Blibliothek 02-01: Erscheinungsdaten aktualisiert

Bibliothek/02-01.bib

@@ -599,12 +599,20 @@
 	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/4TV975SR/Rademacher et al. - 2025 - Technologie trifft Elementarpädagogik Medienkompetenz von pädagogischen Fachkräften als Schlüssel z.pdf:application/pdf},
 }
 
-@article{andrayani_role_nodate,
+@article{andrayani_role_2025,
 	title = {The {Role} of {Collaborative} {Wiki} and {KWL} {Framework} in {Advancing} {Cognitive} {Development} and {Learning} {Motivation} in {Elementary} {Schools}},
+	volume = {8},
+	issn = {2621-2080},
+	doi = {https://doi.org/10.31537/jeti.v8i1.2471},
 	abstract = {Abstrak The integration of technology in elementary education is vital to support students' cognitive development and motivation. Despite its potential, effective synergy between collaborative digital tools and reflective learning strategies remains underexplored in classroom practice. This study investigates the effects of integrating collaborative wikis and the Know–Want–Learn (KWL) framework on cognitive development and learning motivation among fifth-grade students in Jember, Indonesia. Using a quasiexperimental design with a mixed-method approach, the study involved 120 students assigned to experimental and control groups. Data were collected via pre- and post-tests, motivation questionnaires based on the ARCS model, classroom observations, and interviews. ANCOVA results revealed a significant increase in cognitive scores in the experimental group (F(1,117) = 28.59, p {\textless} 0.001), with motivational improvements noted across all four ARCS components. These findings demonstrate that the integration of wikis and KWL promotes reflective, collaborative, and engaging learning. The study contributes to the development of context-sensitive pedagogical models, particularly valuable for under-resourced primary education settings.},
-	language = {en},
+	language = {en-GB},
+	number = {1},
+	journal = {Journal of Educational Technology and Innovation},
 	author = {Andrayani, Lupi and Furqon, Ali and Priawasana, Endra},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU2a, Bildungstheorien, \#0:Zeitschriftenartikel:digital:learning},
+	month = jun,
+	year = {2025},
+	keywords = {\#0:Zeitschriftenartikel:digital:learning, Bildungstheorien, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU2a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration},
+	pages = {106--114},
 	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/KXCZVHJQ/Andrayani et al. - The Role of Collaborative Wiki and KWL Framework in Advancing Cognitive Development and Learning Mot.pdf:application/pdf},
 }
 
@@ -2976,7 +2984,7 @@ Publisher: PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Profe
 	editor = {Straub, Jürgen and Plontke, Sandra and Ruppel, Paul Sebastian and Frey, Birgit and Mehrabi, Flora and Ricken, Judith},
 	year = {2020},
 	doi = {10.1007/978-3-658-30828-5_8},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#a:Buchteil:online:lernen},
+	keywords = {\#a:Buchteil:online:lernen, Charité:Promotion, Promotion:Literaturanalyse},
 	pages = {117--126},
 	file = {Eberle et al. - 2020 - Das Online-Forschungslogbuch – Eine Unterstützungs.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/V7D4T4W3/Eberle et al. - 2020 - Das Online-Forschungslogbuch – Eine Unterstützungs.pdf:application/pdf},
 }
@@ -6478,12 +6486,13 @@ Conclusion: This study points out that when organizing online collaborative lear
 	file = {Bouwer und Dirkx - 2023 - The eye-mind of processing written feedback Unrav.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/25QIVII6/Bouwer und Dirkx - 2023 - The eye-mind of processing written feedback Unrav.pdf:application/pdf},
 }
 
-@article{chen_measuring_nodate,
+@article{chen_measuring_2023,
 	title = {Measuring {Young} {Learners}’ {Open}-ended {Agent}-based {Programming} {Practices} with {Learning} {Analytics}},
 	abstract = {Agent-based modeling (ABM) has been recognized as an important component of computational thinking and literacy. Agent-based programming (ABP) is the computational foundation of ABM. In this study, we propose a novel method to programmatically measure young learners’ ABP practices in open-ended programming contexts with a 4-stage model. We present results from the online community of Turtle Universe, a new version of NetLogo designed for mobile platforms and younger learners in informal contexts. We draw on a dataset of 2,300 block-based and text-based projects shared by out-of-school, unsupervised learners. Our approach generally succeeded in measuring learners’ openended ABP practices. Differences were found among projects of different stages and modalities. We discuss the implications of our approach and design of block-based ABP environments.},
 	language = {en-GB},
 	author = {Chen, John and Wilensky, Uri},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found, Leraning:Analytics},
+	year = {2023},
+	keywords = {\#b:Zeitschriftenartikel:online:learning, ⛔ No DOI found, Charité:Promotion, Leraning:Analytics, Promotion:Literaturanalyse},
 	file = {Chen und Wilensky - Measuring Young Learners’ Open-ended Agent-based P.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/EWNKIDDH/Chen und Wilensky - Measuring Young Learners’ Open-ended Agent-based P.pdf:application/pdf},
 }
 
