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Publikationen des Prosperkolleg e.V.
Auf der Website des Prosperkolleg e.V. berichten wir in verschiedenen Publikationsreihen über Projektergebnisse und bereiten Erkenntnisse aus der Forschung praxisbezogen auf.
Publikationen aus dem Transferhub
2026
1.
Eimler, Sabrina C.; Handmann, Uwe; Baker, Nermeen Abou; Barenbrock, Julia Maria; Drechsler, Alexandra-Michelle; Dossena, Gian Luca; Erle, Lukas; Helgert, André; Imort, Ramón-Darius; Rohrschneider, David; Stehr, Jonas; Szabó-Müller, Paul
Driving the Transformation: A Course Concept Preparing for a Sustainable Future Konferenz Geplante Veröffentlichung
Proceedings of the 8th International Conference on Higher Education Learning Methodologies and Technologies Online (HELMeTO 2026), Geplante Veröffentlichung.
@conference{nokey,
title = {Driving the Transformation: A Course Concept Preparing for a Sustainable Future},
author = {Sabrina C. Eimler and Uwe Handmann and Nermeen Abou Baker and Julia Maria Barenbrock and Alexandra-Michelle Drechsler and Gian Luca Dossena and Lukas Erle and André Helgert and Ramón-Darius Imort and David Rohrschneider and Jonas Stehr and Paul Szabó-Müller},
year = {2026},
date = {2026-09-28},
urldate = {2026-09-28},
booktitle = {Proceedings of the 8th International Conference on Higher Education Learning Methodologies and Technologies Online (HELMeTO 2026)},
keywords = {},
pubstate = {forthcoming},
tppubtype = {conference}
}
2.
Eimler, Sabrina C.; Erle, Lukas; Imort, Ramón-Darius
FutureSociety Hackathon – Teaching and Ideating Technology’s Role for Global Harwell Konferenz Geplante Veröffentlichung
Proceedings of the First International Conference on AI, Future Educational Scenarios and Transformations, and Global Harwell (AIEH 2026), National Central University, Geplante Veröffentlichung.
@conference{nokeyb,
title = {FutureSociety Hackathon – Teaching and Ideating Technology’s Role for Global Harwell},
author = {Sabrina C. Eimler and Lukas Erle and Ramón-Darius Imort},
editor = {T. W. Chan and W. Chen and I. Botički and C. Y. Liao},
year = {2026},
date = {2026-09-21},
urldate = {2026-09-21},
booktitle = {Proceedings of the First International Conference on AI, Future Educational Scenarios and Transformations, and Global Harwell (AIEH 2026)},
publisher = {National Central University},
abstract = {The United Nations’ “Agenda 2030” consists of a set of 17 Sustainable Development Goals (SDGs), which play a central role in increasing Global Harwell. While there is ample information on these goals, individuals often struggle with deriving concrete measures, ideas, or relevance for their own environments, possibly reducing self-efficacy. As part of the course “Positive Computing and Diversity in Human Computer Interaction”, students learn about a range of technologies (e.g., artificial intelligence, circular economy, or social robots), with the course culminating in a two-day ideation hackathon, in which students use their acquired knowledge to develop technological solutions for two challenges aimed at increasing societal well-being. We introduce the course structure and hackathon challenges and evaluate it with data from two online questionnaires throughout the course (pre-hackathon n1 = 34; follow-up n2 = 19). This evaluation especially explores students’ self-efficacy during the development of ideas and reflections on how the developed solutions and AI might support different SDGs. Our results indicate that course participants felt a high level of collective self-efficacy and optimism regarding the SDGs after the course. We contribute to educational practice by presenting a scalable course template to cultivate STEM students’ awareness of how technology can be harnessed for supporting SDGs and achieving Global Harwell.},
keywords = {},
pubstate = {forthcoming},
tppubtype = {conference}
}
The United Nations’ “Agenda 2030” consists of a set of 17 Sustainable Development Goals (SDGs), which play a central role in increasing Global Harwell. While there is ample information on these goals, individuals often struggle with deriving concrete measures, ideas, or relevance for their own environments, possibly reducing self-efficacy. As part of the course “Positive Computing and Diversity in Human Computer Interaction”, students learn about a range of technologies (e.g., artificial intelligence, circular economy, or social robots), with the course culminating in a two-day ideation hackathon, in which students use their acquired knowledge to develop technological solutions for two challenges aimed at increasing societal well-being. We introduce the course structure and hackathon challenges and evaluate it with data from two online questionnaires throughout the course (pre-hackathon n1 = 34; follow-up n2 = 19). This evaluation especially explores students’ self-efficacy during the development of ideas and reflections on how the developed solutions and AI might support different SDGs. Our results indicate that course participants felt a high level of collective self-efficacy and optimism regarding the SDGs after the course. We contribute to educational practice by presenting a scalable course template to cultivate STEM students’ awareness of how technology can be harnessed for supporting SDGs and achieving Global Harwell.
