---
_id: '61243'
author:
- first_name: Josephine Beryl
  full_name: Fisher, Josephine Beryl
  id: '56345'
  last_name: Fisher
  orcid: 0000-0002-9997-9241
- first_name: Lutz
  full_name: Terfloth, Lutz
  id: '37320'
  last_name: Terfloth
citation:
  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.'
  apa: Fisher, J. B., &#38; Terfloth, L. (2025). The Dual Nature as a Local Context
    to Explore Verbal Behaviour in Game Explanations. <i> Proceedings of the 29th
    Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)</i>.
  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} }'
  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.
  ieee: J. B. Fisher and L. Terfloth, “The Dual Nature as a Local Context to Explore
    Verbal Behaviour in Game Explanations,” 2025.
  mla: Fisher, Josephine Beryl, and Lutz Terfloth. “The Dual Nature as a Local Context
    to Explore Verbal Behaviour in Game Explanations.” <i> Proceedings of the 29th
    Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)</i>, 2025.
  short: 'J.B. Fisher, L. Terfloth, in:  Proceedings of the 29th Workshop on the Semantics
    and Pragmatics of Dialogue (SemDial 2025), 2025.'
date_created: 2025-09-12T09:28:30Z
date_updated: 2025-09-15T14:36:06Z
department:
- _id: '660'
language:
- iso: eng
main_file_link:
- url: https://www.semdial.org/anthology/Z25-Fisher_semdial_4432.pdf
project:
- _id: '111'
  name: 'TRR 318; TP A01: Adaptives Erklären'
- _id: '114'
  name: 'TRR 318; TP A04: Integration des technischen Modells in das Partnermodell
    bei der Erklärung von digitalen Artefakten'
publication: ' Proceedings of the 29th Workshop on the Semantics and Pragmatics of
  Dialogue (SemDial 2025)'
status: public
title: The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations
type: conference_abstract
user_id: '56345'
year: '2025'
...
---
_id: '61285'
author:
- first_name: Bardo
  full_name: Herzig, Bardo
  id: '217'
  last_name: Herzig
citation:
  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.
  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} }'
  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.
  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.
  short: B. Herzig, Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft
    für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT (2025) 13–18.
date_created: 2025-09-16T07:16:04Z
date_updated: 2025-09-16T07:16:27Z
department:
- _id: '459'
issue: 70, Jg.36/2025
language:
- iso: ger
page: 13-18
publication: Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft.
  Erziehungswissenschaft nach ChatGPT
publication_identifier:
  eissn:
  - 1862-5231
  issn:
  - 0938-5363
publication_status: published
publisher: Barbara Budrich
status: public
title: Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs
type: journal_article
user_id: '66956'
year: '2025'
...
---
_id: '61294'
abstract:
- lang: eng
  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. '
author:
- first_name: David S.
  full_name: Johnson, David S.
  last_name: Johnson
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.
  apa: Johnson, D. S. (2025). <i>Higher Stakes, Healthier Trust? An Application-Grounded
    Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration</i>.
  bibtex: '@article{Johnson_2025, title={Higher Stakes, Healthier Trust? An Application-Grounded
    Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration}, author={Johnson,
    David S.}, year={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? An Application-Grounded Approach
    to Assessing Healthy Trust in High-Stakes Human-AI Collaboration.” 2025.
  mla: Johnson, David S. <i>Higher Stakes, Healthier Trust? An Application-Grounded
    Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration</i>.
    2025.
  short: D.S. Johnson, (2025).
date_created: 2025-09-16T07:41:37Z
date_updated: 2025-09-16T07:48:33Z
ddc:
- '000'
department:
- _id: '660'
file:
- access_level: closed
  content_type: application/pdf
  creator: johnson
  date_created: 2025-09-16T07:47:45Z
  date_updated: 2025-09-16T07:47:45Z
  file_id: '61296'
  file_name: 2503.03529v1.pdf
  file_size: 1715871
  relation: main_file
  success: 1
file_date_updated: 2025-09-16T07:47:45Z
has_accepted_license: '1'
language:
- iso: eng
project:
- _id: '1204'
  name: TRR 318 - Teilprojekt IRG BI
status: public
title: Higher Stakes, Healthier Trust? An Application-Grounded Approach to Assessing
  Healthy Trust in High-Stakes Human-AI Collaboration
type: preprint
user_id: '97208'
year: '2025'
...
---
_id: '61189'
author:
- first_name: Bardo
  full_name: Herzig, Bardo
  id: '217'
  last_name: Herzig
citation:
  ama: Herzig B. Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften.
