@inproceedings{ZaehlTheisWolfetal.2023, author = {Z{\"a}hl, Philipp M. and Theis, Sabine and Wolf, Martin and K{\"o}hler, Klemens}, title = {Teamwork in software development and what personality has to do with it - an overview}, series = {Virtual, Augmented and Mixed Reality}, booktitle = {Virtual, Augmented and Mixed Reality}, editor = {Chen, Jessie Y. C. and Fragomeni, Gino}, publisher = {Springer}, address = {Cham}, isbn = {978-3-031-35633-9 (Print)}, doi = {10.1007/978-3-031-35634-6_10}, pages = {130 -- 153}, year = {2023}, abstract = {Due to the increasing complexity of software projects, software development is becoming more and more dependent on teams. The quality of this teamwork can vary depending on the team composition, as teams are always a combination of different skills and personality types. This paper aims to answer the question of how to describe a software development team and what influence the personality of the team members has on the team dynamics. For this purpose, a systematic literature review (n=48) and a literature search with the AI research assistant Elicit (n=20) were conducted. Result: A person's personality significantly shapes his or her thinking and actions, which in turn influences his or her behavior in software development teams. It has been shown that team performance and satisfaction can be strongly influenced by personality. The quality of communication and the likelihood of conflict can also be attributed to personality.}, language = {en} } @inproceedings{ZaehlBiewendtWolfetal.2022, author = {Z{\"a}hl, Philipp M. and Biewendt, Marcel and Wolf, Martin and Eggert, Mathias}, title = {Requirements for Competence Developing Games in the Environment of SE Competence Development}, series = {Angewandte Forschung in der Wirtschaftsinformatik 2022}, booktitle = {Angewandte Forschung in der Wirtschaftsinformatik 2022}, publisher = {GITO}, address = {Berlin}, isbn = {978-3-95545-409-8}, doi = {10.30844/AKWI_2022_05}, pages = {73 -- 88}, year = {2022}, abstract = {Many of today's factors make software development more and more complex, such as time pressure, new technologies, IT security risks, et cetera. Thus, a good preparation of current as well as future software developers in terms of a good software engineering education becomes progressively important. As current research shows, Competence Developing Games (CDGs) and Serious Games can offer a potential solution. This paper identifies the necessary requirements for CDGs to be conducive in principle, but especially in software engineering (SE) education. For this purpose, the current state of research was summarized in the context of a literature review. Afterwards, some of the identified requirements as well as some additional requirements were evaluated by a survey in terms of subjective relevance.}, language = {en} } @article{KoehlerRoepkeWolf2021, author = {K{\"o}hler, Klemens and R{\"o}pke, Ren{\´e} and Wolf, Martin}, title = {Through a mirror darkly - On the obscurity of teaching goals in game-based learning in IT security}, series = {ISAGA 2019: Simulation Gaming Through Times and Disciplines}, journal = {ISAGA 2019: Simulation Gaming Through Times and Disciplines}, publisher = {Springer}, address = {Cham}, doi = {10.1007/978-3-030-72132-9_6}, pages = {61 -- 73}, year = {2021}, abstract = {Teachers and instructors use very specific language communicating teaching goals. The most widely used frameworks of common reference are the Bloom's Taxonomy and the Revised Bloom's Taxonomy. The latter provides distinction of 209 different teaching goals which are connected to methods. In Competence Developing Games (CDGs - serious games to convey knowledge) and in IT security education, a two- or three level typology exists, reducing possible learning outcomes to awareness, training, and education. This study explores whether this much simpler framework succeeds in achieving the same range of learning outcomes. Method wise a keyword analysis was conducted. The results were threefold: 1. The words used to describe teaching goals in CDGs on IT security education do not reflect the whole range of learning outcomes. 2. The word choice is nevertheless different from common language, indicating an intentional use of language. 