@article{56016,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Special tasks for pre-service teachers (PSTs) in university mathematics courses (“interface tasks”) are a common innovation in recent years to overcome the second discontinuity. By this, we mean tasks that are situated by typical everyday challenges of mathematics teaching and in which PSTs must use their mathematical knowledge and skills in a professionally relevant way. In this paper, we analyze answers that PSTs have created to an interface task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical perspective and then give a suitable elementarized answer. We situate these two steps theoretically and reconstruct the mathematical reasoning in PSTs' answers. Through qualitative content analysis, we examined how PSTs justify figures' symmetries from a university mathematics perspective and when responding to the fictitious student. The scenario of a student questioning the existence of 100° rotationally symmetrical figures elicited rich and varied responses, proving suitable for an interface task. We compared PSTs' reasoning related to mathematical clarification with the reasoning related to elementarization. In many cases, this revealed a productive use of course content. An interesting result is that there is no uniform picture as to whether the arguments are more detailed in the mathematical clarification or in the elementarization.</jats:p>}},
  author       = {{Hoffmann, Max and Biehler, Rolf}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures}}},
  doi          = {{10.1007/s11858-024-01633-4}},
  year         = {{2024}},
}

@inproceedings{54522,
  abstract     = {{The importance of extreme weather situations is increasing due to their number and, above all, their impact on stakeholders in emergency response. They are characterized by cascading effects with global and local interdependencies. Extreme data must be included as a basis for decision-making. The impact in emergency response depends on diverse, multidisciplinary competencies required to interpret information. Scenarios are used in various forms of preparation: in exercises, but also for the design of information systems and validation. Based on literature, this article brings together different types of scenarios and related work in the field of Model-Based Systems Engineering. Using an exemplary case relating to possible pluvial urban floods, the added value resulting from a focus on the impact of innovative solutions is discussed. It is shown that the use of scenarios helps to make the desired impact assessable for decision-makers in all phases of research and development projects.}},
  author       = {{Pottebaum, Jens and Ebel, Marcel and Gräßler, Iris}},
  booktitle    = {{Proceedings of the 21st ISCRAM Conference (ISCRAM 2024)}},
  editor       = {{Penkert, Berthold and Hellingrath, Bernd and Rode, Monika and Widera, Adam and Middelhoff, Michael and Boersma, Kees and Kalthöner, Matthias}},
  location     = {{Münster}},
  publisher    = {{ISCRAM}},
  title        = {{{Uncovering Impact of Innovation: Continuous Stakeholder Engagement through Scenario-based Systems Engineering}}},
  doi          = {{10.5281/ZENODO.11298332}},
  year         = {{2024}},
}

@inproceedings{56072,
  abstract     = {{Weather-induced emergencies are characterized by underlying weather phenomena, their evolution in time and space as well as their impact on the environment including people, nature and infrastructure. Typically, simulations are used to consider a variety of potential extreme weather scenarios in preparedness phases. Due to required computing power, duration and high efforts in parameterizing such tools are hardly used within response situations. Enhanced simulation models and surrogate models based on machine learning technologies carry potentials to overcome
these challenges. An approach is presented that adopts simulation for the case of flooding events. It considers all phases from demand situation in command posts through advanced parameter space exploration to advanced visualization of simulation results in Augmented Reality. Initial evaluation results are presented, complemented by conclusions on incorporated technologies. The results contribute to future adoption of simulation even in time-critical
response situations.}},
  author       = {{Pottebaum, Jens and Ebel, Marcel and Gräßler, Iris}},
  booktitle    = {{Mensch und Computer 2024 - Workshopband}},
  keywords     = {{extreme weather, emergency response, simulation, Augmented Reality}},
  location     = {{Karlsruhe}},
  publisher    = {{Gesellschaft für Informatik e.V.}},
  title        = {{{Extending the application of simulation from preparedness to response use cases in weather-induced emergencies}}},
  doi          = {{10.18420/muc2024-mci-ws13-209}},
  year         = {{2024}},
}

@inproceedings{47427,
  author       = {{Schryen, Guido and Marrone, Mauricio and Yang, Jiaqi}},
  booktitle    = {{Proceedings of the 57th Hawaii International Conference on System Science (HICSS 2024)}},
  title        = {{{Adopting Generative AI for Literature Reviews: An Epistemological Perspective}}},
  year         = {{2024}},
}