@@ -6691,7 +6700,7 @@ Conclusions The IRS-RBLO model has shown its significant difference in research
 	file = {Maula und Wahyuningsih - Enhancing English Proficiency Through Textual Str.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z4IJP653/Maula und Wahyuningsih - Enhancing English Proficiency Through Textual Str.pdf:application/pdf},
 }
 
-@article{crompton_ai_nodate,
+@article{crompton_ai_2024,
 	title = {{AI} and {English} language teaching: {Affordances} and challenges},
 	volume = {n/a},
 	issn = {1467-8535},
@@ -6704,8 +6713,11 @@ Conclusions The IRS-RBLO model has shown its significant difference in research
 	urldate = {2024-05-14},
 	journal = {British Journal of Educational Technology},
 	author = {Crompton, Helen and Edmett, Adam and Ichaporia, Neenaz and Burke, Diane},
+	month = mar,
+	year = {2024},
 	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13460},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Promotion:01-02, education, AI, AIEd, artificial intelligence, English foreign language, English language learning, English language teaching, GenAI, generative AI},
+	keywords = {\#b:Zeitschriftenartikel:online:learning, AI, AIEd, artificial intelligence, Charité:Promotion, education, English foreign language, English language learning, English language teaching, GenAI, generative AI, Promotion:01-02, Promotion:Literaturanalyse},
+	pages = {1--27},
 	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/2UPIL6JI/Crompton et al. - AI and English language teaching Affordances and .pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/74S3TFFA/bjet.html:text/html},
 }
 
@@ -7945,10 +7957,12 @@ Series Title: Soziale Arbeit als Wohlfahrtsproduktion},
 	file = {lehner_sohm_2021_qualitat,_didaktische_methodik_und_digitalitat.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/LARX46LI/lehner_sohm_2021_qualitat,_didaktische_methodik_und_digitalitat.pdf:application/pdf},
 }
 
-@incollection{berger_digitalpakt_nodate,
+@incollection{berger_digitalpakt_2020,
 	title = {Der {Digitalpakt} als {Chance}? {Was} in den {Schulen} geschehen muss, damit aus {Hardware} {Medienkompetenz} entsteht!},
 	language = {de-DE},
 	author = {Berger, Priscila and Wolling, Jens},
+	month = jan,
+	year = {2020},
 	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
 	pages = {11},
 	file = {berger_wolling_der_digitalpakt_als_chance.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/PFSUKII9/berger_wolling_der_digitalpakt_als_chance.pdf:application/pdf},
@@ -10862,7 +10876,7 @@ Series Title: FOM-Edition},
 	editor = {Straub, Jürgen and Plontke, Sandra and Ruppel, Paul Sebastian and Frey, Birgit and Mehrabi, Flora and Ricken, Judith},
 	year = {2020},
 	doi = {10.1007/978-3-658-30828-5_19},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, \#8:Buchteil:blended:learning},
+	keywords = {\#8:Buchteil:blended:learning, Bildung, Charité:Promotion, Multimedia, Promotion:Literaturanalyse},
 	pages = {225--238},
 	file = {Tausch und Kluge - 2020 - Blended Learning – Arbeits- und Organisationspsych.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VQ2VY46P/Tausch und Kluge - 2020 - Blended Learning – Arbeits- und Organisationspsych.pdf:application/pdf},
 }
@@ -23357,10 +23371,10 @@ CONCLUSION: CVS is a common health concern among medical students. Hence, to inc
 	file = {Kasis und Zillmer-Tantan - 2024 - Das E-Portfolio – oder wie ein bewährtes Reflexion.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/9KE55WKW/Kasis und Zillmer-Tantan - 2024 - Das E-Portfolio – oder wie ein bewährtes Reflexion.pdf:application/pdf},
 }
 
-@article{noauthor_exabis_nodate,
+@unpublished{noauthor_exabis_nodate,
 	title = {exabis {ePortfolio} 4.6.5},
 	language = {de-DE},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, E-Portfolio},
+	keywords = {Charité:Promotion, E-Portfolio, Promotion:Literaturanalyse},
 	file = {exabis ePortfolio 4.6.5.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UJTZYRQE/exabis ePortfolio 4.6.5.pdf:application/pdf},
 }
 
@@ -23424,11 +23438,15 @@ Conclusions: The study therefore emphasizes the need for further research, using
 	file = {Van Sluijs und Matzat - 2023 - Predicting time‐management skills from learning an.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BV8MFH7G/Van Sluijs und Matzat - 2023 - Predicting time‐management skills from learning an.pdf:application/pdf},
 }
 
