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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>.","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.","short":"J.B. Fisher, L. Terfloth, in:  Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025), 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} }","ieee":"J. B. Fisher and L. Terfloth, “The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations,” 2025.","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.","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."},"year":"2025","language":[{"iso":"eng"}],"department":[{"_id":"660"}],"user_id":"56345","_id":"61243","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"}],"status":"public","publication":" Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)","type":"conference_abstract"},{"title":"Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs","date_created":"2025-09-16T07:16:04Z","author":[{"last_name":"Herzig","id":"217","full_name":"Herzig, Bardo","first_name":"Bardo"}],"date_updated":"2025-09-16T07:16:27Z","publisher":"Barbara Budrich","citation":{"chicago":"Herzig, Bardo. “Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs.” <i>Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT</i>, no. 70, Jg.36/2025 (2025): 13–18.","ieee":"B. Herzig, “Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs,” <i>Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT</i>, no. 70, Jg.36/2025, pp. 13–18, 2025.","ama":"Herzig B. Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs. <i>Erziehungswissenschaft Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft Erziehungswissenschaft nach ChatGPT</i>. 2025;(70, Jg.36/2025):13-18.","apa":"Herzig, B. (2025). Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs. <i>Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT</i>, <i>70, Jg.36/2025</i>, 13–18.","mla":"Herzig, Bardo. “Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs.” <i>Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT</i>, no. 70, Jg.36/2025, Barbara Budrich, 2025, pp. 13–18.","bibtex":"@article{Herzig_2025, title={Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs}, number={70, Jg.36/2025}, journal={Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT}, publisher={Barbara Budrich}, author={Herzig, Bardo}, year={2025}, pages={13–18} }","short":"B. Herzig, Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT (2025) 13–18."},"page":"13-18","year":"2025","issue":"70, Jg.36/2025","publication_status":"published","publication_identifier":{"issn":["0938-5363"],"eissn":["1862-5231"]},"language":[{"iso":"ger"}],"user_id":"66956","department":[{"_id":"459"}],"_id":"61285","status":"public","type":"journal_article","publication":"Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT"},{"type":"preprint","abstract":[{"text":"Human-AI collaboration is increasingly promoted to improve high-stakes decision-making, yet its benefits have not been fully realized. Application-grounded evaluations are needed to better evaluate methods for improving collaboration but often require domain experts, making studies costly and limiting their generalizability. Current evaluation methods are constrained by limited public datasets and reliance on proxy tasks. To address these challenges, we propose an application-grounded framework for large-scale, online evaluations of vision-based decision-making tasks. The framework introduces Blockies, a parametric approach for generating datasets of simulated diagnostic tasks, offering control over the traits and biases in the data used to train real-world models. These tasks are designed to be easy to learn but difficult to master, enabling participation by non-experts. The framework also incorporates storytelling and monetary incentives to manipulate perceived task stakes. An initial empirical study demonstrated that the high-stakes condition significantly reduced healthy distrust of AI, despite longer