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Dr. Roman Rietsche

Müller-Friedberg-Strasse 6/8
9000 St. Gallen
+41 71 224 33 25


  • Digitales Feedback
  • Conversational Agents
  • Recommender Systeme
  • Natural Language Processing
  • Quantum Computing
  • Forschungsgebiete

  • Peer Feedback im universitären Kontext
  • Digitales Feedback in Unternehmen
  • Auswirkung von Quanten Computing auf Organisationen
  • Publikationen

    The ability of students to self-monitor their learning paths is in demand as never before due to the recent rise of online education formats, which entails less interaction with lecturers. Recent advantages in educational process mining (EPM) offer new opportunities to monitor students’ learning paths by processing log data captured by technology-mediated learning environments. However, current literature falls short on providing user-centered design principles for IT-tools which can monitor learning paths using EPM. Hence, in this paper, we examine how to design a self-monitoring tool that supports students to evaluate their learning paths. Based on theoretical insights of 66 papers and nine user interviews, we propose seven design principles for an IT-tool which facilitates self-monitoring for students based on EPM. Further, we evaluate the design principles with seven potential users. Our results demonstrate a promising approach to help students improve their self-efficacy in their individual learning process using EPM.

    get_appSacha Fuchs, Roman Rietsche, Stephan Aier, Michael Rivera
    More and more employees request feedback from their organizations to develop and learn. This is reflected by a growing number of digital feedback apps which facilitate high-frequency feedback exchange. However, the effect of feedback has hardly been studied on an organizational level due to complexity. Therefore, we strive to analyze organizational feedback exchange with an agent-based simulation model. Concretely, we study the effect of feedback length and feedback frequency on the organizational return on investment (ROI) of feedback exchange. Our study shows that feedback length stays in an inverted U-shape relationship with ROI. Contrarily, feedback frequency is negatively correlated with ROI. When analyzed jointly, two sweet spots arise: one for medium-length, frequent feedback, and the other, for longer infrequent feedback.

    Künstliche Intelligenz durchdringt immer stärker verschiedene Lebensbereiche und macht auch vor der beruflichen Bildung nicht halt. In diesem Zusammenhang gibt es derzeit vielfältige Diskussionen zur Rolle der menschlichen Intelligenz in zukünftigen Arbeitsprozessen und damit verknüpft Fragen zur Auswirkung auf die Aus- und Weiterbildung von Arbeitskräften. Ziel dieses Beitrags ist es darzulegen, warum in den kommenden Jahrzehnten die effektive Kombination der komplementären Stärken von menschlicher und künstlicher Intelligenz im Sinne des Hybrid Intelligence (HI)-Gedankens im Vordergrund stehen wird. Anschließend werden Potentiale und Grenzen von HI im Kontext der beruflichen Aus- und Weiterbildung mit besonderem Fokus auf die Individualisierung von Lehr-/Lernprozessen diskutiert.

    Organizations are utilizing real-time feedback applications as a means to enable and facilitate a feedback environment that enhances employee performance. Extant studies have focused on individual feedback effects, but organizational effects are not well addressed in literature, especially as it relates performance. We investigate how different feedback configurations have an effect on organizational performance through an agent-based simulation. We find that when providing feedback, it is more important to have a combination of medium values for specificity and valence than the one extreme over the other. Furthermore, the greater the time feedback managers invest in the feedback process, the greater the benefit for the overall organization. However, this comes with costs, since providing feedback is not the only task of a manager. Lastly, in environments with high complexity tasks, any feedback even if it is medium on specificity and contains only a limited amount of positivity results in higher payoffs.

    Professional sports has evolved from an activity of game to an activity of organization that has been codified, strategized, and commercialized. One factor that is shaping the sports industry is the pervasiveness of social media. On the one hand, social media is used as a powerful medium for distributing and getting news, engaging in topical discussions, and empowering brands. On the other hand, social media has become a crucial mouthpiece for athletes to interact with peers and share opinions, thoughts, and feelings. However, millions of followers, tweets, and likes later researchers, practitioners, and athletes alike ask whether social media has an impact on athlete’s performance. We conduct a social media usage and a sentiment analysis of 124’341 Twitter tweets extracted from 31 tennis athletes. We link these data to 8’095 corresponding match day performances. The results show that excessive social media usage has a significant negative impact on athlete’s performance.

