Track Chairs
Mareike Schoop, Ph.D., University of Hohenheim
Heikki Topi, Ph.D., Bentley University
Xue Yang, Ph.D., Nanjing University

Track Description
Emerging technologies create new pedagogical opportunities and challenges; they enable innovative uses of digital learning environments and technologies at educational institutions and beyond. Rapidly advancing capabilities in domains such as data analytics, cloud computing, edge, and mobile computing, as well as machine learning, predictive analytics, and other applications of artificial intelligence, offer the opportunity to change not only what we teach (curriculum) but how we teach (pedagogy). Following several years of the COVID-19 pandemic and its aftermath, many institutions—having expanded their educational portfolios to include new online offerings—are now adjusting back to a post-pandemic reality. They seek to strike the right balance between traditional, online, and hybrid learning scenarios that offer viable options for different learning contexts. The Digital Learning and IS Curricula track provides IS scholars with an opportunity to present and exchange conceptual ideas, implementations, and empirical findings regarding curriculum, pedagogy, learning environments, and pedagogical innovations via the use of technologies to improve teaching and learning in educational institutions and beyond.
Schedule

2025
Sunday, December 14th

A Construal-Level Approach to Optimizing Reflection Prompts for Self-Regulated Learning

Guoting Kong, National University of Singapore
Lih-Bin Oh, National University of Singapore
Hock-Hai Teo, National University of Singapore

Adopt, Adapt, Transform: AI Integration in Customer Feedback Management

Dzmitry Katsiuba, University of Zurich
Mateusz Dolata, Zeppelin University
Kevin Crowston, Syracuse University
Gerhard Schwabe, University of Zurich

Data Literacy Development in Hackathons: An Activity Theory Perspective

Janaina Aniceto, Université Laval
Jacqueline Corbett, Université Laval

Emergent Human-AI Interaction Reveals Critical Fluctuations in Digital Game-Based Learning: A Complexity Science Perspective

Anna Wenzel, TU Dortmund University
Jan-Martin Geiger, University of Münster
Andreas Liening, TU Dortmund

Empowering Employees: Designing a Training Concept for GenAI Competence

Anna Schaetzle, Technical University of Darmstadt
Shabnam Sohrabi, Technische Universität Darmstadt

Enhancing Online Learning through Time-sync Comment: A Knowledge-relevant Perspective

Tianyi Ma, University of Science and Technology of China
Xiaoyu Yao, University of Science and Technology of China
Renzhi Gao, Zhejiang University
Qian Huang, School of Management, University of Science and Technology of China

Fostering Divergent Thinking via Generative AI: The Role of Questioning-Based Learning

Runnan Chen, University of Science and Technology of China
Andy Tao LI, University of Science and Technology of China
Tianyi Ma, University of Science and Technology of China

Generative AI in Education: A Review of Applications, Impacts, and Future Research Directions

Yang Liu, Xi'an Jiaotong University
Wei Cui, National University of Singapore
Shuang Wu, Shandong University of Finance and Economics
Wee Kek Tan, National University of Singapore

Integrating Software Testing into the Curriculum: Challenges and Solutions Based on the DO-ID Model

Christine Jokisch, University of Goettingen
Lotta Elisabeth Bauer, University of Goettingen
Parth Thakarashibhai Sheta, University of Goettingen
Sebastian Hobert, TH Lübeck
Leonie Kopahs, University of Goettingen
Matthias Schumann, University of Goettingen

Leapfrogging Ahead with Generative AI

Daniel E. O’Leary, University of Southern California
Guido Geerts,, University of Delaware

Navigating AI Teaching Assistants: How Perceptions and Interactions Shape Student Engagement, Cognition, and Learning

Sarbottam Bhagat, University of Wisconsin - Eau Claire
Evan Sveum, University of Wisconsin-Eau Claire

Personalized Answer Generation Based on Individual Knowledge Background Using Large Language Model

Bei Jin, Fudan University
Tan Cheng, Fudan University
Yunjie Xu, Fudan University
Chee-Wee Tan, Hong Kong Polytechnic University

Studying the GenAI’s Impact on Learning and Critical Thinking: A Multi-Site Field Experiment

Isabel Ramos, University of Minho
Anabela Mesquita, Polytechnic of Porto
António Luís Lopes, Instituto Universitário de Lisboa (ISCTE-IUL)
Fernando Moreira, Universidade Portucalense
Victor Barros, University of Minho
Rui Dinis Sousa, University of Minho
Gonçalo Regadas, Universidade do Minho
Luis Gomes, Universidade de Évora
Patricia Leite, Escola Superior de Tecnologia do Instituto Politécnico do Cavado e do Ave

Towards a Fifth Stage of the Experiential Learning Cycle: Extending ELT through Simulation to Foster Practice-Ready Transformation in IS Education

Nadia Faisal, Federation University
Mehmood Chadhar, Federation University
Anitra Gorris-Hunter, Federation University
Andrew Stranieri, Federation University

Towards Design Principles of Lecturer Dashboards for Reflective Writing

Léane Wettstein, Bern University of Applied Sciences
Roman Rietsche, Institute for Digital Technology Management

“We Don’t Need No Education”-al Technology – Teachers’ Implicit Attitudes in the Use of Learning Management Systems

Lukas Florian Bossler, University of Hagen
Florian Wetterling, University of Hagen
Thomas Langer, University of Hagen
Julia Kroenung, University of Hagen