@inproceedings{47429,
  author       = {{Betke, Hans and Sperling, Martina and Schryen, Guido and Sackmann, Stefan}},
  booktitle    = {{Proceedings of the 57th Hawaii International Conference on System Science (HICSS 2024)}},
  title        = {{{A Design Theory for Spontaneous Volunteer Coordination Systems in Disaster Response}}},
  year         = {{2024}},
}

@inproceedings{56213,
  author       = {{Sapkota, Rupesh and Köhler, Dominik and Heindorf, Stefan}},
  booktitle    = {{Proceedings of the 33rd ACM International Conference on Information and Knowledge Management (CIKM ’24),}},
  location     = {{Boise, Idaho, USA}},
  publisher    = {{ACM}},
  title        = {{{EDGE: Evaluation Framework for Logical vs. Subgraph Explanations for Node Classifiers on Knowledge Graphs}}},
  doi          = {{10.1145/3627673.3679904}},
  year         = {{2024}},
}

@misc{56181,
  author       = {{Daniel-Söltenfuß, Desiree}},
  booktitle    = {{Erziehungswissenschaftliche Revue}},
  number       = {{3}},
  publisher    = {{Verlag Julius Klinkhardt}},
  title        = {{{Rezension zu: Jungen als Bildungsgewinner (Michael Richter)}}},
  volume       = {{23}},
  year         = {{2024}},
}

@article{56182,
  author       = {{Daniel-Söltenfuß, Desiree}},
  journal      = {{bwp@}},
  number       = {{21}},
  title        = {{{Innovativer Transfer oder Transfer von Innovationen? Transfer im Kontext der Entwicklung von Berufsbildungsinnovationen am Beispiel des InnoVET-Programms}}},
  year         = {{2024}},
}

@book{56153,
  abstract     = {{Vor etwa 20 Jahren haben hybride Editionen in der Musikwissenschaft Einzug gehalten. Es sind in erster Linie Langzeitprojekte mit Laufzeiten von über 15 Jahren (z. ,B. OPERA, RWA, EWK, BAZ-GA) die diese Form der Edition verwenden. Dennoch gibt es kaum Forschungsliteratur zu diesem Thema. Auch die immer wieder verwendete Forschungssoftware "Edirom" hat bislang weder eine ausreichende Dokumentation erfahren noch ist sie ausgiebig diskutiert worden. Zudem fehlt eine kritische Betrachtung des Phänomens Önline-Portal", welches gerade in der Musikphilologie immer häufiger in Erscheinung tritt. Von der Frage ausgehend, ob die hybride Edition ein Kompromiss aus traditioneller und digitaler Edition darstellt, unternimmt Dennis Ried erstmals den Versuch, den Status quo hybrider (Musik-)Editionen zu eruieren, zu dokumentieren und kritisch zu hinterfragen. "Hybrid" wird dabei stets als Zusammenspiel von Änalogem" und "Digitalem" betrachtet.

Anders als traditionelle Dissertationsschriften ist diese Arbeit in zwei Teile gegliedert, wovon der erste aus einer exemplarisch angeführten und quasi eigenständigen wissenschaftlich-kritischen Edition besteht. Im zweiten Teil wird diese dann aktiv in die Theoriebildung eingebunden, um methodische Fragen gezielt erörtern zu können.
Ergänzt wird die Dissertationsschrift durch eine auf Zenodo publizierte digitale Datensammlung.}},
  author       = {{Ried, Dennis}},
  isbn         = {{978-3-8325-5730-0}},
  keywords     = {{Musikwissenschaft, Digitale Edition, Musikphilologie}},
  pages        = {{407}},
  publisher    = {{Logos-Verlag}},
  title        = {{{„halb und halb“ – Hybride Edition als Kompromiss? Eine Studie zu Methodik, Möglichkeiten und Grenzen in der hybriden Musikedition am Beispiel der Edition von Ludwig Baumanns „Kantate. Den Gefallenen zum Gedächtnis, den Trauernden zum Trost“}}},
  doi          = {{10.30819/5730}},
  year         = {{2024}},
}

