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Dr. Sofia Schöbel

Assoziierte
apartment
Müller-Friedbergstrasse 8
9000 St. Gallen
mail
phone
+41 71 224 3800

Forschungsgebiete


  • Gamification – Entwicklung und Erforschung von spielbasierten Mechanismen und Konzepten zur Steigerung der Motivation und des Engagements von Nutzern.
  • Digitales Lernen – Entwicklung von online Lernmaterialien sowie Erprobung und Etablierung von Lernanwendungen hinsichtlich der Gestaltung, Nützlichkeit und Anwendbarkeit unter anderem unter der Berücksichtigung von Kompetenzprofilen von Nutzern.
  • Business Analytics – Etablierung von Konzepten rund um das Datenbankmanagement, Big Data, Text Mining sowie der Prozess der Datensammlung, Datenanalyse, Datenvisualisierung und Auswertung mittels Regressionen.
  • Interaktion und Gestaltung von smarten persönlichen Assistenten – Gestaltung und Analyse der Interaktion zwischen Nutzern und smarten persönlichen Assistenten unter anderem in Anwendungsfall von Subscription Geschäftsmodellen.
  • Collaboration Engineering – Entwicklung und Erprobung von Mechanismen und Konzepten zur effektiven Zusammenarbeit von Teams und Gruppen sowie Entwicklung und Erforschung von Konzepten zur Steigerung der Motivation von Gruppenmitgliedern bei der Teamarbeit.
  • Weitere Forschungsgebiete


  • Nutzerzentrierte Informationssystemgestaltung – Analyse und Identifikation von Nutzergruppen zur individuellen und konfigurativen Gestaltung von Informationssystemen.
  • Publikationen


    Digital nudging is a promising approach from behavioral economics. In deci-sions where individuals tend to struggle, nudges can support users of digital systems by aligning their behavior with their preferences. Despite their wide use, most digital nudges are designed to support the intended behavior from the perspective of a company while neglecting potential legal, ethical, or individual constraints or preferences. With modern technologies such as artificial intelli-gence or big data, these issues multiply and with the increasing effectiveness of digital nudges and use of new technologies, this has become even more critical. Thus, in this paper we follow a Design Science Research approach to develop a process model for the systematic development of legitimate nudges (DELEN). Legitimacy requires that dealings between different entities shall be fair. Unlike other models, we set normative boundaries derived from literature, expert in-terviews, and target group segmentation as integral elements. Target group seg-mentation increases nudge effectiveness and avoids unnecessary burdens for other individuals. By doing so, the DELEN process model paves the way for legitimate and effective digital nudges.

    Mehr
    Die Digitalisierung verändert nicht nur unser privates, sondern auch unser Arbeitsleben. Immer mehr Daten über Individuen sind online verfügbar und werden für die Nutzung von bestimmten Online Services vorausgesetzt. Hierbei verlieren die Nutzenden oft den Überblick, wie und welche Daten sie von sich preisgeben. Dies birgt nicht nur das Risiko der Preisgabe von privaten Daten, sondern auch unternehmensseitig das Risiko, dass wichtige Daten außerhalb des Unternehmens veröffentlicht werden. Hier kann das Konzept des digitalen Nudgings angewandt werden, welches nunmehr auch als edukatives Privacy Nudging genutzt werden kann. Das Konzept bezweckt, Individuen durch bestimmte Elemente wie beispielsweise Defaults zu Verhaltensänderungen anzuregen. Dieser Beitrag hat zum Ziel, einen Überblick darüber zu geben, welche Privacy Nudges es im edukativen Bereich gibt und wie diese mit verschiedenen Lerntheorien in Einklang gebracht werden können. Der Text soll Forschern und Praktikern eine Orientierung geben, selbst edukative Privacy Nudges zu gestalten und endet mit einem Fallbeispiel, das aufzeigt wie einfache Gestaltungsänderungen Individuen dazu anregen können, sich privatheitsfreundlicher zu verhalten und sorgsamer mit ihren privaten Daten umzugehen.

    Mehr
    Gamification is a well-known approach that refers to the use of elements to increase the motivation of information systems users. A remaining challenge in gamification is that no shared understanding of the meaning and classification of gamification elements currently exists. This impedes guidance concerning analysis and development of gamification concepts, and often results in non-effective gamification designs. The goal of our research is to consolidate current gamification research and rigorously develop a taxonomy, as well as to demonstrate how a systematic classification of gamification elements can provide guidance for the gamification of information systems and improve understanding of existing gamification concepts. To achieve our goal, we develop a taxonomic classification of gamification elements before evaluating this taxonomy using expert interviews. Furthermore, we provide evidence as to the taxonomy’s feasibility using two practical cases: First, we show how our taxonomy helps to analyse existing gamification concepts; second, we show how our taxonomy can be used for guiding the gamification of information systems. We enrich theory by introducing a novel taxonomy to better explain the characteristics of gamification elements, which will be valuable for both gamification analysis and design. This paper will help guide practitioners to select and combine gamification elements for their gamification concepts.