-@book{bauer_e-portfolio_nodate,
+@incollection{bauer_e-portfolio_2013,
-	title = {E-{Portfolio} als {Schaufenster} des {Lernens}},
+	title = {E-{Portfolio} als  {Schaufenster} des {Lernens}  {Drei} {Beispiele} von {Musterbeschreibungen}},
 	language = {de-DE},
+	booktitle = {Schaufenster des {Lernens} – {Eine} {Sammlung} von {Mustern} zur {Arbeit} mit {E}-{Portfolios}},
+	publisher = {Waxmann-Verlag},
 	author = {Bauer, Reinhard and Baumgartner, Peter},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, E-Portfolio, \#5:Buch:e-learning},
+	month = aug,
+	year = {2013},
+	keywords = {\#5:Buch:e-learning, Bildung, Charité:Promotion, Digitale Bildung, E-Portfolio, Multimedia, Promotion:Literaturanalyse},
 	file = {Bauer und Baumgartner - E-Portfolio als Schaufenster des Lernens.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZIRCTMCK/Bauer und Baumgartner - E-Portfolio als Schaufenster des Lernens.pdf:application/pdf},
 }
 
@@ -29162,7 +29180,7 @@ Conclusions The described BL-module proved to be suitable to bring casebased lea
 	author = {Hanisch, Jochen},
 	year = {2017},
 	note = {OCLC: 1199785132},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:Kerngedanke, Bildung, Multimedia, Promotion:04-03:3.2, \#1:Buch:learning:management:system},
+	keywords = {\#1:Buch:learning:management:system, Bildung, Charité:Promotion, Multimedia, Promotion:04-03:3.2, Promotion:Kerngedanke, Promotion:Literaturanalyse},
 }
 
 @article{pargmann_electronic_2024,
@@ -31569,15 +31587,20 @@ utb+: Begleitend zum Buch steht den Leser:innen ein eLearning-Kurs mit über 100
 	file = {Landau - 2019 - E-Learning für ergonomische Arbeitsabläufe in der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DZ9DLQ7R/Landau - 2019 - E-Learning für ergonomische Arbeitsabläufe in der .pdf:application/pdf;Landau - 2019 - E-Learning für ergonomische Arbeitsabläufe in der .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/QSKMZXGE/Landau - 2019 - E-Learning für ergonomische Arbeitsabläufe in der .pdf:application/pdf},
 }
 
-@incollection{noauthor_evaluation_nodate,
+@incollection{hochholdinger_evaluation_2011,
 	edition = {Stand: 2002},
 	series = {Handbuch {E}-{Learning}},
 	title = {Evaluation betrieblichen {E}-{Learnings}: {Methoden} und {Befunde}},
 	isbn = {978-3-87156-298-3},
 	language = {de-DE},
-	number = {Expertenwissen aus Wissenschaft und Praxis / Andreas Hohenstein/Karl Wilbers (Hrsg.) ; 0},
+	number = {Expertenwissen aus Wissenschaft und Praxis},
 	booktitle = {Evaluation betrieblichen {E}-{Learnings}: {Methoden} und {Befunde}},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#5:Buchteil:e-learning},
+	author = {Hochholdinger, Sabine and Beinicke, Andrea},
+	editor = {Hohenstein, Andreas and Wilbers, Karl},
+	month = oct,
+	year = {2011},
+	keywords = {\#5:Buchteil:e-learning, Charité:Promotion, Promotion:Literaturanalyse},
+	pages = {1--22},
 	file = {grundwerk.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ABJ7TP6J/false:application/pdf},
 }
 
@@ -32096,11 +32119,13 @@ Conclusions: These results inform a discussion of best practices, skills and tec
 	file = {Prohaska - 2021 - Lernen im digitalen Wandel der E-Learning-Kompass.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/U69IRNLN/Prohaska - 2021 - Lernen im digitalen Wandel der E-Learning-Kompass.pdf:application/pdf},
 }
 
-@incollection{wick_lernen_nodate,
+@incollection{wick_lernen_2020,
 	title = {Lernen und {Beitragen} – {Exegese} des {Neuen} {Testaments} in einer {Gelehrtenwerkstatt}. {E}-{Learning} und {Textauslegung}},
 	language = {de-DE},
+	booktitle = {Forschendes {Lernen} an {Universitäten}},
 	author = {Wick, Peter},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Technologieintegration, Systemanpassung, Promotion:Argumentation, Promotion:FU3, \#5:Buchteil:e-learning},
+	year = {2020},
+	keywords = {\#5:Buchteil:e-learning, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU3, Promotion:Literaturanalyse, Systemanpassung, Technologieintegration},
 	pages = {12},
 	file = {Wick - Lernen und Beitragen – Exegese des Neuen Testament.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/BZNAMGZ8/Wick - Lernen und Beitragen – Exegese des Neuen Testament.pdf:application/pdf},
 }
@@ -50199,20 +50224,23 @@ CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that fe
 	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/SB446FWI/bjet.html:text/html},
 }
 
