BldgAltEntf E065: Scheißidee

@article{Otto2025,

title = {Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis},

author = {Thorsten Otto},

url = {https://doi.org/10.1016/j.compedu.2025.105330},

doi = {10.1016/j.compedu.2025.105330},

issn = {1873-782X},

year  = {2025},

date = {2025-04-23},

journal = {Computers & Education},

volume = {234},

number = {105330},

issue = {September 2025},

abstract = {Short videos are highly attractive and are becoming increasingly popular among young adults due to their unique properties. However, they also pose a risk of getting used to surface processing and suppressing slow analytic thinking. So far, little is known about the potential impact of short video use (SVU) on learning variables. Therefore, this series of studies aimed to examine the consequences of SVU on rational thinking, academic delay of gratification (ADOG), and a surface learning approach (Study 1) and examine the situational impact of watching a short video collection on those variables except ADOG (Study 2). Further, it was examined whether short video-based learning material is suitable for teaching low-complex material (Study 2). In Study 1, participants (n = 169) completed questionnaires regarding SVU, rational thinking, ADOG, and surface learning approach. For Study 2, participants (n = 123) took part in an online experiment with a 2 (short video collection; present vs. not present) x 2 (learning material; short video-based vs. text-based) between-subject design, completed questionnaires regarding SVU, rational thinking, surface learning approach and answered a quiz regarding knowledge acquisition. The findings reveal that SVU is negatively associated with rational thinking and positively associated with a surface learning approach. Watching a short video collection led to a higher situational surface learning approach, and participants who learned with short videos scored lower on the quiz than those who learned with text. Limitations, implications, and future directions are discussed.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {KI-Planspiel zur Themendisposition: ChatGPT als Assistent zur Themenfindung für wissenschaftliche Arbeiten},

author = {Rita Stampfl and Michael Prodinger},

url = {https://doi.org/10.53349/resource.2024.i4.a1345},

doi = {10.53349/resource.2024.i4.a1345},

issn = {2313-1640},

year  = {2024},

date = {2024-10-15},

journal = {R&E-SOURCE},

volume = {11},

issue = {4},

pages = {119–130},

abstract = {Der Artikel untersucht den Einsatz von ChatGPT in der akademischen Lehre zur Unterstützung der Themenfindung für wissenschaftliche Arbeiten. Angesichts des Digitalen Wandels in der Bildung wird aufgezeigt, wie die Integration von KI die Motivation und das Engagement der Studierenden steigern kann. Durch den Einsatz von ChatGPT in einem strukturierten, iterativen Frage-Antwort-Prozess werden die Studierenden dazu angeleitet, kritisch über ihre vorgeschlagenen Themen nachzudenken und diese gründlich zu prüfen. Der Artikel betont die Wichtigkeit von kritischem Denken sowie Problemlösungsfähigkeiten und zeigt, dass diese Methode nicht nur die Relevanz und Konsistenz der wissenschaftlichen Themen sicherstellt, sondern auch die Entwicklung von Schlüsselkompetenzen fördert. Der Einsatz von künstlicher Intelligenz (KI) wird als effektives Mittel dargestellt, um eine qualitativ hochwertige und nachhaltige Hochschulbildung zu gewährleisten, die die Studierenden auf die Anforderungen des zukünftigen Arbeitsmarktes vorbereitet. Gleichzeitig wird auf die Notwendigkeit hingewiesen, die mit dem Einsatz von KI verbundenen Risiken zu managen.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}