[{"title":"Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts","status":"public","year":"2026","author":[{"id":"37320","last_name":"Terfloth","first_name":"Lutz","full_name":"Terfloth, Lutz"},{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"},{"id":"99097","full_name":"Lohmer, Vivien","last_name":"Lohmer","first_name":"Vivien"},{"last_name":"Schaffer","first_name":"Michael","full_name":"Schaffer, Michael","id":"92807"},{"first_name":"Frederike","last_name":"Kern","full_name":"Kern, Frederike"},{"last_name":"Schulte","first_name":"Carsten","full_name":"Schulte, Carsten","id":"60311"}],"date_updated":"2026-03-27T15:53:19Z","main_file_link":[{"url":"https://arxiv.org/pdf/2603.24325","open_access":"1"}],"_id":"65180","language":[{"iso":"eng"}],"user_id":"90826","citation":{"apa":"Terfloth, L., Buhl, H. M., Lohmer, V., Schaffer, M., Kern, F., &#38; Schulte, C. (2026). <i>Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts</i>.","ieee":"L. Terfloth, H. M. Buhl, V. Lohmer, M. Schaffer, F. Kern, and C. Schulte, <i>Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts</i>. 2026.","short":"L. Terfloth, H.M. Buhl, V. Lohmer, M. Schaffer, F. Kern, C. Schulte, Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts, 2026.","chicago":"Terfloth, Lutz, Heike M. Buhl, Vivien Lohmer, Michael Schaffer, Frederike Kern, and Carsten Schulte. <i>Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts</i>, 2026.","mla":"Terfloth, Lutz, et al. <i>Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts</i>. 2026.","ama":"Terfloth L, Buhl HM, Lohmer V, Schaffer M, Kern F, Schulte C. <i>Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts</i>.; 2026.","bibtex":"@book{Terfloth_Buhl_Lohmer_Schaffer_Kern_Schulte_2026, title={Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts}, author={Terfloth, Lutz and Buhl, Heike M. and Lohmer, Vivien and Schaffer, Michael and Kern, Frederike and Schulte, Carsten}, year={2026} }"},"project":[{"name":"TRR 318; TP A04: Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten","_id":"114"}],"date_created":"2026-03-27T15:51:01Z","type":"working_paper","oa":"1","department":[{"_id":"427"}]},{"language":[{"iso":"eng"}],"_id":"67231","publisher":"Universitätsbibliothek Paderborn","doi":"10.17619/UNIPB/1-2680","user_id":"37320","author":[{"id":"37320","first_name":"Lutz","last_name":"Terfloth","full_name":"Terfloth, Lutz"}],"title":"Between how it works and what it's for: an analysis of everyday explanations of a technical artifact","year":"2026","status":"public","date_updated":"2026-09-22T14:16:03Z","publication_status":"published","place":"Paderborn","date_created":"2026-09-22T14:12:57Z","department":[{"_id":"67"}],"type":"dissertation","supervisor":[{"full_name":"Schulte, Carsten","first_name":"Carsten","last_name":"Schulte","id":"60311"},{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"},{"full_name":"Barendsen, Erik","first_name":"Erik","last_name":"Barendsen"}],"citation":{"chicago":"Terfloth, Lutz. <i>Between How It Works and What It’s for: An Analysis of Everyday Explanations of a Technical Artifact</i>. Paderborn: Universitätsbibliothek Paderborn, 2026. <a href=\"https://doi.org/10.17619/UNIPB/1-2680\">https://doi.org/10.17619/UNIPB/1-2680</a>.","short":"L. Terfloth, Between How It Works and What It’s for: An Analysis of Everyday Explanations of a Technical Artifact, Universitätsbibliothek Paderborn, Paderborn, 2026.","apa":"Terfloth, L. (2026). <i>Between how it works and what it’s for: an analysis of everyday explanations of a technical artifact</i>. Universitätsbibliothek Paderborn. <a href=\"https://doi.org/10.17619/UNIPB/1-2680\">https://doi.org/10.17619/UNIPB/1-2680</a>","ieee":"L. Terfloth, <i>Between how it works and what it’s for: an analysis of everyday explanations of a technical artifact</i>. Paderborn: Universitätsbibliothek Paderborn, 2026.","ama":"Terfloth L. <i>Between How It Works and What It’s for: An Analysis of Everyday Explanations of a Technical Artifact</i>. Universitätsbibliothek Paderborn; 2026. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2680\">10.17619/UNIPB/1-2680</a>","bibtex":"@book{Terfloth_2026, place={Paderborn}, title={Between how it works and what it’s for: an analysis of everyday explanations of a technical artifact}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-2680\">10.17619/UNIPB/1-2680</a>}, publisher={Universitätsbibliothek Paderborn}, author={Terfloth, Lutz}, year={2026} }","mla":"Terfloth, Lutz. <i>Between How It Works and What It’s for: An Analysis of Everyday Explanations of a Technical Artifact</i>. Universitätsbibliothek Paderborn, 2026, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2680\">10.17619/UNIPB/1-2680</a>."},"abstract":[{"lang":"eng","text":"Technische Artefakte besitzen eine duale Natur: Sie haben sowohl eine physische Struktur, als erfüllen sie auch Funktionen im Dienst menschlicher Absichten. Die Technikphilosophie argumentiert, dass ein angemessenes Verständnis solcher Artefakte die Erfassung dieser beiden Seiten und deren Verbindung erfordert. Bislang fehlt es an empirischer Forschung dazu, ob und wie Menschen dies in der Tat bewältigen, wenn sie einander Artefakte erklären. Die vorliegende Dissertation untersucht alltägliche Face-to-face-Erklärungen eines technischen Artefakts, des Brettspiels Quarto, anhand von vier kumulativen Building Blocks (BB1–BB4). Den analytischen Rahmen bildet das im Rahmentext entwickelte Co-Constructive Dual Nature Framework, das zwei Perspektiven auf das Artefakt unterscheidet: Architecture (wie es funktioniert) und Relevance (wozu es dient). Ihre Auswirkungen auf den Erklärungsprozess werden entlang dreier Kriterien theoretisch beschrieben: das Kriterium der dualen Perspektive untermauert die Notwendigkeit, beide Perspektiven zu adressieren; das kollaborative Kriterium untermauert die ko-konstruktiven Dynamiken zwischen Erklärendem und Adressaten; und das kognitive Kriterium untermauert, welche epistemischen Haltungen der Perspektivenwahl zugrunde liegen. BB1 etabliert die Segmentierung nach Intonationsphrasen als reliable Transkriptionsgrundlage für die qualitative Kodierung von Äußerungen, die die duale Natur im Erklärungsinhalt adressieren. BB2 dokumentiert ein robustes