@inbook{11408,
  abstract     = {{Innovationen in der Hochschulbildung führen nicht per se zu gesteigerter Nachfrage oder Akzeptanz aufseiten der relevanten Bildungsgruppen (Krone & Pinkl, 2017). Im Fall KI-gestützter Innovationen im Kontext akademischen Lehrens und Lernens kommt erschwerend hinzu, dass weder Lernende noch Lehrende der Technik unvoreingenommen begegnen: Vorbehalte gegenüber KI werden hier zu kritischen Erfolgsfaktoren für die Implementierung innovativer Technologie (Schäfer & Keppler, 2013, S. 5). Während im technologischen, bildungswissenschaftlichen und didaktischen Bereich bereits Forschungsergebnisse und auch erste Implementationen vorliegen, ist die Akzeptanzforschung vor allem in Bezug auf die Studierendenperspektive gegenüber KI-Anwendungen noch vergleichsweise gering entwickelt (Kieslich et al., 2019). Der vorliegende Beitrag adressiert diesen »blinden Fleck« anhand einer Übersicht über grundlegende Konzepte und Modelle aus dem Bereich der Akzeptanzforschung. Anhand aktueller KI-Trends werden zunächst allgemeine Überlegungen zur Akzeptanz abgeleitet. Auf Basis theoretischer Grundlagen zum Gegenstand der Akzeptanz, der Exemplifikation an einem Fallbeispiel sowie einer Synopse relevanter Modelle wird anschließend kritisch diskutiert, welche Bedeutung der Akzeptanzforschung zum KI-Einsatz in der Hochschulbildung künftig zugemessen werden kann. Der Beitrag stellt eine Anregung und Orientierung für empirische Untersuchungen dar.}},
  author       = {{Watanabe, Alice and Schmohl, Tobias and Schelling, Kathrin}},
  booktitle    = {{Künstliche Intelligenz in der Bildung}},
  editor       = {{de Witt, Claudia  and Gloerfeld,  Christina  and Wrede,  Silke Elisabeth }},
  isbn         = {{978-3-658-40078-1}},
  pages        = {{263--289}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Akzeptanzforschung zum Einsatz Künstlicher Intelligenz in der Hochschulbildung : Eine kritische Bestandsaufnahme}}},
  doi          = {{10.1007/978-3-658-40079-8_13}},
  year         = {{2023}},
}

@misc{9930,
  author       = {{Lange-Hegermann, Markus and Schmohl, Tobias and Watanabe, Alice and Schelling, Kathrin and Heiss, Stefan and Rubart, Jessica}},
  booktitle    = {{Künstliche Intelligenz in der Hochschulbildung: Chancen und Grenzen des KI-gestützten Lernens und Lehrens}},
  editor       = {{Schmohl, Tobias and Watanabe, Alice and Schelling, Kathrin}},
  isbn         = {{978-3-8376-5769-2}},
  pages        = {{161--172}},
  publisher    = {{transcript Verlag}},
  title        = {{{KI-basierte Erstellung individualisierter Mathematikaufgaben für MINT-Fächer}}},
  doi          = {{10.14361/9783839457696-009}},
  volume       = {{4}},
  year         = {{2023}},
}

@book{9984,
  editor       = {{Schmohl, Tobias and Watanabe, Alice and Schelling, Kathrin}},
  isbn         = {{978-3-8376-5769-2}},
  pages        = {{ 286}},
  publisher    = {{transcript Verlag}},
  title        = {{{Künstliche Intelligenz in der Hochschulbildung : Chancen und Grenzen des KI-gestützten Lernens und Lehrens }}},
  volume       = {{4}},
  year         = {{2023}},
}