    <i>SchulVerwaltung Bayern </i>. 2025;(7-8):213-215.
  apa: Herzig, B. (2025). Künstliche Intelligenz und professionsbezogene Aufgaben
    von Lehrkräften. <i>SchulVerwaltung Bayern </i>, <i>7–8</i>, 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} }'
  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.
  mla: Herzig, Bardo. “Künstliche Intelligenz und professionsbezogene Aufgaben von
    Lehrkräften.” <i>SchulVerwaltung Bayern </i>, no. 7–8, Carl Link, 2025, pp. 213–15.
  short: B. Herzig, SchulVerwaltung Bayern  (2025) 213–215.
date_created: 2025-09-11T09:14:38Z
date_updated: 2025-09-16T07:41:02Z
department:
- _id: '459'
issue: 7-8
language:
- iso: ger
page: 213-215
publication: 'SchulVerwaltung Bayern '
publication_identifier:
  issn:
  - 1433-4674
publication_status: published
publisher: Carl Link
status: public
title: Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften
type: journal_article
user_id: '66956'
year: '2025'
...
---
_id: '60027'
author:
- first_name: Frank
  full_name: Hellmich, Frank
  id: '26282'
  last_name: Hellmich
- first_name: Fabian Karl
  full_name: Hoya, Fabian Karl
  last_name: Hoya
- first_name: Jan Roland
  full_name: Schulze, Jan Roland
  id: '29492'
  last_name: Schulze
- first_name: Eva
  full_name: Blumberg, Eva
  id: '37549'
  last_name: Blumberg
  orcid: 0009-0004-1651-541X
citation:
  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.'
  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>.'
  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} }'
  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.'
  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.'
  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.'
date_created: 2025-05-23T12:12:05Z
date_updated: 2025-09-16T09:22:38Z
department:
- _id: '460'
language:
- iso: eng
place: Feldkirch, Österreich
publisher: Pädagogische Hochschule Vorarlberg
status: public
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" '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '60028'
author:
- first_name: Marwin Felix
  full_name: Löper, Marwin Felix
  id: '26693'
  last_name: Löper
- first_name: Frank
  full_name: Hellmich, Frank
  id: '26282'
  last_name: Hellmich
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.'
  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>.'
  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} }'
  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.'
  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.'
  short: 'M.F. Löper, F. Hellmich, in: Pädagogische Hochschule Vorarlberg, Feldkirch,
    Österreich, 2025.'
date_created: 2025-05-23T12:14:10Z
date_updated: 2025-09-16T09:21:24Z
department:
- _id: '460'
language:
- iso: eng
place: Feldkirch, Österreich
publisher: Pädagogische Hochschule Vorarlberg
status: public
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"'
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '59251'
author:
- first_name: Pauline
  full_name: Finke, Pauline
  id: '73113'
  last_name: Finke
- first_name: Jan Roland
  full_name: Schulze, Jan Roland
  id: '29492'
  last_name: Schulze
- first_name: Frank
  full_name: Hellmich, Frank
  id: '26282'
  last_name: Hellmich
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.'
  apa: 'Finke, P., Schulze, J. R., &#38; Hellmich, F. (2025). <i>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“ </i>.'
  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} }'
  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.'
  mla: 'Finke, Pauline, et al. <i>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“ </i>. University
    of Belgrade, 2025.'
  short: 'P. Finke, J.R. Schulze, F. Hellmich, in: University of Belgrade, Belgrade,
    2025.'
date_created: 2025-04-02T11:04:30Z
date_updated: 2025-09-16T09:23:25Z
department:
- _id: '460'
language:
- iso: eng
place: Belgrade
publisher: University of Belgrade
status: public
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“ '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '59249'
author:
- first_name: Nils
  full_name: Finke, Nils
  id: '57672'
  last_name: Finke
- first_name: Margarita
  full_name: Knickenberg, Margarita
  id: '12978'
  last_name: Knickenberg
  orcid: 0000-0001-5521-0417
- first_name: Frank
  full_name: Hellmich, Frank
  id: '26282'
  last_name: Hellmich
citation:
  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“ . In: BelgradeUniversity of Belgrade; 2025.'
  apa: 'Finke, N., Knickenberg, M., &#38; Hellmich, F. (2025). <i>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“ </i>.'
  bibtex: '@inproceedings{Finke_Knickenberg_Hellmich_2025, place={Belgrade}, title={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“ },
    publisher={BelgradeUniversity of Belgrade}, author={Finke, Nils and Knickenberg,
    Margarita and Hellmich, Frank}, year={2025} }'
  chicago: 'Finke, Nils, Margarita Knickenberg, and Frank 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“ .” 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.'
  mla: 'Finke, Nils, et al. <i>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“ </i>. BelgradeUniversity of Belgrade, 2025.'
  short: 'N. Finke, M. Knickenberg, F. Hellmich, in: BelgradeUniversity of Belgrade,
    Belgrade, 2025.'
date_created: 2025-04-02T11:02:25Z
date_updated: 2025-09-16T09:23:42Z
department:
- _id: '460'
language:
- iso: eng
place: Belgrade
publisher: BelgradeUniversity of Belgrade
status: public
title: '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“ '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '59252'
author:
- first_name: Jan Roland
  full_name: Schulze, Jan Roland
  id: '29492'
  last_name: Schulze
- first_name: Frank
  full_name: Hellmich, Frank
  id: '26282'
  last_name: Hellmich
citation:
  ama: 'Schulze JR, Hellmich F. Pre-service teachers’ professional self-concept development
    concerning team-teaching in primary schools. Paper. ECER 2025 (European Conference
    on Educational Research). “Charting the Way Forward: Education, Research, Potentials
    and Perspectives“ . In: University of Belgrade; 2025.'