Architecture-dominantes Muster in naturalistischen Erklärungen, bei dem Erklärende etwa 60–70% Architecture-Inhalte produzieren und diese als Voraussetzung für Relevance auslegen. BB3 zeigt, dass dieses Muster auch unter systematischem ko-konstruktivem Einfluss von Explainees bestehen bleibt, die etwa Relevance-Interesse signalisieren, jedoch findet teilweise eine Anpassung statt. BB4 prüft letztlich den Effekt des Erkläransatzes auf das Verständnis der Rezipienten: Architecture-fokussierte und Relevance-fokussierte Erklärungen führen zu vergleichbarer Comprehension, doch nur integrierte Erklärungen, die beide Perspektiven verbinden, erzielen signifikant höhere Enabledness. Also genau jene Form des Verstehens, die in Einklang mit Comprehension dann auch kompetentes Handeln mit dem Artefakt ermöglicht. Der zentrale Befund ist eine Spannung zwischen erklärerischem Standard und erklärerischem Bedarf: Genau der Ansatz, der Enabledness erzeugt und damit das tiefste Verständnis ermöglicht, erfordert die Integration beider Perspektiven. In den naturalistischen Erklärungen (BB2) ist dies aber nicht zuverlässig passiert. Diese Spannung hat Konsequenzen für die Informatik- und Technikdidaktik, in der Curricula, die Architecture von Relevance trennen, Gefahr laufen, das integrative Verständnis nicht hinreichend zu fördern und Bildungszielen wie Mündigkeit nicht gerecht zu werden. Aber auch der Bereich von Explainable AI ist betroffen, wenn beispielsweise Feature-Importances genutzt werden, um Erklärungen mit Counterfactuals zu generieren. Diese unterstützen dann zwar die Comprehension, nicht aber die häufig so notwendige Handlungsfähigkeit der Personen, die mithilfe der Erklärung mit solchen intransparenten, aber folgenreichen Systemen interagieren."},{"lang":"eng","text":"Technical artifacts have a dual nature: they possess a physical structure that enables them to perform functions associated with human intentions. Philosophy of technology holds that adequate understanding of such artifacts requires grasping both of these sides and their connection, yet little empirical work has examined whether and how people actually navigate this dual nature when explaining artifacts to one another. This dissertation investigates everyday face-to-face explanations of a technical artifact, the board game Quarto, through four cumulative Building Blocks (BB1–BB4). The analytical lens is the Co-Constructive Dual Nature Framework developed herein, which distinguishes two perspectives on the artifact, Architecture (how it works) and Relevance (what it is for). Their interplay is examined along three criteria: a dual-perspective criterion concerning the need to address both perspectives, a collaborative criterion concerning the co-constructive dynamics between explainer and explainee, and a cognitive criterion concerning the epistemic modes of construal that underlie perspective selection. BB1 establishes intonation-phrase segmentation as a reliable transcription basis for the qualitative coding of utterances addressing the dual nature in explanation content. BB2 documents a robust Architecture-dominant pattern in naturalistic explanations, with explainers producing approximately 60–70% Architecture content and communicating it as a prerequisite for Relevance. BB3 shows that this baseline persists even under systematic co-constructive pressure from explainees signalling, for example, Relevance interest, though partial adaptation occurs. BB4 experimentally tests the effect of explanatory approach on recipients’ understanding: Architecture-focused and Relevance-focused explanations produce equivalent comprehension, but only integrated explanations that connect both yield significantly higher enabledness with the artifact. The central finding is a tension between explanatory default and explanatory need: the approach that yields enabledness and thus produces the deepest understanding demands the integration of both perspectives. In the naturalistic explanations (BB2), this integration was not reliably produced. This tension carries consequences for computing and technology education, where curricula that separate Architecture from Relevance risk failing to sufficiently foster integrative understanding, and thereby risk falling short of educational aims such as self-determination. Explainable AI is likewise affected: when, for instance, feature importances are used to generate counterfactual explanations, these may support comprehension but not the agency that people who interact with opaque but consequential systems require."}]},{"publication":"Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue","abstract":[{"lang":"eng","text":"The ability to generate explanations that are understood by explainees is the\r\nquintessence of explainable artificial intelligence. Since understanding\r\ndepends on the explainee's background and needs, recent research focused on\r\nco-constructive explanation dialogues, where an explainer continuously monitors\r\nthe explainee's understanding and adapts their explanations dynamically. We\r\ninvestigate the ability of large language models (LLMs) to engage as explainers\r\nin co-constructive explanation dialogues. In particular, we present a user\r\nstudy in which explainees interact with an LLM in two settings, one of which\r\ninvolves the LLM being instructed to explain a topic co-constructively. We\r\nevaluate the explainees' understanding before and after the dialogue, as well\r\nas their perception of the LLMs' co-constructive behavior. Our results suggest\r\nthat LLMs show some co-constructive behaviors, such as asking verification\r\nquestions, that foster the explainees' engagement and can improve understanding\r\nof a topic. However, their ability to effectively monitor the current\r\nunderstanding and scaffold the explanations accordingly remains limited."