the Attention Management in Secondary School STEM Teaching}}}, doi = {{10.23919/ilrn52045.2021.9459318}}, year = {{2021}}, } @article{42671, abstract = {{Artificial conversational agents are becoming increasingly popular in various spheres of life. Contemporary AI is able to talk to humans using sophis­ticated conversational techniques and human-like conversational patterns. For instance, Google Duplex, a cutting-edge voice interface, is capable of autonomously making customer service calls that barely register as robotic. With the frequency of human-computer interactions on the rise, there is a growing need to study their features: how misunderstandings are resolved, how conversational aims are achieved. This article is an empirical investigation of the interaction between an advanced conver­sational agent and human interactant. Using the framework of ethnomethodology and conversation analysis, the authors analyze the procedurally unfolding and naturally emerging conversational practices, as well as the normative structures that emerge as a result. The research is based on a recording of a call between Google Duplex and a human operator. We explore how to reach conversational closing — a microstructure that requires cooperation between the speakers. Despite interactional tensions caused by the robot’s incongruous prosody, conversational closing is produced by the gradual achievement of epistemic balance. The authors empha­size the relationship between the institu­tional context of the interaction and the non-human agent’s robotic nature. The results serve as a foundation for future studies in human-robot interaction and provide a deeper understanding of how conversational closings are achieved in liminal cases.}}, author = {{Egorova, Anastasia I. and Klowait, Nils}}, issn = {{2219-5467}}, journal = {{The monitoring of public opinion economic&social changes}}, keywords = {{Economics, Econometrics and Finance (miscellaneous), Sociology and Political Science}}, number = {{1}}, publisher = {{VCIOM, Russia (Russian Public Opinion Research Center)}}, title = {{{How to Say Good-Bye to a Robot? The Matter of Conversational Closing}}}, doi = {{10.14515/monitoring.2021.1.1810}}, year = {{2021}}, } @article{42670, abstract = {{The field of human-computer interaction (HCI) investigates the intersection between the design of devices and users. From an early focus on interaction modeling based on psychological experiments, the field has since experienced a shift towards the study of how actual humans interact with autonomous devices. The field became conductive to ethnographic, observational and videographic studies of human-device interaction. Conversation-analytic HCI became possible. That said, this new wave of researchers was never truly able to dethrone the psychological common sense of the field. With recent developments in both the technical-sensorial capabilities and outward actuational range of embodied virtual agents, the field of HCI has once again returned to the question of the sequential unfolding of the interaction between users and intelligent agents, and the multimodal interactional repertoire that is deployed throughout. This review will highlight the situational orientation of high-impact research in the field, and relate it to the cotemporaneous development of ethnomethodological and conversation analytic frameworks. Acknowledgments. The article was prepared in the framework of a research grant funded by the Ministry of Science and Higher Education of the Russian Federation (grant ID: 075-15-2020-908). The article was prepared in cooperation with the Sber (ex. – Sberbank’s) Gamification Lab.}}, author = {{Klowait, Nils and Erofeeva, Maria A.}}, issn = {{2219-5467}}, journal = {{The monitoring of public opinion economic&social changes}}, keywords = {{Economics, Econometrics and Finance (miscellaneous), Sociology and Political Science}}, number = {{1}}, publisher = {{VCIOM, Russia (Russian Public Opinion Research Center)}}, title = {{{The Rise of Interactional Multimodality in Human-Computer Interaction}}}, doi = {{10.14515/monitoring.2021.1.1793}}, year = {{2021}}, } @inproceedings{24454, author = {{Kastein, Mara}}, booktitle = {{Gender and Research}}, title = {{{Conference Report on the Digital Congress of the German Sociological Association: ‘Society under Pressure’}}}, year = {{2020}}, } @misc{24452, booktitle = {{Gender and Research}}, editor = {{Alemann, v.Annette and Gruhlich, Julia and Horwath, Ilona and Weber, Lena}}, title = {{{The Digitalization of Labour from a Gender Perspective}}}, year = {{2020}}, } @article{24458, abstract = {{In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with.While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper,we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.