TY - JOUR A1 - Wotschack, Philip A1 - Vladova, Gergana A1 - de Paiva Lareiro, Patricia A1 - Thim, Christof T1 - Learning via assistance systems in industrial manufacturing BT - an experimental study in an Industry 4.0 environment JF - Journal of workplace learning N2 - Purpose The purpose of this paper is to investigate how learning solely via an assistance system influences work performance compared with learning with a combination of an assistance system and additional training. While the training literature has widely emphasised the positive role of on-the-job training, particularly for groups that are often underrepresented in formalised learning situations, organisational studies have stressed the risks that emerge when holistic process knowledge is lacking and how this negatively affects work performance. This study aims at testing these negative effects within an experimental design. Design/methodology/approach This paper uses a laboratory experimental design to investigate how assistance-system-guided learning influences the individuals’ work performance and work satisfaction compared with assistance-system-guided learning combined with theoretical learning of holistic process knowledge. Subjects were divided into two groups and assigned to two different settings. In the first setting, the participants used the assistance systems as an orientation and support tool right at the beginning and learned the production steps exclusively in this way. In the second setting, subjects received an additional 10-min introduction (treatment) at the beginning of the experiment, including detailed information regarding the entire work process. Findings This study provides evidence that learners provided with prior process knowledge achieve a better understanding of the work process leading to higher levels of productivity, quality and work satisfaction. At the same time, the authors found evidence for differences among workers’ ability to process and apply this additional information. Subjects with lower productivity levels faced more difficulties processing and applying additional process information. Research limitations/implications Methodologically, this study goes beyond existing research on assistance systems by using a laboratory experimental design. Though the external validity of this method is limited by the artificial setting, it is a solid way of studying the impact of different usages of digital assistance systems in terms of training. Further research is required, however, including laboratory experiments with larger case numbers, company-level case studies and analyses of survey data, to further confirm the external validity of the findings of this study for the workplace. Practical implications This study provides some first evidence that holistic process knowledge, even in low-skill tasks, has an added value for the production process. This study contributes to firms' training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation. Social implications This study indicates the advantage for companies and societies to invest in additional skills and training and points at the limitations of assistance systems. This paper also contributes to training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation. Originality/value This study extends existing research on digital assistance systems by investigating their role in job-related-training. This paper contributes to labour sociology and organisational research by confirming the importance of holistic process knowledge as opposed to a solely task-oriented digital introduction. KW - information technology KW - training KW - knowledge KW - workplace learning KW - new technology Y1 - 2023 U6 - https://doi.org/10.1108/JWL-09-2022-0119 SN - 1366-5626 SN - 1758-7859 VL - 35 IS - 9 SP - 235 EP - 258 PB - Emerald CY - Bradford ER - TY - JOUR A1 - Vladova, Gergana A1 - Gronau, Norbert T1 - KI-basierte Assistenzsysteme in betrieblichen Lernprozessen JF - Industrie 4.0 Management : Gegenwart und Zukunft industrieller Geschäftsprozesse N2 - Assistenzsysteme finden im Kontext der digitalen Transformation immer mehr Einsatz. Sie können Beschäftigte in industriellen Produktionsprozessen sowohl in der Anlern- als auch in der aktiven Arbeitsphase unterstützen. Kompetenzen können so arbeitsplatz- und prozessnah sowie bedarfsorientiert aufgebaut werden. In diesem Beitrag wird der aktuelle Forschungsstand zu den Einsatzmöglichkeiten dieser Assistenzsysteme diskutiert und mit Beispielen illustriert. Es werden unter anderem auch Herausforderungen für den Einsatz aufgezeigt. Am Ende des Beitrags werden Potenziale für die zukünftige Nutzung von AS in industriellen Lernprozessen und für die Forschung identifiziert. KW - KI KW - kognitive Assistenzsysteme KW - betriebliche Lernprozesse KW - Weiterbildung Y1 - 2022 U6 - https://doi.org/10.30844/I40M_22-2_11-14 SN - 2364-9216 SN - 2364-9208 VL - 38 IS - 2 SP - 11 EP - 14 PB - GITO mbH Verlag für Industrielle Informationstechnik und Organisation CY - Berlin ER - TY - JOUR A1 - Ullrich, André A1 - Vladova, Gergana A1 - Marquart, Danny A1 - Braun, Andreas A1 - Gronau, Norbert T1 - An overwiew of benefits and risks in open innovation projects and the influence of intermediary participation, decision-making authority, experience, and position on their perception JF - International journal of innovation management : IJIM N2 - This paper presents an exploratory study investigating the influence of the factors (1) intermediary participation, (2) decision-making authority, (3) position in the enterprise, and (4) experience in open innovation on the perception and assessment of the