}],"related_material":{"link":[{"relation":"software","url":"https://github.com/webis-de/sigdial25-co-constructive-llms"},{"url":"https://github.com/webis-de/sigdial25-co-constructive-llms-data","relation":"research_data"}]},"date_created":"2025-09-11T16:11:17Z","type":"conference","department":[{"_id":"660"}],"year":"2025","title":"Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues","author":[{"full_name":"Fichtel, Leandra","last_name":"Fichtel","first_name":"Leandra"},{"id":"84035","last_name":"Spliethöver","first_name":"Maximilian","orcid":"0000-0003-4364-1409","full_name":"Spliethöver, Maximilian"},{"id":"48129","full_name":"Hüllermeier, Eyke","first_name":"Eyke","last_name":"Hüllermeier"},{"first_name":"Patricia","last_name":"Jimenez","full_name":"Jimenez, Patricia","id":"103339"},{"first_name":"Nils","last_name":"Klowait","orcid":"0000-0002-7347-099X","full_name":"Klowait, Nils","id":"98454"},{"last_name":"Kopp","first_name":"Stefan","full_name":"Kopp, Stefan"},{"first_name":"Axel-Cyrille","last_name":"Ngonga Ngomo","full_name":"Ngonga Ngomo, Axel-Cyrille","id":"65716"},{"last_name":"Robrecht","orcid":"0000-0001-5622-8248","first_name":"Amelie","full_name":"Robrecht, Amelie","id":"91982"},{"full_name":"Scharlau, Ingrid","first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","id":"451"},{"id":"37320","last_name":"Terfloth","first_name":"Lutz","full_name":"Terfloth, Lutz"},{"id":"86589","full_name":"Vollmer, Anna-Lisa","first_name":"Anna-Lisa","last_name":"Vollmer"},{"last_name":"Wachsmuth","first_name":"Henning","full_name":"Wachsmuth, Henning","id":"3900"}],"date_updated":"2025-09-12T09:50:48Z","publication_status":"accepted","main_file_link":[{"open_access":"1","url":"https://arxiv.org/abs/2504.18483"}],"language":[{"iso":"eng"}],"citation":{"apa":"Fichtel, L., Spliethöver, M., Hüllermeier, E., Jimenez, P., Klowait, N., Kopp, S., Ngonga Ngomo, A.-C., Robrecht, A., Scharlau, I., Terfloth, L., Vollmer, A.-L., &#38; Wachsmuth, H. (n.d.). Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues. <i>Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue</i>. Annual Meeting of the Special Interest Group on Discourse and Dialogue.","ieee":"L. Fichtel <i>et al.</i>, “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues,” presented at the Annual Meeting of the Special Interest Group on Discourse and Dialogue.","chicago":"Fichtel, Leandra, Maximilian Spliethöver, Eyke Hüllermeier, Patricia Jimenez, Nils Klowait, Stefan Kopp, Axel-Cyrille Ngonga Ngomo, et al. “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues.” In <i>Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue</i>. Avignon, France: Association for Computational Linguistics, n.d.","short":"L. Fichtel, M. Spliethöver, E. Hüllermeier, P. Jimenez, N. Klowait, S. Kopp, A.-C. Ngonga Ngomo, A. Robrecht, I. Scharlau, L. Terfloth, A.-L. Vollmer, H. Wachsmuth, in: Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue, Association for Computational Linguistics, Avignon, France, n.d.","mla":"Fichtel, Leandra, et al. “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues.” <i>Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue</i>, Association for Computational Linguistics.","ama":"Fichtel L, Spliethöver M, Hüllermeier E, et al. Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues. In: <i>Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue</i>. Association for Computational Linguistics.","bibtex":"@inproceedings{Fichtel_Spliethöver_Hüllermeier_Jimenez_Klowait_Kopp_Ngonga Ngomo_Robrecht_Scharlau_Terfloth_et al., place={Avignon, France}, title={Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues}, booktitle={Proceedings of the 26th Annual Meeting of the Special Interest Group on Discourse and Dialogue}, publisher={Association for Computational Linguistics}, author={Fichtel, Leandra and Spliethöver, Maximilian and Hüllermeier, Eyke and Jimenez, Patricia and Klowait, Nils and Kopp, Stefan and Ngonga Ngomo, Axel-Cyrille and Robrecht, Amelie and Scharlau, Ingrid and Terfloth, Lutz and et al.} }"},"project":[{"name":"TRR 318: Project Area INF","_id":"118"},{"name":"TRR 318; TP B01: Ein dialogbasierter Ansatz zur Erklärung von Modellen des maschinellen Lernens","_id":"121"},{"_id":"127","name":"TRR 318; TP C04: Metaphern als Werkzeug des Erklärens"},{"name":"TRR 318 - Subproject B3","_id":"122"},{"_id":"119","name":"TRR 318 - Project Area Ö"},{"name":"TRR 318; TP A04: Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten","_id":"114"}],"external_id":{"arxiv":["2504.18483"]},"place":"Avignon, France","oa":"1","status":"public","conference":{"name":"Annual Meeting of the Special Interest Group on Discourse and Dialogue"},"_id":"61234","publisher":"Association for Computational Linguistics","user_id":"84035"},{"language":[{"iso":"eng"}],"_id":"61243","main_file_link":[{"url":"https://www.semdial.org/anthology/Z25-Fisher_semdial_4432.pdf"}],"user_id":"56345","author":[{"full_name":"Fisher, Josephine Beryl","first_name":"Josephine Beryl","last_name":"Fisher","orcid":"0000-0002-9997-9241","id":"56345"},{"id":"37320","last_name":"Terfloth","first_name":"Lutz","full_name":"Terfloth, Lutz"}],"status":"public","year":"2025","title":"The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations","date_updated":"2025-09-15T14:36:06Z","date_created":"2025-09-12T09:28:30Z","department":[{"_id":"660"}],"type":"conference_abstract","citation":{"chicago":"Fisher, Josephine Beryl, and Lutz Terfloth. “The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations.” In <i> Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)</i>, 2025.","short":"J.B. Fisher, L. Terfloth, in:  Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025), 2025.","apa":"Fisher, J. B., &#38; Terfloth, L. (2025). The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations. <i> Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)</i>.","ieee":"J. B. Fisher and L. Terfloth, “The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations,” 2025.","ama":"Fisher JB, Terfloth L. The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations. In: <i> Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)</i>. ; 2025.","bibtex":"@inproceedings{Fisher_Terfloth_2025, title={The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations}, booktitle={ Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)}, author={Fisher, Josephine Beryl and Terfloth, Lutz}, year={2025} }","mla":"Fisher, Josephine Beryl, and Lutz Terfloth. “The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations.” <i> Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)</i>, 2025."