    Wissenschaftlicher Artikel
    Digitalization triggers a shift in the compositions of skills and knowledge needed for students in their future work life. Hence, higher order thinking skills are becoming more important to solve future challenges. One subclass of these skills, which contributes significantly to communication, collaboration and problem-solving, is the skill of how to argue in a structured, reflective and well-formed way. However, educational organizations face difficulties in providing the boundary conditions necessary to develop this skill, due to increasing student numbers paired with financial constraints. In this short paper, we present the first steps of our design science research project on how to design an adaptive IT-tool that helps students develop their argumentation skill through formative feedback in large-scale lectures. Based on scientific learning theory and user interviews, we propose preliminary requirements and design principles for an adaptive argumentation learning tool. Furthermore, we present a first instantiation of those principles.

    The amount of online reviews is growing significantly. Between 2014 and 2017 the number of reviews for TripAdvisor grew by 300% and for Yelp by 208%. However, not all online reviews are equally valuable. Some reviews are perceived to be more helpful or trustworthy then others. Hence, a plethora of scholars have investigated the role of online reviews and researched factors and characteristics determining its helpfulness. Nevertheless, mixed findings were found. Consequently, the purpose of our paper is to present a holistic and representative analysis of the literature on factors indicating the helpfulness of online reviews. In total, we analyzed 81 journal articles and inductively created a framework resulting in four dimensions: review-related factors, reviewer-related factors, reader related factors and environment-related factors. The results reveled that researchers mainly focused on factors of the first two dimensions and that the findings are inconsistent and need to be solved by future research.

    Enterprises are forecasted to spend more on chatbots than on mobile app development by 2021. Up to today little is known on the roles chatbots play in facilitating feedback exchange. However, digitization and automation put pressure on companies to setup digital work environments that enable reskilling of employees. Therefore, a structured analysis of feedback-related chatbots for Slack was conducted. Our results propose six archetypes that reveal the roles of chatbots in facilitating feedback exchange on performance, culture and ideas. We show that chatbots do not only consist of conversational agents integrated into instant messenger but are tightly linked to complementary front- end systems such as mobile and web apps. Like the upper part of an iceberg, the conversational agent is above water and visible within the chat, whereas many user interactions of feedback-related chatbots are only possible outside of the instant messenger. Further, we extract six design principles for chatbots as digital feedback systems. We do this by analyzing chatbots and linking empirically observed design features to (meta-)requirements derived from explanatory theory on feedback, self- determination and persuasive systems. The results suggest that chatbots benefit the social environment of conversation agents and the richness of the graphical user interface of external applications.

    The skills students need today, have changed over the last decades. The required skills shift more and more towards higher order thinking skills such as critical thinking, collaboration and communication. One of the main factors to practice these skills is through formative feedback. Which in our setting consist of self-assessment and peer-assessment. However, today’s lecturers are facing the challenge that the amount of students per lecture continuously increases, while the available budget stagnates. Hence, large scale lectures often lack feedback caused by the scarcity of resources. To overcome this issue we propose a teaching-learning scenario, using IT to provide formative feedback at scale. In this paper, we are focusing on the students providing feedback skill, which is important for collaborative tasks. In our experiment with around 101 master students, we were able to show that the students ability to provide feedback significantly improved by attending IT-based peer feedback iterations.

