@inproceedings{welkEvaluatingGamifiedLearning2025,

title = {Evaluating a Gamified Learning App: Usability, User Experience and Learning in Higher Education},

author = {Josefine Welk and Christian Roschke and Dominik Breck and Max Schlosser and Marc Ritter},

doi = {10.33422/ictle.v2i1.1111},

year  = {2025},

date = {2025-01-01},

booktitle = {Vol. 2 No. 1 (2025): The Proceedings of the International Conference on Teaching, Learning and Education},

abstract = {<jats:p>A variety of methods can be used to increase student motivation, for example different types of gamification strategies like leaderboards, badges or experience points. Among such methods, the StudiSQ app incorporates various gamification elements. In the app, students can independently repeat content from courses in the form of quizzes. Gamification elements such as badges, ranking lists and duels are used to increase motivation. Approximately 60 students took part in an evaluation of the app with a focus on usability, user experience and learning effect. The latter was measured using two tests, with some of the participants using StudiSQ to prepare for the second test and others using conventional learning methods. In terms of usability (65.9/100) and user experience (0.61/-3 to 3), results were medium to slightly positive. On average, the test results of all participants deteriorated; students who used StudiSQ performed slightly better (-0.36 vs. -0.63 points). No statistically significant difference was found between the two test groups during the evaluation. Appropriate measures for the design and implementation of follow-up studies were discussed. To promote use by students and teachers, it is also necessary to fix bugs and improve usability. Nevertheless, around 90% of the students would use the app again.</jats:p>},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{welkEvaluierungGamifiziertenLernApp2025,

title = {Evaluierung einer gamifizierten Lern-App: Usability, User Experience und Lerneffekt in der Hochschulbildung},

author = {Josefine Welk and Christian Roschke and Dominik Breck and Max Schlosser and Marc Ritter},

doi = {10.18420/delfi2025_15},

year  = {2025},

date = {2025-01-01},

booktitle = {23. Fachtagung Bildungstechnologien (DELFI 2025)},

abstract = {Gamification-Strategien können motivationssteigernd wirken. Die App StudiSQ nutzt diesen Ansatz, indem sie Lehrinhalte als Quiz vermittelt und Gamification-Elemente, wie Ranglisten und Abzeichen, zur Förderung der Motivation einsetzt. Im Rahmen einer Evaluation wurden ca. 60 Studierende hinsichtlich Usability und User Experience befragt; der Lerneffekt wurde mittels zweier Tests evaluiert. Zur Vorbereitung auf den zweiten Test nutzte eine Gruppe StudiSQ, die andere nicht. Die Usability (65,9/100) und User Experience (0,61/-3 bis 3) wurden durchschnittlich bis leicht positiv bewertet. Im Durchschnitt verschlechterten sich die Testergebnisse aller Teilnehmenden; Studierende, die StudiSQ nutzten, schnitten etwas besser ab (-0,36 vs. -0,63 Punkte). Im Rahmen der Evaluation konnte kein statistisch signifikanter Unterschied zwischen den beiden Testgruppen festgestellt werden. Entsprechende Maßnahmen zur Konzeptionierung und Durchführung von Folgeuntersuchungen wurden diskutiert. Um eine Nutzung durch Studierende und Lehrkräfte zu fördern, sind außerdem Fehlerbehebungen sowie die Verbesserung der Usability notwendig. Dennoch würden ca. 90 % der befragten Studierenden die App wiederverwenden.},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{baumgartEvaluationResearchProposals2025,

title = {Evaluation Research Proposals on Metadata Using Machine Learning Methods},

author = {Matthias Baumgart and Marc Ritter and Roschke Christian and Vodel Matthias and Robert Manthey and Richard Vogel and Claudia Hösel},

doi = {10.1109/icosse65712.2025.00027},

year  = {2025},

date = {2025-01-01},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{welkFlippedDBApplyingFlipped2025,

title = {FlippedDB: Applying a Flipped Classroom Approach in a Basic Database Course},

author = {Josefine Welk},

doi = {https://doi.org/10.33422/ictle.v2i1.1126},

year  = {2025},

date = {2025-01-01},

booktitle = {Vol. 2 No. 1 (2025): The Proceedings of the International Conference on Teaching, Learning and Education},