}}, author = {{Tolksdorf, Nils F. and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}}, issn = {{1875-4791}}, journal = {{International Journal of Social Robotics}}, keywords = {{Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood education}}, pages = {{129--140}}, title = {{{Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}}}, doi = {{10.1007/s12369-020-00622-3}}, year = {{2020}}, } @article{24462, abstract = {{This article offers new insight into students’ responses to Womens’ and Gender Studies (WGS) classes by overcoming the self-selection bias hitherto inherent in the field. Exploring the experiences of 1406 students (770 women, 636 men) of a university with a WGS requirement across all study programmes, we examine the prevailing discourses on WGS, participants’ (dis)agreement as well as personal and professional benefits gained through WGS. Additionally, we evaluate the perceived value of WGS for themselves, in society, and of WGS opportunities in higher education. Findings reveal a gender bias regarding discourses, experience, benefit, and value, with 70.1% women and 32.4% men supporting the idea of WGS as a mandatory subject. Women’s support indicates a need for tools to negotiate gender issues, while men’s resistance serves to defend male privileges. We conclude that a requirement of WGS classes amplifies the potential for both – resistance and change.}}, author = {{Horwath, Ilona and Diabl, Christian}}, issn = {{0954-0253}}, journal = {{Gender and Education}}, keywords = {{Education policy, equality, higher education, critical pedagogies, gender mainstreaming, curriculum}}, pages = {{1109--1126}}, title = {{{Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement}}}, doi = {{10.1080/09540253.2019.1608355}}, year = {{2019}}, } @inproceedings{24464, author = {{ Terhechte, Johannes and Berscheid, Anna Lena and Horwath, Ilona}}, location = {{Plzeň, Czech Republic}}, title = {{{DEVELOPMENT OF A CYBER-PHYSICAL SIMULATION ASSISTANCE SYSTEM FOR PARTIALLY AUTOMATED OPTIMIZATION OF THE EXTRUSION PROCESS}}}, year = {{2019}}, } @article{24460, author = {{Berscheid, Anna Lena and Horwath, Ilona and Riegraf, Birgitt}}, issn = {{2365-9920}}, journal = {{Feministische Studien}}, pages = {{241--249}}, title = {{{Einleitung: Cyborgs revisited: Zur Verbindung von Geschlecht, Technologien und Maschinen}}}, doi = {{10.1515/fs-2019-0025}}, year = {{2019}}, } @inproceedings{24395, abstract = {{In the field of lightweight design by composites, the V-Model forms the basis of inter- and transdisciplinary collaboration and research of 13 doctoral students from different disciplines, i. e. engineering, sciences and social sciences. The technological challenges of the research college itself and the V-Model as an approach for addressing these challenges are introduced. Within the cooperation of the young researchers, a technology demonstrator was produced. On the one hand this can be seen as demonstrator for the different technologies which are addressed by individual research and on the other hand for the interdisciplinary collaboration itself. Exemplary, this technology demonstrator is presented as one result of the research group and the challenges of the interdisciplinary collaboration while producing it are pointed out.}}, author = {{Weiß, Borkowski and Ilona, Horwath and Berscheid, Anna lena and Fischer, Silvia Dohmeier and Tröster, Thomas}}, keywords = {{Lightweight Design, Composites, Interdisciplinarity, Transdisciplinarity, V-Model.}}, location = {{Valencia, Spain}}, title = {{{NEW APPROACHES IN LIGHTWEIGHT DESIGN: V-MODEL OF LIGHTWEIGHT DESIGN BY COMPOSITES AS AN APPROACH OF INTER- AND TRANSDISCIPLINARY RESEARCH}}}, doi = {{Weiß-Borkowski, N.; Horwath, I.; Berscheid, A.