Vienna University of Education

www.phwien.ac.at
Vienna, Austria

Time filter

Source Type

PubMed | Vienna University of Education, Vienna University of Economics and Business, Wirtschatsuniversitat Wien, Harvard University and University of Innsbruck
Type: Journal Article | Journal: Proceedings of the National Academy of Sciences of the United States of America | Year: 2015

One of the cornerstones of the R system for statistical computing is the multitude of packages contributed by numerous package authors. This amount of packages makes an extremely broad range of statistical techniques and other quantitative methods freely available. Thus far, no empirical study has investigated psychological factors that drive authors to participate in the R project. This article presents a study of R package authors, collecting data on different types of participation (number of packages, participation in mailing lists, participation in conferences), three psychological scales (types of motivation, psychological values, and work design characteristics), and various socio-demographic factors. The data are analyzed using item response models and subsequent generalized linear models, showing that the most important determinants for participation are a hybrid form of motivation and the social characteristics of the work design. Other factors are found to have less impact or influence only specific aspects of participation.


Wernbacher T.,Danube University Krems | Pfeiffer A.,Danube University Krems | Wagner M.,Vienna University of Education | Hofstatter J.,Ovos
Proceedings of the European Conference on Games-based Learning | Year: 2012

During the past two years we developed a physics game following a unique design principle. Many educational games currently available on the market solely focus on knowledge transfer following a behaviourist principle (Annetta, 2010). The learner is confronted with more or less demanding tasks which are solved using the trial and error method (Skinner, 1938). Learning success is directly assessed using a simple feedback system ("right", "wrong"). Furthermore the audio visual quality of interactive learning software often can't keep up with video games today's target group has become accustomed to. We decided to take a different path. Since fun of play is considered as one of the key elements of an elaborated game playing experience (Vorderer et al., 2004), we decided to design a fun filled and action packed learning game built around a serious topic: renewable energies. The content of the game is based on the physics curriculum while the graphical and audio visual quality of "Ludwig" was designed to stand a comparison with common triple a games. We crafted the game using the powerful open source software Unity. This tool empowered us to create an immersive game environment which was inspired by the look and feel of World of Warcraft. A simple formula "learning goal = game goal" defined the core game mechanics. Based on a constructivist paradigm "Ludwig" offers challenges in an interactive 3d world while learning takes place in an authentic context (McLellan, 1985). Players are allowed to explore the game world, to experiment in virtual laboratories and to solve problems freely while their actions directly lead to consequences and positive feedback by the game. The players actions leave a trace in the game world fostering individual experiences of self-efficacy (Bandura, 1977). Numerous feedback iterations with the target group consisting of students and teachers secured a satisfying level of quality regarding the learning content, the gameplay and the look & feel of "Ludwig". We decided to use an iterative design principle which empowers players to become game designers (Wagner, 2009). By applying qualitative and quantitative methods we gained insights in the applicability of variable quality assurance strategies. Students reflected on the playability of the game, on the usability of the interface and finally on motivational aspects (learning motivation, interest for physics). Teachers reflected on the potential benefits and problems of using "Ludwig" in class. The results of the formative (quality assurance workshops) as well as the summative evaluation (assessment of motivational, cognitive and learning processes) show that "Ludwig" can foster learning processes if game based learning is combined with established teaching methods and material.


Putz V.,Vienna University of Education | Svozil K.,Vienna University of Technology
Soft Computing | Year: 2015

We consider ways of conceptualizing, rendering and perceiving quantum music and quantum art in general. Thereby, we give particular emphasis to its non-classical aspects, such as coherent superposition and entanglement. © 2015 Springer-Verlag Berlin Heidelberg


Greller W.,Vienna University of Education | Ebner M.,University of Graz | Schon M.,University of Graz
Communications in Computer and Information Science | Year: 2014

Much has been written lately about the potential of Learning Analytics for improving learning and teaching. Nevertheless, most of the contributions to date are concentrating on the abstract theoretical or algorithmic level, or, deal with academic efficiencies like teachers' grading habits. This paper wants to focus on the value that Learning Analytics brings to pedagogic interventions and feedback for reflection. We first analyse what Learning Analytics has to offer in this respect, and, then, present a practical use case of applied Learning Analytics for didactic support in primary school Arithmetic. © Springer International Publishing Switzerland 2014.


Drachsler H.,Welten Institute Open University of Netherlands | Greller W.,Vienna University of Education
ACM International Conference Proceeding Series | Year: 2016

The widespread adoption of Learning Analytics (LA) and Educational Data Mining (EDM) has somewhat stagnated recently, and in some prominent cases even been reversed following concerns by governments, stakeholders and civil rights groups about privacy and ethics applied to the handling of personal data. In this ongoing discussion, fears and realities are often indistinguishably mixed up, leading to an atmosphere of uncertainty among potential beneficiaries of Learning Analytics, as well as hesitations among institutional managers who aim to innovate their institution's learning support by implementing data and analytics with a view on improving student success. In this paper, we try to get to the heart of the matter, by analysing the most common views and the propositions made by the LA community to solve them. We conclude the paper with an eight-point checklist named DELICATE that can be applied by researchers, policy makers and institutional managers to facilitate a trusted implementation of Learning Analytics. © 2016 ACM.