  apa: 'Schulze, J. R., &#38; Hellmich, F. (2025). <i>Pre-service teachers’ professional
    self-concept development concerning team-teaching in primary schools. Paper. ECER
    2025 (European Conference on Educational Research). “Charting the Way Forward:
    Education, Research, Potentials and Perspectives“ </i>.'
  bibtex: '@inproceedings{Schulze_Hellmich_2025, place={Belgrade}, title={Pre-service
    teachers’ professional self-concept development concerning team-teaching in primary
    schools. Paper. ECER 2025 (European Conference on Educational Research). “Charting
    the Way Forward: Education, Research, Potentials and Perspectives“ }, publisher={University
    of Belgrade}, author={Schulze, Jan Roland and Hellmich, Frank}, year={2025} }'
  chicago: 'Schulze, Jan Roland, and Frank Hellmich. “Pre-Service Teachers’ Professional
    Self-Concept Development Concerning Team-Teaching in Primary Schools. Paper. ECER
    2025 (European Conference on Educational Research). “Charting the Way Forward:
    Education, Research, Potentials and Perspectives“ .” Belgrade: University of Belgrade,
    2025.'
  ieee: 'J. R. Schulze and F. Hellmich, “Pre-service teachers’ professional self-concept
    development concerning team-teaching in primary schools. Paper. ECER 2025 (European
    Conference on Educational Research). “Charting the Way Forward: Education, Research,
    Potentials and Perspectives“ ,” 2025.'
  mla: 'Schulze, Jan Roland, and Frank Hellmich. <i>Pre-Service Teachers’ Professional
    Self-Concept Development Concerning Team-Teaching in Primary Schools. Paper. ECER
    2025 (European Conference on Educational Research). “Charting the Way Forward:
    Education, Research, Potentials and Perspectives“ </i>. University of Belgrade,
    2025.'
  short: 'J.R. Schulze, F. Hellmich, in: University of Belgrade, Belgrade, 2025.'
date_created: 2025-04-02T11:05:34Z
date_updated: 2025-09-16T09:23:05Z
department:
- _id: '460'
language:
- iso: eng
place: Belgrade
publisher: University of Belgrade
status: public
title: 'Pre-service teachers’ professional self-concept development concerning team-teaching
  in primary schools. Paper. ECER 2025 (European Conference on Educational Research).
  “Charting the Way Forward: Education, Research, Potentials and Perspectives“ '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '59921'
author:
- first_name: Ingrid
  full_name: Scharlau, Ingrid
  id: '451'
  last_name: Scharlau
  orcid: 0000-0003-2364-9489
- first_name: Körber
  full_name: Miriam, Körber
  last_name: Miriam
citation:
  ama: Scharlau I, Miriam K. <i>Metaphors in 24 WIRED Level 5 Videos (Data Corpus)</i>.
    OSF; 2025. doi:<a href="https://doi.org/10.17605/OSF.IO/94A2J">10.17605/OSF.IO/94A2J</a>
  apa: Scharlau, I., &#38; Miriam, K. (2025). <i>Metaphors in 24 WIRED Level 5 Videos
    (Data corpus)</i>. OSF. <a href="https://doi.org/10.17605/OSF.IO/94A2J">https://doi.org/10.17605/OSF.IO/94A2J</a>
  bibtex: '@book{Scharlau_Miriam_2025, title={Metaphors in 24 WIRED Level 5 Videos
    (Data corpus)}, DOI={<a href="https://doi.org/10.17605/OSF.IO/94A2J">10.17605/OSF.IO/94A2J</a>},
    publisher={OSF}, author={Scharlau, Ingrid and Miriam, Körber}, year={2025} }'
  chicago: Scharlau, Ingrid, and Körber Miriam. <i>Metaphors in 24 WIRED Level 5 Videos
    (Data Corpus)</i>. OSF, 2025. <a href="https://doi.org/10.17605/OSF.IO/94A2J">https://doi.org/10.17605/OSF.IO/94A2J</a>.
  ieee: I. Scharlau and K. Miriam, <i>Metaphors in 24 WIRED Level 5 Videos (Data corpus)</i>.
    OSF, 2025.
  mla: Scharlau, Ingrid, and Körber Miriam. <i>Metaphors in 24 WIRED Level 5 Videos
    (Data Corpus)</i>. OSF, 2025, doi:<a href="https://doi.org/10.17605/OSF.IO/94A2J">10.17605/OSF.IO/94A2J</a>.
  short: I. Scharlau, K. Miriam, Metaphors in 24 WIRED Level 5 Videos (Data Corpus),
    OSF, 2025.
date_created: 2025-05-16T09:57:56Z
date_updated: 2025-09-16T08:57:15Z
department:
- _id: '424'
doi: 10.17605/OSF.IO/94A2J
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://osf.io/94a2j/
oa: '1'
project:
- _id: '127'
  name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens'
publisher: OSF
status: public
title: Metaphors in 24 WIRED Level 5 Videos (Data corpus)
type: misc
user_id: '451'
year: '2025'
...
