Agile Methoden in Entwicklungsprojekten zur Innovation digitaler Hochschullehre
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Internationally Connected Digital Classrooms Education
Internationally Connected Digital Classroom Education (ICODICE) is an innovative approach in higher education that brings together students from different countries in shared digital classrooms to exchange knowledge, experiences, and perspectives. The ICODICE method was developed in a pilot project between Justus-Liebig-University Gießen (Germany), the University of Siegen (Germany), and Kerala Agricultural University (India) and funded by the German foundation for innovation in higher education (“Stiftung Innovation in der Hochschullehre”). ICODICE brought together students from India and Germany and focused on the effects of climate change, climate justice, and pathways of socio-ecological transformation - topics that are relevant to societies both in the Global South and the Global North.
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Multimediale Beitragsreihe #Diversitäten
Die multimediale Beitragsreihe #Diversitäten reflektiert den Zusammenhang zwischen diversen Identitäten, Wissenskulturen und Wissensvermittlungspraktiken primär aus kulturwissenschaftlicher Sicht und bündelt Beiträge, die vielfachen Ausprägungen von Diversitäten nachgehen. Die Beitragsreihe adressiert ein aktuelles, gesellschaftlich relevantes Thema und nutzt innovative Lehr-/Lernformate für dessen Vermittlung.
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GenAI-Chatbots as Debriefers: Investigating the Role Conformity and Learner Interaction in Counseling Training
Debriefing is essential for the effectiveness of simulation-based training but is generally considered resource-intensive. Generative Artificial Intelligence (GenAI)-based debriefing can be an alternative to human debriefers. However, there is no research yet whether GenAI chatbots can take up this role and how learners react to them. This paper presents a qualitative analysis of a debriefing following a counseling training conducted in Virtual Reality (VR) with the support of a GenAI chatbot. The debriefing helped students to analyze their experiences and application of consulting techniques. The analysis of the chatlogs (n = 22) are focused on the role conformity of the bot and the students’ ability to reflect their behavior within VR. The results revealed the chatbot’s strong role conformity but also its tendency for overly complimentary answers. However, this bias does not seem to influence students’ self-reflection. Instead, they maintained a self-critical attitude. Future research on AI-assisted debriefing could expand on these findings in related areas.
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