-@article{altindag_kumas_exploring_nodate,
+@article{altindag_kumas_exploring_2024,
 	title = {Exploring digital parenting awareness, self-efficacy and attitudes in families with special needs children},
-	volume = {n/a},
+	volume = {55},
 	issn = {1467-8535},
 	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13457},
 	doi = {10.1111/bjet.13457},
 	abstract = {This study was conducted to measure the digital parenting awareness, attitude and self-efficacy perceptions of parents of children with special needs and to determine whether they differ according to the disability status of their children. A total of 180 parents of children with special needs from various regions of Turkey participated in the study. This study was conducted using a relational screening model. Data were collected using digital parenting awareness, attitude and self-efficacy perception scales and analysed using descriptive and correlational statistical methods. The findings revealed that parents had moderate levels of awareness, positive attitudes and self-efficacy perceptions regarding digital parenting, but these variables showed significant differences according to the disability status of the children. In particular, parents of children with learning disabilities had higher digital parenting awareness than parents of other disability groups. In addition, a positive and significant relationship was found between parents' digital parenting awareness, attitudes and self-efficacy perception. The findings of this study are important and contribute to both the practical and theoretical perspectives. In applicable terms, this study revealed the needs and expectations of parents of children with special needs regarding digital parenting. Theoretically, this is a rare study that examines the situation and experiences of parents with children with special needs in digital parenting. This study emphasizes the need for further research on digital parenting.Practitioner notesWhat is already known about this topic Existing research underscores the importance of digital parenting in the contemporary era, highlighting the need for parents to navigate the challenges and opportunities presented by technology in child-rearing. Parental self-efficacy in managing digital resources has been identified as a crucial factor in promoting children's effective and safe use of technology. Positive parental attitudes towards technology have been associated with healthier digital habits and development in children. What this paper adds This study contributes to the literature by specifically focusing on parents of children with special needs and recognizing the unique challenges and opportunities they face in the realm of digital parenting. Findings revealed that parents of children with learning disabilities exhibit higher levels of digital parenting awareness, emphasizing the need for tailored interventions and support for different disability groups. The positive and significant relationship identified between digital parenting awareness, attitudes and self-efficacy underscores the holistic nature of these factors and highlights the potential impact of comprehensive digital parenting programs. Implications for practice and/or policy Develop targeted digital parenting support programmes that address the specific needs of parents with children with special needs, considering the variations among different disability groups. Advocates of inclusive education policies that incorporate digital parenting education as a vital component, recognizing its significance in the overall well-being. Recognize the role of both mothers and fathers in digital parenting and design interventions that consider the unique perspectives and challenges faced by each gender. Facilitate collaboration between digital parenting experts and special education professionals to create comprehensive resources and training materials that cater to the diverse needs of children with special needs. Conduct longitudinal studies to assess the long-term impact of digital parenting interventions on the development, well-being, and digital literacy of children with special needs. This can inform the refinement of future programs and policies in this domain.},
 	language = {en-GB},
-	number = {n/a},
+	number = {5},
 	urldate = {2024-05-14},
 	journal = {British Journal of Educational Technology},
 	author = {Altindağ Kumaş, Özlem and Sardohan Yildirim, Adile Emel},
+	month = mar,
+	year = {2024},
 	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13457},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, digital parenting attitudes, digital parenting awareness, digital parenting self-efficacy, families with special needs children},
+	keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, digital parenting attitudes, digital parenting awareness, digital parenting self-efficacy, families with special needs children, Promotion:Literaturanalyse},
+	pages = {1--16},
 	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/YU7J4WWL/Altindağ Kumaş und Sardohan Yildirim - Exploring digital parenting awareness, self-effica.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/FP4K8Q2L/bjet.html:text/html},
 }
 
@@ -50252,20 +50280,23 @@ CONCLUSIONS AND RELEVANCE: The findings of this diagnostic study suggest that fe
 	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/46ATL8IG/Ng et al. - Empowering student self-regulated learning and sci.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/RXD3BNZ2/bjet.html:text/html},
 }
 
