Jan Marco Leimeister
Title
Prof. Dr.
Last Name
Leimeister
First name
Jan Marco
Email
janmarco.leimeister@unisg.ch
ORCID
Phone
+41 71 224 3330
98 results
Now showing 1 - 10 of 98
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Item type:Publication, Promoting students’ motivation in language education with gamified pedagogical conversational agents(2025-12)Scopus© Citations 7 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, AI literacy and its implications for prompt engineering strategies(2024); Artificial intelligence technologies are rapidly advancing. As part of this development, large language models (LLMs) are increasingly being used when humans interact with systems based on artificial intelligence (AI), posing both new opportunities and challenges. When interacting with LLM-based AI system in a goal-directed manner, prompt engineering has evolved as a skill of formulating precise and well-structured instructions to elicit desired responses or information from the LLM, optimizing the effectiveness of the interaction. However, research on the perspectives of non-experts using LLM-based AI systems through prompt engineering and on how AI literacy affects prompting behavior is lacking. This aspect is particularly important when considering the implications of LLMs in the context of higher education. In this present study, we address this issue, introduce a skill-based approach to prompt engineering, and explicitly consider the role of non-experts' AI literacy (students) in their prompt engineering skills. We also provide qualitative insights into students’ intuitive behaviors towards LLM-based AI systems. The results show that higher-quality prompt engineering skills predict the quality of LLM output, suggesting that prompt engineering is indeed a required skill for the goal-directed use of generative AI tools. In addition, the results show that certain aspects of AI literacy can play a role in higher quality prompt engineering and targeted adaptation of LLMs within education. We, therefore, argue for the integration of AI educational content into current curricula to enable a hybrid intelligent society in which students can effectively use generative AI tools such as ChatGPT.Type:journal articleJournal:Computers and Education: Artificial IntelligenceVolume:6Issue:JuneScopus© Citations 376 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Improving Students’ Argumentation Skills Using Dynamic Machine-Learning–Based Modeling(Informs, 2024-06); ; ; Scopus© Citations 15 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Engaging Students through Interactive Learning Videos in Higher Education: Developing a Creation Process and Design Patterns for Interactive Learning Videos(2024); ; Schöbel, SofiaThe use of learning videos has grown dramatically in the last decades. However, there is also increasing criticism against the use of learning videos concerning the harmful effects on the learning process, such as a decrease in motivation, engagement, and learning success. Although interactive learning videos can be helpful in supporting students' learning process, the design of such videos is still challenging for instructional designers. To overcome these challenges, we follow a Design Science Research (DSR) approach and develop a design pattern-based process to support the development of interactive learning videos. To this end, we engage in multiple DSR cycles where we conduct a systematic literature review, collect practical and theoretical requirements, as well as develop and evaluate our artifact in two cycles. Finally, we codify our results into design patterns and a creation process for interactive learning videos. With our contribution, we make design knowledge for such learning materials accessible by including tangible and applicable practices during our interactive learning video creation process. Our contribution aims to support developers and educators in designing more effective learning videos.Type:journal articleJournal:Communications of the AIS (CAIS)Volume:55Scopus© Citations 8 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Role of AI-Based Artifacts’ Voice Capabilities for Agency Attribution(2023-07-04); ; ; The pervasiveness and increasing sophistication of artificial intelligence (AI)-based artifacts within private, organizational, and social realms change how humans interact with machines. Theorizing about the way humans perceive AI-based artifacts is crucial to understanding why and to what extent humans deem these as competent for, i.e., decision-making, yet has traditionally taken a modality-agnostic view. In this paper, we theorize about a particular case of interaction, namely that of voice-based interaction with AI-based artifacts. The capabilities and perceived naturalness of such artifacts, fueled by continuous advances in natural language processing, induce users to deem an artifact as able to act autonomously in a goal-oriented manner. We argue that there is a positive direct relationship between the voice capabilities of an artifact and users’ agency attribution, ultimately obscuring the artifact’s true nature and competencies. This relationship is further moderated by an artifact’s actual agency, uncertainty, and user characteristics.Type:journal articleJournal:Journal of the Association for Information Systems (JAIS)Volume:24Issue:4Scopus© Citations 25 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Lawfulness by design – development and evaluation of lawful design patterns to