TY - CHAP A1 - Vladova, Gergana A1 - Jennifer, Haase A1 - Stricker, Dennis T1 - Acceptance in Human-Robot Interaction BT - user's personality and the anthropomorphic design of the robot as influencing factors N2 - 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. Y1 - 2022 CY - Sydney 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 - Teichmann, Malte A1 - Vladova, Gergana A1 - Gronau, Norbert T1 - Conception of subject-oriented learning BT - ameso-didactic design framework for learning scenarios for manufacturing JF - SSRN eLibrary / Social Science Research Network N2 - Competence development must change at all didactic levels to meet the new requirements triggered by digitization. Unlike classic learning theories and the resulting popular approaches (e.g., sender-receiver model), future-oriented vocational training must include new learning theory impulses in the discussion about competence acquisition. On the one hand, these impulses are often very well elaborated on the theoretical side, but the transfer into innovative learning environments - such as learning factories - is often still missing. On the other hand, actual learning factory (design) approaches often concentrate primarily on the technical side. Subject-oriented learning theory enables the design of competence development-oriented vocational training projectsin learning factories in which persons can obtain relevant competencies for digitization. At the same time, such learning theory approaches assume a potentially infinite number of learning interests and reasons. Following this, competence development is always located in an institutional or organizational context. The paper conceptionally answers how this theoryimmanent challenge is synthesizable with the reality of organizationally competence development requirements. KW - subject-oriented learning KW - learning scenario for manufacturing KW - didactic framework KW - action problems KW - didactic concept Y1 - 2023 U6 - https://doi.org/10.2139/ssrn.4457995 SN - 1556-5068 PB - Social Science Electronic Publ. CY - [Erscheinungsort nicht ermittelbar] ER - TY - GEN 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 T2 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 160 Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-589077 SN - 1867-5808 IS - 160 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 - 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 - TY - JOUR A1 - Dragičević, Nikolina A1 - Vladova, Gergana A1 - Ullrich, André T1 - Design thinking capabilities in the digital world BT - A bibliometric analysis of emerging trends JF - Frontiers in Education N2 - Recent research suggests that design thinking practices may foster the development of needed capabilities in new digitalised landscapes. However, existing publications represent individual contributions, and we lack a holistic understanding of the value of design thinking in a digital world. No review, to date, has offered a holistic retrospection of this research. In response, in this bibliometric review, we aim to shed light on the intellectual structure of multidisciplinary design thinking literature related to capabilities relevant to the digital world in higher education and business settings, highlight current trends and suggest further studies to advance theoretical and empirical underpinnings. Our study addresses this aim using bibliometric methods—bibliographic coupling and co-word analysis as they are particularly suitable for identifying current trends and future research priorities at the forefront of the research. Overall, bibliometric analyses of the publications dealing with the related topics published in the last 10 years (extracted from the Web of Science database) expose six trends and two possible future research developments highlighting the expanding scope of the design thinking scientific field related to capabilities required for the (more sustainable and human-centric) digital world. Relatedly, design thinking becomes a relevant approach to be included in higher education curricula and human resources training to prepare students and workers for the changing work demands. This paper is well-suited for education and business practitioners seeking to embed design thinking capabilities in their curricula and for design thinking and other scholars wanting to understand the field and possible directions for future research. KW - design thinking KW - digital technologies KW - digital transformation KW - capabilities KW - skills Y1 - 2023 U6 - https://doi.org/10.3389/feduc.2022.1012478 SN - 2504-284X VL - 7 PB - Frontiers CY - Lausanne, Schweiz ER - TY - GEN A1 - Dragičević, Nikolina A1 - Vladova, Gergana A1 - Ullrich, André T1 - Design thinking capabilities in the digital world BT - A bibliometric analysis of emerging trends T2 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe N2 - Recent research suggests that design thinking practices may foster the development of needed capabilities in new digitalised landscapes. However, existing publications represent individual contributions, and we lack a holistic understanding of the value of design thinking in a digital world. No review, to date, has offered a holistic retrospection of this research. In response, in this bibliometric review, we aim to shed light on the intellectual structure of multidisciplinary design thinking literature related to capabilities relevant to the digital world in higher education and business settings, highlight current trends and suggest further studies to advance theoretical and empirical underpinnings. Our study addresses this aim using bibliometric methods—bibliographic coupling and co-word analysis as they are particularly suitable for identifying current trends and future research priorities at the forefront of the research. Overall, bibliometric analyses of the publications dealing with the related topics published in the last 10 years (extracted from the Web of Science database) expose six trends and two possible future research developments highlighting the expanding scope of the design thinking scientific field related to capabilities required for the (more sustainable and human-centric) digital world. Relatedly, design thinking becomes a relevant approach to be included in higher education curricula and human resources training to prepare students and workers for the changing work demands. This paper is well-suited for education and business practitioners seeking to embed design thinking capabilities in their curricula and for design thinking and other scholars wanting to understand the field and possible directions for future research. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 158 KW - design thinking KW - digital technologies KW - digital transformation KW - capabilities KW - skills Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-588468 SN - 1867-5808 IS - 158 ER - TY - JOUR A1 - Vladova, Gergana A1 - Ullrich, André A1 - Sloane, Mona A1 - Renz, André A1 - Tsui, Eric T1 - Editorial: new teaching and learning worlds BT - potentials and limitations of digitalization for innovative and sustainable research and practice in education and training JF - Frontiers in education KW - creativity KW - design thinking KW - digital education KW - 21st century skills KW - open education KW - virtual education Y1 - 2023 U6 - https://doi.org/10.3389/feduc.2023.1175498 SN - 2504-284X VL - 8 SP - 1 EP - 3 PB - Frontiers Media CY - Lausanne ER - TY - CHAP A1 - Vladova, Gergana A1 - Rüdian, Sylvio Leo T1 - From learners to educators BT - development of online courses by students for students T2 - The future of education N2 - 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. KW - future curriculum KW - digitalization KW - online courses KW - COVID-19 Y1 - 2020 UR - https://conference.pixel-online.net/files/foe/ed0010/FP/6824-CUD4792-FP-FOE10.pdf SN - 978-88-85813-87-8 U6 - https://doi.org/10.26352/E618_2384-9509 SN - 2420-9732 VL - 10 PB - Pixel CY - Florenz ER -