Auflistung nach Autor:in "Opwis, Klaus"

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Aesthetic design of app interfaces and their impact on secondary students’ interest and learning
(Elsevier, 2022) Ruf, Alessia; Zahn, Carmen; Agotai, Doris; Iten, Glena; Opwis, Klaus
Interest in science topics is an important prerequisite for science learning and achievement. Here, as part of a field experiment, we studied whether teenagers’ interest and learning of physics topics would be influenced by the aesthetics of a multimedia learning app. More specifically, we investigated with the example of learning about energy (types of power plants) how different interface designs of a multimedia learning app would influence aesthetic experience, interest, and learning outcome. In our study Swiss high school students (N = 108) were assigned to one of two conditions (i.e., game-style vs. industrial-style) differing in various aesthetic features. Results indicate that high-quality interfaces support learning and expressive aesthetic design features additionally foster interest in order to engage with the topic. Moreover, our findings on aesthetic experience suggest that deep perceptual processes, such as emotion and cognitive stimulation induced by interfaces, further impact interest and learning. Thus, our study gives implications for the design of interest-generating and learning-supporting science apps for teenagers and emphasizes the significance to consider aesthetic experience in future research.
01A - Beitrag in wissenschaftlicher Zeitschrift
How do enhanced videos support generative learning and conceptual understanding in individuals and groups?
(Springer, 25.08.2023) Ruf, Alessia; Zahn, Carmen; Roos, Anna-Lena; Opwis, Klaus
01A - Beitrag in wissenschaftlicher Zeitschrift
How to use Plain and easy-to-read language for a positive user experience on websites
(Springer, 2018) Vollenwyder, Beat; Schneider, Andrea; Krueger, Eva; Brühlmann, Florian; Opwis, Klaus; Mekler, Elisa D.
04B - Beitrag Konferenzschrift
How WEIRD is CHI?
(Association for Computing Machinery, 2021) Linxen, Sebastian; Sturm, Christian; Brühlmann, Florian; Cassau, Vincent; Opwis, Klaus; Reinecke, Katharina
Computer technology is often designed in technology hubs in Western countries, invariably making it “WEIRD”, because it is based on the intuition, knowledge, and values of people who are Western, Educated, Industrialized, Rich, and Democratic. Developing technology that is universally useful and engaging requires knowledge about members of WEIRD and non-WEIRD societies alike. In other words, it requires us, the CHI community, to generate this knowledge by studying representative participant samples. To fnd out to what extent CHI participant samples are from Western societies, we analyzed papers published in the CHI proceedings between 2016-2020. Our fndings show that 73% of CHI study fndings are based on Western participant samples, representing less than 12% of the world’s population. Furthermore, we show that most participant samples at CHI tend to come from industrialized, rich, and democratic countries with generally highly educated populations. Encouragingly, recent years have seen a slight increase in non-Western samples and those that include several countries. We discuss suggestions for further broadening the international representation of CHI participant samples.
04B - Beitrag Konferenzschrift
Impact of learners’ video interactions on learning success and cognitive load
(International Society of the Learning Sciences, 2021) Ruf, Alessia; Leisner, David; Zahn, Carmen; Opwis, Klaus; Hmelo-Silver, Cindy; de Wever, Bram; Oshima, Jun
Enhanced video-based learning environments provide new tools (e.g., hyperlinks) – along with the well-known basic video control tools (e.g., play, pause, rewind) – that afford learners‘ enhanced interaction with videos. With these tools, learners can actively transform existing videos into their own hypervideo structures by adding hyperlinks and own materials. Unlike research on basic control tools that has revealed positive impacts on learning, research on enhanced tools is still rare and conflicting. It is thus open, whether the tools support generative interested learning or put too much extrinsic cognitive load onto learners. In the present study, we investigated the effects of video annotation and hyperlinking tools on learning success and cognitive load by analyzing tool-related interaction behavior data of 141 university students. Results indicated that the frequent use of enhanced video tools positively predicted learning success and a decrease in cognitive load. Implications of these results are discussed.