},"publication":" Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)","project":[{"_id":"111","name":"TRR 318; TP A01: Adaptives Erklären"},{"name":"TRR 318; TP A04: Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten","_id":"114"}]},{"has_accepted_license":"1","status":"public","volume":94,"user_id":"57578","ddc":["006"],"_id":"61156","project":[{"_id":"111","name":"TRR 318; TP A01: Adaptives Erklären"},{"_id":"112","name":"TRR 318; TP A02: Verstehensprozess einer Erklärung beobachten und auswerten"},{"_id":"113","name":"TRR 318 - Subproject A3"},{"_id":"114","name":"TRR 318; TP A04: Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten"},{"name":"TRR 318; TP A05: Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog","_id":"115"},{"name":"TRR 318 - Subproject B3","_id":"122"},{"name":"TRR 318 - Subproject B5","_id":"123"},{"_id":"119","name":"TRR 318 - Project Area Ö"}],"quality_controlled":"1","citation":{"bibtex":"@article{Buschmeier_Buhl_Kern_Grimminger_Beierling_Fisher_Groß_Horwath_Klowait_Lazarov_et al._2025, title={Forms of Understanding for XAI-Explanations}, volume={94}, DOI={<a href=\"https://doi.org/10.1016/j.cogsys.2025.101419\">10.1016/j.cogsys.2025.101419</a>}, number={101419}, journal={Cognitive Systems Research}, author={Buschmeier, Hendrik and Buhl, Heike M. and Kern, Friederike and Grimminger, Angela and Beierling, Helen and Fisher, Josephine Beryl and Groß, André and Horwath, Ilona and Klowait, Nils and Lazarov, Stefan Teodorov and et al.}, year={2025} }","ama":"Buschmeier H, Buhl HM, Kern F, et al. Forms of Understanding for XAI-Explanations. <i>Cognitive Systems Research</i>. 2025;94. doi:<a href=\"https://doi.org/10.1016/j.cogsys.2025.101419\">10.1016/j.cogsys.2025.101419</a>","mla":"Buschmeier, Hendrik, et al. “Forms of Understanding for XAI-Explanations.” <i>Cognitive Systems Research</i>, vol. 94, 101419, 2025, doi:<a href=\"https://doi.org/10.1016/j.cogsys.2025.101419\">10.1016/j.cogsys.2025.101419</a>.","short":"H. Buschmeier, H.M. Buhl, F. Kern, A. Grimminger, H. Beierling, J.B. Fisher, A. Groß, I. Horwath, N. Klowait, S.T. Lazarov, M. Lenke, V. Lohmer, K. Rohlfing, I. Scharlau, A. Singh, L. Terfloth, A.-L. Vollmer, Y. Wang, A. Wilmes, B. Wrede, Cognitive Systems Research 94 (2025).","chicago":"Buschmeier, Hendrik, Heike M. Buhl, Friederike Kern, Angela Grimminger, Helen Beierling, Josephine Beryl Fisher, André Groß, et al. “Forms of Understanding for XAI-Explanations.” <i>Cognitive Systems Research</i> 94 (2025). <a href=\"https://doi.org/10.1016/j.cogsys.2025.101419\">https://doi.org/10.1016/j.cogsys.2025.101419</a>.","ieee":"H. Buschmeier <i>et al.</i>, “Forms of Understanding for XAI-Explanations,” <i>Cognitive Systems Research</i>, vol. 94, Art. no. 101419, 2025, doi: <a href=\"https://doi.org/10.1016/j.cogsys.2025.101419\">10.1016/j.cogsys.2025.101419</a>.","apa":"Buschmeier, H., Buhl, H. M., Kern, F., Grimminger, A., Beierling, H., Fisher, J. B., Groß, A., Horwath, I., Klowait, N., Lazarov, S. T., Lenke, M., Lohmer, V., Rohlfing, K., Scharlau, I., Singh, A., Terfloth, L., Vollmer, A.-L., Wang, Y., Wilmes, A., &#38; Wrede, B. (2025). Forms of Understanding for XAI-Explanations. <i>Cognitive Systems Research</i>, <i>94</i>, Article 101419. <a href=\"https://doi.org/10.1016/j.cogsys.2025.101419\">https://doi.org/10.1016/j.cogsys.2025.101419</a>"},"file_date_updated":"2025-12-01T21:02:20Z","oa":"1","article_type":"original","intvolume":"        94","publication_status":"published","date_updated":"2025-12-05T15:32:25Z","author":[{"id":"76456","full_name":"Buschmeier, Hendrik","first_name":"Hendrik","last_name":"Buschmeier","orcid":"0000-0002-9613-5713"},{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"},{"full_name":"Kern, Friederike","first_name":"Friederike","last_name":"Kern"},{"full_name":"Grimminger, Angela","first_name":"Angela","last_name":"Grimminger","id":"57578"},{"first_name":"Helen","last_name":"Beierling","full_name":"Beierling, Helen","id":"50995"},{"id":"56345","first_name":"Josephine Beryl","orcid":"0000-0002-9997-9241","last_name":"Fisher","full_name":"Fisher, Josephine Beryl"},{"orcid":"0000-0002-9593-7220","first_name":"André","last_name":"Groß","full_name":"Groß, André","id":"93405"},{"id":"68836","full_name":"Horwath, Ilona","first_name":"Ilona","last_name":"Horwath"},{"id":"98454","orcid":"0000-0002-7347-099X","first_name":"Nils","last_name":"Klowait","full_name":"Klowait, Nils"},{"full_name":"Lazarov, Stefan Teodorov","first_name":"Stefan Teodorov","last_name":"Lazarov","orcid":"0009-0009-0892-9483","id":"90345"},{"first_name":"Michael","last_name":"Lenke","full_name":"Lenke, Michael"},{"last_name":"Lohmer","first_name":"Vivien","full_name":"Lohmer, Vivien"},{"orcid":"0000-0002-5676-8233","last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352"},{"orcid":"0000-0003-2364-9489","last_name":"Scharlau","first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451"},{"orcid":"0000-0002-7789-1521","last_name":"Singh","first_name":"Amit","full_name":"Singh, Amit","id":"91018"},{"id":"37320","last_name":"Terfloth","first_name":"Lutz","full_name":"Terfloth, Lutz"},{"full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer","first_name":"Anna-Lisa","id":"86589"},{"full_name":"Wang, Yu","first_name":"Yu","last_name":"Wang"},{"last_name":"Wilmes","first_name":"Annedore","full_name":"Wilmes, Annedore"},{"last_name":"Wrede","first_name":"Britta","full_name":"Wrede, Britta"}],"year":"2025","title":"Forms of Understanding for XAI-Explanations","doi":"10.1016/j.cogsys.2025.101419","language":[{"iso":"eng"}],"article_number":"101419","main_file_link":[{"open_access":"1","url":"https://www.sciencedirect.com/science/article/pii/S1389041725000993?via%3Dihub"}],"abstract":[{"lang":"eng","text":"Explainability has become an important topic in computer science and artificial intelligence, leading to a subfield called Explainable Artificial Intelligence (XAI). The goal of providing or seeking explanations is to achieve (better) ‘understanding’ on the part of the explainee. However, what it means to ‘understand’ is still not clearly defined, and the concept itself is rarely the subject of scientific investigation. This conceptual article aims to present a model of forms of