KoLeArn

In den vergangenen Jahrzehnten ist China zu einer globalen Wirtschaftsmacht aufgestiegen, welche zum einen vielen ausländischen Unternehmen als Produktionsstandort dient und zum anderen einen wichtigen Absatzmarkt für Produkte und Dienstleistungen darstellt. Um in einer globalisierten Welt erfolgreich zu sein, sind viele Unternehmen darauf angewiesen, an jedem ihrer Standorte Mitarbeiter mit einem konstant hohen Ausbildungsniveau zu rekrutieren. Infolgedessen kommt der Aus- und Weiterbildung in global agierenden Unternehmen immer mehr Bedeutung zu (iMOVE 2013).

Die Nutzung von Smartphones, Tablets und Notebooks steigt weltweit und ermöglicht es in der Aus- und Weiterbildung neue Wege zu gehen. Unter der Bezeich-nung des E-Learnings werden Informationstechnologie (IT)-gestützte Lerndienst-leistungen zusammengefasst, bei welchen der Lernende mit dem Lernmaterial digital auf unterschiedlichen Endgeräten interagieren kann (Sun et al. 2008). Das E-Learning ermöglicht es damit dem Lernenden orts- und zeitungebunden, synchron sowie asynchron z.B.

This report summarizes the discussion in a panel session on gamification designs at the 2019 European Conference on Information Systems in Stockholm, Sweden. The panel explores a research agenda for gamification design. The "what, why, and how" are considered to analyze the current state of the art of gamification research. An adapted definition of gamification is presented as one outcome of the workshop to better describe what gamification is and what it can be used for. "Why" and "how" to employ gamification are discussed for different contexts. This can be used to gamify information systems, identity outcomes that are addressed by gamification concepts, and explore new ways of how to gamify. Overall, the panel presents new areas for future research and practice by identifying innovative ways to bring existing gamification concepts to a more impactful level.

The success of innovative teaching/learning approaches aiming to foster problem solving in management education depends on useful and easy-to-use IT components in the learning process. However, the complexity of problem solving in self-regulated learning approaches may overwhelm the learner and can lead to unsatisfying learning outcomes. Research suggests the implementation of technology-enhanced scaffolds as a mechanism to guide the learners in their individual problem-solving process to enhance their learning outcomes. We present a theoretical model based on adaptive structuration theory and cognitive load theory that explains how technology-enhanced scaffolding contributes to learning outcomes. We test the model with a fully randomized between-subject experiment in a flipped classroom for management education focusing on individual problem solving. Our results show that technology-enhanced scaffolding contributes significantly to the management of cognitive load as well as to learning process satisfaction and problem-solving learning outcomes. Thereby, our paper provides new conceptual and empirically tested insights for a better understanding of technology-enhanced scaffolds and their design to assist problem solving and its respective effects in flipped classrooms for management education.

Online training to teach students problem-solving skills is becoming increasingly important. However, due to the complexity of such training, it is challenging to keep learners motivated and engaged in the learning process. One concept that can be used to motivate and engage learners is gamification. Gamification is about using game elements in non-game contexts. Research is lack-ing on which determinants of gamification promote engagement and improve problem-solving out-comes in learning. Therefore, the goal of our study is to analyze how gamification can impact engagement, problem solving outcomes and their related constructs such as motivation in IT-based training. To achieve our goal, we conducted a randomized experiment by creating a gamified online training program to teach students how to construct and develop value proposition canvases. The results of our study indicate that engagement is a central construct for explaining the effects of gamification on problem-solving outcomes. Our results contribute to theory by explaining the meaning and role of motivation, engagement, and their influence on the problem-solving skills learned by the students. We contribute to practice by offering suggestions regarding the design of online training programs and how to make them more motivating and engaging to learners.

