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See detail"Do we need an entire course about it?": Evaluating two years of teaching HCI in computer science
Rohles, Björn UL; Doublet, Sophie UL; Bongard, Kerstin UL et al

Scientific Conference (2022, May 01)

Educators increasingly agree on the importance of teaching Human-Computer Interaction (HCI) to Computer Science (CS) students, but there is debate on how to best integrate HCI into CS curricula ... [more ▼]

Educators increasingly agree on the importance of teaching Human-Computer Interaction (HCI) to Computer Science (CS) students, but there is debate on how to best integrate HCI into CS curricula. Unfortunately, standard course evaluations typically do not provide sufficient insights for improving HCI classes. In the present article, we used a human-centered design approach to evaluate our HCI classes, building on a qualitative study with CS students from four introductory HCI classes over two years. We report on a qualitative assessment through interviews, photo elicitation and sentence completion. Specifically, we addressed four research questions: which contents were the most relevant, how students experienced the courses, how they view the role of HCI in CS, and which outcomes they perceived from the HCI courses. We gathered rich qualitative insights beyond the standard course evaluations and derived concrete enhancements for future course iterations. We discuss implications for other HCI educators and contribute recommendations for the living HCI curriculum. Furthermore, we reflect on the usefulness of our methodological approach to collect in-depth constructive feedback from students. [less ▲]

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See detailBesseres UX-Design durch Concept-Mapping
Rohles, Björn UL

Article for general public (2022)

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See detailCreating positive learning experiences with technology: A field study on the effects of user experience for digital concept mapping
Rohles, Björn UL; Backes, Susanne UL; Fischbach, Antoine UL et al

in Heliyon (2022), 8(4),

Learning and assessment are increasingly mediated by digital technologies. Thus, learners’ experiences with these digital technologies are growing in importance, as they might affect learning and ... [more ▼]

Learning and assessment are increasingly mediated by digital technologies. Thus, learners’ experiences with these digital technologies are growing in importance, as they might affect learning and assessment. The present paper explores the impact of user experience on digital concept mapping. It builds on user experience theory to explain variance in the intention to use digital concept mapping tools and in concept map-based assessment scores. Furthermore, it identifies fulfillment of psychological needs as an important driver of positive experiences. In a field study in three schools and a university (N = 71), we tested two concept mapping prototypes on computers and tablets. We found that user experience is a significant factor explaining variance in intention to use. User experience also explained variance in three out of four concept mapping scores on tablets, potentially related to the lower pragmatic quality of the tablet prototypes. Fulfillment of psychological needs strongly affected perceptions of different qualities of user experience with digital concept mapping. These results indicate that user experience needs to be considered in digital concept mapping to provide a positive and successful environment for learning and assessment. Finally, we discuss implications for designers of digital learning and assessment tools. [less ▲]

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See detailFrom Tool to Experience: Establishing a User Experience Perspective on Digital Concept Mapping
Rohles, Björn UL

Doctoral thesis (2021)

Education today faces difficult challenges, particularly because the complexity of topics or problems is rising and requires that learners see connections across different domain boundaries. Consequently ... [more ▼]