abstract = {Long input phases in face-to-face courses can be very tiring. Activating methods can help, but they are time-consuming, and students must still engage for the full 90 minutes to absorb the material. These problems can be addressed by using a flipped classroom. Important information is taught using suitable self-study materials, allowing students to divide up the input phases independently. Attendance sessions focus on exercises related to the self-study content. As a result, only short input phases are necessary in attendance and students can participate much more actively in the course. This teaching concept was implemented as part of a basic database course. The self-study phases included learning videos and self-assessment tests. Exercises were conducted during the attendance sessions, with lectures covering advanced concepts and practical sessions focusing on application. A student evaluation was conducted at the end of the semester. Among the 17 students, most responded positively, while two were dissatisfied because they personally disliked the method. In addition, the examination results of the last courses were evaluated. The previous year's course did not use a flipped classroom, while this semester’s course did. The comparison showed that the proportion of students who failed the module had fallen, while the proportion of students who achieved the top grade had risen. In summary, most of the students found the method supportive, which was also reflected in the exam results. These findings suggest that a flipped classroom approach can enhance learning outcomes in basic database courses.},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{thomaskuhnVirtualMittweidaCreating2025,

title = {Virtual Mittweida - Creating a game-based approach to teach artificial intelligence for games},

author = {Alexander Thomas Kühn and Marc Ritter and Manuel Heinzig and Christian Roschke},

doi = {10.54941/ahfe1006339},

year  = {2025},

date = {2025-01-01},

booktitle = {Ahram, Tareq Z. / Falcao, Christianne (eds):Metaverse, Virtual Environments and Game Design: Proceedings of the 16th International Conference on Applied Human Factors and Ergonomics and the Affiliated Conferences, Orlando, Florida, USA, 26-30 July 2025},

abstract = {<jats:p>With the proliferation of computing technologies and an ongoing trend of introducing digital and blended learning aspects into higher education, innovative approaches to teaching complex topics like artificial intelligence (AI) have emerged. Of particular interest is the use of game-based learning approaches. According to problem-based learning theory, providing students with an interactive problem and encouraging them to independently find solutions promotes deeper understanding and skill acquisition. Thus, game-based approaches offer an engaging way for students to explore challenging concepts. However, despite the growing use of game-based methods in fields like economics, their application in computer science - especially in teaching game AI - remains under-explored.Understanding AI is increasingly critical for game development, as modern games emulate human-like behaviour in areas such as decision-making, character routines, and adaptive strategies. While many mechanisms and approaches of agent-level decision-making and planning are well understood, their application in video games poses unique challenges, such as accommodating unpredictable player interactions and ensuring performance efficiency without degrading the player experience. While strategy games like StarCraft or multiplayer online battle arenas like DotA 2 have been of interest as proving grounds for advanced AI training methods, their use in education has been limited due to their high complexity and associated learning curve.This work proposes the development of a novel interactive application to fill this niche. Taking inspiration from city building and management games, the application simulates the campus of the University of Applied Sciences Mittweida, where students are given control of agents acting as archetypal roles of students. The agents' goal is the acquisition of knowledge, an abstract resource gained by participating in courses, requiring the agent to navigate the campus. Students interact with the system through an API that provides information on the state of the simulation and allows issuing commands to specific agents. For example, agents who continuously acquire knowledge over a prolonged period do so at decreasing efficiency. To remedy this, a student implements a routine checking the learning efficiency of all agents, commanding "tired" agents to take a break. Alternatively, the student could train a machine learning algorithm to do the same task, albeit more adaptive. Additionally, the application enables dynamic changes to the environment at runtime, such as adding or removing courses or buildings, simulating player-driven alterations to the game world. By designing decision-making algorithms for these agents, students gain hands-on experience with fundamental AI concepts, i.e. decision trees, bridging the gap between theoretical knowledge and practical application.To evaluate the effectiveness of the application, a comparative study with undergraduate students is planned. Over the course of two semesters, two groups of students will be taught the basics of game AI - one using traditional teaching methods (primarily lectures), the other using a game-based method incorporating the new application. The learning progress of both groups will be monitored using assignments, with students being given a sample project and tasked to develop a game AI solution, i.e. for a non-player character in a first-person shooter.</jats:p>},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{streitDevelopmentEvaluationFeature2025,

title = {Development and Evaluation of a Feature for a University Application to Increase Motivation and Reduce the Dropout rate of Students in Higher Education},

author = {Isabell Streit and Timur Friederici and Erik Herrmann and Dominik Breck and Max Schlosser and Robert Knauf and Matthias Baumgart and Christian Roschke},

doi = {10.20533/iice.2025.0035},

year  = {2025},

date = {2025-01-01},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{welk_evaluating_2025,

title = {Evaluating a Gamified Learning App: Usability, User Experience and Learning in Higher Education},

author = {Josefine Welk and Christian Roschke and Dominik Breck and Max Schlosser and Marc Ritter},

doi = {10.33422/ictle.v2i1.1111},

year  = {2025},

date = {2025-01-01},

booktitle = {Vol. 2 No. 1 (2025): The Proceedings of the International Conference on Teaching, Learning and Education},