---
_id: '58713'
author:
- first_name: Jan Roland
  full_name: Schulze, Jan Roland
  id: '29492'
  last_name: Schulze
- first_name: Eva
  full_name: Blumberg, Eva
  id: '37549'
  last_name: Blumberg
  orcid: 0009-0004-1651-541X
- first_name: Frank
  full_name: Hellmich, Frank
  id: '26282'
  last_name: Hellmich
citation:
  ama: 'Schulze JR, Blumberg E, Hellmich F. Effects of a cooperation training on inclusion-related
    self-concepts of pre-service teachers. Poster Presentation. The 21th Biennial
    EARLI (European Association for Research on Learning and Instruction) Conference
    on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
    the minds and brains for the future” . In: University of Graz; 2025.'
  apa: 'Schulze, J. R., Blumberg, E., &#38; Hellmich, F. (2025). <i>Effects of a cooperation
    training on inclusion-related self-concepts of pre-service teachers. Poster Presentation.
    The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
    Conference on Learning and Instruction 2025. “Realising Potentials through Education:
    Shaping the minds and brains for the future” </i>.'
  bibtex: '@inproceedings{Schulze_Blumberg_Hellmich_2025, place={Graz}, title={Effects
    of a cooperation training on inclusion-related self-concepts of pre-service teachers.
    Poster Presentation. The 21th Biennial EARLI (European Association for Research
    on Learning and Instruction) Conference on Learning and Instruction 2025. “Realising
    Potentials through Education: Shaping the minds and brains for the future” },
    publisher={University of Graz}, author={Schulze, Jan Roland and Blumberg, Eva
    and Hellmich, Frank}, year={2025} }'
  chicago: 'Schulze, Jan Roland, Eva Blumberg, and Frank Hellmich. “Effects of a Cooperation
    Training on Inclusion-Related Self-Concepts of Pre-Service Teachers. Poster Presentation.
    The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
    Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
    Shaping the Minds and Brains for the Future’ .” Graz: University of Graz, 2025.'
  ieee: 'J. R. Schulze, E. Blumberg, and F. Hellmich, “Effects of a cooperation training
    on inclusion-related self-concepts of pre-service teachers. Poster Presentation.
    The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
    Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
    Shaping the minds and brains for the future’ ,” 2025.'
  mla: 'Schulze, Jan Roland, et al. <i>Effects of a Cooperation Training on Inclusion-Related
    Self-Concepts of Pre-Service Teachers. Poster Presentation. The 21th Biennial
    EARLI (European Association for Research on Learning and Instruction) Conference
    on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
    the Minds and Brains for the Future” </i>. University of Graz, 2025.'
  short: 'J.R. Schulze, E. Blumberg, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:48:56Z
date_updated: 2025-09-16T09:24:59Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'Effects of a cooperation training on inclusion-related self-concepts of pre-service
  teachers. Poster Presentation. The 21th Biennial EARLI (European Association for
  Research on Learning and Instruction) Conference on Learning and Instruction 2025.
  “Realising Potentials through Education: Shaping the minds and brains for the future” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58714'
author:
- first_name: Nils
  full_name: Finke, Nils
  id: '57672'
  last_name: Finke
- first_name: Margarita
  full_name: Knickenberg, Margarita
  id: '12978'
  last_name: Knickenberg
  orcid: 0000-0001-5521-0417
- first_name: Frank
  full_name: Hellmich, Frank
  id: '26282'
  last_name: Hellmich
citation:
  ama: 'Finke N, Knickenberg M, Hellmich F. Feedback as a predictor of primary school
    students’ motivation and mathematical competence. Single Paper. The 21th Biennial
    EARLI (European Association for Research on Learning and Instruction) Conference
    on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
    the minds and brains for the future” . In: University of Graz; 2025.'
  apa: 'Finke, N., Knickenberg, M., &#38; Hellmich, F. (2025). <i>Feedback as a predictor
    of primary school students’ motivation and mathematical competence. Single Paper.
    The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
    Conference on Learning and Instruction 2025. “Realising Potentials through Education:
    Shaping the minds and brains for the future” </i>.'
  bibtex: '@inproceedings{Finke_Knickenberg_Hellmich_2025, place={Graz}, title={Feedback
    as a predictor of primary school students’ motivation and mathematical competence.
    Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
    and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
    through Education: Shaping the minds and brains for the future” }, publisher={University
    of Graz}, author={Finke, Nils and Knickenberg, Margarita and Hellmich, Frank},
    year={2025} }'
  chicago: 'Finke, Nils, Margarita Knickenberg, and Frank Hellmich. “Feedback as a
    Predictor of Primary School Students’ Motivation and Mathematical Competence.
    Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
    and Instruction) Conference on Learning and Instruction 2025. ‘Realising Potentials
    through Education: Shaping the Minds and Brains for the Future’ .” Graz: University
    of Graz, 2025.'
  ieee: 'N. Finke, M. Knickenberg, and F. Hellmich, “Feedback as a predictor of primary
    school students’ motivation and mathematical competence. Single Paper. The 21th
    Biennial EARLI (European Association for Research on Learning and Instruction)
    Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
    Shaping the minds and brains for the future’ ,” 2025.'
  mla: 'Finke, Nils, et al. <i>Feedback as a Predictor of Primary School Students’
    Motivation and Mathematical Competence. Single Paper. The 21th Biennial EARLI
    (European Association for Research on Learning and Instruction) Conference on
    Learning and Instruction 2025. “Realising Potentials through Education: Shaping
    the Minds and Brains for the Future” </i>. University of Graz, 2025.'
  short: 'N. Finke, M. Knickenberg, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:50:01Z
date_updated: 2025-09-16T09:24:35Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'Feedback as a predictor of primary school students’ motivation and mathematical
  competence. Single Paper. The 21th Biennial EARLI (European Association for Research
  on Learning and Instruction) Conference on Learning and Instruction 2025. “Realising
  Potentials through Education: Shaping the minds and brains for the future” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58710'
author:
- first_name: Margarita
  full_name: Knickenberg, Margarita
  id: '12978'
  last_name: Knickenberg
  orcid: 0000-0001-5521-0417
- first_name: Fabian Karl
  full_name: Hoya, Fabian Karl
  last_name: Hoya
- first_name: Frank
  full_name: Hellmich, Frank
  id: '26282'
  last_name: Hellmich
citation:
  ama: 'Knickenberg M, Hoya FK, Hellmich F. Effects of parental feedback on children’s
    perceived feedback, motivation and achievement. Single Paper. The 21th Biennial
    EARLI (European Association for Research on Learning and Instruction) Conference
    on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
    the minds and brains for the future” . In: University of Graz; 2025.'
  apa: 'Knickenberg, M., Hoya, F. K., &#38; Hellmich, F. (2025). <i>Effects of parental
    feedback on children’s perceived feedback, motivation and achievement. Single
    Paper. The 21th Biennial EARLI (European Association for Research on Learning
    and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
    through Education: Shaping the minds and brains for the future” </i>.'
  bibtex: '@inproceedings{Knickenberg_Hoya_Hellmich_2025, place={Graz}, title={Effects
    of parental feedback on children’s perceived feedback, motivation and achievement.
    Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
    and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
    through Education: Shaping the minds and brains for the future” }, publisher={University
    of Graz}, author={Knickenberg, Margarita and Hoya, Fabian Karl and Hellmich, Frank},
    year={2025} }'
  chicago: 'Knickenberg, Margarita, Fabian Karl Hoya, and Frank Hellmich. “Effects
    of Parental Feedback on Children’s Perceived Feedback, Motivation and Achievement.
    Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
    and Instruction) Conference on Learning and Instruction 2025. ‘Realising Potentials
    through Education: Shaping the Minds and Brains for the Future’ .” Graz: University
    of Graz, 2025.'
  ieee: 'M. Knickenberg, F. K. Hoya, and F. Hellmich, “Effects of parental feedback
    on children’s perceived feedback, motivation and achievement. Single Paper. The
    21th Biennial EARLI (European Association for Research on Learning and Instruction)
    Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
    Shaping the minds and brains for the future’ ,” 2025.'
  mla: 'Knickenberg, Margarita, et al. <i>Effects of Parental Feedback on Children’s
    Perceived Feedback, Motivation and Achievement. Single Paper. The 21th Biennial
    EARLI (European Association for Research on Learning and Instruction) Conference
    on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
    the Minds and Brains for the Future” </i>. University of Graz, 2025.'
  short: 'M. Knickenberg, F.K. Hoya, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:45:25Z
date_updated: 2025-09-16T09:25:39Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'Effects of parental feedback on children’s perceived feedback, motivation
  and achievement. Single Paper. The 21th Biennial EARLI (European Association for
  Research on Learning and Instruction) Conference on Learning and Instruction 2025.
  “Realising Potentials through Education: Shaping the minds and brains for the future” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58712'
author:
- first_name: Gamze
  full_name: Görel, Gamze
  last_name: Görel
- first_name: Katja
  full_name: Franzen, Katja
  id: '75124'
  last_name: Franzen
- first_name: Frank
  full_name: Hellmich, Frank
  id: '26282'
  last_name: Hellmich
citation:
  ama: 'Görel G, Franzen K, Hellmich F. Differences in pre-service teachers’ self-efficacy
    beliefs and willingness for inclusive education. Single Paper. The 21th Biennial
    EARLI (European Association for Research on Learning and Instruction) Conference
    on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
    the minds and brains for the future” . In: University of Graz; 2025.'
  apa: 'Görel, G., Franzen, K., &#38; Hellmich, F. (2025). <i>Differences in pre-service
    teachers’ self-efficacy beliefs and willingness for inclusive education. Single
    Paper. The 21th Biennial EARLI (European Association for Research on Learning
    and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
    through Education: Shaping the minds and brains for the future” </i>.'
  bibtex: '@inproceedings{Görel_Franzen_Hellmich_2025, place={Graz}, title={Differences
    in pre-service teachers’ self-efficacy beliefs and willingness for inclusive education.
    Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
    and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
    through Education: Shaping the minds and brains for the future” }, publisher={University
    of Graz}, author={Görel, Gamze and Franzen, Katja and Hellmich, Frank}, year={2025}
    }'
  chicago: 'Görel, Gamze, Katja Franzen, and Frank Hellmich. “Differences in Pre-Service
    Teachers’ Self-Efficacy Beliefs and Willingness for Inclusive Education. Single
    Paper. The 21th Biennial EARLI (European Association for Research on Learning
    and Instruction) Conference on Learning and Instruction 2025. ‘Realising Potentials
    through Education: Shaping the Minds and Brains for the Future’ .” Graz: University
    of Graz, 2025.'
  ieee: 'G. Görel, K. Franzen, and F. Hellmich, “Differences in pre-service teachers’
    self-efficacy beliefs and willingness for inclusive education. Single Paper. The
    21th Biennial EARLI (European Association for Research on Learning and Instruction)
    Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
    Shaping the minds and brains for the future’ ,” 2025.'
  mla: 'Görel, Gamze, et al. <i>Differences in Pre-Service Teachers’ Self-Efficacy
    Beliefs and Willingness for Inclusive Education. Single Paper. The 21th Biennial
    EARLI (European Association for Research on Learning and Instruction) Conference
    on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
    the Minds and Brains for the Future” </i>. University of Graz, 2025.'
  short: 'G. Görel, K. Franzen, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:47:57Z
date_updated: 2025-09-16T09:25:15Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'Differences in pre-service teachers’ self-efficacy beliefs and willingness
  for inclusive education. Single Paper. The 21th Biennial EARLI (European Association
  for Research on Learning and Instruction) Conference on Learning and Instruction
  2025. “Realising Potentials through Education: Shaping the minds and brains for
  the future” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58715'
author:
- first_name: Marwin Felix
  full_name: Löper, Marwin Felix
  id: '26693'
  last_name: Löper
- first_name: Frank
  full_name: Hellmich, Frank
  id: '26282'
  last_name: Hellmich
citation:
  ama: 'Löper MF, Hellmich F. The role of teacher behaviour in students’ attitudes
    and support towards peers with disabilities. Single Paper. The 21th Biennial EARLI
    (European Association for Research on Learning and Instruction) Conference on
    Learning and Instruction 2025. “Realising Potentials through Education: Shaping
    the minds and brains for the future” . In: University of Graz; 2025.'
  apa: 'Löper, M. F., &#38; Hellmich, F. (2025). <i>The role of teacher behaviour
    in students’ attitudes and support towards peers with disabilities. Single Paper.
    The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
    Conference on Learning and Instruction 2025. “Realising Potentials through Education:
    Shaping the minds and brains for the future” </i>.'
  bibtex: '@inproceedings{Löper_Hellmich_2025, place={Graz}, title={The role of teacher
    behaviour in students’ attitudes and support towards peers with disabilities.
    Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
    and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
    through Education: Shaping the minds and brains for the future” }, publisher={University
    of Graz}, author={Löper, Marwin Felix and Hellmich, Frank}, year={2025} }'
  chicago: 'Löper, Marwin Felix, and Frank Hellmich. “The Role of Teacher Behaviour
    in Students’ Attitudes and Support towards Peers with Disabilities. Single Paper.
    The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
    Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
    Shaping the Minds and Brains for the Future’ .” Graz: University of Graz, 2025.'
  ieee: 'M. F. Löper and F. Hellmich, “The role of teacher behaviour in students’
    attitudes and support towards peers with disabilities. Single Paper. The 21th
    Biennial EARLI (European Association for Research on Learning and Instruction)
    Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
    Shaping the minds and brains for the future’ ,” 2025.'
  mla: 'Löper, Marwin Felix, and Frank Hellmich. <i>The Role of Teacher Behaviour
    in Students’ Attitudes and Support towards Peers with Disabilities. Single Paper.
    The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
    Conference on Learning and Instruction 2025. “Realising Potentials through Education:
    Shaping the Minds and Brains for the Future” </i>. University of Graz, 2025.'
  short: 'M.F. Löper, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:51:09Z
date_updated: 2025-09-16T09:24:18Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'The role of teacher behaviour in students’ attitudes and support towards peers
  with disabilities. Single Paper. The 21th Biennial EARLI (European Association for
  Research on Learning and Instruction) Conference on Learning and Instruction 2025.