consider legal requirements(European Journal of Information Systems (EJIS), 2023-03-01); ; New political objectives, emerging regulatory regimes for the digital sphere, and higher penalties for violations have intensified the pressure to develop lawful IT artefacts. As the adaptation of existing IT artefacts to new regulations can be expensive and arduous, a more attractive approach would be to design IT artefacts lawfully from the beginning. A major challenge is that the law is generally technology-neutral, and lawful design requires legal expertise throughout the development, which is costly and time consuming due to communication challenges between legal experts and developers. One possible approach to proactively consider IT regulations in the systems development is design patterns that convey legal design knowledge and support developers in determining the appropriate design options. Consequently, we develop a framework for lawful design patterns and demonstrate their feasibility and advantages using the example of developing AI-based assistants and the regulation of the General Data Protection Regulation (GDPR). Using the design pattern framework, we develop design patterns for lawful AI-based assistants and evaluate them using (a) an experimental approach to show the usefulness of the patterns for developers and (b) rely on a legal simulation study to holistically evaluate how design patterns contribute to lawful IT.Type:journal articleJournal:European Journal of Information Systems (EJIS)Scopus© Citations 30 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Shared digital artifacts – Co-creators as beneficiaries in microlearning development(2023); ; Scopus© Citations 6 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Charting the Evolution and Future of Conversational Agents: A Research Agenda Along Five Waves and New Frontiers(Springer Nature, 2023-04-20); Scopus© Citations 110 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Measuring university students’ ability to recognize argument structures and fallaciesTheory: Argumentation is crucial for all academic disciplines. Nevertheless, a lack of argumentation skills among students is evident. Two core aspects of argumentation are the recognition of argument structures (e.g., backing up claims with premises, according to the Toulmin model) and the recognition of fallacies. As both aspects may be related to content knowledge, students studying different subjects might exhibit different argumentation skills depending on whether the content is drawn from their own or from a foreign subject. Therefore, we developed an instrument to measure the recognition of both argument structures and fallacies among the groups of preservice teachers and business economics students in both their respective domains (pedagogy and economics), and a neutral domain (sustainability). For the recognition of fallacies, we distinguished between congruent and incongruent fallacies. In congruent fallacies, the two aspects of argument quality, i.e., deductive validity and inductive strength, provide converging evidence against high argument quality. In incongruent fallacies, these two aspects diverge. Based on dual process theories, we expected to observe differences in the recognition of congruent and incongruent fallacies.Type:journal articleJournal:Frontiers in PsychologyVolume:14Issue:1270931Scopus© Citations 5 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, How to Achieve Ethical Persuasive Design: A Review and Theoretical Propositions for Information Systems(2022-12-29); Persuasive system design (PSD) is an umbrella term for designs in information systems (IS) that can influence people’s attitude, behavior, or decision making for better or for worse. On the one hand, PSD can improve users’ engagement and motivation to change their attitude, behavior, or decision making in a favorable way, which can help them achieve a desired outcome and, thus, improve their wellbeing. On the other hand, PSD misuse can lead to unethical and undesirable outcomes, such as disclosing unnecessary information or agreeing to terms that do not favor users, which, in turn, can negatively impact their wellbeing. These powerful persuasive designs can involve concepts such as gamification, gamblification, and digital nudging, which all have become prominent in recent years and have been implemented successfully across different sectors, such as education, e-health, e-governance, e-finance, and digital privacy contexts. However, such persuasive influence on individuals raises ethical questions as PSD can impair users’ autonomy or persuade them towards a third party’s goals and, hence, lead to unethical decision-making processes and outcomes. In human-computer interaction, recent advances in artificial intelligence have made this topic particularly significant. These novel technologies allow one to influence the decisions that users make, to gather data, and to profile and persuade users into unethical outcomes. These unethical outcomes can lead to psychological and emotional damage to users. To understand the role that ethics play in persuasive system design, we conducted an exhaustive systematic literature analysis and 20 interviews to overview ethical considerations for persuasive system design. Furthermore, we derive potential propositions for more ethical PSD and shed light on potential research gaps.Type:journal articleJournal:AIS Transactions on Human-Computer Interaction (THCI)Volume:14Issue:4Scopus© Citations 33