Dannecker, Achim

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Achim
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Dannecker, Achim

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2007 - 200932010 - 2019132020 - 202412

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  • Kein Vorschaubild vorhanden
    Publikation
    Smart tools, smarter students. A study on ChatGPT's effects on learning outcomes and exercise quality in business education
    (IATED, 2024) Meyer, Lukas; Dannecker, Achim; Gómez Chova, Luis; González Martínez, Chelo; Lees, Joanna
    In education, there's a growing interest in using artificial intelligence, particularly large language models (LLM) such as ChatGPT, to assist and improve learning. Within the context of a Swiss University of applied Sciences employing a flipped classroom methodology and in class exercises, a noticeable shift in student behaviour has been observed. Students overly rely on these tools to complete exercises, diverting their focus away from the exercise content and goals, leading to a decline in the quality of outcomes. It is suspected that they often lack the essential skills to critically assess information accuracy of AI responses and contextualize it within the educational exercise. This paper aims to evaluate the implications of employing ChatGPT in educational exercises. We aim to assess ChatGPT's proficiency in solving such exercises and to illustrate the knowledge prerequisites for formulating effective prompts. We focus on bachelor students in business education, particularly in project management and business process management. For instance, we will analyse various types of prompts and the resulting outcomes from a project planning exercise conducted by students based on an interview with the project sponsor. The research methodology involves an analysis of the results obtained, emphasising on the impact on the learning process. This study aims to review the viability of ChatGPT as a tool for solving educational exercises. Additionally, we investigate potential shortcomings and explore required prompts necessary for achieving good outcomes. Moreover, we examine the broader implications of utilising ChatGPT in educational contexts, reflecting on its effects on the learning process. Specifically, exploring ways educators can enhance student learning through effective exercises with the increasing utilisation of AI in the classroom. This study contributes to the ongoing dialogue on using AI in education by offering insights into the challenges and opportunities associated with ChatGPT's role in solving educational exercises. By addressing the quality of prompts and the subsequent impact on learning, we aim to provide practical guidance for educators and researchers seeking to harness the potential of AI in educational settings.
    04B - Beitrag Konferenzschrift
  • Kein Vorschaubild vorhanden
    Publikation
    Automation of Kahoot! by the humanoid robot Pepper – the way Pepper can answer rudely
    (International Academy of Technology, Education and Development (IATED), 2024) Dannecker, Achim; Gómez Chova, Luis; González Martínez, Chelo; Lees, Joanna
    The paper presents a novel approach to digitizing classroom quizzes using the humanoid robot Pepper in conjunction with the Kahoot! platform. The study explores the effectiveness of Pepper in hosting quizzes in a bachelor's degree program, comparing the traditional lecturer-led approach to one facilitated by Pepper. It includes quantitative and qualitative feedback from students, highlighting the impact of Pepper on the quiz experience. The research further delves into the nuances of Pepper's interaction, especially its capability to deliver potentially rude responses. An experimental setup is described where students evaluate Pepper's responses, both written and spoken, using a five-point scale ranging from 'very funny' to 'offensive'. The study finds that Pepper's spoken responses are perceived differently compared to written ones, with certain responses considered funnier or more unpleasant when delivered by Pepper. The paper discusses the implications of these findings, offering insights into how humanoid robots can enhance learning experiences and student engagement in digital learning environments. This research contributes to the growing field of educational technology by demonstrating the potential of integrating humanoid robots into classroom activities, not only for administrative efficiency but also for enhancing student engagement and learning outcomes.
    04B - Beitrag Konferenzschrift
  • Kein Vorschaubild vorhanden
    Publikation
    Relevance of artificial inrelevance of artificial intelligence components in workflow-based student projects
    (International Academy of Technology, Education and Development (IATED), 2024) Dannecker, Achim; Meyer, Lukas; Gómez Chova, Luis; González Martínez, Chelo; Lees, Joanna
    One of the big challenges today is innovative teaching concepts for business students in the area of digitalization. At the beginning of their study, students usually know only basics of IT mainly related to their private (mobile) environment and not real business scenarios such as business process management or workflow management. This paper explores innovative teaching concepts in the digitalization area for business students. It focuses on how students perceive process automation in workflows using tools like Camunda, particularly when tasks involve artificial intelligence (AI) components. The study assesses student engagement and learning effectiveness in projects involving decision models (DMN) and ChatGPT integration. The hypothesis suggests that tasks with ChatGPT are perceived as more enjoyable and relevant compared to DMN tasks. The research methodology includes questionnaires and data analysis, evaluating the responses of over 98 participating students. The results indicate a preference for AI-integrated tasks, highlighting the potential of AI in enhancing educational outcomes and student engagement in digital workflows.