@inproceedings{56207,
  abstract     = {{We present a data acquisition and visualization pipeline that allows experts to monitor additive manufacturing processes, in particular laser metal deposition with wire (LMD-w) processes, in immersive virtual reality. Our virtual environment consists of a digital shadow of the LMD-w production site enriched with additional measurement data shown on both static as well as handheld virtual displays. Users can explore the production site by enhanced teleportation capabilities that enable them to change their scale as well as their elevation above the ground plane. In an exploratory user study with 22 participants, we demonstrate that our system is generally suitable for the supervision of LMD-w processes while generating low task load and cybersickness. Therefore, it serves as a first promising step towards the successful application of virtual reality technology in the comparatively young field of additive manufacturing.}},
  author       = {{Rupp, Daniel and Kuhlen, Torsten W. and Rarbach, Sven and Wiechel, Dominik and Pottebaum, Jens and Weidemann, Tizia and Tran, Duc Thanh and Day, Robin and Zielinski, Jonas and König, Valentina and Bremer, Jan and Kosche, Thomas and Grimm, Andreas and Bergs, Thomas and Gräßler, Iris and Weissker, Tim}},
  booktitle    = {{Proceedings of the GI VR/AR Workshop 2024}},
  location     = {{Hamburg}},
  publisher    = {{Gesellschaft für Informatik e.V.}},
  title        = {{{Virtual Reality as a Tool for Monitoring Additive Manufacturing Processes via Digital Shadows}}},
  doi          = {{10.18420/vrar2024_0006}},
  year         = {{2024}},
}

@inbook{33507,
  author       = {{Fuchs, Christian}},
  booktitle    = {{Journalismustheorien}},
  editor       = {{Löffelholz, Martin and Rothenberger, Liane}},
  pages        = {{313--326}},
  publisher    = {{Springer VS}},
  title        = {{{Journalismus aus marxistischer Perspektive}}},
  doi          = {{https://doi.org/10.1007/978-3-658-32153-6_21-1}},
  year         = {{2024}},
}

@book{56112,
  abstract     = {{<jats:p>Welchen Zusammenhang haben Kommunikation, Lehre und Wissenschaft? Die Autor*innen denken Ludwig Hubers Idee von Wissenschaftsdidaktik als Analyse der Kommunikation von Wissenschaften weiter. In deskriptiv-kritischer Absicht wird Kommunikation von konkreten Wissenschaften im Kontext der Lehre – spezifischen Lehrtexten, in der Lehre genutzten Forschungstexten und fachlichen Diskursen über Lehre – zum Gegenstand hochschuldidaktischer Beobachtung und Analyse. Die Beiträge aus verschiedenen Disziplinen regen zur kritischen Hinterfragung wissenschaftlicher Praxis an und eröffnen Wissenschaften die Möglichkeit, sich durch die kritische Selbstreflexion ihrer Kommunikation weiterzuentwickeln. Beteiligte Disziplinen sind Biologie, Chemie, Erziehungswissenschaft, Ethik, Geographie, Geschichtswissenschaft, Literaturwissenschaft, Mathematik, Medizin, Physik, Psychologie und Volkswirtschaftslehre.</jats:p>}},
  editor       = {{Scharlau, Ingrid and Jenert, Tobias}},
  isbn         = {{9783847430704}},
  publisher    = {{Verlag Barbara Budrich}},
  title        = {{{Wissenschaftsdidaktik als kritische Kommunikationsanalyse}}},
  doi          = {{10.3224/84743070}},
  year         = {{2024}},
}

@article{56133,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>To investigate the point where inappropriate defensive movements can no longer be inhibited and to validate suitable stimulus material for constructing a basketball-specific anticipation-response-inhibition task, two experiments were conducted. In Experiment 1, participants without basketball expertise (N = 25) watched a video of a basketball jump shot and were asked to release the space bar at the point when the ball leaves the player's fingertips (go-trials). In 25% of all trials, the video was stopped prematurely and participants should withhold their finger-lift response (stop-trials). A staircase-tracking algorithm was used to adjust the point-in-time when the jump shot was stopped in a way that participants’ inhibition rate was at 50% (reflecting the so called “point-of-no-return”, PNR). In Experiment 2, the stimulus material was adapted so that stop-trials simulated a pump fake. The PNR in Experiment 1 was located 187 ms and in Experiment 2 177 ms before the point of ball release. Precision performance benefit from practice across blocks and participants delayed their responses after stop-trials in a subsequent go-trial, which reflects strategic post-stop-trial adjustments. Based on the comparable results of previous studies, the given stimulus material is suitable for investigating response inhibition skills in dynamic sport-specific environments.</jats:p>}},
  author       = {{Wickemeyer, Carolin and Güldenpenning, Iris and Weigelt, Matthias}},
  issn         = {{0340-0727}},
  journal      = {{Psychological Research}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Action inhibition in a sport-specific paradigm: examining the limits of action control in basketball}}},
  doi          = {{10.1007/s00426-024-02010-2}},
  year         = {{2024}},
}

