--- _id: '65061' abstract: - lang: eng text: "Abstract\r\n \r\n One of the purposes for which XAI is often brought into play is to enable a user to act responsibly. However, responsibility is a complex normative and social phenomenon that we unfold in this chapter. We consider that the classical concepts of agency and responsibility do not fully capture what is needed for meaningful collaboration between human users and XAI. Advocating the perspective of sXAI, we argue that the growing adaptivity of AI systems will result in sXAI being considered as partners. Both partners adopt particular (dialogical) roles within a collaborative process and take responsibility for them. We expect that these roles lead to reactive attitudes toward the sXAI on the side of the human partners that make these roles relational. They resemble those reactive attitudes that we hold toward other human agents. For agents to exercise their responsibility, they need to possess agential capacities to fulfill their role with respect to the structure of a social interaction. Hence, sXAI can be expected to act responsibly. But because of XAI’s limited normative capacities, it might rather act as a marginal agent. We refer to marginal agents and show they can be scaffolded with regard to their agential capacities and their knowledge about the structure of a social interaction. The structure links the actions of the partners to each other in terms of a set of stimuli and responses to it in pursuit of a particular goal. Hence, it is important to differentiate between the different goals that a structure can impose for exercising responsibility. Therefore, we follow (Responsibility from the margins. Oxford University Press; 2015.\r\n https://doi.org/10.1093/acprof:oso/9780198715672.24001.0001\r\n \ ) and offer three structures that can help to organize responsibility for\r\n decisions made\r\n with the assistance of AI systems. These structures are attributability, answerability, and accountability. Our insights will inform the development and design process of XAI to meet the guiding principles of responsible research and innovation as well as trustworthy AI.\r\n " author: - first_name: Katharina J. full_name: Rohlfing, Katharina J. id: '50352' last_name: Rohlfing orcid: 0000-0002-5676-8233 - first_name: Suzana full_name: Alpsancar, Suzana id: '93637' last_name: Alpsancar - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: 'Rohlfing KJ, Alpsancar S, Schulte C. Responsibilities in sXAI. In: Social Explainable AI. Springer Nature Singapore; 2026:157-177. doi:10.1007/978-981-96-5290-7_9' apa: Rohlfing, K. J., Alpsancar, S., & Schulte, C. (2026). Responsibilities in sXAI. In Social Explainable AI (pp. 157–177). Springer Nature Singapore. https://doi.org/10.1007/978-981-96-5290-7_9 bibtex: '@inbook{Rohlfing_Alpsancar_Schulte_2026, place={Singapore}, title={Responsibilities in sXAI}, DOI={10.1007/978-981-96-5290-7_9}, booktitle={Social Explainable AI}, publisher={Springer Nature Singapore}, author={Rohlfing, Katharina J. and Alpsancar, Suzana and Schulte, Carsten}, year={2026}, pages={157–177} }' chicago: 'Rohlfing, Katharina J., Suzana Alpsancar, and Carsten Schulte. “Responsibilities in SXAI.” In Social Explainable AI, 157–77. Singapore: Springer Nature Singapore, 2026. https://doi.org/10.1007/978-981-96-5290-7_9.' ieee: 'K. J. Rohlfing, S. Alpsancar, and C. Schulte, “Responsibilities in sXAI,” in Social Explainable AI, Singapore: Springer Nature Singapore, 2026, pp. 157–177.' mla: Rohlfing, Katharina J., et al. “Responsibilities in SXAI.” Social Explainable AI, Springer Nature Singapore, 2026, pp. 157–77, doi:10.1007/978-981-96-5290-7_9. short: 'K.J. Rohlfing, S. Alpsancar, C. Schulte, in: Social Explainable AI, Springer Nature Singapore, Singapore, 2026, pp. 157–177.' date_created: 2026-03-19T10:59:18Z date_updated: 2026-03-19T11:53:01Z department: - _id: '26' - _id: '756' doi: 10.1007/978-981-96-5290-7_9 language: - iso: eng main_file_link: - open_access: '1' url: https://doi.org/10.1007/978-981-96-5290-7_9 oa: '1' page: 157-177 place: Singapore project: - _id: '109' name: 'TRR 318: Erklärbarkeit konstruieren' - _id: '370' name: 'TRR 318; TP B06: Ethik und Normativität der erklärbaren KI' publication: Social Explainable AI publication_identifier: isbn: - '9789819652891' - '9789819652907' publication_status: published publisher: Springer Nature Singapore status: public title: Responsibilities in sXAI type: book_chapter user_id: '93637' year: '2026' ... --- _id: '65180' author: - first_name: Lutz full_name: Terfloth, Lutz id: '37320' last_name: Terfloth - first_name: Heike M. full_name: Buhl, Heike M. id: '27152' last_name: Buhl - first_name: Vivien full_name: Lohmer, Vivien id: '99097' last_name: Lohmer - first_name: Michael full_name: Schaffer, Michael id: '92807' last_name: Schaffer - first_name: Frederike full_name: Kern, Frederike last_name: Kern - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: 'Terfloth L, Buhl HM, Lohmer V, Schaffer M, Kern F, Schulte C. Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts.; 2026.' apa: 'Terfloth, L., Buhl, H. M., Lohmer, V., Schaffer, M., Kern, F., & Schulte, C. (2026). Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts.' 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} }' chicago: 'Terfloth, Lutz, Heike M. Buhl, Vivien Lohmer, Michael Schaffer, Frederike Kern, and Carsten Schulte. Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts, 2026.' ieee: 'L. Terfloth, H. M. Buhl, V. Lohmer, M. Schaffer, F. Kern, and C. Schulte, Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts. 2026.' mla: 'Terfloth, Lutz, et al. Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts. 