decision-making times. These findings underscore the importance of perceived stakes in fostering healthy distrust and demonstrate the framework's potential for scalable evaluation of high-stakes Human-AI collaboration. ","lang":"eng"}],"file":[{"date_updated":"2025-09-16T07:47:45Z","date_created":"2025-09-16T07:47:45Z","creator":"johnson","file_size":1715871,"file_id":"61296","access_level":"closed","file_name":"2503.03529v1.pdf","content_type":"application/pdf","success":1,"relation":"main_file"}],"status":"public","project":[{"name":"TRR 318 - Teilprojekt IRG BI","_id":"1204"}],"_id":"61294","user_id":"97208","department":[{"_id":"660"}],"ddc":["000"],"file_date_updated":"2025-09-16T07:47:45Z","language":[{"iso":"eng"}],"has_accepted_license":"1","year":"2025","citation":{"ama":"Johnson DS. Higher Stakes, Healthier Trust? An Application-Grounded Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration. Published online 2025.","chicago":"Johnson, David S. “Higher Stakes, Healthier Trust? An Application-Grounded Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration,” 2025.","ieee":"D. S. Johnson, “Higher Stakes, Healthier Trust? 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An Application-Grounded Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration"},{"language":[{"iso":"ger"}],"user_id":"66956","department":[{"_id":"459"}],"_id":"61189","status":"public","type":"journal_article","publication":"SchulVerwaltung Bayern ","title":"Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften","author":[{"first_name":"Bardo","last_name":"Herzig","full_name":"Herzig, Bardo","id":"217"}],"date_created":"2025-09-11T09:14:38Z","publisher":"Carl Link","date_updated":"2025-09-16T07:41:02Z","citation":{"ama":"Herzig B. Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften. <i>SchulVerwaltung Bayern </i>. 2025;(7-8):213-215.","chicago":"Herzig, Bardo. “Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften.” <i>SchulVerwaltung Bayern </i>, no. 7–8 (2025): 213–15.","ieee":"B. Herzig, “Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften,” <i>SchulVerwaltung Bayern </i>, no. 7–8, pp. 213–215, 2025.","apa":"Herzig, B. (2025). Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften. <i>SchulVerwaltung Bayern </i>, <i>7–8</i>, 213–215.","short":"B. Herzig, SchulVerwaltung Bayern  (2025) 213–215.","bibtex":"@article{Herzig_2025, title={Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften}, number={7–8}, journal={SchulVerwaltung Bayern }, publisher={Carl Link}, author={Herzig, Bardo}, year={2025}, pages={213–215} }","mla":"Herzig, Bardo. “Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften.” <i>SchulVerwaltung Bayern </i>, no. 7–8, Carl Link, 2025, pp. 213–15."},"page":"213-215","year":"2025","issue":"7-8","publication_status":"published","publication_identifier":{"issn":["1433-4674"]}},{"language":[{"iso":"eng"}],"department":[{"_id":"460"}],"user_id":"57672","_id":"60027","status":"public","type":"conference_abstract","title":"Team-Teaching angehender Lehrkräfte und Kompetenzen von Kindern im inklusiven naturwissenschaftlichen Sachunterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen Raum\" ","date_created":"2025-05-23T12:12:05Z","author":[{"first_name":"Frank","full_name":"Hellmich, Frank","id":"26282","last_name":"Hellmich"},{"full_name":"Hoya, Fabian Karl","last_name":"Hoya","first_name":"Fabian Karl"},{"first_name":"Jan Roland","id":"29492","full_name":"Schulze, Jan Roland","last_name":"Schulze"},{"orcid":"0009-0004-1651-541X","last_name":"Blumberg","id":"37549","full_name":"Blumberg, Eva","first_name":"Eva"}],"date_updated":"2025-09-16T09:22:38Z","publisher":"Pädagogische Hochschule Vorarlberg","citation":{"mla":"Hellmich, Frank, et al. <i>Team-Teaching Angehender Lehrkräfte Und Kompetenzen von Kindern Im Inklusiven Naturwissenschaftlichen Sachunterricht. Vortrag Auf Der Tagung Der Kommission „Grundschulforschung Und Pädagogik