3. IT security CDGs use different sets of terms to describe learning outcomes, depending on whether they are awareness, training, or education games. The interpretation of the findings is that the reduction to just three types of CDGs reduces the capacity to communicate and think about learning outcomes and consequently reduces the outcomes that are intentionally achieved.}, language = {en} } @incollection{IbanezSanchezWolf2020, author = {Ibanez-Sanchez, Gema and Wolf, Martin}, title = {Interactive Process Mining-Induced Change Management Methodology for Healthcare}, series = {Interactive Process Mining in Healthcare}, booktitle = {Interactive Process Mining in Healthcare}, publisher = {Springer}, address = {Cham}, isbn = {978-3-030-53993-1 (Online)}, doi = {10.1007/978-3-030-53993-1_16}, pages = {267 -- 293}, year = {2020}, abstract = {The adoption of the Digital Health Transformation is a tremendous paradigm change in health organizations, which is not a trivial process in reality. For that reason, in this chapter, it is proposed a methodology with the objective to generate a changing culture in healthcare organisations. Such a change culture is essential for the successful implementation of any supporting methods like Interactive Process Mining. It needs to incorporate (mostly) new ways of team-based and evidence-based approaches for solving structural problems in a digital healthcare environment.}, language = {en} } @article{RoepkeKoehlerDruryetal.2020, author = {Roepke, Rene and K{\"o}hler, Klemens and Drury, Vincent and Schroeder, Ulrik and Wolf, Martin and Meyer, Ulrike}, title = {A pond full of phishing games - analysis of learning games for anti-phishing education}, series = {Model-driven Simulation and Training Environments for Cybersecurity. MSTEC 2020}, journal = {Model-driven Simulation and Training Environments for Cybersecurity. MSTEC 2020}, publisher = {Springer}, address = {Cham}, isbn = {978-3-030-62433-0}, doi = {10.1007/978-3-030-62433-0_32020}, pages = {41 -- 60}, year = {2020}, abstract = {Game-based learning is a promising approach to anti-phishing education, as it fosters motivation and can help reduce the perceived difficulty of the educational material. Over the years, several prototypes for game-based applications have been proposed, that follow different approaches in content selection, presentation, and game mechanics. In this paper, a literature and product review of existing learning games is presented. Based on research papers and accessible applications, an in-depth analysis was conducted, encompassing target groups, educational contexts, learning goals based on Bloom's Revised Taxonomy, and learning content. As a result of this review, we created the publications on games (POG) data set for the domain of anti-phishing education. While there are games that can convey factual and conceptual knowledge, we find that most games are either unavailable, fail to convey procedural knowledge or lack technical depth. Thus, we identify potential areas of improvement for games suitable for end-users in informal learning contexts.}, language = {en} } @article{KoenigWolf2018, author = {K{\"o}nig, Johannes Alexander and Wolf, Martin}, title = {GHOST: An Evaluated Competence Developing Game for Cybersecurity Awareness Training}, series = {International Journal on Advances in Security}, volume = {11}, journal = {International Journal on Advances in Security}, number = {3 \& 4}, publisher = {IARIA Journals}, issn = {1942-2636}, pages = {274 -- 287}, year = {2018}, abstract = {To train end users how to interact with digital systems is indispensable to ensure a strong computer security. 'Competence Developing Game'-based approaches are particularly suitable for this purpose because of their motivation-and simulation-aspects. In this paper the Competence Developing Game 'GHOST' for cybersecurity awareness trainings and its underlying patterns are described. Accordingly, requirements for an 'Competence Developing Game' based training are discussed. Based on these requirements it is shown how a game can fulfill these requirements. A supplementary game interaction design and a corresponding evaluation study is shown. The combination of training requirements and interaction design is used to create a 'Competence Developing Game'-based training concept. A part of these concept is implemented into a playable prototype that serves around one hour of play respectively training time. This prototype is used to perform an evaluation of the game and training aspects of the awareness training. Thereby, the quality of the game aspect and the effectiveness of the training aspect are shown.