@inproceedings{56155,
  abstract     = {{Dialects introduce syntactic and lexical variations in language that occur in regional or social groups. Most NLP methods are not sensitive to such variations. This may lead to unfair behavior of the methods, conveying negative bias towards dialect speakers. While previous work has studied dialect-related fairness for aspects like hate speech, other aspects of biased language, such as lewdness, remain fully unexplored. To fill this gap, we investigate performance disparities between dialects in the detection of five aspects of biased language and how to mitigate them. To alleviate bias, we present a multitask learning approach that models dialect language as an auxiliary task to incorporate syntactic and lexical variations. In our experiments with African-American English dialect, we provide empirical evidence that complementing common learning approaches with dialect modeling improves their fairness. Furthermore, the results suggest that multitask learning achieves state-of-the-art performance and helps to detect properties of biased language more reliably.}},
  author       = {{Spliethöver, Maximilian and Menon, Sai Nikhil and Wachsmuth, Henning}},
  booktitle    = {{Findings of the Association for Computational Linguistics ACL 2024}},
  editor       = {{Ku, Lun-Wei and Martins, Andre and Srikumar, Vivek}},
  location     = {{Bangkok, Thailand}},
  pages        = {{9294–9313}},
  publisher    = {{Association for Computational Linguistics}},
  title        = {{{Disentangling Dialect from Social Bias via Multitask Learning to Improve Fairness}}},
  year         = {{2024}},
}

@inproceedings{46649,
  abstract     = {{Different conflicting optimization criteria arise naturally in various Deep
Learning scenarios. These can address different main tasks (i.e., in the
setting of Multi-Task Learning), but also main and secondary tasks such as loss
minimization versus sparsity. The usual approach is a simple weighting of the
criteria, which formally only works in the convex setting. In this paper, we
present a Multi-Objective Optimization algorithm using a modified Weighted
Chebyshev scalarization for training Deep Neural Networks (DNNs) with respect
to several tasks. By employing this scalarization technique, the algorithm can
identify all optimal solutions of the original problem while reducing its
complexity to a sequence of single-objective problems. The simplified problems
are then solved using an Augmented Lagrangian method, enabling the use of
popular optimization techniques such as Adam and Stochastic Gradient Descent,
while efficaciously handling constraints. Our work aims to address the
(economical and also ecological) sustainability issue of DNN models, with a
particular focus on Deep Multi-Task models, which are typically designed with a
very large number of weights to perform equally well on multiple tasks. Through
experiments conducted on two Machine Learning datasets, we demonstrate the
possibility of adaptively sparsifying the model during training without
significantly impacting its performance, if we are willing to apply
task-specific adaptations to the network weights. Code is available at
https://github.com/salomonhotegni/MDMTN.}},
  author       = {{Hotegni, Sedjro Salomon and Berkemeier, Manuel Bastian and Peitz, Sebastian}},
  booktitle    = {{2024 International Joint Conference on Neural Networks (IJCNN)}},
  issn         = {{ 2161-4407}},
  location     = {{Yokohama, Japan}},
  pages        = {{9}},
  publisher    = {{IEEE}},
  title        = {{{Multi-Objective Optimization for Sparse Deep Multi-Task Learning}}},
  doi          = {{10.1109/IJCNN60899.2024.10650994}},
  year         = {{2024}},
}