Der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft Für Erziehungswissenschaft (DGfE). Thema: „Bildung Ohne Grenzen Denken. Visionen Der Grundschulbildung Im Europäischen Raum\" </i>. Pädagogische Hochschule Vorarlberg, 2025.","short":"F. Hellmich, F.K. Hoya, J.R. Schulze, E. Blumberg, in: Pädagogische Hochschule Vorarlberg, Feldkirch, Österreich, 2025.","bibtex":"@inproceedings{Hellmich_Hoya_Schulze_Blumberg_2025, place={Feldkirch, Österreich}, title={Team-Teaching angehender Lehrkräfte und Kompetenzen von Kindern im inklusiven naturwissenschaftlichen Sachunterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen Raum\" }, publisher={Pädagogische Hochschule Vorarlberg}, author={Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva}, year={2025} }","apa":"Hellmich, F., Hoya, F. K., Schulze, J. R., &#38; Blumberg, E. (2025). <i>Team-Teaching angehender Lehrkräfte und Kompetenzen von Kindern im inklusiven naturwissenschaftlichen Sachunterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen Raum\" </i>.","ama":"Hellmich F, Hoya FK, Schulze JR, Blumberg E. Team-Teaching angehender Lehrkräfte und Kompetenzen von Kindern im inklusiven naturwissenschaftlichen Sachunterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen Raum\" . In: Pädagogische Hochschule Vorarlberg; 2025.","ieee":"F. Hellmich, F. K. Hoya, J. R. Schulze, and E. Blumberg, “Team-Teaching angehender Lehrkräfte und Kompetenzen von Kindern im inklusiven naturwissenschaftlichen Sachunterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen Raum\" ,” 2025.","chicago":"Hellmich, Frank, Fabian Karl Hoya, Jan Roland Schulze, and Eva Blumberg. “Team-Teaching Angehender Lehrkräfte Und Kompetenzen von Kindern Im Inklusiven Naturwissenschaftlichen Sachunterricht. Vortrag Auf Der Tagung Der Kommission „Grundschulforschung Und Pädagogik Der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft Für Erziehungswissenschaft (DGfE). Thema: „Bildung Ohne Grenzen Denken. Visionen Der Grundschulbildung Im Europäischen Raum\" .” Feldkirch, Österreich: Pädagogische Hochschule Vorarlberg, 2025."},"place":"Feldkirch, Österreich","year":"2025"},{"department":[{"_id":"460"}],"user_id":"57672","_id":"60028","language":[{"iso":"eng"}],"type":"conference_abstract","status":"public","date_created":"2025-05-23T12:14:10Z","author":[{"last_name":"Löper","full_name":"Löper, Marwin Felix","id":"26693","first_name":"Marwin Felix"},{"last_name":"Hellmich","id":"26282","full_name":"Hellmich, Frank","first_name":"Frank"}],"date_updated":"2025-09-16T09:21:24Z","publisher":"Pädagogische Hochschule Vorarlberg","title":"Einstellungen und prosoziales Verhalten von Grundschulkindern gegenüber Peers mit emotional-sozialem Förderbedarf im inklusiven Unterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen Raum\"","citation":{"ama":"Löper MF, Hellmich F. Einstellungen und prosoziales Verhalten von Grundschulkindern gegenüber Peers mit emotional-sozialem Förderbedarf im inklusiven Unterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen Raum\". In: Pädagogische Hochschule Vorarlberg; 2025.","chicago":"Löper, Marwin Felix, and Frank Hellmich. “Einstellungen Und Prosoziales Verhalten von Grundschulkindern Gegenüber Peers Mit Emotional-Sozialem Förderbedarf Im Inklusiven Unterricht. Vortrag Auf Der Tagung Der Kommission „Grundschulforschung Und Pädagogik Der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft Für Erziehungswissenschaft (DGfE). Thema: „Bildung Ohne Grenzen Denken. Visionen Der Grundschulbildung Im Europäischen Raum\".” Feldkirch, Österreich: Pädagogische Hochschule Vorarlberg, 2025.","ieee":"M. F. Löper and F. Hellmich, “Einstellungen und prosoziales Verhalten von Grundschulkindern gegenüber Peers mit emotional-sozialem Förderbedarf im inklusiven Unterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen Raum\",” 2025.","bibtex":"@inproceedings{Löper_Hellmich_2025, place={Feldkirch, Österreich}, title={Einstellungen und prosoziales Verhalten