understanding for XAI-explanations and beyond. From an interdisciplinary perspective bringing together computer science, linguistics, sociology, philosophy and psychology, a definition of understanding and its forms, assessment, and dynamics during the process of giving everyday explanations are explored. Two types of understanding are considered as possible outcomes of explanations, namely enabledness, ‘knowing how’ to do or decide something, and comprehension, ‘knowing that’ – both in different degrees (from shallow to deep). Explanations regularly start with shallow understanding in a specific domain and can lead to deep comprehension and enabledness of the explanandum, which we see as a prerequisite for human users to gain agency. In this process, the increase of comprehension and enabledness are highly interdependent. Against the background of this systematization, special challenges of understanding in XAI are discussed."}],"publication":"Cognitive Systems Research","department":[{"_id":"660"}],"keyword":["understanding","explaining","explanations","explainable","AI","interdisciplinarity","comprehension","enabledness","agency"],"type":"journal_article","date_created":"2025-09-08T14:24:32Z","file":[{"creator":"hbuschme","date_created":"2025-12-01T21:02:20Z","date_updated":"2025-12-01T21:02:20Z","relation":"main_file","access_level":"closed","file_size":10114981,"file_name":"Buschmeier-etal-2025-COGSYS.pdf","success":1,"content_type":"application/pdf","file_id":"62730"}]},{"doi":"10.15388/infedu.2025.09","user_id":"37320","main_file_link":[{"open_access":"1","url":"https://infedu.vu.lt/journal/INFEDU/article/805/info"}],"publisher":"Vilnius University Press","_id":"60357","language":[{"iso":"eng"}],"date_updated":"2025-06-24T10:02:22Z","publication_status":"published","status":"public","year":"2025","title":"Transcription in Computing Education Research: A Review and Recommendations","publication_identifier":{"issn":["1648-5831","2335-8971"]},"author":[{"id":"37320","full_name":"Terfloth, Lutz","first_name":"Lutz","last_name":"Terfloth"},{"first_name":"Vivien","last_name":"Lohmer","full_name":"Lohmer, Vivien"},{"full_name":"Kern, Friederike","first_name":"Friederike","last_name":"Kern"},{"last_name":"Schulte","first_name":"Carsten","full_name":"Schulte, Carsten","id":"60311"}],"type":"journal_article","oa":"1","department":[{"_id":"67"}],"date_created":"2025-06-24T10:00:27Z","abstract":[{"lang":"eng","text":"<jats:p>Transcripts play a crucial role in qualitative research in computing education, with significant implications for the credibility and reproducibility of findings. However, unreflective and inconsistent transcription standards may unintentionally introduce biases, potentially undermining the validity of research outcomes and the collective progress of the field. In this article, we introduce transcription as a theoretically guided process rather than a mere preparatory step, illustrating its role using a case example. Additionally, through a systematic review of 107 qualitative research articles in computing education, we identify widespread shortcomings in the reporting and implementation of transcription practices, revealing a need for greater intentionality and transparency. To address these challenges, we propose a three-step framework for selecting, applying, and documenting transcription standards that align with the specific context and goals of a study. Rather than advocating for overly complex, one-size-fits-all transcription strategies, we emphasize the importance of a context-appropriate approach that is clearly communicated to foster trust and reproducibility. By advancing a more robust transcription culture, this work aims to support computing education researchers in adopting standards that enhance the quality and reliability of qualitative research in the field.</jats:p>"}],"publication":"Informatics in Education","citation":{"mla":"Terfloth, Lutz, et al. “Transcription in Computing Education Research: A Review and Recommendations.” <i>Informatics in Education</i>, Vilnius University Press, 2025, doi:<a href=\"https://doi.org/10.15388/infedu.2025.09\">10.15388/infedu.2025.09</a>.","ama":"Terfloth L, Lohmer V, Kern F, Schulte C. Transcription in Computing Education Research: A Review and Recommendations. <i>Informatics in Education</i>. Published online 2025. doi:<a href=\"https://doi.org/10.15388/infedu.2025.09\">10.15388/infedu.2025.09</a>","bibtex":"@article{Terfloth_Lohmer_Kern_Schulte_2025, title={Transcription in Computing Education Research: A Review and Recommendations}, DOI={<a href=\"https://doi.org/10.15388/infedu.2025.09\">10.15388/infedu.2025.09</a>}, journal={Informatics in Education}, publisher={Vilnius University Press}, author={Terfloth, Lutz and Lohmer, Vivien and Kern, Friederike and Schulte, Carsten}, year={2025} }","apa":"Terfloth, L., Lohmer, V., Kern, F., &#38; Schulte, C. (2025). Transcription in Computing Education Research: A Review and Recommendations. <i>Informatics in Education</i>. <a href=\"https://doi.org/10.15388/infedu.2025.09\">https://doi.org/10.15388/infedu.2025.09</a>","ieee":"L. Terfloth, V. Lohmer, F. Kern, and C. Schulte, “Transcription in Computing Education Research: A Review and Recommendations,” <i>Informatics in Education</i>, 2025, doi: <a href=\"https://doi.org/10.15388/infedu.2025.09\">10.15388/infedu.2025.09</a>.","short":"L. Terfloth, V. Lohmer, F. Kern, C. Schulte, Informatics in Education (2025).","chicago":"Terfloth, Lutz, Vivien Lohmer, Friederike Kern, and Carsten Schulte. “Transcription in Computing Education Research: A Review and Recommendations.” <i>Informatics in Education</i>, 2025. <a href=\"https://doi.org/10.15388/infedu.2025.09\">https://doi.org/10.15388/infedu.2025.09</a>."}},{"date_created":"2025-07-22T13:10:42Z","external_id":{"arxiv":["2504.18483"]},"type":"preprint","citation":{"bibtex":"@article{Fichtel_Spliethöver_Hüllermeier_Jimenez_Klowait_Kopp_Ngonga Ngomo_Robrecht_Scharlau_Terfloth_et al._2025, title={Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues}, journal={arXiv:2504.18483}, author={Fichtel, Leandra and Spliethöver, Maximilian and Hüllermeier, Eyke and Jimenez, Patricia and Klowait, Nils and Kopp, Stefan and Ngonga Ngomo, Axel-Cyrille and Robrecht, Amelie and Scharlau, Ingrid and Terfloth, Lutz and et al.