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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.
In Fortschreibung des Jahresrückblicks 2018 (Olbertz, NWB 5/2019 S. 266 ) skizziert der vorliegende Beitrag die jüngsten nennenswerten Entwicklungen im Arbeitsrecht des Jahres 2019. Im Bereich der Gesetzgebung, mit dem sich der erste Teil des Beitrags befasst, betrifft dies etwa das Fachkräfteeinwanderungsgesetz, die angestoßenen Schutzvorschriften für Whistleblower oder das gesetzlich verankerte Recht auf Brückenteilzeit. In der arbeitsrechtlichen höchstrichterlichen Rechtsprechung stand das Jahr 2019 insbesondere im Zeichen des Befristungs- und des Urlaubsrechts. Was hier und darüber hinaus wegweisend war, zeigt der zweite Teil des Beitrags.
Integrated voice assistants (IVA) receive more and more attention and are widespread for entertainment use cases, such as radio hearing or web searches. At the same time, the health care segment suffers in process inefficiency and missing staff, whereas the usage of IVA has the potential to improve caring processes and patient satisfaction. By applying a design science approach and based on a qualitative study, we identify IVA requirements, barriers and design guidelines for the health care sector. The results reveal three important IVA functions: the ability to set appointments with care service staff, the documentation of health history and the communication with service staff. Integration, system stability and volume control are the most important nonfunctional requirements. Based on the interview results and project experiences, six design and implementation guidelines are derived.
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.
Verantwortlichkeit, Data Breach, das Ende von Fax & E-Mail: Aufsichtsbehörden mit streitbaren Thesen
(2020)
Textsammlung mit allen für den Datenschutz in Kirchen maßgeblichen Regelwerken: DSGVO, KDG, KDR-OG, DSG-EKD sowie begleitende Verordnungen (KDG-DVO, KDR-OG-DVO und ITSVO-EKD) und Verfahrensgesetze (KDSGO und KiGG.EKD). Die vorliegende Textsammlung enthält die für den Datenschutz der beiden großen Kirchen in Deutschland maßgeblichen Vorschriften: Dies sind, neben der Datenschutz-Grundverordnung, die Normen des kirchlichen Rechts, die neu erlassen bzw. geändert wurden. Weiter sind die verschiedenen Durchführungsverordnungen für die kirchlichen Datenschutzgesetze und die maßgeblichen Normen des kirchlichen Verfahrensrechts abgedruckt. Ergänzt wird das Werk durch Verweise auf maßgebliche Veröffentlichungen der weltlichen und kirchlichen Datenschutzaufsichtsbehörden und weitere Materialien.
Nach dem Scheitern des Privacy Shield hofft der Datenschutzberater Alexander Golland, dass die europäischen Behörden bald konkrete Maßnahmen für den Datentransfer in Drittländer vorschlagen. Auch kleine Unternehmen müssten die Herausforderung bewältigen – sonst wäre das Urteil nur Wasser auf die Mühlen jener, die ohnehin über den Datenschutz schimpfen.
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.