Our life is to a high extent penetrated by the economy. Economic education should therefore enable young people to act in a self-determined and responsible way in a democratic setting - to orientate themselves, to shape opinions and to act. Knowledge is also necessary, but not exclusively. Tests usually just evaluate the capacity to memorise and at the best the capacity to connect matters, but not the abilities mentioned above. Comparing the two basic paradigms of economic education, i.e., economistic (categorical) education and everyday life-oriented socio-economic education, makes clear that in the subject "Geography and Economic Education" as well as in the didactics of Geography and Economic Education, the essential society-space-economy-context is compatible to the latter paradigm. Thus, the didactically legitimate choice of topics in the paradigm of socio-economic education is based primarily on four subject areas: private household, consumption, work and society. Especially at the lower secondary level, to a lesser extent also at the higher secondary level of schools providing general education, socio-economic education is not understood to be just a reduced version of business economics and macroeconomics. To which extent this orientation is practised at the lower secondary level was the central question of an empirical study (n = 527) conducted at Viennese schools (New Secondary Schools as well as Lower Level Academic Secondary Schools). This study surveyed also the teachers' perception of the significance as well as the difficulty of teaching economic topics. Analysis was performed using qualitative content analysis and contextual analysis. Results related to the estimated importance of economic topics show that for 54% of the respondents "society economy" is the most important topic, with a big gap followed by "labour economics" and "consumption economics". Economy of private households, the primary living environment for children and adolescents, is obviously of little importance for teachers. When teachers highlighted economic subjects difficult to teach, they referred at a rate of 81% again to "society economy". For Geography and Economic Education instruction in schools the following three conclusions are drawn: (1) Schools should take advantage of their contacts to professionals and enterprises. (2) References to everyday life and the living environment of pupils are inherent to almost all economic themes and questions and should be activated. (3) Since no certain answer is available to several questions, controversially designed learning environments should be preferred. As confirmed by this study, all this is already implemented at the lower secondary level, but needs to be intensified and expanded.


Jevsnik S.,IstanbulTechnical University | Kalaoglu F.,IstanbulTechnical University | Terliksiz S.,IstanbulTechnical University | Purgaj J.,Vienna University of Education
Tekstilec | Year: 2014

3D computer technologies are closely linked to all textile fields ranging from the designing and constructing of fabrics and garments, virtual human body presentations, interactive virtual prototyping to virtual fashion shows and e-trading. This paper offers a review of frequently used methods for fabric simulation. The review is divided into two parts. The first part of the paper comprises currently used techniques, followed by the presentation of basic terms and fabric parameters required for fabric simulations. The second part discusses the approaches and methods for constructing computer models of fabrics. In conclusion, the list of used techniques and parameters for defining a computer fabric model are presented together with given future guidance.


Wagner-Menghin M.,Medical University of Vienna | Preusche I.,Medical University of Vienna | Schmidts M.,Medical University of Vienna | Schmidts M.,Vienna University of Education
Wiener Medizinische Wochenschrift | Year: 2015

In clinical skills training objective structured clinical examinations (OSCEs) are the method of choice to foster learning. Hence, implementing them is challenging and expensive. Thus it is investigated how an alternative procedure that keeps OSCE’s essential elements, but assigns less stations to each student, works in terms of validity and justifiability. Data of n = 694 students, each taking five tasks drawn semi-randomized out of a pool of 26 tasks, strictly aligned with learning objectives, are analyzed. Despite unsurprisingly low overall reliability, a justifiable pass/fail decision is possible for 480 students (69 %). The remaining group (n = 210, 30 %) is indeed larger than with longer OSCEs, and would need ongoing assessment. The tasks’ psychometric quality contributes to exams construct validity. Resource preserving short practical skills assessment is educationally valid and feasible with MedUniVienna’s human medicine cohorts of n = 680. © 2015, Springer-Verlag Wien.


PubMed | Upper Austria University of Applied Sciences and Vienna University of Education
Type: | Journal: Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 | Year: 2016

The present study reports a high-quality evaluation of the ViSC Social Competence Program, which was implemented large scale in Austria. A rigorous test of program effectiveness has been performed to investigate the dynamic change of aggressive behavior and victimization and to ensure a high level of statistical conclusion validity. A cluster randomized control study was applied to examine program effectiveness regarding aggressive behavior and victimization. In sum, 1,377 adolescents (48.5% girls, M


Vienna University of Education | Entity website

Voraussetzungen fr ein Auslandssemester: Kein Rckstand im Studienverlauf Notendurchschnitt besser oder gleich "2" (es wird der Notendurchschnitt aller vergangenen Semester berechnet) Kriterien zur Auswahl der Lehrveranstaltungen im Ausland Partner-Universitten: Die PH WIen pflegt derzeit Kontakte mit rund 90 Partnerinstitutionen europaweit. Fr den APS-Bereich (Liste / pdf) Fr den IBB-Bereich (Liste / pdf) Zustzliche Infos finden Sie unter folgenden Links: Wichtige Hinweise fr Erasmus+Studierende: Ca ...

Loading Vienna University of Education collaborators
Loading Vienna University of Education collaborators