-@article{aslan_what_nodate,
+@article{aslan_what_2023,
 	title = {What is the impact of a multi-modal pedagogical conversational {AI} system on parents' concerns about technology use by young children?},
-	volume = {n/a},
+	volume = {55},
 	issn = {1467-8535},
 	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13399},
 	doi = {10.1111/bjet.13399},
 	abstract = {Previous research showed that the parents acknowledged the technology's benefits for their young children's learning, however, they are still worried about the extended screen time, lack of physical activity and lack of social interactions. To address these concerns, we developed Kid Space to enable pedagogically appropriate technology use for children in early childhood education by combining various sensing technologies with a multi-modal conversational artificial intelligence system that can interact with children, understand individual progress and provide personalised learning experiences. To understand the impact of Kid Space on the parents' initial concerns about technology use by their young children, we conducted a multi-method user study: (1) a quasi-experimental design and (2) formative research method using an exploratory case study with a set of children and their parents experiencing Kid Space in their homes. The results show that after experiencing Kid Space with their children, the parents felt significantly less concerned about screen time, social interactions and physical activity and reported positive perceptions towards pedagogical value of Kid Space. Detailed analysis on the multi-modal data quantitatively and qualitatively validated why Kid Space alleviated these concerns. Future research is needed to validate long-term educational value of Kid Space and generate insights for improvement for next iterations. Practitioner notes What is already known about this topic Play-based learning is critical for young children's education, but digital games create major concerns around extended screen time, lack of physical activity and lack of social interactions. Blending digital and physical spaces could support pedagogically appropriate technology use for young children. Towards this end, there are some exemplary studies in the state–of-the-art reporting positive educational outcomes as an effect of utilising such spaces. However, none of these studies supported children's most natural mode of communication in their interactions with the systems—speaking. Pedagogical conversational agents (PCAs) are promising, but they are tricky when it comes to young children's speech because of unique technical challenges resulted from how children use language and communicate with digital systems. What this paper adds To our best knowledge, Kid Space is one of the earliest implementations of a PCA with a multi-modal artificial intelligence (AI) system utilising physical and digital learning manipulatives for maths learning with a focus on early childhood education. The key contributions of this paper are (1) the design and development of an end-to-end multi-modal system enabling Wizard-of-Oz experimentation for initial evaluations with users, (2) the creation of a multi-modal, in-the-wild labelled dataset with children–agent, children–parent and children–physical/digital space interactions enabling advancements for AI components for later evaluations with users and (3) the generation of rich insights from an initial research study on user perceptions and engagement as well as actionable findings to improve Kid Space experiences for next iterations and inform key design features for similar systems. Implications for practice and/or policy The results of the study implied a set of areas for improvement—or design features—for Kid Space and other similar pedagogical conversational systems developed for children's home usages: (1) easier setup and usage with optimised setup size addressing diverse space limitations at homes, (2) minimised latency between Oscar (the conversational pedagogical agent) and child interactions (eg, adding multimodal dialogue system to reduce the need for a human wizard), (3) more advanced personalisation, social (including more verbal interactions) and pedagogical skills for Oscar with increased contextual awareness (eg, sending children's engagement), (4) scalability and higher visual quality of content with diverse games and learning outcomes, (5) parental control features over Kid Space platform and Oscar (eg, time limit, content, etc.) and (6) accessibility features (eg, captions turned on for multilingual children) and support for neurodiversity.},
 	language = {en-GB},
-	number = {n/a},
+	number = {4},
 	urldate = {2024-05-14},
 	journal = {British Journal of Educational Technology},
 	author = {Aslan, Sinem and Durham, Lenitra M. and Alyuz, Nese and Chierichetti, Rebecca and Denman, Pete A. and Okur, Eda and Aguirre, David I. Gonzalez and Esquivel, Julio C. Zamora and Cordourier Maruri, Hector A. and Sharma, Sangita and Raffa, Giuseppe and Mayer, Richard E. and Nachman, Lama},
+	month = oct,
+	year = {2023},
 	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13399},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, online learning, game-based learning, intelligent tutoring systems, multi-modal conversational artificial intelligence},
+	keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, game-based learning, intelligent tutoring systems, multi-modal conversational artificial intelligence, online learning, Promotion:Literaturanalyse},
+	pages = {1625--1650},
 	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/U83QFIW5/bjet.html:text/html},
 }
 
@@ -50991,21 +51022,29 @@ Conclusions:  This investigation evaluated a newly introduced app to optimize
 	file = {Brandenberger et al. - 2023 - Integrating technology with work practices in prim.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/INUTTJC9/Brandenberger et al. - 2023 - Integrating technology with work practices in prim.pdf:application/pdf},
 }
 
-@article{breitschwerdt_dialog-_nodate,
+@inproceedings{breitschwerdt_dialog-_2023,
 	title = {Dialog- und gestaltungsorientierte {Forschung} in der {Erwachsenenbildung}/ {Weiterbildung} im {Kontext} von {Digitalisierung}},
 	abstract = {Digitization entails the blurring of boundaries which influence the design of teaching and learning processes in adult and continuing education. The resulting development requirements for the fields of practice have potential for applied research in adult and continuing education. Using the example of the DigiEB research project, this article discusses perspectives of dialogue- and design-oriented research in adult and continuing education and identifies opportunities and challenges. The opportunities lie in the changed perception of science by practitioners, the building of trust through the involvement of umbrella organizations, as well as the identification of needs for the digitization developments and the actual needs of practitioners. Challenges arise regarding the limitations of project durations and financial resources, demands on competencies for self-reflection by researchers, and the focus on individual cases in the empirical procedure. Dialogue- and design-oriented research requires a change in the attitude of researchers, a trusting relationship with actors in practice, as well as appropriate financial and temporal framework conditions.},
 	language = {de-DE},
+	booktitle = {Entgrenzungen: {Beiträge} zum 28. {Kongress} der {Deutschen} {Gesellschaft} für {Erziehungswissenschaft}},
+	publisher = {Verlag Barbara Budrich},
 	author = {Breitschwerdt, Lisa and Egetenmeyer, Regina},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, ⛔ No DOI found},
+	editor = {Heinemann, Alisha and Karakaşoğlu, Yasemin and Linnemann, Tobias and Rose, Nadine and Sturm, Tanja},
+	year = {2023},
+	keywords = {\#0:Konfernenz-Paper:digital:learning, ⛔ No DOI found, Charité:Promotion, Promotion:Literaturanalyse},
 	file = {Breitschwerdt und Egetenmeyer - Dialog- und gestaltungsorientierte Forschung in de.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/SMAZ72XD/Breitschwerdt und Egetenmeyer - Dialog- und gestaltungsorientierte Forschung in de.pdf:application/pdf},
 }
 
