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 - JOUR A1 - Timme, Michael T1 - Die Unwirksamkeit von auf Öffnungsklauseln in Gemeinschaftsordnungen fußenden Beschlüssen JF - Monatsschrift für deutsches Recht Y1 - 2019 U6 - http://dx.doi.org/10.9785/mdtr-2019-731509 SN - 0340-1812 IS - 15 SP - 904 EP - 905 PB - Verlag Dr. Otto Schmidt CY - Köln 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 - 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 - TY - JOUR A1 - Klettke, Tanja A1 - Homburg, Carsten A1 - Gell, Sebastian T1 - How to measure analyst forecast effort JF - European Accounting Review N2 - We introduce a new way to measure the forecast effort that analysts devote to their earnings forecasts by measuring the analyst's general effort for all covered firms. While the commonly applied effort measure is based on analyst behaviour for one firm, our measure considers analyst behaviour for all covered firms. Our general effort measure captures additional information about analyst effort and thus can identify accurate forecasts. We emphasise the importance of investigating analyst behaviour in a larger context and argue that analysts who generally devote substantial forecast effort are also likely to devote substantial effort to a specific firm, even if this effort might not be captured by a firm-specific measure. Empirical results reveal that analysts who devote higher general forecast effort issue more accurate forecasts. Additional investigations show that analysts' career prospects improve with higher general forecast effort. Our measure improves on existing methods as it has higher explanatory power regarding differences in forecast accuracy than the commonly applied effort measure. Additionally, it can address research questions that cannot be examined with a firm-specific measure. It provides a simple but comprehensive way to identify accurate analysts. Y1 - 2015 U6 - http://dx.doi.org/10.1080/09638180.2014.909291 SN - 0963-8180 VL - 24 IS - 1 SP - 129 EP - 146 PB - Taylor & Francis CY - London ER - TY - JOUR A1 - Timme, Michael T1 - Rechtsprechungsübersicht zum Wohnraummietrecht JF - Monatsschrift für Deutsches Recht Y1 - 2021 U6 - http://dx.doi.org/10.9785/mdtr-2021-750113 SN - 2194-4202 VL - 75 IS - 1 SP - 6 EP - 11 PB - Verlag Dr. Otto Schmidt CY - Köln ER - TY - JOUR A1 - Emhardt, Selina N. A1 - Jarodzka, Halszka A1 - Brand-Gruwel, Saskia A1 - Drumm, Christian A1 - Niehorster, Diederick C. A1 - van Gog, Tamara T1 - What is my teacher talking about? Effects of displaying the teacher’s gaze and mouse cursor cues in video lectures on students’ learning JF - Journal of Cognitive Psychology N2 - Eye movement modelling examples (EMME) are instructional videos that display a teacher’s eye movements as “gaze cursor” (e.g. a moving dot) superimposed on the learning task. This study investigated if previous findings on the beneficial effects of EMME would extend to online lecture videos and compared the effects of displaying the teacher’s gaze cursor with displaying the more traditional mouse cursor as a tool to guide learners’ attention. Novices (N = 124) studied a pre-recorded video lecture on how to model business processes in a 2 (mouse cursor absent/present) × 2 (gaze cursor absent/present) between-subjects design. Unexpectedly, we did not find significant effects of the presence of gaze or mouse cursors on mental effort and learning. However, participants who watched videos with the gaze cursor found it easier to follow the teacher. Overall, participants responded positively to the gaze cursor, especially when the mouse cursor was not displayed in the video. KW - Instructional design KW - eye movement modelling examples KW - video learning Y1 - 2022 U6 - http://dx.doi.org/10.1080/20445911.2022.2080831 SN - 2044-5911 SP - 1 EP - 19 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Büdenbender, Martin T1 - Auswirkungen der europäischen Energiepolitik auf den deutschen Atomausstieg JF - Zeitschrift für Energiewirtschaft N2 - Nach der Bundestagswahl am 27. September 2009 steht der Atomausstieg in Deutschland wieder ganz oben auf der politischen Agenda. Eine aktuelle Bestandsaufnahme aller ma\geblichen Argumente erscheint somit zwingend notwendig. Dabei sollte der Blickwinkel nicht national beschränkt bleiben, sondern vor allem der Einfluss der europäischen Dimension dieser Thematik miteinbezogen werden. Auf europäischer Ebene zeigt sich eine Position zu Gunsten der Kernenergie. Unter den 27 EU-Staaten findet gerade eine Renaissance der Atomkraft statt. Die drei europäischen Organe befürworten den umfangreichen Einsatz der Kernenergie als langfristigen Bestandteil des Energieträgermix. Deutschland gehört mit seinem Beschluss zum Atomausstieg einer Minderheit an. Als Teil eines immer stärker zusammen wachsenden und letztendlich vollständig integrierten europäischen Strommarktes wird Deutschland langfristig stets mit Atomstrom versorgt werden. Dies gilt losgelöst von dem Einsatz von Kernkraftwerken im Inland. Eine Abschaltung der Anlagen führt damit nicht zur Zielerreichung der Atomkraftgegner, sondern lediglich zu zusätzlichen energietechnischen Herausforderungen bei der Sicherstellung der deutschen Stromversorgung. Der deutsche Atomausstieg sollte aus diesem Grund von der neuen Bundesregierung zurück genommen werden. Y1 - 2009 SN - 1866-2765 U6 - http://dx.doi.org/10.1007/s12398-009-0039-4 VL - 33 IS - 4 SP - 341 EP - 350 PB - Vieweg CY - Wiesbaden ER - TY - JOUR A1 - Büdenbender, Martin T1 - Der Atomausstieg in Deutschland – ein zukunftsfähiger Sonderweg im europäischen Kontext? JF - atw International Journal for Nuclear Power T2 - Opting out of the Peaceful Use of Nuclear Power in Germany — A Promising Special Approach in the European Context KW - Kernenergie KW - Atomausstieg KW - Europäische Energiepolitik Y1 - 2009 SN - 14315254 VL - 54 IS - 10 SP - 616 EP - 627 PB - Inforum CY - Berlin ER -