TY  - CHAP
A1  - Kroll-Ludwigs, Kathrin
ED  - Calliess, Gralf-Peter
T1  - Art. 5 Rom III-Regulation (choice of applicable law by the parties)
T2  - Rome Regulations : commentary
Y1  - 2015
SN  - 9789041147547
PB  - Wolters Kluwer
ET  - 2nd ed.
ER  - 
TY  - CHAP
A1  - Kroll-Ludwigs, Kathrin
ED  - Colliess, Gralf-Peter
T1  - Art. 7 Rome III-Regulation (formal validity)
T2  - Rome Regulations :  commentary
Y1  - 2015
SN  - 9789041147547
PB  - Wolters Kluwer
ET  - 2nd ed.
ER  - 
TY  - JOUR
A1  - Görgens, Stefan
A1  - Greubel, Steffen
A1  - Moosdorf, Andreas
T1  - How to mobilize 20,000 people: Perspectives on retail and consumer goods
Y1  - 2013
SP  - 52
EP  - 58
ER  - 
TY  - JOUR
A1  - Moosdorf, Andreas
T1  - It’s not just the Talent, it’s the Knowledge Transfer Method
JF  - GC Ticker
Y1  - 2009
IS  - 1
SP  - 16
EP  - 16
ER  - 
TY  - BOOK
A1  - Moosdorf, Andreas
T1  - The determinants of international knowledge transfer effectiveness - conceptual advances and empirical verification
Y1  - 2008
N1  - The University of Leeds > Leeds University Business School. Thesis (PhD)
ER  - 
TY  - CHAP
A1  - Eggert, Mathias
T1  - Big Data Research - How to Structure the Changes of the Past Decade?
T2  - The Art of Structuring
N2  - In the past decade, many IS researchers focused on researching the phenomenon of Big Data. At the same time, the relevance of data protection gets more attention than ever before. In particular, since the enactment of the European General Data Protection Regulation in May 2018 Information Systems research should provide answers for protecting personal data. The article at hand presents a structuring framework for Big Data research outcome and the consideration of data protection. IS Researchers might use the framework in order to structure Big Data literature and to identify research gaps that should be addressed in the future.
Y1  - 2019
SN  - 978-3-030-06234-7
U6  - http://dx.doi.org/10.1007/978-3-030-06234-7_26
SP  - 271
EP  - 281
PB  - Springer
CY  - Cham
ER  - 
TY  - CHAP
A1  - Eggert, Mathias
T1  - Understanding the acceptance of smart home-based insurances
T2  - Proceedings of the 27th European Conference on Information Systems (ECIS), Stockholm & Uppsala, Sweden, June 8-14, 2019
Y1  - 2019
SN  - 978-1-7336325-0-8
SP  - 1
EP  - 15
ER  - 
TY  - CHAP
A1  - Ernhardt, Selina
A1  - Drumm, Christian
A1  - van Gog, Tamara
A1  - Brand-Gruwel, Saskia
A1  - Jarodzka, Halszka
T1  - Through the eyes of a programmer : a research project on how to foster programming education with eye-tracking technology
T2  - Tagungsband zur 32. AKWI-Jahrestagung vom 15.09.2019 bis 18.09.2019 an der Fachhochschule für Angewandte Wissenschaften Aachen
Y1  - 2019
SN  - 978-3-944330-62-4
SP  - 42
EP  - 47
PB  - Mana-Buch
CY  - Heide
ER  - 
TY  - CHAP
A1  - Eggert, Mathias
A1  - Stanke, Max-Alexander
T1  - Adoption of Integrated Voice Assistants in Health Care– Requirements and Design Guidelines
T2  - 15th International Conference on Wirtschaftsinformatik, March 08-11, 2020 Potsdam, Germany
Y1  - 2020
U6  - http://dx.doi.org/10.30844/wi_2020_k2-eggert
SP  - 1
EP  - 16
ER  - 
TY  - JOUR
A1  - Emhardt, Selina
A1  - Jarodzka, Halszka
A1  - Brand-Gruwel, Saskia
A1  - Drumm, Christian
A1  - Gog, Tamara van
T1  - Introducing eye movement modeling examples for programming education and the role of teacher's didactic guidance
JF  - ETRA '20 Short Papers: ACM Symposium on Eye Tracking Research and Applications
N2  - In this article, we introduce how eye-tracking technology might become a promising tool to teach programming skills, such as debugging with ‘Eye Movement Modeling Examples’ (EMME). EMME are tutorial videos that visualize an expert's (e.g., a programming teacher's) eye movements during task performance to guide students’ attention, e.g., as a moving dot or circle. We first introduce the general idea behind the EMME method and present studies that showed first promising results regarding the benefits of EMME to support programming education. However, we argue that the instructional design of EMME varies notably across them, as evidence-based guidelines on how to create effective EMME are often lacking. As an example, we present our ongoing research on the effects of different ways to instruct the EMME model prior to video creation. Finally, we highlight open questions for future investigations that could help improving the design of EMME for (programming) education.
Y1  - 2020
U6  - http://dx.doi.org/10.1145/3379156.3391978
IS  - Art. 52
SP  - 1
EP  - 4
PB  - ACM
CY  - New York
ER  -