}, language = {en} } @inproceedings{KoenigVoelkerWolf2018, author = {K{\"o}nig, Johannes Alexander and V{\"o}lker, Veronika and Wolf, Martin}, title = {The user-focused storybuilding framework for competence developing games - a design-framework considering the basics of an educational game's story}, series = {ACHI 2018 : The Eleventh International Conference on Advances in Computer-Human Interactions}, booktitle = {ACHI 2018 : The Eleventh International Conference on Advances in Computer-Human Interactions}, isbn = {978-1-61208-616-3}, pages = {98 -- 106}, year = {2018}, abstract = {During the development of a Competence Developing Game's (CDG) story it is indispensable to understand the target audience. Thereby, CDGs stories represent more than just the plot. The Story is about the Setting, the Characters and the Plot. As a toolkit to support the development of such a story, this paper introduces the UserFocused Storybuilding (short UFoS) Framework for CDGs. The Framework and its utilization will be explained, followed by a description of its development and derivation, including an empirical study. In addition, to simplify the Framework use regarding the CDG's target audience, a new concept of Nine Psychographic Player Types will be explained. This concept of Player Types provides an approach to handle the differences in between players during the UFoS Framework use. Thereby, this article presents a unique approach to the development of target group-differentiated CDGs stories.}, language = {en} } @inproceedings{KoenigWolf2018, author = {K{\"o}nig, Johannes Alexander and Wolf, Martin}, title = {Cybersecurity awareness training provided by the competence developing game GHOST}, series = {ACHI 2018 : The Eleventh International Conference on Advances in Computer-Human Interactions}, booktitle = {ACHI 2018 : The Eleventh International Conference on Advances in Computer-Human Interactions}, isbn = {978-1-61208-616-3}, pages = {81 -- 87}, year = {2018}, abstract = {This paper introduces a Competence Developing Game (CDG) for the purpose of a cybersecurity awareness training for businesses. The target audience will be discussed in detail to understand their requirements. It will be explained why and how a mix of business simulation and serious game meets these stakeholder requirements. It will be shown that a tablet and touchscreen based approach is the most suitable solution. In addition, an empirical study will be briefly presented. The study was carried out to examine how an interaction system for a 3D-tablet based CDG has to be designed, to be manageable for non-game experienced employees. Furthermore, it will be explained which serious content is necessary for a Cybersecurity awareness training CDG and how this content is wrapped in the game}, language = {en} } @inproceedings{DowidatKoenigWolf2017, author = {Dowidat, Linda and K{\"o}nig, Johannes Alexander and Wolf, Martin}, title = {The motivational competence developing game framework}, series = {Mensch und Computer 2017 - Tagungsband}, booktitle = {Mensch und Computer 2017 - Tagungsband}, publisher = {Gesellschaft f{\"u}r Informatik e.V.}, address = {Regensburg}, doi = {10.18420/muc2017-mci-0130}, pages = {15 -- 26}, year = {2017}, abstract = {Competence Developing Games (CDGs) are a new concept of how to think about games with serious intentions. In order to emphasize on this topic, a new framework has been developed. It basically relies on learning and motivation theories. This 'motivational Competence Developing Game Framework' demonstrates how it is possible to use these theories in a CDG development process. The theoretical derivation and use of the framework is explained in this paper.}, language = {en} } @inproceedings{KoenigWolf2016, author = {K{\"o}nig, Johannes Alexander and Wolf, Martin}, title = {The pyramid assessment framework for 'competence developing games'}, series = {Communications in Computer and Information Science}, volume = {618}, booktitle = {Communications in Computer and Information Science}, editor = {Stephanidis, C.}, publisher = {Springer}, isbn = {978-331940541-4}, issn = {1865-0929}, doi = {10.1007/978-3-319-40542-1_37}, pages = {232 -- 237}, year = {2016}, language = {en} }