3.
Rudolf, Emily; Mäder, Aiden Danny; Erle, Lukas; Eimler, Sabrina C.
App-solutely SDGo! Bridging the Gap to Sustainability through a Web Based Urban Scavenger Hunt Konferenz Geplante Veröffentlichung
Mensch und Computer 2026 – Tagungsband, Gesellschaft für Informatik e.V., 30. August - 02. September 2026, Duisburg, Germany, Geplante Veröffentlichung.
@conference{nokeyc,
title = {App-solutely SDGo! Bridging the Gap to Sustainability through a Web Based Urban Scavenger Hunt},
author = {Emily Rudolf and Aiden Danny Mäder and Lukas Erle and Sabrina C. Eimler},
url = {https://doi.org/10.18420/muc2026-mci-wip-341},
year = {2026},
date = {2026-09-02},
urldate = {2026-09-02},
booktitle = {Mensch und Computer 2026 – Tagungsband, Gesellschaft für Informatik e.V., 30. August - 02. September 2026, Duisburg, Germany},
abstract = {The United Nations' 17 Sustainable Development Goals (SDGs) are widely recognized yet often not perceived as directly relevant to everyday urban life. Construal Level Theory suggests that large-scale sustainability challenges are typically represented in abstract terms where they are spatially and socially distant (14). While location-based mobile gamification is discussed as a possible approach to connect abstract goals with local contexts, existing systems often introduce onboarding friction through mandatory downloads and registrations. This paper introduces SDGo, a progressive web application (PWA) that removes installation barriers and presents SDG-related content through a place-based scavenger hunt in urban environments. A mixed-methods evaluation (N = 7) resulted in a System Usability Scale (SUS) score of 90.36. Qualitative feedback from participants describes engagement with site-specific mini-games and To Do cards and provides insights into perceived usability and relevance in the urban context.},
keywords = {},
pubstate = {forthcoming},
tppubtype = {conference}
}
The United Nations' 17 Sustainable Development Goals (SDGs) are widely recognized yet often not perceived as directly relevant to everyday urban life. Construal Level Theory suggests that large-scale sustainability challenges are typically represented in abstract terms where they are spatially and socially distant (14). While location-based mobile gamification is discussed as a possible approach to connect abstract goals with local contexts, existing systems often introduce onboarding friction through mandatory downloads and registrations. This paper introduces SDGo, a progressive web application (PWA) that removes installation barriers and presents SDG-related content through a place-based scavenger hunt in urban environments. A mixed-methods evaluation (N = 7) resulted in a System Usability Scale (SUS) score of 90.36. Qualitative feedback from participants describes engagement with site-specific mini-games and To Do cards and provides insights into perceived usability and relevance in the urban context.
4.
Harmuth, Geena; Uboreck, Jil; Erle, Lukas; Eimler, Sabrina C.
Connecting with Rural Identity: A Low Threshold Web Based Digital Spoil Heap Tour Konferenz Geplante Veröffentlichung
MuC '26, Duisburg, Germany, Geplante Veröffentlichung.
@conference{nokeyd,
title = {Connecting with Rural Identity: A Low Threshold Web Based Digital Spoil Heap Tour},
author = {Geena Harmuth and Jil Uboreck and Lukas Erle and Sabrina C. Eimler},
doi = {10.1145/3820253.3831385},
year = {2026},
date = {2026-09-02},
urldate = {2026-09-02},
booktitle = {MuC '26, Duisburg, Germany},
abstract = {As part of the Sustainable Development Goals, the United Nations strive to enable open access to quality education and sustainable cities. HCI can provide learning opportunities that are openly accessible to users, support lifelong learning, and focus on their home cities. This work outlines the design and evaluation of an open digital learning offer aimed at conveying the historical, cultural, and social significance of a spoil heap in a German city. As a remnant from coal mining, the spoil heap currently serves as a location for leisure and religious practices. This combination of history, contemporary use, and future potentials remains largely obscured for visitors due to the lack of a unified mode of knowledge transfer. We develop and evaluate a digital museum which enables open-access and self-directed exploration. Our evaluation results indicate good usability of the prototype, with participants' feedback informing the further development and real-world deployment of the application.},
keywords = {},
pubstate = {forthcoming},
tppubtype = {conference}
}
As part of the Sustainable Development Goals, the United Nations strive to enable open access to quality education and sustainable cities. HCI can provide learning opportunities that are openly accessible to users, support lifelong learning, and focus on their home cities. This work outlines the design and evaluation of an open digital learning offer aimed at conveying the historical, cultural, and social significance of a spoil heap in a German city. As a remnant from coal mining, the spoil heap currently serves as a location for leisure and religious practices. This combination of history, contemporary use, and future potentials remains largely obscured for visitors due to the lack of a unified mode of knowledge transfer. We develop and evaluate a digital museum which enables open-access and self-directed exploration. Our evaluation results indicate good usability of the prototype, with participants' feedback informing the further development and real-world deployment of the application.
