Pimmer, Christoph
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Christoph
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Pimmer, Christoph
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- PublicationThe 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
- PublicationTowards 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
- PublicationFake 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
- PublicationEducational 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
- PublicationEducational 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
- PublicationParticipatory 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
- PublicationMobile 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
- PublicationCrossing the boundaries of schools and workplaces by leveraging the convergence of mobile and social media. Tentative considerations from an apprenticeship study from the Global South(27.03.2015) Pimmer, Christoph; Gröhbiel, Urs; Gwandiwa, Daniel; Friedli, Michael [in: 4th Congress on Research in Vocational Education and Training, Bern, Switzerland]04B - Beitrag Konferenzschrift
- PublicationAn Evaluation of a Facebook Intervention for Rural Midwives in South Africa(2015) Pimmer, Christoph; Chipps, Jennifer; Brysiewicz, Petra; Linxen, Sebastian; Gröhbiel, Urs [in: Med-e-Tel. Luxembourg]04B - Beitrag Konferenzschrift
- PublicationChanging the role of teachers by integrating mobile technology in a rural school in Zimbabwe. A reflection in the light of UNESCO policy guidelines(21.02.2014) Gröhbiel, Urs; Pimmer, Christoph04B - Beitrag Konferenzschrift
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