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Sabine Seufert
Title
Prof. Dr.
Last Name
Seufert
First name
Sabine
Email
sabine.seufert@unisg.ch
Phone
+41 71 224 2632
Homepage
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1 - 10 of 79
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PublicationUsage of and attitudes towards AI-technology in the learning processes of first-year students( 2023)
;Jan Delcker ;Joana Heil ;Dirk IfenthalerType: conference paperJournal: Proceedings of the 20th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2023) -
PublicationComputer Supported Argumentation Learning: Design of a Learning Scenario in Academic Writing by Means of a Conjecture Map( 2023)Patcharin PanjabureeIn academic writing, the competency to argue is important. However, first-year students often have difficulties to construct good arguments. Advances in natural language processing (NLP) have made it possible to better analyze the writing quality of texts. New tools have emerged which can give students individual feedback on their texts and the structure of their arguments. While the use of these argumentation learning support tools can help create better texts, using them in an academic context also carries risks. Learning scenarios are needed that promote argumentation competency using argumentation tools while also making students aware of their limitations. To address this issue, this paper investigates how a learning design with an argumentation learning support tool can be developed to increase the argumentation competency of first-year students. The conjecture-mapping technique was used, to visualize our assumptions and illustrate the developed learning design. As part of a fi rst design cycle, the learning design was tested with 80 students in seven academic writing classes at the University of St.Gallen in Switzerland. Preliminary findings suggest that the learning design might be helpful to improve the argumentation competency as well as the data-literacy of students (in relation to argumentation tools). However, further research is necessary to confirm or reject our hypotheses.Type: conference paperJournal: Proceedings of the 15th International Conference on Computer Supported EducationVolume: 1
Scopus© Citations 2 -
PublicationEducational Chatbots for Collaborative Learing: Results of a Design Experiment in a Middle School( 2022-11-09)Educational chatbots promise many benefits for teaching and learning. Although chatbot use cases in this research field are rapidly growing, most studies focus on individual users rather than on collaborative group settings. To address this issue, this paper investigates how chatbot-mediated learning can be designed to foster middle school students in team-based assignments. Using an educational design research approach, quality indicators of educational chatbots were derived from the literature, which served as a guideline for the development of the chatbot Tubo (meaning tutoring bot). Tubo is part of a web-based team learning environment in which students can chat with each other and collaboratively work on their group assignments. As a team member and tutor of each group, Tubo guides the students through the learning journey by different scaffolding elements and helps with content-related questions the students have. As part of a first design cycle, the chatbot application was tested with a school class of a technical vocational school in Switzerland. The received feedback suggests that the approach of team-based learning with chatbots has a lot of potential from the students' and teachers' point of view. However, the role distribution of the individual group members may have to be further specified to address the different needs of autonomous as well as more control-oriented students.Type: conference paper
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PublicationMicro- and Macro-Level Features of NLP-Based Writing Tools in Higher Education( 2022-12-02)
;Panjaburee, Patcharin ;Pichitpornchai, ChailerdType: conference paper -
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Scopus© Citations 7 -
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