5.
Brokuf, Anna Sophia; Weiner, Adrian; Helgert, André; Eimler, Sabrina C.
Econauts: A Gamification- and Microlearning-based (mobile) Approach to Foster Action Competence within the Circular Economy Transition Konferenz Geplante Veröffentlichung
MuC '26, Duisburg, Germany, Geplante Veröffentlichung.
@conference{nokeye,
title = {Econauts: A Gamification- and Microlearning-based (mobile) Approach to Foster Action Competence within the Circular Economy Transition},
author = {Anna Sophia Brokuf and Adrian Weiner and André Helgert and Sabrina C. Eimler},
url = {https://doi.org/10.1145/3820253.3831389},
year = {2026},
date = {2026-09-02},
urldate = {2026-09-02},
booktitle = {MuC '26, Duisburg, Germany},
abstract = {The Circular Economy (CE) is widely recognized as a key framework for sustainable development, yet current educational approaches often fail to translate environmental awareness into sustained circular action. This paper presents Econauts, a mobile application that combines structured microlearning with gamification designed to foster action competence across the full CE lifecycle. The app features a sequential learning path covering eight CE stages and four purpose-built mini-games designed to target specific competence dimensions. A multi-layered gamification system is designed to promote long-term engagement. A formative evaluation with seven CE practitioners yielded an excellent mean System Usability Score. Self-generated items confirmed high perceived usefulness for CE education and positive participant assessment of the pedagogical approach. These preliminary findings suggest that the proposed approach is perceived as usable, educationally valuable, and suitable for communicating CE concepts through a gamified mobile learning format.},
keywords = {},
pubstate = {forthcoming},
tppubtype = {conference}
}
The Circular Economy (CE) is widely recognized as a key framework for sustainable development, yet current educational approaches often fail to translate environmental awareness into sustained circular action. This paper presents Econauts, a mobile application that combines structured microlearning with gamification designed to foster action competence across the full CE lifecycle. The app features a sequential learning path covering eight CE stages and four purpose-built mini-games designed to target specific competence dimensions. A multi-layered gamification system is designed to promote long-term engagement. A formative evaluation with seven CE practitioners yielded an excellent mean System Usability Score. Self-generated items confirmed high perceived usefulness for CE education and positive participant assessment of the pedagogical approach. These preliminary findings suggest that the proposed approach is perceived as usable, educationally valuable, and suitable for communicating CE concepts through a gamified mobile learning format.
6.
Biyikli, Okan; Hakim, Hussein Al; Dossena, Gian Luca; Imort, Ramón-Darius; Helgert, André; Eimler, Sabrina C.
Inside the Blockchain: Embodied Microlearning in Virtual Reality Konferenz Geplante Veröffentlichung
Geplante Veröffentlichung.
@conference{nokeyf,
title = {Inside the Blockchain: Embodied Microlearning in Virtual Reality},
author = {Okan Biyikli and Hussein Al Hakim and Gian Luca Dossena and Ramón-Darius Imort and André Helgert and Sabrina C. Eimler},
year = {2026},
date = {2026-09-02},
urldate = {2026-09-02},
journal = {Mensch und Computer 2026 – Tagungsband, Gesellschaft für Informatik e.V., 30. August - 02. September 2026, Duisburg, Germany},
abstract = {Blockchain technology enables decentralized, tamper-resistant transactions without intermediaries, but its abstract concepts, such as cryptographic hashing, consensus mechanisms, and distributed ledgers, are difficult to teach using conventional methods. This challenge is especially pronounced for learners without a computer science background. Virtual Reality (VR) and embodied interaction offer new opportunities to make these invisible processes spatially and physically understandable. This paper presents a VR learning environment in which users explore a metaphorical blockchain using the ICAROS fitness device, a whole-body interface controlled through balance and body tension. To evaluate the effectiveness of this embodied approach, a single-group pre-post study was conducted with 24 participants. Results showed substantial learning gains, particularly for concepts conveyed through direct visual interaction. Usability was rated as average, with participants identifying steering calibration and pacing as areas for improvement. While participants reported cybersickness symptoms, no measurable reduction in learning performance was observed.},
keywords = {},
pubstate = {forthcoming},
tppubtype = {conference}
}
Blockchain technology enables decentralized, tamper-resistant transactions without intermediaries, but its abstract concepts, such as cryptographic hashing, consensus mechanisms, and distributed ledgers, are difficult to teach using conventional methods. This challenge is especially pronounced for learners without a computer science background. Virtual Reality (VR) and embodied interaction offer new opportunities to make these invisible processes spatially and physically understandable. This paper presents a VR learning environment in which users explore a metaphorical blockchain using the ICAROS fitness device, a whole-body interface controlled through balance and body tension. To evaluate the effectiveness of this embodied approach, a single-group pre-post study was conducted with 24 participants. Results showed substantial learning gains, particularly for concepts conveyed through direct visual interaction. Usability was rated as average, with participants identifying steering calibration and pacing as areas for improvement. While participants reported cybersickness symptoms, no measurable reduction in learning performance was observed.