    04B - Beitrag Konferenzschrift
  • Kein Vorschaubild vorhanden
    Publikation
    Comparative analysis of generative AI models in educational exercise performance
    (International Academy of Technology, Education and Development (IATED), 2024) Meyer, Lukas; Dannecker, Achim; Gómez Chova, Luis; González Martínez, Chelo; Lees, Joanna
    The integration of artificial intelligence (AI) in educational settings presents great opportunities for enhancing learning experiences. Within the context of a Swiss University of applied Sciences employing a flipped classroom methodology and in class exercises, a noticeable shift in student behaviour has been observed. The quality of using generative AI for solving case study based exercises in Business Process and Project Management was analysed using OpenAI’s ChatGPT Model 3.5. However, it is unknown how the different models are performing compared to each other when solving exercises in business education. This paper aims to extend the discourse of solving class exercises by conducting a comparative analysis of various generative AI models in the context of educational exercises within the flipped classroom setting, particular in Business Process and Project Management. The study systematically assesses the performance of different AI models, such as GPT-4, BERT, BART, T5, LLM API, etc, in answering selected exercises derived from real-world business scenarios. This study analyzes the accuracy, relevance, completeness, and contextual understanding exhibited by each AI model in response to a series of exercises. These exercises are designed to mimic real-world business challenges in Business Process and Project Management, thereby providing a meaningful evaluation of each model's use in an educational context. The study further delves into the nuances of prompt construction, examining how variations in prompt design influence the performance of AI models, thereby shedding light on the critical role of effective communication in leveraging AI for educational purposes. The findings of this research provide educators, researchers, and practitioners with a comprehensive understanding of the comparative strengths and weaknesses of various generative AI models in the context of business education, particularly in Business Process and Project Management. By highlighting key differences in selecting and deploying AI tools for educational exercises, the paper aims to contribute insights into the optimization of AI-assisted learning environments.
    04B - Beitrag Konferenzschrift
  • Kein Vorschaubild vorhanden
    Publikation
    Quality and students' perception of feedback generated by GPT-4 on a complex group task
    (International Academy of Technology, Education and Development (IATED), 2024) Dannecker, Achim; Meyer, Lukas; Gómez Chova, Luis; González Martínez, Chelo; Lees, Joanna
    AI in education is a significant and widely debated subject, present at various educational levels. Students utilise AI for easy referencing of concepts to complete university assignments. It is also integrated into lecture content, facilitating discussions on effective prompting within specific contexts. Moreover, AI can act as a peer, aiding in the interactive development of assignment solutions. Instructors employ AI for task development and student outcome evaluation. This study explores how generative AIs can support or even supplant the feedback process for complex group tasks within the classroom. It focuses on a project management group task centred around developing project objectives according to IPMA standards, a task aimed at achieving multiple learning objectives. Students must comprehend an interview with a client, grasp project objective theory, categorise objectives, formulate them SMART, and ideally align them with company goals described in a case study. After working on the task during class time, groups receive guidance from instructors who provide coaching and support. Following completion, solutions are uploaded for individual feedback from instructors. Using the GPT-4 AI model, we trained it with past semester feedback and provided the theoretical context of the group task. With these inputs, we analysed, evaluated, and provided feedback generated by GPT-4 to groups. Subsequently, we surveyed groups to gauge the feedback's usefulness and compared this with lecturer assessments. This task forms part of a module for undergraduate business students focusing on business process and project management, developed in line with evidence-based university teaching criteria. The module is taught uniformly across the university's three locations, comprising seven classes in Spring 2024 (5 in German, 2 in English), utilising the same translated case study, exercises, and evaluation exam. The module's methodology combines case study teaching and the flipped classroom concept. A case study, based on a start-up company's real-life experiences, was developed. Over 12 weeks, students acquainted themselves with business process and project management theories, engaging in group exercises during class sessions. This study demonstrates how GPT-4-generated feedback can be utilised for complex group tasks and provides insights into its requirements in terms of theory, training data, and prompt structure.