@unpublished{56273,
  abstract     = {{This paper presents the CHiME-8 DASR challenge which carries on from the
previous edition CHiME-7 DASR (C7DASR) and the past CHiME-6 challenge. It
focuses on joint multi-channel distant speech recognition (DASR) and
diarization with one or more, possibly heterogeneous, devices. The main goal is
to spur research towards meeting transcription approaches that can generalize
across arbitrary number of speakers, diverse settings (formal vs. informal
conversations), meeting duration, wide-variety of acoustic scenarios and
different recording configurations. Novelties with respect to C7DASR include:
i) the addition of NOTSOFAR-1, an additional office/corporate meeting scenario,
ii) a manually corrected Mixer 6 development set, iii) a new track in which we
allow the use of large-language models (LLM) iv) a jury award mechanism to
encourage participants to explore also more practical and innovative solutions.
To lower the entry barrier for participants, we provide a standalone toolkit
for downloading and preparing such datasets as well as performing text
normalization and scoring their submissions. Furthermore, this year we also
provide two baseline systems, one directly inherited from C7DASR and based on
ESPnet and another one developed on NeMo and based on NeMo team submission in
last year C7DASR. Baseline system results suggest that the addition of the
NOTSOFAR-1 scenario significantly increases the task's difficulty due to its
high number of speakers and very short duration.}},
  author       = {{Cornell, Samuele and Park, Taejin and Huang, Steve and Boeddeker, Christoph and Chang, Xuankai and Maciejewski, Matthew and Wiesner, Matthew and Garcia, Paola and Watanabe, Shinji}},
  booktitle    = {{arXiv:2407.16447}},
  title        = {{{The CHiME-8 DASR Challenge for Generalizable and Array Agnostic Distant  Automatic Speech Recognition and Diarization}}},
  year         = {{2024}},
}

@article{52620,
  abstract     = {{<jats:p>Der Beitrag stellt ein Qualifizierungsformat für (multi)professionelle Bildungsakteur*innen zur entwicklungsförderlichen Nutzung von Selbstinszenierungspraktiken vor. Die Konzeption und Entwicklung des Weiterbildungsformats ist im Rahmen eines Forschungs- und Entwicklungs­projekts für Jugendliche in ausbildungsvorbereitenden Bildungsgängen angesiedelt, die einen besonderen Förderbedarf im Zuge des Übergangs von der Schule in die Berufs- und Arbeitswelt aufweisen. Diese sollen durch offene und kreative Selbstdarstellungs- und Erhebungsformate dabei unterstützt werden, ihre Stärken zu erkennen, zu dokumentieren und sichtbar zu machen, sowie hierüber gleichsam für den Übergang Schule-Beruf gestärkt werden.
 
Wir stellen zunächst den Projektrahmen vor und schärfen in diesem Kontext den Zugang über eine Grundlegung zu Selbstinszenierung sowie deren Potenziale im Kontext der inklusiven Berufsbildung und zur Stärkung der Zielgruppe. Das im Projekt entwickelte Rahmenkonzept bietet eine Orientierung zur standort- respektive bildungsgangbezogenen Anpassung und stellt damit Herausforderungen und einen entsprechenden Qualifizierungsbedarf für Bildungsakteur­*innen heraus. Darauf basierend stellen wir die konzeptionellen Grundlagen, die methodische und inhaltliche Ausgestaltung zum Ansatz der ‚Kollegialen Weiterbildung‘ zur entwicklungsför­derlichen Nutzung von Selbstinszenierungspraktiken vor und adressieren u. a. das Zusammen­spiel von innovativer Entwicklung, Schärfung von Rollen und Kompetenzentwicklung der Bil­dungsakteur*innen. Abschließend diskutieren wir die konzeptionellen Entwicklungen und den Implementations- und Transferansatz.
Abstract
The article presents a qualification format for multi-professional actors in the educational context on the developmental use of 'Selbstinszenierungspraktiken' (which means a combination of practices for self-awareness, self-realisation and self-accep­tance in a process which we are developing in our project). The concept and development of the further education format is located within the framework of a research and development project for young people with wide-ranging needs in pre-vocational education units at the transition from school to work. They will be supported in recognizing, documenting and showing their strengths through open and creative self-expression and survey formats, as well as being strengthened for the transition from school to work.
First, we present the project framework and clarify the approach by a theoretical grounding of ‚Selbstinszenierung‘ (similar to a combination of self-awareness, self-realisation and self-accep­tance) as well as its potentials in the context of inclusive vocational education by strengthening the target group. The developed framework provides a basis for the adaptation of the concept to a specific location or educational programme and highlights challenges and qualification needs for actors in the educational context. We present the conceptual basis, the methodologi­cal and content-related design of the collegial training approach on the developmental use of 'Selbstinszenierungspraktiken'. We address the interaction of innovative development, cla­rification of roles and competence development of actors in the educational context. Finally, we discuss the conceptual developments and the implementation and transfer approach.</jats:p>}},
  author       = {{Kundisch, Heike and Kremer, H.-Hugo and Otto, Franziska}},
  issn         = {{2699-2477}},
  journal      = {{QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}},
  keywords     = {{General Medicine}},
  number       = {{3}},
  publisher    = {{University Library J. C. Senckenberg}},
  title        = {{{Selbstinszenierungspraktiken als Weg zu Stärkenorientierung, Selbstbestimmung und Teilhabe – eine Kollegiale Weiterbildung für multiprofessionelle Akteursgruppen im (inklusiven) Übergang Schule-Beruf}}},
  doi          = {{10.21248/qfi.136}},
  volume       = {{5}},
  year         = {{2024}},
}