von Grundschulkindern gegenüber Peers mit emotional-sozialem Förderbedarf im inklusiven Unterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen Raum\"}, publisher={Pädagogische Hochschule Vorarlberg}, author={Löper, Marwin Felix and Hellmich, Frank}, year={2025} }","short":"M.F. Löper, F. Hellmich, in: Pädagogische Hochschule Vorarlberg, Feldkirch, Österreich, 2025.","mla":"Löper, Marwin Felix, and Frank Hellmich. <i>Einstellungen Und Prosoziales Verhalten von Grundschulkindern Gegenüber Peers Mit Emotional-Sozialem Förderbedarf Im Inklusiven Unterricht. Vortrag Auf Der Tagung Der Kommission „Grundschulforschung Und Pädagogik Der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft Für Erziehungswissenschaft (DGfE). Thema: „Bildung Ohne Grenzen Denken. Visionen Der Grundschulbildung Im Europäischen Raum\"</i>. Pädagogische Hochschule Vorarlberg, 2025.","apa":"Löper, M. F., &#38; Hellmich, F. (2025). <i>Einstellungen und prosoziales Verhalten von Grundschulkindern gegenüber Peers mit emotional-sozialem Förderbedarf im inklusiven Unterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen Raum\"</i>."},"year":"2025","place":"Feldkirch, Österreich"},{"citation":{"ama":"Finke P, Schulze JR, Hellmich F. Exploring primary school teachers’ and special education teachers’ self-efficacy beliefs concerning inclusive education: A qualitative study. Paper. ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ . In: University of Belgrade; 2025.","chicago":"Finke, Pauline, Jan Roland Schulze, and Frank Hellmich. “Exploring Primary School Teachers’ and Special Education Teachers’ Self-Efficacy Beliefs Concerning Inclusive Education: A Qualitative Study. Paper. ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ .” Belgrade: University of Belgrade, 2025.","ieee":"P. Finke, J. R. Schulze, and F. Hellmich, “Exploring primary school teachers’ and special education teachers’ self-efficacy beliefs concerning inclusive education: A qualitative study. Paper. ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ ,” 2025.","bibtex":"@inproceedings{Finke_Schulze_Hellmich_2025, place={Belgrade}, title={Exploring primary school teachers’ and special education teachers’ self-efficacy beliefs concerning inclusive education: A qualitative study. Paper. ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ }, publisher={University of Belgrade}, author={Finke, Pauline and Schulze, Jan Roland and Hellmich, Frank}, year={2025} }","short":"P. Finke, J.R. Schulze, F. Hellmich, in: University of Belgrade, Belgrade, 2025.","mla":"Finke, Pauline, et al. <i>Exploring Primary School Teachers’ and Special Education Teachers’ Self-Efficacy Beliefs Concerning Inclusive Education: A Qualitative Study. Paper. 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ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ </i>."},"year":"2025","place":"Belgrade","author":[{"id":"73113","full_name":"Finke, Pauline","last_name":"Finke","first_name":"Pauline"},{"id":"29492","full_name":"Schulze, Jan Roland","last_name":"Schulze","first_name":"Jan Roland"},{"last_name":"Hellmich","full_name":"Hellmich, Frank","id":"26282","first_name":"Frank"}],"date_created":"2025-04-02T11:04:30Z","date_updated":"2025-09-16T09:23:25Z","publisher":"University of Belgrade","title":"Exploring primary school teachers’ and special education teachers’ self-efficacy beliefs concerning inclusive education: A qualitative study. Paper. 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ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ .” Belgrade: BelgradeUniversity of Belgrade, 2025.","ieee":"N. Finke, M. Knickenberg, and F. Hellmich, “The role of teacher feedback for primary school students’ motivation and mathematical competencies. Paper. ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ ,” 2025.","ama":"Finke N, Knickenberg M, Hellmich F. The role of teacher feedback for primary school students’ motivation and mathematical competencies. Paper. ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ . 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ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ . In: University of Belgrade; 2025."},"place":"Belgrad","year":"2025","author":[{"first_name":"Marwin Felix","last_name":"Löper","full_name":"Löper, Marwin Felix","id":"26693"},{"full_name":"Hellmich, Frank","id":"26282","last_name":"Hellmich","first_name":"Frank"}],"date_created":"2025-04-02T11:01:16Z","publisher":"University of Belgrade","date_updated":"2025-09-16T09:24:03Z","title":" Explanatory factors for students’ attitudes and their supportive behaviour towards peers with social and emotional disabilities. Paper. ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ "},{"place":"Münster, Germany","year":"2025","jel":["M15"],"citation":{"apa":"Schäfer, J. M., Liebschner, J., Rajko, P., Cohnen, H., Lugmair, N., &#38; Heinz, D. (2025). Designing Digital Service Innovation Hubs: An Ecosystem Perspective on the Challenges and Requirements of SMEs and the Public Sector. <i>Proceedings of the 20th International Conference on Wirtschaftsinformatik (WI 2025)</i>. 20th International Conference on Wirtschaftsinformatik (WI 2025), Münster, Germany.","short":"J.M. Schäfer, J. Liebschner, P. Rajko, H. Cohnen, N. Lugmair, D. Heinz, in: Proceedings of the 20th International Conference on Wirtschaftsinformatik (WI 2025), Association for Information Systems (AIS), Münster, Germany, 2025.","mla":"Schäfer, Jannika Marie, et al. “Designing Digital Service Innovation Hubs: An Ecosystem Perspective on the Challenges and Requirements of SMEs and the Public Sector.” <i>Proceedings of the 20th International Conference on Wirtschaftsinformatik (WI 2025)</i>, Association for Information Systems (AIS), 2025.","bibtex":"@inproceedings{Schäfer_Liebschner_Rajko_Cohnen_Lugmair_Heinz_2025, place={Münster, Germany}, title={Designing Digital Service Innovation Hubs: An Ecosystem Perspective on the Challenges and Requirements of SMEs and the Public Sector}, booktitle={Proceedings of the 20th International Conference on Wirtschaftsinformatik (WI 2025)}, publisher={Association for Information Systems (AIS)}, author={Schäfer, Jannika Marie and Liebschner, Jonas and Rajko, Polina and Cohnen, Henrik and Lugmair, Nina and Heinz, Daniel}, year={2025} }","chicago":"Schäfer, Jannika Marie, Jonas Liebschner, Polina Rajko, Henrik Cohnen, Nina Lugmair, and Daniel Heinz. “Designing Digital Service Innovation Hubs: An Ecosystem Perspective on the Challenges and Requirements of SMEs and the Public Sector.” In <i>Proceedings of the 20th International Conference on Wirtschaftsinformatik (WI 2025)</i>. Münster, Germany: Association for Information Systems (AIS), 2025.","ieee":"J. M. Schäfer, J. Liebschner, P. Rajko, H. Cohnen, N. Lugmair, and D. Heinz, “Designing Digital Service Innovation Hubs: An Ecosystem Perspective on the Challenges and Requirements of SMEs and the Public Sector,” presented at the 20th International Conference on Wirtschaftsinformatik (WI 2025), Münster, Germany, 2025.","ama":"Schäfer JM, Liebschner J, Rajko P, Cohnen H, Lugmair N, Heinz D. Designing Digital Service Innovation Hubs: An Ecosystem Perspective on the Challenges and Requirements of SMEs and the Public Sector. In: <i>Proceedings of the 20th International Conference on Wirtschaftsinformatik (WI 2025)</i>. Association for Information Systems (AIS); 2025."