    04B - Beitrag Konferenzschrift
  • Kein Vorschaubild vorhanden
    Publikation
    Gesichtserkennung und Wegfindung auf dem humanoiden Roboter Pepper als Ausgangspunkt für soziale Interaktion
    (Springer, 2023) Dannecker, Achim; Hertig, Daniel; Dornberger, Rolf
    Die Interaktion zwischen humanoiden Robotern und Menschen ist ein komplexer Prozess. Sprache, Gesten und die Erkennung von Kommunikationspartnern sind wichtige Aspekte in einer gut definierten Interaktion. Um natürlicher zu wirken, sollte ein humanoider Roboter nicht stationär sein. Er sollte in der Lage sein, Teil einer Menschenmenge zu sein und sich in einem bestimmten Bereich zu bewegen. Daher ist die Wegfindung wichtig, um einem humanoiden Roboter die Möglichkeit zu geben, mit Menschen an mehr als einem Ort in Kontakt zu treten. Darüber hinaus ist die Erkennung von Kommunikationspartnern das Rückgrat der sozialen Interaktion. In diesem Kapitel wird gezeigt, wie OpenCV, eine bekannte Bildverarbeitungsbibliothek, den Roboter Pepper bei der Erkennung von Kommunikationspartnern und -partnerinnen unterstützt und wie dies der Ausgangspunkt für verschiedene Arten von Smalltalk als Grundlage für einen prototypischen Interaktionsprozess zwischen humanoiden Robotern und Menschen ist. Zusätzlich werden die Navigationsfunktionen diskutiert, die es dem Roboter erlauben, sich autonom zu bewegen und eine bessere Mensch-Roboter-Interaktion zu ermöglichen.
    04A - Beitrag Sammelband
  • Kein Vorschaubild vorhanden
    Publikation
    Automation of Kahoot! by the humanoid robot Pepper – Comparing results from classes – Robot vs. lecturers
    (2023) Dannecker, Achim; Hertig, Daniel; Gómez Chova, Luis; González Martínez, Chelo; Lees, Joanna
    Digitization is taking place unchallenged in all areas of life. The accompanying automation is an integral part of this development. This development does not stop in the "classroom" either. Be it that the use of mobile devices is increasingly becoming part of the interaction with students, be it that online offers such as Massive Open Online Course (MOOC) are increasingly used in the context of education or video conferencing systems for teaching such as Adobe Connect. In the future, it would also be conceivable for robots to take over parts of the interaction in the classroom. To check the students' knowledge level or for repetition purposes, there is the possibility to conduct quizzes via Moodle or other platforms. These quizzes are rather traditional and not particularly stimulating, so that there is no great incentive for students to take them unless learning points or similar are awarded. Not everywhere are these types of quizzes used in the classroom. Game-based learning platforms like Kahoot! are finding more and more use in teaching. The quizzes that can be conducted via the Kahoot! web service are more exciting and entertaining for students than those that are possible via Moodle, for example. By conducting quizzes via the web service Kahoot!, they can be made more exciting and entertaining for the students, since, for example, the results after each question are visible to everyone, thus adding a competitive and playful aspect. Nevertheless, if game-based learning platforms such as Kahoot! are used, the quiz progress is generally not commented, but rather "worked through". We have implemented a service that enables the humanoid robot Pepper to do a Kahoot! quiz in class. The service enables Pepper to conduct quizzes independently and with commentary possibilities. Unlike a simple PC, Pepper can use gestures and interactions such as eye contact and changing colors to make the interaction more "human" and emotional. The inclusion of Pepper as the moderator of the quiz might increase its appeal to students and an additional innovative aspect will be added to the quiz. By using the robot, lecturers can be relieved and quizzes that have already been prepared can be conducted without much effort even by people who are not familiar with the subject or inexperienced. The robot is able to keep track of the complete course of the quiz at any time and to comment on it (e.g. now on the first place is…). The execution by "Pepper" would generally have five special aspects: 1. students are given an outlook into the future social interaction of robots and humans. 2. the course of the quiz can be commented by a robot. 3. the quiz can be conducted independently of lecturers. 4. students can experience social interaction with robots themselves and use this experience for the future. We have done several quizzes in different classes with 89 students that experiences Pepper as a moderator and 317 students that experienced lecturers as a moderator. In both settings the students got the same preparation tasks and the same questions within Kahoot! As an outlook it can be seen that the results in both settings a similar in the range of correct answers, time the students need to answer the questions and average of final results.
