TY  - GEN
A1  - Dolezal, Dominik
A1  - Posekany, Alexandra
A1  - Pucher, Robert
A1  - Motschnig, Renate
T1  - Effects of Introducing a Game-Based Student Response System into a Flipped, Person-Centered Classroom on Object-Oriented Design
KW  - Computer Science Education
KW  - Digital Learning
KW  - eLearning
KW  - Computer Science
Y1  - 
ER  - 
TY  - CHAP
A1  - Dolezal, Dominik
A1  - Motschnig, Renate
A1  - Pucher, Robert
T1  - Peer Review As A Tool For Person-Centered Learning: Computer Science Education At Secondary School Level
T2  - International Conference on Interactive Collaborative Learning (ICL 2017)
KW  - Peer Review
KW  - Person-Centered Learning
KW  - Computer Science
KW  - Education
Y1  - 2018
SP  - 468
EP  - 478
ER  - 
TY  - CHAP
A1  - Dolezal, Dominik
A1  - Posekany, Alexandra
A1  - Vittori, Lisa
A1  - Koppensteiner, Gottfried
A1  - Motschnig, Renate
T1  - Fostering 21st Century Skills in Student-Centered Engineering Education at the Secondary School Level: Second Evaluation of The Learning Office
T2  - 2019 IEEE Frontiers in Education Conference (FIE)
KW  - learning office
KW  - engineering education
KW  - person-centered approach
KW  - student-centered classrooms
KW  - 21st century skills
Y1  - 2020
ER  - 
TY  - CHAP
A1  - Dolezal, Dominik
A1  - Posekany, Alexandra
A1  - Motschnig, Renate
A1  - Kirchweger, Theresa
A1  - Pucher, Robert
T1  - Impact of Game-Based Student Response Systems on Factors of Learning in a Person-Centered Flipped Classroom on C Programming
T2  - Proceedings of EdMedia: World Conference on Educational Media and Technology
N2  - Student response systems allow learners to actively contribute to the in-class learning process, while the teacher gets a picture of students’ understanding of the topics at hand. However, not only the teacher is given an evaluation tool, but also the students are able to evaluate their own progress, which is an important aspect in person-centered learning. This paper analyzes the impact of the game-based student response system Kahoot! on a person-centered flipped university course on the introduction to programming and gives recommendations on using quizzes in class. The course was evaluated via anonymous questionnaires before and after introducing regular gamified quizzes. The students’ feedback was extraordinarily positive; the results showed a significant improvement in the satisfaction with the course structure, course design, and perceived suitability of the course material. Hence, evidence found in this research suggests that game-based student response systems provide additional value to flipped classrooms in engineering education.
KW  - Flipped Classroom
Y1  - 
SP  - 1143
EP  - 1153
ER  - 
TY  - CHAP
A1  - Dolezal, Dominik
A1  - Posekany, Alexandra
A1  - Pucher, Robert
A1  - Motschnig, Renate
T1  - Effects of Introducing a Game-Based Student Response System into a Flipped, Person-Centered Classroom on Object-Oriented Design
T2  - Advances in Web-Based Learning, 17th International Conference on Web-based Learning (ICWL 2018)
KW  - Computer Science Education
KW  - Digital Learning
KW  - eLearning
KW  - Computer Science
Y1  - 
ER  -