    Mehr
    Digital nudging in privacy has become more important to protect users of information systems while working with privacy-related data. Nudging is about altering a user’s behavior without forbidding any options. Several approaches exist to “nudge” users to change their behavior. Regarding the usage of digital privacy nudges, research still has to understand the meaning and relevance of individual nudges better. Therefore, this paper compares the preferences of users for different digital nudges. To achieve this goal, it presents the results of a so-called best-worst scaling. This study contributes to theory by providing a better understanding of user preferences regarding design variations of digital nudges. We support practitioners by giving implications on how to design digital nudges in terms of user preferences.

    Mehr
    Designing socio-technical systems like IT-supported teaching-learning systems that motivate learners while at the same time stimulating knowledge transfer has become challenging. Teaching-learning techniques that consist of a social context that interacts with and is supported by information technologies are often bundled in a holistic design artifact. To explore a socio-technical design artifact, one must recognize that it consists of several sub-artifacts, each of which must have its own design approach. We introduce the research approach of designing and piloting the IT-supported teaching-learning concept, sensitized to the demand of distinguishing among several socio-technical sub-artifacts. We present the purpose of our design science research (DSR) journey and differentiate among several design artifacts, each of which make prescriptive knowledge contributions and, thus, represent diverse types of theory in information systems. The first artifact is a Peer Creation Process for enhancing knowledge transfer and documentation, which contributes to a nascent design theory. The second artifact is a User-Centered Process to gamify LMSs, which contributes to a theory of design and action. We describe the DSR journey that was part of the project StaySmart, the purpose of which was to design and evaluate a teaching-learning concept for knowledge workers. Teaching-learning artifacts usually have one purpose: to design and evaluate the learning experience. However, designing such artifacts requires identifying their sub-purposes, which leads to designing and evaluating several design artifacts, which we call teaching-learning techniques, so a holistic design artifact usually has several design artifacts. Therefore, the project makes distinct prescriptive knowledge contributions and has the potential to create distinct types of theory in information systems. Our case provides guidance in developing artifacts for a holistic design artifact and in understanding how such artifacts can be separated into sub-artifacts that have their own design science approaches.

    Mehr
    get_appSofia Schöbel, Andreas Janson, Katharina Jahn, Bastian Kordyaka, Ozgur Turetken, Naza Djafarova, Mohammad Saqr, Dezhi Wu, Matthias Söllner, Martin Adam, Povl Heiberg Gad, Henrik Wesseloh, Jan Marco Leimeister
    Wissenschaftlicher Artikel
    This report summarizes the discussion in a panel session on gamification designs at the 2019 European Conference on Information Systems in Stockholm, Sweden. The panel explores a research agenda for gamification design. The “what, why, and how” are considered to analyze the current state of the art of gamification research. An adapted defini-tion of gamification is presented as one outcome of the workshop to better describe what gamification is and what it can be used for. “Why” and “how” to employ gamification are discussed for different contexts. This can be used to gamify information systems, identity outcomes that are addressed by gamification concepts, and explore new ways of how to gamify. Overall, the panel presents new areas for future research and practice by identifying innovative ways to bring existing gamification concepts to a more impactful level.

    Mehr
    Conversational agents (CAs) represent a paradigm shift in regards to how humans use information systems. Although CAs have recently attracted considerable research interest, there is still limited shared knowledge about the distinctive characteristics of CAs from a user experience-based perspective. To address this gap, we conducted a systematic literature review to identify CA characteristics from existing research. Building on classifications from service experience theory, we develop a taxonomy that classifies CA characteristics into three major categories (i.e. functional, mechanic, humanic clues). Subsequently, we evaluate the usefulness of the taxonomy by interviewing six domain experts. Based on this categorization and the reviewed literature, we derive three propositions that link these categories to specific user experience dimensions. Our results support researchers and practitioners by providing deeper insights into service design with CAs and support them in systematizing and synthesizing research on the effects of specific CA characteristics from a user experience-based perspective.

    Mehr
    Online training to teach students problem-solving skills is becoming increasingly important. However, due to the complexity of such training, it is challenging to keep learners motivated and engaged in the learning process. One concept that can be used to motivate and engage learners is gamification. Gamification is about using game elements in non-game contexts. Research is lack-ing on which determinants of gamification promote engagement and improve problem-solving out-comes in learning. Therefore, the goal of our study is to analyze how gamification can impact engagement, problem solving outcomes and their related constructs such as motivation in IT-based training. To achieve our goal, we conducted a randomized experiment by creating a gamified online training program to teach students how to construct and develop value proposition canvases. The results of our study indicate that engagement is a central construct for explaining the effects of gamification on problem-solving outcomes. Our results contribute to theory by explaining the meaning and role of motivation, engagement, and their influence on the problem-solving skills learned by the students. We contribute to practice by offering suggestions regarding the design of online training programs and how to make them more motivating and engaging to learners.

    Mehr

    Berufserfahrung


    Methodische Expertise

    Qualitative Expertise – Durchführung und Auswertung von Interviewstudien, Fokusgruppen, Delphi Studien sowie Workshops

    Quantitative Expertise – Durchführung von Online Experimenten sowie Umfragen sowie Evaluation von quantitativen Daten in Form von Regressionsanalysen, Faktorenanalysen, Strukturgleichungsmodellen, Konfigurationsanalysen (QCA), Präferenzanalysen (Best-Worst-Scaling, Conjoint & Cluster Analyse)

    Tools: SmartPLS, R, SPSS, FsQCA, MaxQDA