Pimmer, Christoph

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Pimmer, Christoph

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  • Vorschaubild
    Publikation
    Towards hybrid dialog management strategies for a health coach chatbot
    (2023) Pande, Charuta; Martin, Andreas; Pimmer, Christoph [in: Proceedings of the AAAI 2023 Spring Symposium on Challenges Requiring the Combination of Machine Learning and Knowledge Engineering (AAAI-MAKE 2023)]
    We present an iterative and incremental approach to designing dialog management for a health coach chatbot based on our in-progress research. The requirements are derived from the coaching needs of young people living with HIV. We identify a hybrid dialog management approach to address different coaching needs as well as dialog acts to enable smooth conversations. In addition, relevant technical components were identified to be integrated into the dialogs to improve user experience.
    04B - Beitrag Konferenzschrift
  • Vorschaubild
    Publikation
    Collaboration on large interactive displays: A systematic review
    (Taylor & Francis, 2019) Mateescu, Magdalena; Pimmer, Christoph; Zahn, Carmen; 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
  • Vorschaubild
    Publikation
    Nurse graduates’ experiences and support needs. A qualitative systematic review of South Africa’s community service programme
    (Democratic Nursing Organisation of South Africa, 2019) Ologun-Abiodun, Rita; Daniels, Felicity; Pimmer, Christoph; Chipps, Jennifer [in: Curationis]
    Background: The student-to-nurse graduate transition is a pivotal phase in the professional development of nurses. In South Africa, this transition is part of a compulsory community service programme, which requires newly graduated nurses to work in rural and/or underserved areas for a period of 1 year. Objectives: The aim of this study was to review nurse graduates’ experiences and support needs during their transition in the compulsory community service programme. Methods: A qualitative systematic review of experiences was conducted. Qualitative research studies that addressed nurses’ experience in South Africa (2008–2017) were identified in Cochrane, Joanna Briggs Institute (JBI), Academic Search Complete, CINAHL, PubMed, SABINET, Science Direct, SCOPUS and Google Scholar databases. The systematic review methods included searching, sifting, abstracting and quality assessment of relevant qualitative studies by two reviewers and cross-checking by a third reviewer. Two reviewers independently performed blinded data extraction and quality assessment using the confidence in qualitative synthesis findings (ConQual) approach. Results: A total of 1257 studies were identified of which 12 met the inclusion criteria. Seven of the 12 studies were published articles and six were theses. The quality of the studies was found to be of high standard based on the ConQual rating. Four main themes emerged from the analysis: (1) rich developmental experiences through practice exposure, (2) difficulties in reconciling theory and practice, (3) contextual challenges in the workplace and (4) need for professional support structures, educational measures and public guidelines. Conclusion: Although positive experiences were reported, various challenges emerged, indicating the need for more systematic support mechanisms during transition.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    The inherent tensions of ‘instant education’. A critical review of mobile instant messaging
    (Athabasca University Press, 2018) Pimmer, Christoph; Rambe, Patient [in: International Review of Research in Open and Distributed Learning]
    This paper critically reviews literature on the role of Mobile Instant Messaging (MIM) applications, such as WhatsApp, in supporting learning and teaching practice. Using formal qualitative synthesis as its methodology, and dialectical theory as an analytical framework, our main objective was to identify tensions, affordances, constraints, and resolution strategies in educational uses of MIM. In contrast to prior work, the analysis offers a nuanced and complex picture of the use of MIM in learning and teaching settings. Instead of facilitating the creation of educational outcomes in a straightforward manner, the realities of MIM use are socially constructed and the subject of conflictual negotiations. The educational use of MIM requires users to navigate the interdependent dialectical tensions of immediacy versus delays (temporal dimension), intimacy versus detachment (relationship dimension) and task versus ludic orientation (intellectual dimension). The findings also reveal a number of behavioural and technical resolution strategies that users deploy to manage these tensions.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Mobile instant messaging – new knowledge tools in global health?
