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Auflistung nach Schlagwort "Cognitive Load"

1 - 3 von 3
  • Konferenzbeitrag
    5Code – An Integrated Programming Environment for Beginners
    (i-com: Vol. 15, No. 1, 2016) Dahm, Markus; Barnjak, Frano; Heilemann, Moritz
    Based on experience in teaching programming, we developed the integrated development environment (IDE) 5Code especially to support beginners. As a first step, a simple, understandable formula was developed how to advance from the problem to the program in 5 operative steps: In order to reduce the cognitive load of the learners effectively, 5Code was designed such that all 5 steps are permanently presented, accessible and executable. Thus, learners are provided with the entire programming context from presentation of the task via own notes and annotations to the code area. Learners can mark and annotate any part of the given task’s text; these annotations can be edited as notes with own comments. Furthermore, the notes can be dragged into the code area, where they are shown as comments in the coding language. Any modifications in the comments are synchronized between notes and code. 5Code is implemented as a web-application. It is used in university introductory courses on object oriented programming.
  • Konferenzbeitrag
    Augmentation through Generative AI: Exploring the Effects of Human-AI Interaction and Explainable AI on Service Performance
    (Mensch und Computer 2024 - Workshopband, 2024) Reinhard, Philipp
    Generative artificial intelligence (GenAI), particularly large language models (LLMs), offer new capabilities of natural language understanding and generation, potentially reducing employee stress and high turnover rates in customer service delivery. However, these systems also present risks, such as generating convincing but erroneous responses, known as hallucinations and confabulations. Thus, this study investigates the impact of GenAI on service performance in customer support settings, emphasizing augmentation over automation to address three key inquiries: identifying patterns of GenAI infusion that alter service routines, assessing the effects of human-AI interaction on cognitive load and task performance, and evaluating the role of explainable AI (XAI) in detecting erroneous responses such as hallucinations. Employing a design science research approach, the study combines literature reviews, expert interviews, and experimental designs to derive implications for designing GenAI-driven augmentation. Preliminary findings reveal three key insights: (1) Service employees play a critical role in retaining organizational knowledge and delegating decisions to GenAI agents; (2) Utilizing GenAI co-pilots significantly reduces the cognitive load during stressful customer interactions; and (3) Novice employees face challenges in discerning accurate AI-generated advice from inaccurate suggestions without additional explanatory context.
  • Konferenzbeitrag
    Getch: a Web App for Personalized and Cooperative Learning Path Documentation
    (21. Fachtagung Bildungstechnologien (DELFI), 2023) Frohn, Julia; Wehrmann, Frank; Bechinie, Dominik
    In order to reduce the cognitive load of students, the web app getch supports documenting, structuring and presenting individual or joint learning paths using different types of media (recordings, writings, photographs, videos, formulas or files) depending on a learner's individual preferences. In addition, it allows for various forms of cooperative and co-constructive learning. It was designed to help balance the field of tension between personalized and cooperative learning that is constitutive for inclusive as well as digital learning settings. Due to its conceptual openness, getch can be used across subjects and supports participative learning processes.