@article{61327,
  abstract     = {{Robot learning from humans has been proposed and researched for several decades as a means to enable robots to learn new skills or
adapt existing ones to new situations. Recent advances in artificial intelligence, including learning approaches like reinforcement
learning and architectures like transformers and foundation models, combined with access to massive datasets, has created attractive
opportunities to apply those data-hungry techniques to this problem. We argue that the focus on massive amounts of pre-collected
data, and the resulting learning paradigm, where humans demonstrate and robots learn in isolation, is overshadowing a specialized
area of work we term Human-Interactive-Robot-Learning (HIRL). This paradigm, wherein robots and humans interact during the
learning process, is at the intersection of multiple fields (artificial intelligence, robotics, human-computer interaction, design and others)
and holds unique promise. Using HIRL, robots can achieve greater sample efficiency (as humans can provide task knowledge through
interaction), align with human preferences (as humans can guide the robot behavior towards their expectations), and explore more
meaningfully and safely (as humans can utilize domain knowledge to guide learning and prevent catastrophic failures). This can result
in robotic systems that can more quickly and easily adapt to new tasks in human environments. The objective of this paper is to
provide a broad and consistent overview of HIRL research and to guide researchers toward understanding the scope of HIRL, and
current open or underexplored challenges related to four themes — namely, human, robot learning, interaction, and broader context.
The paper includes concrete use cases to illustrate the interaction between these challenges and inspire further research according to
broad recommendations and a call for action for the growing HIRL community}},
  author       = {{Baraka, Kim  and Idrees, Ifrah and Faulkner, Taylor Kessler and Biyik, Erdem and Booth, Serena and Chetouani, Mohamed and Grollman, Daniel H. and Saran, Akanksha and Senft, Emmanuel and Tulli, Silvia and Vollmer, Anna-Lisa and Andriella, Antonio and Beierling, Helen and Horter, Tiffany and Kober, Jens and Sheidlower, Isaac and Taylor, Matthew E. and van Waveren, Sanne and Xiao, Xuesu}},
  journal      = {{Transactions on Human-Robot Interaction}},
  keywords     = {{Robot learning, Interactive learning systems, Human-robot interaction, Human-in-the-loop machine learning, Teaching and learning}},
  title        = {{{Human-Interactive Robot Learning: Definition, Challenges, and Recommendations}}},
  year         = {{2025}},
}

@inproceedings{57895,
  abstract     = {{In our paper, we present a study in which we investigate which strategies pre-service teachers (PSTs) use to find and, if necessary, reject possible candidates for congruence theorems for quadrilaterals. This study was conducted before the PTSs attended a university geometry course. In this way, statements about learning prerequisites can be made. For the study, we analyzed group discussions of PSTs to identify typical approaches and evaluate them from a mathematical perspective. The results can be considered for the further development of courses for PSTs and generate hypotheses
for further research.}},
  author       = {{Hoffmann, Max and Schlüter, Sarah}},
  booktitle    = {{Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)}},
  editor       = {{González-Martín, Alejandro S. and Gueudet, Ghislaine and Florensa, Ignasi and Lombard, Nathan}},
  keywords     = {{Teachers’ and students’ practices at university level, Transition to, across and from university mathematics, Teaching and learning of specific topics in university mathematics, Congruence, Quadrilaterals}},
  publisher    = {{Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM}},
  title        = {{{How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?}}},
  year         = {{2024}},
}

@inproceedings{31849,
  author       = {{Hoffmann, Max and Biehler, Rolf}},
  booktitle    = {{Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)}},
  editor       = {{Trigueros, Marı́a and Barquero, Berta and Hochmuth, Reinhard and Peters, Jana}},
  keywords     = {{Teaching and learning of specific topics in university mathematics, Transition to, across and from university mathematics, Student Teachers, Geometry, Congruence, Double Discontinuity.}},
  publisher    = {{University of Hannover and INDRUM.}},
  title        = {{{Student Teachers ’ Knowledge of Congruence before a University Course on Geometry}}},
  year         = {{2023}},
}

