Logo des Repositoriums

Auflistung nach Autor:in "Manske, Sven"

1 - 5 von 5
  • Konferenzbeitrag
    Conceptcloud: supporting reflection in the online learning environment go-lab
    (DeLFI 2016 -- Die 14. E-Learning Fachtagung Informatik, 2016) Schneegass, Christina; Kizina, Anna; Manske, Sven; Hoppe, H. Ulrich
  • Konferenzbeitrag
    Fake or Real? Analyse physikalischer Phänomene in viralen Videos im forschend-entdeckenden Lernkontext
    (DeLFI 2016 -- Die 14. E-Learning Fachtagung Informatik, 2016) Börner, Julian; Buraczynska, Jessika; Gärtner, Jessica; Nolte, Karl; Priesmeyer, Jessica; Üstek, Ali; Stephan, Catherina; Strasdat, Saskia; Manske, Sven; Hoppe, H. Ulrich
  • Konferenzbeitrag
    The Impact of Guidance and Feedback in Game-Based Computational Thinking Environments
    (DELFI 2021, 2021) Manske, Sven; Feier, Alexia; Frese, Philip; Hölzel, Pia; Iffländer Rodriguez, Maurice; Körner, Joshua; Lichte, Aron; Lena Otto de Mentock, Lena Otto; Kocak, Melinda; Szymczyk, Natalia; Temel,Dilan; Haefs, Mathis; Kersting, Nina; Liewald, Rebekka C.; Bodemer, Daniel
    In this paper we investigated the impact of feedback and guidance on the development of computational thinking skills. To achieve this, we extended a game-based learning environment that aims to foster computational thinking by teaching programming in self-regulated learning scenarios. The learning environment has been enriched with multiple mechanisms to guide learners and provide feedback that is directed towards the development of computational thinking skills, particularly specific abstractions in programming among algorithmic thinking. To assess the impact of guidance and feedback, we conducted an empirical study with 57 participants. The findings indicate that feedback on the logical artifacts can reduce certain code smells and increase the motivation on the part of the learners.
  • Konferenzbeitrag
    Learning by Tagging – Supporting Constructive Learning in Video-Based Environments
    (DeLFI 2018 - Die 16. E-Learning Fachtagung Informatik, 2018) Harbarth, Lydia; Delsing, Svea; Richtscheid, Florian; Yücepur, Volkan; Feldmann, Florian; Akhavanfarm, Milad; Manske, Sven; Othlinghaus, Julia; Hoppe, H. Ulrich
    Using video-based learning materials is a common practice in online learning scenarios today. However, the passive consumption of educational video resources tends to go with low engagement of the learners. Adding interactive features to videos might have the potential to overcome this deficit and might lead to more active learning. We have developed an integrated learning flow that incorporates four interactive features supporting constructive learning: video tagging, flashcards, concept maps, and in-video quizzes. We integrated these features into an exisiting blended learning course and evaluated their respective adoption and acceptance in a user study to gain first insights into the general motivation to use the employed features for individual learning.
  • Konferenzbeitrag
    Sentiment Analysis of Participants Interactions in a Hackathon Context: The Example of a Slack Corpus
    (Mensch und Computer 2022 - Tagungsband, 2022) Feislachen, Sarah; Garus, Philip; Wang, Hong; Podkolin, Eduard; Schlüter, Sarah; Schulze Bernd, Nadine; Nolte, Alexander; Manske, Sven; Chounta, Irene-Angelica
    This paper presents the analysis of participants’ interactions during an online hackathon using Natural Language Processing (NLP) techniques. In particular, we explored the communication of groups facilitated by Slack focusing on the use of emojis. Our findings suggest that most used emojis are positive, while negative emojis appeared rarely. Sentiment of written messages was overall positive and could be linked to topics such as motivation or achievements. Topics about participants’ disappointment regarding their progress or the hackathon organization, technical issues and criticism were associated with negative sentiment. We envision that our work offers insights regarding online communication in group and collaborative contexts with an emphasis on group work and interest-based activities.