Listen
92 Ergebnisse
Bereich: Suchergebnisse
Publikation Domain-specific embeddings for question-answering systems. FAQs for health coaching(Stanford University, 2024) Martin, Andreas; Pande, Charuta; Schwander, Sandro; Ajuwon, Ademola J.; Pimmer, Christoph; Petrick, Ron; Geib, ChristopherFAQs are widely used to respond to users’ knowledge needs within knowledge domains. While LLM might be a promising way to address user questions, they are still prone to hallucinations i.e., inaccurate or wrong responses, which, can, inter alia, lead to massive problems, including, but not limited to, ethical issues. As a part of the healthcare coach chatbot for young Nigerian HIV clients, the need to meet their information needs through FAQs is one of the main coaching requirements. In this paper, we explore if domain knowledge in HIV FAQs can be represented as text embeddings to retrieve similar questions matching user queries, thus improving the understanding of the chatbot and the satisfaction of the users. Specifically, we describe our approach to developing an FAQ chatbot for the domain of HIV. We used a predefined FAQ question-answer knowledge base in English and Pidgin co-created by HIV clients and experts from Nigeria and Switzerland. The results of the post-engagement survey show that the chatbot mostly understood the user’s questions and could identify relevant matching questions and retrieve an appropriate response.04B - Beitrag KonferenzschriftPublikation The role of gamification in the development of (fake) news literacy in higher education(IATED, 2023) Jäger, Janine; Eisemann, Christoph; Pimmer, Christoph; Gómez Chova, Luis; González Martínez, Chelo; Lees, JoannaFake news has become a major societal concern, particularly in the online and social media sphere. Higher education institutions have an important role to play in fostering critical thinking and promoting media and news literacy. Therefore, educators need to explore effective and innovative ways to teach news literacy. Online games have emerged as a potentially promising tool. Against this background, the paper presents a framework that conceptualises competences relevant for news literacy and 'fake' news literacy. It then uses the framework to conduct an evaluation of 17 popular and freely available online games about misinformation and disinformation and their suitability for developing competences relevant to (fake) news literacy in a higher education context. The findings indicate that the games were generally limited in scope and covered only specific news literacy competence areas. The paper discusses the results of the analysis and develops some suggestions for the integration of games in the higher education landscape.04B - Beitrag KonferenzschriftPublikation Participatory videos to teach the use of renewable energy systems. A case study from rural Nepal(2019) Pimmer, Christoph; Zahnd, Alexander; Gröhbiel, Urs04B - Beitrag KonferenzschriftPublikation Mobile and ubiquitous knowledge management: lessons from the transportation sector(2018) Pimmer, Christoph; Gütersloh, Christoph; Linxen, Sebastian; Rohner, Roland04B - Beitrag KonferenzschriftPublikation Educational approaches to address fake news. Preliminary insights from a systematic review(International Association for Development of the Information Society (IADIS), 2020) Eisemann, Christoph; Pimmer, Christoph; Sampson, Demetrios G.; Ifenthaler, Dirk; Isaías, PedroFake and false news, an unfortunate hallmark of today’s information society, have serious political and societal consequences. Little systematic knowledge is available about effective learning, teaching and awareness-raising strategies that help users in addressing fake news. This study reports preliminary results from a systematic literature review aimed at systematising different approaches and determining their effectiveness. Three main approaches emerged in the analysis: Firstly, the findings suggest that strategies to correct existing misconceptions caused by fake news have limited effectiveness and can be even counterproductive, particularly for polarising topics. Secondly, the evidence on the effectiveness of training on fake news detection methods is encouraging but inconclusive. Thirdly, despite the common perception that fake news detection needs to be linked to an understanding of the economic, ideological and cultural dimensions of media systems, the few empirical studies found in this area did little to support this claim. A tentative conclusion from these findings is the need to integrate education on false news and training on fake news detection strategies in educational programmes as early as children’s media consumption starts.04B - Beitrag KonferenzschriftPublikation One message, many voices: mobile audio counselling in health education(Johns Hopkins University Press, 2018) Pimmer, Christoph; Mbvundula, FrancisHealth workers' use of counselling information on their mobile phones for health education is a central but little understood phenomenon in numerous mobile health (mHealth) projects in Sub-Saharan Africa. Drawing on empirical data from an interpretive case study in the setting of the Millennium Villages Project in rural Malawi, this research investigates the ways in which community health workers (CHWs) perceive that audio-counselling messages support their health education practice. Three main themes emerged from the analysis: phone-aided audio counselling (1) legitimises the CHWs' use of mobile phones during household visits; (2) helps CHWs to deliver a comprehensive counselling message; (3) supports CHWs in persuading communities to change their health practices. The findings show the complexity and interplay of the multi-faceted, sociocultural, political, and socioemotional meanings associated with audio-counselling use. Practical implications and the demand for further research are discussed.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation WhatsApp community of practice for nurse graduates in South Africa(Elsevier, 2020) Ologun-Abiodun, Rita; Daniels, Felicity; Pimmer, Christoph; Chipps, Jennifer01A - Beitrag in wissenschaftlicher ZeitschriftPublikation WhatsApp for mobile learning. Effects on knowledge, resilience and isolation in the school-to-work transition(Elsevier, 2021) Pimmer, Christoph; Brühlmann, Florian; Odetola, Titilayo Dorothy; Dipeolu, Oluwafemi; Oluwasola, Olusola; Jäger, Janine; Ajuwon, Ademola JohnsonThis experimental study investigated the use of instant messaging in the school-to-work transi-tion, a crucial stage of learning and development. Newly graduated health professionals (n=235) participated in WhatsApp groups in which moderators shared knowledge and stimulated professional discussions. The results show that participants in the WhatsApp groups had markedly higher levels of knowledge, greater resilience as well as lower levels of professional isolation– in comparison with the control group. They also reported less stress when searching for a new job These findings are affirmed by the qualitative analysis of open survey questions: knowledge ac-quisition emerged as the main benefit followed by connectedness and professional informational benefits. A further interesting result is that the general, day-to-day use of WhatsApp outside of the intervention was linked to higher levels of resilience. Another finding is that although the actual (measured) and self-reported frequency of participation in the WhatsApp groups correlated highly, these measures did not predict the outcome variables in the regression analysis. This observation questions the frequency of participation as a proxy for the success of engagement.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation "I felt a sense of belonging somewhere". Supporting nurse graduates' job transitions with WhatsApp groups(Elsevier, 2019) Pimmer, Christoph; Ologun-Abiodun, Rita; Daniels, Felicity; Chipps, Jennifer01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Theory-practice gap: the experiences of Nigerian nursing students(Unisa Press, 2018) Odetola, Titilayo Dorothy; Oluwasola, Olusola; Pimmer, Christoph; Dipeolu, Oluwafemi; Akande, Samson Oluwayemi; Olaleye, Oladipupo Samuel; Gröhbiel, Urs; Ajuwon, Ademola JohnsonThe “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n=80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1)procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2)political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3)material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4)temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.01A - Beitrag in wissenschaftlicher Zeitschrift