TY  - JOUR
A1  - Golland, Alexander
A1  - Kelbch, Niklas
T1  - Kartellrecht vs. Datenschutzrecht: Rechtsgrundlagen für die Datenverarbeitung in sozialen Netzwerken
JF  - DSB Datenschutz-Berater
Y1  - 2023
SN  - 0170-7256
IS  - 9
SP  - 247
EP  - 249
PB  - DFV Mediengruppe
CY  - Frankfurt a.M.
ER  - 
TY  - BOOK
A1  - Drumm, Christian
A1  - Knigge, Marlene
A1  - Scheuermann, Bernd
A1  - Weidner, Stefan
T1  - Einstieg in SAP ERP: Geschäftsprozesse, Komponenten, Zusammenhänge : erklärt am Beispielunternehmen Global Bike
Y1  - 2019
SN  - 978-3-8362-6298-9
SN  - 978-3-8362-8206-2 E-ISBN
N1  - auch als E-Book verfügbar
PB  - Rheinwerk Publishing
CY  - Bonn
ET  - 1. Auflage
ER  - 
TY  - JOUR
A1  - Drumm, Christian
A1  - Emhardt, Selina N.
A1  - Kok, Ellen M.
A1  - Jarodzka, Halzka
A1  - Brand-Gruwel, Saskia
A1  - van Gog, Tamara
T1  - How Experts Adapt Their Gaze Behavior When Modeling a Task to Novices
JF  - Cognitive science
N2  - Domain experts regularly teach novice students how to perform a task. This often requires them to adjust their behavior to the less knowledgeable audience and, hence, to behave in a more didactic manner. Eye movement modeling examples (EMMEs) are a contemporary educational tool for displaying experts’ (natural or didactic) problem-solving behavior as well as their eye movements to learners. While research on expert-novice communication mainly focused on experts’ changes in explicit, verbal communication behavior, it is as yet unclear whether and how exactly experts adjust their nonverbal behavior. This study first investigated whether and how experts change their eye movements and mouse clicks (that are displayed in EMMEs) when they perform a task naturally versus teach a task didactically. Programming experts and novices initially debugged short computer codes in a natural manner. We first characterized experts’ natural problem-solving behavior by contrasting it with that of novices. Then, we explored the changes in experts’ behavior when being subsequently instructed to model their task solution didactically. Experts became more similar to novices on measures associated with experts’ automatized processes (i.e., shorter fixation durations, fewer transitions between code and output per click on the run button when behaving didactically). This adaptation might make it easier for novices to follow or imitate the expert behavior. In contrast, experts became less similar to novices for measures associated with more strategic behavior (i.e., code reading linearity, clicks on run button) when behaving didactically.
Y1  - 2020
U6  - https://doi.org/10.1111/cogs.12893
SN  - 1551-6709
VL  - 44
IS  - 9
PB  - Wiley
CY  - Weinheim
ER  -