},"publication_status":"published","title":"Designing Digital Service Innovation Hubs: An Ecosystem Perspective on the Challenges and Requirements of SMEs and the Public Sector","conference":{"end_date":"17.09.2025","location":"Münster, Germany","name":"20th International Conference on Wirtschaftsinformatik (WI 2025)","start_date":"14.09.2025"},"publisher":"Association for Information Systems (AIS)","date_updated":"2025-09-16T13:46:05Z","date_created":"2025-09-16T13:44:53Z","author":[{"first_name":"Jannika Marie","id":"74374","full_name":"Schäfer, Jannika Marie","last_name":"Schäfer"},{"first_name":"Jonas","last_name":"Liebschner","full_name":"Liebschner, Jonas"},{"full_name":"Rajko, Polina","last_name":"Rajko","first_name":"Polina"},{"last_name":"Cohnen","full_name":"Cohnen, Henrik","first_name":"Henrik"},{"last_name":"Lugmair","full_name":"Lugmair, Nina","first_name":"Nina"},{"first_name":"Daniel","last_name":"Heinz","full_name":"Heinz, Daniel"}],"abstract":[{"text":"Service ecosystems reshape service innovation by enabling value co-creation among diverse actors. However, small and medium-sized enterprises and public organizations face significant challenges navigating and leveraging these ecosystems due to resource constraints, knowledge gaps, and partnership difficulties. While digital innovation hubs have been introduced as potential intermediaries to foster innovation, existing models primarily focus on individual solutions and networking rather than orchestrating service innovation. This study investigates the design of a digital service innovation hub as an orchestrating entity that facilitates service innovation within ecosystems. Under the design science research paradigm, we analyze the challenges faced by small and medium-sized enterprises and public organizations and derive design requirements for these hubs. Based on 17 expert interviews and focus group validations, we define the problem\r\nspace and provide a requirements catalog for designing digital service innovation hubs as a step towards providing holistic support for service innovation initiatives.","lang":"eng"}],"status":"public","publication":"Proceedings of the 20th International Conference on Wirtschaftsinformatik (WI 2025)","type":"conference","keyword":["service innovation","ecosystem","innovation hubs","SMEs","public sector"],"language":[{"iso":"eng"}],"_id":"61309","project":[{"name":"SHAPE : Gestaltung von Dienstleistungsentwicklungsprozessen und lnnovationspartnerschaften mit Unternehmen","_id":"1250"}],"department":[{"_id":"195"}],"user_id":"74374"},{"language":[{"iso":"eng"}],"keyword":["human-robot interaction","human-in-the-loop learning","reinforcement learning","interactive robot learning","multi-modal feedback","learning from demonstration","preference-based learning","scaffolding in robot learning"],"ddc":["004"],"file":[{"success":1,"relation":"main_file","content_type":"application/pdf","file_size":36978223,"access_level":"closed","file_id":"61331","file_name":"frobt-12-1598968.pdf","date_updated":"2025-09-17T13:36:09Z","date_created":"2025-09-17T13:36:09Z","creator":"helebeen"}],"abstract":[{"text":"This study contributes to the evolving field of robot learning in interaction\r\nwith humans, examining the impact of diverse input modalities on learning\r\noutcomes. It introduces the concept of \"meta-modalities\" which encapsulate\r\nadditional forms of feedback beyond the traditional preference and scalar\r\nfeedback mechanisms. Unlike prior research that focused on individual\r\nmeta-modalities, this work evaluates their combined effect on learning\r\noutcomes. Through a study with human participants, we explore user preferences\r\nfor these modalities and their impact on robot learning performance. Our\r\nfindings reveal that while individual modalities are perceived differently,\r\ntheir combination significantly improves learning behavior and usability. This\r\nresearch not only provides valuable insights into the optimization of\r\nhuman-robot interactive task learning but also opens new avenues for enhancing\r\nthe interactive freedom and scaffolding capabilities provided to users in such\r\nsettings.","lang":"eng"}],"publication":"Frontiers in Robotics and AI","title":"The power of combined modalities in interactive robot learning","date_created":"2024-07-26T08:35:24Z","publisher":"Frontiers ","year":"2025","file_date_updated":"2025-09-17T13:36:09Z","extern":"1","funded_apc":"1","article_type":"original","user_id":"50995","_id":"55400","project":[{"name":"TRR 