}, year={2025} }","ama":"Fichtel L, Spliethöver M, Hüllermeier E, et al. Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues. <i>arXiv:250418483</i>. Published online 2025.","mla":"Fichtel, Leandra, et al. “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues.” <i>ArXiv:2504.18483</i>, 2025.","short":"L. Fichtel, M. Spliethöver, E. Hüllermeier, P. Jimenez, N. Klowait, S. Kopp, A.-C. Ngonga Ngomo, A. Robrecht, I. Scharlau, L. Terfloth, A.-L. Vollmer, H. Wachsmuth, ArXiv:2504.18483 (2025).","chicago":"Fichtel, Leandra, Maximilian Spliethöver, Eyke Hüllermeier, Patricia Jimenez, Nils Klowait, Stefan Kopp, Axel-Cyrille Ngonga Ngomo, et al. “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues.” <i>ArXiv:2504.18483</i>, 2025.","ieee":"L. Fichtel <i>et al.</i>, “Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues,” <i>arXiv:2504.18483</i>. 2025.","apa":"Fichtel, L., Spliethöver, M., Hüllermeier, E., Jimenez, P., Klowait, N., Kopp, S., Ngonga Ngomo, A.-C., Robrecht, A., Scharlau, I., Terfloth, L., Vollmer, A.-L., &#38; Wachsmuth, H. (2025). Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues. In <i>arXiv:2504.18483</i>."},"publication":"arXiv:2504.18483","project":[{"grant_number":"438445824","_id":"121","name":"TRR 318 - B01: TRR 318 - Ein dialogbasierter Ansatz zur Erklärung von Modellen des maschinellen Lernens (Teilprojekt B01)"},{"name":"TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens","_id":"127"},{"name":"TRR 318 - B3: TRR 318 - Subproject B3","_id":"122"},{"name":"TRR 318 - Ö: TRR 318 - Project Area Ö","_id":"119"},{"name":"TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)","grant_number":"438445824","_id":"114"}],"abstract":[{"text":"The ability to generate explanations that are understood by explainees is the\r\nquintessence of explainable artificial intelligence. Since understanding\r\ndepends on the explainee's background and needs, recent research focused on\r\nco-constructive explanation dialogues, where an explainer continuously monitors\r\nthe explainee's understanding and adapts their explanations dynamically. We\r\ninvestigate the ability of large language models (LLMs) to engage as explainers\r\nin co-constructive explanation dialogues. In particular, we present a user\r\nstudy in which explainees interact with an LLM in two settings, one of which\r\ninvolves the LLM being instructed to explain a topic co-constructively. We\r\nevaluate the explainees' understanding before and after the dialogue, as well\r\nas their perception of the LLMs' co-constructive behavior. Our results suggest\r\nthat LLMs show some co-constructive behaviors, such as asking verification\r\nquestions, that foster the explainees' engagement and can improve understanding\r\nof a topic. However, their ability to effectively monitor the current\r\nunderstanding and scaffold the explanations accordingly remains limited.","lang":"eng"}],"_id":"60718","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://arxiv.org/pdf/2504.18483"}],"page":"20","user_id":"98454","author":[{"last_name":"Fichtel","first_name":"Leandra","full_name":"Fichtel, Leandra"},{"last_name":"Spliethöver","first_name":"Maximilian","full_name":"Spliethöver, Maximilian"},{"first_name":"Eyke","last_name":"Hüllermeier","full_name":"Hüllermeier, Eyke"},{"full_name":"Jimenez, Patricia","first_name":"Patricia","last_name":"Jimenez","id":"103339"},{"first_name":"Nils","last_name":"Klowait","orcid":"0000-0002-7347-099X","full_name":"Klowait, Nils","id":"98454"},{"full_name":"Kopp, Stefan","first_name":"Stefan","last_name":"Kopp"},{"id":"65716","full_name":"Ngonga Ngomo, Axel-Cyrille","last_name":"Ngonga Ngomo","first_name":"Axel-Cyrille"},{"full_name":"Robrecht, Amelie","last_name":"Robrecht","first_name":"Amelie"},{"id":"451","full_name":"Scharlau, Ingrid","first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau"},{"id":"37320","first_name":"Lutz","last_name":"Terfloth","full_name":"Terfloth, Lutz"},{"first_name":"Anna-Lisa","last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa"},{"first_name":"Henning","last_name":"Wachsmuth","full_name":"Wachsmuth, Henning"}],"status":"public","year":"2025","title":"Investigating Co-Constructive Behavior of Large Language Models in  Explanation Dialogues","has_accepted_license":"1","date_updated":"2025-07-23T11:23:32Z"},{"user_id":"90826","language":[{"iso":"eng"}],"_id":"57356","main_file_link":[{"open_access":"1","url":"https://ceur-ws.org/Vol-3793/paper_3.pdf"}],"date_updated":"2024-11-23T10:21:35Z","author":[{"last_name":"Schaffer","first_name":"Michael Erol ","full_name":"Schaffer, Michael Erol "},{"full_name":"Terfloth, Lutz","first_name":"Lutz","last_name":"Terfloth","id":"37320"},{"id":"60311","first_name":"Carsten","last_name":"Schulte","full_name":"Schulte, Carsten"},{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"}],"conference":{"end_date":"2024-07-19","location":"Valletta, Malta","name":"2nd World Conference on eXplainable Artificial Intelligence","start_date":"2024-07-17"},"title":"Perception and Consideration of the Explainees’ Needs for Satisfying Explanations","year":"2024","status":"public","department":[{"_id":"427"}],"oa":"1","type":"conference","date_created":"2024-11-23T09:14:58Z","place":"Paderborn University, Paderborn, Germany","project":[{"name":"TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)","grant_number":"438445824","_id":"114"}],"related_material":{"link":[{"url":"https://ceur-ws.org/Vol-3793/paper_3.pdf","relation":"confirmation"}]},"citation":{"mla":"Schaffer, Michael Erol, et al. <i>Perception and Consideration of the Explainees’ Needs for Satisfying Explanations</i>. 2024.","ama":"Schaffer ME, Terfloth L, Schulte C, Buhl HM. Perception and Consideration of the Explainees’ Needs for Satisfying Explanations. In: ; 2024.","bibtex":"@inproceedings{Schaffer_Terfloth_Schulte_Buhl_2024, place={Paderborn University, Paderborn, Germany}, title={Perception and Consideration of the Explainees’ Needs for Satisfying Explanations}, author={Schaffer, Michael Erol  and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}, year={2024} }","apa":"Schaffer, M. E., Terfloth, L., Schulte, C., &#38; Buhl, H. M. (2024). <i>Perception and Consideration of the Explainees’ Needs for Satisfying Explanations</i>. 