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.' date_created: 2026-03-27T15:51:01Z date_updated: 2026-03-27T15:53:19Z department: - _id: '427' language: - iso: eng main_file_link: - open_access: '1' url: https://arxiv.org/pdf/2603.24325 oa: '1' project: - _id: '114' name: 'TRR 318; TP A04: Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten' status: public title: 'Bridging the Dual Nature: How Integrated Explanations Enhance Understanding of Technical Artifacts' type: working_paper user_id: '90826' year: '2026' ... --- _id: '65492' author: - first_name: Terfloth full_name: Lutz, Terfloth last_name: Lutz - first_name: Heike M. full_name: Buhl, Heike M. id: '27152' last_name: Buhl - first_name: Vivien full_name: Lohmer, Vivien id: '99097' last_name: Lohmer - first_name: Friederike full_name: Kern, Friederike last_name: Kern - first_name: Michael E. full_name: Schaffer, Michael E. last_name: Schaffer - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: 'Lutz T, Buhl HM, Lohmer V, Kern F, Schaffer ME, Schulte C. Navigating the dual nature: do explainers adapt to explainee interests when explaining technical artifacts. International Journal of Technology and Design Education. Published online 2026.' apa: 'Lutz, T., Buhl, H. M., Lohmer, V., Kern, F., Schaffer, M. E., & Schulte, C. (2026). Navigating the dual nature: do explainers adapt to explainee interests when explaining technical artifacts. International Journal of Technology and Design Education.' bibtex: '@article{Lutz_Buhl_Lohmer_Kern_Schaffer_Schulte_2026, title={Navigating the dual nature: do explainers adapt to explainee interests when explaining technical artifacts}, journal={International Journal of Technology and Design Education}, publisher={Springer}, author={Lutz, Terfloth and Buhl, Heike M. and Lohmer, Vivien and Kern, Friederike and Schaffer, Michael E. and Schulte, Carsten}, year={2026} }' chicago: 'Lutz, Terfloth, Heike M. Buhl, Vivien Lohmer, Friederike Kern, Michael E. Schaffer, and Carsten Schulte. “Navigating the Dual Nature: Do Explainers Adapt to Explainee Interests When Explaining Technical Artifacts.” International Journal of Technology and Design Education, 2026.' ieee: 'T. Lutz, H. M. Buhl, V. Lohmer, F. Kern, M. E. Schaffer, and C. Schulte, “Navigating the dual nature: do explainers adapt to explainee interests when explaining technical artifacts,” International Journal of Technology and Design Education, 2026.' mla: 'Lutz, Terfloth, et al. “Navigating the Dual Nature: Do Explainers Adapt to Explainee Interests When Explaining Technical Artifacts.” International Journal of Technology and Design Education, Springer, 2026.' short: T. Lutz, H.M. Buhl, V. Lohmer, F. Kern, M.E. Schaffer, C. Schulte, International Journal of Technology and Design Education (2026). date_created: 2026-04-23T13:37:06Z date_updated: 2026-04-23T15:44:02Z department: - _id: '427' language: - iso: eng main_file_link: - open_access: '1' url: https://link.springer.com/article/10.1007/s10798-026-10084-9 oa: '1' project: - _id: '114' name: 'TRR 318; TP A04: Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten' publication: International Journal of Technology and Design Education publisher: Springer status: public title: 'Navigating the dual nature: do explainers adapt to explainee interests when explaining technical artifacts' type: journal_article user_id: '90826' year: '2026' ... --- _id: '60357' abstract: - lang: eng text: 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. author: - first_name: Lutz full_name: Terfloth, Lutz id: '37320' last_name: Terfloth - first_name: Vivien full_name: Lohmer, Vivien last_name: Lohmer - first_name: Friederike full_name: Kern, Friederike last_name: Kern - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: 'Terfloth L, Lohmer V, Kern F, Schulte C. Transcription in Computing Education Research: A Review and Recommendations. Informatics in Education. Published online 2025. doi:10.15388/infedu.2025.09' apa: 'Terfloth, L., Lohmer, V., Kern, F., & Schulte, C. (2025). Transcription in Computing Education Research: A Review and Recommendations. Informatics in Education. https://doi.org/10.15388/infedu.2025.09' bibtex: '@article{Terfloth_Lohmer_Kern_Schulte_2025, title={Transcription in Computing Education Research: A Review and Recommendations}, DOI={10.15388/infedu.2025.09}, journal={Informatics in Education}, publisher={Vilnius University Press}, author={Terfloth, Lutz and Lohmer, Vivien and Kern, Friederike and Schulte, Carsten}, year={2025} }' chicago: 'Terfloth, Lutz, Vivien Lohmer, Friederike Kern, and Carsten Schulte. “Transcription in Computing Education Research: A Review and Recommendations.” Informatics in Education, 2025. https://doi.org/10.15388/infedu.2025.09.' ieee: 'L. Terfloth, V. Lohmer, F. Kern, and C. Schulte, “Transcription in Computing Education Research: A Review and Recommendations,” Informatics in Education, 2025, doi: 10.15388/infedu.2025.09.' mla: 'Terfloth, Lutz, et al. “Transcription in Computing Education Research: A Review and Recommendations.” Informatics in Education, Vilnius University Press, 2025, doi:10.15388/infedu.2025.09.' short: L. Terfloth, V. Lohmer, F. Kern, C. Schulte, Informatics in Education (2025). date_created: 2025-06-24T10:00:27Z date_updated: 2025-06-24T10:02:22Z department: - _id: '67' doi: 10.15388/infedu.2025.09 language: - iso: eng main_file_link: - open_access: '1' url: https://infedu.vu.lt/journal/INFEDU/article/805/info oa: '1' publication: Informatics in Education publication_identifier: issn: - 1648-5831 - 2335-8971 publication_status: published publisher: Vilnius University Press status: public title: 'Transcription in Computing Education Research: A Review and Recommendations' type: journal_article user_id: '37320' year: '2025' ... --- _id: '60508' author: - first_name: Lukas full_name: Höper, Lukas id: '58041' last_name: Höper - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: Höper L, Schulte C. ReVEAL model and its application to revealing viewpoints on educational approaches to learning about data and AI. Computer Science Education. Published online 2025:1-33. doi:10.1080/08993408.2025.2516957 apa: Höper, L., & Schulte, C. (2025). ReVEAL model and its application to revealing viewpoints on educational approaches to learning about data and AI. Computer Science Education, 1–33. https://doi.org/10.1080/08993408.2025.2516957 bibtex: '@article{Höper_Schulte_2025, title={ReVEAL model and its application to revealing viewpoints on educational approaches to learning about data and AI}, DOI={10.1080/08993408.2025.2516957}, journal={Computer Science Education}, publisher={Informa UK Limited}, author={Höper, Lukas and Schulte, Carsten}, year={2025}, pages={1–33} }' chicago: Höper, Lukas, and Carsten Schulte. “ReVEAL Model and Its Application to Revealing Viewpoints on Educational Approaches to Learning about Data and AI.” Computer Science Education, 2025, 1–33. https://doi.org/10.1080/08993408.2025.2516957. ieee: 'L. Höper and C. Schulte, “ReVEAL model and its application to revealing viewpoints on educational approaches to learning about data and AI,” Computer Science Education, pp. 1–33, 2025, doi: 10.1080/08993408.2025.2516957.' mla: Höper, Lukas, and Carsten Schulte. “ReVEAL Model and Its Application to Revealing Viewpoints on Educational Approaches to Learning about Data and AI.” Computer Science Education, Informa UK Limited, 2025, pp. 1–33, doi:10.1080/08993408.2025.2516957. short: L. Höper, C. Schulte, Computer Science Education (2025) 1–33. date_created: 2025-07-03T15:26:53Z date_updated: 2025-07-03T15:28:06Z department: - _id: '67' doi: 10.1080/08993408.2025.2516957 language: - iso: eng page: 1-33 publication: Computer Science Education publication_identifier: issn: - 0899-3408 - 1744-5175 publication_status: published publisher: Informa UK Limited status: public title: ReVEAL model and its application to revealing viewpoints on educational approaches to learning about data and AI type: journal_article user_id: '58041' year: '2025' ... --- _id: '60532' author: - first_name: Rolf full_name: Biehler, Rolf id: '16274' last_name: Biehler - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: 'Biehler R, Schulte C. Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines. In: Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria. ; 2025.' apa: 'Biehler, R., & Schulte, C. (2025). Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines. In Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria.' bibtex: '@inbook{Biehler_Schulte_2025, title={Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines.}, booktitle={Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria}, author={Biehler, Rolf and Schulte, Carsten}, year={2025} }' chicago: 'Biehler, Rolf, and Carsten Schulte. “Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines.” In Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria, 2025.' ieee: 'R. Biehler and C. Schulte, “Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines.,” in Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria, 2025.' mla: 'Biehler, Rolf, and Carsten Schulte. “Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines.” Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria, 2025.' short: 'R. Biehler, C. Schulte, in: Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria, 2025.' date_created: 2025-07-07T07:24:30Z date_updated: 2025-07-07T07:24:35Z department: - _id: '363' language: - iso: eng main_file_link: - open_access: '1' url: https://openreview.net/forum?id=TGsuaghKD3 oa: '1' publication: Proceedings of the 1st Symposium on Integrating AI and Data Science into School Education Across Disciplines (AIDEA 1 2025), Salzburg, Austria status: public title: 'Lessons Learned from the ProDaBi Project: Shaping Perspectives at the Intersection of Data, AI, and Education Towards Fostering AI and Data Science Literacy in Schools Across Disciplines.' type: book_chapter user_id: '37888' year: '2025' ... --- _id: '61222' author: - first_name: Michael full_name: Lenke, Michael id: '32621' last_name: Lenke - first_name: Nils full_name: Klowait, Nils id: '98454' last_name: Klowait orcid: 0000-0002-7347-099X - first_name: Lea full_name: Biere, Lea id: '46664' last_name: Biere - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: 'Lenke M, Klowait N, Biere L, Schulte C. Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects. In: Lecture Notes in Computer Science. Springer Nature Switzerland; 2025. doi:10.1007/978-3-032-01222-7_8' apa: 'Lenke, M., Klowait, N., Biere, L., & Schulte, C. (2025). Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects. In Lecture Notes in Computer Science. Springer Nature Switzerland. https://doi.org/10.1007/978-3-032-01222-7_8' bibtex: '@inbook{Lenke_Klowait_Biere_Schulte_2025, place={Cham}, title={Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects}, DOI={10.1007/978-3-032-01222-7_8}, booktitle={Lecture Notes in Computer Science}, publisher={Springer Nature Switzerland}, author={Lenke, Michael and Klowait, Nils and Biere, Lea and Schulte, Carsten}, year={2025} }' chicago: 'Lenke, Michael, Nils Klowait, Lea Biere, and Carsten Schulte. “Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects.” In Lecture Notes in Computer Science. Cham: Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-032-01222-7_8.' ieee: 'M. Lenke, N. Klowait, L. Biere, and C. Schulte, “Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects,” in Lecture Notes in Computer Science, Cham: Springer Nature Switzerland, 2025.' mla: 'Lenke, Michael, et al. “Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects.” Lecture Notes in Computer Science, Springer Nature Switzerland, 2025, doi:10.1007/978-3-032-01222-7_8.' short: 'M. Lenke, N. Klowait, L. Biere, C. Schulte, in: Lecture Notes in Computer Science, Springer Nature Switzerland, Cham, 2025.' date_created: 2025-09-11T14:02:42Z date_updated: 2025-09-11T14:07:54Z department: - _id: '67' doi: 10.1007/978-3-032-01222-7_8 language: - iso: eng place: Cham project: - _id: '119' name: TRR 318 - Project Area Ö publication: Lecture Notes in Computer Science publication_identifier: isbn: - '9783032012210' - '9783032012227' issn: - 0302-9743 - 1611-3349 publication_status: published publisher: Springer Nature Switzerland status: public title: 'Assessing AI Literacy: A Systematic Review of Questionnaires with Emphasis on Affective, Behavioral, Cognitive, and Ethical Aspects' type: book_chapter user_id: '98454' year: '2025' ... --- _id: '61224' author: - first_name: Michael full_name: Lenke, Michael id: '32621' last_name: Lenke - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: 'Lenke M, Schulte C. Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework. In: 2025 IEEE Global Engineering Education Conference (EDUCON). IEEE; 2025. doi:10.1109/educon62633.2025.11016326' apa: 'Lenke, M., & Schulte, C. (2025). Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework. 2025 IEEE Global Engineering Education Conference (EDUCON). https://doi.org/10.1109/educon62633.2025.11016326' bibtex: '@inproceedings{Lenke_Schulte_2025, title={Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework}, DOI={10.1109/educon62633.2025.11016326}, booktitle={2025 IEEE Global Engineering Education Conference (EDUCON)}, publisher={IEEE}, author={Lenke, Michael and Schulte, Carsten}, year={2025} }' chicago: 'Lenke, Michael, and Carsten Schulte. “Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework.” In 2025 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016326.' ieee: 'M. Lenke and C. Schulte, “Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework,” 2025, doi: 10.1109/educon62633.2025.11016326.' mla: 'Lenke, Michael, and Carsten Schulte. “Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework.” 