    (University of Hong Kong, 2018) Pimmer, Christoph; Lee, Amy; Mwaikambo, Lisa [in: Knowledge Management and E-Learning]
    Despite the proliferation of Mobile Instant Messaging (MIM) platforms, such as WhatsApp, studies that examine their role for learning and knowledge sharing are still rare. Using the context of global health, this study seeks to examine the ways in which MIM platforms are being used for learning and knowledge sharing and identify associated potentials and constraints. A survey with open- and closed-ended questions was administered and the experience of 40 respondents from 44 different project settings was gathered and analyzed. The findings indicate that MIM, and particularly WhatsApp, are used in a boundary-crossing manner, i.e., involving various groups of health professionals, students, and patients from across a range of low-income countries, particularly from Sub-Saharan Africa. MIM platforms are used in informal learning settings for knowledge creation and sharing, supervision, enacting social presence and collaborative problem solving, and for the support of formal education. In addition to enhancing communication efficiency and responsiveness, MIM was also used to bridge geographical (e.g., central-local and urban-rural) and social divides (e.g., professional rankings). Despite technical and socio-behavioral constraints, the use of MIM was reported to significantly benefit distributed global health work and to enhance learning and knowledge sharing in “distributed” networks of practice.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Mobile instant messaging (MIM) to support teaching practice: insights from a nurse tutor program in Nigeria
    (University of Malawi, 2018) Ajuwon, Ademola; Pimmer, Christoph; Odetola, Titilayo; Gröhbiel, Urs; Olusola Oluwasola; Olaleye, Oladipupo [in: Malawi Medical Journal]
    Aim To determine the feasibility of using the Mobile Instant Messaging (MIM) platform, WhatsApp, to provide supervision and support for student nurse tutors during a teaching practice placement in Nigeria. Methods A descriptive qualitative method was used to design and evaluate a six-week WhatsApp group discussion intervention among 19 student nurse tutors. Two pre-intervention focus group sessions (n=9 and n=10) and a workshop were conducted to assess the students' content needs and media usage, and to develop a short online supervisory curriculum. To evaluate the intervention, two focus group sessions (n=9 and n=9) were carried out, transcribed verbatim, and analysed together with the actual WhatsApp conversations using thematic content analysis. Findings The participants found the WhatsApp-enabled learning space valuable, in particular for the transfer and application of knowledge in their day-to-day teaching practice and, more generally, for their professional development. There were rich and multifaceted indicators of learning and professional development in evidence which were mostly triggered by specific facilitation techniques. The four themes from the WhatsApp conversations are: (1) sharing and discussing “tricks of the trade”; (2) providing direction and triggering reflective (teaching) practice; (3) sparking professional discussions and announcing professional development opportunities; and (4) maintaining a continuous moderating and teaching “presence”. Conclusion Despite some technical challenges centered mainly on the accessibility of the MIM space, the study identified indicators of good supervision practice and the results point to the feasibility and value of MIM to enhance supervision during teaching practice.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    WhatsApp messaging for sharing best practices and prevention of professional isolation: A case of HIV nurse practitioners in Zambia
    (Scientific Research Publishing, 2018) Mwape, Lonia; Wahila, Ruth; Chiluba Makukula, Marjorie; Lyambai, Kestone; Pimmer, Christoph [in: Creative Education]
    Social media is not only an emerging and cultural trend, but a method of communication that is changing the way individuals and organizations throughout the world transmit and receive information. Nurses play a significant role in identification, interpretation, and transmission of knowledge and information within the health care system. Social mobile media spaces provide a platform that can assist both qualified and student nurses keep in touch with each other and share best practices and prevent isolation for those placed in far flung areas of the country.Data were obtained from WhatsApp discussions involving one group of HIV nurse practitioners followed for a period of six weeks. Data analysis was conducted by the lead investigators and took the form of thematic analysis. The data were constantly compared with the codes in order that the shift in the meaning is minimized and accuracy and confirmability is maintained. Ethical approval was obtained from the University of Zambia, School of Medicine’s Research Ethics Committee. Anonymity was maintained through the use of pseudonyms. The results revealed that social media as tool of communication in Zambia has been used by HIV Nurse Practitioners in both urban and rural areas for sharing best practices and prevention of professional isolation. The tool is also used for emotional and social support as well as a source of motivation for its users. Mobile Instant Messaging (MIM) is a resource that can benefit the nursing profession in keeping abreast with the new trends in the care of patients and prevention of professional isolation. However, it is important to ensure that the interaction is structured to prevent digression from the core purpose which might lead to loss of direction.
    01B - Beitrag in Magazin oder Zeitung
  • Vorschaubild
    Publikation
    Guide to the formal presentation of scientific papers
    (Fachhochschule Nordwestschweiz FHNW, 08/2017) Künzi, Sabine; Göldi, Susan; Sprenger, Brigitte; Schrader, Karen; Pimmer, Christoph
    02 - Monographie