Bergram, Kristoffer

2024-01-03, Ouaazki, Abdessalam, Macko, Vladimir, Bergram, Kristoffer, Marika Fenley, Michael Fuchs, Melfi, Giuseppe, Holzer, Adrian

Self-regulated learning (SRL) has been adopted as a successful strategy for promoting deeper learning and improving academic performance. In this context, digital boosts have been used to empower learners by expanding their competencies and helping them reach their objectives. However, existing literature has primarily focused on the academic performance-related outcomes of digital boosts, while their potential effects on emotional and psychological aspects like stress and well-being remain comparatively under-explored. In this study, we address this gap by studying the impact of digital boosts on perceived stress, in addition to study time. We have designed a digital SRL support system, through which we have delivered digital feedback boosts. To evaluate this system, we conducted a pilot study with 60 university students. Our digital boosts have helped students keep a steady study time. However, they have caused an increase in perceived stress, especially among students who did not attain their study time plans.

2022-4-28, Bergram, Kristoffer, Djokovic, Marija, Bezençon, Valéry, Holzer, Adrian

2020-6-15, Bergram, Kristoffer, Gjerlufsen, Tony, Maingot, Paul, Bezençon, Valéry, Holzer, Adrian

Maintaining a private life in our digital world is gradually becoming harder. With Internet services having ever increasing access to personal data, it is crucial to raise user awareness about what privacy guarantees they offer. Regulations have recently been enacted such as the European General Data Privacy Regulation (GDPR). Yet, online service providers still have terms and privacy policies to which users tend to agree without ever viewing or reading them. By using digital nudges, this paper explores how small changes in the choice architecture can be designed to increase the informed consent and privacy awareness of users. The results from a double-blind online experiment (n = 183) show that phrasing the agreement differently and providing a highlights alternative to the existing quick-join choice architecture can significantly increase the number of users who view and read the terms and privacy policy. However, these digital nudges seem to not increase the users’ recollection of what they have agreed to. The experimental results are complemented by a field test using one of the proposed designs in the IKEA Place app (n = 81’431).

2023-11, Ouaazki, Abdessalam, Bergram, Kristoffer, Holzer, Adrian

Given the pervasive reliance on technology in modern society, teaching Computational Thinking (CT) abilities is becoming increasingly relevant. These abilities, such as modeling and coding, have become crucial for a larger audience of students, not only those who wish to become software engineers or computer scientists. Recent advances in Large Language Models (LLMs), such as ChatGPT, provide powerful assistance to complete computational tasks, by simplifying code generation and debugging, and potentially enhancing interactive learning. However, it is not clear if these advances make CT tasks more accessible and inclusive for all students, or if they further contribute to a digital skills divide, favoring the top students. To address this gap, we have created and evaluated a novel learning scenario for transversal CT skills that leveraged LLMs as assistants. We conducted an exploratory field study during the spring semester of 2022, to assess the effectiveness and user experience of LLM-augmented learning. Our results indicate that the usage of ChatGPT as a learning assistant improves learning outcomes. Furthermore, contrary to our predictions, the usage of ChatGPT by students does not depend on prior CT capabilities and as such does not seem to exacerbate prior inequalities.

2022, De Santo, Alessio, Farah, Juan, Martínez, Marc, Moro, Arielle, Bergram, Kristoffer, Purohit, Aditya Kumar, Felber, Pascal, Gillet, Denis, Holzer, Adrian

2023, Purohit, Aditya Kumar, Bergram, Kristoffer, Louis Barclay, Bezençon, Valéry, Holzer, Adrian

2020-9-17, Farah, Juan Carlos, Moro, Arielle, Bergram, Kristoffer, Purohit, Aditya Kumar, Gillet, Denis, Holzer, Adrian