04B - Beitrag Konferenzschrift
The Importance of HOW, WHY, and WHAT: Learnings from Setting up an Online Course Overnight
(2021) Ruf, Alessia; Roos, Anna-Lena; Müller, Judith; Müller, Livia; Opwis, Klaus
06 - Präsentation
Introducing a new approach for investigating learning behavior
(International Society of the Learning Sciences, 2021) Ruf, Alessia; Niederhauser, Mario; Jäger, Joscha; Zahn, Carmen; Opwis, Klaus; Hmelo-Silver, Cindy; de Wever, Bram; Oshima, Jun
The potential of learners’ video interactions to understand learning behavior has been recognized in previous research. However, little research has yet been conducted on enhanced video-based environments using behavior sequence analyses. Hence, we developed Logible, a sensitive, web-based tool to detect and analyze meaningful behavior sequences of learners interacting with such environments. The tool is based on an iterative method. With Logible we were able to visualize learning behavior and emphasize differences in experimental conditions.
04B - Beitrag Konferenzschrift
Is It Still Where I Expect It?—Users’ Current Expectations of Interface Elements on the Most Frequent Types of Websites
(Oxford University Press, 27.08.2016) Heinz, Silvia; Linxen, Sebastian; Tuch, Alexandre Nicolas; Frasseck, Lars; Opwis, Klaus
Knowing users’ expectations about what they expect on a website and where they expect to find it is crucial for the success of a website. For the last decade, technological advances have entailed major changes in website design but the impact of these changes on users’ mental representations of websites remains unclear. In an online study (N = 841), we asked users to sketch their prototypical version of an online shop, a news website and a company page, thereby indicating the interface elements they expect on the website and their expected location. We compared our results to those of a previous study to investigate changes in users’ mental representations of websites over time. This comparison suggests that interface elements such as the logo, main content and navigation area are still expected in the same location although others have shifted to the rich footer area at the bottom of the website. In addition, new elements such as links to social networks have been incorporated into users’ mental representations whereas other interface elements have disappeared. By providing updated consolidated blueprint models for all three website types, we help designers to create expectation-based websites. Further implications for research and practitioners are discussed.
01A - Beitrag in wissenschaftlicher Zeitschrift
Logible: Detecting, Analyzing and Visualizing Behavior Sequences for Investigating Learning Behavior
(International Society of the Learning Sciences, 2021) Ruf, Alessia; Jäger, Joscha; Niederhauser, Mario; Zahn, Carmen; Opwis, Klaus; Wichmann, Astrid; Hoppe, H. Ulrich; Rummel, Nikol
Logible is a highly sensitive web-based interactive tool that automatically detects behavior sequences from raw log files. It further analyzes and visualizes sequences and allows for comparisons of behavior data between different experimental conditions without the use of other software. Logible was developed based on an iterative, exploratory, and rule-based method devised to find meaningful sequences from 92 data sets of students who learned individually or collaboratively with an enhanced video-based environment. The tool is customizable and thus enables researchers to investigate learning behavior with various kinds of sequentially logged interaction data (from web-based video environments, online learning platforms etc.).
04B - Beitrag Konferenzschrift
Measuring the “Why” of Interaction: Development and Validation of the User Motivation Inventory (UMI)
(ACM, 2018) Brühlmann, Florian; Vollenwyder, Beat; Opwis, Klaus; Mekler, Elisa D.
04B - Beitrag Konferenzschrift
Mental Models for Web Objects in Different Cultural Settings
(ACM, 2014) Linxen, Sebastian; Heinz, Silvia; Müller, Livia; Tuch, Alexandre Nicolas; Opwis, Klaus
"Know your users!" A short request but a challenging one. Studies have shown that the positioning of web objects according to the users' mental models can prevent errors and increase the efficiency of interaction. Therefore an important aspect of the design of websites is to take the expectations of the users into account. However the results of these studies are based on research with limited target groups and neglected to consider cultural aspects. To approach this issue the currently being conducted study aims primarily to (1) identify and visualize mental models for different websites types for different countries, (2) highlight differences and similarities in the mental models of the subjects based on their nationality and (3) show the influence of experience with international websites on the mental models of the user. The results gained will be helpful during the design and localization process for international target groups.
04B - Beitrag Konferenzschrift
Salient beliefs influencing the intention to consider Web Accessibility
(Elsevier, 03/2019) Vollenwyder, Beat; Iten, Glena; Brühlmann, Florian; Opwis, Klaus; Mekler, Elisa D.
01A - Beitrag in wissenschaftlicher Zeitschrift
Zooming in: The role of nonverbal behavior in sensing the quality of collaborative group engagement
(Springer, 16.05.2024) Paneth, Lisa; Jeitziner, Loris Tizian; Rack, Oliver; Opwis, Klaus; Zahn, Carmen
01A - Beitrag in wissenschaftlicher Zeitschrift