Publications

Harder, T. und Janneck, M. (2024). Digital Nudging in Online-Learning Environments: Enhancing Self-regulation and Decision Through Usability-Centric Design. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2024. Lecture Notes in Computer Science, vol 14722. Springer, Cham. https://doi.org/10.1007/978-3-031-61672-3_1
Harder, T. und Drzyzga, G. (2024). Enhancing the User Interaction of Online Students: Analysis of an Interaction Concept for a Learner Dashboard . In Proceedings of the 19th International Joint Conference on Computer Vision, Imaging and Computer Graphics Theory and Applications - Volume 1: GRAPP, HUCAPP and IVAPP, Rome, Italy, ISBN 978-989-758-679-8, ISSN 2184-4321, pages 471-479.
Harder, T. und Drzyzga, G. (2024). Perzeption und Präferenzen von Online-Studierenden zu Lernenden-Dashboards: Designelemente, Akzeptanz und ML-basierte Lernfortschrittsprognosen. In Tagungsband der GMW2023: Integration und Ko-Kreation: Miteinander von Mensch und Maschine in Forschung und Bildung, Jena, Deutschland. Waxmann. [in press]

Drzyzga, G. und Harder, T. (2023). A Three Level Design Study Approach to Develop a Student-Centered Learner Dashboard. In Proceedings of the 7th International Conference on Computer-Human Interaction Research and Applications, pages 262-281.
Drzyzga, G., Harder, T. und Janneck, M. (2023). Participative Development of a Learning Dashboard for Online Students Using Traditional Design Concepts. In Proceedings of the 7th International Conference on Computer-Human Interaction Research and Applications, pages 176-191.
Drzyzga, G. and Harder, T. (2023). User-Centered Design and Iterative Refinement: Promoting Student Learning with an Interactive Dashboard. In Proceedings of the 19th International Conference on Web Information Systems and Technologies, ISBN 978-989-758-672-9, ISSN 2184-3252, pages 340-346.
Harder, T. (2023). Selbstregulation bei Online-Studierenden fördern: Implikationen einer quantitativen und qualitativen Befragungsstudie zur effektiven Gestaltung von Nudges . In Gemeinschaften in Neuen Medien. Inklusiv Digital: Gemeinschaft offen gestalten. S. 300 - 308.

Drzyzga, G. und Harder, T. (2022). Student-centered Development of an Online Software Tool to Provide Learning Support Feedback: A Design-study Approach. In Proceedings of the 6th International Conference on Computer-Human Interaction Research and Applications, ISBN 978-989-758-609-5, ISSN 2184-3244, S. 244-248.

Matthies, D. J. C., Harder, T., Bretterbauer, F., Ginter, V. und Hellbrück, H. (2021). FitFone: Tracking Home Workout in Pandemic Times. In The 14th PErvasive Technologies Related to Assistive Environments Conference (PETRA 2021), 29. Juni - 2. Juli 2021, Korfu, Griechenland. ACM, New York, NY, USA.
Harder, T. (2021). Nutzerzentrierte Entwicklung und Evaluation eines visuellen Kompetenzrasters für digitale Lernangebote. In Gemeinschaften in Neuen Medien. Digitale Partizipation in hybriden Realitäten und Gemeinschaften, S. 61–69.