Josef Guggemos
Biographic Data
| ID | 5135069 |
|---|---|
| NAME | Josef Guggemos |
| GIVEN NAMES | Josef |
| FAMILY NAME | Guggemos |
| SIGNATURE | GUGGEMOS J |
| AFFILIATIONS | University of St.Gallen |
| ORCID | 0000-0003-0091-1341 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Visual attention when solving economics learning tasks using dynamic, interactive graphs: An eye-tracking study
Price–quantity graphs are often used to visualize the supply-demand interplay. Interacting with dynamic graphs could increase interest in their content and thus enhance the learning process. Using eye tracking, the authors investigated how economic education students learned with static and dynamic graphs by analyzing their gaze behavior in a laboratory setting as they solved single-choice learning tasks involving price–quantity graphs. They foun…
Learners don't know best: Shedding light on the phenomenon of the K-12 Mooc in the context of information literacy
Massive Open Online Courses (MOOCs) have received much attention in higher education; however, evidence about MOOCs at the K-12 level is scarce. To shed light on the phenomenon, we use the i-MOOC that aims at fostering upper secondary level students’ information literacy. The i-MOOC is a blended MOOC developed and refined in a design research process; it meets established criteria for high-quality MOOCs. In 2020, 1032 upper secondary level studen…
Teaching with and teaching about technology – Evidence for professional development of in-service teachers
The digital transformation has implications for how and what to teach. For the purpose of professional development, the paper at hand presents a conceptual framework for predicting the use of technology as a means and as a content of instruction. It is informed by the TPACK framework and the ‘will, skill, tool’ model. The predictors are Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), Technological Pedagogical Content Know…
Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends
This is the introductory article for the special issue "Technology-related knowledge, skills, and attitudes of pre- and in-service teachers". It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we dem…
On the predictors of computational thinking and its growth at the high-school level
Computational thinking (CT) is a key 21st-century skill. This paper contributes to CT research by investigating CT predictors among upper secondary students in a longitudinal and natural classroom setting. The hypothesized predictors are grouped into three areas: student characteristics, home environment, and learning opportunities. CT is measured with the Computational Thinking Test (CTt), an established performance test. N = 202 high-school stu…
Humanoid robots in higher education: Evaluating the acceptance of Pepper in the context of an academic writing course using the UTAUT
This study investigates the acceptance of social robots by higher education students in the social sciences. Pepper, a humanoid social robot from SoftBank Robotics, provided a sample of its capabilities during a first semester, large‐scale, university course, “Introduction to academic writing.”From this course, 462 freshmen participated in our survey. The unified theory of acceptance and use of technology (UTAUT) acts as the conceptual framework,…
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Humanoid robots in higher education: Evaluating the acceptance of Pepper in the context of an academic writing course using the UTAUT
This study investigates the acceptance of social robots by higher education students in the social sciences. Pepper, a humanoid social robot from SoftBank Robotics, provided a sample of its capabilities during a first semester, large‐scale, university course, “Introduction to academic writing.”From this course, 462 freshmen participated in our survey. The unified theory of acceptance and use of technology (UTAUT) acts as the conceptual framework,…
Teaching with and teaching about technology – Evidence for professional development of in-service teachers
The digital transformation has implications for how and what to teach. For the purpose of professional development, the paper at hand presents a conceptual framework for predicting the use of technology as a means and as a content of instruction. It is informed by the TPACK framework and the ‘will, skill, tool’ model. The predictors are Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), Technological Pedagogical Content Know…
Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends
This is the introductory article for the special issue "Technology-related knowledge, skills, and attitudes of pre- and in-service teachers". It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we dem…
On the predictors of computational thinking and its growth at the high-school level
Computational thinking (CT) is a key 21st-century skill. This paper contributes to CT research by investigating CT predictors among upper secondary students in a longitudinal and natural classroom setting. The hypothesized predictors are grouped into three areas: student characteristics, home environment, and learning opportunities. CT is measured with the Computational Thinking Test (CTt), an established performance test. N = 202 high-school stu…
Learners don't know best: Shedding light on the phenomenon of the K-12 Mooc in the context of information literacy
Massive Open Online Courses (MOOCs) have received much attention in higher education; however, evidence about MOOCs at the K-12 level is scarce. To shed light on the phenomenon, we use the i-MOOC that aims at fostering upper secondary level students’ information literacy. The i-MOOC is a blended MOOC developed and refined in a design research process; it meets established criteria for high-quality MOOCs. In 2020, 1032 upper secondary level studen…
Visual attention when solving economics learning tasks using dynamic, interactive graphs: An eye-tracking study
Price–quantity graphs are often used to visualize the supply-demand interplay. Interacting with dynamic graphs could increase interest in their content and thus enhance the learning process. Using eye tracking, the authors investigated how economic education students learned with static and dynamic graphs by analyzing their gaze behavior in a laboratory setting as they solved single-choice learning tasks involving price–quantity graphs. They foun…
Psychology (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Artificial Intelligence (3 works) · Pedagogy (3 works) · Business (2 works) · Educational Games and Gamification (2 works) · Gender and Technology in Education (2 works) · Knowledge management (2 works) · Literacy (2 works)