abstract = {<jats:p>A variety of methods can be used to increase student motivation, for example different types of gamification strategies like leaderboards, badges or experience points. Among such methods, the StudiSQ app incorporates various gamification elements. In the app, students can independently repeat content from courses in the form of quizzes. Gamification elements such as badges, ranking lists and duels are used to increase motivation. Approximately 60 students took part in an evaluation of the app with a focus on usability, user experience and learning effect. The latter was measured using two tests, with some of the participants using StudiSQ to prepare for the second test and others using conventional learning methods. In terms of usability (65.9/100) and user experience (0.61/-3 to 3), results were medium to slightly positive. On average, the test results of all participants deteriorated; students who used StudiSQ performed slightly better (-0.36 vs. -0.63 points). No statistically significant difference was found between the two test groups during the evaluation. Appropriate measures for the design and implementation of follow-up studies were discussed. To promote use by students and teachers, it is also necessary to fix bugs and improve usability. Nevertheless, around 90% of the students would use the app again.</jats:p>},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{welk_evaluierung_2025,

title = {Evaluierung einer gamifizierten Lern-App: Usability, User Experience und Lerneffekt in der Hochschulbildung},

author = {Josefine Welk and Christian Roschke and Dominik Breck and Max Schlosser and Marc Ritter},

doi = {10.18420/delfi2025_15},

year  = {2025},

date = {2025-01-01},

booktitle = {23. Fachtagung Bildungstechnologien (DELFI 2025)},

abstract = {Gamification-Strategien können motivationssteigernd wirken. Die App StudiSQ nutzt diesen Ansatz, indem sie Lehrinhalte als Quiz vermittelt und Gamification-Elemente, wie Ranglisten und Abzeichen, zur Förderung der Motivation einsetzt. Im Rahmen einer Evaluation wurden ca. 60 Studierende hinsichtlich Usability und User Experience befragt; der Lerneffekt wurde mittels zweier Tests evaluiert. Zur Vorbereitung auf den zweiten Test nutzte eine Gruppe StudiSQ, die andere nicht. Die Usability (65,9/100) und User Experience (0,61/-3 bis 3) wurden durchschnittlich bis leicht positiv bewertet. Im Durchschnitt verschlechterten sich die Testergebnisse aller Teilnehmenden; Studierende, die StudiSQ nutzten, schnitten etwas besser ab (-0,36 vs. -0,63 Punkte). Im Rahmen der Evaluation konnte kein statistisch signifikanter Unterschied zwischen den beiden Testgruppen festgestellt werden. Entsprechende Maßnahmen zur Konzeptionierung und Durchführung von Folgeuntersuchungen wurden diskutiert. Um eine Nutzung durch Studierende und Lehrkräfte zu fördern, sind außerdem Fehlerbehebungen sowie die Verbesserung der Usability notwendig. Dennoch würden ca. 90 % der befragten Studierenden die App wiederverwenden.},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{baumgart_evaluation_2025,

title = {Evaluation Research Proposals on Metadata Using Machine Learning Methods},

author = {Matthias Baumgart and Marc Ritter and Roschke Christian and Vodel Matthias and Robert Manthey and Richard Vogel and Claudia Hösel},

doi = {10.1109/icosse65712.2025.00027},

year  = {2025},

date = {2025-01-01},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{welk_flippeddb_2025,

title = {FlippedDB: Applying a Flipped Classroom Approach in a Basic Database Course},

author = {Josefine Welk},

doi = {https://doi.org/10.33422/ictle.v2i1.1126},

year  = {2025},

date = {2025-01-01},

booktitle = {Vol. 2 No. 1 (2025): The Proceedings of the International Conference on Teaching, Learning and Education},

abstract = {Long input phases in face-to-face courses can be very tiring. Activating methods can help, but they are time-consuming, and students must still engage for the full 90 minutes to absorb the material. These problems can be addressed by using a flipped classroom. Important information is taught using suitable self-study materials, allowing students to divide up the input phases independently. Attendance sessions focus on exercises related to the self-study content. As a result, only short input phases are necessary in attendance and students can participate much more actively in the course. This teaching concept was implemented as part of a basic database course. The self-study phases included learning videos and self-assessment tests. Exercises were conducted during the attendance sessions, with lectures covering advanced concepts and practical sessions focusing on application. A student evaluation was conducted at the end of the semester. Among the 17 students, most responded positively, while two were dissatisfied because they personally disliked the method. In addition, the examination results of the last courses were evaluated. The previous year's course did not use a flipped classroom, while this semester’s course did. The comparison showed that the proportion of students who failed the module had fallen, while the proportion of students who achieved the top grade had risen. In summary, most of the students found the method supportive, which was also reflected in the exam results. These findings suggest that a flipped classroom approach can enhance learning outcomes in basic database courses.},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}