Jan Marco Leimeister
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Prof. Dr.
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Leimeister
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Jan Marco
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janmarco.leimeister@unisg.ch
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+41 71 224 3330
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Ladders for Learning: Is Scaffolding the Key to Teaching Problem Solving in Technology-mediated Learning Contexts?

2020-12-23 , Janson, Andreas , Söllner, Matthias , Leimeister, Jan Marco

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.

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Die Simulationsstudie als Evaluationsmethode - Interdisziplinäre Evaluation eines smarten persönlichen Assistenten

2020 , Thies, Laura Friederike , Dickhaut, Ernestine , Janson, Andreas , Roßnagel, Alexander , Leimeister, Jan Marco , Söllner, Matthias

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Flipping the Classroom - IT-unterstützte Lerneraktivierung zur Verbesserung des Lernerfolges einer universitären Massenlehrveranstaltung

2015-02-01 , Lehmann, Katja , Oeste, Sarah , Janson, Andreas , Söllner, Matthias , Leimeister, Jan Marco

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The Influence of AI-Based Chatbots and Their Design on Users’ Trust and Information Sharing in Online Loan Applications

2021-01-08 , Zierau, Naim , Flock, Korbinian , Janson, Andreas , Söllner, Matthias , Leimeister, Jan Marco

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Value Co-Creation in Smart Services: A Functional Affordances Perspective on Smart Personal Assistants

2020-03-09 , Knote, Robin , Janson, Andreas , Söllner, Matthias , Leimeister, Jan Marco

In the realm of smart services, smart personal assistants (SPAs) have become a popular medium for value co-creation between service providers and users. The market success of SPAs is largely based on their innovative material properties, such as natural language user interfaces, machine-learning-powered request handling and service provision, and anthropomorphism. In different combinations, these properties offer users entirely new ways to intuitively and interactively achieve their goals and, thus, co-create value with service providers. But how does the nature of the SPA shape value co-creation processes? In this paper, we look through a functional affordances lens to theorize about the effects of different types of SPAs (i.e., with different combinations of material properties) on users' value co-creation processes. Specifically, we collected SPAs from research and practice by reviewing scientific literature and web resources, developed a taxonomy of SPAs' material properties, and performed a cluster analysis to group SPAs of a similar nature. We then derived 2 general and 11 cluster-specific propositions on how different material properties of SPAs can yield different affordances for value co-creation. With our work, we point out that smart services require researchers and practitioners to fundamentally rethink value co-creation as well as revise affordances theory to address the dynamic nature of smart technology as a service counterpart.

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Process is king: Evaluating the performance of technology-mediated learning in vocational software training

2018-09 , Söllner, Matthias , Bitzer, Philipp , Janson, Andreas , Leimeister, Jan Marco

Technology-mediated learning (TML) is a major trend in education, since it allows to integrate the strengths of traditional- and IT-based learning activities. However, TML providers still struggle in identifying areas for improvement in their TML offerings. One reason for their struggles is inconsistencies in the literature regarding drivers of TML performance. Prior research suggests that these inconsistencies in TML literature might stem from neglecting the importance of considering the process perspective in addition to the input and outcome perspectives. This gap needs to be addressed to better understand the different drivers of the performance of TML scenarios. Filling this gap would further support TML providers with more precise guidance on how to (re-)design their offerings toward their customers’ needs. To achieve our goal, we combine qualitative and quantitative methods to develop and evaluate a holistic model for assessing TML performance. In particular, we consolidate the body of literature, followed by a focus group workshop and a Q-sorting exercise with TML practitioners, and an empirical pre-study to develop and initially test our research model. Afterward, we collect data from 161 participants of TML vocational software trainings and evaluate our holistic model for assessing TML performance. The results provide empirical evidence for the importance of the TML process quality dimension as suggested in prior literature and highlighted by our TML practitioners. Our main theoretical as well as practical contribution is a holistic model that provides comprehensive insights into which constructs and facets shape the performance of TML in vocational software trainings.

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Entwurfsmuster für die interdisziplinäre Gestaltung rechtsverträglicher Systeme

2022-04-06 , Dickhaut, Ernestine , Thies, Laura Friederike , Janson, Andreas , Leimeister, Jan Marco , Söllner, Matthias , Friedewald, Michael , Kreutzer, Michael , Hansen, Marit

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A Research Agenda for the Why, What, and How of Gamification Designs Results on an ECIS 2019 Panel

2020 , Schöbel, Sofia , Janson, Andreas , Jahn, Katharina , Kordyaka, Bastian , Turetken, Ozgur , Djafarova, Naza , Saqr, Mohammad , Wu, Dezhi , Söllner, Matthias , Adam, Martin , Heiberg Gad, Povl , Wesseloh, Henrik , Leimeister, Jan Marco

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 defini-tion 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.

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Publication

Individual Appropriation of Learning Management Systems – Antecedents and Consequences

2017 , Janson, Andreas , Söllner, Matthias , Leimeister, Jan Marco

IT support in the learning process constitutes a key factor for the success of innovative teaching/learning scenarios. To ensure learning success in innovative teaching/learning scenarios, learners need to faithfully apply learning management systems (LMS). However, we lack theoretical insights into which factors affect whether they do so. To help solve this issue, we first used adaptive structuration theory to identify antecedents and consequences regarding faithful LMS appropriation and embed them into a theoretical model. Second, we conducted a survey study with 173 participants to evaluate the model. The results show that the perceived IT support, interactivity, and the task-technology fit significantly affect the degree to which learners faithfully apply a LMS. Moreover, the results indicate that faithful appropriation is a significant indicator of the learning process satisfaction as well as perceived learning success. The present paper thus theoretically contributes to the scientific discussion concerning technology-mediated learning processes while also making a practical contribution by deriving implications for LMS application.

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AI-based Argumentation Tutoring – A Novel System Class to Improve Learners’ Argumentation Skills

2021-07-29 , Wambsganss, Thiemo , Janson, Andreas , Söllner, Matthias , Leimeister, Jan Marco

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.

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