Pimmer, Christoph
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Pimmer, Christoph
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- PublikationFake News Resilience through Online Games? Tentative Findings from a Randomized Controlled Trial in Higher Education(IADIS Press, 2021) Eisemann, Christoph; Pimmer, Christoph; Mateescu, Magdalena; Demetrios, G. Sampson; Ifenthaler, Dirk; Isaías, Pedro [in: Proceedings of the IADIS International Conference Cognition and Exploratory Learning in the Digital Age 2020]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.04B - Beitrag Konferenzschrift
- PublikationCollaboration on large interactive displays: a systematic review(Taylor & Francis, 2019) Zahn, Carmen; Mateescu, Magdalena; Pimmer, Christoph; Klinkhammer, Daniel; Reiterer, Harald [in: Human–Computer Interaction]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.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationFindings from a Critical Review of Mobile Learning in Higher Education Settings(2016) Pimmer, Christoph; Pachler, Norbert; Mateescu, Magdalena; Gröhbiel, Urs06 - Präsentation
- PublikationMobile and ubiquitous learning in higher education settings. A systematic review of empirical studies(Elsevier, 2016) Pimmer, Christoph; Mateescu, Magdalena; Gröhbiel, Urs [in: Computers in Human Behavior]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationUsing smartphones as rich, synchronous communication devices that facilitate knowledge processes - a randomized controlled trial(JMIR Publications, 13.02.2014) Pimmer, Christoph; Mateescu, Magdalena; Zahn, Carmen [in: Journal of Medical Internet Research]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationSmartphones as multimodal communication devices to facilitate clinical knowledge processes a randomized controlled trial(JMIR Publications, 01.11.2013) Pimmer, Christoph; Mateescu, Magdalena; Zahn, Carmen; Genewein, Urs [in: Journal of Medical Internet Research]Background: Despite the widespread use and advancements of mobile technology that facilitate rich communication modes, there is little evidence demonstrating the value of smartphones for effective interclinician communication and knowledge processes. Objective: The objective of this study was to determine the effects of different synchronous smartphone-based modes of communication, such as (1) speech only, (2) speech and images, and (3) speech, images, and image annotation (guided noticing) on the recall and transfer of visually and verbally represented medical knowledge. Methods: The experiment was conducted from November 2011 to May 2012 at the University Hospital Basel (Switzerland) with 42 medical students in a masters program. All participants analyzed a standardized case (a patient with a subcapital fracture of the fifth metacarpal bone) based on a radiological image, photographs of the hand, and textual descriptions, and were asked to consult a remote surgical specialist via a smartphone. Participants were randomly assigned to 3 experimental conditions/groups. In group 1, the specialist provided verbal explanations (speech only). In group 2, the specialist provided verbal explanations and displayed the radiological image and the photographs to the participants (speech and images). In group 3, the specialist provided verbal explanations, displayed the radiological image and the photographs, and annotated the radiological image by drawing structures/angle elements (speech, images, and image annotation). To assess knowledge recall, participants were asked to write brief summaries of the case (verbally represented knowledge) after the consultation and to re-analyze the diagnostic images (visually represented knowledge). To assess knowledge transfer, participants analyzed a similar case without specialist support. Results: Data analysis by ANOVA found that participants in groups 2 and 3 (images used) evaluated the support provided by the specialist as significantly more positive than group 1, the speech-only group (group 1: mean 4.08, SD 0.90; group 2: mean 4.73, SD 0.59; group 3: mean 4.93, SD 0.25; F2,39=6.76, P=.003; partial 2=0.26, 1=.90). However, significant positive effects on the recall and transfer of visually represented medical knowledge were only observed when the smartphone-based communication involved the combination of speech, images, and image annotation (group 3). There were no significant positive effects on the recall and transfer of visually represented knowledge between group 1 (speech only) and group 2 (speech and images). No significant differences were observed between the groups regarding verbally represented medical knowledge. Conclusions: The results show (1) the value of annotation functions for digital and mobile technology for interclinician communication and medical informatics, and (2) the use of guided noticing (the integration of speech, images, and image annotation) leads to significantly improved knowledge gains for visually represented knowledge. This is particularly valuable in situations involving complex visual subject matters, typical in clinical practice.01A - Beitrag in wissenschaftlicher Zeitschrift