Now showing 1 - 10 of 10
  • Publication
    Sharing Design Knowledge Through Codification in Interdisciplinary DSR Collaborations
    ( 2023-01-06)
    Dickhaut, Ernestine
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    Hevner, Alan
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    The goals of design science research (DSR) projects are to generate novel and useful artifacts and to produce rigorous and generalizable design knowledge. Often, DSR projects are conducted in collaborative, interdisciplinary project teams. Different disciplinary approaches to codifying design knowledge result in challenging project interactions. To study this situation, we analyze design knowledge codification in interdisciplinary teams over time. We gain insights from a survey of recent DSR papers that have been published in the AIS Senior Scholars’ Basket. We then present a detailed case study of a longitudinal project that brought to light issues of sharing design knowledge across disciplinary borders. Drawing from the survey and case study, we provide actionable guidance on how to effectively codify and share design knowledge to support researchers and practitioners to build useful artifacts and to make interdisciplinary design knowledge contributions reusable and applicable.
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  • Publication
    Measuring students’ argumentation skills: validation of a test instrument
    ( 2023-08-22)
    Yvonne Berkle
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    Löfflad, Denise
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    Denise Löfflad
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    Miriam Leuchter
    The importance of argumentation skills for academic disciplines is well evident. Two core aspects of argumentation skills are a) the recognition of argumentation fallacies and b) the recognition of the structure of arguments. These two argumentation skills might be related to domain-specific knowledge. In our study, we aim to evaluate an instrument to assess the recognition of argumentation fallacies and the structure of arguments in the context of different domains. Thus, we implemented a self-developed instrument to measure both argumentation skills in different student groups (business economic students and pre-service teachers) in different domains: a) the study-domain of their own courses, b) the study-domain of the respective other courses and c) a neutral domain (sustainability). We assumed these three domains to represent different dimensions within the ability to recognize argumentation fallacies and within the ability to recognize argument structures. This assumption could not be confirmed, what leads to the assumption that our instrument captures cross-domain argumentation skills. However, our research implies a difference in the recognition of formal compared to informal argumentation fallacies. Furthermore, the results indicate that the instrument measures argumentative skills in both groups of students equally well.
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  • Publication
    How Conversational Agents Relieve Teams from Innovation Blockages
    Innovation is one of the most important antecedents of a company's competitive advantage and long-term survival. Prior research has alluded to teamwork being a primary driver of a firm's innovation capacity. Still, many firms struggle with providing an environment that supports innovation teams in working efficiently together. Thereby, a team's failure can be attributed to several factors, such as inefficient working methods or a lack of internal communication that leads to so-called innovation blockages. There are a number of approaches that are targeted at supporting teams to overcome innovation blockages, but they mainly focus on the collaboration process and rarely consider the needs and potentials of individual team members. In this paper, we argue that Conversational Agents (CAs) can efficiently support teams in overcoming innovation blockages by enhancing collaborative work practices and, specifically, by facilitating the contribution of each individual team member. To that end, we design a CA as a team facilitator that provides nudges to reduce innovation blocking actions according to requirements we systematically derived from scientific literature and practice. Based on a rigorous evaluation, we demonstrate the potential of CAs to reduce the frequency of innovation blockages. The research implications for the development and deployment of CAs as team facilitators are explored.