318 - B5: TRR 318 - Subproject B5","_id":"123"}],"status":"public","type":"journal_article","main_file_link":[{"url":"https://pmc.ncbi.nlm.nih.gov/articles/PMC12312635/","open_access":"1"}],"volume":12,"author":[{"full_name":"Beierling, Helen","last_name":"Beierling","first_name":"Helen"},{"last_name":"Beierling","full_name":"Beierling, Robin ","first_name":"Robin "},{"full_name":"Vollmer, Anna-Lisa","last_name":"Vollmer","first_name":"Anna-Lisa"}],"date_updated":"2025-09-17T13:38:18Z","oa":"1","intvolume":"        12","citation":{"short":"H. Beierling, R. Beierling, A.-L. Vollmer, Frontiers in Robotics and AI 12 (2025).","mla":"Beierling, Helen, et al. “The Power of Combined Modalities in Interactive Robot Learning.” <i>Frontiers in Robotics and AI</i>, vol. 12, Frontiers , 2025.","bibtex":"@article{Beierling_Beierling_Vollmer_2025, title={The power of combined modalities in interactive robot learning}, volume={12}, journal={Frontiers in Robotics and AI}, publisher={Frontiers }, author={Beierling, Helen and Beierling, Robin  and Vollmer, Anna-Lisa}, year={2025} }","apa":"Beierling, H., Beierling, R., &#38; Vollmer, A.-L. (2025). The power of combined modalities in interactive robot learning. <i>Frontiers in Robotics and AI</i>, <i>12</i>.","ama":"Beierling H, Beierling R, Vollmer A-L. The power of combined modalities in interactive robot learning. <i>Frontiers in Robotics and AI</i>. 2025;12.","chicago":"Beierling, Helen, Robin  Beierling, and Anna-Lisa Vollmer. “The Power of Combined Modalities in Interactive Robot Learning.” <i>Frontiers in Robotics and AI</i> 12 (2025).","ieee":"H. Beierling, R. Beierling, and A.-L. Vollmer, “The power of combined modalities in interactive robot learning,” <i>Frontiers in Robotics and AI</i>, vol. 12, 2025."},"has_accepted_license":"1","publication_status":"published"},{"language":[{"iso":"eng"}],"article_type":"original","keyword":["Robot learning","Interactive learning systems","Human-robot interaction","Human-in-the-loop machine learning","Teaching and learning"],"user_id":"50995","project":[{"name":"TRR 318 - Subproject B5","_id":"123"}],"_id":"61327","status":"public","abstract":[{"lang":"eng","text":"Robot learning from humans has been proposed and researched for several decades as a means to enable robots to learn new skills or\r\nadapt existing ones to new situations. Recent advances in artificial intelligence, including learning approaches like reinforcement\r\nlearning and architectures like transformers and foundation models, combined with access to massive datasets, has created attractive\r\nopportunities to apply those data-hungry techniques to this problem. We argue that the focus on massive amounts of pre-collected\r\ndata, and the resulting learning paradigm, where humans demonstrate and robots learn in isolation, is overshadowing a specialized\r\narea of work we term Human-Interactive-Robot-Learning (HIRL). This paradigm, wherein robots and humans interact during the\r\nlearning process, is at the intersection of multiple fields (artificial intelligence, robotics, human-computer interaction, design and others)\r\nand holds unique promise. Using HIRL, robots can achieve greater sample efficiency (as humans can provide task knowledge through\r\ninteraction), align with human preferences (as humans can guide the robot behavior towards their expectations), and explore more\r\nmeaningfully and safely (as humans can utilize domain knowledge to guide learning and prevent catastrophic failures). This can result\r\nin robotic systems that can more quickly and easily adapt to new tasks in human environments. The objective of this paper is to\r\nprovide a broad and consistent overview of HIRL research and to guide researchers toward understanding the scope of HIRL, and\r\ncurrent open or underexplored challenges related to four themes — namely, human, robot learning, interaction, and broader context.