  “Realising Potentials through Education: Shaping the minds and brains for the future” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58711'
author:
- first_name: Pauline
  full_name: Finke, Pauline
  id: '73113'
  last_name: Finke
- first_name: Jan Roland
  full_name: Schulze, Jan Roland
  id: '29492'
  last_name: Schulze
- first_name: Frank
  full_name: Hellmich, Frank
  id: '26282'
  last_name: Hellmich
citation:
  ama: 'Finke P, Schulze JR, Hellmich F. Teachers’ self-efficacy beliefs and attitudes
    concerning inclusive education. Single Paper. The 21th Biennial EARLI (European
    Association for Research on Learning and Instruction) Conference on Learning and
    Instruction 2025. “Realising Potentials through Education: Shaping the minds and
    brains for the future” . In: University of Graz; 2025.'
  apa: 'Finke, P., Schulze, J. R., &#38; Hellmich, F. (2025). <i>Teachers’ self-efficacy
    beliefs and attitudes concerning inclusive education. Single Paper. The 21th Biennial
    EARLI (European Association for Research on Learning and Instruction) Conference
    on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
    the minds and brains for the future” </i>.'
  bibtex: '@inproceedings{Finke_Schulze_Hellmich_2025, place={Graz}, title={Teachers’
    self-efficacy beliefs and attitudes concerning inclusive education. Single Paper.
    The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
    Conference on Learning and Instruction 2025. “Realising Potentials through Education:
    Shaping the minds and brains for the future” }, publisher={University of Graz},
    author={Finke, Pauline and Schulze, Jan Roland and Hellmich, Frank}, year={2025}
    }'
  chicago: 'Finke, Pauline, Jan Roland Schulze, and Frank Hellmich. “Teachers’ Self-Efficacy
    Beliefs and Attitudes Concerning Inclusive Education. Single Paper. The 21th Biennial
    EARLI (European Association for Research on Learning and Instruction) Conference
    on Learning and Instruction 2025. ‘Realising Potentials through Education: Shaping
    the Minds and Brains for the Future’ .” Graz: University of Graz, 2025.'
  ieee: 'P. Finke, J. R. Schulze, and F. Hellmich, “Teachers’ self-efficacy beliefs
    and attitudes concerning inclusive education. Single Paper. The 21th Biennial
    EARLI (European Association for Research on Learning and Instruction) Conference
    on Learning and Instruction 2025. ‘Realising Potentials through Education: Shaping
    the minds and brains for the future’ ,” 2025.'
  mla: 'Finke, Pauline, et al. <i>Teachers’ Self-Efficacy Beliefs and Attitudes Concerning
    Inclusive Education. Single Paper. The 21th Biennial EARLI (European Association
    for Research on Learning and Instruction) Conference on Learning and Instruction
    2025. “Realising Potentials through Education: Shaping the Minds and Brains for
    the Future” </i>. University of Graz, 2025.'
  short: 'P. Finke, J.R. Schulze, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:46:36Z
date_updated: 2025-09-16T09:25:56Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'Teachers’ self-efficacy beliefs and attitudes concerning inclusive education.
  Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
  and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
  through Education: Shaping the minds and brains for the future” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '59244'
author:
- first_name: Marwin Felix
  full_name: Löper, Marwin Felix
  id: '26693'
  last_name: Löper
- first_name: Frank
  full_name: Hellmich, Frank
  id: '26282'
  last_name: Hellmich
citation:
  ama: 'Löper MF, Hellmich F.  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“ . In: University of Belgrade;
    2025.'
  apa: 'Löper, M. F., &#38; Hellmich, F. (2025). <i> 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“ </i>.'
  bibtex: '@inproceedings{Löper_Hellmich_2025, place={Belgrad}, 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“
    }, publisher={University of Belgrade}, author={Löper, Marwin Felix and Hellmich,
    Frank}, year={2025} }'
  chicago: 'Löper, Marwin Felix, and Frank Hellmich. “ 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“ .”
    Belgrad: University of Belgrade, 2025.'
  ieee: 'M. F. Löper and F. Hellmich, “ 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“ ,” 2025.'
  mla: 'Löper, Marwin Felix, and Frank Hellmich. <i> 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“ </i>.
    University of Belgrade, 2025.'
  short: 'M.F. Löper, F. Hellmich, in: University of Belgrade, Belgrad, 2025.'
date_created: 2025-04-02T11:01:16Z
date_updated: 2025-09-16T09:24:03Z
department:
- _id: '460'
language:
- iso: eng
place: Belgrad
publisher: University of Belgrade
status: public
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“ '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '61309'
abstract:
- lang: eng
  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."
author:
- first_name: Jannika Marie
  full_name: Schäfer, Jannika Marie
  id: '74374'
  last_name: Schäfer
- first_name: Jonas
  full_name: Liebschner, Jonas
  last_name: Liebschner
- first_name: Polina
  full_name: Rajko, Polina
  last_name: Rajko
- first_name: Henrik
  full_name: Cohnen, Henrik
  last_name: Cohnen
- first_name: Nina
  full_name: Lugmair, Nina
  last_name: Lugmair
- first_name: Daniel
  full_name: Heinz, Daniel
  last_name: Heinz
citation:
  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.'
  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.'
  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.'
  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.'
