2023-09-12, Schulze, Hartmut, Mateescu, Magdalena

Licht am Horizont bezüglich kooperations-förderlicher Projektkultur

2019, Zahn, Carmen, Mateescu, Magdalena, Pimmer, Christoph, Klinkhammer, Daniel, Reiterer, Harald

Large Interactive Displays (LIDs), such as tabletops or interactive walls, are promising innovations, which are increasingly used to support co-located collaboration. Yet the current evidence base on the impact of LID use on collaborative processes and outcomes, and associated influencing factors, is fragmented, particularly in comparison with other media. To address this gap, a systematic review was carried out in the databases Web of Science, Psych.Info, ACM, Elsevier, JSTOR and Springer and in the ACM CHI conference database. A corpus of 38 articles with experimental study designs met the eligibility criteria and was analyzed in-depth. With regard to collaboration processes, the findings suggest a relatively clear advantage of the use of LIDs over classic forms of collaboration, in particular over single-user environments (e.g. laptops). With attention to collaborative outcomes, positive effects of LIDs were identified for knowledge gains and social encounters, and mixed effects for task-related outcomes. The analysis further shows relevant influencing factors of LID, such as the separation of personal and joint work spaces and the deployment of horizontal instead of vertical displays. Conceptual and practice implications are discussed.

2016, Mateescu, Magdalena, Zahn, Carmen, Klinkhammer, Daniel, Rack, Oliver, Reiterer, Harald, Weiße, Nora

2016, Pimmer, Christoph, Mateescu, Magdalena, Gröhbiel, Urs

2021, Eisemann, Christoph, Pimmer, Christoph, Mateescu, Magdalena, Demetrios, G. Sampson, Ifenthaler, Dirk, Isaías, Pedro

Learners’ cognitive abilities to assess the credibility of information in digital spaces are a relevant part of 21st century skills. Emerging evidence suggests that gamification could be a suitable approach for learners to develop these skills independently of their educational level. This study examined two popular online fake news games in a higher education setting using a randomized controlled trial. 72 students were randomly assigned to one of two games. Their ability to classify news, i.e. to distinguish fake news from correct news, was tested before and after playing the game. The results from multiple regression analysis suggest that there was only a very modest increase in participants’ news classification abilities in one game and no improvement in the other game. Contrary to some prior literature, these preliminary findings provide no evidence for the use of gamification in developing students’ fake news resilience in higher education contexts and they call for more nuanced education and gamification approaches.

2017, Kropp, Martin, Brown, Judith M., Anslow, Craig, Gossage, Stevenson, Mateescu, Magdalena, Biddle, Robert, Anslow, Craig, Campos, Pedro, Jorge, Joaquim

2016, Pimmer, Christoph, Pachler, Norbert, Mateescu, Magdalena, Gröhbiel, Urs

2020, Scott-Hill, Brandon, Anslow, Craig, Ferreira, Jennifer, Kropp, Martin, Mateescu, Magdalena, Meier, Andreas

2017, Kropp, Martin, Anslow, Craig, Mateescu, Magdalena, Burkhard, Roger, Vischi, Dario, Zahn, Carmen

2016, Kropp, Martin, Brown, Judith M., Anslow, Craig, Gossage, Stevenson, Mateescu, Magdalena, Biddle, Robert, Anslow, Craig, Campos, Pedro, Jorge, Joaquim