2025 IEEE Global Engineering Education Conference (EDUCON), IEEE, 2025, doi:10.1109/educon62633.2025.11016326.' short: 'M. Lenke, C. Schulte, in: 2025 IEEE Global Engineering Education Conference (EDUCON), IEEE, 2025.' date_created: 2025-09-11T14:08:59Z date_updated: 2025-09-15T09:09:07Z doi: 10.1109/educon62633.2025.11016326 language: - iso: eng project: - _id: '119' name: TRR 318 - Project Area Ö publication: 2025 IEEE Global Engineering Education Conference (EDUCON) publication_status: published publisher: IEEE status: public title: 'Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework' type: conference user_id: '32621' year: '2025' ... --- _id: '52379' author: - first_name: Sven full_name: Hüsing, Sven id: '58465' last_name: Hüsing - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte - first_name: Sören full_name: Sparmann, Sören id: '63216' last_name: Sparmann - first_name: Mario full_name: Bolte, Mario last_name: Bolte citation: ama: 'Hüsing S, Schulte C, Sparmann S, Bolte M. Using Worked Examples for Engaging in Epistemic Programming Projects. In: Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1. ACM; 2024. doi:10.1145/3626252.3630961' apa: Hüsing, S., Schulte, C., Sparmann, S., & Bolte, M. (2024). Using Worked Examples for Engaging in Epistemic Programming Projects. Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1. https://doi.org/10.1145/3626252.3630961 bibtex: '@inproceedings{Hüsing_Schulte_Sparmann_Bolte_2024, title={Using Worked Examples for Engaging in Epistemic Programming Projects}, DOI={10.1145/3626252.3630961}, booktitle={Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1}, publisher={ACM}, author={Hüsing, Sven and Schulte, Carsten and Sparmann, Sören and Bolte, Mario}, year={2024} }' chicago: Hüsing, Sven, Carsten Schulte, Sören Sparmann, and Mario Bolte. “Using Worked Examples for Engaging in Epistemic Programming Projects.” In Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1. ACM, 2024. https://doi.org/10.1145/3626252.3630961. ieee: 'S. Hüsing, C. Schulte, S. Sparmann, and M. Bolte, “Using Worked Examples for Engaging in Epistemic Programming Projects,” 2024, doi: 10.1145/3626252.3630961.' mla: Hüsing, Sven, et al. “Using Worked Examples for Engaging in Epistemic Programming Projects.” Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1, ACM, 2024, doi:10.1145/3626252.3630961. short: 'S. Hüsing, C. Schulte, S. Sparmann, M. Bolte, in: Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1, ACM, 2024.' date_created: 2024-03-08T08:01:50Z date_updated: 2024-03-21T23:19:04Z department: - _id: '67' doi: 10.1145/3626252.3630961 language: - iso: eng publication: Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1 publication_status: published publisher: ACM status: public title: Using Worked Examples for Engaging in Epistemic Programming Projects type: conference user_id: '58465' year: '2024' ... --- _id: '54796' author: - first_name: Sven full_name: Hüsing, Sven id: '58465' last_name: Hüsing - first_name: Sören full_name: Sparmann, Sören id: '63216' last_name: Sparmann - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte - first_name: Mario full_name: Bolte, Mario last_name: Bolte citation: ama: 'Hüsing S, Sparmann S, Schulte C, Bolte M. Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming. In: Proceedings of the 2024 Symposium on Eye Tracking Research and Applications. ACM; 2024. doi:10.1145/3649902.3655094' apa: Hüsing, S., Sparmann, S., Schulte, C., & Bolte, M. (2024). Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming. Proceedings of the 2024 Symposium on Eye Tracking Research and Applications. https://doi.org/10.1145/3649902.3655094 bibtex: '@inproceedings{Hüsing_Sparmann_Schulte_Bolte_2024, title={Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming}, DOI={10.1145/3649902.3655094}, booktitle={Proceedings of the 2024 Symposium on Eye Tracking Research and Applications}, publisher={ACM}, author={Hüsing, Sven and Sparmann, Sören and Schulte, Carsten and Bolte, Mario}, year={2024} }' chicago: Hüsing, Sven, Sören Sparmann, Carsten Schulte, and Mario Bolte. “Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming.” In Proceedings of the 2024 Symposium on Eye Tracking Research and Applications. ACM, 2024. https://doi.org/10.1145/3649902.3655094. ieee: 'S. Hüsing, S. Sparmann, C. Schulte, and M. Bolte, “Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming,” 2024, doi: 10.1145/3649902.3655094.' mla: Hüsing, Sven, et al. “Identifying K-12 Students’ Approaches to Using Worked Examples for Epistemic Programming.” Proceedings of the 2024 Symposium on Eye Tracking Research and Applications, ACM, 2024, doi:10.1145/3649902.3655094. short: 'S. Hüsing, S. Sparmann, C. Schulte, M. Bolte, in: Proceedings of the 2024 Symposium on Eye Tracking Research and Applications, ACM, 2024.' date_created: 2024-06-18T06:40:20Z date_updated: 2024-06-18T06:40:47Z department: - _id: '67' doi: 10.1145/3649902.3655094 language: - iso: eng publication: Proceedings of the 2024 Symposium on Eye Tracking Research and Applications publication_status: published publisher: ACM status: public title: Identifying K-12 Students' Approaches to Using Worked Examples for Epistemic Programming type: conference user_id: '58465' year: '2024' ... --- _id: '56476' author: - first_name: Lukas full_name: Höper, Lukas id: '58041' last_name: Höper - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte - first_name: Christoph full_name: Benzmüller, Christoph last_name: Benzmüller citation: ama: 'Höper L, Schulte C, Benzmüller C. Verantwortung. In: Furbach U, Kitzelmann E, Michaeli T, Schmid U, eds. Künstliche Intelligenz für Lehrkräfte. Springer Fachmedien Wiesbaden; 2024. doi:10.1007/978-3-658-44248-4_16' apa: Höper, L., Schulte, C., & Benzmüller, C. (2024). Verantwortung. In U. Furbach, E. Kitzelmann, T. Michaeli, & U. Schmid (Eds.), Künstliche Intelligenz für Lehrkräfte. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-44248-4_16 bibtex: '@inbook{Höper_Schulte_Benzmüller_2024, place={Wiesbaden}, title={Verantwortung}, DOI={10.1007/978-3-658-44248-4_16}, booktitle={Künstliche Intelligenz für Lehrkräfte}, publisher={Springer Fachmedien Wiesbaden}, author={Höper, Lukas and Schulte, Carsten and Benzmüller, Christoph}, editor={Furbach, Ulrich and Kitzelmann, Emanuel and Michaeli, Tilman and Schmid, Ute}, year={2024} }' chicago: 'Höper, Lukas, Carsten Schulte, and Christoph Benzmüller. “Verantwortung.” In Künstliche Intelligenz für Lehrkräfte, edited by Ulrich Furbach, Emanuel Kitzelmann, Tilman Michaeli, and Ute Schmid. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. https://doi.org/10.1007/978-3-658-44248-4_16.' ieee: 'L. Höper, C. Schulte, and C. Benzmüller, “Verantwortung,” in Künstliche Intelligenz für Lehrkräfte, U. Furbach, E. Kitzelmann, T. Michaeli, and U. Schmid, Eds. Wiesbaden: Springer Fachmedien Wiesbaden, 2024.' mla: Höper, Lukas, et al. “Verantwortung.” Künstliche Intelligenz für Lehrkräfte, edited by Ulrich Furbach et al., Springer Fachmedien Wiesbaden, 2024, doi:10.1007/978-3-658-44248-4_16. short: 'L. Höper, C. Schulte, C. Benzmüller, in: U. Furbach, E. Kitzelmann, T. Michaeli, U. Schmid (Eds.), Künstliche Intelligenz für Lehrkräfte, Springer Fachmedien Wiesbaden, Wiesbaden, 2024.' date_created: 2024-10-09T13:52:21Z date_updated: 2024-10-09T13:54:11Z department: - _id: '67' doi: 10.1007/978-3-658-44248-4_16 editor: - first_name: Ulrich full_name: Furbach, Ulrich last_name: Furbach - first_name: Emanuel full_name: Kitzelmann, Emanuel last_name: Kitzelmann - first_name: Tilman full_name: Michaeli, Tilman last_name: Michaeli - first_name: Ute full_name: Schmid, Ute last_name: Schmid language: - iso: ger place: Wiesbaden publication: Künstliche Intelligenz für Lehrkräfte publication_identifier: isbn: - '9783658442477' - '9783658442484' issn: - 2662-5970 - 2662-5989 publication_status: published publisher: Springer Fachmedien Wiesbaden status: public title: Verantwortung type: book_chapter user_id: '58041' year: '2024' ... --- _id: '49655' abstract: - lang: eng text: 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. article_type: original author: - first_name: Lukas full_name: Höper, Lukas id: '58041' last_name: Höper - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: Höper L, Schulte C. The data awareness framework as part of data literacies in K-12 education. Information and Learning Sciences. 2024;125(7/8):491-512. doi:10.1108/ils-06-2023-0075 apa: Höper, L., & Schulte, C. (2024). The data awareness framework as part of data literacies in K-12 education. Information and Learning Sciences, 125(7/8), 491–512. https://doi.org/10.1108/ils-06-2023-0075 bibtex: '@article{Höper_Schulte_2024, title={The data awareness framework as part of data literacies in K-12 education}, volume={125}, DOI={10.1108/ils-06-2023-0075}, number={7/8}, journal={Information and Learning Sciences}, publisher={Emerald}, author={Höper, Lukas and Schulte, Carsten}, year={2024}, pages={491–512} }' chicago: 'Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part of Data Literacies in K-12 Education.” Information and Learning Sciences 125, no. 7/8 (2024): 491–512. https://doi.org/10.1108/ils-06-2023-0075.' ieee: 'L. Höper and C. Schulte, “The data awareness framework as part of data literacies in K-12 education,” Information and Learning Sciences, vol. 125, no. 7/8, pp. 491–512, 2024, doi: 10.1108/ils-06-2023-0075.' mla: Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part of Data Literacies in K-12 Education.” Information and Learning Sciences, vol. 125, no. 7/8, Emerald, 2024, pp. 491–512, doi:10.1108/ils-06-2023-0075. short: L. Höper, C. Schulte, Information and Learning Sciences 125 (2024) 491–512. date_created: 2023-12-15T07:41:04Z date_updated: 2024-10-11T12:01:06Z ddc: - '370' department: - _id: '67' doi: 10.1108/ils-06-2023-0075 file: - access_level: open_access content_type: application/pdf creator: hoeper date_created: 2024-10-11T11:59:50Z date_updated: 2024-10-11T12:01:05Z file_id: '56597' file_name: Höper und Schulte - Data Awareness Framework as part of Data Literacies - ILS - AAM version.pdf file_size: 981234 relation: main_file file_date_updated: 2024-10-11T12:01:05Z has_accepted_license: '1' intvolume: ' 125' issue: 7/8 keyword: - Library and Information Sciences - Computer Science Applications - Education language: - iso: eng oa: '1' page: 491-512 publication: Information and Learning Sciences publication_identifier: issn: - 2398-5348 - 2398-5348 publication_status: published publisher: Emerald quality_controlled: '1' status: public title: The data awareness framework as part of data literacies in K-12 education type: journal_article user_id: '58041' volume: 125 year: '2024' ... --- _id: '53622' abstract: - lang: eng text: In K-12 computing education, there is a need to identify and teach concepts that are relevant to understanding machine learning technologies. Studies of teaching approaches often evaluate whether students have learned the concepts. However, scant research has examined whether such concepts support understanding digital artefacts from everyday life and developing agency in a digital world. This paper presents a qualitative study that explores students’ perspectives on the relevance of learning concepts of data-driven technologies for navigating the digital world. The underlying approach of the study is data awareness, which aims to support students in understanding and reflecting on such technologies to develop agency in a data-driven world. This approach teaches students an explanatory model encompassing several concepts of the role of data in data-driven technologies. We developed an intervention and conducted retrospective interviews with students. Findings from the analysis of the interviews indicate that students can analyse and understand data-driven technologies from their everyday lives according to the central role of data. In addition, students’ answers revealed four areas of how learning about data-driven technologies becomes relevant to them. The paper concludes with a preliminary model suggesting how computing education can make concepts of data-driven technologies meaningful for students to understand and navigate the digital world. author: - first_name: Lukas full_name: Höper, Lukas id: '58041' last_name: Höper - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: 'Höper L, Schulte C. Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies. Informatics in Education. Published online 2024. doi:10.15388/infedu.2024.19' apa: 'Höper, L., & Schulte, C. (2024). Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies. Informatics in Education. https://doi.org/10.15388/infedu.2024.19' bibtex: '@article{Höper_Schulte_2024, title={Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies}, DOI={10.15388/infedu.2024.19}, journal={Informatics in Education}, publisher={Vilnius University Press}, author={Höper, Lukas and Schulte, Carsten}, year={2024} }' chicago: 'Höper, Lukas, and Carsten Schulte. “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.” Informatics in Education, 2024. https://doi.org/10.15388/infedu.2024.19.' ieee: 'L. Höper and C. Schulte, “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies,” Informatics in Education, 2024, doi: 10.15388/infedu.2024.19.' mla: 'Höper, Lukas, and Carsten Schulte. “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.” Informatics in Education, Vilnius University Press, 2024, doi:10.15388/infedu.2024.19.' short: L. Höper, C. Schulte, Informatics in Education (2024). date_created: 2024-04-23T09:26:08Z date_updated: 2024-11-19T07:24:30Z ddc: - '000' - '370' department: - _id: '67' doi: 10.15388/infedu.2024.19 file: - access_level: closed content_type: application/pdf creator: hoeper date_created: 2024-11-19T07:24:14Z date_updated: 2024-11-19T07:24:14Z file_id: '57214' file_name: infedu.2024.19.pdf file_size: 2343612 relation: main_file success: 1 file_date_updated: 2024-11-19T07:24:14Z has_accepted_license: '1' keyword: - Computer Science