@article{29755,
  abstract     = {{Im Sinne eines Scholarship of Teaching and Learning wird in diesem Aufsatz die Neugestaltung einer eigenständig durchgeführten Lehrveranstaltung im Bereich der Forschungsmethoden empirisch untersucht. Die neugestaltete Lehrveranstaltung integriert sowohl direkt-instruktionale als auch kooperativ-offene Sitzungsformate und wird mit einer thematisch ähnlichen Lehrveranstaltung des Jahres 2012 verglichen, welche fast ausschließlich im Vorlesungsstil (direkt-instruktional) gehalten wurde. Im Mittelpunkt des Evaluationsvorhabens standen folgende Forschungsfragen: (1) Unterscheiden sich die summativen Evaluationen der Lehrveranstaltungen der Jahre 2012 und 2014 in den Variablen subjektiver Lernerfolg, Motivation zur selbstständigen Auseinandersetzung mit den Inhalten sowie Gesamteindruck des Seminars?, (2) Welchen Einfluss hat die Form der Sitzungsgestaltung (direkt-instruktional vs. kooperativ-offen) auf das Erleben von Kompetenz, Autonomie und sozialer Eingebundenheit?, (3) Welche Form der Sitzungsgestaltung wird von den Studierenden stärker akzeptiert? und (4) Welchen Einfluss hat die Form der Sitzungsgestaltung auf den subjektiven Lernerfolg der Studierenden? Empirisch zeigte sich, dass die neugestaltete Lehrveranstaltung des Jahres 2014 von den Studierenden in fast allen Variablen als lernwirksamer eingeschätzt wurde. Des Weiteren ergaben sich Hinweise, dass sich kooperativ-offene Sitzungsformate positiv auf motivationale Ausgangsbedingungen auswirken.}},
  author       = {{Goller, Michael}},
  journal      = {{die hochschullehre}},
  keywords     = {{Direkte Instruktion, Evaluation, Kooperatives Lernen, Methodenausbildung, Paderborn, Scholarship of Teaching and Learning}},
  title        = {{{Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung in den Bildungswissenschaften}}},
  year         = {{2015}},
}

@inproceedings{4478,
  abstract     = {{The purpose of the research was to develop and validate an instrument for the assessment of attitudes towards the study environment in higher education contexts. The questionnaire is designed to measure students' attitudes towards two particular objects: the university (or Higher Education Institution) and the process of studying. Five studies at two different universities were conducted to develop and validate the Attitudes towards the Study Environment Questionnaire (ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests and exploratory factor analysis as well as confirmatory factor analysis showed satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire is internally consistent and construct validity of the scales is supported by correlations with other constructs as assumed by current theories: Positive attitudinal constructs (normative behavior, autonomy, joy, self-efficacy, and task value) are positively related to intrinsic motivation and the expected study performance while anxiety is negatively related to these constructs. 
Since attitudes towards the study situation are connected to student engagement and motivation, the study contributes to the theory of student learning by providing a validated instrument to assess attitudes. Thus, the ASEQ can support further research on student performance and development by providing an instrument for the hitherto neglected but nonetheless extremely relevant domain of attitudes. Also, the questionnaire can be used as a diagnostic instrument for higher education faculty and administration to trace students' attitudinal development over time - a factor of prime importance for student socialization during the introductory phase of studying.}},
  author       = {{Brahm, Taiga and Jenert, Tobias and Euler, Dieter}},
  keywords     = {{attitudes, teaching and learning, studying, higher education institution, theory of planned behavior, instrument development}},
  location     = {{München }},
  publisher    = {{EARLI European Association for Research on Learning and Instruction}},
  title        = {{{On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ)}}},
  year         = {{2013}},
}

@techreport{4450,
  author       = {{Jenert, Tobias and Zellweger, Franziska and Dommen, Jenny and Gebhardt, Anja}},
  keywords     = {{Lernkultur, Hochschule, HEI, learning culture, higher education, teaching and learning, Hochschullehre}},
  title        = {{{Lernkulturen an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller, pädagogischer und organisationaler Perspektive}}},
  year         = {{2009}},
}