-@article{breiwe__nodate,
+@inproceedings{breiwe__2023,
 	title = {„{Die}, die zu {Hause} sind: Übt einfach weiter.“},
 	abstract = {In times of the pandemic, teachers are challenged to do remote teaching. In the sense of the culture of digitality (Stalder 2019), new virtual, hybrid, participatory, and even transnational teaching and learning spaces that emerge as a result can be simultaneously individualized and networked. In contrast, there are attachments to traditional notions of teaching that are oriented toward paradigms of orality, scriptography, and typography (Krommer 2019). Thus, face-to-face instruction is normatively considered the teaching, while digitized forms of instruction are seen as compensatory substitutes (Krommer/Wampfler 2021). In this article, it is analyzed on the basis of ethnographic observations of hybrid teaching whether and to what extent digitalized forms of teaching-learning are associated with transformative developments of teaching in terms of the culture of diversity and digitality. It is shown that instructional practices follow a conventional order of teaching that runs counter to the transformative potentials of diversity and digitality.},
 	language = {de-DE},
+	booktitle = {Beiträge zum 28. {Kongress} der {Deutschen} {Gesellschaft} für {Erziehungswissenschaft}},
+	publisher = {Verlag Barbara Budrich},
 	author = {Breiwe, René and Liegmann, Anke B and Racherbäumer, Kathrin and Schwehr, Marion and Bau, Jessica},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#0:Zeitschriftenartikel:digital:learning, ⛔ No DOI found},
+	editor = {Heinemann, Alisha and Karakaşoğlu, Yasemin and Linnemann, Tobias and Rose, Nadine and Sturm, Tanja},
+	year = {2023},
+	keywords = {\#0:Konferenz-Paper:digital:learning, ⛔ No DOI found, Charité:Promotion, Promotion:Literaturanalyse},
 	file = {Breiwe et al. - „Die, die zu Hause sind Übt einfach weiter.“.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZN3WDQNM/Breiwe et al. - „Die, die zu Hause sind Übt einfach weiter.“.pdf:application/pdf},
 }
 
@@ -57284,16 +57323,20 @@ Series Title: Digitalitätsforschung / Digitality Research},
 	file = {Brandl et al. - 2024 - Mit LISSI & HÖSL zur Community Nurse – Die funktio.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/6GW24LR4/Brandl et al. - 2024 - Mit LISSI & HÖSL zur Community Nurse – Die funktio.pdf:application/pdf},
 }
 
-@incollection{bauer_entleiblichung_nodate,
+@incollection{bauer_entleiblichung_2024,
 	title = {Entleiblichung und digitalisierte {Selbstdarstellung}. {Das} {Selbst} in schwierigen {Zeiten}},
 	isbn = {978-3-7815-6073-4 978-3-7815-2619-8},
 	url = {http://nbn-resolving.de/urn:nbn:de:0111-pedocs-289419},
 	abstract = {Welche Bedingungen für die Selbstentwicklung ändern sich durch die Digitalisierung, möglicherweise beschleunigt durch die derzeitige Pandemie? Gibt es nachweisbare Effekte? Nehmen heteronome Einflüsse zu? Die Möglichkeiten einer datengestützten Selbstformung und Selbstdarstellung haben sich vervielfacht und werden offenbar millionenfach genutzt. Unter Verweis auf die impliziten Aspekte des Selbst werden hierfür aber Grenzen aufgezeigt. Poppers Drei-Welten-Theorie (Popper, 2015, 263ff) wird herangezogen, um die Beziehungen zwischen virtueller Realität und materieller Welt abzubilden, und es wird behauptet, die Zunahme von Objekten der Welt 3 habe sich beschleunigt. Unter Bezug auf die phänomenologischen Arbeiten von Thomas Fuchs (2020) wird die These herausgearbeitet, dass die Digitalisierung Prozesse der Entleiblichung vorantreibt, welche die Persönlichkeitsentwicklung gefährden. Es wird aber auch gezeigt, dass Gegenbewegungen einer Verleiblichung empirisch belegbar sind. Im Hinblick auf die sich rasch ausbreitende Kultur der Selbstdarstellung und Selbstinszenierung durch das Selfie in sozialen Netzwerken wird gefragt, ob dies überwiegend heteronomen Interessen dient oder auch ein Potential für die kreative Entwicklung und Erweiterung des Spielraums für das Selbst enthält. Als Kriterien für eine empirische Überprüfung von Effekten der Nutzung digitaler Medien werden exemplarisch Seelische Gesundheit, Selbstwertgefühl und Selbstwirksamkeit sowie die Fähigkeit zum Flowerleben genannt und aktuelle Ergebnisse internationaler Studien über Veränderungen in Zeiten der Pandemie referiert. Im Hinblick auf die niemals abgeschlossenen Bemühungen um eine Selbstoptimierung werden kritische Positionen von Seiten der Erziehungswissenschaft und ihrer Bezugsdisziplinen referiert, aber auch darauf verwiesen, dass hier intrinsische Motivationen anzunehmen sind, die schon vor der Digitalisierung und der Verwendung von Big Data Menschen dazu angetrieben haben, sich im Hinblick auf internale und soziale Bezugsnormen selbst körperlich und seelisch auszuformen und gezielt zu entwickeln, bis hin zu einer resilienten Haltung dem Tod gegenüber. (DIPF/Orig.)},
 	language = {de-DE},
 	urldate = {2024-05-14},
+	booktitle = {Persönlichkeitsbildung in {Zeiten} von {Digitalisierung}},
 	publisher = {pedocs},
 	author = {Bauer, Karl-Oswald},
-	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse, Digitalisierung, Digitalization, COVID-19, Pandemie, Digitale Medien, Humanistische Pädagogik, Humanistische Psychologie, Personality development, Persönlichkeitsbildung, Selbstwertgefühl, Körper {\textless}Biol{\textgreater}, Selbstwirksamkeit, Self efficacy, Persönlichkeitsentwicklung, Psychische Gesundheit, Corporealtity, Leiblichkeit, Selbstdarstellung, Self-representation, Social networks, Soziales Netzwerk, Psychic development, Psychological development, Selbstfindung},
+	editor = {Graf, Ulrike and Iwers, Telse and Altner, Nils and Staudinger, Katja},
+	year = {2024},
+	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Corporealtity, COVID-19, Digitale Medien, Digitalisierung, Digitalization, Humanistische Pädagogik, Humanistische Psychologie, Körper {\textless}Biol{\textgreater}, Leiblichkeit, Pandemie, Personality development, Persönlichkeitsbildung, Persönlichkeitsentwicklung, Promotion:Literaturanalyse, Psychic development, Psychische Gesundheit, Psychological development, Selbstdarstellung, Selbstfindung, Selbstwertgefühl, Selbstwirksamkeit, Self efficacy, Self-representation, Social networks, Soziales Netzwerk},
+	pages = {21--32},
 	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/SX8MB7KD/Bauer - Entleiblichung und digitalisierte Selbstdarstellun.pdf:application/pdf},
 }
 