@article{56171,
  author       = {{Kundisch, Heike and Otto, Franziska}},
  journal      = {{bwp@ Spezial 21: Trilaterales Doktorandenseminar der Wirtschaftspädagogik Köln, Paderborn und des BIBB – Einblicke in Forschungsarbeiten}},
  pages        = {{1--21}},
  title        = {{{Weiterbildung als Co-Kreation – Kollegiale Interaktionsräume im Kontext eines Forschungs- und Entwicklungsprojektes zu Selbstinszenierung im Übergang Schule-Beruf}}},
  year         = {{2024}},
}

@article{49655,
  abstract     = {{In today's digital world, data-driven digital artefacts pose challenges for education, as many students lack an understanding of data and feel powerless when interacting with them. This article addresses these challenges and introduces the data awareness framework. It focuses on understanding data-driven technologies and reflecting on the role of data in everyday life. The paper also presents an empirical study on young school students' data awareness. The study involves a teaching unit on data awareness framed by a pretest-posttest design using a questionnaire on students' awareness and understanding of and reflection on data practices of data-driven digital artefacts. The study's findings indicate that the data awareness framework supports students in understanding data practices of data-driven digital artefacts. The findings also suggest that the framework encourages students to reflect on these data practices and think about their daily behaviour. Students learn a model about interactions with data-driven digital artefacts and use it to analyse data-driven applications. This approach appears to enable students to understand these artefacts from everyday life and reflect on these interactions. The work contributes to research on data and AI literacies and suggests a way to support students in developing self-determination and agency during interactions with data-driven digital artefacts.}},
  author       = {{Höper, Lukas and Schulte, Carsten}},
  issn         = {{2398-5348}},
  journal      = {{Information and Learning Sciences}},
  keywords     = {{Library and Information Sciences, Computer Science Applications, Education}},
  number       = {{7/8}},
  pages        = {{491--512}},
  publisher    = {{Emerald}},
  title        = {{{The data awareness framework as part of data literacies in K-12 education}}},
  doi          = {{10.1108/ils-06-2023-0075}},
  volume       = {{125}},
  year         = {{2024}},
}

@techreport{56494,
  abstract     = {{Many industrialized countries have recognized the need to mitigate energy cost increases faced by low-income households by fostering the adoption of energy-efficient technologies. How to meet this need is an open question, but “behavioral insights” are likely components of future policy designs. Applying well-established behavioral insights to low-income house- holds raises questions of transportability as they are typically underrepresented in the existing evidence base. We illustrate this problem by conducting a randomized field experiment on scalable, low-cost design elements to improve program take-up in one of the world’s largest en- ergy efficiency assistance programs. Observing investment decisions of over 1,800 low-income households in Germany’s “Refrigerator Replacement Program”, we find that the transportabil- ity problem is real and consequential: First, the most effective policy design would not have been chosen based on existing behavioral insights. Second, design elements favored by these insights either prove ineffective or even backfire, violating ‘do no harm’ principles of policy advice. Systematic testing remains crucial for addressing the transportability problem, partic- ularly for policies targeting vulnerable groups.
}},
  author       = {{Kesternich, Martin and Chlond , Bettina and Goeschl, Timo  and Werthschulte, Madeline}},
  keywords     = {{Transportability, low-income households, field experiment, randomized controlled trial, governmental welfare programs, energy efficiency, technology adoption}},
  publisher    = {{ AWI Discussion Paper Series No. 755}},
  title        = {{{Transporting behavioral insights to low-income households: A field experiment on energy efficiency investments}}},
  year         = {{2024}},
}