Lukas Spirgi
Last Name
Spirgi
First name
Lukas
Email
lukas.spirgi@unisg.ch
Phone
+41 71 224 7593
19 results
Now showing 1 - 10 of 19
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Item type:Publication, Soziotechnische Systemgestaltung im Kontext generativer KI: Eine empirische Untersuchung(OAPublishing Collective, 2025-02-27); ; - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Fostering Intelligent-TPACK through AI-Assistance: A Multi-Method Study in Pre-Service Teacher EducationAs generative artificial intelligence (GenAI) rapidly becomes a structural element of education, teacher preparation programs face urgent challenges in developing both pedagogical competence and ethical awareness among future educators. This exploratory study investigates how Swiss pre-service teachers in business education conceptualize, design, and evaluate GenAI-supported instruction through the lens of the Intelligent-TPACK framework, an expanded model integrating technological, pedagogical, content, and ethical knowledge. Twelve master-level pre-service teachers participated in a mixed-method study that combined self-report surveys, group-based instructional design artefacts, and AI-driven prompt analysis using OpenAI o3. Results show that participants reported high confidence in technological and pedagogical AI knowledge, but they exhibited weaker confidence and reliability in ethical knowledge, particularly regarding transparency and accountability. All chatbot designs address the "Active" rather than "Interactive" level of the ICAP hierarchy. The AI-based analysis further highlighted gaps in Socratic questioning and metacognitive prompting, underscoring limited opportunities for reflection and co-construction. These findings reveal a need to move beyond surface-level tool familiarity towards integrating ethical reflection and explicit design-in-action practices within teacher education. Ultimately, the study underscores the importance of cultivating pre-service teachers as co-designers of pedagogical experiences who are equipped to navigate both the technical and ethical complexities of AI-mediated classrooms.Type:journal articleJournal:Computers and Education OpenScopus© Citations 2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, First-year students AI-competence as a predictor for intended and de facto use of AI-tools for supporting learning processes in higher education(Springer Science and Business Media LLC, 2024-03-18); The influence of Artificial Intelligence on higher education is increasing. As important drivers for student retention and learning success, generative AI-tools like translators, paraphrasers and most lately chatbots can support students in their learning processes. The perceptions and expectations of first-years students related to AI-tools have not yet been researched in-depth. The same can be stated about necessary requirements and skills for the purposeful use of AI-tools. The research work examines the relationship between first-year students’ knowledge, skills and attitudes and their use of AI-tools for their learning processes. Analysing the data of 634 first-year students revealed that attitudes towards AI significantly explains the intended use of AI tools. Additionally, the perceived benefits of AI-technology are predictors for students’ perception of AI-robots as cooperation partners for humans. Educators in higher education must facilitate students’ AI competencies and integrate AI-tools into instructional designs. As a result, students learning processes will be improved.Type:journal articleJournal:International Journal of Educational Technology in Higher EducationVolume:21Issue:1Scopus© Citations 119 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, KI-Kompetenz zu Studienbeginn als Prädiktor für die Nutzung von KI-Werkzeugen zur Unterstützung von Lernprozessen(Springer Science and Business Media LLC, 2024-08); Der Einfluss von Künstlicher Intelligenz (KI) auf die Hochschulbildung nimmt rasant zu. Generative KI-Werkzeuge, wie Übersetzer, Paraphrasierer und Chatbots können die Lernprozesse von Studierenden unterstützen. Die Wahrnehmungen und Erwartungen von Studienanfänger:innen in Bezug auf KI-Werkzeuge sind jedoch bisher nicht eingehend erforscht. Gleiches gilt für die notwendigen Voraussetzungen und Fähigkeiten für den gezielten Einsatz von KI-Werkzeugen in der Hochschulbildung. Diese Arbeit untersucht den Zusammenhang zwischen den Kenntnissen, Fähigkeiten und Einstellungen von Studierenden in den ersten zwei Semestern und ihrer Nutzung von KI-Werkzeugen für Lernprozesse. Die Analyse der Daten von N = 634 Studienanfänger:innen ergab, dass die Einstellung zu KI die beabsichtigte Nutzung von KI-Werkzeugen signifikant erklärt. Überdies sind die wahrgenommenen Vorteile der KI-Anwendungen Prädiktoren für die Wahrnehmung von KI-Werkzeugen als Kooperationspartner des Menschen durch die Studierenden. Lehrende in der Hochschulbildung müssen die KI-Kompetenzen der Studierenden fördern und KI-Werkzeuge in die Unterrichtsgestaltung integrieren, um Lehr-Lern-Prozesse zu verbessern.Type:journal articleJournal:Informatik SpektrumVolume:47Issue:3-4Scopus© Citations 2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Umgang mit KI-Robotern: maschinelle Übersetzer, Textgeneratoren, Chatbots & Co – Eine empirische Studie bei Erstsemester-Studierenden(Verlag empirische Pädagogik, 2024); ; - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Programmieren im Zeitalter der generativen KI: eine transversale Kompetenz in der Berufsbildung?(2023-11-19); ; - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Role of AI Disclosure in Academic Grading: Lecturer Perceptions, Challenges, and ImplicationsThe increasing integration of artificial intelligence (AI) in academic writing has led universities to require AI disclosure in student submissions. This study inves-tigates whether such declarations influence grading and how lecturers perceive AI-assisted work. An experimental study compared grading outcomes between two instructor groups: one assessing an AI-labeled text (n=15) and another eval-uating the same text without AI disclosure (n=10). Results showed no statistically significant differences in grades. This observation means that, in the conducted experiment, the AI declaration had no impact on lecturers' evaluations. To further explore lecturers' perspectives on the use of AI in academic writing, cluster anal-ysis was used to identify three attitudinal groups: 1) AI Skeptics with a focus on responsibility, who support responsible AI use but express moderate concerns; 2) Pragmatic Supporters, who acknowledge both benefits and risks; and 3) AI Critics, who view AI negatively in academic writing.Type:conference paperJournal:Artificial Intelligence in Education. AIED 2025.Scopus© Citations 2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, GenAI as a Learning Assistant, an Empirical Study in Higher EducationType:conference paperJournal:Proceedings of the 17th International Conference on Computer Supported EducationScopus© Citations 4 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Exploring students’ use of ChatGPT as a personal assistant for writing and learning(2025); This study explores how students at a business school in Switzerland are using ChatGPT as a personal assistant for writing and learning. Given concerns about academic integrity and the potential of AI to improve learning outcomes, students' self-organised use of AI in education remains under-researched (Nguyen et al., 2024). Using an online survey of 266 undergraduate students, this study explores the use of ChatGPT for both writing and learning tasks in academic studies. The results suggest that students rely primarily on ChatGPT for superficial support, such as spelling and grammar checking, rather than for high-level academic tasks requiring deep critical thinking and analysis. Cognitive tasks, such as summarising complex information, show higher usage than metacognitive tasks, such as self-assessment and study planning. A strong correlation (r = 0.7244) between the use of ChatGPT for writing and learning suggests consistent patterns in students' engagement with AI across tasks. The findings highlight the need for targeted guidance on the responsible use of AI in academic contexts, informing both educators and AI tool developers on how to better support student learning.Type:conference paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, First-Year Students’ Usage of and Attitudes Towards Mindless and Mindful AI-Technology(2024); Type:conference paper