@@ -59533,13 +59576,20 @@ Publisher: Waxmann : Münster ; New York},
 	file = {Jones et al. - 2024 - Case-Based Learning in a Simulated Electronic Medi.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/DBUAAYXQ/Jones et al. - 2024 - Case-Based Learning in a Simulated Electronic Medi.pdf:application/pdf},
 }
 
-@article{noauthor_adaptive_nodate,
+@article{khalil_adaptive_2024,
 	title = {Adaptive support for self‐regulated learning in digital learning environments},
+	volume = {55},
 	url = {https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13479?af=R&SeriesKey=14678535&Ppub=%5B20230512+TO+202405122359%5D&mi=42vgwoi&AllField=digital+learning&content=articlesChapters&ConceptID=48&target=default},
 	doi = {10.1111/bjet.13479},
 	language = {en-GB},
+	number = {4},
 	urldate = {2024-05-14},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, \#0:Zeitschriftenartikel:digital:learning},
+	journal = {British Journal of Educational Technology},
+	author = {Khalil, Mohammad and Wong, Jacqueline and Wasson, Barbara and Paas, Fred},
+	month = apr,
+	year = {2024},
+	keywords = {\#0:Zeitschriftenartikel:digital:learning, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration},
+	pages = {1281--1289},
 	file = {Adaptive support for self‐regulated learning in di.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/T2J9TR32/Adaptive support for self‐regulated learning in di.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/C77IFGSI/bjet.html:text/html},
 }
 
@@ -62152,7 +62202,7 @@ Conclusion  The current study shows the positive impact of O2O combined with P
 	file = {Gökoğlu et al. - 2024 - Investigation of the effect of group cohesion, gro.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/8PMG6KZJ/Gökoğlu et al. - 2024 - Investigation of the effect of group cohesion, gro.pdf:application/pdf},
 }
 
-@article{ma_learning_nodate,
+@article{ma_learning_2024,
 	title = {Learning by design: {Enhancing} online collaboration in developing pre-service {TESOL} teachers' {TPACK} for teaching with corpus technology},
 	volume = {n/a},
 	issn = {1467-8535},
@@ -62165,8 +62215,10 @@ Conclusion  The current study shows the positive impact of O2O combined with P
 	urldate = {2024-05-14},
 	journal = {British Journal of Educational Technology},
 	author = {Ma, Qing and Lee, Hiu Tung Hubert and Gao, Xuesong (Andy) and Chai, Ching-sing},
+	year = {2024},
 	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13458},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4, TPACK, corpus-based language pedagogy, inter-group interactions, intra-group interactions, online collaborative learning},
+	keywords = {\#b:Zeitschriftenartikel:online:learning, Bewertungsmethoden, Charité:Promotion, corpus-based language pedagogy, Forschungsansätze, inter-group interactions, intra-group interactions, Kollaboratives Lernen, Lehr- und Lerneffektivität, online collaborative learning, Promotion:Argumentation, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration, TPACK},
+	pages = {1--29},
 	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/WCGHKRIJ/Ma et al. - Learning by design Enhancing online collaboration.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/34CK3YHL/bjet.html:text/html},
 }
 