2nd World Conference on eXplainable Artificial Intelligence, Valletta, Malta.","ieee":"M. E. Schaffer, L. Terfloth, C. Schulte, and H. M. Buhl, “Perception and Consideration of the Explainees’ Needs for Satisfying Explanations,” presented at the 2nd World Conference on eXplainable Artificial Intelligence, Valletta, Malta, 2024.","chicago":"Schaffer, Michael Erol , Lutz Terfloth, Carsten Schulte, and Heike M. Buhl. “Perception and Consideration of the Explainees’ Needs for Satisfying Explanations.” Paderborn University, Paderborn, Germany, 2024.","short":"M.E. Schaffer, L. Terfloth, C. Schulte, H.M. Buhl, in: Paderborn University, Paderborn, Germany, 2024."}},{"type":"conference","oa":"1","department":[{"_id":"427"}],"place":"Paderborn University, Paderborn, Germany","date_created":"2024-11-23T09:21:08Z","related_material":{"link":[{"relation":"original","url":"https://arxiv.org/pdf/2411.08514"}]},"project":[{"_id":"114","grant_number":"438445824","name":"TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)"}],"publication":"Joint Proceedings of the xAI-2024 Late-breaking Work, Demos and Doctoral Consortium. 3793","citation":{"apa":"Schaffer, M. E., Terfloth, L., Schulte, C., &#38; Buhl, H. M. (2024). Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations. <i>Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793</i>.","ieee":"M. E. Schaffer, L. Terfloth, C. Schulte, and H. M. Buhl, “Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations,” 2024.","short":"M.E. Schaffer, L. Terfloth, C. Schulte, H.M. Buhl, in: Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793, Paderborn University, Paderborn, Germany, 2024.","chicago":"Schaffer, Michael Erol , Lutz Terfloth, Carsten Schulte, and Heike M. Buhl. “Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations.” In <i>Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793</i>. Paderborn University, Paderborn, Germany, 2024.","mla":"Schaffer, Michael Erol, et al. “Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations.” <i>Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793</i>, 2024.","ama":"Schaffer ME, Terfloth L, Schulte C, Buhl HM. Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations. In: <i>Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793</i>. ; 2024.","bibtex":"@inproceedings{Schaffer_Terfloth_Schulte_Buhl_2024, place={Paderborn University, Paderborn, Germany}, title={Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations}, booktitle={Joint Proceedings of the xAI-2024 Late-breaking Work, Demos and Doctoral Consortium. 3793}, author={Schaffer, Michael Erol  and Terfloth, Lutz and Schulte, Carsten and Buhl, Heike M.}, year={2024} }"},"user_id":"90826","main_file_link":[{"open_access":"1","url":"https://arxiv.org/pdf/2411.08514"}],"language":[{"iso":"eng"}],"_id":"57357","date_updated":"2024-11-23T10:20:47Z","year":"2024","title":"Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations","status":"public","author":[{"last_name":"Schaffer","first_name":"Michael Erol ","full_name":"Schaffer, Michael Erol "},{"last_name":"Terfloth","first_name":"Lutz","full_name":"Terfloth, Lutz","id":"37320"},{"last_name":"Schulte","first_name":"Carsten","full_name":"Schulte, Carsten","id":"60311"},{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"}]},{"project":[{"grant_number":"438445824","_id":"114","name":"TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten (Teilprojekt A04)"}],"citation":{"mla":"Terfloth, Lutz, et al. <i>Adding Why to What? Analyses of an Everyday Explanation</i>. Springer, Cham, 2023, doi:<a href=\"https://doi.org/10.1007/978-3-031-44070-0_13\">10.1007/978-3-031-44070-0_13</a>.","bibtex":"@inproceedings{Terfloth_Schaffer_Buhl_Schulte_2023, title={Adding Why to What? Analyses of an Everyday Explanation}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-44070-0_13\">10.1007/978-3-031-44070-0_13</a>}, publisher={Springer, Cham}, author={Terfloth, Lutz and Schaffer, Michael and Buhl, Heike M. and Schulte, Carsten}, year={2023} }","ama":"Terfloth L, Schaffer M, Buhl HM, Schulte C. Adding Why to What? Analyses of an Everyday Explanation. In: Springer, Cham; 2023. doi:<a href=\"https://doi.org/10.1007/978-3-031-44070-0_13\">10.1007/978-3-031-44070-0_13</a>","ieee":"L. Terfloth, M. Schaffer, H. M. Buhl, and C. Schulte, “Adding Why to What? Analyses of an Everyday Explanation,” presented at the 1st World Conference on eXplainable Artificial Intelligence (xAI 2023), Lisboa, 2023, doi: <a href=\"https://doi.org/10.1007/978-3-031-44070-0_13\">10.1007/978-3-031-44070-0_13</a>.","apa":"Terfloth, L., Schaffer, M., Buhl, H. M., &#38; Schulte, C. (2023). <i>Adding Why to What? Analyses of an Everyday Explanation</i>. 1st World Conference on eXplainable Artificial Intelligence (xAI 2023), Lisboa. <a href=\"https://doi.org/10.1007/978-3-031-44070-0_13\">https://doi.org/10.1007/978-3-031-44070-0_13</a>","short":"L. Terfloth, M. Schaffer, H.M. Buhl, C. Schulte, in: Springer, Cham, 2023.","chicago":"Terfloth, Lutz, Michael Schaffer, Heike M. Buhl, and Carsten Schulte. “Adding Why to What? Analyses of an Everyday Explanation.” Springer, Cham, 2023. <a href=\"https://doi.org/10.1007/978-3-031-44070-0_13\">https://doi.org/10.1007/978-3-031-44070-0_13</a>."