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  • Publication
    How Digital Nudges Influence Consumers – The Role of Social and Privacy Nudges in Retargeting
    ( 2018)
    Eigenbrod, Laura
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    Retargeting is an innovative online marketing technique because it can provide consumer-specific advertising content based on consumers’ browsing behavior that meet consumers' prefer-ences and interests. Although this advertising form offers great opportunities of bringing back customers who have left an online store without to complete a purchase, retargeting is risky be-cause the necessary data collection leads to strong privacy concerns which in turn, trigger con-sumer reactance and decreasing trust. Digital nudges – small design modifications in digital choice environments which guide peoples’ behavior – present a promising concept to bypass these negative consequences of retargeting. In order to explore the positive effects of digital nudges in retargeting banners, we conducted a between-subject experiment with a subsequent survey which examines the impacts of social nudges (likes of friends) and privacy nudges (disclosure of privacy policy and purpose of retargeting banners). Whereas the social nudge led to a negative impact on consumers’ privacy concerns and a positive impact on consumers’ booking behavior, the privacy nudge did not have any significant impact. A combination of social nudge and privacy nudge showed that the privacy nudge negatively moderated the positive relationship between social nudge and consumers’ booking behavior. The derived implications provide a theory for under-standing nudges in digital environments and we offer design principles for practitioners that enable better retargeting outcomes.
  • Publication
    Towards a Holistic Understanding of Technology-Mediated Learning Appropriation
    IT support in the learning process is one of the key success factors for innovative learning scenarios. A necessary pre-condition is the faithful appropriation of technology-mediated learning (TML) to ensure learning outcomes in innovative learning scenarios. However, information systems research still lacks insights concerning what actually determines a faithful appropriation of TML and little is known about the consequences of a faithful appropriation. In consequence, this research-in-progress paper presents a mixed-methods research approach to gain a holistic understanding of TML appropriation. In a first step, based on the insights of adaptive structuration theory, a theoretical model is developed considering both objective and subjective measures for TML appropriation as well as antecedents and consequences of TML appropriation. In a second step, the mixed-method approach is presented in order to evaluate the theoretical model. Our expected contribution to theory includes an extension of both TML and adaptive structuration theory with an in-depth view of the TML appropriation process, and contributions to practice include the derivation of design implications for TML services that are faithfully appropriated to ensure learning success for TML participants.
  • Publication
    Redesigning University Large Scale Lectures: How To Activate The Learner
    (Academy of Management, 2015-08-07)
    Oeste, Sarah
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    Lehmann, Katja
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    Universities are facing major challenges with increasing numbers of students and the requirement of cost savings. They intend to maintain international state-of-the-art research while providing future employees a high-quality education. In order to achieve these often conflicting goals of researching and teaching, innovative learning approaches need to be developed. We therefore propose a design of a flipped classroom for large-scale lectures that adopts a learner-centred approach and enables higher levels of interaction and learning outcomes. We therefore derive requirements from the theory of interaction and address them with design principles for large-scale flipped classrooms, which we implement in a large-scale information systems lecture. Our approach divides the teaching-learning process into a cycle of four successive phases: IT-supported phases for the acquisition and reflection of knowledge, as well as presence phases for the application and discussion of the acquired knowledge. We evaluated the concept by conduct-ing structured interviews with lecture participants. We contribute to theory by deriving insights on how interaction and peer recognition account for the success of the flipped classroom approach. As a practical contribution, our paper gives advice on how large-scale lectures can be redesigned in order to meet future challenges of management education.
  • Publication
    Aufbau und Ablauf des kuLtig-Projektes
    (SpringerGabler, 2020) ;
    Thiel de Gafenco, Marian
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    Klusmeyer, Jens
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    Klusmeyer, Jens
  • Publication
    The Efficient Provision of Culture-Sensitive Services: A Modularization Approach
    (Springer, 2017) ; ; ;
    Sawatani, Yuriko
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    Spohrer, James
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    Kwan, Stephen
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    Takenaka, Takeshi
    This paper presents first guidelines for the cultural adaptation and efficient global provision of services. For this purpose, it elaborates on how to consider culture-specific components of a service on the basis of systematic service modularization. This is illustrated by the example of an IT-mediated learning service, which is usually perceived differently in diverse cultures. To this end, a process model is described based on culture theory and systematic modularization in order to identify culture-specific and culture-independent components of a learning service for its consideration within global service provision. This contribution to practice is complemented by the theoretical contribution of the inclusion of culture-theoretical components into service modularization.