@inproceedings{VladovaUllrichSultanowetal.2023,
  author    = {Vladova, Gergana and Ullrich, Andr{\´e} and Sultanow, Eldar and Tobolla, Marinho and Sebrak, Sebastian and Czarnecki, Christian and Brockmann, Carsten},
  title     = {Visual analytics for knowledge management},
  series = {Informatik 2023},
  booktitle = {Informatik 2023},
  editor    = {Klein, Maike and Krupka, Daniel and Winter, Cornelia and Wohlgemuth, Volker},
  publisher = {Gesellschaft f{\"u}r Informatik e.V. (GI)},
  address   = {Bonn},
  isbn      = {978-3-88579-731-9},
  issn      = {1617-5468},
  doi       = {10.18420/inf2023_187},
  pages     = {1851 -- 1870},
  year      = {2023},
  abstract  = {The management of knowledge in organizations considers both established long-term processes and cooperation in agile project teams. Since knowledge can be both tacit and explicit, its transfer from the individual to the organizational knowledge base poses a challenge in organizations. This challenge increases when the fluctuation of knowledge carriers is exceptionally high. Especially in large projects in which external consultants are involved, there is a risk that critical, company-relevant knowledge generated in the project will leave the company with the external knowledge carrier and thus be lost. In this paper, we show the advantages of an early warning system for knowledge management to avoid this loss. In particular, the potential of visual analytics in the context of knowledge management systems is presented and discussed. We present a project for the development of a business-critical software system and discuss the first implementations and results.},
  language  = {en}
}
@inproceedings{VladovaJenniferStricker2022,
  author    = {Vladova, Gergana and Jennifer, Haase and Stricker, Dennis},
  title     = {Acceptance in Human-Robot Interaction},
  address   = {Sydney},
  year      = {2022},
  abstract  = {This paper aims to contribute to exploring the design possibilities of robots for use in human-robot interaction. In an experiment, we investigate the influence of the human's personality and the robot's design, especially its humanization, on its acceptance. We use the Almere model, the Big 5 personality traits, and the anthropomorphic gestalt variants to build the foundation for our investigation. The assumption that an anthropomorphized robot variant would, in principle, be preferred to the standard variant when a natural choice is enforced could not be evidenced in our experiment. This allows for the interpretation that anthropomorphism does not necessarily lead to intentional perception and, consequently, does not guarantee that it can automatically generate acceptance.},
  language  = {en}
}
@inproceedings{VladovaRuedian2020,
  author    = {Vladova, Gergana and R{\"u}dian, Sylvio Leo},
  title     = {From learners to educators},
  series = {The future of education},
  volume    = {10},
  booktitle = {The future of education},
  publisher = {Pixel},
  address   = {Florenz},
  isbn      = {978-88-85813-87-8},
  issn      = {2420-9732},
  doi       = {10.26352/E618_2384-9509},
  pages     = {5},
  year      = {2020},
  abstract  = {The rapid growth of technology and its evolving potential to support the transformation of teaching and learning in post-secondary institutions is a major challenge to the basic understanding of both the university and the communities it serves. In higher education, the standard forms of learning and teaching are increasingly being challenged and a more comprehensive process of differentiation is taking place. Student-centered teaching methods are becoming increasingly important in course design and the role of the lecturer is changing from the knowledge mediator to moderator and learning companion. However, this is accelerating the need for strategically planned faculty support and a reassessment of the role of teaching and learning. Even though the benefits of experience-based learning approaches for the development of life skills are well known, most knowledge transfer is still realized through lectures in higher education. Teachers have the goal to design the curriculum, new assignments, and share insights into evolving pedagogy. Student engagement could be the most important factor in the learning success of university students, regardless of the university program or teaching format. Against this background, this article presents the development, application, and initial findings of an innovative learning concept. In this concept, students are allowed to deal with a scientific topic, but instead of a presentation and a written elaboration, their examination consists of developing an online course in terms of content, didactics, and concept to implement it in a learning environment, which is state of the art. The online courses include both self-created teaching material and interactive tasks. The courses are created to be available to other students as learning material after a review process and are thus incorporated into the curriculum.},
  language  = {en}
}