},"oa":"1","conference":{"start_date":"2023-07-26","name":"1st World Conference on eXplainable Artificial Intelligence (xAI 2023)","location":"Lisboa","end_date":"2023-07-28"},"status":"public","user_id":"90826","_id":"47448","publisher":"Springer, Cham","abstract":[{"lang":"eng","text":"In XAI it is important to consider that, in contrast to explanations for professional audiences, one cannot assume common expertise when explaining for laypeople. But such explanations between humans vary greatly, making it difficult to research commonalities across explanations. We used the dual nature theory, a techno-philosophical approach, to cope with these challenges. According to it, one can explain, for example, an XAI's decision by addressing its dual nature: by focusing on the Architecture (e.g., the logic of its algorithms) or the Relevance (e.g., the severity of a decision, the implications of a recommendation). We investigated 20 game explanations using the theory as an analytical framework. We elaborate how we used the theory to quickly structure and compare explanations of technological artifacts. We supplemented results from analyzing the explanation contents with results from a video recall to explore how explainers justified their explanation. We found that explainers were focusing on the physical aspects of the game first (Architecture) and only later on aspects of the Relevance. Reasoning in the video recalls indicated that EX regarded the focus on the Architecture as important for structuring the explanation initially by explaining the basic components before focusing on more complex, intangible aspects. Shifting between addressing the two sides was justified by explanation goals, emerging misunderstandings, and the knowledge needs of the explainee. We discovered several commonalities that inspire future research questions which, if further generalizable, provide first ideas for the construction of synthetic explanations."}],"department":[{"_id":"67"},{"_id":"660"}],"type":"conference","date_created":"2023-09-26T12:00:06Z","publication_status":"published","date_updated":"2025-08-12T07:54:19Z","publication_identifier":{"isbn":["978-3-031-44069-4"]},"author":[{"first_name":"Lutz","last_name":"Terfloth","full_name":"Terfloth, Lutz","id":"37320"},{"full_name":"Schaffer, Michael","last_name":"Schaffer","first_name":"Michael"},{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"},{"full_name":"Schulte, Carsten","first_name":"Carsten","last_name":"Schulte","id":"60311"}],"title":"Adding Why to What? Analyses of an Everyday Explanation","year":"2023","doi":"10.1007/978-3-031-44070-0_13","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://link.springer.com/chapter/10.1007/978-3-031-44070-0_13"}]},{"abstract":[{"lang":"eng","text":"In this paper, we present a novel approach to design teaching interventions for computing education, elaborated using an example of cybersecurity education. Cybersecurity education, similar to other computing education domains, often focuses on one aspect and separate themselves from the other approach. In other words, they focus on one of the two different aspects: a) either teaching how to use and to behave, or b) how technology works. Here we suggest another point of focal awareness for teaching – interaction – that allows the recombination of both approaches in a novel way, leading to a reconstruction of the teaching and learning content in a way that – as we hope – supports an understanding on a higher level and thus gives the chance to better develop agency. For this didactic reconstruction of teaching content, we use an approach called the hybrid interaction system framework.\r\nIn cybersecurity training, teaching interventions oftentimes are in a way successful but seem to not lead to long-lasting changes towards secure behavior. Using simply password security as an example, we show how this new approach recombines the two different priory mentioned teaching approaches in a novel way.\r\nWithin this short paper, we present our current research progress, discuss potentials and values of the approach in general, and by way of example. Our intention of this submission and early disclosure is to spark discussion and generate further insights especially regarding the following question: What implications does the hybrid interaction system approach have on learning scenarios?"}],"citation":{"ama":"Terfloth L, Budde L, Schulte C. Combining Ideas and Artifacts: An Interaction-Focused View on Computing Education Using a Cybersecurity Example. In: New York, NY, USA: Association for Computing Machinery; 2020. doi:<a href=\"https://doi.org/10.1145/3428029.3428052\">10.1145/3428029.3428052</a>","bibtex":"@inproceedings{Terfloth_Budde_Schulte_2020, place={New York, NY, USA}, title={Combining Ideas and Artifacts: An Interaction-Focused View on Computing Education Using a Cybersecurity Example}, DOI={<a href=\"https://doi.org/10.1145/3428029.3428052\">10.1145/3428029.3428052</a>}, publisher={Association for Computing Machinery}, author={Terfloth, Lutz and Budde, Lea and Schulte, Carsten}, year={2020} }","mla":"Terfloth, Lutz, et al. <i>Combining Ideas and Artifacts: An Interaction-Focused View on Computing Education Using a Cybersecurity Example</i>. Association for Computing Machinery, 2020, doi:<a href=\"https://doi.org/10.1145/3428029.3428052\">10.1145/3428029.3428052</a>.","short":"L. Terfloth, L. Budde, C. Schulte, in: Association for Computing Machinery, New York, NY, USA, 2020.","chicago":"Terfloth, Lutz, Lea Budde, and Carsten Schulte. “Combining Ideas and Artifacts: An Interaction-Focused View on Computing Education Using a Cybersecurity Example.” New York, NY, USA: Association for Computing Machinery, 2020. <a href=\"https://doi.org/10.1145/3428029.3428052\">https://doi.org/10.1145/3428029.3428052</a>.","apa":"Terfloth, L., Budde, L., &#38; Schulte, C. (2020). Combining Ideas and Artifacts: An Interaction-Focused View on Computing Education Using a Cybersecurity Example. New York, NY, USA: Association for Computing Machinery. <a href=\"https://doi.org/10.1145/3428029.3428052\">https://doi.org/10.1145/3428029.3428052</a>","ieee":"L. Terfloth, L. Budde, and C. Schulte, “Combining Ideas and Artifacts: An Interaction-Focused View on Computing Education Using a Cybersecurity Example,” 2020."},"department":[{"_id":"67"}],"type":"conference","place":"New York, NY, USA","date_created":"2020-11-23T09:48:15Z","date_updated":"2022-01-06T06:54:27Z","publication_identifier":{"isbn":["9781450389211"]},"author":[{"id":"37320","first_name":"Lutz","last_name":"Terfloth","full_name":"Terfloth, Lutz"},{"first_name":"Lea","last_name":"Budde","full_name":"Budde, Lea","id":"32443"},{"id":"60311","full_name":"Schulte, Carsten","first_name":"Carsten","last_name":"Schulte"}],"year":"2020","title":"Combining Ideas and Artifacts: An Interaction-Focused View on Computing Education Using a Cybersecurity Example","status":"public","doi":"10.1145/3428029.3428052","user_id":"21145","_id":"20452","language":[{"iso":"eng"}],"publisher":"Association for Computing Machinery"}]