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Jan Marco Leimeister
Title
Prof. Dr.
Last Name
Leimeister
First name
Jan Marco
Email
janmarco.leimeister@unisg.ch
Phone
+41 71 224 3330
Now showing
1 - 10 of 21
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PublicationLeveraging Low Code Development of Smart Personal Assistants: An Integrated Design Approach with the SPADE Method( 2023-03-31)
Scopus© Citations 9 -
PublicationDesigning Conversational Evaluation Tools: A Comparison of Text and Voice Modalities to Improve Response Quality in Course Evaluations(Association for Computing Machinery, 2022-11-11)
Scopus© Citations 3 -
PublicationSupporting Cognitive and Emotional Empathic Writing of StudentsWe present an annotation approach to capturing emotional and cognitive empathy in student-written peer reviews on business models in German. We propose an annotation scheme that allows us to model emotional and cognitive empathy scores based on three types of review components. Also, we conducted an annotation study with three annotators based on 92 student essays to evaluate our annotation scheme. The obtained inter-rater agreement of α = 0.79 for the components and the π = 0.41 for the empathy scores indicate that the proposed annotation scheme successfully guides annotators to a substantial to moderate agreement. Moreover, we trained predictive models to detect the annotated empathy structures and embedded them in an adaptive writing support system for students to receive individual empathy feedback independent of an instructor, time, and location. We evaluated our tool in a peer learning exercise with 58 students and found promising results for perceived empathy skill learning, perceived feedback accuracy, and intention to use. Finally, we present our freely available corpus of 500 empathy-annotated, student-written peer reviews on business models and our annotation guidelines to encourage future research on the design and development of empathy support systems.Type: journal articleJournal: The Joint Conference of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (ACL-IJCNLP 2021)
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PublicationEnhancing Problem-Solving Skills with Smart Personal Assistant TechnologySmart Personal Assistants (SPAs; such as Amazon’s Alexa or Google’s Assistant) let users interact with computers in a more natural and sophisticated way that was not possible before. Although there exists an increasing amount of research of SPA technology in education, empirical evidence of its ability to offer dynamic scaffolding to enhance students problem-solving skills is still scarce. To fill this gap, the aim of this paper is to find out whether interactions with scaffolding-based SPA technology enable students to internalize and apply problem-solving steps on their own in a 10th grade high school and a vocational business school class. Students in the experiment classes completed their assignments using Smart Personal Assistants, whereas students in the control classes completed the same assignments using traditional methods. This study used a mixed-method approach consisting of two field quasi-experiments and one post-experiment focus group discussion. The empirical results revealed that students in the experiment classes acquired significantly more problem-solving skills than those in the control classes (Study 1: p = 0.0396, study 2: p < 0.001), and also uncovered several changes in students’ learning processes. The findings provide first empirical evidence for the value of using SPA technology on skill development in general, and on problem-solving skill development in particular.Type: journal articleJournal: Computers & EducationVolume: 165
Scopus© Citations 52 -
PublicationType: journal article
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PublicationLadders for Learning: Is Scaffolding the Key to Teaching Problem Solving in Technology-mediated Learning Contexts?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.Type: journal articleJournal: Academy of Management Learning & Education (AMLE)Volume: 19Issue: 4
Scopus© Citations 42 -
PublicationValue Co-Creation in Smart Services: A Functional Affordances Perspective on Smart Personal Assistants(Assoc. of Information Systems, 2020-03-09)
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PublicationRechtsverträgliche und qualitätszentrierte Gestaltung für „KI made in Germany“(Springer, 2020)
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PublicationA Research Agenda for the Why, What, and How of Gamification Designs Results on an ECIS 2019 Panel( 2020)
Scopus© Citations 37 -
PublicationDie Simulationsstudie als Evaluationsmethode - Interdisziplinäre Evaluation eines smarten persönlichen Assistenten( 2020)
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