Das Verbundprojekt KoLeArn (Kontextsensitive Lerndienstleistungen im Arbeits-prozess der smarten industriellen Fertigung – Systematische Entwicklung und Pilotierung am Beispiel China) entwickelt kontextsensitive Lernangebote, um deutschen Bildungsanbietern den effizienten und erfolgreichen Export ihrer Weiter- und Ausbildungsangebote nach China zu ermöglichen. Die digitalen Lernumgebungen richten sich in erster Linie an nicht-akademische Fachkräfte, die arbeitsprozessorientiertes Wissen im Rahmen der smarten industriellen Fertigung benötigen. Die Entwicklung und Pilotierung prototypischer Lerneinheiten erfolgt im Rahmen eines iterativen und gestaltungsorientierten Prozesses.

Gamification is a well-known approach that refers to the use of game design elements in information systems to make monotonous and tedious tasks more enjoyable. However, research and practice show that game design elements are oftentimes chosen and integrated in information systems randomly, therefore impeding the outcomes of such systems. In this regard, taxonomies can guide system developers , i.e., in selecting and combining game design elements to gamify their information system. Nonetheless, existing taxonomies do not provide such guidance for gamifying information systems. Therefore, the goal of our research is to consolidate the state of the art of gamification research and rigorously develop a gamification taxonomy. To achieve our goal, we conducted a systematic literature review and developed a taxonomy based on a rigorous taxonomy development process. We evaluate our theory by providing evidence of its feasibility with two practical cases: First, we show how the taxonomy helps to analyze existing gamification approaches, and, second, how the taxonomy guides to gamify information systems. Overall, we enrich theory by introducing a new taxonomy to better explain the meaning and characteristics of game design elements. Likewise, practitioners will be guided in selecting and combining game design elements for their gamification approaches.

Lehr-Lernkontexte werden zunehmend durch den allgegenwärtigen Einsatz mobiler Endgeräte geprägt. Durch mobiles Lernen besteht die Möglichkeit, auch bei einer hohen Anzahl an Lernenden, die Wissensaneignung in praktischen Trainings zu unterstützen. Für die Gestaltung von mobilen Lehr-Lernszenarien ist die explizite Berücksichtigung des Lehr-Lernkontextes, den entsprechenden Lernzielen sowie des Lernenden selbst von grundlegender Bedeutung. Lernziele können unter Zuhilfenahme der Lernzieltaxonomie hinsichtlich Komplexität und Schwierigkeit eingeordnet und in Bezug zum Lehr-Lernkontext gesetzt werden. Darüber hinaus ist der Lernende selbst eine wichtige Determinante, welche es bei der Ausgestaltung mobiler Lernanwendungen zu berücksichtigen gilt. In diesem Zusammenhang sind sowohl Faktoren der Technologieakzeptanz als auch die Motivation zur Nutzung einer mobilen Lernanwendung zu nennen, welche den Erfolg von mobilen Lernanwendungen maßgeblich beeinflussen können.

Digitization brings new possibilities to ease our daily life activities by the means of assistive technology. Amazon Alexa, Microsoft Cortana, Samsung Bixby, to name only a few, heralded the age of smart personal assistants (SPAs), personified agents that combine artificial intelligence, machine learning, natural language processing and various actuation mechanisms to sense and influence the environment. However, SPA research seems to be highly fragmented among different disciplines, such as computer science, human-computer-interaction and information systems, which leads to 'reinventing the wheel approaches' and thus impede progress and conceptual clarity. In this paper, we present an exhaustive, integrative literature review to build a solid basis for future research. We have identified five functional principles and three research domains which appear promising for future research, especially in the information systems field. Hence, we contribute by providing a consolidated, integrated view on prior research and lay the foundation for an SPA classification scheme.

Countless possibilities of usage make it more and more difficult to engage and motivate users in a regular use of mobile learning applications. However, users must be convinced to complete and explore every given option within the application. Considering this, gamification seems to be a promising approach to engage and motivate users. Gamification refers to the use of game-like elements in a non-entertainment-based context. Regarding previous research, most game design elements are randomly selected and combined. This is why we use modularization to systematically select and combine game design elements. Following the design science approach and the cognitive evaluation theory, we aim to define a new way of gamifying a mobile learning application. We, therefore, present an approach for the combination of game design elements. Contributions will be given by providing guidance in how to systematically select and combine game design elements.