benefits and risks expected from participating in open innovation projects. For this purpose, an online survey was conducted in Germany, Austria and Switzerland. The result of this paper is an empirical evidence showing whether and how these factors affect the perception of potential benefits and risks expected within the context of open innovation project participation. Furthermore, the identified effects are discussed against the theory. Existing theory regarding the benefits and risks of open innovation is expanded by (1) finding that they are perceived mostly independently of the factors, (2) confirming the practical relevance of benefits and risks, and (3) enabling a finer distinction between their degrees of relevance according to respective contextual specifics. KW - Open innovation KW - intermediaries KW - benefits KW - decision-making KW - experience; KW - risks Y1 - 2022 U6 - https://doi.org/10.1142/S1363919622500128 SN - 1363-9196 SN - 1757-5877 VL - 26 IS - 02 PB - World Scientific Publ. CY - Singapore ER - TY - JOUR A1 - Ullrich, André A1 - Vladova, Gergana A1 - Eigelshoven, Felix A1 - Renz, André T1 - Data mining of scientific research on artificial intelligence in teaching and administration in higher education institutions BT - a bibliometrics analysis and recommendation for future research JF - Discover artificial intelligence N2 - Teaching and learning as well as administrative processes are still experiencing intensive changes with the rise of artificial intelligence (AI) technologies and its diverse application opportunities in the context of higher education. Therewith, the scientific interest in the topic in general, but also specific focal points rose as well. However, there is no structured overview on AI in teaching and administration processes in higher education institutions that allows to identify major research topics and trends, and concretizing peculiarities and develops recommendations for further action. To overcome this gap, this study seeks to systematize the current scientific discourse on AI in teaching and administration in higher education institutions. This study identified an (1) imbalance in research on AI in educational and administrative contexts, (2) an imbalance in disciplines and lack of interdisciplinary research, (3) inequalities in cross-national research activities, as well as (4) neglected research topics and paths. In this way, a comparative analysis between AI usage in administration and teaching and learning processes, a systematization of the state of research, an identification of research gaps as well as further research path on AI in higher education institutions are contributed to research. Y1 - 2022 U6 - https://doi.org/10.1007/s44163-022-00031-7 SN - 2731-0809 VL - 2 PB - Springer CY - Cham ER - TY - JOUR A1 - Scheel, Laura A1 - Vladova, Gergana A1 - Ullrich, André T1 - The influence of digital competences, self-organization, and independent learning abilities on students’ acceptance of digital learning JF - International journal of educational technology in higher education N2 - Despite digital learning disrupting traditional learning concepts and activities in higher education, for the successful integration of digital learning, the use and acceptance of the students are essential. This acceptance depends in turn on students’ characteristics and dispositions, among other factors. In our study, we investigated the influence of digital competences, self-organization, and independent learning abilities on students’ acceptance of digital learning and the influence of their acceptance on the resistance to the change from face-to-face to digital learning. To do so, we surveyed 350 students and analyzed the impact of the different dispositions using ordinary least squares regression analysis. We could confirm a significant positive influence of all the tested dispositions on the acceptance of digital learning. With the results, we can contribute to further investigating the underlying factors that can lead to more positive student perceptions of digital learning and build a foundation for future strategies of implementing digital learning into higher education successfully. KW - Digital learning KW - Technology acceptance model KW - Digital competences KW - Self-organization KW - Independent learning KW - Higher education Y1 - 2022 U6 - https://doi.org/10.1186/s41239-022-00350-w SN - 2365-9440 VL - 19 IS - 44 PB - Springer CY - Cham ER - TY - JOUR A1 - Haase, Jennifer A1 - Vladova, Gergana A1 - Bender, Benedict T1 - Dating on a different stage, but with the same habits BT - an analysis of offline vs. online dating behavior JF - PsyArXiv N2 - This study aims to compare online vs. offline flirting and dating behavior using the example of the location-based real-time dating (LBRTD) app Tinder, a popular dating platform. We focus on persons' self-descriptions like self-esteem, social desirability, state social anxiety, and adjustment behavior on Tinder and the perceived data privacy of the app. Data was gathered using a survey approach with Tinder users reporting their behavior in offline and online settings. The comparison between offline and online behavior was made using Response Surface Analysis. The results suggest that the different conditions of the natural and digital worlds do not influence the individual's behavior and emotional perception. The results are analyzed and discuss gender, age, motivation to use the app, and the user's relationship status. KW - Online behavior KW - Online Dating KW - Data Privacy KW - Self-esteem KW - Tinder Y1 - 2022 U6 - https://doi.org/10.31234/osf.io/kj68b IS - 245 ER -