Applications - Communication - Education - General Engineering language: - iso: eng main_file_link: - open_access: '1' url: https://infedu.vu.lt/journal/INFEDU/article/784/info oa: '1' publication: Informatics in Education publication_identifier: issn: - 1648-5831 - 2335-8971 publication_status: published publisher: Vilnius University Press quality_controlled: '1' status: public title: 'Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies' type: journal_article user_id: '58041' year: '2024' ... --- _id: '57209' author: - first_name: Lukas full_name: Höper, Lukas id: '58041' last_name: Höper - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: 'Höper L, Schulte C. New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models. In: Proceedings of the 24th Koli Calling International Conference on Computing Education Research. ACM; 2024. doi:10.1145/3699538.3699558' apa: 'Höper, L., & Schulte, C. (2024). New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models. Proceedings of the 24th Koli Calling International Conference on Computing Education Research. Koli Calling ’24, Koli, Finnland. https://doi.org/10.1145/3699538.3699558' bibtex: '@inproceedings{Höper_Schulte_2024, title={New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models}, DOI={10.1145/3699538.3699558}, booktitle={Proceedings of the 24th Koli Calling International Conference on Computing Education Research}, publisher={ACM}, author={Höper, Lukas and Schulte, Carsten}, year={2024} }' chicago: 'Höper, Lukas, and Carsten Schulte. “New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models.” In Proceedings of the 24th Koli Calling International Conference on Computing Education Research. ACM, 2024. https://doi.org/10.1145/3699538.3699558.' ieee: 'L. Höper and C. Schulte, “New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models,” presented at the Koli Calling ’24, Koli, Finnland, 2024, doi: 10.1145/3699538.3699558.' mla: 'Höper, Lukas, and Carsten Schulte. “New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models.” Proceedings of the 24th Koli Calling International Conference on Computing Education Research, ACM, 2024, doi:10.1145/3699538.3699558.' short: 'L. Höper, C. Schulte, in: Proceedings of the 24th Koli Calling International Conference on Computing Education Research, ACM, 2024.' conference: end_date: 2024-11-17 location: Koli, Finnland name: Koli Calling '24 start_date: 2024-11-14 date_created: 2024-11-19T07:17:21Z date_updated: 2024-11-19T07:21:47Z ddc: - '370' - '000' department: - _id: '67' doi: 10.1145/3699538.3699558 file: - access_level: closed content_type: application/pdf creator: hoeper date_created: 2024-11-19T07:19:05Z date_updated: 2024-11-19T07:19:05Z file_id: '57211' file_name: 3699538.3699558.pdf file_size: 699441 relation: main_file success: 1 file_date_updated: 2024-11-19T07:19:05Z has_accepted_license: '1' language: - iso: eng main_file_link: - open_access: '1' url: https://dl.acm.org/doi/full/10.1145/3699538.3699558 oa: '1' publication: Proceedings of the 24th Koli Calling International Conference on Computing Education Research publication_status: published publisher: ACM quality_controlled: '1' status: public title: 'New Perspectives on the Future of Computing Education: Teaching and Learning Explanatory Models' type: conference user_id: '58041' year: '2024' ... --- _id: '55481' author: - first_name: Lukas full_name: Höper, Lukas id: '58041' last_name: Höper - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte - first_name: Andreas full_name: Mühling, Andreas last_name: Mühling citation: ama: 'Höper L, Schulte C, Mühling A. Students’ Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life. In: Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1. ACM; 2024. doi:10.1145/3649217.3653625' apa: Höper, L., Schulte, C., & Mühling, A. (2024). Students’ Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life. Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1. ITiCSE 2024, Mailand, Italien. https://doi.org/10.1145/3649217.3653625 bibtex: '@inproceedings{Höper_Schulte_Mühling_2024, title={Students’ Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life}, DOI={10.1145/3649217.3653625}, booktitle={Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1}, publisher={ACM}, author={Höper, Lukas and Schulte, Carsten and Mühling, Andreas}, year={2024} }' chicago: Höper, Lukas, Carsten Schulte, and Andreas Mühling. “Students’ Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life.” In Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1. ACM, 2024. https://doi.org/10.1145/3649217.3653625. ieee: 'L. Höper, C. Schulte, and A. Mühling, “Students’ Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life,” presented at the ITiCSE 2024, Mailand, Italien, 2024, doi: 10.1145/3649217.3653625.' mla: Höper, Lukas, et al. “Students’ Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life.” Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1, ACM, 2024, doi:10.1145/3649217.3653625. short: 'L. Höper, C. Schulte, A. Mühling, in: Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1, ACM, 2024.' conference: location: Mailand, Italien name: ITiCSE 2024 date_created: 2024-08-02T08:58:10Z date_updated: 2024-11-19T07:23:20Z ddc: - '000' - '370' department: - _id: '67' doi: 10.1145/3649217.3653625 file: - access_level: closed content_type: application/pdf creator: hoeper date_created: 2024-11-19T07:22:56Z date_updated: 2024-11-19T07:22:56Z file_id: '57213' file_name: 3649217.3653625.pdf file_size: 1092727 relation: main_file success: 1 file_date_updated: 2024-11-19T07:22:56Z has_accepted_license: '1' language: - iso: eng main_file_link: - open_access: '1' url: https://dl.acm.org/doi/10.1145/3649217.3653625 oa: '1' publication: Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1 publication_status: published publisher: ACM quality_controlled: '1' status: public title: Students' Motivation and Intention to Engage with Data-Driven Technologies from a CS Perspective in Everyday Life type: conference user_id: '58041' year: '2024' ... --- _id: '55656' author: - first_name: Lukas full_name: Höper, Lukas id: '58041' last_name: Höper - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte - first_name: Andreas full_name: Mühling, Andreas last_name: Mühling citation: ama: 'Höper L, Schulte C, Mühling A. Learning an Explanatory Model of Data-Driven Technologies can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing Education. In: Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1. Vol 10. ACM; 2024. doi:10.1145/3632620.3671118' apa: 'Höper, L., Schulte, C., & Mühling, A. (2024). Learning an Explanatory Model of Data-Driven Technologies can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing Education. Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1, 10. https://doi.org/10.1145/3632620.3671118' bibtex: '@inproceedings{Höper_Schulte_Mühling_2024, title={Learning an Explanatory Model of Data-Driven Technologies can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing Education}, volume={10}, DOI={10.1145/3632620.3671118}, booktitle={Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1}, publisher={ACM}, author={Höper, Lukas and Schulte, Carsten and Mühling, Andreas}, year={2024} }' chicago: 'Höper, Lukas, Carsten Schulte, and Andreas Mühling. “Learning an Explanatory Model of Data-Driven Technologies Can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing Education.” In Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1, Vol. 10. ACM, 2024. https://doi.org/10.1145/3632620.3671118.' ieee: 'L. Höper, C. Schulte, and A. Mühling, “Learning an Explanatory Model of Data-Driven Technologies can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing Education,” in Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1, 2024, vol. 10, doi: 10.1145/3632620.3671118.' mla: 'Höper, Lukas, et al. “Learning an Explanatory Model of Data-Driven Technologies Can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing Education.” Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1, vol. 10, ACM, 2024, doi:10.1145/3632620.3671118.' short: 'L. Höper, C. Schulte, A. Mühling, in: Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1, ACM, 2024.' date_created: 2024-08-20T06:56:39Z date_updated: 2024-11-19T07:27:15Z ddc: - '000' - '370' department: - _id: '67' doi: 10.1145/3632620.3671118 file: - access_level: closed content_type: application/pdf creator: hoeper date_created: 2024-11-19T07:27:02Z date_updated: 2024-11-19T07:27:02Z file_id: '57216' file_name: 3632620.3671118.pdf file_size: 1954057 relation: main_file success: 1 file_date_updated: 2024-11-19T07:27:02Z has_accepted_license: '1' intvolume: ' 10' language: - iso: eng main_file_link: - open_access: '1' url: https://dl.acm.org/doi/10.1145/3632620.3671118 oa: '1' publication: Proceedings of the 2024 ACM Conference on International Computing Education Research - Volume 1 publication_status: published publisher: ACM quality_controlled: '1' status: public title: 'Learning an Explanatory Model of Data-Driven Technologies can Lead to Empowered Behavior: A Mixed-Methods Study in K-12 Computing Education' type: conference user_id: '58041' volume: 10 year: '2024' ... --- _id: '57356' author: - first_name: 'Michael Erol ' full_name: 'Schaffer, Michael Erol ' last_name: Schaffer - first_name: Lutz full_name: Terfloth, Lutz id: '37320' last_name: Terfloth - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte - first_name: Heike M. full_name: Buhl, Heike M. id: '27152' last_name: Buhl citation: ama: 'Schaffer ME, Terfloth L, Schulte C, Buhl HM. Perception and Consideration of the Explainees’ Needs for Satisfying Explanations. In: ; 2024.' apa: Schaffer, M. E., Terfloth, L., Schulte, C., & Buhl, H. M. (2024). Perception and Consideration of the Explainees’ Needs for Satisfying Explanations. 2nd World Conference on eXplainable Artificial Intelligence, Valletta, Malta. 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} }' 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. 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. mla: Schaffer, Michael Erol, et al. Perception and Consideration of the Explainees’ Needs for Satisfying Explanations. 2024. short: 'M.E. Schaffer, L. Terfloth, C. Schulte, H.M. Buhl, in: Paderborn University, Paderborn, Germany, 2024.' conference: end_date: 2024-07-19 location: Valletta, Malta name: 2nd World Conference on eXplainable Artificial Intelligence start_date: 2024-07-17 date_created: 2024-11-23T09:14:58Z date_updated: 2024-11-23T10:21:35Z department: - _id: '427' language: - iso: eng main_file_link: - open_access: '1' url: https://ceur-ws.org/Vol-3793/paper_3.pdf oa: '1' place: Paderborn University, Paderborn, Germany 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)' related_material: link: - relation: confirmation url: https://ceur-ws.org/Vol-3793/paper_3.pdf status: public title: Perception and Consideration of the Explainees’ Needs for Satisfying Explanations type: conference user_id: '90826' year: '2024' ... --- _id: '57357' author: - first_name: 'Michael Erol ' full_name: 'Schaffer, Michael Erol ' last_name: Schaffer - first_name: Lutz full_name: Terfloth, Lutz id: '37320' last_name: Terfloth - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte - first_name: Heike M. full_name: Buhl, Heike M. id: '27152' last_name: Buhl citation: ama: 'Schaffer ME, Terfloth L, Schulte C, Buhl HM. Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations. In: Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793. ; 2024.' apa: Schaffer, M. E., Terfloth, L., Schulte, C., & Buhl, H. M. (2024). Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations. Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793. 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} }' chicago: Schaffer, Michael Erol , Lutz Terfloth, Carsten Schulte, and Heike M. Buhl. “Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations.” In Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793. Paderborn University, Paderborn, Germany, 2024. ieee: M. E. Schaffer, L. Terfloth, C. Schulte, and H. M. Buhl, “Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations,” 2024. mla: Schaffer, Michael Erol, et al. “Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations.” Joint Proceedings of the XAI-2024 Late-Breaking Work, Demos and Doctoral Consortium. 3793, 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.' date_created: 2024-11-23T09:21:08Z date_updated: 2024-11-23T10:20:47Z department: - _id: '427' language: - iso: eng main_file_link: - open_access: '1' url: https://arxiv.org/pdf/2411.08514 oa: '1' place: Paderborn University, Paderborn, Germany 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 related_material: link: - relation: original url: https://arxiv.org/pdf/2411.08514 status: public title: Explainers’ Mental Representations of Explainees’ Needs in Everyday Explanations type: conference user_id: '90826' year: '2024' ... --- _id: '58216' abstract: - lang: eng text: AnnoPy ist ein digitales Werkzeug, das an der Universität Paderborn in einer interdisziplinären Kooperation zwischen der Germanistischen Sprachdidaktik, Mathematikdidaktik und Informatikdidaktik entwickelt wurde, um wissenschaftliche Textkompetenzen zu fördern. Es kann in Präsenz- oder Blended-Learning-Szenarien eingesetzt werden, um eine Brücke zwischen individueller Auseinandersetzung mit dem Text und dessen sozial-diskursiver