    MOOCs attract learners from various cultural backgrounds with differing educational beliefs and learning preferences. Research has long acknowledged that culture has an impact on the adoption and use of information technology. Cultural differences can cause conflicts, especially when learners provide each other with feedback during the peer assessment process. With this paper, we use a design science approach to create a cultural sensitive peer assessment process in MOOCs. Based on Hofstede’s cultural dimension theory we derive design elements and evaluate them in a qualitative and comparative study with Swiss and Chinese students. Our results show that different cultures prefer different designs. Consequently, our key contribution is the practical elaboration of design elements, which can be integrated in MOOCs to provide a better learning experience. Further, we contribute to cross-cultural theory by using an existing framework and adapting it to a new and relevant phenomenon: MOOCs.



    • 2020 - Promotion an der Universität St.Gallen im Bereich Wirtschaftsinformatik (Summa Cum Laude)
    • 2019 - Visiting scholar Assessment Research Division, Cambridge Assessment, University of Cambridge 
    • 2019 - Visiting scholar Management Information Systems, Fox School of Business, Temple University 
    • 2013 - Information Systems, Master of Science, University of Mannheim Information Technology
    • 2011 - Bachelor of Science Honours, Edinburgh Napier University Computer Networking
    • 2011 - Bachelor of Science, Furtwangen University of Applied Sciences  


    Stärkung von Digital Skills in der Lehre

    • Swissuniversities
    • Project Funding
    • Jan. 2020 - Jan 2024

    What’s Next? Helping Students to Adapt their Learning Process in University Large- Scale Lectures by Personalized Recommendations

    • Grundlagenforschungsfonds der Universität St.Gallen
    • Project Funding
    • Jan. 2018 – Jun. 2019

    Enhancing Student Performance Through Formative Feedback in Large Scale University Lectures

    • Schweizerischer Nationalfonds
    • Individual Funding
    • Jan. 2019 – Jan. 2020

    Evaluating the Effectiveness of Digital Formative Learning Assessments in University Large-scale Lectures

    • Grundlagenforschungsfonds der Universität St.Gallen
    • Project Funding
    • Jan. 2017 – Juni 2018

    Mitarbeiter im Zeitalter von Industrie 4.0

    • Siemens AG
    • Apr. 2018 – Sep 2019


    Dez 2013 – Mai 2016 

    Senior Systems Engineer Leitwerk AG, Freiburg         

    • Consulting and implementation of IT-security and network infrastructure projects
    • Project manager for enterprise projects Head of the competence center for project management 


    • 2020 Most Innovative Paper Award Wirtschaftsinformatik (WI) Konferenz
    • 2019 One-year research fellowship from the Swiss National Science Foundation (SNF, Doc.Mobility)
    • 2019 Supervisor of the best Master’s thesis in the field of e-learning in 2019, which was awarded by the Gesellschaft für Informatik (German Informatics Society)
    • 2019 Invitation to the Doctoral Consortium at Hawaii International Conference on System Sciences (HICSS)
    • 2018 Nomination for the Best Paper Award in the International Conference on Information Systems in San Francisco (ICIS)
    • 2017 Nomination for Best Research-in-Progress Paper Award in the European Conference on Information Systems (ECIS)
    • 2012 – 2013 Germany Scholarship (Deutschland Stipendium)
    • 2011 – 2012 University of Mannheim Scholarship 2009 Furtwangen University of Applied Sciences Scholarship  


    • Nov 2019 “What Makes Great Feedback, Characteristics of Peer Feedback Quality”, Second Language Education Research Cluster, Faculty of Education, University of Cambridge (invited by Dr. Pascual Pérez-Paredes)
    • Sep 2019 “Automatic Assessment of Peer Feedback Quality Using Natural Language Processing”, The Institute for Automated Language Teaching and Assessment, Computer Laboratory, University of Cambridge (invited by Prof. Dr. Paula Buttery)
    • Jun 2019 “How to Provide Feedback in Large Scale Lectures?”, Assessment Research Division, Cambridge Assessment, University of Cambridge (invited by Tom Bramley)
    • Apr 2019 “What Makes Great Feedback, Characteristics of Peer Feedback Quality”, Fox School of Business, Temple University (invited by Prof. Dr. Paul A. Pavlou)