@misc{12796,
  abstract     = {{This Design-Based Research (DBR) project aims to develop an intelligent tutoring system (ITS) for higher education. The system will collect teaching and learning materials in audio and video formats (e.g., podcasts, lecture recordings, screencasts, and explainer videos), and store them on a learning experience platform (LXP). Then, the ITS will process them with the help of speech recognition to gain data which, in turn, will be used to power further applications: Using artificial intelligence (AI), the platform will allow users to search the materials, automatically compiling them according to criteria like lesson subject, language, medium, or required prior knowledge. By the end of the last DBR cycle, the ITS will also provide a more active form of support: It will automatically generate exercises based on predefined patterns and teaching materials, thus allowing learners to check up on their learning progress autonomously. In order to closely match the ITS's features to the needs and learning habits of students in higher education, the development of this AI-based tutoring system is accompanied by an interdisciplinary team which will continuously re-evaluate and adapt the concept over the course of several DBR cycles. Our goal is to derive implications for the system's technical development by collecting and evaluating educational research data (mixed methods design; primary and secondary research methods).}},
  author       = {{Schmohl, Tobias and Schelling, Kathrin and Go, Stefanie and Thaler, Katrin Jana and Watanabe, Alice}},
  booktitle    = {{Proceedings of the 14th International Conference on Computer Supported Education - Vol. 2}},
  editor       = {{Cukurova, Mutlu  and Rummel, Nikol  and Gillet, Denis  and McLaren, Bruce  and Uhomoibhi, James }},
  keywords     = {{Artificial Intelligence in Higher Education, Design-based Research, Intelligent Tutoring System, Participatory Technology Design, Scoping Review}},
  location     = {{Online}},
  pages        = {{179--186}},
  publisher    = {{SCITEPRESS - Science and Technology Publications}},
  title        = {{{Development, Implementation and Acceptance of an AI-based Tutoring System: A Research-Led Methodology}}},
  doi          = {{10.5220/0011068500003182}},
  year         = {{2022}},
}

@misc{7580,
  author       = {{Watanabe, Alice and Schmohl, Tobias}},
  booktitle    = {{New Perspectives in Science Education}},
  location     = {{Florenz}},
  pages        = {{150--154}},
  publisher    = {{Libreriauniversitaria.it}},
  title        = {{{How can students explore critical thinking as an academic practice?}}},
  volume       = {{10}},
  year         = {{2021}},
}

@misc{7581,
  author       = {{Lange-Hegermann, Markus and Schmohl, Tobias and Watanabe, Alice and Heiss, Stefan and Rubart, Jessica}},
  booktitle    = {{New Perspectives in Science Education}},
  location     = {{Florenz}},
  pages        = {{385--390}},
  publisher    = {{Libreriauniversitaria.it}},
  title        = {{{AI-based STEM education: Generating individualized exercises in mathematics}}},
  volume       = {{10}},
  year         = {{2021}},
}

@misc{7582,
  author       = {{Watanabe, Alice and Schmohl, Tobias}},
  booktitle    = {{New Perspectives in Science Education}},
  location     = {{Florenz}},
  pages        = {{310--314}},
  publisher    = {{Libreriauniversitaria.it}},
  title        = {{{Hannah Arendt's philosophical thoughts on plurality as theoretical foundation for SoTL projects}}},
  volume       = {{10}},
  year         = {{2021}},
}

@misc{5620,
  author       = {{Lange-Hegermann, Markus and Schmohl, Tobias and Watanabe, Alice and Heiss, Stefan and Rubart, Jessica}},
  booktitle    = {{New Perspectives in Science Education}},
  isbn         = {{979-12-80225-14-6}},
  location     = {{Virtual Event}},
  pages        = {{385 -- 390}},
  publisher    = {{Libreriauniversitaria.it}},
  title        = {{{AI-Based Stem Education: Generating Individualized Exercises in Mathematics}}},
  doi          = {{10.26352/F318_2384-9509}},
  year         = {{2021}},
}

@misc{7587,
  author       = {{Schmohl, Tobias and Watanabe, Alice and Fröhlich, Nadine and Herzberg, Dominikus}},
  booktitle    = {{The Future of Education}},
  location     = {{Florenz}},
  pages        = {{168--171}},
  publisher    = {{Libreriauniversitaria.it}},
  title        = {{{How can Artificial Intelligence Improve the Academic Writing of Students?}}},
  volume       = {{10}},
  year         = {{2020}},
}