Aushandlung zu schlagen. Im Beitrag werden unterschiedliche Einsatzszenarien aus den drei beteiligten Disziplinen exemplarisch dargestellt, die jeweils unterschiedliche Facetten wissenschaftlicher Textkompetenz in den Mittelpunkt stellen. Im Fokus stehen dabei insbesondere die Förderung fachspezifischer Lesekompetenz im Rahmen einer Vorlesung mit großen Teilnehmendenzahlen sowie die Anwendung fachspezifischer Theorien und Konzepte in der Erschließung, Analyse und Beurteilung von Texten. author: - first_name: Sebastian full_name: Rezat, Sebastian id: '31132' last_name: Rezat - first_name: Sara full_name: Rezat, Sara id: '58338' last_name: Rezat - first_name: Oliver full_name: Scholle, Oliver id: '15099' last_name: Scholle - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte - first_name: Felix full_name: Winkelnkemper, Felix last_name: Winkelnkemper citation: ama: 'Rezat S, Rezat S, Scholle O, Schulte C, Winkelnkemper F. AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern. In: Herzig B, Eickelmann B, Schwabl F, Schulze J, Niemann J, eds. Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven. Waxmann; 2024:219–230. doi:10.31244/9783830998372' apa: Rezat, S., Rezat, S., Scholle, O., Schulte, C., & Winkelnkemper, F. (2024). AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern. In B. Herzig, B. Eickelmann, F. Schwabl, J. Schulze, & J. Niemann (Eds.), Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven (pp. 219–230). Waxmann. https://doi.org/10.31244/9783830998372 bibtex: '@inbook{Rezat_Rezat_Scholle_Schulte_Winkelnkemper_2024, place={Münster}, title={AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern}, DOI={10.31244/9783830998372}, booktitle={Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven}, publisher={Waxmann}, author={Rezat, Sebastian and Rezat, Sara and Scholle, Oliver and Schulte, Carsten and Winkelnkemper, Felix}, editor={Herzig, Bardo and Eickelmann, Birgit and Schwabl, Franziska and Schulze, Johanna and Niemann, Jan}, year={2024}, pages={219–230} }' chicago: 'Rezat, Sebastian, Sara Rezat, Oliver Scholle, Carsten Schulte, and Felix Winkelnkemper. “AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern.” In Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven, edited by Bardo Herzig, Birgit Eickelmann, Franziska Schwabl, Johanna Schulze, and Jan Niemann, 219–230. Münster: Waxmann, 2024. https://doi.org/10.31244/9783830998372.' ieee: 'S. Rezat, S. Rezat, O. Scholle, C. Schulte, and F. Winkelnkemper, “AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern,” in Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven, B. Herzig, B. Eickelmann, F. Schwabl, J. Schulze, and J. Niemann, Eds. Münster: Waxmann, 2024, pp. 219–230.' mla: Rezat, Sebastian, et al. “AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern.” Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven, edited by Bardo Herzig et al., Waxmann, 2024, pp. 219–230, doi:10.31244/9783830998372. short: 'S. Rezat, S. Rezat, O. Scholle, C. Schulte, F. Winkelnkemper, in: B. Herzig, B. Eickelmann, F. Schwabl, J. Schulze, J. Niemann (Eds.), Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven, Waxmann, Münster, 2024, pp. 219–230.' date_created: 2025-01-16T14:40:04Z date_updated: 2025-03-04T08:49:32Z department: - _id: '360' doi: 10.31244/9783830998372 editor: - first_name: Bardo full_name: Herzig, Bardo last_name: Herzig - first_name: Birgit full_name: Eickelmann, Birgit last_name: Eickelmann - first_name: Franziska full_name: Schwabl, Franziska last_name: Schwabl - first_name: Johanna full_name: Schulze, Johanna last_name: Schulze - first_name: Jan full_name: Niemann, Jan last_name: Niemann keyword: - digitale Medien - wissenschaftliche Textkompetenz - Lehrkonzept language: - iso: ger main_file_link: - open_access: '1' url: https://www.waxmann.com/index.php?eID=download&buchnr=4837 oa: '1' page: 219–230 place: Münster publication: Lehrkräftebildung in der digitalen Welt. Zukunftsorientierte Forschungs- und Praxisperspektiven publication_identifier: isbn: - '9783830948377' publication_status: published publisher: Waxmann quality_controlled: '1' status: public title: AnnoPy. Fachspezifische wissenschaftliche Textkompetenzen mit digitalen Medien in der Lehre fördern type: book_chapter user_id: '58338' year: '2024' ... --- _id: '52380' author: - first_name: Sören full_name: Sparmann, Sören id: '63216' last_name: Sparmann - first_name: Sven full_name: Hüsing, Sven id: '58465' last_name: Hüsing - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: 'Sparmann S, Hüsing S, Schulte C. JuGaze: A Cell-based Eye Tracking and Logging Tool for Jupyter Notebooks. In: Proceedings of the 23rd Koli Calling International Conference on Computing Education Research. ACM; 2023. doi:10.1145/3631802.3631824' apa: 'Sparmann, S., Hüsing, S., & Schulte, C. (2023). JuGaze: A Cell-based Eye Tracking and Logging Tool for Jupyter Notebooks. Proceedings of the 23rd Koli Calling International Conference on Computing Education Research. https://doi.org/10.1145/3631802.3631824' bibtex: '@inproceedings{Sparmann_Hüsing_Schulte_2023, title={JuGaze: A Cell-based Eye Tracking and Logging Tool for Jupyter Notebooks}, DOI={10.1145/3631802.3631824}, booktitle={Proceedings of the 23rd Koli Calling International Conference on Computing Education Research}, publisher={ACM}, author={Sparmann, Sören and Hüsing, Sven and Schulte, Carsten}, year={2023} }' chicago: 'Sparmann, Sören, Sven Hüsing, and Carsten Schulte. “JuGaze: A Cell-Based Eye Tracking and Logging Tool for Jupyter Notebooks.” In Proceedings of the 23rd Koli Calling International Conference on Computing Education Research. ACM, 2023. https://doi.org/10.1145/3631802.3631824.' ieee: 'S. Sparmann, S. Hüsing, and C. Schulte, “JuGaze: A Cell-based Eye Tracking and Logging Tool for Jupyter Notebooks,” 2023, doi: 10.1145/3631802.3631824.' mla: 'Sparmann, Sören, et al. “JuGaze: A Cell-Based Eye Tracking and Logging Tool for Jupyter Notebooks.” Proceedings of the 23rd Koli Calling International Conference on Computing Education Research, ACM, 2023, doi:10.1145/3631802.3631824.' short: 'S. Sparmann, S. Hüsing, C. Schulte, in: Proceedings of the 23rd Koli Calling International Conference on Computing Education Research, ACM, 2023.' date_created: 2024-03-08T08:02:10Z date_updated: 2024-04-11T12:30:59Z department: - _id: '67' doi: 10.1145/3631802.3631824 language: - iso: eng publication: Proceedings of the 23rd Koli Calling International Conference on Computing Education Research publication_status: published publisher: ACM status: public title: 'JuGaze: A Cell-based Eye Tracking and Logging Tool for Jupyter Notebooks' type: conference user_id: '58465' year: '2023' ...