Education today faces difficult challenges, particularly because the complexity of topics or problems is rising and requires that learners see connections across different domain boundaries. Consequently, learners and instructors need a systematic approach to build and assess structural knowledge, supporting them to work with complexity in the 21st century. Digital concept mapping is a promising method to address these challenges. Concept maps are graphical networks of concepts and links with a particular emphasis on explicit semantic relations. Digitalization of concept mapping offers a range of capabilities but also adds challenges of its own. As learners take on a simultaneous role of users, the question of how to purposefully design positive experiences in digital concept mapping becomes a key concern. A digital tool needs to be optimized to allow learners to focus on task-relevant aspects instead of investing cognitive resources into operating the tool. Furthermore, a digital tool can itself be a source of positive experiences, contributing to motivation and reaching the overall educational goals. With an insufficient focus on users, designers and researchers risk creating tools that do not adequately acknowledge the aforementioned impacts on education. The present dissertation argues that the notion of user experience (UX) is adequate for investigating and purposefully shaping learner experiences with concept maps. The dissertation addresses the following research question: How does a user experience-driven approach contribute to digital concept mapping? After a general introduction (Part I), the dissertation builds on eight studies in four main parts: defining objectives of user experience design for digital concept mapping (Part II), investigating user experience design for a digital concept mapping tool (Part III), identifying scoring approaches for concept map-based assessment (Part IV), and investigating the impact of user experience on digital concept mapping (Part V). It concludes with a general discussion (Part VI). Part II presents three studies. Chapter 2 describes a co-design study in four classes. It combined functionality-driven and experience-driven design and identified a requirements profile for a digital concept mapping tool. Chapter 3 describes a storytelling focus group study that identified the role, desired outcomes, and pain points of digital concept mapping in Luxembourgish secondary education. Chapter 4 describes an interview study that identified how digital concept mapping contributes to fulfilling psychological needs. Part III describes the user experience design of a digital concept mapping tool. Chapters 6, 7, 8, and 9 investigate and optimize user experience with a concept mapping tool, building on a combination of critical incidents, think-aloud, card-driven investigation of psychological needs, and interviews. In summary, these studies were able to optimize user experience in digital concept mapping. Part IV addresses the scoring of concept maps which was identified as a key challenge for instructors and researchers in Part II. Chapter 10 is a systematic literature review of criteria used to score concept maps, resulting in a comprehensive framework with three dimensions that define concept map scoring. Finally, Part V presents two studies measuring the impact of a user experience perspective on digital concept mapping. Chapter 11 investigates user experience, psychological needs, intention to use, and concept map scores. Psychological needs strongly determined positive user experience, but not universally across all needs. User experience strongly impacted intention to use. Furthermore, our results indicated the need for further research into the relation between user experience and scores. Chapter 12 presents work in progress on guidelines and a scoring rubric for the meaningful use of multimodal features (like color, shape, or line type) in digital concept mapping. The present dissertation contributes empirical results to establishing a user experience perspective by identifying functional and non-functional goals, contextual factors, desired outcomes, pain points, and functionalities and characteristics of digital concept mapping tools. Furthermore, it outlines how these requirements can be achieved with UX design. The dissertation also contributes theoretical and meta-analytical findings by proposing a profile of psychological needs for concept mapping and deriving a comprehensive framework of criteria used to score concept maps. Finally, the dissertation makes methodological contributions by demonstrating how humans can be systematically involved in shaping their experiences with digital concept maps. The dissertation also provides recommendations for future design and instruction. [less ▲]

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See detailProgressive Web-Apps: Die Dos and Dont's im UX-Design
Christ, Hendrik; Rohles, Björn UL

Article for general public (2021)

Detailed reference viewed: 32 (3 UL)
See detailKnowledge assessment with concept maps: Opportunities and challenges
Rohles, Björn UL; Koenig, Vincent UL; Fischbach, Antoine UL et al

Scientific Conference (2021, July)

21st-century digital society poses tremendous challenges for education and assessment. Learners have to understand the complex relations between diverse topics and learn how to learn their entire lives ... [more ▼]

21st-century digital society poses tremendous challenges for education and assessment. Learners have to understand the complex relations between diverse topics and learn how to learn their entire lives. Concept mapping is a promising approach to address these issues. It is a method that uses concepts connected by labeled links to visualize a semantic network of knowledge. Concept mapping is predestined for a digital approach because it allows for easy interactive editing, innovative test items, and incorporation of multimodal information. Concept mapping is available for summative and formative assessment and, thus, provides the opportunity to become a vital part of modern education. The biggest advantage of concept mapping (i.e., a comprehensive and yet comprehensible visualization of complex relations) also represents the biggest challenge when it comes to assessment with - and scoring of - concept maps. The first challenge is the enormous amount of indicators used for scoring concept maps in assessment. A second challenge comes from the fact that educators using concept mapping in their assessment have to understand and interpret the indicators that are used in scoring concept maps. This presentation reports on a Ph.D. project that investigates digital concept mapping in the context of knowledge assessment from a user experience perspective. The results are based on, first, a comprehensive international systematic literature review on concept map scoring, and second, three empirical studies covering the needs and experiences of learners and educators in concept mapping. It presents key findings from the iterative user experience design of a concept mapping tool as part of the online assessment platform OASYS, an overview of indicators used in concept map scoring, and research opportunities in knowledge assessment with concept maps. Finally, it stresses the value that user experience design brings to knowledge assessment with concept maps. [less ▲]

