2023, Gredig, Daniel, Korkut, Safak, Weber, Patrick, Bogdanovic, Jasmina, Bigoni, Daniele

2022, Gredig, Daniel, Korkut, Safak, Weber, Patrick, Bogdanovic, Jasmina, Bigoni, Daniele

2020, Winkel, David J., Brantner, Philipp, Lutz, Jonas, Korkut, Safak, Linxen, Sebastian, Heye, Tobias

OBJECTIVE. The purpose of this study is to validate an electronic learning, or e-learning, concept featuring gamification elements, rapid case reading, and instant feedback. SUBJECTS AND METHODS. An e-learning concept was devised that offered game levels for the purpose of providing training in the detection of pneumothorax in 195 cases, with questions read in rapid succession and instant feedback provided for each case. The user's task was to locate the pneumothorax on chest radiographs and indicate its presence by clicking a mouse. The game level design included an entry test consisting of 15 cases, training levels with increasing difficulty that involved 150 cases, and a final test that including 30 cases (the 15 cases from the entry test plus 15 new cases). A total of 126 candidates were invited via e-mail to participate and were asked to complete a survey before and after playing the game, which is known as RapRad. The level of diagnostic confidence and the error rate before and after playing the game were compared using a Wilcoxon signed rank test. RESULTS. Fifty-nine of 126 participants (47%) responded to the first survey and finished the game. Of these 59 participants, 29 (49%) responded to the second survey after completing the game. Diagnostic confidence in pneumothorax detection improved significantly, from a mean (± SD) score of 4.3 ± 2.1 on the entry test to a final score of 7.3 ± 2.1 (p < 0.01) after playing RapRad, with the score measured on a 10-point scale, with 10 denoting the highest possible score. Of the participants, 93% indicated that they would use the game for learning purposes again, and 87% indicated that they had fun using RapRad (7% had a neutral response and 6% had a negative response). The error rate (i.e., the number of failed attempts to answer a question correctly) significantly decreased from 39% for the entry test to 22% for the final test (p < 0.01). CONCLUSION. Our e-learning concept is capable of improving diagnostic confidence, reducing error rates in training pneumothorax detection, and offering fun in interaction with the platform.

2020, Sulger, Mathias, Korkut, Safak, Dornberger, Rolf

2023, Gredig, Daniel, Bigoni, Daniele, Bogdanovic, Jasmina, Weber, Patrick, Korkut, Safak

2022, Garbani-Nerini, Elide, Korkut, Safak, De Ascaniis, Silvia, De Ascaniis, Silvia, Cantoni, Lorenzo

Digital media offer incredible opportunities to enhance tourists' experiences, supporting their decision-making process and enlarging their discovering possibilities at any level and at any stage of the trip. In this chapter, we focus on the contribution of digital media to tourism at heritage sites and we present how, by connecting the physical with the digital world, some of the recent technological developments can be used to enhance visitors' experiences either in terms of (additional) products and services offered (e.g. reconstruction of destroyed parts of a site, direct access to information about the site) or with respect to the modalities in which these products and services are consumed and accessed (e.g. via audio-recordings downloadable on place, by playing a digital game about the site). More specifically, some digital tools, namely smartphones, QR codes and augmented reality, are presented, as well as a digital mode, gamification. At the end of the chapter, the concept of smart destinations is introduced to illustrate how these different technological improvements, together with big data elaboration, can favour the implementation of economic, territorial and social measures to enhance the tourism experience at the destination level, increasing its accessibility, sustainability and efficiency.

2020, Inglese, Terry, Korkut, Safak, Dornberger, Rolf

This chapter presents the instructional design of a language-training model for professional and vocational purposes on behalf of the Swiss railway industry, specifically designed for German-speaking train drivers and train operators, who work for the Schweizerische Südostbahn (SOB). In fact, around 50 train drivers and train operators need to learn Italian and be able to communicate clearly and confidently in this language by 2021. Thanks to the opening of the Gotthard Base Tunnel in 2016, some Swiss railway companies are expanding their business portfolios also in the Italian speaking region of Switzerland. Augmented Reality (AR), specifically the Blippar app, is used here as an additional and motivating guide to learning technical terms and nouns, verbs, and dialogue structures, in short: essential railway communication features between train drivers and train operators. The final goal of the chapter is to describe how railway professional trainees, learning a new language, are actively designing their own language learning contents, using AR.

2023, Jäger, Janine, Korkut, Safak, Inglese, Terry, Schmiedel, Theresa

The paper presents a project of the School of Business of the University of Applied Sciences and Arts Northwestern Switzerland in which the project team is developing case study podcasts together with Swiss-based technology startups to apply them in case-based teaching in Business and Information Systems study programs. The goal of the project is to facilitate students' access to case study contexts by allowing them to listen to podcasts for self-study and develop solutions for practice-oriented business and technology challenges in the classroom and guided group work. This provides an engaging blended learning approach for the students through increased motivation to consume the learning material as well as a deeper connection to the study material, compared to the more commonly applied text-based case studies. This can enable much more productive classroom discussions and group work and could therefore provide improved learning outcomes, such as increased reflection, critical thinking, as well as analytical and problem-solving skills. The paper enriches the blended learning debate with details about the case study podcast production from a content-related, technological and didactical perspective as well as provides insights into the planned evaluation of the application of case study podcasts with regard to learning outcomes.

2020, Menon, Dilip, Korkut, Safak, Inglese, Terry, Dornberger, Rolf, Dornberger, Rolf

Today, all smartphones contain a variety of embedded sensors capable of monitoring and measuring relevant physical qualities and quantities, such as light or noise intensity, rotation and acceleration, magnetic field, humidity, etc. Combining data from these different sensors and deriving new practical information is the way to enhance the capabilities of such sensors, known as sensor fusion or multimodal sensing. However, the authors hypothesize that the sensing technology that is embedded in smartphones may also support daily life task management. Because one of the biggest challenges in mobile sensing on smartphones is the lack of appropriate unified data analysis models and common software toolkits, the authors have developed a prototype for a mobile sensing architecture, called Sensing Things Done (STD). With this prototype, by applying multimodal sensing and gathering sensor data from performing a specific set of tasks, the authors were able to conduct a feasibility study to investigate the hypothesis set above. Having examined to what extent the task-related activities could be detected automatically by using sensors of a standard smartphone, the authors of this chapter describe the conducted study and provide derived recommendations

2020, Korkut, Safak, Mele, Emanuele, Cantoni, Lorenzo, Xiang, Zheng, Fuchs, Matthias, Gretzel, Ulrike, Höpken, Wolfram

User experience and design are central factors in information and communication technologies, determining the use and success of adoption of any tourism application. These issues are tackled within the so-called “usability” tests, which provide multiple ways of investigating whether an application is usable to visitors within specific contexts of interest. With the aim of providing both tourism scholars and practitioners with an original overview on the topic of usability, this book chapter will take the case of augmented reality (AR) applications from an online communication perspective. First, we provide an overview on usability analysis and web analytics, also illustrating how data from actual uses can provide information on the risks involved with the use of an application. Second, we present a collection of AR studies, positioning them in relationship with usability analysis and related challenges. Lastly, future research trends, including the concept of gamification and replayability, are outlined in the conclusion.