Jan Marco Leimeister
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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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Publication

Trust in Smart Personal Assistants: A Systematic Literature Review and Development of a Research Agenda

2020-03-09 , Zierau, Naim , Engel, Christian , Söllner, Matthias , Leimeister, Jan Marco

Smart Personal Assistants (SPA) fundamentally influence the way individuals perform tasks, use services and interact with organizations. They thus bear an immense economic and societal potential. However, a lack of trust - rooted in perceptions of uncertainty and risk - when interacting with intelligent computer agents can inhibit their adoption. In this paper, we conduct a systematic literature review to investigate the state of knowledge on trust in SPAs. Based on a concept-centric analysis of 50 papers, we derive three distinct research perspectives that constitute this nascent field: user interface-driven, interaction-driven, and explanation-driven trust in SPAs. Building on the results of our analysis, we develop a research agenda to spark and guide future research surrounding trust in SPAs. Ultimately, this paper intends to contribute to the body of knowledge of trust in artificial intelligence-based systems, specifically SPAs. It does so by proposing a novel framework mapping out their relationship.

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Publication

Accounting for Interdisciplinary Requirements in Sociotechnical Systems Design

2014-09-01 , Söllner, Matthias , Leimeister, Jan Marco

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Chunking Big Journeys into Smaller Trips: Combining Peer Creation and Gamification to Design a Continuing Education Concept for Energy Consultants

2020 , Oeste-Reiß, Sarah , Schöbel, Sofia , Söllner, Matthias , Leimeister, Jan Marco , vom Brocke, Jan , Hevner, Alan , Maedche, Alexander

Designing socio-technical systems like IT-supported teaching-learning systems that motivate learners while at the same time stimulating knowledge transfer has become challenging. Teaching-learning techniques that consist of a social context that interacts with and is supported by information technologies are often bundled in a holistic design artifact. To explore a socio-technical design artifact, one must recognize that it consists of several sub-artifacts, each of which must have its own design approach. We introduce the research approach of designing and piloting the IT-supported teaching-learning concept, sensitized to the demand of distinguishing among several socio-technical sub-artifacts. We present the purpose of our design science research (DSR) journey and differentiate among several design artifacts, each of which make prescriptive knowledge contributions and, thus, represent diverse types of theory in information systems. The first artifact is a Peer Creation Process for enhancing knowledge transfer and documentation, which contributes to a nascent design theory. The second artifact is a User-Centered Process to gamify LMSs, which contributes to a theory of design and action. We describe the DSR journey that was part of the project StaySmart, the purpose of which was to design and evaluate a teaching-learning concept for knowledge workers. Teaching-learning artifacts usually have one purpose: to design and evaluate the learning experience. However, designing such artifacts requires identifying their sub-purposes, which leads to designing and evaluating several design artifacts, which we call teaching-learning techniques, so a holistic design artifact usually has several design artifacts. Therefore, the project makes distinct prescriptive knowledge contributions and has the potential to create distinct types of theory in information systems. Our case provides guidance in developing artifacts for a holistic design artifact and in understanding how such artifacts can be separated into sub-artifacts that have their own design science approaches.

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Mobiles Lernen in praktischen Trainings - Lernzielerreichung vor dem Hintergrund von Motivation und Akzeptanz der Zielgruppe

2018 , Ernst, Sissy-Josefina , Janson, Andreas , Söllner, Matthias , Leimeister, Jan Marco , Witt, Claudia de , Gloerfeld, Christina

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Towards a Holistic Understanding of Technology-Mediated Learning Appropriation

2015-05-26 , Janson, Andreas , Söllner, Matthias , Leimeister, Jan Marco

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.

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Investigating the Impact of Different Research Designs on Empirical Results

2014-06-07 , Söllner, Matthias , Voss, Amanda , Niemczyk, Stefan , Geihs, Kurt , Leimeister, Jan Marco , Avital, Michel , Leimeister, Jan Marco , Schultze, Ulrike

Understanding why people use or refuse to use information systems (IS) is a major research area of the IS field. To study related research questions, a plethora of different research designs has been applied in the past. Some studies rely on vignettes or a series of screenshots as treatments before data collection, others have their participants use more or less complete versions of IS in experimental settings. To-date, the results generated from the different studies are usually generalized without actually investigating whether the different research design have an impact on the results. To address this gap, we aim at comparing four different research designs. In detail, we investigate how the degree of active control and the closeness to the actual usage context impact the results of two IS models. Therefore, we develop a 2x2 experimental design including four treatments resembling different specifications of these two dimensions. Our benchmark is a free-simulation experiment, in which participants are supposed to have a high degree of active control as well as are very close to the actual usage context. The other three treatments include a GoPro-video of the free-simulation experiment (low active control), a Click-dummy version of the IS (low closeness to the actual usage context), and a video of a participant using the Click-dummy (low active control and low closeness to the actual usage context). After the collection of our data, we aim at investigating the impact of the different research designs on the collected data. In this research-in-progress paper, we present our motivation, the theoretical background, our hypotheses as well as our research design.

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Bedeutung von Präferenzen für Spielelemente - Analyse und Empfehlungen für die Anpassung von Spielelementen durch Nutzerpräferenzen

2019 , Schöbel, Sofia , Söllner, Matthias , Leimeister, Jan Marco , David, Klaus

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Redesigning University Large Scale Lectures: How To Activate The Learner

2015-08-07 , Oeste, Sarah , Lehmann, Katja , Janson, Andreas , Söllner, Matthias , Leimeister, Jan Marco

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.

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Kulturelle Werte im Rahmen der Aneignung von IT-gestütztem Lernen

2020 , Janson, Andreas , Ernst, Sissy-Josefina , Söllner, Matthias , Leimeister, Jan Marco , Klusmeyer, Jens

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Leitfaden für die Identifikation, Auswahl und Kombination von Gamification-Elementen am Beispiel des Lernkontextes

2019 , Schöbel, Sofia , Söllner, Matthias , Leimeister, Jan Marco , David, Klaus

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