Options
Andreas Janson
Title
Dr.
Last Name
Janson
First name
Andreas
Email
andreas.janson@unisg.ch
Phone
+41 71 224 2592
Twitter
https://twitter.com/janson_andreas
Now showing
1 - 10 of 23
-
PublicationEntwurfsmuster für die interdisziplinäre Gestaltung rechtsverträglicher Systeme(Springer Vieweg, 2022-04-06)
;Dickhaut, Ernestine ;Thies, Laura Friederike ;Friedewald, Michael ;Kreutzer, MichaelHansen, MaritType: conference paper -
PublicationDesigning for Cultural Values: Towards a Theory-motivated Method for Culture-sensitive Adaptation of Information Systems( 2022-01-07)
;Dickhaut, ErnestineTo ensure that an intended target group accepts and uses an information system (IS) is a major challenge for service systems engineering and a key interest in IS research. On the one hand, individuals’ cultural values affect their willingness to use an IS; on the other hand, information technology (IT) is neither value-neutral and, thus, also affects IT acceptance and usage. Therefore, the adaptation of IS should consider both sources of value. Thus, in this paper, we present the theory-driven design of a method for culture-sensitive IS adaptation that draws on IT-culture conflict theory. Our two-fold evaluation approach results show that the method enables to create feasible results for developing culture-sensitive design solutions for IS. As a theoretical contribution, we contribute to the exploration of culture in IS development; as a practical contribution, we provide guidance in how to adapt IS for specific target groups.Type: conference paperJournal: Hawaii International Conference on System Sciences (HICSS) -
PublicationTowards a Trust Reliance Paradox? Exploring the Gap Between Perceived Trust in and Reliance on Algorithmic Advice( 2021)Beyond AI-based systems’ potential to augment decision-making, reduce organizational resources, and counter human biases, unintended consequences of such systems have been largely neglected so far. Researchers are undecided on whether erroneous advice acts as an impediment to system use or is blindly relied upon. As part of an experimental study, we turn towards the impact of incorrect system advice and how to design for failure-prone AI. In an experiment with 156 subjects we find that, although incorrect algorithmic advice is trusted less, users adapt their answers to a system’s incorrect recommendations. While transparency on a system’s accuracy levels fosters trust and reliance in the context of incorrect advice, an opposite effect is found for users exposed to correct advice. Our findings point towards a paradoxical gap between stated trust and actual behavior. Furthermore, transparency mechanisms should be deployed with caution as their effectiveness is intertwined with system performance.Type: conference paperJournal: International Conference on Information Systems (ICIS)
-
PublicationAI-based Argumentation Tutoring – A Novel System Class to Improve Learners’ Argumentation Skills( 2021-07-29)Argumentation is an omnipresent foundation of our daily communication and thinking. The ability to form convincing arguments is not only the fundament for persuading an audience of novel ideas but also plays a major role in strategic decision-making, negotiation, and productive civil discourse. However, students often struggle to develop argumentation skills due to a lack of individual and instant feedback in their learning journey, since providing feedback on the individual argumentation skills of learners is very time consuming and not scalable if conducted manually by educators. Following a design science research approach, we propose a new class of argumentation learning systems that provide students with individual and ongoing tutoring to support them in learning how to argue. We build our socio-technical design on a combination of user-centered design principles, a conceptualization of argumentation structures in student-written text, and Natural Language Processing and Machine Learning classifiers to provide individual feedback. To investigate if the new system class of AI-based argumentation tutoring systems helps students to improve their argumentation skills, we evaluated the novel artifact class in two empirical studies in comparison to traditional argumentation learning systems. In a laboratory experiment (study 1), as well as in a field experiment in a large-scale lecture over three months (study 2), we found that AI-based argumentation tutoring systems based on our design principles, argumentation schemes, and algorithms improve the short- and long-term argumentation skills of students significantly compared to the traditional argumentation learning approaches.Type: conference paperJournal: Annual Meeting of the Academy of Management (AOM)
-
PublicationType: conference paper
-
PublicationClassifying Smart Personal Assistants: An Empirical Cluster Analysis( 2019)
;Knote, RobinThe digital age has yielded systems that increasingly reduce the complexity of our everyday lives. As such, smart personal assistants such as Amazon’s Alexa or Apple’s Siri combine the comfort of intuitive natural language interaction with the utility of personalized and situation-dependent information and service provision. However, research on SPAs is becoming increasingly complex and opaque. To reduce complexity, this paper introduces a classification system for SPAs. Based on a systematic literature review, a cluster analysis reveals five SPA archetypes: Adaptive Voice (Vision) Assistants, Chatbot Assistants, Embodied Virtual Assistants, Passive Pervasive Assistants, and Natural Conversation Assistants.Type: conference paperJournal: Hawaii International Conference on System Sciences (HICSS) -
PublicationThe What and How of Smart Personal Assistants: Principles and Application Domains for IS Research( 2018)
;Knote, Robin ;Eigenbrod, LauraDigitization 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.Type: conference paperJournal: Multikonferenz Wirtschaftsinformatik (MKWI) -
PublicationMobiles Lernen für China – eine iterative Prototypenentwicklung( 2017-02-12)
;Ernst, Sissy-JosefinaType: conference paper -
PublicationHow Technology-Enhanced Scaffolding Contributes to Problem-Solving Outcomes in Management Education( 2017)IT support is a key factor for the success of innovative teaching/learning approaches such as flipped classrooms concerned with problem solving. However, IT and the complexity of problem solving may overwhelm the learner and can lead to unsatisfying learning outcomes. Therefore, research suggests the implementation of technology-enhanced scaffolds to guide the learners in their individual problem-solving process to enhance their learning outcomes. To investigate how scaffolding contributes to the learning outcomes in a flipped classroom, we first developed a theoretical model based on adaptive structuration and cognitive load theory. Second, to evaluate the model, we conducted a fully randomized between-subject experiment with 72 students in a flipped classroom for management education focusing on individual problem solving. For this purpose, we accordingly implemented technology-enhanced scaffolds in an LMS, which focused on individual problem-solving activities. 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. In addition, the faithfulness of appropriation and germane load contribute to problem-solving learning outcomes. Therefore, we contribute to both theory and practice by providing a better understanding of technology-enhanced scaffolds and their design to en-gage problem solving and their respective effects.Type: conference paper
-
PublicationThe Impact of Procedural Scaffolding on Mobile Learning Outcomes( 2017)Mobile learning, offering anytime and anywhere learning, is becoming increasingly im-portant in various areas such as the training of blue-collar workers in organizations. However, mobile learning may overwhelm the learner since it is often used in rich physical environments and demands a high self-regulated learning ability. Therefore, research suggests the use of procedural scaffolds to guide the learner and to enhance learning outcomes. To investigate how different procedural scaffolds contribute to learning outcomes, we conducted a between-subject quasi-experiment with 333 Chinese blue-collar workers. Our results show that comprehensive tutorials at the beginning of the learning process have a positive influence on learning outcomes in contrast to instructional overlays during the learning process as well as a combination of both scaffolds. Consequently, we did not observe that procedural scaffolds per se have a positive impact on learning outcomes, but the right scaffold in the right context has the potential to increase learning outcomes.Type: conference paper
- «
- 1 (current)
- 2
- 3
- »