\r\nThe paper includes concrete use cases to illustrate the interaction between these challenges and inspire further research according to\r\nbroad recommendations and a call for action for the growing HIRL community"}],"type":"journal_article","publication":"Transactions on Human-Robot Interaction","title":"Human-Interactive Robot Learning: Definition, Challenges, and Recommendations","author":[{"last_name":"Baraka","full_name":"Baraka, Kim ","first_name":"Kim "},{"last_name":"Idrees","full_name":"Idrees, Ifrah","first_name":"Ifrah"},{"last_name":"Faulkner","full_name":"Faulkner, Taylor Kessler","first_name":"Taylor Kessler"},{"last_name":"Biyik","full_name":"Biyik, Erdem","first_name":"Erdem"},{"full_name":"Booth, Serena","last_name":"Booth","first_name":"Serena"},{"full_name":"Chetouani, Mohamed","last_name":"Chetouani","first_name":"Mohamed"},{"first_name":"Daniel H.","full_name":"Grollman, Daniel H.","last_name":"Grollman"},{"last_name":"Saran","full_name":"Saran, Akanksha","first_name":"Akanksha"},{"last_name":"Senft","full_name":"Senft, Emmanuel","first_name":"Emmanuel"},{"first_name":"Silvia","last_name":"Tulli","full_name":"Tulli, Silvia"},{"first_name":"Anna-Lisa","last_name":"Vollmer","full_name":"Vollmer, Anna-Lisa"},{"first_name":"Antonio","full_name":"Andriella, Antonio","last_name":"Andriella"},{"first_name":"Helen","last_name":"Beierling","full_name":"Beierling, Helen"},{"last_name":"Horter","full_name":"Horter, Tiffany","first_name":"Tiffany"},{"first_name":"Jens","last_name":"Kober","full_name":"Kober, Jens"},{"first_name":"Isaac","full_name":"Sheidlower, Isaac","last_name":"Sheidlower"},{"first_name":"Matthew E.","last_name":"Taylor","full_name":"Taylor, Matthew E."},{"first_name":"Sanne","full_name":"van Waveren, Sanne","last_name":"van Waveren"},{"full_name":"Xiao, Xuesu","last_name":"Xiao","first_name":"Xuesu"}],"date_created":"2025-09-17T12:42:45Z","date_updated":"2025-09-17T13:40:16Z","citation":{"bibtex":"@article{Baraka_Idrees_Faulkner_Biyik_Booth_Chetouani_Grollman_Saran_Senft_Tulli_et al., title={Human-Interactive Robot Learning: Definition, Challenges, and Recommendations}, journal={Transactions on Human-Robot Interaction}, author={Baraka, Kim  and Idrees, Ifrah and Faulkner, Taylor Kessler and Biyik, Erdem and Booth, Serena and Chetouani, Mohamed and Grollman, Daniel H. and Saran, Akanksha and Senft, Emmanuel and Tulli, Silvia and et al.} }","mla":"Baraka, Kim, et al. “Human-Interactive Robot Learning: Definition, Challenges, and Recommendations.” <i>Transactions on Human-Robot Interaction</i>.","short":"K. Baraka, I. Idrees, T.K. Faulkner, E. Biyik, S. Booth, M. Chetouani, D.H. Grollman, A. Saran, E. Senft, S. Tulli, A.-L. Vollmer, A. Andriella, H. Beierling, T. Horter, J. Kober, I. Sheidlower, M.E. Taylor, S. van Waveren, X. Xiao, Transactions on Human-Robot Interaction (n.d.).","apa":"Baraka, K., Idrees, I., Faulkner, T. K., Biyik, E., Booth, S., Chetouani, M., Grollman, D. H., Saran, A., Senft, E., Tulli, S., Vollmer, A.-L., Andriella, A., Beierling, H., Horter, T., Kober, J., Sheidlower, I., Taylor, M. E., van Waveren, S., &#38; Xiao, X. (n.d.). Human-Interactive Robot Learning: Definition, Challenges, and Recommendations. <i>Transactions on Human-Robot Interaction</i>.","ieee":"K. Baraka <i>et al.</i>, “Human-Interactive Robot Learning: Definition, Challenges, and Recommendations,” <i>Transactions on Human-Robot Interaction</i>.","chicago":"Baraka, Kim , Ifrah Idrees, Taylor Kessler Faulkner, Erdem Biyik, Serena Booth, Mohamed Chetouani, Daniel H. Grollman, et al. “Human-Interactive Robot Learning: Definition, Challenges, and Recommendations.” <i>Transactions on Human-Robot Interaction</i>, n.d.","ama":"Baraka K, Idrees I, Faulkner TK, et al. Human-Interactive Robot Learning: Definition, Challenges, and Recommendations. <i>Transactions on Human-Robot Interaction</i>."},"year":"2025","publication_status":"submitted"}]