7.
Eimler, Sabrina C.; Erle, Lukas; Flood, Daniel; Haiman, Aditi; Häckert, Luca; Helgert, André; McGinness, Lachlan; Yapici, Büsra
The Environmental Cost of LLMs in AIED: Reporting and Practices Konferenz
Artificial Intelligence in Education. Late Breaking Results, WideAIED, Practitioners, Industry and Policies, Blue Sky, Doctoral Consortium, FoL Workshops and Tutorials, FoL Invited Papers, Bd. 3032, Communications in Computer and Information Science Springer, 2026.
@conference{nokeyg,
title = {The Environmental Cost of LLMs in AIED: Reporting and Practices},
author = {Sabrina C. Eimler and Lukas Erle and Daniel Flood and Aditi Haiman and Luca Häckert and André Helgert and Lachlan McGinness and Büsra Yapici},
editor = {E. G. Blanchard and G. Chen and M. Chi and S. Isotani},
url = {https://doi.org/10.1007/978-3-032-29791-4_31},
year = {2026},
date = {2026-06-27},
urldate = {2026-06-27},
booktitle = {Artificial Intelligence in Education. Late Breaking Results, WideAIED, Practitioners, Industry and Policies, Blue Sky, Doctoral Consortium, FoL Workshops and Tutorials, FoL Invited Papers},
volume = {3032},
pages = {397-410},
publisher = {Springer},
series = {Communications in Computer and Information Science},
abstract = {Large Language Model (LLM) usage in recent years has become increasingly widespread in the Artificial Intelligence in Education (AIED) community. While LLMs offer unique avenues for learners and educators, using LLMs comes with computational and environmental costs. These costs are mostly hidden due to a lack of standardised procedures to measure and report these impacts. To address this gap, we first conducted a literature review of all papers published as part of the AIED 2025 conference proceedings, determining if and how computational or environmental costs of LLMs are reported. Most projects use LLMs, but few report computational resources used and almost none discuss environmental impacts of LLMs as an ethical concern. To address this lack of standardised reporting practices, we propose an open-source method for systematically measuring and reporting the computational expense of LLMs and environmental impact of running Machine Learning (ML) AIED systems. We provide software solutions to measure the carbon footprint for both local and cloud based hardware. We also provide an easy-to-use formula to calculate the computational expense of frontier LLMs even when the exact number of parameters is not known. Overall, we hope to motivate colleagues to use our method to strive for more transparent reporting of hidden costs of using LLMs in the AIED community.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
Large Language Model (LLM) usage in recent years has become increasingly widespread in the Artificial Intelligence in Education (AIED) community. While LLMs offer unique avenues for learners and educators, using LLMs comes with computational and environmental costs. These costs are mostly hidden due to a lack of standardised procedures to measure and report these impacts. To address this gap, we first conducted a literature review of all papers published as part of the AIED 2025 conference proceedings, determining if and how computational or environmental costs of LLMs are reported. Most projects use LLMs, but few report computational resources used and almost none discuss environmental impacts of LLMs as an ethical concern. To address this lack of standardised reporting practices, we propose an open-source method for systematically measuring and reporting the computational expense of LLMs and environmental impact of running Machine Learning (ML) AIED systems. We provide software solutions to measure the carbon footprint for both local and cloud based hardware. We also provide an easy-to-use formula to calculate the computational expense of frontier LLMs even when the exact number of parameters is not known. Overall, we hope to motivate colleagues to use our method to strive for more transparent reporting of hidden costs of using LLMs in the AIED community.
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