-L.; Tröster, T. (2018)}}, year = {{2018}}, } @inproceedings{24468, abstract = {{Inter- and transdisciplinary research are new demands in Higher Education. Aiming to enhance the social relevance, usability and sustainability of technological products and solutions, society and public institutions such as research funding organizations increasingly expect engineers to include inter- and transdisciplinary approaches into the development of new technologies. Engineering research and education, however, are particularly challenging areas to realize inter- and transdisciplinary collaborations, for manifold reasons. This contribution presents methods and results of an inter- and transdisciplinary research and education strategy designed to meet the particular requirements of engineers and engineering students. It starts with a brief discussion of typical challenges regarding inter- and transdisciplinary approaches in engineering (research topics, research culture, skills, time, and barriers of lay people to involve in technology development). Secondly, it presents the methods developed to overcome those challenges within the context of the NRW Fortschrittskolleg "Light - Efficient - Mobile" (FK LEM). Founded in 2014, the FK LEM is a PhD programm focuses on lightweight construction, but with a special emphasis on how lightweight technologies are connected to different areas of society, to societal actors and technology users, and to the needs of a diversity of social groups. In order to explore these connections, we organized three workshops to bring public service, civil society, industry, practitioners and engineers together to discuss the perceived needs in those areas, and the potential of lightweight solutions. Topically, the workshops were dedicated to the fields of Rescue & Security Services; Care, Mobility & Assisted Living; and Sustainable Ressources & Climate Protection. Methodologically, we applied a pragmatic but valid approach to focus groups and discourse analysis. Results of the workshops in terms of directions for future research, epistemological and ethical dimensions of lightweight engineering are presented in the third part of our contribution. Finally, we discuss how our method and experience can be transferred into other engineering and educational contexts. With other words, how empowering students, engineers and the public to involve in inter- and transdisciplinary engineering processes can be achieved, and how this empowerment supports the development of innovative technologies as well as engineers’ skills to design technology in line with societies’ needs and challenges.}}, author = {{Horwath, Ilona and Dohmeier-Fischer, Silvia and Weiß-Borkowski, Nathalie and Tröster, Thomas}}, booktitle = {{INTED2018 Proceedings}}, keywords = {{Lightweight Design, Interdisciplinarity, Transdisciplinarity, Higher Education, Research Methods}}, title = {{{FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING}}}, doi = {{10.21125/inted.2018.1651}}, year = {{2018}}, } @article{24466, author = {{Holl, Helmut and Horwath, Ilona and Cojocau, Eugenia and Hehenberger, Peter and Ernst, Waltraud}}, journal = {{Materialstoday}}, title = {{{Integration of gender in the design process of mechatronic products: An interdisciplinary approach}}}, year = {{2018}}, } @inproceedings{24368, abstract = {{The transdisciplinary approach of the „Denkschule” aims to foster the social relevance, useful-ness and sustainability of engineering concepts and technological development. Drawing on methods of qualitative social research, the „Denkschule” allows to involve, document, analyze, thus to integrate a diversity of types of knowledge, experience and perspectives of participants in order to transfer them into socio-technical innovations. The „Denkschule” offers a dialogue forum for science and the public. In our contribution, we would like to introduce the concept of the „Denkschule”, the applied methods, some selected results, and approaches to transfer results into research and technology development. Currently, these focus on the topics of mobility support and care, rescue and security as well as resource efficiency and climate protection. }}, author = {{Horwath, Ilona and Terhechte, Johannes}}, booktitle = {{Dritte Transdisziplinäre Konferenz „Technische Unterstützungssysteme, die die Menschen wirklich wollen“ 2018}}, keywords = {{Interdisziplinarität, Transdisziplinarität, Diversität, Leichtbau, Mobilität}}, title = {{{Bedarfsorientierte Technikentwicklung und gesell-schaftliche Akzeptanz Das Modell der „Denkschule“}}}, year = {{2018}}, } @inbook{24363, author = {{Horwath, Ilona}}, booktitle = {{Scotts Institutionenbegriff Als Heuristik Zur Analyse von Geschlechterverhältnissen in Organisationen: Inspirationsquelle „Geschlechterwissen,}}, title = {{{Scotts Institutionenbegriff als Heuristik zur Analyse von Geschlechterverhältnissen in Organisationen: Inspirationsquelle „Geschlechterwissen}}}, year = {{2017}}, }