@inbook{37641,
  author       = {{Schröer, Franz and Tenberge, Claudia}},
  booktitle    = {{Bloomsbury Handbook of Technology Education}},
  editor       = {{Gill, David and Irving-Bell, Dawne and McLain, Matt and Wooff, David}},
  isbn         = {{9781350238411}},
  keywords     = {{Curriculum, Inclusion, Sachunterricht, Participation}},
  pages        = {{156--169}},
  publisher    = {{Bloomsbury Publishing}},
  title        = {{{Including: Thinking Towards an Inclusive Curriculum for Technology Education in German Primary Schools}}},
  year         = {{2023}},
}

@inproceedings{34674,
  abstract     = {{Smart home systems contain plenty of features that enhance wellbeing in everyday life through artificial intelligence (AI). However, many users feel insecure because they do not understand the AI’s functionality and do not feel they are in control of it. Combining technical, psychological and philosophical views on AI, we rethink smart homes as interactive systems where users can partake in an intelligent agent’s learning. Parallel to the goals of explainable AI (XAI), we explored the possibility of user involvement in supervised learning of the smart home to have a first approach to improve acceptance, support subjective understanding and increase perceived control. In this work, we conducted two studies: In an online pre-study, we asked participants about their attitude towards teaching AI via a questionnaire. In the main study, we performed a Wizard of Oz laboratory experiment with human participants, where participants spent time in a prototypical smart home and taught activity recognition to the intelligent agent through supervised learning based on the user’s behaviour. We found that involvement in the AI’s learning phase enhanced the users’ feeling of control, perceived understanding and perceived usefulness of AI in general. The participants reported positive attitudes towards training a smart home AI and found the process understandable and controllable. We suggest that involving the user in the learning phase could lead to better personalisation and increased understanding and control by users of intelligent agents for smart home automation.}},
  author       = {{Sieger, Leonie Nora and Hermann, Julia and Schomäcker, Astrid and Heindorf, Stefan and Meske, Christian and Hey, Celine-Chiara and Doğangün, Ayşegül}},
  booktitle    = {{International Conference on Human-Agent Interaction}},
  keywords     = {{human-agent interaction, smart homes, supervised learning, participation}},
  location     = {{Christchurch, New Zealand}},
  publisher    = {{ACM}},
  title        = {{{User Involvement in Training Smart Home Agents}}},
  doi          = {{10.1145/3527188.3561914}},
  year         = {{2022}},
}

@article{35769,
  abstract     = {{According to the UN Conventions on the Rights of the Child all children have a right to participation. This UN Convention has influenced professionals and policy-makers worldwide. Thereby participation in kindergarten refers to children’s possibilities to exercise influence on a range of topics from the rules that are applied in the nursery’s course of a day, the daily program, the interior design of the facility, etc. Which possibilities for participation children actually have in their everyday lives and how they perceive these possibilities has not been sufficiently answered in the international discourse. Based on a standardized survey with 4 and 5 year old children on their experiences with various aspects of participation in pre-school institutions the paper contributes to international childhood and participation research. The empirical findings are related to the democracy-theoretical inspired figures of early childhood institutions as “nurseries of democracy” and broader reflections on social inequalities in early childhood. }},
  author       = {{Klein, Alexandra and Landhäußer, Sandra}},
  journal      = {{Social Work and Society International Online Journal}},
  keywords     = {{participation, kindergarten, child’s perspectives, voice, inclusion}},
  number       = {{No 2}},
  title        = {{{Children’s Voice in “Nurseries of Democracy“. Participation in Early Childhood Institutions }}},
  doi          = {{https://ejournals.bib.uni-wuppertal.de/index.php/sws/article/view/527}},
  volume       = {{Vol 15}},
  year         = {{2017}},
}

@article{5717,
  abstract     = {{Although professional service providers increasingly deliver their services globally, little is known about cross-cultural differences in customers’ motivation to participate in service production. To address this lacuna, we survey a total of 2,284 banking customers in 11 countries on their motivation to provide personal information to, and follow the advice of, their service providers. We find differences in both aspects, but only the differences in providing personal information can be explained by the cultural values of uncertainty avoidance, individualism/collectivism, and masculinity/femininity. To perform certain tasks in the service process, global professional service providers should acknowledge cultural differences in customers’ motivations.}},
  author       = {{Schumann, Jan H and Wünderlich, Nancy and Zimmer, Marcus S}},
  journal      = {{Schmalenbach Business Review}},
  keywords     = {{Co-Production, Culture, Customer Participation, Professional Services}},
  number       = {{2}},
  pages        = {{141--165}},
  publisher    = {{Springer}},
  title        = {{{Culture’s Impact on Customer Motivation to Engage in Professional Service Enactments.}}},
  volume       = {{64}},
  year         = {{2012}},
}