Logo des Repositoriums

Auflistung nach Autor:in "Maitz, Katharina"

1 - 2 von 2
  • Konferenzbeitrag
    Simultaneously Fostering Computational Thinking and Social-Emotional Competencies in 4th Graders Using Scratch: A Feasibility Study
    (Mensch und Computer 2022 - Tagungsband, 2022) Maitz, Katharina; Paleczek, Lisa; Danielowitz, Claudia
    Social-emotional skills and computational thinking are related to problem-solving skills. Even though these are crucial areas in today’s world, they are only rarely taught in school and interventions that target these areas simultaneously are still very rare. We therefore developed a four-day workshop with the aim of fostering computational thinking and social-emotional skills in Grade 4 students. To do so, we used the child-friendly programming language Scratch. In the present paper, we investigate the feasibility of such a workshop. In total, 18 students participated. Data was collected via observation and interviews and analysed by qualitative content analysis. Results showed that students liked working with Scratch and liked working on social-emotional challenges. The workshop was found to work well and students worked independently. Pair work activity was found to be particularly beneficial. Although some issues initially proved challenging (mostly relating to “how to” issues in Scratch), these may easily be addressed by making suitable adaptations to the introduction of the program provided on Day 1 of the workshop.
  • Konferenzbeitrag
    What do Construction Workers Know about Artificial Intelligence? An Exploratory Case Study in an Austrian SME
    (Mensch und Computer 2022 - Tagungsband, 2022) Maitz, Katharina; Fessl, Angela; Pammer-Schindler, Viktoria; Kaiser, Rene; Lindstaedt, Stefanie
    Artificial intelligence (AI) is by now used in many different work settings, including construction industry. As new technologies change business and work processes, one important aspect is to understand how potentially affected workers perceive and understand the existing and upcoming AI in their work environment. In this work, we present the results of an exploratory case study with 20 construction workers in a small Austrian company about their knowledge of and attitudes toward AI. Our results show that construction workers’ understanding of AI as a concept is rather superficial, diffuse, and vague, often linked to physical and tangible entities such as robots, and often based on inappropriate sources of information which can lead to misconceptions about AI and AI anxiety. Learning opportunities for promoting (future) construction workers’ AI literacy should be accessible and understandable for learners at various educational levels and encompass aspects such as i) conveying the basics of digitalization, automation, and AI to enable a clear distinction of these concepts, ii) building on the learners’ actual experience realm, i.e., taking into account their focus on physical, tangible, and visible entities, and iii) reducing AI anxiety by elaborating on the limits of AI.