TY - CHAP A1 - Golland, Alexander A1 - Ohrtmann, Jan-Peter T1 - Video surveillance: The supervisory authorities’ view andrecent case law T2 - Turning Point in Data Protection Law Y1 - 2020 SN - 978-3-8487-6909-4 U6 - http://dx.doi.org/10.5771/9783748921561-175 SP - 175 EP - 178 PB - Nomos CY - Baden-Baden ER - TY - CHAP A1 - Golland, Alexander T1 - Struggling with users’ consent: Economic approach to solve the issue of coupling T2 - Turning Point in Data Protection Law Y1 - 2020 SN - 978-3-8487-6909-4 U6 - http://dx.doi.org/10.5771/9783748921561-121 SP - 121 EP - 126 PB - Nomos CY - Baden-Baden 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 - 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 - CHAP A1 - Eggert, Mathias A1 - Edelbauer, Thomas Rudolf T1 - Gamified Information Systems for Assisted Living Facilities - Relevant Design Guidelines, Affordances and Adoption Barriers T2 - 15th International Conference on Wirtschaftsinformatik, March 08-11, 2020 Potsdam, Germany Y1 - 2020 U6 - http://dx.doi.org/10.30844/wi_2020_f3-eggert SP - 1 EP - 16 ER - TY - JOUR A1 - Eggert, Mathias A1 - Alberts, Jens T1 - Frontiers of business intelligence and analytics 3.0: a taxonomy-based literature review and research agenda JF - Business Research N2 - Researching the field of business intelligence and analytics (BI & A) has a long tradition within information systems research. Thereby, in each decade the rapid development of technologies opened new room for investigation. Since the early 1950s, the collection and analysis of structured data were the focus of interest, followed by unstructured data since the early 1990s. The third wave of BI & A comprises unstructured and sensor data of mobile devices. The article at hand aims at drawing a comprehensive overview of the status quo in relevant BI & A research of the current decade, focusing on the third wave of BI & A. By this means, the paper’s contribution is fourfold. First, a systematically developed taxonomy for BI & A 3.0 research, containing seven dimensions and 40 characteristics, is presented. Second, the results of a structured literature review containing 75 full research papers are analyzed by applying the developed taxonomy. The analysis provides an overview on the status quo of BI & A 3.0. Third, the results foster discussions on the predicted and observed developments in BI & A research of the past decade. Fourth, research gaps of the third wave of BI & A research are disclosed and concluded in a research agenda. Y1 - 2020 U6 - http://dx.doi.org/10.1007/s40685-020-00108-y SN - 2198-2627 VL - 2020 IS - 13 SP - 685 EP - 739 PB - Springer CY - Heidelberg 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 - http://dx.doi.org/10.1111/cogs.12893 SN - 1551-6709 VL - 44 IS - 9 PB - Wiley CY - Weinheim ER -