Pimmer, Christoph
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- PublikationThe 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, Joanna [in: EDULEARN23. Proceedings]Fake 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 Konferenzschrift
- PublikationWhatsApp 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 Johnson [in: Internet and Higher Education]This 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 Zeitschrift
- 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
- PublikationEducational Approaches to Adress Fake News(IADIS Press, 2021) Eisemann, Christoph; Pimmer, Christoph; Sampson, Demetrios G.; Ifenthaler, Dirk; Pedro, Isaías [in: Proceedings of the IADIS International Conference Cognition and Exploratory Learning in the Digital Age 2020]Fake 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 Konferenzschrift
- PublikationEducational approaches to address fake news. Preliminary insights from a systematic review(International Assn for Development of the Information Society (IADIS), 2020) Eisemann, Christoph; Pimmer, Christoph; Sampson, Demetrios G.; Ifenthaler, Dirk; Isaías, Pedro [in: 17th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2020)]Fake 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 Konferenzschrift
- PublikationWhatsApp community of practice for nurse graduates in South Africa(Elsevier, 2020) Ologun-Abiodun, Rita; Daniels, Felicity; Pimmer, Christoph; Chipps, Jennifer [in: Nurse Education in Practice]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationParticipatory videos to teach the use of renewable energy systems. A case study from rural Nepal(2019) Pimmer, Christoph; Zahnd, Alexander; Gröhbiel, Urs [in: Proceedings of the ISES Solar World Conference 2019 and the IEA SHC Solar Heating and Cooling Conference for Buildings and Industry 2019]04B - Beitrag Konferenzschrift
- Publikation"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, Jennifer [in: Nurse Education Today]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationTheory-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 Johnson [in: Africa Journal of Nursing and Midwifery]The “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
- PublikationMobile and ubiquitous knowledge management: lessons from the transportation sector(2018) Pimmer, Christoph; Gütersloh, Christoph; Linxen, Sebastian; Rohner, Roland [in: Proceedings of the 19th European Conference on Knowledge Management (ECKM 2018). University of Padua, Italy, 6-7 September 2018]04B - Beitrag Konferenzschrift