@@ -64327,7 +64379,7 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc
 	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/T3HI6KY7/bjet.html:text/html},
 }
 
-@article{dangelo_speech_nodate,
+@article{dangelo_speech_2024,
 	title = {Speech analysis of teaching assistant interventions in small group collaborative problem solving with undergraduate engineering students},
 	volume = {n/a},
 	issn = {1467-8535},
@@ -64339,8 +64391,10 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc
 	urldate = {2024-05-14},
 	journal = {British Journal of Educational Technology},
 	author = {D'Angelo, Cynthia M. and Rajarathinam, Robin Jephthah},
+	year = {2024},
 	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13449},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, higher education, collaborative problem solving, audio analytics, computer-supported collaborative learning, multimodal learning analytics, teacher orchestration},
+	keywords = {\#b:Zeitschriftenartikel:online:learning, audio analytics, Charité:Promotion, collaborative problem solving, computer-supported collaborative learning, higher education, multimodal learning analytics, Promotion:Literaturanalyse, teacher orchestration},
+	pages = {1--19},
 	file = {Full Text PDF:/Users/jochenhanisch-johannsen/Zotero/storage/HCKD4IZR/D'Angelo und Rajarathinam - Speech analysis of teaching assistant intervention.pdf:application/pdf;Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/DAKTVP22/bjet.html:text/html},
 }
 
@@ -64380,20 +64434,22 @@ Conclusion: Precepting, continuous competence assessment and clear learning outc
 	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/KGKALIM6/bjet.html:text/html},
 }
 
-@article{zhang_use_nodate,
+@article{zhang_use_2024,
 	title = {Use of human–computer interactive games for the dynamic assessment of language skills of children with autism spectrum disorder},
-	volume = {n/a},
+	volume = {55},
 	issn = {1467-8535},
 	url = {https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13438},
 	doi = {10.1111/bjet.13438},
 	abstract = {This study explored the influence of the dynamic assessment of human–computer interactive games on children's language potential. Thirty-seven special children aged 3–7 years were selected to participate in the study. They were divided into three groups according to their scores on the Autism Behaviour Checklist: (1) a non-autism group, (2) a suspected autism group and (3) an autism group. In two stages of static and dynamic assessment, all three groups of children completed language tests under the conditions of no mediated prompt and mediated prompts, and the data generated in the game interactions were processed and analysed. The findings suggest the following: (1) static assessment may ignore children's language potential, while dynamic assessment can measure and differentiate children's potential language development ability; (2) children with ASD need more mediation prompts and are more likely to complete tasks with explicit mediation prompts; (3) children with ASD have weaker language potential, and children with suspected ASD or non-ASD children have homogeneous language potential; and (4) assessors should pay timely attention to and maintain children's learning status and psychological changes. This study demonstrates the importance of human–computer interactive games as a dynamic assessment tool to tap into children's language potential and to determine their proximal developmental zone, which has important implications for teachers in understanding groups with different language abilities. Practitioner notes What is already known about the topic? The traditional language assessment paradigm (static assessment) can only evaluate the learners' current language development ability, while the short-term development potential may not be observed. Different prompts in the mediation strategy can be used as a quantitative assessment paradigm in dynamic assessment. Much of the dynamic assessment in children with ASD focuses on language vocabulary learning outcomes and lacks measurement or quantification of language potential. What this paper adds? Presents a method for the dynamic assessment of a human–computer interactive language game suitable for children aged 3–7 years with ASD. Quantifies the potential level of language skills in children with varying degrees of ASD. Objectively and dynamically compares differences in language development potential between different groups. In dynamic assessment, children's learning status and psychological changes should be paid attention to and maintained in time. Implications for practice, research or policy This paper provides a concrete example of how human–computer interactive games can be used to dynamically assess the language potential of children with ASD. These findings highlight the importance of progressive scaffolds (mediated prompts) in children's language learning, which can help children identify and solve problems in a timely manner. For educational developers, language intervention materials should be prepared in a way that encompasses the different levels of language skills of children with different disabilities, that is, within the individual's zone of proximal development.},
 	language = {en-GB},
-	number = {n/a},
+	number = {5},
 	urldate = {2024-05-14},
 	journal = {British Journal of Educational Technology},
 	author = {Zhang, Kai and Chen, Jingying and Yang, Zongkai},
+	month = feb,
+	year = {2024},
 	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13438},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, children with ASD, dynamic assessment, human–computer interactive games, language skills, mediated prompts},
+	keywords = {\#b:Zeitschriftenartikel:online:learning, Charité:Promotion, children with ASD, dynamic assessment, human–computer interactive games, language skills, mediated prompts, Promotion:Literaturanalyse},
 	file = {Snapshot:/Users/jochenhanisch-johannsen/Zotero/storage/7JUTNL5Y/bjet.html:text/html},
 }