  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.'
conference:
  end_date: 17.09.2025
  location: Münster, Germany
  name: 20th International Conference on Wirtschaftsinformatik (WI 2025)
  start_date: 14.09.2025
date_created: 2025-09-16T13:44:53Z
date_updated: 2025-09-16T13:46:05Z
department:
- _id: '195'
jel:
- M15
keyword:
- service innovation
- ecosystem
- innovation hubs
- SMEs
- public sector
language:
- iso: eng
place: Münster, Germany
project:
- _id: '1250'
  name: 'SHAPE : Gestaltung von Dienstleistungsentwicklungsprozessen und lnnovationspartnerschaften
    mit Unternehmen'
publication: Proceedings of the 20th International Conference on Wirtschaftsinformatik
  (WI 2025)
publication_status: published
publisher: Association for Information Systems (AIS)
status: public
title: 'Designing Digital Service Innovation Hubs: An Ecosystem Perspective on the
  Challenges and Requirements of SMEs and the Public Sector'
type: conference
user_id: '74374'
year: '2025'
...
---
_id: '55400'
abstract:
- lang: eng
  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."
article_type: original
author:
- first_name: Helen
  full_name: Beierling, Helen
  last_name: Beierling
- first_name: 'Robin '
  full_name: 'Beierling, Robin '
  last_name: Beierling
- first_name: Anna-Lisa
  full_name: Vollmer, Anna-Lisa
  last_name: Vollmer
citation:
  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.
  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>.
  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} }'
  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.
  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.
  short: H. Beierling, R. Beierling, A.-L. Vollmer, Frontiers in Robotics and AI 12
    (2025).
date_created: 2024-07-26T08:35:24Z
date_updated: 2025-09-17T13:38:18Z
ddc:
- '004'
extern: '1'
file:
- access_level: closed
  content_type: application/pdf
  creator: helebeen
  date_created: 2025-09-17T13:36:09Z
  date_updated: 2025-09-17T13:36:09Z
  file_id: '61331'
  file_name: frobt-12-1598968.pdf
  file_size: 36978223
  relation: main_file
  success: 1
file_date_updated: 2025-09-17T13:36:09Z
funded_apc: '1'
has_accepted_license: '1'
intvolume: '        12'
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
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://pmc.ncbi.nlm.nih.gov/articles/PMC12312635/
oa: '1'
project:
- _id: '123'
  name: 'TRR 318 - B5: TRR 318 - Subproject B5'
publication: Frontiers in Robotics and AI
publication_status: published
publisher: 'Frontiers '
status: public
title: The power of combined modalities in interactive robot learning
type: journal_article
user_id: '50995'
volume: 12
year: '2025'
...
---
_id: '61327'
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"
article_type: original
author:
- first_name: 'Kim '
  full_name: 'Baraka, Kim '
  last_name: Baraka
- first_name: Ifrah
  full_name: Idrees, Ifrah
  last_name: Idrees
- first_name: Taylor Kessler
  full_name: Faulkner, Taylor Kessler
  last_name: Faulkner
- first_name: Erdem
  full_name: Biyik, Erdem
  last_name: Biyik
- first_name: Serena
  full_name: Booth, Serena
  last_name: Booth
- first_name: Mohamed
  full_name: Chetouani, Mohamed
  last_name: Chetouani
- first_name: Daniel H.
  full_name: Grollman, Daniel H.
  last_name: Grollman
- first_name: Akanksha
  full_name: Saran, Akanksha
  last_name: Saran
- first_name: Emmanuel
  full_name: Senft, Emmanuel
  last_name: Senft
- first_name: Silvia
  full_name: Tulli, Silvia
  last_name: Tulli
- first_name: Anna-Lisa
  full_name: Vollmer, Anna-Lisa
  last_name: Vollmer
- first_name: Antonio
  full_name: Andriella, Antonio
  last_name: Andriella
- first_name: Helen
  full_name: Beierling, Helen
  last_name: Beierling
- first_name: Tiffany
  full_name: Horter, Tiffany
  last_name: Horter
- first_name: Jens
  full_name: Kober, Jens
  last_name: Kober
- first_name: Isaac
  full_name: Sheidlower, Isaac
  last_name: Sheidlower
- first_name: Matthew E.
  full_name: Taylor, Matthew E.
  last_name: Taylor
- first_name: Sanne
  full_name: van Waveren, Sanne
  last_name: van Waveren
- first_name: Xuesu
  full_name: Xiao, Xuesu
  last_name: Xiao
citation:
  ama: 'Baraka K, Idrees I, Faulkner TK, et al. Human-Interactive Robot Learning:
    Definition, Challenges, and Recommendations. <i>Transactions on Human-Robot Interaction</i>.'
  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>.'
  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.} }'
  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.'
  ieee: 'K. Baraka <i>et al.</i>, “Human-Interactive Robot Learning: Definition, Challenges,
    and Recommendations,” <i>Transactions on Human-Robot Interaction</i>.'
  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.).
date_created: 2025-09-17T12:42:45Z
date_updated: 2025-09-17T13:40:16Z
keyword:
- Robot learning
- Interactive learning systems
- Human-robot interaction
- Human-in-the-loop machine learning
- Teaching and learning
language:
- iso: eng
project:
- _id: '123'
  name: TRR 318 - Subproject B5
publication: Transactions on Human-Robot Interaction
publication_status: submitted
status: public
title: 'Human-Interactive Robot Learning: Definition, Challenges, and Recommendations'
type: journal_article
user_id: '50995'
year: '2025'
...