Informatik

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    Digital Transformation of Education Credential Processes and Life Cycles – A Structured Overview on Main Challenges and Research Questions
    ([Wilmington, DE, USA] : IARIA, [2020], 2020) Keck, Ingo R.; Vidal, Maria-Esther; Heller, Lambert; Mikroyannidis, Alexander; Chang, Maiga; White, Stephen
    In this article, we look at the challenges that arise in the use and management of education credentials, and from the switch from analogue, paper-based education credentials to digital education credentials. We propose a general methodology to capture qualitative descriptions and measurable quantitative results that allow to estimate the effectiveness of a digital credential management system in solving these challenges. This methodology is applied to the EU H2020 project QualiChain use case, where five pilots have been selected to study a broad field of digital credential workflows and credential management. Copyright (c) IARIA, 2020
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    Deutschsprachige Game Studies 2021 – 2031: eine Vorausschau
    (München : Ludwig-Maximilians-Universität München, Institut für Deutsche Philologie, 2021) Inderst, Rudolf; Heller, Lambert
    Rudolf Inderst und Lambert Heller stellen die grundsätzliche Frage, ob Text überhaupt die richtige Form ist, um sich mit digitalen Spielen wissenschaftlich auseinanderzusetzen. Sie sprechen sich dabei für die Etablierung und Verwendung der Form des Videoessays ein, die bereits in ihrer audiovisuellen Materialität dem Gegenstand angemessener sei.
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    An Approach to Evaluate User Interfaces in a Scholarly Knowledge Communication Domain
    (Cham : Springer, 2023) Obrezkov, Denis; Oelen, Allard; Auer, Sören; Abdelnour-Nocera, José L.; Marta Lárusdóttir; Petrie, Helen; Piccinno, Antonio; Winckler, Marco
    The amount of research articles produced every day is overwhelming: scholarly knowledge is getting harder to communicate and easier to get lost. A possible solution is to represent the information in knowledge graphs: structures representing knowledge in networks of entities, their semantic types, and relationships between them. But this solution has its own drawback: given its very specific task, it requires new methods for designing and evaluating user interfaces. In this paper, we propose an approach for user interface evaluation in the knowledge communication domain. We base our methodology on the well-established Cognitive Walkthough approach but employ a different set of questions, tailoring the method towards domain-specific needs. We demonstrate our approach on a scholarly knowledge graph implementation called Open Research Knowledge Graph (ORKG).
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    TinyGenius: Intertwining natural language processing with microtask crowdsourcing for scholarly knowledge graph creation
    (New York,NY,United States : Association for Computing Machinery, 2022) Oelen, Allard; Stocker, Markus; Auer, Sören; Aizawa, Akiko
    As the number of published scholarly articles grows steadily each year, new methods are needed to organize scholarly knowledge so that it can be more efficiently discovered and used. Natural Language Processing (NLP) techniques are able to autonomously process scholarly articles at scale and to create machine readable representations of the article content. However, autonomous NLP methods are by far not sufficiently accurate to create a high-quality knowledge graph. Yet quality is crucial for the graph to be useful in practice. We present TinyGenius, a methodology to validate NLP-extracted scholarly knowledge statements using microtasks performed with crowdsourcing. The scholarly context in which the crowd workers operate has multiple challenges. The explainability of the employed NLP methods is crucial to provide context in order to support the decision process of crowd workers. We employed TinyGenius to populate a paper-centric knowledge graph, using five distinct NLP methods. In the end, the resulting knowledge graph serves as a digital library for scholarly articles.
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    Quality evaluation of open educational resources
    (Cham : Springer, 2020) Elias, Mirette; Oelen, Allard; Tavakoli, Mohammadreza; Kismihok, Gábor; Auer, Sören; Alario-Hoyos, Carlos; Rodríguez-Triana, María Jesús; Scheffel, Maren; Arnedillo-Sánchez, Inmaculada; Dennerlein, Sebastian Maximilian
    Open Educational Resources (OER) are free and open-licensed educational materials widely used for learning. OER quality assessment has become essential to support learners and teachers in finding high-quality OERs, and to enable online learning repositories to improve their OERs. In this work, we establish a set of evaluation metrics that assess OER quality in OER authoring tools. These metrics provide guidance to OER content authors to create high-quality content. The metrics were implemented and evaluated within SlideWiki, a collaborative OpenCourseWare platform that provides educational materials in presentation slides format. To evaluate the relevance of the metrics, a questionnaire is conducted among OER expert users. The evaluation results indicate that the metrics address relevant quality aspects and can be used to determine the overall OER quality.