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See detailConnaissances en matière de durabilité et compréhension de liens complexes – une étude basée sur la cartographie conceptuelle
Rohles, Björn UL; Backes, Susanne UL

in SCRIPT; LUCET (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)

Les questions complexes liées à la durabilité posent des défis majeurs aux apprenant(e)s et aux enseignant(e)s au sein des écoles et des universités : comment représenter des liens complexes de façon ... [more ▼]

Les questions complexes liées à la durabilité posent des défis majeurs aux apprenant(e)s et aux enseignant(e)s au sein des écoles et des universités : comment représenter des liens complexes de façon judicieuse, appropriée et bien lisible, les assimiler et les évaluer ? Les cartes conceptuelles (Concept Maps) constituent une méthode permettant d’illustrer ceci avec précision (Novak & Gowin, 1984). Elle consiste à établir des réseaux formés de termes et de liaisons. Les termes, nommés « concepts », sont pour la plupart représentés par des formes. En ce qui concerne les liaisons, elles sont généralement appelées « connecteurs » et représentées sous la forme de flèches (souvent annotées). Les unités de sens formées par les concepts et les connecteurs sont appelées « propositions » et sont comparables à des phrases dans des textes (Ruiz-Primo & Shavelson, 1996). Les cartes conceptuelles représentent ainsi les liens inhérents à un sujet de façon visuelle et structurée. [less ▲]

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See detailUX-Maturity: Mensch im Fokus, Erfolg im Visier
Rohles, Björn UL

Article for general public (2021)

User experience (UX) is a key success factor in the design of digital products and services. However, companies and other organizations are at different stages when it comes to aligning their processes ... [more ▼]

User experience (UX) is a key success factor in the design of digital products and services. However, companies and other organizations are at different stages when it comes to aligning their processes for a positive UX. UX maturity models help to identify where an organization stands in terms of UX maturity. How can companies use this to systematically design for positive UX and turn it into business advantages? [less ▲]

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See detailWissen zu Nachhaltigkeit und Verständnis für komplexe Zusammenhänge. Eine Concept-Mapping-Studie
Rohles, Björn UL; Backes, Susanne UL

in SCRIPT; LUCET (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Komplexe Themen der Nachhaltigkeit stellen Lernende und Lehrkräfte an Schulen und Universitäten vor große Herausforderungen: Wie können komplexe Zusammenhänge in einer sinnvollen, angemessenen, gut ... [more ▼]

Komplexe Themen der Nachhaltigkeit stellen Lernende und Lehrkräfte an Schulen und Universitäten vor große Herausforderungen: Wie können komplexe Zusammenhänge in einer sinnvollen, angemessenen, gut lesbaren Form dargestellt, erlernt und bewertet werden? Concept Maps sind ein Verfahren, genau dies zu veranschaulichen (Novak & Gowin, 1984). Es handelt sich um Netze aus Begriffen und Verbindungen. Begriffe werden „Konzepte“ genannt und meist in Formen dargestellt. Bei Verbindungen spricht man typischerweise von „Links“ und stellt sie als Pfeile (oft mit Beschriftungen) dar. Sinneinheiten aus Konzepten und Links werden „Propositionen“ genannt und sind mit Sätzen in Texten vergleichbar (Ruiz-Primo & Shavelson, 1996). Auf diese Weise stellen Concept Maps die Zusammenhänge in einem Thema in visueller und strukturierter Form dar. [less ▲]

Detailed reference viewed: 108 (2 UL)
See detailDiversität im UX-Design: Mehr Vielfalt für bessere Experience
Rohles, Björn UL

Article for general public (2020)

In a connected world, target audiences are more diverse than ever before. In UX design, this complexity is a major challenge. However, the right tools allow creating digital services and products that ... [more ▼]