    04B - Beitrag Konferenzschrift
  • Kein Vorschaubild vorhanden
    Publikation
    Students struggle in coming back to face-2-face teaching in evidence based good teaching settings
    (IATED, 2023) Dannecker, Achim; Hanke, Ulrike; Gómez Chova, Luis; González Martínez, Chelo; Lees, Joanna
    Triggered by the Corona pandemic and the experience gained with online teaching as a result, questions are increasingly being asked today about the extent to which online teaching should continue to play a role in university teaching in the future. This raises the question of what actually characterizes good university teaching and which teaching formats enable good university teaching. Therefore, in this paper we would like to compile the research results from teaching-learning research regarding the quality of university teaching and from this compile overarching criteria of evidence-based good university teaching. Based on this, we would like to take a look at the research on the effectiveness of online teaching. Our thesis is that online teaching per se has no higher or lower effectiveness than face-to-face teaching, but rather that the quality of teaching formats is ensured by the implementation of the criteria of good teaching, which goes in different teaching formats. This leads to the hypothesis that university teaching can be effective and good in any teaching format if these criteria are taken into account. In order to test this hypothesis practically in a study of our own, a face-to-face course designed on the basis of findings about evidence-based good teaching was converted to a purely online format from one day to another. The switch from face-to-face to pure online was made without adapting the course materials or the didactic concept in the core. In this way, the evaluation results of both teaching formats could be directly compared. In addition, the evaluation results of these events were also compared with the evaluation results of all other events at the university in order to determine whether events that take evidence-based criteria of good teaching into account are really evaluated better. Finally, we switched in spring semester 2022 back to face-2-face teaching, again without any changes. What is good teaching anyway? How can we measure what good teaching is? Like many studies, including Ulrich (2020), we would like to define good teaching here: (1) as teaching that is well evaluated by students and (2) as teaching that is conducive to learning. Thus, in the first case, student evaluation results are used to elaborate criteria for good teaching; in the second case, learning success using grades or scores on achievement tests are used as variables for good teaching. To elaborate evidence-based criteria for good teaching, we consulted the syntheses of Schneider and Preckel (2017), of Ulrich (2020), and of Schneider and Mustafic (2015) and use the criteria of good teaching reported there. These have been compiled by the respective authors from meta-analyses. In total the evaluation of four semesters (approx. 800 students) pre COVID19 and three semesters (approx. 600 students) during COVID19 are compared and last post COVID19 the first semester (approx. 200 students). As a first outlook it can be said that the satisfaction during COVID19 remained as good as before, the learning success was slightly lower. Compared to all other courses, the gap became larger in the first semester, but this leveled out somewhat over the three semesters. To an overall higher rating. In the post COVID19 semester this changed. The evaluation became a bit worse as well as the evaluation.
    04B - Beitrag Konferenzschrift
  • Kein Vorschaubild vorhanden
    Publikation
    Business students invest their time in complex and challenging process digitalization tasks instead of preparing for the exam
    (International Academy of Technology, Education and Development (IATED), 2023) Dannecker, Achim
    One of the big challenges today are innovative teaching concepts for business students in the area of digitalization. At the beginning of their study, students mostly know only basics of IT mainly related to their private (mobile) environment and not real business scenarios such as business process management or workflow management. The objective of this paper is to outline how students invest relevant in for the final grade relevant parts, that means into the evaluated group work and final exam. Students invest the same amount of time into challenging group works that count only 30% of the final grade than into the final examination that counts more (70%). It is also reflected in the evaluation that working on complex group work is the most exciting part within an innovative teaching concept for business students in the area of business process and project management.
    04B - Beitrag Konferenzschrift
  • Kein Vorschaubild vorhanden
    Publikation
    Business atudents invest their time in complex and challenging process digitalization tasks instead of preparing for the exam
    (IATED, 2023) Dannecker, Achim
    One of the big challenges today are innovative teaching concepts for business students in the area of digitalization. At the beginning of their study, students mostly know only basics of IT mainly related to their private (mobile) environment and not real business scenarios such as business process management or workflow management. The objective of this paper is to outline how students invest relevant in for the final grade relevant parts, that means into the evaluated group work and final exam. Students invest the same amount of time into challenging group works that count only 30% of the final grade than into the final examination that counts more (70%). It is also reflected in the evaluation that working on complex group work is the most exciting part within an innovative teaching concept for business students in the area of business process and project management.
    04B - Beitrag Konferenzschrift