In a connected world, target audiences are more diverse than ever before. In UX design, this complexity is a major challenge. However, the right tools allow creating digital services and products that stand out positively from the rest. [less ▲]

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See detailScoring concept Maps: Insights from an international, systematic literature review
Rohles, Björn UL

Presentation (2019, November 06)

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See detailExperience matters: Bridging the gap between experience- and functionality-driven design in technology-enhanced learning
Rohles, Björn UL; Koenig, Vincent UL; Fischbach, Antoine UL et al

in International Journal on Interaction Design & Architecture(s) (2019), 42

With the growing importance of digital technologies in learning and assessment, it is important to consider user experience (UX) to ensure that tools provide useful functionalities for learning without ... [more ▼]

With the growing importance of digital technologies in learning and assessment, it is important to consider user experience (UX) to ensure that tools provide useful functionalities for learning without overwhelming users, to motivate users and ensure that they have positive learning experiences, and to allow users to realize their potential with the help of technology. Building on a case study of concept mapping for technology-enhanced learning, we combined experience-driven and functionality-driven approaches in co-design sessions in four school classes (67 students). We investigated the anticipated experiences that students imagined as well as the functionalities and characteristics they expected. We found that combining experience-driven and functionality-driven approaches is a valuable method for improving technology-enhanced learning. [less ▲]

Detailed reference viewed: 181 (11 UL)
See detailUX-Testing im Guerilla-Style
Rohles, Björn UL

Article for general public (2019)

Testing the usability and user experience of digital products and services (e.g. websites or apps) usually involves a lot of effort. But this does not necessarily have to be the case: small tests are ... [more ▼]

Testing the usability and user experience of digital products and services (e.g. websites or apps) usually involves a lot of effort. But this does not necessarily have to be the case: small tests are better than none. Especially if they are lean, fast and agile. A look at the powerful tactics of guerrilla UX testing. [less ▲]

Detailed reference viewed: 191 (4 UL)
See detailMit Guerilla zum Prototypen
Rohles, Björn UL

Article for general public (2019)

Little money, little time and still a great user experience? That sounds too good to be true. But the Guerilla-style UX design process promises exactly that. Part 2 of my series on Guerilla-UX is ... [more ▼]

Little money, little time and still a great user experience? That sounds too good to be true. But the Guerilla-style UX design process promises exactly that. Part 2 of my series on Guerilla-UX is dedicated to exploring user needs, brainstorming, and prototyping. [less ▲]

Detailed reference viewed: 71 (5 UL)
See detailMediengestaltung: Der Ausbildungsbegleiter
Rohles, Björn UL; Burkhardt, Ralph; Wolf, Jürgen et al

Book published by Rheinwerk Verlag - 1 (2019)

Detailed reference viewed: 305 (7 UL)
See detailDigitalisierung von Organisationen: Was ist eine digitale Strategie?
Rohles, Björn UL

Article for general public (2018)

Digital transformation profoundly changes how organizations work. This is why organizations need a digital strategy. But what exactly is a digital strategy? And which aspects should it consider?

Detailed reference viewed: 104 (3 UL)
See detailChatbot-Entwicklung: Vom Konzept zum Prototyp
Rohles, Björn UL

Article for general public (2018)

Seit einigen Jahren sind Chatbots nicht mehr aus der Kommunikation von Unternehmen wegzudenken, werden sogar als Alternativen zu Apps gehandelt. Wie man mit Prototyping einen überzeugenden Chatbot baut ... [more ▼]

Seit einigen Jahren sind Chatbots nicht mehr aus der Kommunikation von Unternehmen wegzudenken, werden sogar als Alternativen zu Apps gehandelt. Wie man mit Prototyping einen überzeugenden Chatbot baut, den Nutzer gerne verwenden. [less ▲]

Detailed reference viewed: 461 (4 UL)
See detailGrundkurs gutes Webdesign: Alles, was Sie über Gestaltung im Web wissen müssen
Rohles, Björn UL

Book published by Rheinwerk Verlag - 2 (2017)

Detailed reference viewed: 388 (10 UL)